Blog Post # 7 Templete

I’m nobody! Who are you?
Are you nobody, too?
Then there’s a pair of us -don’t tell!
They’d banish us, you know.

How dreary to be somebody!
How public, like a frog
To tell your name the livelong day
To an admiring bog!
– Emily Dickinson
Website: http://www.online-literature.com/dickinson/448/

For my last Blog, I decided to choose a template that resembled my love for poetry. I choose one of my favorite poets Emily Dickinson, who did not get recognized with her famous poems not until a couple of years after her death. In this short poem she is describing a conversation with herself as she is nobody and none is like anyone else because everyone is an independent individual, then she turns her point to say “who are you?, Are you nobody, too” with this she is trying to connect with the audience asking who they are, by repeating “nobody” and using it in question form. Then she makes a transition to by inserting “then” to emphasis the switch from the first two lines to the third to make her point from nobody/one person to a pair which indicates more than one person. The second stanza, Dickinson uses a simile “like a frog” to explain how the public can be like a frog, because of the way a frog can crock which is the basic means for this animal to communicate, which Dickinson is referring too people as frogs for telling there names. Before this there is, repetition using an anaphora of two words “How and to” to add a transition from the first stanza to the second one, by using “how” to ask a question and “tell” to answer the question. Emily using this type of technique was successfully able to grasp the attention of her audience to connect with unlike things, by using stylistic type of langauge to get her emotions across with her poem. With analyzing Dickinson’s technique I am able to achieve a template using her poem.

I:(Adds “Nobody” as a turning point and then changes with Who and Are”)
I’m alone! Who’s alone? Are you alone, too?

II:( Transition with Using words like “How” and “To”)
How anxious to be wanted, To express your needs

III:( Simile “like a frog”)
How happy , like a kid waiting for Santa clause

My poem
I am alone! Who’s alone? Are you alone, too?
Then theres a part of us- express out loud
They’d.. tell us to not complain
How anxious to be wanted
How happy, like a kid waiting for Santa Clause
To express your needs
To be admired and needed by others

Blog Post #6 Imitation

Imitation Common Place Blog #6

“The union’s survival, its very existence, sent out a signal to all Hispanics that we were fighting for our dignity, that we were challenging and overcoming injustice, that we were empowering the least educated among us, the poorest among us. The message was clear. If it could happen in the fields, it could happen anywhere: in the cities, in the courts, in the city councils, in the state legislatures.”
– Cesar Chavez, Commonwealth Club, San Francisco, November 9 1984
Website: http://www.chavezfoundation.org/_cms.php?mode=view&b_code=001008000000000&b_no=16&page=1&field=&key=&n=7

For this imitations I wanted to look for a speech or poem that had more than one rhetorical device. It has come to my attention, their can be more than one Rhetorical Device in a sentence to help the author make connections and grasp the point to the readers as well. I found the speech of the most famous Hispanic farm labor worker activist Cesar Chavez. In his speech in the Commonwealth Club in San Francisco he used, two types of schemes asyndeton, and anaphora. Asyndeton is used to add connection to a phrase or a sentence using, and, but or just commas between words to create a dramatic effect to the meaning. Chavez, uses asyndeton “the least educated among us, the poorest among us”, which is connecting the least and the poorest as importance and list of connection amongst the two phrases making it artful. He also uses anaphora, which is the repetition of a word or words in the beginning of the sentence; “in the cities, in the courts, in the city councils, in the state legislatures, to create an importance of all these judicial structures, which all have some sort of power. By using these two rhetorical devices he is able to get his point across to his audience of the mistreatment of the hispanic farm workers in California and the connection of mistreatment in any type of society even in high power such as legislatures.

My imitation

The Dream act has given hope to all the young adults who came involuntary and stayed. They have made the United States their home, their salvation of a better life, their opportunity to further educate themselves, their one and only country they have known. Still injustice, mistreatment, and inequality still arises till this day. The dreamers have the dream to go to college, become, doctors, lawyers, nursers, professors, therapist, to help educate others like themselves continue to dream and fight for the right of an education. The dreams want to help this country not destroy it. The stand for the right of Hispanics has begun, it happened in the past, it happens in the present, it will continue to happen in the future.

For my imitation I wanted to connect Cesar Chavez issues he addressed in 1984 and connect it to todays time with the Dreamers. I decided to talk about the mistreatment and injustice of the dreamers who were raised in this country and are being given the opportunity to attend college and further their education. I do not put myself in the same category because I am a US citizen but I do believe and consider myself a dreamer because I am hispanic, was not born here and the United States is the only place I call home. I have always wanted to go to college and continue my higher education and I am blessed to have the opportunity. But it breaks my heart that other students who want to go to school want to be someone in life, cannot because of their immigration status. In this imitation I added a connection to Chavez’s speech of hispanic workers taking a stand, well I connected it to 21st century, of hispanic students “the Dreamers” are taking a stand to college. In the 20 century they took a stand for better work conditions in the farm labor and now hispanic are taking a stand to continue their higher education. I used asyndeton to connect words in a list to make an artful effect of the importance of the phrase I am using. I also used anaphora to repeat the same word “their” to show I am addressing to more than one persons feeling and way of thinking when they are a dreamer. This was an interesting and fun way to use rhetorical devices in speeches to help express oneself opinion to a large crowd.

Blog Post #5 Imitation

“I did not travel around this state over the last year and see a white South Carolina or a black South Carolina. I saw South Carolina. I saw crumbling schools that are stealing the future of black children and white children. I saw shuttered mills and homes for sale that once belonged to Americans from all walks of life, and men and women of every color and creed who serve together, and fight together, and bleed together under the same proud flag. I saw what America is, and I believe in what this country can be.
That is the country I see.”
Barrack Obama Primary Election in South Carolina 2008

Website: http://www.realclearpolitics.com/articles/2008/01/barack_obamas_south_carolina_v.html

In class we learned about different types of rhetorical devices that help the reader engage with the authors purpose of their point. I looked over many devices and I found schemes that are helpful to analyze, evaluate, and even add information to the writing to make a connection and verbal expression in writing. I chose to use one of the schemes of repetition which is Anaphora. Anaphora is the repetition of a word or phrase in sentences. I found Obama’s primary election speech in South Carolina and grabbed my attention. Obama, in this small section of the speech uses the repetition of “I saw”, by repeating this phrase it has given the ability of the author to emphasis that he is a witness that he has seen all the horrible and difficult situations that South Carolina and even America is going through. He makes his he focus on the reader to connection to the audience he is one of them, he understands and sees and feels what they are going through to try to make a connection with his audience. Also, no just connecting and mentioning the bad things that South Carolina has but also the potential that it could become if they choose Obama. He uses this to convince his audience he is on their side and want to help them improve and become a better state and even a better country.

My imitation
I did not come tot his country just to be another person in the United States. I came to have a better life for myself and my family. I came to have an opportunity in this world. I came to work hard and contribute to this country. I came to be someone important. I came to better my education. I came to live the American Dream. I believe that coming to America was the perfect choice.

For my imitation I wanted to connect a similar situation that Obama mentioned. I choose to use my personal situation of the reason I came to America. I tried not toe repeat the anaphora “I came to”, but that is the point of anaphora to use relation of words to create an artful point of the topic I am conveying to my audience. I mentioned my reason and many other peoples reason they come to this country which helps the readers, connect better with my situation. These are great examples on how Anaphora’s are useful to convey a message to audiences in an artful way.

“I’d Rather be Studying” article Stylistic Analysis

I’D RATHER BE STUDYING
The True Story of Sara Bellum

Once upon a time, October 17, 1983, to be exact–a student here at the University of Maryland died from lack of study.* This is true. The student’s name was Bellum. She lived on Daleview Drive in Silver Spring, Maryland. She came to the University with the very best intentions–to devote the next four years to learning all that she could. In fact, her graduating class at Montgomery Blair High School had voted her “most likely to study.”
She meant to study. She just never got around to it. Soon after moving into Centreville dormitory (sixth floor south) she was elected president of her dorm unit. Sara was delighted about her election and she devoted a lot of time to her “new responsibilities.” She also spent a lot of time in bull sessions with her roommates and going through sorority rush (Delta Delta Delta) and attending women’s field hockey games. She went to a football game, a swim meet, and even survived a fraternity party. Sara was soon so busy with her extra-curricular pursuits that she didn’t have time for her studies. With so many things to do and people to talk to and places to go, September 6 soon became October 16 and Sara walked into her mid-term exams the way most of us would walk into a brick wall.
The first exam of Sara’s college career was in Professor Mack’s 9:00 a.m. Introduction to Shakespeare course: English 205. She had wanted to take English 101 instead, but by the time she registered, those classes were full. So, on the advice of a wag sitting outside of McKeldin Library (“It’s the same thing,” he said), she registered for the Shakespeare course.
Anyway, the night before her first mid-term exam she began to panic. She went to the Library to study only to learn that the Library-After-Dark is not the intellectual ghetto she expected, but instead is a holding pen for a milling crowd of hundreds of students looking for dates. Sara got a couple of dates but studied no Shakespeare. She was so worried about her exam she couldn’t concentrate; she couldn’t study. She really didn’t feel well. She returned to the dorm hoping that a good night’s sleep would improve her health.
No luck. Sara woke the next morning flushed with anxiety. She didn’t feel well. She didn’t feel well at all. Six weeks into the semester and she still hadn’t done any real studying. She had meant to study. She was going to study. She wanted to study. But . . ..
As Sara walked from Centreville dorm over to room 101 of Taliaferro Hall for her Shakespeare exam, she chided herself for not studying.
“Why? Why didn’t I study?” She thought, “if only I can squeak through this exam, from now on I’ll be good, from now on I’ll study.” She tried to think of a way to bail out of her predicament. Maybe Professor Mack wouldn’t show up for class; maybe he would postpone the exam; maybe he would forget that today was the day of the exam; maybe it would be an easy exam. She was stuck and she knew it. She needed a miracle. She should have studied. “Why?” Why didn’t I study? How did I get myself in this mess?!”
As she walked past the Student Union she thought of running into the bookstore and buying the CliffsNotes for Hamlet. There were still 15 minutes before the exam. Maybe she could speed read just enough to get by.
Instead, she reached into her backpack for her Norton Anthology of All the World’s Literature and Wisdom but pulled out another book she had not read. It was a book her Auntie Bellum had given her as a high school graduation present, a book entitled How to Succeed in College. She opened the book to the first chapter and read “Rule Number
One: Don’t Procrastinate.” “Oh rats,” she said and quickly stuffed it back into her bookbag. The last thing she needed now was a lecture. She felt bad enough. She felt awful. She should have studied.
When Sara got to the classroom she sat way in the back next to Patty Harper, an exchange student from Kentucky, hoping that Professor Mack wouldn’t see her. No such luck.
As soon as Sara read the first question, she knew she was doomed: “Compare any two of Hamlet’s four major soliloquies showing how the two you choose differ in language, tone, structure, and the attitude towards action.” It was worse than she expected. CliffsNotes wouldn’t help. Whomever Cliff was, he was no match for Professor Mack. Sara sat staring at the exam questions feeling worse by the minute. She began to perspire. Her fingers felt cold and clammy. Sara could only remember one soliloquy, the famous “To be or not to be.”
Suddenly Hamlet’s words took on an appalling relevance to her young life, as she felt her troubled mind and conscience sliding steadily away from her trembling body cramped in a hard wooden deskchair. She really didn’t feel well. Dizzy. Nauseous. She was perspiring noticeably and having a hard time breathing. The harder she tried to breathe the more difficult it became. Overwhelmed with anxiety, she began to hyperventilate. She stood up to go to the women’s room to lie down, but just as she did, she passed out. As she fell she hit her head–hard–on the back of a chair. Sara slumped to the floor like a sack of potatoes and her head bounced off the floor.
Professor Mack rushed to her side and put his sweater under her head to comfort her.
“She’s dead!” a student gasped.
“No!” Professor Mack insisted, “she’ll be okay, she just passed out,” and he sent a squad of students to get help. “Quick!”
Dr. Bridwell arrived in a matter of minutes but it was too late. Sara was dead.
“She probably died of closed head trauma,” was what Dr. Bridwell said. “When her head banged off the edge of the chair and then bounced off the hard floor it was too much.”
Later, alone in the room and pondering the tragedy he had just witnessed, Professor Mack went over to Sara’s desk and picked up her test booklet. Sara had written just three things: The date, October 17, 1983, her name, Sara Bellum, and her immortal last words, I’d Rather Be Studying.
The story continues. According to campus legend, when Sara got to the Big University in the Sky, the Professors there were so saddened by the tragedy that they vowed that her death would not be in vain. And so, following a heated argument over the semantics of reincarnation, metempsychosis, and transmigration, they invoked the Doctrine of Immortality and Sara was transmigrated as a booklouse*** and returned to the Maryland campus where she lives in McKeldin Library and helps other students avoid her fate.
This is why Maryland students are such good students. When they are in the library studying, wondering about the mysteries of life, trying to figure out the answers, scratching their heads–that’s not dandruff. That’s Sara Bellum doing what she can to make them curious. Sara believes that the itch of ignorance is a gift.
Sara says, “people who know everything are boring. The lucky people are the ones who don’t know it all, who are still trying to figure things out, still scratching their heads.”****

* There is much controversy about the exact cause of death. Although Dr. Bridwell, the attending physician, reported the cause as “closed head trauma,” students correctly identified it as “lack of study.” The attending professor, Maynard Mack, Jr., has always insisted that the death be regarded as a suicide. “For a student not to study is suicide, pure and simple,” he says. Two of Professor Mack’s colleagues claim that he shakespeared the student. The autopsy revealed a “ruptured berry aneurysm.” And there are even a few wags who claim that the whole story is a hoax.

*** A booklouse is a tiny translucent bug that lives off the paste and glue in books–except, of course, Sara Bellum, who lives off the ideas in books. She learned her lesson.

**** Nullifidians beware. When the Maryland students learned what happened to Sara Bellum it so captured their hearts and minds that they immediately launched a successful campaign to make her immortal last words the student motto of the campus and placed a memorial plaque on the front of Taliaferro Hall as a tribute to her and to all other students who have died from lack of study.

Learning is Becoming________________________
John Pease (SocheProfessor@gmail.com)

Blog Post #4

“I’d Rather Be Studying”
No luck. Sara woke the next morning flushed with anxiety. She didn’t feel well. She didn’t feel well at all. Six weeks into the semester and she still hadn’t done any real studying. She had meant to study. She was going to study. She wanted to study. But . . ..
“Why? Why didn’t I study?” She thought, “if only I can squeak through this exam, from now on I’ll be good, from now on I’ll study.” She tried to think of a way to bail out of her predicament. Maybe Professor Mack wouldn’t show up for class; maybe he would postpone the exam; maybe he would forget that today was the day of the exam; maybe it would be an easy exam. She was stuck and she knew it. She needed a miracle. She should have studied. “Why?” Why didn’t I study? How did I get myself in this mess?!”

This is story was introduced by my Sociology Professor. “id Rather Be Studying”, is based on a true story about a University of Maryland student Sara Bellum in 1983. This story talks about Sara, a freshmen who decides to put off studying for her social life. And dies of the anxiety and frustrations she encounters of not studying.

It was very hard for me to choose a part in which the author exactly uses styles and different types of motives, tropes,and schemes. In my perceptive he uses all these techniques all throughout the story,to come across to his audience.

When I first read this story it captured my attention right from the start. The writer first used social arena technique, he or she put thought to who the audience would be. The author decided to write to college students who go through problems such as studying, social life and other aspects of college life.

Author uses a type of trope which is a metaphor. “Sara woke the next morning flushed with anxiety. The author used the word flushed to add enfaces and importance to the anxiety that Sara was experiencing, author wanted to make the audience feel how badly the anxiety got to her.

Two types of Schemes of Repetition are used. The first one is Anaphora which is repeating items in the beginning of a sentence. The author repeats “she” “She had meant to study. She was going to study. She wanted to study. By having these anaphor highlights the importance of
the message being conveyed, by expressing what Sara wanted to do. Also, Epistrophe is used in the beginning and end of sentence such as, “Why? Why didn’t I study?”. This phrase is the cherry on top of the whole story. The phrase the author uses to point out to the audience of the internal feeling ,Sara has been saying why didn’t she study .This phrase also is related to college students who ask this question to themselves at least once in there lives which is a social arena as all.

This author used social arena, Schemes and tropes to get their point across to the audience and be able to capture the audience attention, by using different types of written style.

Common Place Blog #3

Looking at the nature of plants, whence they come. For some come down from the mountains and grow up from the valleys and some come from the plains. But look how they develop,for it is at certain seasons and days that you must gather them. And you take them from the islands of the sea. And from the most lofty places. And look at the air which ministers to them and the nourishment circling around them, that they perish not die. Look at the divine water which gives them drink and the air that governs them after they have been given a body in a single being”.
-Cleopatra 

I came across this quote in a hair salon one day. The hair salon has this quote in the entrance with a frame and different colors around the q. The image of the quote on the wall immediately caught my eye. I decided to take a picture and read it. This quote was written by Cleopatra addressing an issue to philosophers of human societies. She expresses how people are like plants. Which are able to move from one place to another and have the ability to adapt, but need resources to survive such as water, and air. With these resource people and plants are able to grow and survive.

In this quote Cleopatra uses different style techniques to get her point and opinion across to her audience. She uses “whence” instead of where is a type of word choice she decided to use which was during that time period. There are many textual arenas in this quote such as repetition of words “ some come, and them” which expresses that the author is making a connection and talking about “them” as people. Plants not as an object like “it”.

Pathos is also involved in the quote, Cleopatra gives emotion in the quote regarding to plants needing to survive and not die with the help of water and air. “look at the air which ministers to them and the nourishment circling around them, that they perish not die”. With this part she explaining the connection between plants and humans that need recourses such as water and air to survive to keep moving forward and not to fail in society. The reader could feel the emotion she is giving and the social arena of the connection that the audience has to plants that they both need outside resources to stay alive.

Metaphors are used throughout the quote, “Grow up from valleys” grow up can have two meaning. Grow up can be interpreted as upbringing, or actually growing older by age. By using these metaphors the reader is able to understand and reflect with the interpretation that Cleopatra is meaning. It makes the quote more interesting to read and understand which is what Cleopatra wanted to grab the attention of her audience.

Cleopatra uses metaphors, pathos, and different stylistics arenas to come across her connection of humans and plants.

common Place blog #2

“Learn from yesterday, live for today, hope for tomorrow. The most important things is not to stop questioning”
-Albert Einstein

Albert Einstein was a very intelligent man. He was a physicist and a philosopher. He is greatly known for coming up with the Theory of relatively, which is highly important in physics today. He is also known for his famous quotes. One that I practically like is the one above. This quote can be interpreted in many different ways , depending on the perception of the person reading it.

This quote is a message to every human being on the planet. My interpretation of the quote is, we as humans make mistakes, and we learn from them. We should try not to make the same mistake the second time around, and continue with life no matter what obstacles or thoughts we may have. Even though, we continue we should hope for tomorrow, because we never known when our time is up. But never stop questioning of what can and will happen in life. My second interpretation is, life is a reason of hope so enjoy life and do not question for hope is always there. No matter what people have come across in life there is still a reason to keep pushing and keep moving forward and never to give up on life or you will never follow through and be left behind.

Albert Einstein uses stylistic arenas to communicate with his audience the message and meaning of the quote. He used the stylistic social arena area to choose the audience he wanted to get his message across. Albert used simple words that are colloquial instead of higher educated (SAT) type of words to connect with his audience. He wanted everyone to understand and relate to quote. No matter if they are in a higher class society or lower class he used words that everyone can understand and relate too.

Also, he used the textual arena in an orderly fashion. By using “yesterday, today and tomorrow” which are interrupted as past present and future meanings gives the audience a sense of order in which life is and how we can prosper and continue with life no matter what we have had to encounter in the pass or will encounter. It’s the rules of life in the Albert Einstein’s words.

The uses motives on language which he used to really explain his quote really grabbed my attention. He uses the it is not x; but y theory in the following example,“the most important thing…”. By using that part he is implying to the reader that is the “Y” of the quote.It’s what sums up everything and should be focused on more. That all these parts (X) are intertwined with each other to have an outcome which is (Y).

Albert used this quote to come across a common ground of how life is and how we are as human being. No matter where we come from we all have hope and want to keep living.This quote is intended for a universal audience.

Stylistic Epitome

To “Immortal Beloved
“Even in bed my ideas yearn towards you, my Immortal Beloved, here and there joyfully, then again sadly, awaiting from Fate, whether it will listen to us. I can only live, either altogether with you or not at all. Yes, I have determined to wander about for so longer far away, until I can fly into your arms and call myself quite at home with you, can send my soul enveloped by yours into the realm of spirits-yes,I regret, it must be. You will get over it all the more as you known my faithfulness to you; never another one can own my heart, never-never! Oh god, why must one away from what one loves so, and yet my life in W. As it is now is a miserable life. Your love made me the happiest and unhappiest at the same time. At my actual age I should need some continuity, sameness of life- can that exist under our circumstance? Angel, I just hear that the post goes out every day- and must close therefore, so that you get the L at once. Be clam-love me-to-day-yesterday. What longing in tears for you-You-my Life-my All-farwell. Oh, go on loving me-never doubt the faithfullest heart.
Of your beloved,
L
Ever thine,
Ever mine,
Ever ours” (Ludwig Van Beethoven, Love letter of Great men)

In this love letter written by Ludwig Van Beethoven in 1812 he expresses his last emotional thoughts and desires to his “immortal love”. The letter was written a couple of days before his tragic death. Beethoven writes to his secret love of his true and sincere feelings for her. During this period of time he knows he is dying and takes the last and final opportunity to put all thoughts and feelings in writing. This unidentified woman gave him the ability to convey all his energy in writing the final letter to her before he died.

He starts off by expressing thoughts he has about her which are good and bad, but extends his thoughts of longing to be together again, unfortunately it never happens. He then continues but changes direction and writes about wanting to be with her physically and regretting the moments that have not been spent. Then ends with writing he will always love her and to never doubt the love they had for each other and that it will always their love “Ever thine, Ever mine, Ever ours’’.

In this romantic and rhetoric letter he makes the reader feel and identify with love. Even though it uses many metaphors he make the letter seem as strange and rare love. As kids we have been told that love exist but as we get older parents say that love is not true and it dies. With his word choice and using pathos he is able to tell a story that has never been told before. This letter has a hidden secret of love which seems this relationship as a forbidden one. His word choice such as “yearn” he could have been substituted for strong ,but he wanted to make a drastic meaning of thinking about his love. The style that he uses is middle age type of english writing which changes the meaning of his letter to have more meaning and be extremely emotional. By using a fancy style he was able to show his emotion by using more dramatic and uncommon words which helped with presenting his point of the letter. He also uses textual and social area which both overlap to make a clear order of his idea and meaning of the letter. By using these two areas he incorporated metaphors and alliterations to give a unique and special feeling to the reader. This letter has used a styles of writing that brings a fancy and magical feeling to the reader and expresses his point across perfectly.