Sunday, June 3, 2012

This I Believe


Up until about the ages of ten or eleven, I didn’t want to do anything.   I didn’t want to play any sports, I didn’t want to express myself in art, I didn’t want to revive my brief escapade with ballet lessons; in general, I had no motivation to do any sort of activity that could set me apart or provide an outlet of expression.  I was a lackluster kid with a lot to figure out. 
            Looking back at my childhood, I can’t help but wonder what I spent my time doing.  Did I fill my time watching hours of cartoons every day for six years?  My minimal elementary homework could not have possibly taken me so long to complete every night.  What I do remember is rejecting any attempt to find a passion, a hobby, or a way to express myself.  First grade witnessed a failed attempt at field hockey and lacrosse.  In second grade, I quit dance lessons.  During fourth grade, I was enrolled in supplement classes to improve my Spanish, but I joyfully dropped those after a few months. At the time, I had only been playing piano for several years, but I realize now that I never truly enjoyed it until I was in eighth grade, at age thirteen.
            As I recall my undistinguished childhood, I almost cringe at the monotony of my previous life.  Now several years older, more specifically a junior in high school, I have experienced the stressful, yet exhilarating experience of juggling so many extracurricular activities that my head felt as if it were about to implode.  In a matter of six or seven years, I have crossed from one extreme to the other, from living a generic life to being able to express myself in numerous activities.  On a quotidian basis, I channel my longing for success and achievement in my work for school; I liberate my stress for tests and deadlines when I run on the track each day; I release all of my emotions through my hands at the piano every evening after everything else has concluded.
            Without these aspects of my busy life, I cannot imagine what my time would otherwise be occupied with.  I find outlets for expression in my activities, not because I would detest sitting at home with nothing to do, but because I love what I do.  I have found what unlocks the door to my emotions and keeps me in check with the world around me.  Many people, like me, have it figured out by now; they know what exactly the basis of their expression is, like discovering the power source of an electrical outlet.  After the plug fits into the correct outlet, all of one’s expression, or energy, is channeled into the body, giving it reason to continue putting forth effort in anything and everything.
            I believe in passions, in activities, and in discovery.  I believe that without something by which to express one’s self, life can become desolate and confining, or bland at the very least.  I believe in finding what makes the body and mind run, and pursuing that passion to no end.

Thursday, May 24, 2012

Supremacy is the American Experience


American Experience Essay
            While societies are constantly changing, history tends to be centralized around certain patterns or ideas that reoccur in every momentous decade or era.  In the case of the United States, there will always be a battle between those considered superior and their subordinate counterparts.  With superiority comes a sense of belonging and power, and a dignified knowledge that understands the magnitude of its control over society.  These superior individuals lounge at the pinnacle of a community’s social structure, dictating the outcome of various conflicts or debates.  Alternatively, inferiority is accompanied by secondary privileges and inescapable inequity.  Individuals stuck in an inferior level of society may have basic liberties stripped from them in order to benefit those in power.  Of course there are those in the median gray area where people exist both above and below them in society; however, this section is dwindling as the strength of supremacy grows in its role in America’s history.
            When the Declaration of Independence was passed on July 4th, 1776, Thomas Jefferson and his colleagues felt it imperative to grant every citizen “life, liberty, and the pursuit of happiness.” (The Charters of Freedom) In this respect, all citizens of the United States were thus equal in their basic rights in the newly established nation in America.  Throughout the course of the next three hundred years in United States history, groups of people may have pushed for this ideal equality in order to reestablish the intentions of the Founding Fathers.  As Thomas Jefferson said in his first inaugural address as president, “We are all Republicans, we are all Federalists,” (Jefferson) in which he acknowledges the strong American tendency to divide into political parties. Yet in an attempt to unite the nation and prevent political division, Jefferson argues that both parties have the same motives and goals.  Neither Republican nor Federalist Party is any more desirable or superior to the other because both ultimately strive for national unity and harmony.  Also promoting general equality in the nation was Abraham Lincoln who, in the act of passing the Emancipation Proclamation in the 1860s, declared all slaves free from the states in rebellion due to the Civil War (Lincoln). Formerly well below whites and other races in American society, African Americans were allowed by the Proclamation to rise up in social status and reach societal equality.  Freed from the binding of slavery, these former laborers were able to pursue other goals and achievements, providing an opportunity for them to equalize the subordination of races. 
Moving into the twentieth century, groups of people advocated the elimination of superiority in society based on claims related to politics or labor.  The Socialist Party in particular “offered a gender-free and colorblind invitation to membership,” and in doing so, “endorsed equal civil and political rights.” (Miller)  Addressing the social corruption evident in American society, Socialists promoted political rights for both men and women so to settle the imbalance of gender equality, and limit the overarching power of men in society.  The nineteenth amendment establishing female suffrage was not passed until 1920; Socialists provided an outlet and temporary opportunity for women searching for equality prior to the Constitutional solution.
As a people of personal will and determination, Americans can be triggered by even a hint of subordination in society.  Unfortunately, given the unavoidable nature of supremacy in American communities, these rebellions to superiority have always been quelled or quieted to maintain a usual balance of power.  Supremacy remains, as it has throughout American history, a dominantly unjust yet inescapable aspect of American society.
The meager efforts of several determined individuals in America’s history were hardly enough to eliminate, or even stir, the prominence of societal superiority.  After having defied the supremacy of the British in the American Revolution, American shifted their focus towards expansion and acquisition.  This could not be completed, however, without managing the Indians settled on lands targeted for expansion.  Thus, under the Presidency of Andrew Jackson, the United States passed the Indian Removal Act of 1830 to satisfy the American yearning for wealth and power.  With “a clam-shell, or the shoulder blade of a buffalo, tied to a stick” as the only mode of agriculture for the Indians, American expansionists with superior weapons and technology found ease in pushing the inferior Indians off of their respective lands (“Removal of the Indians”). Despite the reality that the Native Americans had preceded European settlers in establishing communities in America, white superiors, such as the author of this article, found it imperative to push the inept tribes aside for further American advancement.  The simplistic, modest lifestyle of the Indians was not admired, but resented as primitive and insignificant, elevating white Americans to a superior status, both in technology and society.  In order for the United States to reach the magnitude and power it has today, this expansion and suppression of Indians was not necessary but unavoidable in the course of America’s history.  Inescapable as it was, this led to horrifying destruction of culture and native society, particularly in the Trail of Tears.  This forced removal of Cherokee Indians at this time led to the death of approximately 4,000 natives from “hunger, exposure and disease.” (“A Brief History of the Trail of Tears”)
While this trend continued in the following decades, another turn of events emphasized the importance of American supremacy at the increase of immigration rates in the late nineteenth century.  As the supposed superior nation in the global scene of the 1880s, the United States found it imperative to rid society of any alleged inferior individuals that would potentially disrupt America’s success.  Therefore the Chinese Exclusion Act of 1882 was passed to prevent these immigrants from entering the country since these people “endanger[ed] the good order of certain localities” within the U.S. (“Transcript of the Chinese Exclusion Act”).  Although with no proof of their supremacy over the Chinese, Americans insisted that Chinese laborers had negative effects on American society. The suspension of Chinese entry into the U.S. only established an American supremacy as a superior nation.
Particularly following the years of World War II, the United States as a global superpower found it vital to demonstrate its supremacy within American society.  As the Communist “Red” Scare ensued in the late 1940s, many Americans became frantic with finding the disguised communists in American society that could pose a threat to the U.S. capitalist system.  The search for “Reds” became so severe that even elementary school teachers were scrutinized and inspected to minute detail in order to locate these hidden communists.  Since communism was seen as a undesirable, corrupt form of government in the United States, American anti-subversive committees and anti-communist individuals became blinded by the threat of the equally supreme superpower of the U.S.S.R. as they began to accuse innocent members of society of communist actions, such as school teachers, and organizations including Boy Scouts and Girl Scouts (Washington Post).
More recently, several groups of people have been battling the supremacy of individuals not based on class or power, but on race and gender.  In the recent wars in Iraq and Afghanistan, women have slowly gained more rights in military participation, but not without a cost.  However, according to the New York Times, women still face “sexual discrimination and rape,” which requires “counselors and rape kits…in war zones.” (Alvarez) Although women can hold military positions more commonly in present-day, it is only the illusion of equality as there are costs to attempting to equalize the gender ranks in combat.  Altered living arrangements, as well as emotional and physical protection from abuse are required in order to allow women to remain in the military.  Establishing particular boundaries and adjustments for women still keeps many of them in subordination to military men. 
Although the issues of slavery from past centuries have been resolved, remnants of the white and black culture controversy have endured through present day.  Bitterness and repulsion characterize the feelings of the most radical of African American activists due to the societal subjugation of this race in some areas of the United States.  Harlem provides only one of the many locations in which white communities live comfortably and in close approximation, while African American communities are still confined to filthy, crowded accommodations (Theroux). Some African Americans feel insecure and at risk of harm in regions dominated by white culture.  Fears of subjugation and violence have become ubiquitous in the daily struggle of some African Americans to stay safe, simply due to the superiority of the white upper class.
Although supremacy in America is not always fair or popular, it is very much inescapable.  In order for social structure to exist, individuals will always push others below them to achieve prosperity and wealth.  An ideal society would be one were this unjust supremacy has evaporated, but in the modern day world, it is simply impossible.  American society has mastered supremacy down to a science and although one group may escape from inferiority one day, another group of individuals will fall to its grasp the next day.  Unreasonable as it is, supremacy is an active aspect of American society, as it has been, and as it always will be.

Wednesday, January 25, 2012

Second Quarter Reflection

What is the American Experience?
For the duration of first quarter, both AP Lang and AP US History centralized around the first century or two of American history, during which colonists and patriots were searching for a secured sense of independence.  Conflicts with the British and other nations were fresh in my mind as I believed that the American Experience was the inseparable pair of independence and identity formation.  However, as my knowledge of US History and the great rhetoricians of the nineteenth and twentieth centuries has expanded, I have come to identify the American Experience as a concept that can be applied to both quarters.  The American Experience is the relationship between inferiority and superiority in America, from  1607 to present-day.  Whether it be Indians forced onto reservation by their white "superiors" or the political machines of the Gilded Age taking advantage of European immigrants, almost all events in American history have been driven by the sense of superiority from an individual or group of people.  For as long as class divisions exist and individuals are motivated by the desire to succeed and climb up the social ladder, the battle of those considered inferior or superior will remain a the prominent backbone of the American Experience.

Top 5 Things AP Language Students Should Know to Survive

1. Vocabulary=Friend.
The backbone to every AP Lang assignment is the vocabulary.  Essentially, if you don't know the vocab, you don't know the course.  How might a student write an essay on rhetorical strategies in a text if the only rhetoric he or she is familiar with is Grade 9 vocab!?  Most students going into AP Lang have probably been using the same overstatement, irony, metaphor, and personification for years; but this microscopic, rudimentary list is hardly enough to get by.

No matter the assignment, whether it be an essay or quiz, thorough understanding of all AP Lang vocabulary (yes, all 8000 words or so...) only strengthens a student in the end.  In my own AP Lang class, we were given the Bible of all rhetoric and argumentation vocabulary.   Seven pages, front and back, of the most seemingly obscure, yet extremely essential vocabulary terms that will carry me through the 8 arduous months of school before the AP Exam in May.  Already I have survived numerous vocabulary quizzes that would drive me to insanity if not for this lifeline of a packet.  No assignment can be completed without knowledge of all vocabulary pertaining to logical fallacies, rhetorical strategies, appeals, syntax, diction, and more.
    
Work to learn the vocabulary, and the vocabulary will work to help you.

And no, the easiest path is not always the best path.




2. Annotate, Annotate, Annotate!
Annotate.  Annotate Everything.  Annotate an essay prompt.  Annotate an excerpt of text.  Annotate your first and second essay drafts.  Annotate Narrative of the Life of Frederick Douglass or any other AP Lang texts.  Annotations are the key to understanding what exactly is going on in a document.  If you're able to identify where all of the fabulous vocabulary terms are in a text, mark it!  This will shorten the analysis process by being able to look at the document as a whole and seeing where connections between rhetoric devices might lie.  Plus, during a face-paced, grueling timed writing, it saves you TIME to be able to find all of the rhetorical devices you annotated upon first reading the document.


P.S. Color coding is fun. And it helps. (:


3. Always B.S.!
Be Specific!  Be it rhetorical analysis, argumentation or synthesis, being specific is the key to having a thorough and persuasive essay.  Imagine if all AP Lang students wrote about was how Frederick Douglass had "really good" imagery when describing the intolerable conditions of slavery?  What kind of imagery was it?  Did he include any important details?  Did his syntax differentiate as his diction and emotions shifted too?  Be specific in explaining everything! Always!


"The author (WHO?) uses diction (WHAT KIND?) to emphasize his opinions (WHAT OPINIONS?) about nature."
No, this is not considered a specific thesis statement.  Be Specific. Be Specific. Be Specific.  
If you don't B.S., your essay will be as bland as a slice of bread.  Now we don't want that now, do we?


Yes for B.S.! (Banana Split)



























4. Don't be afraid to speak up!
Yes, speaking in front of a large group of people can sometimes bring about clammy palms, shivers, anxiety, severe shyness, and inescapable distress.  But do not fear!  Contributing to class discussions can do nothing but help you in the short and long term.  Whether it be in depth socratic seminars or simple clarification discussions in class, pouring your share of insight only adds to a pool of knowledge and success in AP Lang. 
   

Particularly during socratic seminars, it is imperative to throw down all of your best analysis and show the world (or just your classmates) the incredible skills you've developed. 


Just follow the Isley Brothers...


5. Answer the Question.
Answer the question for your essay.  Seems fairly simple, right?  Wrong.  The clock may be ticking away at the AP Exam, and two minutes have already passed during a short break between the first two essays, allowing for a new sense of panic to set in.  The most immediate concern is to begin writing, but premature composition can lead to complete misinterpretation.
    
Take my class' most recent in-class Rhetorical Analysis essay for example:
"The passage below is an excerpt from 'On the Want of Money,' an essay written by 19th century author William Hazlitt.  Read the passage carefully.  Then write an essay in which you analyze the rhetorical strategies Hazlitt uses to develop his position about money."    (2006 AP English Language and Composition Free-Response Question 2)
In the blink of an eye, my mind dictated to me that this essay must be discussing the state of an individual who constantly has money and desires more.  However in my horribly rash leap to a conclusion, I failed to noticed that to be "in want" of something is to be lacking it.  In my mind, Hazlitt described the horrifying effects of having a great deal of money, while in actuality he was arguing that life is miserable if you have no money.  Although my understanding of using vocabulary and analysis may have been sufficient, my misinterpretation of the prompt ultimately landed me with a less than satisfactory grade.




























Of course, there isn't enough time during the exam to spend 15-20 minutes planning each of your essays; but be sure to have a complete understanding of what the question is asking before you write even a word.  Answer the prompt throughout the essay, and combined with strong analysis, say hello to a high scoring essay.

There are plenty of occasions where you will not want to misunderstand the speaker's meaning...