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        <title>JessicaKrehlik</title>
        <link>http://blogs.setonhill.edu/JessicaKrehlik/</link>
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        <copyright>Copyright 2009</copyright>
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            <title>Yay for another book about a Journalist!</title>
            <description><![CDATA[<i>The final event of John Henry Days was her first assignment, it turned out differently than expected, and she remembers instructions from last semester's Intro Journalism class....She approaches an older couple dressed in identical green and red jogging suits. She identifies herself as a writer for <b>Charleston Daily Mail</b>&nbsp;and asks them what they have seen. The witnesses point up to the bandstan. The witnesses point to the groups ministering to the dying. She canvasses the witnesses and tries to get the story.</i><div><i><br /></i></div><div>--John Henry Days, pg. 25</div><div><br /></div><div>I always get excited when I get the opportunity to read a fiction book about a journalist--let alone multiple journalists in one book. Last fall, in Dr. Wendland's Travel Literature, my class read <i>Ride With Me Mariah Montana</i>, which was also about a print journalist and a photo journalist. I know that these stories are fiction, but they really seem to grip me because they tell stories of everything I hope to experience some day as a reporter for a newspaper or magazine.&nbsp;</div><div><br /></div><div>In my News Writing class, we just finished learning about being sensitive to the victims of tragedies. When I first read about the disaster that Joan witnessed, I immedately thought of News Writing and wondered how she would approach the witnesses. I was a little disappointed that there wasn't more detail, but I understand that this isn't what the book is mainly about, so I respect that. In News Writing, we also covered spot news, which is basically what Joan was assigned to do when she had to cover the postage stamp. Dr. Jerz reminded us to keep our eyes open for something to make the story truly newsworthy, and crime usually does that. We never know when a story is going to break open.</div><div><br /></div><div>I felt myself cringe when Joan was searching for her pen, but at the same time, I thought to myself, what kind of journalist only carries ONE pen with her...I usually have half a dozen...but then again, I think I have an obsession with pens that is partly to blame from working at Staples for so long.&nbsp;</div><div><br /></div><div>So far, I'm really enjoying this book. Like I said earlier, I love reading fiction novels about journalists, because they always seem to go on some really great adventures. I'm realistic in acknowledging that not all journalism is this glorified, but hey, <a href="http://jerz.setonhill.edu/EL237/2009/11/whitehead_prologue_part_one/">a girl can dream, right?</a></div>]]></description>
            <link>http://blogs.setonhill.edu/JessicaKrehlik/2009/11/yay_for_another_book_about_a_j.html</link>
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            <pubDate>Fri, 06 Nov 2009 09:36:00 -0500</pubDate>
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            <title>I&apos;m not looking forward to this...</title>
            <description><![CDATA[<i>"Send your most compassionate reporters to the homes of the victims. It's not always what they (reporters) say, it's how they say it. We're extremely sensitive and I realize that we often over-react to things, but if your reporters knew in advance a few things not to say and not to do, then they would be more comfortable, too. And you wouldn't be sending someone who's going to come back with things you can't or don't want to use. The training is really a key here."</i><div><i><br /></i></div><div>--Haiman pg. 30</div><div><br /></div><div>Out of all the aspects of journalism, I look forward to this part least of all. It's not that I hate interviewing people--I just hate that I always feel like I'm bothering people when I walk up to them and randomly ask them a question. I can't imagine being one of those reporters who hang outside the house of a victim's family waiting to question anyone who walks out that door. I'm not sure I ever want to experience this type of journalism. It's probably the only part I don't like.</div><div><br /></div><div>Although a phone interview might be a little less effective, I might be more likely to use this method only because I would sincerely feel bad for the victim's family during the interviewing process. It really is a catch-22 though, isn't it? You either bombard the family with questions that might make everyone feel uncomfortable or you don't get a story. There's no happy medium. Someone's always gonna lose. This really frustrates me. <a href="http://jerz.setonhill.edu/EL227/2009/11/haiman_29-42/">:-(</a></div>]]></description>
            <link>http://blogs.setonhill.edu/JessicaKrehlik/2009/11/im_not_looking_forward_to_this.html</link>
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            <pubDate>Tue, 03 Nov 2009 23:57:57 -0500</pubDate>
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            <title>What is true?</title>
            <description><![CDATA[<i>It's not easy to know what is true for you or me</i><div><i>at twenty-two, my age. But I guess I'm what</i></div><div><i>I feel and see and hear. Harlem, I hear you:</i></div><div><i>hear you, hear me--we two--you, me talk on this page.</i></div><div><i>(I hear New York, too.) Me--who?</i></div><div><i><br /></i></div><div>--Langston Hughes, "Theme for English B"</div><div><br /></div><div>First let me say that I loved this poem, especially the stanza I quoted above. I know exactly what Hughes means when he says "It's not easy to know what is true for you or me/ at twenty-two..." I'm not sure people ever figure out what's really "true." We think we do, but there's a very fine line between what <b>is</b>&nbsp;true and what we <b>believe</b>&nbsp;to be true.&nbsp;</div><div><br /></div><div>"...But I guess I'm what/ I feel and see and hear..." This line's pretty strong for me too. I don't think we really understand just how much our surroundings influence us. Our environment--the people we grow up around, the things we hear as children, all of it has a major impact on who we become when we grow older. I remember reading somewhere in high school about what would happen if two identical twins were raised in entirely different environments. Even though they looked alike, would they have any other similarities? I doubt it. But I don't think that's a bad thing. It just shows how much individuality we really have in this world.&nbsp;</div><div><br /></div><div><a href="http://jerz.setonhill.edu/EL237/2009/11/hughes_theme/">Our website</a></div>]]></description>
            <link>http://blogs.setonhill.edu/JessicaKrehlik/2009/11/what_is_true.html</link>
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            <pubDate>Mon, 02 Nov 2009 23:58:41 -0500</pubDate>
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            <title>Notecards save my life</title>
            <description><![CDATA[<i>The principal advantage of cards is that you can see them all together when you lay them out on a desk or a other large surface. As a result, cards may be easily classified; numbered and renumbered; shuffled; tried out in one place, rejected, and then used in another place; and arranged in order when you start to write.</i><div><i><br /></i></div><div>--Roberts Ch 18, pg 264</div><div><br /></div><div>I couldn't agree more with Roberts when it comes to using index cards for my notes. All through high school, my teachers mandated that we use index cards when preparing our research papers (I had to write four, one for each year in each of my English classes). The index cards are actually more useful for me than writing an outline. When I write an outline, it ends up being far too detailed, and thus it's really a waste of time, because all I'm doing is transferring my note cards into an outline. If I have the option, I try to skip that step. When I use index cards for my research papers, they basically write my paper for me. I hate to say this, but I think they're more effective for me than the presubmission papers we've been doing for class. It's not that the presubmission papers aren't useful--they definitely are--but I think I just have a preference to index cards, because the system works well for me. I like being able to spread my quotes out onto a large table &nbsp;and order them exactly how I want them to appear in my paper.&nbsp;</div><div><br /></div><div>The only thing I really do differently than Roberts is I don't put the full source on every index card---because I usually have too much information for the index card. Instead, I make a different set of cards dedicated to my sources, which are then numbered. I place the number of the source in the corner of the index card so I know what source I'm pulling from. I also include a subject or keyword, because this helps me to organize my notes later. I never paraphrase when I'm taking notes if I can help it. I'd rather record all direct quotes and then paraphrase later than forget that I already paraphrased and make a second paraphrase that's too similar to the original. It's my own fool-proof system to avoid plagiarism.&nbsp;</div><div><br /></div><div><a href="http://jerz.setonhill.edu/EL237/2009/10/roberts_ch_18/">Our website</a></div>]]></description>
            <link>http://blogs.setonhill.edu/JessicaKrehlik/2009/11/notecards_save_my_life.html</link>
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            <pubDate>Mon, 02 Nov 2009 23:44:02 -0500</pubDate>
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            <title>Word painting</title>
            <description><![CDATA[<i>The old people sat on the bench, still as statues. Never mind, there was always the crowd to watch. To and fro, in front of the flower-beds and the band rotunda, the couples and groups paraded, stopped to talk, to greet to buy a handful of flowers</i><i>&nbsp;from the old beggar who had his tray fixed to the railings. Little children ran among them, swooping and laughing; little boys with big white silk bows under their chins, little girls, little French dolls, dressed up in velvet and lace...</i><div><i><br /></i></div><div>--"Miss Brill," Katherine Mansfield</div><div><br /></div><div>I really like the imagery in this story. I know I say this all the time, but I love it when the author paints the picture with words. There's actually an art in "word painting." I learned about it in <i>The Art of Travel</i>, a book I read last fall for Travel Literature with Dr. Wendland. You just pick somewhere to sit and write what you see. You look for details. You literally try to paint a picture with your words.</div><div><br /></div><div>I actually enjoy people watching too--not to the extent that Miss Brill does, but I do see the value in it. I always find myself people watching in public places. It's just fun to see what's going on in other people's lives--it's also fun to see how weird some people may be. I think my last people-watching excursion was at Kennywood Fright Nights. Now that was a treat, because I was able to not only laugh everytime someone was spooked by a ghoul, but I also was able to be disgusted by the amount of public displays of affection around me. Okay, I need to get back on topic again...</div><div><br /></div><div>This short story inspires me to spend a day on a park bench and document everything I see. I actually think it could be a pretty useful experience. I could hone my writing skills while also working on my observational skills. Both of these skills are good for a journalist to have, so I really see no harm in wasting my day in the great outdoors--maybe at Twin Lakes or something.&nbsp;</div><div><br /></div><div><a href="http://jerz.setonhill.edu/EL237/2009/10/mansfield_miss_brill/">Our website</a></div>]]></description>
            <link>http://blogs.setonhill.edu/JessicaKrehlik/2009/11/word_painting.html</link>
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            <pubDate>Mon, 02 Nov 2009 21:58:51 -0500</pubDate>
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            <title>It&apos;s all inter-connected...</title>
            <description><![CDATA[<i>Metaphors and similes are based in imagery, which is the means by which literature is made graphic and vivid....by using words that convey images the writer prompts us to recall memories of sights, sounds, tastes, smells, sensations, and visualization of motion. Metaphors and similes go beyond literal imagery to introduce perceptions and comparisons that can be unusual, unpredictable, and surprising...</i><div><i><br /></i></div><div>--Roberts Ch. 9</div><div><br /></div><div>I feel like I'm stuck in a time machine. Roberts just keeps going back to imagery in every chapter. I know that he's right, but at this point, it just feels a little redundant to me. I'm not criticizing Roberts, though, because it's the whole show vs. tell thing. But, I have just one question. Aren't similes "telling" instead of "showing?" Metaphors are much stronger in "showing." And yet, we still group the two together, because both compare something to an unrelated object.</div><div><br /></div><div>I'm not saying that metaphors are better than similes. I'm just questioning why they are excused for "telling" instead of "showing."</div><div><br /></div><div><a href="http://jerz.setonhill.edu/EL237/2009/10/roberts_ch_9/#comments">EL237</a></div>]]></description>
            <link>http://blogs.setonhill.edu/JessicaKrehlik/2009/11/its_all_inter-connected.html</link>
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            <pubDate>Sun, 01 Nov 2009 23:05:35 -0500</pubDate>
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            <title>Lost in Translation? Not anymore...</title>
            <description><![CDATA[<div><i>Oft of one wide expanse had I been told</i></div><div><i>that deep-brow'd Homer ruled as his demesne,</i></div><div><i>Yet did I never breathe its pure serene</i></div><div><i>Till I heard Chapman speak out loud and bold</i></div><div><i><br /></i></div><div>--"On First Looking into Chapman's Homer" by Keats</div><div><br /></div>I can absolutely identify with what Keats is saying in this poem. I lament that I've never had the opportunity to read the full version of Homer's The Odyssey, but I have read some of the short stories over the years in various English classes. I've always loved Greek mythology, but I've barely brushed the surface.&nbsp;<div><br /></div><div>Translation is a powerful tool. The language barrier is a tough one to conquer, but translation has given us so much, especially in the form of literature. I'll be the first to say that "Beowulf" was not my favorite poem to read, but at the same time, I can only imagine how awful it would have been if I hadn't read the <i>modern</i>&nbsp;version of the poem, I bet I would've been ever more miserable.</div><div><br /></div><div>Nevertheless, Keats' poem does more than just remind his readers of the importance of translation. It's a very beautiful piece with so much imagery and metaphors. It's kind of ironic, because he tells his story through metaphors and similes just as Homer told the story of Ulysses.&nbsp;</div><div><br /></div><div><a href="http://jerz.setonhill.edu/EL237/2009/10/keats_on_first_looking/#comments">Our Website</a></div>]]></description>
            <link>http://blogs.setonhill.edu/JessicaKrehlik/2009/11/lost_in_translation_not_anymor.html</link>
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            <pubDate>Sun, 01 Nov 2009 22:24:15 -0500</pubDate>
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            <title>Remember me...Sonnet 30</title>
            <description><![CDATA[<i>But if the while I think of thee (dear friend)</i><div><i>All losses are restored, and sorrows end.</i></div><div><i><br /></i></div><div><i>--</i>Shakespeare's "Sonnet 30"</div><div><br /></div><div>Sonnet 30 has a very compelling message about recalling both good and bad memories from life. Even though I'm still really young, like anyone else, I still have things that I regret. This poem makes me think of one of my childhood friends--we were best friends until high school when we had a falling out. We still talk and meet for coffee, but our relationship will never be the same.&nbsp;</div><div><br /></div><div>Shakespeare's poem has an important message. Although everyone tends to think back and regret their actions, they need to also realize that there were good parts too. Life will go on. All we can do is learn from our mistakes.</div><div><br /></div><div>For more, check out our <a href="http://jerz.setonhill.edu/EL237/2009/10/shakespearesonnet_30/">course website</a>!</div>]]></description>
            <link>http://blogs.setonhill.edu/JessicaKrehlik/2009/10/remember_mesonnet_30.html</link>
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            <pubDate>Fri, 30 Oct 2009 21:26:25 -0500</pubDate>
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            <title>Liberal Arts to the Rescue</title>
            <description><![CDATA[<i>1. The world reporters are being asked to cover today is vastly more complicated than it was a decade or two past. Business, science, finance, the environment, urban development, health care, geriatrics, land use, technology and demographics are just some of the areas in which reporters have to be more knowledgeable.</i><div><i>2. While most journalism schools require students to take about 75% of their courses in the liberal arts and sciences, faculty advisers often fail to help students make the connection between a rigorous liberal arts emphasis and the knowledge required to cover complex news topics with authority.</i></div><div><i><br /></i></div><div>--<a href="http://www.freedomforum.org/publications/diversity/bestpractices/bestpractices.pdf">Haiman</a>, pg 24</div><div><i><br /></i></div><div>Although I found the stuff about anonymous sources really interesting, what really caught me in this assigned reading was the stuff about a liberal arts education. Dr. Jerz has talked about this several times in class. One of my biggest fears for when I go out in to the "real" journalism world is what will happen once I'm not allowed to plan my own stories anymore. Although the Setonian editors assign stories for me, they're usually about topics that I have at least basic knowledge about.&nbsp;</div><div>When I think about my future, my ideal job would be a reporter for a video game magazine or something else with media. However, I'm being realistic when I say that I doubt I'll end up writing for a videogame magazine, at least not at first. How will I cover stories about subjects I know nothing about? Despite my constant fear, I do take comfort in the fact that Seton Hill has already prepared me in so many ways for my future. When I choose my classes for my liberal arts requirements, I always try to find ones that not only interest me, but ones that I also feel will benefit me as a journalist.&nbsp;</div><div>For example, last semester, I took Images of Jesus in Film for my theology credit. This class was more than simply watching a different Christ-figure film each week. We were encouraged to find deeper symbology in each movie and even watched some really popular movies (although others I'd never heard of), such as <i>Chocolat</i>&nbsp;and <i>The Last Temptation of Christ.</i>&nbsp;After taking this course, I really felt like I had a deeper understanding of film analysis. In retrospect, I think that course will help me if I ever need to write a review of a film or book, because of the structure of our essays.&nbsp;</div><div>My theology course wasn't the only class that's prepared me for my future, but I'm not going to waste any more time going into detail. This blog's long enough already. My main point is that, although most students complain about it, the Liberal Arts education is the future of our society. People need to be well-rounded individuals if they hope to accomplish great things someday.</div><div><br /></div><div><a href="http://jerz.setonhill.edu/EL227/2009/10/haiman_17-28/">Our course site</a></div>]]></description>
            <link>http://blogs.setonhill.edu/JessicaKrehlik/2009/10/liberal_arts_to_the_rescue.html</link>
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            <pubDate>Tue, 27 Oct 2009 22:49:03 -0500</pubDate>
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            <title>And it all comes back to imagery</title>
            <description><![CDATA[<p><em><strong>Setting Contributes to Atmosphere and Mood</strong></em></p>
<p><em>There are many ways to develop moods. Descrptions of bright colors (red, orange, yellow) may contribute to a mood of happiness. The same colors in dim or eerie light...invoke gloom or augment hysteria. References to smells and sounds bring the setting to life further by asking additional sensory responses from the reader.</em></p>
<p>Robers, Ch. 6, pg 112</p>
<p>Things have officially come full-circle for me. It all goes back to imagery. Setting is nothing without imagery--just the name of a town or the location of a house. The images that readers see along withthe location are what really matter. When I think back to high school, as I often do, I remember the simple question on tests: "What is the setting?" Back then, it was sufficient to just say a private Abby or 7 different rooms,when referring to the <em>Masque of the Red Death</em>. However, now, I'm not sure that really does it justice. Even describing the rooms wouldn't do it justice, because there's so much hidden symbolism in those rooms. However, I'm not saying that I think this makes close reading more difficult. I actually think it makes it a little easier, because by understanding the setting, and the reason for the inclusion of specific items, we are able to uncover deeper meanings within the works. I just want to say one last time that it all goes back to imagery. I love imagery and sensory details. The more detail, the better. I love it when the text paints a pretty picture in my mind, but now I really understand why it's important to include such details while other times, it really is beneficial to leave some information out. I guess it all just depends on the atmosphere.</p>
<p><a href="http://jerz.setonhill.edu/EL237/2009/10/roberts_ch_6/">Click here </a>for more on Chapter 6</p>]]></description>
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            <pubDate>Wed, 21 Oct 2009 12:20:31 -0500</pubDate>
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            <title>Foreshadowing the Inevitable</title>
            <description><![CDATA[<p><em>But the Prince Prospero was happy and dauntless and sagacious. When his dominions were half depopulated, he summoned to his presence a thousand hale and lighthearted friends from among he knights and dames of his court, and with these retired to the deep seclusion of one of his castellated abbeys....The prince had provided all the appliances of pleasure. There wre buffoons, there were improvisatori, there were ballet dancers, here were musicians, there was Beauty, there was wine. All these and security were within. Without was the "Red Death."</em></p>
<p>--"Masque of the Red Death," Roberts pg. 357</p>
<p>I think I've read this story about five times over the years, but I'm not complaining. I love Poe, and I enjoy reading this story especially, because it alludes to the Plague, and the fact that when people die, there is no longer the need for divisions of class--Death does not pick us by how much fortune we do or do not have--it picks random, because, in Death, there is true equality. Everyone dies, and Poe effectively proves this in his short story. He demonstrates that even when people try to avoid the inevitable, it finds a way to happen anyway. Prospero attempts to cheat Death by locking himself within his fortress with a number of party guests. This, in theory, is where he went wrong. He let the Red Death in as soon as he allowed his knights and dames from across the land to enter his abby.</p>
<p>Poe foreshadows the inevitable death as soon as he mentions that the Red Death was absent from the pleasures of the fortress. Prospero has created a false sense of security for himself, and his doom awaits as Poe goes about describing the setting of the story. This does more than just give readers a visual. It adds to suspense. Readers <em>know</em> the Red Death is going to appear, but the question of "when?" remains until the foreboding clock begins to chime. The setting of the rooms also provides suspense when Poe describes the seventh room, which lacks the vibrancy of all the others. Readers can see a bad omen coming from this room. The more the clock chimes, the more people get creeped out. The readers know that the clock is counting down to something--death.</p>
<p>I think I appreciate this story a lot more now that I'm reading it in college. When I read it in middle school, and again in high school, I remember just thinking that it was a creepy story.&nbsp;I listened to what my teachers said the symbolism was, but probably really didn't get it. But now that I'm older and actually look for symbolism on my own, I have a new appreciation for all of Poe's works. They're so much more than just a creepy story.</p>
<p><a href="http://jerz.setonhill.edu/EL237/2009/10/poe_the_masque_of_the_red_deat/">Click here </a>for more on the Red Death</p>]]></description>
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            <pubDate>Wed, 21 Oct 2009 11:56:25 -0500</pubDate>
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            <title>Hiding Places</title>
            <description><![CDATA[<p><em>Vladek: In the kitchen was a coal cabinet maybe 4 feet wide. Inside I made a hole to go down to the cellar. And there we made a brick wall filled high with coal. Behind this wall we could be a little safe.</em></p>
<p>-Maus, pg. 110</p>
<p>I'm absolutely fascinated by the bunkers Vladek describes in this half of the book. I recently went to see <em>Inglorious Basterds, </em>and in the beginning of the film, a man hides a few Jews underneath his floor. However, they were simply laying under the floorboards. In <em>Maus</em>, the hiding spaces were much more elaborate, and they actually worked! After I read this part of the book, I'm really curious about Jewish Bunkers. Vladek always talks about the importance of trade--he held onto valuables in order to barter later. Is that how he managed to build the bunkers? I'm sure they didn't have a lot of time to build the bunker in the basement of the kitchen, or the bunker in the attic, so it's really surprising that they were able to actually hide from the Gestapo. The only way they were found was if they left their hiding place or if someone lead the Nazis back to their hidden bunkers. I'm still confused on how the coal-bunker worked. How did they cover up the entrance with coal once they were inside the bunker? I decided to do a little research about the bunkers from the Holocaust, because I wanted to see what they look like in real life--I found a photo:</p>
<p align="center"><a href="http://www.jewishvirtuallibrary.org/jsource/Holocaust/jewishbunker.html"><img height="263" src="http://www.jewishvirtuallibrary.org/jsource/images/Holocaust/g73.jpg" width="350" /></a></p>
<p>The more I read, the harder it was for me to understand what these people were going through. I can't imagine hiding and going without food for such an extended period of time. It really is incredible that people were actually successful in hiding from the Nazis during the Holocaust.</p>
<p><a href="http://jerz.setonhill.edu/EL237/2009/10/spiegelman_maus_finish/">Click here </a>for more posts about <em>Maus</em>.</p>]]></description>
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            <pubDate>Wed, 21 Oct 2009 11:39:05 -0500</pubDate>
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            <title>Newspapers *always* seem unfair</title>
            <description><![CDATA[<i>Newspapers are unfair when: They refuse to admit errors.</i><div><i><br /></i></div><div>Haiman 13</div><div><br /></div><div>If I had to choose, I'd definitely say that newspapers seem more unfair when they refuse to admit their errors than when they include those errors in their paper. When I was in high school, we ran a story about the homecoming queen--and we spelled her name wrong. On the front page. And all through the story. I was the copy editor, so I got all the flack for spelling the girl's name wrong. For the record, her name was "Alissa" and we spelled it "Alyssa." But the point is, we made the error, and we took the fall. I don't think we had a correction in the next issue, but I know a lot of our staff went up to Alissa and apologized for our error. And, we made sure her name was spelled correctly on the homecoming page of the yearbook--which was also my page.&nbsp;</div><div><br /></div><div>As a copy editor, I learned the hard way of what can happen if you mess up. Kids are mean, and any time someone found something wrong with the paper, they'd march up to me and tell me, because they knew I worked on the paper. I don't think anyone outside of our Journalism room realized that I was the one who was supposed to catch all the errors, but I knew, and that's all that really mattered. We all knew we'd be kidding ourselves if we thought we could have a completely error-free paper, but we did our best.</div><div><br /></div><div>The public just doesn't understand how much work goes into producing a paper. Our school paper came out about as often as the Setonian, and I spent every class period and activity period reading the same stories over and over again. After a certain point, the words just seem to run together.</div><div><br /></div><div>I'm not sure I agree with the statement "Newspapers are unfair." It's not that they're unfair, they're just misinformed? The bottom line is there will never be a completely error-free issue, and there will never be a public who has nothing to criticize about. It's a vicious cycle.</div><div><br /></div><div><a href="http://jerz.setonhill.edu/EL227/2009/10/haiman_1-16/">Click here!</a></div>]]></description>
            <link>http://blogs.setonhill.edu/JessicaKrehlik/2009/10/newspapers_always_seem_unfair.html</link>
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            <pubDate>Wed, 21 Oct 2009 08:05:50 -0500</pubDate>
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            <title>Divine Intervention?</title>
            <description><![CDATA[<i>You will come out of this place - FREE! ...on the day of Parshas Truma.</i><div><i>...</i></div><div><i>Art: Do you mean your 'parshas truma' dream actually came true?</i></div><div><i>Vladek: Yes - this is for me a very important date...</i></div><div><i>Vladeck: I checked later on a calendar. It was this parsha on the week I got married to Anja. ...And this was the parsha in 1948, after the war, on the week you were born! And so it came out to be this parsha you sang on the Saturday of your Bar Mitzvah!</i></div><div><i><br /></i></div><div><i>Maus,</i>&nbsp;pg. 57, 59</div><div><i><br /></i></div><div>This isn't the first time I've heard of a victim of the Holocaust being visited by a divine being during their time of need. Last year, in <i>Images of Jesus in Film</i>, Dr. Leap showed a Christ-figure film about the Holocaust called <a href="http://www.sophieschollmovie.com/">Sophie School: The Final Days.</a>&nbsp;Like Vladek, Sophie dreams of a divine being telling her to remain strong through her struggles. Obviously, Vladek makes it out alive--Sophie, who is not Jewish and is simply a German anarchist, is hung along with her co-conspirators.&nbsp;</div><div><br /></div><div>It's very interesting to me that both of these divine beings showed up in dreams. When I first read this in <i>Maus</i>, I thought it was a little far-fetched, but then he explains everything, and it's just incredible.&nbsp;</div><div><br /></div><div>My liberal arts education has taught me a lot about the Holocaust already. Last semester, I enrolled in Western Cultural Traditions II. We spent a lot of time studying Poland and all of the Holocaust victims. It really helps when reading a book like this, because it helps me to better understand the book. The Jews have always been a very perseverant group.</div><div><br /></div><div>On a side note, I love that Art wrote the book in broken English. This really makes it feel like I'm listening to Vladek tell the story, instead of Art. I think it's remarkable that Vladek is able to remember so much during the Holocaust, specifically the conversations over the dinner table. I suppose things were different back then--they didn't have all the distractions my age does, like television and videogames, and the internet. Books like this really are essential to our society, because we will reach a point where there are no living Holocaust survivors left--only their stories will remain.</div><div><br /></div><div>For more reactions to <i>Maus</i>, see our course website.</div>]]></description>
            <link>http://blogs.setonhill.edu/JessicaKrehlik/2009/10/divine_intervention.html</link>
            <guid>http://blogs.setonhill.edu/JessicaKrehlik/2009/10/divine_intervention.html</guid>
            
            
            <pubDate>Fri, 16 Oct 2009 07:44:46 -0500</pubDate>
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            <title>EL 237 Portfolio #2</title>
            <description><![CDATA[ <div>It's that time of the year again. Portfolio time. I feel like I've learned a lot since my last portfolio, and I feel like my discussions have become more depth both on my page and on my peer's blogs as well. Let's hope we keep up the good work!</div><div><br /></div><div><b>Coverage:</b></div><div><ul><li><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/09/life_is_stew.html">Life is Stew?</a> was a blog entry about the second act of <i>Good night Desdemona (Good morning Juliet)</i>. I&nbsp;wrote about my confusion because I never read <i>Othello</i>. I also talked a little about the dramatic irony in this play.</li><li>In <a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/09/immaturity_at_its_best.html">Immaturity at its best</a>, I blogged about Romeo and Juliet's homosexuality being MacDonald's way to show their immaturity. They are in love with the idea of being in love.</li><li><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/09/transcendental_war_anyone.html">Transcendental War Anyone?</a> gave brief reactions to two poems read for class. I compared Yeats' "Irish Airman" to Hardy's "The Man He Killed."</li><li><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/09/loneliness_is_a_two-way_street.html">Lonelliness is a two-way street</a> offered my take on Frost's tone and theme for the poem.</li><li><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/09/stratego_anyone.html">Stratego Anyone?</a> was a blog about Roberts' chapter on research questions. I complained a little bit about his overuse of Hamlet for examples, but acknowledged that I disliked Hamlet in high school because my teacher did not do a good job teaching the play.</li><li><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/10/characters_really_make_the_sto.html">Characters really make the story..</a>. gave me the opportunity to analyze the majority of the characters in Williams <i>The Quick and the Dead</i></li><li><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/10/death_of_innocence.html">Death of Innocence</a> was my response to the second third of the book. I blogged about Annabel's loss of innocence--her dream of Ginger killing the turtle eggs, as well as other incidents of animal deaths.</li><li><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/10/ghostbusters.html">Ghostbusters!</a> proved one of my assumptions in my first blog about <i>The Quick and the Dead</i>. I questioned whether Ginger was a ghost or a figment of Carter's imagination. Turns out Ginger was a ghost. Yay.</li><li><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/10/zombie_book_review--austen_is.html">Zombie book Review</a> was my review of the book review of <i>Pride Prejudice and Zombies</i>. I praised the author for not summarizing the plot and was a little surprised by how many outside sources she included.</li><li><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/10/precious_cargo_throughout_the.html">Precious Cargo throughout the ages</a> was a blog about Masefield's <i>Cargoes 1902. </i>I blogged that I saw the imagery as allusions to the past. I also commented that my liberal arts education came in handy, because I recently learned about the Assyrians in my Western Cultural Traditions class.</li><li><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/10/sensory_details_to_the_rescue.html">Sensory details to the rescue!</a> was a blog about Roberts Chapter 8. I wrote specifically about my love of imagery and the gustatory sense.</li></ul></div><div><b><br /></b></div><div><b>Depth:</b></div><div><ul><li><b><span class="Apple-style-span" style="font-weight: normal; "><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/09/life_is_stew.html" style="text-decoration: underline; ">Life is Stew?</a></span></b></li><li><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/10/characters_really_make_the_sto.html" style="text-decoration: underline; ">Characters really make the story..</a>.</li><li><i><span class="Apple-style-span" style="font-style: normal; "><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/10/zombie_book_review--austen_is.html" style="text-decoration: underline; ">Zombie book Review</a></span></i></li></ul></div><div><b><br /></b></div><div><b>Interaction:</b></div><div><ul><li>Josie's&nbsp;<a href="http://blogs.setonhill.edu/JosieRush/2009/10/who_saw_that_coming_we_did.html#comments" style="text-decoration: underline; ">Who Say that Coming? We did.</a></li><li>Dianna's&nbsp;<a href="http://blogs.setonhill.edu/DiannaGriffin/2009/09/i_think_you_just_ruined_my_chi.html" style="text-decoration: underline; ">I Think You Just Ruined My Childhood</a></li><li>Ashley's <a href="http://blogs.setonhill.edu/AshleyPascoe/2009/09/now_the_snarfblatt_dates_back.html">Now the snarfblatt dates back prehysterical times when humans used to sit around and stare at each other all day. Got very boring. So they invented the snarfblatt to make fine music ~Scuttle, The Little Mermaid</a></li><li>Melissa's <a href="http://blogs.setonhill.edu/MelissaSchwenk/2009/10/passage_of_time.html">Passage of Time</a></li></ul></div><div><b><br /></b></div><div><b><br /></b></div><div><b>Discussion:</b></div><div><ul><li><b><span class="Apple-style-span" style="font-weight: normal; "><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/09/transcendental_war_anyone.html" style="text-decoration: underline; ">Transcendental War Anyone?</a>&nbsp;I shared a conversation with both Aja and Karyssa on this blog entry. Karyssa even suggested that I visit Josie's blog to see their conversation about a similar subject matter.</span></b></li><li><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/10/characters_really_make_the_sto.html" style="text-decoration: underline; ">Characters really make the story..</a>.&nbsp;</li><li><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/10/death_of_innocence.html" style="text-decoration: underline; ">Death of Innocence</a>&nbsp;</li><li><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/10/zombie_book_review--austen_is.html" style="text-decoration: underline; ">Zombie book Review</a></li></ul></div><div><b><br /></b></div><div><b><br /></b></div><div><b>Timeliness:</b></div><div><ul><li><b><span class="Apple-style-span" style="font-weight: normal; "><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/10/characters_really_make_the_sto.html" style="text-decoration: underline; ">Characters really make the story..</a>.</span></b></li><li><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/10/zombie_book_review--austen_is.html" style="text-decoration: underline; ">Zombie book Review</a></li><li><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/10/precious_cargo_throughout_the.html" style="text-decoration: underline; ">Precious Cargo throughout the ages</a></li><li><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/10/sensory_details_to_the_rescue.html" style="text-decoration: underline; ">Sensory details to the rescue!</a></li></ul></div><div><b><br /></b></div><div><b>Xenoblogging:</b></div><div><ul><li>The Comment Primo: In Josie's <a href="http://blogs.setonhill.edu/JosieRush/2009/10/who_saw_that_coming_we_did.html#comments">Who Say that Coming? We did.</a> I was the first to comment and sparked a lasting conversation with several people on Josie's blog.</li><li>The Comment Grande: In Dianna's <a href="http://blogs.setonhill.edu/DiannaGriffin/2009/09/i_think_you_just_ruined_my_chi.html">I Think You Just Ruined My Childhood</a>, I reflected back to my own childhood and the fact that I learned when I was young that Disney stories were revamped.</li><li>The Comment Grande: I reflected back to my childhood again in Ashley's&nbsp;<a href="http://blogs.setonhill.edu/AshleyPascoe/2009/09/now_the_snarfblatt_dates_back.html" style="text-decoration: underline; ">Now the snarfblatt dates back prehysterical times when humans used to sit around and stare at each other all day. Got very boring. So they invented the snarfblatt to make fine music ~Scuttle, The Little Mermaid</a>.</li><li>The Comment Primo/The Comment Grande: I was the first to comment on Melissa's&nbsp;<a href="http://blogs.setonhill.edu/MelissaSchwenk/2009/10/passage_of_time.html" style="text-decoration: underline; ">Passage of Time</a>. She responded, and I gave her another comment, which has not shown up yet (as I'm writing this entry).</li></ul></div><div><b><br /></b></div><div><b>Wildcard:</b></div><div><ul><li><b><span class="Apple-style-span" style="font-weight: normal; "><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/09/transcendental_war_anyone.html" style="text-decoration: underline; ">Transcendental War Anyone?</a>&nbsp;-This blog entry has another link back to a previous entry about another poem studied in class, because I chose to compare the two poems. It also caused a brief discussion.</span></b></li><li><a href="http://blogs.setonhill.edu/JessicaKrehlik/2009/10/characters_really_make_the_sto.html" style="text-decoration: underline; ">Characters really make the story..</a>. -This blog has a little bit of everything. Timeliness, depth, and tons of comments too!</li></ul><div><br /></div><div>Visit our <a href="http://jerz.setonhill.edu/EL237/2009/10/portfolio_2/">course website</a> for more portfolios</div></div><div><b><br /></b></div>]]></description>
            <link>http://blogs.setonhill.edu/JessicaKrehlik/2009/10/el_237_portfolio_2.html</link>
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            <pubDate>Thu, 15 Oct 2009 19:48:45 -0500</pubDate>
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