Blog Portfolio 4!

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Coverage: This is a compilation of all the entries I've done this semester.

Can You Use That in a Sentence..?
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/can_you_use_that_in_a_sentence.html
- In this entry, I make an assertion about assertions. In other words, I describe how important assertions are to writing a decent thesis statement. (Roberts Ch. 7)

Animal Cruelty at its Finest:
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/animal_cruelty_at_its_finest.html
- In this entry, I examine the connection between Anton Chekhov's "The Bear" and the emergent social/ sexual revolution in Russia at the time the play was written.

The Ultimate Horror (Love) Story:
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/the_ultimate_horror_love_story.html
- I debate whether the speaker in Robert Browning's "Porphyria's Lover" committed murder out of love for his dying girlfriend or out of hate for her unfaithfulness.

Pro-nunt-see-ay-shun:
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/pro-nunt-see-ay-shun.html
- Here, I write a letter to Roberts concerning chapter 13, a chapter about Prosody. I discuss how not many people know the difference between spelling and pronunciation, and consider how I can fix this in my future teaching career.

Where I've Been:
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/where_ive_been.html
- I examine the decline of the English major in the United States collegiate system.

Ghosts Among Us:
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/ghosts_among_us.html
- I compare the Ghost of Christmas Past in A Christmas Carol to Jesus Christ.

Activating Prior Knowledge:
http://blogs.setonhill.edu/JessicaOrlowski/2009/12/activating_prior_knowledge.html
- This is a blog entry that concerns Roberts chapters 10 and 16


Timeliness: These are the entries that were submitted on time.

Can You Use That in a Sentence..?
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/can_you_use_that_in_a_sentence.html

Animal Cruelty at its Finest:
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/animal_cruelty_at_its_finest.html

The Ultimate Horror (Love) Story:
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/the_ultimate_horror_love_story.html

Pro-nunt-see-ay-shun:
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/pro-nunt-see-ay-shun.html

Where I've Been:
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/where_ive_been.html

Ghosts Among Us:
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/ghosts_among_us.html

Activating Prior Knowledge:
http://blogs.setonhill.edu/JessicaOrlowski/2009/12/activating_prior_knowledge.html


Depth: These are the entries that I put a little extra effort into.

Animal Cruelty at its Finest:
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/animal_cruelty_at_its_finest.html

The Ultimate Horror (Love) Story:
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/the_ultimate_horror_love_story.html

Where I've Been:
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/where_ive_been.html

Ghosts Among Us:
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/ghosts_among_us.html

Activating Prior Knowledge:
http://blogs.setonhill.edu/JessicaOrlowski/2009/12/activating_prior_knowledge.html


Interaction: These are occurrences during which I contributed to a classmate's blog.

Brooke Kuehn's "Why So Drab?"
http://blogs.setonhill.edu/BrookeKuehn/2009/11/why_so_drab.html
- Brooke wrote a fantastic blog concerning Roberts' claim that we should not analyze certain texts. This blog also developed into a discussion between Brooke, Dr. Jerz and myself.

Karyssa Blair's "X Marks the Spot... Sometimes"
http://blogs.setonhill.edu/KaryssaBlair/2009/11/x_marks_the_spot_sometimes.html
- Karyssa's blog detailed the importance of reader interpretation when it comes to analyzing a text. I replied by adding details to her viewpoint.

Brooke Kuehn's "Poor Toby"
http://blogs.setonhill.edu/BrookeKuehn/2009/11/poor_toby.html
- Since I blogged about the same topic, I added the knowledge I'd gained about Chekhov's "The Bear" to Brooke's blog, leaving a rather long comment.

Josie Rush's "More From the Moors"
http://blogs.setonhill.edu/JosieRush/2009/11/more_from_the_moors.html
- I was the first one to comment on Josie's blog.

Aja Hannah's "This Sick Strange Darkness"
http://blogs.setonhill.edu/AjaHannah/2009/11/this_sick_strange_darkness.html
- Aja asked for enlightenment, so I gave her ideas about Browning's "Porphyria's Lover" that were able to spur discussion.

Aja Hannah's "One Thing I Can Tell You"
http://blogs.setonhill.edu/AjaHannah/2009/11/one_thing_i_can_tell_you.html
- I contributed to a lengthy discussion on Aja's blog.

Carissa Altizer's "Sorry, no convenient restrooms, you have to pee in the woods"
http://blogs.setonhill.edu/CarissaAltizer/2009/11/sorry_no_convenient_restrooms.html
- Carissa made an assertion that teaching can be used as a backup plan because of the decline of the English major, but I offered an opposing viewpoint and spurred discussion.

Gladys Mares' "The Ghost of Economic Hardship"
http://blogs.setonhill.edu/GladysMares/2009/11/the_ghost_of_economic_hardship.html
- I contributed to a discussion on Gladys' blog.

Josie Rush's "Let's Do the Time Warp Again"
http://blogs.setonhill.edu/JosieRush/2009/11/lets_do_the_time_warp_again.html
- I added to a discussion on Josie's blog.


Discussion: These are my blogs that spurred discussion among my classmates.

Can You Use That in a Sentence..?
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/can_you_use_that_in_a_sentence.html

Animal Cruelty at its Finest:
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/animal_cruelty_at_its_finest.html


The Ultimate Horror (Love) Story:
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/the_ultimate_horror_love_story.html

Pro-nunt-see-ay-shun:
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/pro-nunt-see-ay-shun.html

Where I've Been:
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/where_ive_been.html


Xenoblogging: How I contributed to the blogging community

Karyssa Blair's "X Marks the Spot... Sometimes"
http://blogs.setonhill.edu/KaryssaBlair/2009/11/x_marks_the_spot_sometimes.html
- Because Karyssa and Brooke blogged about the same topic, I referenced Brooke's blog in the comment I left on Karyssa's blog.

Jessica Orlowski's "Animal Cruelty at its Finest"
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/animal_cruelty_at_its_finest.html
- I mention Brooke's blog entry in my blog.

Jessica Orlowski's "Can You Use That in a Sentence..?"
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/can_you_use_that_in_a_sentence.html
- I encourage my classmates to post their methods of finding thesis statements so that we can tackle that problem together.

Brooke Kuehn's "Poor Toby"
http://blogs.setonhill.edu/BrookeKuehn/2009/11/poor_toby.html
- I was the first one to comment on Brooke's blog, and spurred a long discussion as a result. I also left an extremely long comment.

ROBERT BROWNING, "PORPHYRIA'S LOVER":
http://jerz.setonhill.edu/EL237/2009/11/browning_porphyrias_lover/#comments
- For the benefit of the class, I found a link that explained the definition of "Porphyria," and left this link on the class website.

Wildcard:

Ghosts Among Us:
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/ghosts_among_us.html
- I believe that I put a lot of thought into this blog entry. This could provide a potential thesis statement concerning how the three ghosts in A Christmas Story relate to the various persons of the Holy Trinity.

Activating Prior Knowledge

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"Cultural of Universal Symbols and allegories often allude to other works from our cultural heritage, such as the Bible, ancient history and literature, and works of the British and American traditions. Sometimes understanding a story may require knowledge of history and current politics." (153, Roberts).

 

In the education field, a crucial element of teaching a daily lesson plan is activating the prior knowledge of the students in order to get them more fully involved in the lesson. I suppose that this holds true with many literary works. For instance, in the poem "Cargoes 1902," (377)John Masefield uses a variety Biblical references in his poem in comparison to the state of shipments in England during the early 1900's. Without the footnotes (which Roberts graciously provided), many, including myself, would have no idea what "Ophir" (line 1) was. Also, this poem requires some knowledge of ancient and relatively modern history. Upon reading this poem the first time, I immediately researched the historical context in which this poem was written. I discovered that there was a war between Africa and England that was occurring at the time the poem was written, and this put the "mad March days" (line 12) into perspective for me.

Another work of Literature that we studied that required the activation of prior knowledge was Langston Hughes' "Theme for English B" (373). Initially, it may not have been realized that one needed prior knowledge when reading Hughes' poem, but there is plenty of prior knowledge necessary to fully understand the context in which the poem was written. "Theme for English B" is a poem that was written during a time of unstated segregation in America. If we did not know this prior bit of information, we would not fully comprehend why the speaker in the poem is "the only colored student in my class" (line 10). Also, we wouldn't understand the significance of the speaker stating "Bessie, bop or Bach" (line 24) as his musical preferences and having Bach stick out.

Clearly, activating prior knowledge about historical events or past stories is crucial for reader comprehension. How can we enforce the importance of placing a story or work into historical context? In chapter 16, Roberts states that "Some works, however, may seem to offer a special challenge because of their apparent lack of currency; that is, they seem to be so closely connected with our own contemporary ideas and assumptions that you may not readily see them in historical and cultural perspective" (235). The reason that historical events are retold for future generations is because the lessons that can be learned from these events are relevant. However, if we solely focus on the contemporary aspects of literary works, we will sometimes miss the deeper meanings that are accompanied by historical contexts.   

Ghosts Among Us

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""Rise! and walk with me!"... The grasp, though gentle as a woman's hand, was not to be resisted. He rose: but finidng that the Spirit made towards the window, clasped its robe in supplication. "I am mortal," Scrooge remonstrated, "and liable to fall." "Bear but a touch of my hand there," said the Spirit, laying it upon his heart, "and you shall be upheld in more than this!""

Dickens, A Christmas Carol, p. 56.

 

Ghost story, indeed! I never realized just how many complicated words were in this story. It's also a very beautiful story, and I'm beginning to make connections between each of the three ghosts and the three persons of the Holy Trinity. In the two blog entries following on a Christmas Carol, I will examine the remaining two spirits and compare them to each person of the Holy Trinity.

This spirit, though, reminds me of Jesus. How many times in the Bible, have we heard Jesus say "Rise, pick up your mat and go home. Your faith has saved you."? I believe that the fact that Scrooge is mortal and afraid is why it takes such a massive leap of faith to follow the Ghost of Christmas Past.

Also, is it possible that Fezziwig (page 64) is like God the Father? In general he is like a father figure that Scrooge basically never had. "He has the power to render us happy or unhappy; to make our service light or burdensome; a pleasure or a toil. Say that hsi power lies in words and looks; in things so slight and insignificant that it is impossible to add and count 'em up: what then? The happiness he gives, is quite as great as if it cost a fortune" (64). It can also be said that the Ghost of Christmas Past provides the same amount of happiness and comfort, just like Jesus did. It seems to me that Scrooge has fallen away from his faith a bit, and he's coming to the realization that there is comfort in a God-figure.

Where I've Been

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"During the last four decades, a well-publicized shift in what undergraduate students prefer to study has taken place in American higher education. The number of young men and women majoring in English has dropped dramatically; the same is true of philosophy, foreign languages, art history, and kindred fields, including history. As someone who has taught in four university English departments over the last 40 years, I am dismayed by this shift, as are my colleagues here and there across the land. And because it is probably irreversible, it is important to attempt to sort out the reasons--the many reasons--for what has happened. --William M. Chace, The American Scholar"

 

"Irriversible"? Why? Just because the level has dropped dramatically does not mean that it won't restore itself. I hardly think that the English major will drop off of the face of the planet. I believe that the English major, like everything in the American mindset, is a part of the economy. It's an investment, like all other majors.

Of course, I've seen a shift, as well. It's not hard to sort out the reasons for this particular shift... growing competition with China and others; fast-paced lifestyle; Man vs. Machine. It's indirectly our fault. If we weren't so worried about being the fastest and the best, this wouldn't have happened. However, there is an inevitability about society's progression. We are constantly moving forward because we are blesssed with the capacity to do so. This bless is evidently a curse- the same capacity with which we have created all these amazing machines has also driven us further away from the outlets that fully explain our human condition to us. The appealing nature of Literature (with a capital "L") and history is that they show us where we've been and where we should go. For instance, anyone who's read the John Henry story can attest that the "wonderful" progression of machines will soon be our downfall.

So, do I believe that there has been a change? Yes. Do I believe that SOME of the damage is irreversible? You could say that... We're always going to want to move forward faster than our feet can carry us (that's what hyper speed cars are for). But eventually, all of that won't matter. Eventually, we're going to want to get back to our roots (that ALWAYS happens. Not for everyone, but for most). Therefore, the English major is not going to disappear, nor are history and philosophy. While we can not fix what happened in the past, we can try to work with the future- use technology to our advantage while teaching the Humanities (funny name, right). This way, while we pump out our future scientists and business people, they can automatically know where they're going because they'll know where they've been. 

 

 

Pro-nunt-see-ay-shun

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Dear Roberts,

Hi. Love the book (most of the time). Those chapters (Insert numerous chapter numbers here) on essay writing were wonderful. Additionally, I would just like to reflect on something in Chapter 13, the chapter about Prosody and other awesome English terms. You say that "It is important- vital- to understand the differences between spelling, or graphics, and pronunciation, or phonetics" (185). It pains me to say this, but not everyone knows this. As an English major, I am a huge advocate for spelling, and for once, I completely agree with you. Now, I'm not saying that one has to be a perfect speller in order to be successful at writing, but it certainly helps.

Thank you for your time.
Your friend,
Jessica


PS) If you could write a supplementary chapter that deals with "Methods of Finding the Perfect Thesis Statement," please let me know. I'd be very interested to read that, as would most of my classmates!

The Ultimate Horror (Love) Story

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"In one long yellow string I wound 
Three times her little throat around, 
And strangled her. No pain felt she; 
I am quite sure she felt no pain."

Porpyria's Lover, Robert Browning.


When I first read this poem, I was shocked and kind of sickened- the man just killed a woman whom he supposedly loved. Initially, I thought that Porphyria may have cheated on the speaker, and this is why he killed her. This could explain her paleness:

Murmuring how she loved me--she 
Too weak, for all her heart's endeavor, 
To set its struggling passion free 
From pride, and vainer ties dissever, 
And give herself to me forever. 
But passion sometimes would prevail, 
Nor could tonight's gay feast restrain 
A sudden thought of one so pale 
For love of her, and all in vain:

The vainness of his love almost surely indicated an instance of cheating to me. However, palness also indicates illness. U
pon a second reading of the poem, I realized that rather than the speaker of the poem killing this woman because of disdain for unfaithful acts, he killed her because he loved her. He wanted to remove her pain due to an illness.


Animal Cruelty at its Finest

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"Mrs. Popov: Oh, how he loved Toby! He always used to ride on him to visit the Korchagins or the Vlaslovs. How wonderfully he rode! How graceful he was when he pulled at the reins with all his strength! Do you remember? Toby, Toby! Tell them to give him an extra bag of oats today" (385).

------------------------------------------------------------------------------------------------------------------------------------

"Mrs. Popov: [lowering her eyes.] Luka, tell them in the stable not to give Toby any oats today" (392).


Well, Chekhov certainly did a great job at portraying the indecisiveness of the human race. Also, I believe he wanted to make a point that human beings have such animalistic qualities about them that they are willing to forsake love after one occurrence of horrible treatment. It's ironic- the man fell in love with the woman after she showed some backbone, and the woman fell in love with the man after his continuous horrific treatment of her. Could this be a political statement? In the 1880's, there was a revolution occurring in Russia which required women to become a part of the labor force. Maybe Chekhov was trying to encourage readers to embrace the role of the new female.

Also, I sort of found that Mrs. Popov is living with her husband vicariously through Toby, the poor horse, further emphasizing Chekov's comparison between humans and animals (with their animal instincts). It's extremely cruel that she didn't feed Toby at all near the end, but I believe that could be for two possible reasons. 1) She could be indicating that she's finally letting her husband's memory go. 2) She and this stranger, since they fell into deep love so quickly, may be going into the barn to do.. you know. I haven't really researched the topic, but I wonder if, along with the social reformation in Russia regarding the roles of women in the working world, there was a sexual revolution, as well.


PS) Brooke has a great entry about this same subject. Check it out:
http://blogs.setonhill.edu/BrookeKuehn/2009/11/poor_toby.html

Can You Use That In a Sentence..?

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"Although single words can name ideas, we must put these words into operation in sentences, or assertions before they can advance our understanding."

-- Roberts, Chapter 7, p. 119


'Assertion' is just a fancy word for sentence, yet this fancy term is extremely important for anyone who wants to write a decent paper (particularly a precise thesis statement). Roberts says that "you might state that an idea in Chekhov's "The Bear" is 'love,' but it would be difficult to discuss anything more unless you make an assertion promising such an argument, such as "This play demonstrates the idea that love is irrational and irresistible" (119). While Roberts' assertion about "love" in "The Bear" will not cut it as a thesis, it's well on its way. You have to have clear thoughts before you develop a thesis. If I wanted to turn Roberts' assertion into a thesis, I'd have to make a statement that identifies even more fully with the play in question. e.g) The Bear by Chekhov demonstrates that, while love is irrational and irresistible, (main claim).  

Portfolio 3

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Coverage: This is a compilation of all the entries I've done this semester.

Comparisons and Biblical References (Cargoes)
http://blogs.setonhill.edu/JessicaOrlowski/2009/10/comparisons_and_biblical_refer.html
- I wrote this entry about Cargoes by John Masefield. In it, I discuss the historical atmosphere surrounding the composition of the poem.

I Smell a Good Story (Roberts Ch. 8)
http://blogs.setonhill.edu/JessicaOrlowski/2009/10/i_smell_a_good_story.html
- In this entry, I discuss the importance of the senses are in creating a writer to reader connection.

Mighty Maus
http://blogs.setonhill.edu/JessicaOrlowski/2009/10/mighty_maus.html
- This was an entry in which I explored some of the prevalent themes in Maus by Art Spiegelman.

My Presentation About Maus (section 2)
http://blogs.setonhill.edu/JessicaOrlowski/2009/10/my_presentation_about_maus_sec.html
- We had to complete a presentation in which we close-read a work that we would study during class and provide an additional peer-reviewed article to support this analysis. This blog entry details my process in completing the project.

Dear Prince Prospero,
http://blogs.setonhill.edu/JessicaOrlowski/2009/10/dear_prince_prospero.html
- In this blog entry, I wrote a letter to Prince Prospero, the main character in Poe's Masque of the Red Death, and questioned him as to why he acted in the way that he did.

If You Can Spell "Verisimilitude" Without Peeking, I'll Give You a Cookie
http://blogs.setonhill.edu/JessicaOrlowski/2009/10/if_you_can_spell_verisimilitud.html
- I elaborated on the importance of a setting's realism in the creation of a story.

"Who is Making the Distinction, Then?"
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/who_is_making_the_distinction.html
- In this entry, I elaborated upon the use of music as a unifying factor in Hughes' "Theme"

"Was That Supposed to Be... Funny"?
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/was_that_supposed_to_be_funny.html
- I used a song from a popular musical in order to convey the concept of humor in Roberts.

"The Hitler in Every Generation"
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/the_hitler_in_every_generation.html
- I compared the "Angels" in Colson Whitehead's "John Henry Days" to Adolf Hitler's Holocaust.

What Makes a Poem a Poem?
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/what_makes_a_poem_a_poem.html
- In this entry, I describe the importance of simile and metaphor in the writing of poetry.

Fried Fish... Not Something I'd Wear Every Day
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/fried_fish_not_something_id_we.html
- I analyze Miss Brill's relationship with her beloved fur.

Footnotes... The Bane of My Existence
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/footnotes_the_bane_of_my_exist_1.html
- Not only do I state my distaste for the overuse of footnotes, but I also analyze the use of simile and metaphor in Keats' "On First Looking."

Only But a Memory Away
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/only_but_a_memory_away.html
- I analyzed Shakespeare's Sonnet 30: "When to the Sessions of Sweet Silent Thought"

What's in a Name?
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/whats_in_a_name.html
- In this entry, I made speculations as to whether J. in "John Henry Days" returned to continue his junketeering record or if he went to New York with Pamela.


Timeliness: These are the entries that were submitted on time

Comparisons and Biblical References (Cargoes)
http://blogs.setonhill.edu/JessicaOrlowski/2009/10/comparisons_and_biblical_refer.html

I Smell a Good Story (Roberts Ch. 8)
http://blogs.setonhill.edu/JessicaOrlowski/2009/10/i_smell_a_good_story.html

Mighty Maus
http://blogs.setonhill.edu/JessicaOrlowski/2009/10/mighty_maus.html

My Presentation About Maus (section 2)
http://blogs.setonhill.edu/JessicaOrlowski/2009/10/my_presentation_about_maus_sec.html

The Hitler in Every Generation
http://blogs.setonhill.edu/DiannaGriffin/2009/11/it_makes_no_difference_to_me.html

Who Is Making the Distinction, Then?
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/who_is_making_the_distinction.html

Was That Supposed to Be... Funny?
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/was_that_supposed_to_be_funny.html


Depth: These are the entries that I put a little extra effort into.

Comparisons and Biblical References (Cargoes)
http://blogs.setonhill.edu/JessicaOrlowski/2009/10/comparisons_and_biblical_refer.html

Dear Prince Prospero
http://blogs.setonhill.edu/JessicaOrlowski/2009/10/dear_prince_prospero.html

My Presentation About Maus (section 2)
http://blogs.setonhill.edu/JessicaOrlowski/2009/10/my_presentation_about_maus_sec.html

The Hitler in Every Generation
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/the_hitler_in_every_generation.html

Only But a Memory Away
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/only_but_a_memory_away.html

 

Interaction: These are occurrences during which I contributed to a classmate's blog

Cody Naylor's "The "Mask" of the Red Death"
http://blogs.setonhill.edu/CodyNaylor/2009/10/the_mask_of_the_red_death.html
- I questioned Cody's opinion on the identity of the narrator in the story, and this spurred a discussion between the two of us.

Melissa Schwenk's "A Ghostly Alternative"
http://blogs.setonhill.edu/MelissaSchwenk/2009/10/a_ghostly_alternative.html
- I contributed to a discussion between Melissa and Josie by refuting Josie's argument about ghosts and offering an opposing viewpoint.

Karyssa Blair's "Masquerade! Paper Faces on Parade..."
 
http://blogs.setonhill.edu/KaryssaBlair/2009/10/masquerade_paper_faces_on_para.html
- I agreed with Karyssa's claim and posed some interesting questions about the subject of Divinity in Poe's short story.

Josie Rush's "You Can Judge an Editorial by Its Title"
http://blogs.setonhill.edu/JosieRush/2009/10/you_can_judge_an_editorial_by.html
- Though I agreed with most of what Josie said in her blog, I also raised some opposing claims and contributed to the discussion on her blog.

Karyssa Blair's "Of Golden Leaves and Furry Things"
http://blogs.setonhill.edu/KaryssaBlair/2009/10/of_golden_leaves_and_furry_thi.html
- In this blog, Karyssa talks about the symbolism that appears in Miss Brill. I add to her thoughts and state some additional thoughts as well.

Dianna Griffin's "It Makes No Difference to Me"
http://blogs.setonhill.edu/DiannaGriffin/2009/11/it_makes_no_difference_to_me.html
- Dianna and I were involved in an interesting discussion about "racism" in Langston Hughes' "Theme."

 

Discussion: These are my blogs that spurred discussion among my classmates.

Dear Prince Prospero
http://blogs.setonhill.edu/JessicaOrlowski/2009/10/dear_prince_prospero.html

Was That Supposed to Be... Funny?
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/was_that_supposed_to_be_funny.html

The Hitler in Every Generation
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/the_hitler_in_every_generation.html


Xenoblogging: How I contributed to the blogging community

Comparisons and Biblical References (Cargoes)
http://blogs.setonhill.edu/JessicaOrlowski/2009/10/comparisons_and_biblical_refer.html
- I completed extensive research on not only the historical background of the time in which the poem was written, but also on the footnotes of the poem.

My Presentation About Maus (section 2)
http://blogs.setonhill.edu/JessicaOrlowski/2009/10/my_presentation_about_maus_sec.html
- I was able to spur a conversation in class about section 2 of Maus.

Was That Supposed to Be... Funny?
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/was_that_supposed_to_be_funny.html
- I pulled song lyrics from an outside source in order to prove my point about "humor" in Roberts.

Karyssa Blair's "Of Golden Leaves and Furry Things"
http://blogs.setonhill.edu/KaryssaBlair/2009/10/of_golden_leaves_and_furry_thi.html
- I provided an additional link concerning the symbolism in "Miss Brill"

Dianna Griffin's "It Makes No Difference to Me"
http://blogs.setonhill.edu/DiannaGriffin/2009/11/it_makes_no_difference_to_me.html
- I left a rather lengthy comment on Dianna's blog entry. I was also the first to comment on her blog.

Karyssa Blair's "It Makes No Difference to Me"
http://blogs.setonhill.edu/KaryssaBlair/2009/11/unaccepted_nonacceptance.html
- Karyssa mentioned two of my blogs in her entry, "Mighty Maus" and "My Presentation About Maus."


Wildcard:


The Hitler In Every Generation:
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/the_hitler_in_every_generation.html
- This entry is my favorite entry because I have a profound interest in the Holocaust, and I was glad that I could make connections between "John Henry Days" and an interest of mine. Also, the reason this blog is under Wildcard is because a lengthy discussion ensued, and I believe it showcases not only some of my best blogging, but also thoughtful response to those who commented.

"Who is Making the Distinction, Then?"
http://blogs.setonhill.edu/JessicaOrlowski/2009/11/who_is_making_the_distinction.html
- Somehow, this never showed up on the course website, and I believe that I made some interesting assertions about Hughes' poem "Theme" and how he used music as a symbol of humanitarian unity.

What Makes a Poem a Poem?

http://blogs.setonhill.edu/JessicaOrlowski/2009/11/what_makes_a_poem_a_poem.html
- I wrote a small poem that I think you may find interesting to read.

What's In a Name?

| | Comments (2)
"She asked one last hting when they came down the mountain. When they came down the mountain she asked, what's the J. stand for? He told her" (389).

- Colson Whitehead, John Henry Days.

Throughout the novel, we've all wondered what the J. stood for in J's name. Obviously, it could stand for John Henry, but it could also stand for "John Smith," one of those general names exactly like the generality in John Henry's name.

Regardless, I was a very disappointed and jealous reader- why did Pamela get to know J's name, but I didn't. I've been growing with J. this entire time. Why can't I get into his head? Well, then I realized that the answer to this doesn't really matter all that much. Regardless of what J's real name is, the fact that he told Pamela kind of makes me speculate that he went to New York with her in the end. It seems like he trusted her enough to tell her his name. Also, his coworkers don't even know his real name. This could mean that he's ready to move onto something other than junketeering.

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