KristenZappalla

Portfolio 2

Bloging this semester, I have to say was interesting for a couple of different reasons, I never really was asked to respond via the internet to pieces of literature.

Well first let’s start there… The reading which I am asked to respond to in my mojor classes, are always researched, and reviewed readings.
They usually have to do with a theory about and individual and their involvement in the social world.

The authors, although bias at times in there writing, never have ‘hidden’ meaning which the reader has to look for.

There fore the types of reading and the type of responding was different.
NOT that different is bad.

I enjoyed the class, and understand it’s importance when working in the classroom. The class taught me that as a teacher there will be literary symbolism, and that critiquing the material will be important to teach the students. Not to mention the one student who will find a passion for critiquing literary materials, and as a teacher, you have to nourish that.

Seeing as how I am, well, I guess we could say a beginner at bloging and reacting to material, it was a little unnerving to know that my work was going to be posted for others to access. The thought was bazaar for me due to the fact that I was giving my opinion, and in a way, posting (publishing) my thoughts and ideas for anyone really to view.

I understand that people blog on live journals all the time, and that the fact that people can post their opinions on line is ‘normal’; however I found it quite abnormal to have my opinions out there.

I had two different reactions to the bloging assignments

One, as a student as I mentioned before it is not only unnerving to have your material posted on the internet, however once you have posted, your committed to your post. As a student in the social sciences field, my first reaction is to say any emotion and response that one would have to a piece of literature is pertinent, and valid. Therefore what ever would be posted, coming from a therapeutic argument, would be appropriate.

However, seeing as how the class progressed, there were defiantly some posts which I felt were totally off the subject of what the majority of the class extracted from the readings. For example, The Half Skinned Steer was a post that I was not very proud of. I really didn’t understand the short story, and it wasn’t until listening and participating in the class discussion that I felt a little more comfortable with the short story

Second, I understand the value of the blogs. I think that I may have touched on this in my last Bloging Protfolio 1. In essence though, to have a discussion going on about class material prior to the class enables us as students to critically think about the piece, and come to class possibly with research, weather via Google, or other in Reeves… (which sadly at times Google is the better of the two resources… but we won’t go there now… )

Bloging provided me to interact with some of the other classmates, and to read what they were saying about the readings. For example, one of the readings, a Streetcar Named Desire, I posted what I thought the scene was about, however after reading a peer’s bolg Holly I felt the need to blog again and explain my first blog a little more so, there was More on the Desire.

There were some short stories which I was able to at least pull out a major theme in the story, even though at times, the theme may have seen relatively obvious. This can be seen in my blogs in reaction to two short stories, Greenleaf and The Best Girlfriend You Never Had.

My favorite blogs, are the Miracle blogs. James McBride’s novel Miracle at St. Anna was by far my favorite novel for the semester. I guess that is why I chose to do my presentation on this work.
When McBride came to SHU it was such a pleasure to have such a down to earth person come and talk to us, and his mother’s memor The Color of Water only aided in his presentations.
Miracle at St. Anna was a pleasure to blog about, so much that I felt that the Miracle Could Continue and I blogged some more about that.

I have to say that through the art of blogging I was able to become more comfortable with sharing my ideas with other people. And I was even able to relate one of the stories to a Social Work theory. I Want to Live, was an emotional story, and in it the character when through a grieving process which I bloged about.

That is the extent of my bloging for the last half of the semester. It was an interesting, new task, that I will always remember, and even possibly some how re-create and use in my own classroom later on down the road.

Hope everyone has a Great Summer, and although I won’t be blogging all that much I look forward to jumping on some of the BLOG-ON-ATORS sites and seeing, what in the blogging world is going on!

I want to Live

This was an extremely emotional story:
Even if family members don't have this type of cancer, you can still connect with the woman who is suffering from the cancer. The struggle that she goes through is so specific to her, however on the same token, it speaks to a broader reader.
When reading it I really felt for her transitions that she had to go through and the family structure differences, which were going to be taking, place. I thought that she handeld the news, and the process of the cancer and treatment well.
As a person from the social science area, there is a theory which she kind of fit into.
Elizabeth Kubler-Ross has a stage theory that someone goes through when they are dying, losing something or greiving.

Kubler –Ross stages of Grief

1.Denial
2.Resentment
3.Bargaining
4.Depression
5.Acceptance

The main character in this story can be traced going through these stages.

1.Denial- seen when telling herself that this is a dream and that she will soon wake up to find it unreal. And there are other points with in the story where denial comes in
2.Resentment- when she is unable to get out bed, and she becomes exhausted.
Also seen when she gets physically sick. Also seen in her sarcasm
She also resented that she was unable to complete crosswords and play with her granddaughter.
3.Bargaining- there really wasn’t a point where she began to bargain (usually with God)
4.Depression- when she was angry about the situation that she now is dependant on Her daughter and son in law
Also seen when she discusses the idea of committing suicide.
5.Acceptance- there really wasn’t a part of the story where I felt she accepted what
Was happening to her. It seemed like the cancer progressed too rapidly for her to come to an acceptance.

And the Mirical Continues:

After reading the book, there were many themes, which would bring about great discussion in class. I was looking though at the race theme. I want to note on a personal level. I loved the title of McBride�s first Novel: �The Color of Water�. This title comes up from an explanation to the young McBride from his mother. The question that was asked was what color is God? McBride�s mother was white, and his father was black. So growing up McBride discusses some of the racial questions he had in regard to the different back round and physical characteristics of his mother and then of his father. His mother so poetically answer�s young McBride�s questions with, �God is the color of Water�. A statement which has wonderful meaning on a theological level, is so simplistic and child like, that to believe and take �mom-McBride�s� words, your faith must be child like in love.
Well, now with the �Miracle at St. Anna� it�s McBride�s turn to use colorful language to express the thought that God, Jesus and his angles are universal in their love, and that there is no color skinned associations.

�He�d learn that even his own life wasn�t his own. It belonged to God. Other than his mother and his grandmother, he had no stake in anyone, anyplace, and land, anything except for this little somebody. ..In the destiny of Train�s own thick mind, the walls of impossibilities loomed ahead never occurred to him, the centuries of granite, concrete, steel-strong prejudice that awaited him back in America. This boy was a miracle. He was an angle. AN ANGEL HAD NO COLOR�the boy was like him. He was nobody. He was invisible. (210)

This leads into what I wanted to talk about today in class.
My Agenda Item is to talk about how these four American soldiers have been treated one way by their �peer� soldiers, and then the way that they must have felt staying with the village people who welcomed them. (at first they were a little hesitant to have the soldiers stay but they warmed up to it later)
These people opened their home, conversed, ate, and shared with the four American soldiers.
How does that differ from the experiences they faced back in America?
How does that differ from the experiences they faced while in the service?

McBride, takes the race issue, and I feel almost eliminates for the reader the notice of segragating because of ethnic, religous, moral differences. McBride is sensitive to the challenges different people face, and doesn�t abolish the struggles the person faces, however stresses the importance of the Transendent (God) over differences in eachother. McBride gives autonomy to the characters and their struggles; the story uses the boy, village people of Bornacchi to give examples of an equality among friends, and to strip it all down, among human beings.
Some pages to look at for the differences between the interaction of these four soldiers in America, working in the service with Americans, and then when in the village making friends with the people who took them in.
Soldiers in America: Pg. 7 Pg.190
Soldiers interaction with other soldiers: Pg.31 Pg.71 Pg.210
Interaction with Bornacchi townspeople: Pg.108 Pg. 110 Pg.114-116 Pg.131 Pg.160/161 Pg.168/169 Pg. 183 Pg.187 Pg.188/189 Pg.192 Pg.197 Pg. 190 Pg.192

Links to James McBride sites:
James McBride Biography
An interview with McBride
McBride at SHU
More McBride at SHU
Setonian McBride

What a Miracle

James McBride has done it again. Although, �Miracle at St. Anna�s� differs in genre from his first book, �The Color of Water�, his style of writing is still comparable.
I had to read �The Color of Water� as part of my role as an RTA for the freshmen class. As I was reading the book, I became drawn to McBride�s story, and connected with it on a personal level. Therefore I was beside myself when Seton Hill University hosted him to come and talk to the students. Pittsburgh Live had a reporter come to Seton Hill to conver the event.
When James McBride visited Seton Hill University in the Fall, I purchased his second novel �Miracle at St. Ana�. I knew that this book was fictional, compared to the autobiography which I fell in love with, however thought that I would give it a try. I began to read the text after the Lecture; however as the story of a SHU student�s life goes, there isn�t much time for personal reading.
It honestly wasn�t until it was assigned that I was able to pick up the book and enjoy it. While reading the book, I saw James McBride in Sicilian Hall talking about his trip to Italy to write the book. While reading the book I became attached to Train. I�m not sure if McBride intended the reader to fall in love with this character however he did an amazing job with the adjectives he used to describe him. Train�s physical characteristics almost ascend above humanity. His chocolate features, larger than life size and simple southern language really gives him character. As if Train�s physical descriptions weren�t attractive enough for a character, his emotional side indefinitely catches my attention. While reading the book, all I really kept in visioning was this man beyond men cradling this, as portrayed on the cover and through the text, frail, sick, lonely boy in the middle of a war. A war which he probably doesn�t understand, then again how many of us even understand it. I was just captivated by the characters that McBride shares with us, and am thankful that the book was assigned because I don�t know that I would have gotten to a �pleasure reading book� until the summer time.
More will be added to my blog because this is the text that I will be presenting on, so look for some additional posts and though driven questions.

"The Half Skinned Steer"

I�m not sure that I followed this story. From what I understood, Mero has to travel back to his hometown in the west from the east (Massachusetts) because of the unfortunate death of his brother. Which I would like to know how often does a person get killed by a emu? And the author just flashbacks Mero�s life on the farm as Mero makes his way back west.

The Best Girlfriend you Never Had

This Story just screamed the hit VT sitcom, Will and Grace. The relationship between Leo and Lucille resembles Will and Graces. The two live in close proximity, they have breakfast together, go to work together, and then go out for drinks after ward. The two talk about past and current relationships, their childhood, and culture. The only thing which got me what I didn�t know if the Best Girlfriend (she) Never had was Leo, or the dog which at the end she winds up going into adopt.

Greenleaf

After reading Greenleaf I was left with one question: What does the Bull in Greenleaf represent?
Does it represent as Mrs. May suggested property, and she has a right to dispose of it if the owner doesn�t come by to claim it? Or is there another reason for the Bull in the story. Without the Bull there really wouldn�t be that much of a story. Other than the fact that this man has worked on a farm for the past 15 years. The Farm owner isn�t very found of him, and the reader would learn about the Greenleafs as a whole family unit. However that doesn�t follow the traditional reason for a story to be told. Usually, if I am correct or at least in today�s �self-help� age, a story is supposed to be more than just a source of passing time. So what moral, lesson, or philosophical dilemma are we (the reader) faced with.
The Bull I would suggest represents, as the story suggests �a force of nature�. There are different perceptions and strategies in going about something. Well, what business does a Bull have grassing in someone�s yard, and destroying the property non-the less? This Bull was different from the others, Mrs. May was able to notice it immediately from the other Bulls which were hers. Nature, human nature, a force that drives us all to act in certain ways, regardless of whether they are acceptable or not. The Bull grazing in Mrs. May�s field wasn�t wanted, in fact the Bull�s owner was asked to take it away. Then thinking that she could get rid of it herself Mrs. May sought to destroy it, however it seemed to destroy her. Are our innate natural instincts stronger forces in our lives than our rational human faculties?

Blood Burning Moon

A theme which is seen in this story is Racism. There is a since of re-telling the story, or emphasizing �White wins over Black�. The story was written in 1923 when African American persons were thought of differently depending on where they were living. The northerner was given much more credibility, responsibility, and respect than the southerner. This is a story of the southerner, and the racist thoughts which surrounded him/her.
The story also talks about the �cultural no-no� of the time. Interracial relationships, for Bob Stone (a White man) to have a relationship with Louisa (a Black women) was Taboo at the time. Never the less, this �no-no� still was represented as �winning� in the story. When Tom stabs Bob in conflict with him fighting over Louisa, �White men like ants upon a forage rushed about�. There was immediate attention, and the �resolution� projects the thoughts of a typical southern town of that time: destruction of the evil (Black man).
When I write this I cringe� I don�t believe that the author believed this, and I indefinitely wouldn�t agree to this line of thinking. I would suggest though that the author was creatively expressing what he envisioned or maybe even experienced in the south.

More on Desire: The Rape

I feel as though I must add to my blog�
I will admit that I do a lot of my reading on the treadmill, and when you are walking, not only are you moving, so is the text which you are trying to absorb. I do recommend reading while working out, because if there is a passionate scene in the book, romantic, trageic, interesting, you tend to forget that you are working out: However I digress�
So I was on the treadmill when I was reading scene 10 of the play, and don�t remember getting the indication that Stanley rapes Blanche. Until I re-read the scene (in preparation for the midterm tomorrow).
I feel stilly that I was so compassionate toward Stanley in my previous entry. There is defiantly a concern for Stella to get herself out of such a relationship! For Stella to be so attached to Stanley and believe him over her sister! (although Blanche doesn�t have the best �telling the truth� track record).
I find it sad, and ironic that Blanche�s sensuality got her into SOOOOOO much trouble. While Stella is having Stanley�s baby, he rapes her sister. �.WOW�
No one deserves such treatment, and in reaction to my comment on Holly�s blog: I do think that she is guilty, however unquestionably didn�t deserve such a �punishment�.

Streetcar named Desire: Battered Wife

A Streetcar Named Desire is an interesting title of a book where the lives of the characters aren�t very desirable.
Manipulation is a theme seen within the play. Both from Stanley�s doing, as well as Blanche�s actions in the house.
Another theme is abuse: Stella is an abused house wife, who is pregnant, and latter has her son. (no real mention of a son other than mentioning that the infant was wrapped in a blue blanket). I knew that Stella�s situation wasn�t ideal, however had a hard time determining when it was �normal� for a husband in those times to feel the �power� of the title Man of the House, and when there was a crossing the line point. There seemed to be a fuzzy point because at times Stella herself was in denial, and wouldn�t acknowledge a problem.
Stanley was abusive, verbally, physically, and mentally. Telling Stella, basically, that her sister is nothing but a no good liar.
It wasn�t though until Stanley finally gets Stella to �choose a side� him or her sister, and then she chooses him. There is evidence in the dialogue that Stella truly struggles with sending her sister away. She isn�t doing this because she wants to, rather because she is in a way being forced to. That is when I picked up on the fact that Stanley would probably not change.
I know that many may be reading, and thinking, well� duh the first time that he hit her and she had to stay at Eunice�s should have been reason enough for her to leave Stanley. Well, call me a huge optimist, or even GULLIBLE, but when she came back to him, and he hugged her and took care of her I honestly believed that he was sorry, and would make an effort to control his anger. Plus in argument of Stanley, he was under the influence of alcohol, thus not in his best state of mind. As mentioned before it wasn�t until later that I concluded that there was going to be more than just one incident. Rather between the mental abuse, verbal abuse, and physical there was enough to be able to make a case that Stella is or was a battered wife.
So, when is the breaking point of Stella getting out of such an abusive home? At what point would it have been ideal to leave him? Was the home abusive, or was the household the traditional household in the mid-twentieth century? Is there even a need for concern, is it more of the manipulation and abuse from Blanche?
These are just some random thoughts�

Porfolio-ONE

In the beginning of the semester (and I guess I should be honest and say even now� although it�s a little more alleviated) I was terrified of blogging! I have to admit, as a student studding to be a teacher it makes since though. Way to go Dr. Jerz for using Bloom�s Taxonomy and making use of the fifth level, analysis ALL THE TIME! To have a class discussion going before we ever even enter the classroom really does interest me. I think that I wasn�t used to the time which was going to be required for a ONE 3 credit class. However, I am beginning to get more personal and creative with the blogs, THANK YOU KARISSA, I love my PURPLE blog!
So here is the submission of the work which I have done over the last couple of weeks. I have realized after doing this assignment that, it will be more helpful to me in understanding the text, as well as bloggin, if my blogs are a little more lengthier, and in more depth, rather than just my initial reactions.

I have added some Coverage of Bast Blogs

Also, and In depth look at Sylvia Plath

I have given some examples of Interactions and Discussions between my classmates and myself

Feel as though my Xenoblogging needs a lot of work! And have made a commetment to work on that the last half of the semester.

In my wildcards I share some devlopmental examples of my work in the course so far.

I have had fun with this assingment. (Said now that it is DONE!) I do enjoy the expressive side of this class. And in all honesty, will work harder in devloping my blogs further in the future.

Wildcard: My Weblogging Devlopment

My developments:
I have learned through this exercise that a more in depth blog is going to benefit me more in the class. Here is an example of my fist blog, Jury of Her Peers. A moderate length blog, however it just touches on a new idea which I formulate. I could have developed my ideas more fully.
More examples of my earlier work are�
Bernice Bobs her Hair, another example of just getting an idea out, and not really elaborating on it.
My Great Gatsby entry does the same.
There are other examples of this as well. As proof that I have begun to understand some of the expectations of the blog, I enter one of my most recent blogs, which was a lot more lengthier, more developed, and had some additional links for more information. Sylvia Plath: In Depth

Xenoblogging

Xenoblogging is defiantly something that I am going to have to work harder on in the next half of the term. Here are some examples of longer comments which I have made on peers blogs. However I�ll admit that they don�t offer �additional educated thoughts��

Kayla�s response to Daisy and my comments
Karissa�s Jabbering of Jews I offered some main points which I posted links to some sites which further explain Sylvia Plath and some of her writings.

Other than those two to be totally honest there isn�t much to add in this section of the assignment.

Interactions and Discussions: Daisy and my Frustations

One good example of interaction between a peer and myself is on the topic of Daisy in the Great Gatsby. Kayla�s response to Daisy was that she was materialistic, an idea which I understand, however I�m not willing to hands down call her materialistic. There are some other motives which I discussed in my comments back to Kayla on her page. This topic also brought up a good discussion in class. I also remember another �agenda item� surfacing from it. Did Daisy really love Tom, or was it Gatsby that is her true love?

Another post which I made was, Daisy and my FRUSTRATING moments which also gives some more of my insight on Daisy This post also recieved the most traffic on my blog to date. I also feel that this particular blog exemplifies timeliness, due to the fact that there were so many comments. I do also recall discussing Daisy's emotional neglect for Peggy in class one evening

Coverage of Past Blogs

In these blogs, I feel like I have introduced a new idea in the blog for class discussion:

In a Jury of Her Peers, I suggest that it was the friends of Mrs. Foster who in actuality are the Jury. I also talk about sanding up for each other as women in the story.

Another blog entry which I feel covered some additional thoughts rather than just a text summery was, The Mechanical Woman. In the original post, I mentioned that the play was most likely a reaction to the women�s rights movement which was occurring around the time the play was written. After class discussion, I still believe that the author was giving the audience a protagonist v.s. antagonist theme. However the author�s antagonist I believe wasn�t THE YOUNG WOMAN, which we, as a different audience today would see. Rather the writer�s antagonist was societal pressures and developments against THE YOUNG WOMEN who I believe was meant to represent all women of the time.