Today is the last day of my one-week intensive writing workshop. Genre: Memoir. I like it a lot especially for its hybrid nature. It's weird (fated sense) how 'things' (of what I want to pursue) are clarified throughout my educational journey.
I had this general idea of what I wanted to pursue starting in
grade school (poetry, the use of words, playing with words, form, structure, creation...)
high school (writing as expression/art and teaching so greater possibility of livelihood- the practical/earthy Taurus in me)
College (English majors are not destined to be stuck as teachers [not that teaching is bad], but what I'm saying is that there are more options for English majors than what are often believed... so I stopped pursuing a certification for elementary ed. and decided to focus on art and other aspects of English, such as journalism, literature... I did everything in my power to avoid teaching)
Graduate School (Ironically enough, I became a teacher, well a graduate instructor... Chose to get an MA in Folklore (American Studies) instead of an MFA in Creative Writing... folklore is interdisciplinary (I can combined writing, art, culture, people [children's folk group], blurring the lines but it's okay... personally not feeling so confined by canons et al [I respect them nonetheless and learn from them, I need different types of teachers]... inspiration=people)
Summer 08 Graduate Seminar (8 am to 4:30 pm... I took Memoir Writing Workshop... the word 'Memoir' sort of encapsulates what I want to do in terms of my writing, starting with true experiences connected to/from people, molding it with creative fictional techniques in order to bring out the truth more, pass the surface/superficial, deeper meaning... using words to express and to create/shape/influence world)
Important Points about the form of Memoir:
-Literary- art before story, 'craft' used to bring out deeper truths
-Not confessional- not grating whines
-An aspect of life (more specific) not biography (general: birth to death)
-Lemons squeezed plus water and sugar = lemonades (bitter turns bittersweet)
-Questions (answer the 'so what'- to Discover, Question Authority to claim authority)
-Hybrid Form- Blend of Truth and Fiction
-It's true (not made up- however this could be tricky because of subjectivity and selectivity slippery Memory... differing truths: emotional, factual, historical, scientific etc.)
Here's the vague essay quiz I wrote for this class (because of time constraints--only an hour--I decided to be playful with the form, I used a hybrid of cohesive paragraphs and fragmented definitions... some metaphors...)
Title: Literary/Craft: Art before Story
The most important aspect of Memoir I learned this week dealt with the literary nature of this genre. Art takes precedence before the story (story is secondary). If you trace the origin of the word ‘art’ (its raw meaning), you’ll discover that it means close to the idea of ‘making’ / to make. Words, like artifice, artificial (not Natural, for example artificial intelligence), art (something made like a picture of the scenic mountains etc.) reveal some sort of manipulation (not in a sinister way, but taking charge in the shaping and molding). This manipulation uses fictional techniques, like scenes and summary, to illustrate the story and give form in order to grasp something as slippery as memory to get to deeper truths and a better understanding by musing through metaphor to express something inexpressible.
Scene- close-up, Slows down the pace, moment that reader and narrator experience together (greater connection), can include dialogues, very particular/specific moment, can have a sense of adult looking back through musings…
Summary- long-shot, overview, faster pace (covers more time in less words), reader is watching from afar, introduces, recaps, fills information/background, gives a sense of adult looking back, embedded quotes (usually repeated, almost like a slogan that could personalize characters)
Story- the experience, trying to make meaning of experience by putting it in form (linear: chronological, sequential, or lyrical: round-about, associative, relational), once in a form, it is more concrete compared to ‘recall from memory’ (tricky- perception/limited knowledge/ factors)…
Truth like perspective differs from person to person (each has unique way of seeing the world)… each is true, different truths: emotional/factual/scientific (gravity)- (example if you ask people to define happiness, each one of them will say something different. For example: money, family, love, etc., they have different priorities, it doesn’t mean that the person who values Family is happier compared to the one who values Money… it’s what they believe, it’s subjective, recursive/dialectical (moves back and forth, shifts, not static but DYNAMIC)
Musing- getting to/trying to understand, exploring, analyzing experience, answering the ‘so what’ question (deeper subject), thinking about the experience in a bigger context, trying to find the universal truth in a personal experience
Selecting/ using significant details that enhance experience, show through Metaphor to express the inexpressible/ juxtaposition of ideas/words which at first appear incongruent but reveals to create another idea/perspective.
All of these are applied in the readings throughout this week, such as Shumaker’s “Moving Water, Tucson”, Lott’s “Towards Humility”, David Sedaris’ Naked, McNair’s “Drink It” and many more. Shumaker’s piece took an ugly/traumatizing experience like witnessing death into sometime beautiful and poetic. She made the most of her experience (turning lemons into lemonades)…(Sorry, I’m not that specific, I ran out of time…if I had more time, I’d make better/stronger connection between term and application from these samples).
In the Memoir, truth becomes more apparent. One is able to understand the deeper meaning not just the surface and thus understand the self, its relations to life (multiple sides/complexity of the person). Memoir is like a performance (folklore sense) where a heightened sense of awareness/consciousness is achieved.
***
It's been an intensed week, waking up at at 6 or 6:30 so I could leave the house by 7:30 am (at the least) because it started at 8... sometimes, I won't be sleeping until 1 am (busy reading, writing critiques/own work, etc.)... Wednesday and Thursday, I was so tired, i had to crash at 11:30 pm and wake extra early to catch up in my work... my final portfolio is due next friday Aug. 8... the good thing is that the hours next week will be dedicated to writing my stuff and reading (non-assignments)... I can set up my schedule, more time to sleep...
After next friday (8/8)- I have to start focusing on 2010...
Despite of being sleep-deprived, one of the great things I got out of this intense seminar is inspiration (new ideas on what to explore/ what to write, a great intro to this genre, application of process, self-discovery and many more!)
Chapter 2
The "so what?" is emphasized in the memoir genre (why should I care? why should others care?)... answering this question gives purpose and authority... writing the memoir shouldn't fulfill one's ego... stories should be written for the sake of the story not other ulterior motives (such as revenge, to get attention, etc.)...
Pick mentors carefully!
"It takes time to learn"-- there's a negative attitude from non-professional writers undermining the value of writing and writers... they often think that since WORDS are ubiquitous and used everyday (especially when speaking), everybody can write... everybody does have the potential to write, BUT not everybody will have the perseverance to write for a living... I'm starting to realize why writers are often called "word smiths" because writers shape and create using words like sculptors. Anybody with hands can pick up a hammer or something in order to start beating something to a pulp But not everybody can pick up that hammer or chisel and create a work of art like David.
Learning process- I liked how Barrington mentioned the difference between saying one's a writer and one's an apprentice writer. The former usually received a condescending response like, "Oh you're a writer, I'm a neuro-scientist. I've been planning to writer my biography ever since gradeschool.... Oh you're writing your memoir, I thought only famous people write their memoir? Who's going to recognize your name?"
Don't worry about publishers... write memoir first, then start searching...
Ideas- record dreams (in the past, I've had interesting and powerful dreams, but they're so scary [my heart racing]... that I purposefully did not record them because I wanted to forget about them), have a writing notebook, don't make excuses, just WRITE!, learn from others (read their memoirs)
Why should people/you care? Identification/connection: "Moments in my life might resonate with moments in theirs."
Chapter 3
Memoirs have forms (just because they're personal, it doesn't mean that they're easy to do)
Think structure and organization, similar to Fiction (form serves functions)... arrangements, selectivity (SIGNIFICANT details), clarity, audience friendly, high and low moments, a sense of completion/closing/middle/beginning... like a fragmented essay, like a personal-not-private narrative.... could have parallels... can be as straight-cut as recall and last paragraph analysis/musing... since it's a process learn when to ADAPT... no magic formula/ page length... differing perspective between child and adult... some sense of resolution...
Chapter 4
Truth: exact truth and emotional truth (other truths)- Memory "is not a record of the past but the evolving myth of understanding the psyche spins from its engagement with the world" (not historical facts) but if you're going to use historical facts, double-check and make sure you're citing the facts correctly.
Different perspective ROCKs! The way you recall events will be different from others BUT it doesn't mean it's not true (the difference is okay-- you're the expert of YOUR life)
Telling the truth is hard... it has consequences: Pain (of reliving sad moments), being ostracized, betraying other's trust (revealing family secrets), recognizing the past as something not "romanticized"... be responsible with your words
advantages- learning from others, speaking on behalf of the voiceless, enjoyable- seeingone's writing grow like one's own children...
HUMOR/irony can engage (tone/ voice's authority)... think imaginative recreation of the past... be transparent with your readers (let them know you're exploring instead of coming-off as a whiner or "know-it-all"... process/journey...
Memoir is a blend of truth and art. Not necessarily scientifically or historically true, but a true experience/moment nonetheless, and art, something "made", to make... to write to show "a" truth (factual/emotional etc.). Writing is NOT just self-expression; it also shapes culture: "Our words make the world."
Chapter 5
Memoir employing fiction writing techniques (also think cinema!) to highlight a truth:
Scene- close-up, immediate, an instance, slow down, SHOWs, dialogues (essence of what the person would say, doesn't have to be verbatim, But must stay truthful to the character's personality- select... only use plain attributes if speaker is not clear, avoid descriptive attribute (she mused, she snapped, etc.)--- look hard for the HEART of what actually happened...
Summary- long shot, great distance, covers a lot of time, can be enriching with details
Musing- can be clear-cut in the end, or interjected throughout, embedded--- whatever you prefer... Insights, speculations, questions, purpose, revelations, discoveries: "the essence of memoir is 'the track of a person's thoughts struggling to achieve some understanding of a problem.'"
Note your weakness and strengths in order to improve... YOu're the director!
Chapter 6
Moving around in time: There has to be a "now" (implicit/explicit) and a "then"... the now ANCHORS readers so readers can have a starting point... "now" clarifies for the reader your struggle/ your explorations etc.... shows "on-going" nature of inquiry/self explorations
Past- retrospective, not as limited as the present
present- immediacy, limited (in the sense of clear sentence constructions)
Practice both tense separately to master!
...
On July 28, my one week intensive seminar class in Memoir writing will begin... my teacher emailed the class telling us to read Judith Barrington's book on memoirs called "Writing the Memoir: From Truth to Art" ... so to prepare, I'll have to finish reading this by July 28 (pretty easy, only 176 pages), and I'll be blogging my notes, and...
I'll be reading supplementary memoirs:
David Sedaris's "Naked": I first heard of Sedaris when he came to SHU-- regretfully, I didn't attend his lecture, ironically enough missing his lecture made me want to read his works, I'm not sure which one I read first either "Me Talk Pretty..." or something about "denim/corduroy"
Mark Doty's "Firebird: A Memoir": I first heard of Doty last semester... he was supposed to visit USU but had to cancel due to health reasons... USU rescheduled him for this November so hopefully by november he'll be healthy and he could visit USU... my friend/colleague read his book called something like "Still Life with Oysters and Lemon"? for one of his class... it explored art and life and so during office hours, he'd discuss some of its aspects with me (for sure I put my two cents especially when it came to discussing art) ... eventually I read this book also ("Still Life...")
Ishmael Beah's "A Long Way Gone: Memoirs of a Boy Soldier": Beah is USU's guest author for the summer so he'll be visiting USU and will give a talk... the freshmen are also reading this book... so I want to read his book before he gives his talk in August
John Steinbeck's "Travels with Charley": I started reading this book last Febuary- I'd read snippets of it before I slept- hopefully I'll finish this before class begins
Louis L'Amour's "Education of a Wandering Man": I accidentally discovered him in the Logan Library, I saw a display of his works and I got interested- he wrote mostly westerns but the title of his memoir caught my attention
I'm not going to finish all of these by the 28th, the important thing is exposure and enjoyment... the first three books explores childhood (which is good because I'm prepping also for my children's folklore class this fall- reading memoirs about childhood might give me ideas for my research) and the last two books talk about travels and journey (two of my favorite things to write about)
So far I'd read the intro and chapter 1 to Barrington's book
Intro
key words/phrases: Virginia Woolf, frankness/candidness, conversation, telling our story, risk, embelishment, truth and memory
some thoughts: I never heard of Virginia Woolf until Nicole Kidman portrayed her in the movie "the Hours". After this, I kept hearing about her especially from my English and/or feminist friends... they were singing praises about Woolf's work. Initially I found this annoying so I shunned Woolf's work and did everything in my power to avoid her books...just a couple of days ago, I gave in and borrowed "the Hours" in the library (this was all coincidence- I didn't know that Barrington was going to mention Woolf in the intro)...I watched the featurettes about Woolf's life and work and "Three Women" which sort of explained how the movie was structured, I watched these before the actual movie (I didn't have a chance to finish it because I was tired and had to sleep and the following day I had to return it in the library- next time)... Barrington noted Woolf's candidness especially when she wrote a prototype for today's literary memoir insinuating an incestuous relationship with her half brother (one of the other things she wrote about which interests me is her childhood memoir exploring her relationship with her mother- most likely I'll try to read this one also)...
Being frank and candid was initially scary... but I remember what I told my students when I explained to them their personal narrative assignment... we discussed the difference between "personal" and "private"- the subtle difference lies in the author's feeling of comfort: is she/he WILLING and comfortable enough to SHARE her/his experience? With this in mind, being frank wasn't so terrifying.
I like conversing and the idea of telling one's story (I feel lucky because the classes I'm taking seem to connect with each other. For example... In June, I took a seminar in Life Stories...I'm about to take Memoir class (telling an aspect of one's life), and in the fall, I'll be taking "Storytelling" [telling stories])... the idea about conversing is pretty dynamic because whenever you converse with people, in a way you are performing... you interact with them (read their gestures/facials and react to these), there is a tone or two in your voice, you pantomine, you do a lot of things (an idea just popped out: Is memoir writing the literary version of oral storytelling?).
I related when Barrington mentioned risk of offending others like parents and friends, etc. whenever I write about them in my blog, I usually use the ambiguous pronoun... this is something I need to explore more...
Embelishments, truth and memory all seem to contradict each other... a semester ago I would have believe it too... my mind changed and adapted to new information/enlightenment I got after finishing my seminar in June about Life Stories... one of the things I learned was that memory is like history, both are selective, we usually remember what is the most memorable, depending on the victor or writer/recorder... from a lifetime of memories, our brains usually select the most dramatic and meaningful... it's okay to be selective- it doesn't mean that it's the only truth, or it can't be true, it's our perception, our impression of our experience, how it affected us mentally/physically/spiritually/emotionally etc.
Chapter 1
Definition:
old concept- memoirS back then were closely associated with autobiography- broader, covering all aspects of a person's LiFe...tries to be factual, relies on facts/research... more than just memory
current concept- memoir, literary essay-like, focused, an aspect of a person's life (story from a life), such as Childhood, more in-depth...I like what Philip Lopate said about memoirs and other "informal or familiar essay" such as diatribe, moral philosophy, fantasy, etc. ... the author's voice (engaging, personality-galore, relax/conversational- the author's signature/fingerprint/identity) distinguishes this genre from others (it plays a CENTRAL role)... it's personal but uses fiction writing techniques (like the personal narrative I assigned my Eng. 1010 students)... an impression... author assumes role of narrator to help with distance even though he's still narrating about an aspect of his life
-person's thoughts/mental struggle is the plot/adventure (author both tells an amusing story and muses about it)
-narrator conversing intimately, like a columnist
-"Not everything in a memoir is factually accurate" (26)- this statement helps me understand Sedaris memoir more... some of the writing in "Naked" seem really out there and even if they are "out there" I still believe him. What Barrington said about the assertion of the author, which affects the reader, is starting to make sense. I believe what Sedaris is writing about because he believes in the story he's telling me. I find him reliable as a narrator (credible enough to tell me his experience). I TRUST him, his voice.
I like this quote "Self Revelation without analysis or understanding becomes merely an embarrassment to both reader and writer." I encountered this personally after I finished grading some of my students' personal narrative (in the Fall/Spring/Summer semester)... I always tell them to answer the "so-what" question in the end, i'd tell them that after they "recalled" an experience they needed to "assess" it also... I'd comment on their papers and ask them "so what?" (I know this sounds harsh...it was with good intention that I said this)... so what that "you didn't want to disappoint your parents?" so what that "you're living by yourself?"... another way I tried to approach this, "why is this memory/experience important to you?"... it's easy for me to ask these questions on other people's paper but when it comes to my own paper, I too struggle (I'm not the outsider seeing the essay objectively)... I'm the insider, writing, in the the midst of all the reliving/figuring out...I've learned though that what usually helps me is to see some kind of pattern (analyze the before and after, how the experience/memory affected me?, what changed? etc.)
tips for beginning a Memoir:
-find a focus/theme (not your whole life) - I'm thinking about childhood, Philippines, being a GI, my house
-be in a judgmental/questioning state of mind- working on this...
-read good memoirs for example- On-going with Sedaris, Doty, Beah, Steinbeck, L'Amour
-find your voice- I practice this all the time when I blog and in my journals...
I'm on my way...
As the summer is winding down, and my summer curriculum coming to its end, soon I'll start reading the books I have to use, as a Graduate Instructor (GI), to teach composition to Utah State University first year students. The books arrived a couple of weeks ago, but I've been holding them off... Don't worry I'll begin soon.
The first book I'll be reading is written by one of my instructor of GIship, named Brock Dethier. The book is called First Time Up: An Insider's Guide for New Composition Teachers. While reading this book, I'll be doing three things:
1. Summarize each chapter
2. Relate the materials to experiences
3. Discuss/write about new insights gained
The second book I have to read is the Instructor's Manual to the textbook The Curious Writer, I think I have to read the first three chapters before orientation week. After these two books, I'll perused through the textbook, and maybe start reading some of the essays, stories, and articles. I'll also try to acquaint myself with The New Century Pocket Guide for Writers.
Isn't it ironic that I dropped out of SHU's education program at the end of my sophomore year, in order to focus on English and Art, and now that I've graduated, I'm going to be a GI, who is going to teach composition to first year students?
I just finished reading Pablo Neruda's poetry called "Book of Questions" both in Spanish and English... some of the questions he asked are very imaginative and visually stimulating (awesome metaphors). Poetry made up of questions. Here are a few of the questions I found intriguing:
Where did the full moon leave its sack of flour tonight?
Why do tree conceal the splendor of their roots?
Is there anything in the world sadder than a train standing in the rain?
Does smoke talk with the clouds?
Why do leaves commit suicide when they feel yellow?
Why do clouds cry so much, growing happier and happier?
How many questions does a cat have?
Do tears not yet spilled wait in small lakes? Or are they invisible rivers that run toward sadness?
Do you know what the earth meditates upon in autumn?
Who sings in the deepest water in the abandoned lagoon?
Isn't it better never than late?
How many weeks are in a day and how many years in a month?
Why do all silkworms live so raggedly?
Who wakes up the sun when it falls asleep on its burning bed?
Was it where they lost me that I finally found myself?
What did the tree learn from the earth to be able to talk with the sky?
Does he who is always waiting suffer more than he who's never waited for anyone?
Perhaps heaven will be, for suicides, an invisible star?
Where is the child I was, still inside me or gone?
Why did we spend so much time growing up only to separate?
And what is the name of the month that falls between December and January?
Did spring never deceive you with kisses that didn't blossom?
Why did I return to the indifference of the limitless ocean?
How in salt's desert is it possible to blossom?
Do we learn kindness or the mask of kindness?
Is there a star more wide open than the word "poppy"?
In which window did I remain watching buried time?
If all rivers are sweet where does the sea get its salt?
And how do the roots know they must climb toward the light?
Is it true that autumn seems to wait for something to happen?
Playing the Game by Frank and Stein, the streetsmart guide to graduate school, it's very tongue-and-cheek... you really need to have a sense of humor when you read this book or you'll get quickly offended... at times I did forget to have a sense of humor especially when they make it appear as if graduate school is politics or when it deemed the search and attainment of knowledge/expertise just fluff or bs... then I'd remember to laugh at myself... from this book, I'll remember the importance of planning, doing work early (even if it's painstakingly meticulous in the beginning but will save time later on), keeping in mind my objective and applying it to every class I take, making the most of grad school (my last hurrah before full time employment in the working world), and not stressing too much...
The Picture of Dorian Gray by Oscar Wilde- now I understand the allusion in James Blunt's song "Tears and Rain"... of course the song pales in comparison to Wilde's novel... I seem to have the patience for descriptions/catalogues, the greek/roman allusions and the flower symbolisms... I noticed the excess flower metaphors, and while reading the footnotes, I learned that flower symbolism were used a lot in the Victorian period... it was a captivating read and at times fantastical especially some of the plot twist (sometimes the action is so quick and sudden that it seemed at first underdeveloped but in the end it justifies itself)... the novel makes me think about art and its creator (a little piece of the creator left in the art, art as an extension of the artist, his life/personality)... it's a fast read and mind-provoking... intellectual!
New Grub Street by George Gissing, once again another fast read, it was only 500+ pages but I didn't find it difficult to read at least 50 pages a day. Besides the literary issues discussed here, the story reminded me of a soap show but not so superficial. It's more profound and novel... the ending is subtle, but the sting lingers mentally... :)
I started Brave New World and so far it's disturbing...
the more I use chopsticks whether in a Japanese or Vietnamese restaurant, the more I get used to it...
I'm getting used to the speed of the highway... sometimes it doesn't feel like I'm going 70... maybe because everybody else is going around 80 or 90... the way I measure speed by sight or the blur of the scene is relative...
I'm not going to finish my two boxes of summer readings... I have five books started at the side of my bed- one about: gradschool, poetry, fictional account of literary life (more on this later), the English language, and author's letters and other correspondences - and two graphic novels...
it's difficult getting in touch with my UT advisers- they don't have regular summer office hours plus they're busy either enjoying their summer or traveling for their own education... I did get the books I'm going to use for my composition classes... I ordered the other book I need so it's on its way hopefully...
for my Master's I have to be proficient in another language... so I started reviewing my Spanish... my friend's aunt is tutoring me twice a week en gratis... basically I'm just trying to refresh my mind so that when I start taking classes I don't have to begin in the most basic level... what I like about this session is the chance to hear Spanish spoken, I'm still trying to get to the point of being comfortable enough and courageous enough to speak it... the good news is that I understand most of the things said to me... I started watching the Spanish channel (cartoons, talk show, entertainment news, news, sports, telenovelas) I get the gist of what they're saying and if I don't focus and try to listen to what they're saying then all I hear are fast gibberish... I also borrowed some Spanish poems with English translation, and I'm working on Reading comprehension on the Elementary Low and High levels... I can't wait to get to the speaking part but I know that I have to have good vocabulary and grammar knowledge before I get there...
random google search- I saw the article I wrote last semester in the Setonian called "Students wander to foreign lands" in the website of the company I mentioned (CEA)...
I'm reading George Gissing's New Grub Street, it's about the literary life... I like it so far... it's discussing issues such as hack writing, the market, the vulgar, literary snobs, networking, pragmatism, money, patrons, literary circles, editors, reputation, fame, favorable connections, Literature as fine art, aspirations, starving artists, diplomacy, writing versus teaching, (wo)man of letters, journalism vs Literature... it reminded me a bit of Honore De Balzac's Pere Goriot... this novel is about 500+ pages long but I'm finding it fascinating and easy to get into (maybe because I'm a writer and the topics discussed are still current)...
Wizard World Tour took place at the Pennsylvania Convention Center from June 15-17, 2007. $25 for a day pass allows one entrance to comic, hobby, and toy vendors with celebrities and special guests from the comics universe.
There are many reasons to attend this convention/gathering especially if you're a comicsphile or aficionados looking for rare editions, to complete one's collections, to hear first hand of upcoming news and events, and many more.
I didn't just go to spend money that I don't have, I went to learn- the comics world is like a subgenre to my interests (this didn't mean that I didn't spend money- I still bought baubles and souvenirs such as magnets, and a mini-figurine).
I wish I went also on Friday instead of just Saturday. If I knew in advance that the session on the art and philosophy of graphique storytelling was going to take place, I would have gone (sigh).
I went on Saturday initially because Hayden Panettiere, the girl from NBC's "Heroes," was having a Q and A session... I also went to chill with my grade school buddies.
Hayden Panettiere: Q and A Session
I got a good seat because I arrived 40 minutes earlier and sat patiently (organized my new phone)... around 12:15, the crowd started filing in the room, and within seconds, it was filled... there's lots of cameras and professional photographers... it was a little insane because most of the people were very fanatical (I learned from my teenage years not to be too fanatical and star-struck because it will just lead to disappointments)...
this person in front of me got a bit pissed at me because my camera flash, momentarily blinded him (I was doing a test shot, and he turned around)... I apologized, but it was just creepy how easily irate he got...
then this woman photographer had the courage to ask me if the empty seat next to me was taken, of course I said no, so she sat next to me, her sandy face was a rockbed (offspring of the Thing)... she had one of those expensive looking cameras and she showed me her press pass, and she started telling me stories about the press earlier were waiting to get pics of Hayden... I was trying to figure her out, was she an obsessed fan or one of those crazy papparizzi? she showed me a dvd of Hayden's movie (Bring it One Part 2, which she recently bought for this event to get autographed), a picture of Hayden and his grandson after a play (in Maine?) and a picture she took of her, which was accepted by Us weekly magazine.
I asked her if she was a professional.. she said no, just a freelance, she didn't go to school for photography, just a hobby (she concluded that she should have gone to photography school)... she basically sends star photos to those celebrity magazines, and if she's lucky, they pick her photos and give her credit.. she was a little out spoken... she was trying to tell the guys in front of us to fix their posture in order to maximize her viewing (they just ignore her)... then she started complaining about the water bottle in the podium, she's arguing that the bottle will block her view of Hayden... I like her approach, she tried networking with Hayden's mother in order to get personal one-on-one time with Hayden
then Hayden just burst in and started walking in the center aisle... camera flashed, there were two really obnoxious photographers who were all up in her face taking pictures of her-- they weren't doing it quick either, they took their time to focus it and block the view...
I didn't ask any questions because I didn't do my research ahead of time... I didn't want to ask questions that could be found in the internet from her previous interview, so I jsut listened to other people's questions and her answers...
Hayden couldn't talk about the second season of "Heroes," which starts filming today. Conveniently, she hasn't read the scripts yet. She was definitely comfortable and in control of the crowd. She knew how to evade and still satisfy the crowd's curiosity. The crowd just need to ask a good question in order to get a good answer.
In an hour with Hayden, I learned that she's from New York, she's typecast as the blonde cheerleader, villians difficult ot sterotype, she's coming out with an album (she serenaded the crowd with "America"), music is more personal to her, acting is more like playing dress up, she likes mustard and ketchup on her hotdog, she likes to go out with guys with brown hair and brown t-shirt, she believes in higher education, charities, and voting for tomorrow's leaders, the acting business the thrill of working, saved a dog hit by a car, wants to have a love interest at the show... and many more.
She knew how to be generous, allowing some time afterwards for pictures to be taken... this was the time that I actually went and got her picture (somewhat semi decent- not one of my best), I was even pushed gently (not shoved) by the security guard to get away...
Walking around the convention with friends
After the Q and A session, i walked around with my friends... they knew what they wanted to get some special edition or a rare toy, I wanted to look at the art and get inexpensive things.. I enjoyed the artists' alley, where I met osme of the creators of the comics universe. I tlaked to the people, whose art fascinated me- in my case it was two people: one liked the simplicity and influence of Japanese art, and the other, the soft colors of pastel...
the day was fun... people in costumes were walking around, there were reenactments of jedi sword fights, little kids were running around with giant swords (fake of course, but the sight is just hilarious)...
besides the Q and A, there were also demonstrations, which unfortunately I missed, but next time I will attend them, especially sessions on "Wizard School" (get pointers on various art techniques like coloring, storytelling, setting, etc.)...
Wizard World was fun and magical!
I finished my second book of the summer, it's called Tunneling by Beth Bosworth... The story is very imaginative... one of the words used in the book jacket-- magic realism... and at times I did get lost in the sense that I couldn't tell which reality the protagonist was in, in her wild imagination or mundane reality... there were clues but when I got so into the book, I'd missed them... the author did organize it by chapter.. for the most part the chapters were dedicated either to imaginative journeys and adventure of Rachel, or her real world reality of New Jersey...
I sort of got lost too, because the author/protagonist voice interrupts too much.. she's reflecting about the past, then she refers to the present... her adventures are as real as the present...
this book can be adapted well to the screen.. if I were the director, I would cast Abigail Breslin, the girl from Little Miss Sunshine, to play the lead role of Rachel Finch and with today's technology, the fantasy/ imaginiatvie adventures can be accomplished effortlessly...
if the reader doesn't know the allusions in this book, it's still pretty understable, and complete in itself... However I felt that it was more rewarding to understand the allusions especially to Shakespeare, Achebe, Wilde and others...
towards the end, it seemed like the barrier between the imagination and reality is blurred even more.. at first I was surprised by the end , but rereading the first chapter, I saw the hints (it's just weird because whenever I try to begin a book, I try not to guess what's going to happen, instead of paying attention to details, I want to experience the text and enter its world-- created by the author--)
Overall a good read, read/see for yourself and travel with Rachel and S-Man in their many adventures to save literature!
I finally finished my first summer book, it's a fictional novel about killers and games... I'm glad I finished it, getting my summer reading started have been a slow process (but I'm getting there)...
over the semester, I have garnered two small boxes filled with books (during the semester I didn't have time to read them because of other reading obligations so I told myself that i was going to read them over the summer). It's nice that I have books picked out but in some ways it's also annoying... I go to my library and I see lots of books on display, and I just want to read them (but it's not fair for the books that waited patiently underneath my bed while collecting dust).
I'm trying to motivate myself and saying to myself "as soon as I finish the two small boxes of books then I can borrow the books from the library..."
Hello all Senior English Majors...
we just had our Portfolio Review today, and I was just wondering how everybody did?
Was it nerve wrecking? surprising? etc. ect?
So far I've only talked to Jay and Puff...I'd like to hear from the rest of ya'll...
Great job everyone! :)
The first production of the Setonian for this semester was pretty crazy.
Artlcles and reporters dropping off like flies. Macs not cooperating (files not exporting). New programs to learn, pictures to take (especially at night times). Late ads (unanswered). Socialite Divas. A fire alarm in the middle of production. The usual.
Creating headlines and captions were hilarious. Singing...
It was memorable (especially for the new Editor in Chief Val or "vaam") In spite of the craziness, everybody did a great job and everybody pulled it together as a team.
I finally finished 2 out of 3 applications for Graduate schools. Indiana and Utah are due this January 15, and Oregon is due February 15. I'm going to work on the last one next week before I go back to SHU.
Tomorrow I'm going to mail Indiana and Utah. It's good to be done filling them and it's so relieving. I did everything I could possibly do, and I did them in a timely manner.
I'm glad I had a chance to do them over the break. I would be too distracted with research papers and other impending homework to focus on them during the semester.
Application form and fee- One is on its way, the other is done on-line, the last one is on Feb. 15.
Transcript- I've been consitent with my grades at SHU.
Letters of Recommendation- I handed these out before leaving SHU for the winter break.
Statement of Intent- I wrote a draft and revised it three times with the help of Dr. A. This helped me to focus and articulate my purpose for going to Grad school.
GRE- I've been preparing for this in tidbits since summer. I took it on the 20th of Dec. I met the minimum for the schools I'm applying for.
Letter of Interest for Graduate Instructorship- I wrote this and attached my resume.
Resume- Building it up with actual experience since forever.
Sample writings- Focused on what interested me, related to the Master Program I'm trying to get in.
Worst Case Scenario: Doesn't get in Grad school (wasted effort), then get a job with benefits, pay loans, save up, try again years from now (like many many years from now), still go for my goal (statement of intent) in a different way...
The big day has arrived, instead of going Christmas shopping, I've been occupied with final preparations for the GRE, which reached its culmination today!
Overall, it wasn't that bad. What helped me a lot was confidence in myself. I kept repeating to myself that I've done all the things I could have possibly done given the circumstances of preparing during one of the most insane semesters ever and time restrictions.
Prior to finally taking the "real" GRE test, I've taken 2.5 practice tests. On the first run, I was both on the 50% mark (on the verbal I got 15/30 and on the math 14/28). On the second test, I've tremendously improved on the verbal, I got 25/30. However, in the math section, I got worse. I received a 10 out of 28. On the last test, I decided to focus on the math (so I skipped the verbal). I didn't really improved, I got 9 out of 28.
So going in to take the test, I had an idea of my chances. If I were constant, I'd get almost higher than 75% in the verbal, and at least 50% on the math. I kept repeating to myself that maybe I'd be lucky, and I'd get similar questions I practiced on. It also helped knowing that a wrong answer doesn't take away from the correct answer and that some questions have a higher point than others (if I were lucky, I'd answer the difficult question more and get a higher grade). And of course, the book I read stressed eliminating as much wrong answers to increase my chances of getting a right answer and also to make educated guesses. I kept all of these in mind.
The night before I read one last time some basic formulas for areas of shapes etc. and I got a full 8 hours of sleep (very well rested), and the next day (today) I woke up before my alarm clock.
I arrived in the city at 10:45 a.m. I had brunch in starbucks (just a little treat). I ate a chicken sandwich, and I drank a tall white chocolate mocha (perfectly made with the right amount of syrup [not too sweet or bland] and the right hotness). I took my time and ate at least for an hour, and around noon I walked towards the Curtis Center at 7th and Walnut.
The test was in the first floor in a gray windowless office. I signed a confidentiality form, and I had to put all my stuff even my digital watch in a locker. The only thing I took with me to my "area" was myself, my id and ticket. They gave me scratch paper and pencils. In the end, I had to give back my scrap paper. Their procedure was tighter than airport security. Before entering to the testing room, they took a picture of me (which looked like stipling/dotted rendition of me). The session was videorecorded. They asked if I had any questions. I asked about the 10 minute break for a confirmation and before starting I went to the bathroom.
I messed up the beginning. I confused the background info with universities who'd receive the score. Instead of putting SHU, I put one of the universities I planned on applying.
I don't know if order of the section was randomly selected or not. I thought that the test began with the verbal and ended with the writing. I started with the writing- I didn't know if this was a blessing or a curse. I was thrown off guard (I didn't know if the lady did this on purpose or not because before I took the test, I asked her a question about the writing section).
My question wasn't difficult; it was just a matter of articulating my perspective. I wrote about being an English major. It took me a while to get started because I wanted a 'bangin' response. This didn't happen, however I fulfilled the requirement and gave my perspective (this was better than nothing). I think my strong points were giving examples. The second writing was about evaluating an argument. I don't think I fleshed out my points enough.
The verbal and math section just came in a flash. It felt like I was dazed, but I persevered and kept repeating to myself: educated guess, educated guess...wrong answer doesn't penalize...the next question can be an easy one- more points.. I finished around 3:30 p.m. but I ended up taking a sample test for an extra 37 minute. I actually left the test center around 4:15 p.m. I went to South Street to meet my friend and to start SHOPPING.
On my way, I started worrying about my scores, which were similar to what I got in the SAT's (around the 1100s). I was close to my estimation. In the verbal I got a little higher than the 75% mark (620/800), and I got a little higher than the 50% mark on the math (470/800). To end my worries, I called the universities I was applying to: Indiana, Oregon, and Utah (thank you different time zones).
All of them said that GRE's are equally weighted with other factors such as transcript, resume, letters of recommendation, application, etc. To lessen my worries, one them said that a person who didn't meet the GRE requirement was still accepted into the program because of his/her strong transcript, letters of recommendation etc.
With my 1090, I think I met the bare minimum. For example, Indiana told me that I needed to score at least one section higher than 600 (either verbal or math), and that I needed at least 4.5 score out of 6 in my writing. For Utah, I checked the website (an hour ago) and it stated that the GRE score needed to be above the 40% mark. I don't if this is combined or not (either combined or separate, my score is above the 40% mark). For Oregon, I still have to email a professor (they're currently on holiday break). Hopefully, their gre requirement is similar to Indiana and Utah.
The test is over and tomorrow more shopping, and after Christmas, resume the application process! :)
This semester beats last semester in terms of difficulty. I was spoiled during the summer with Filipino food and Philippine scenery and adventure. I'm glad I was spoiled because the memories of summer became my inspiration and at the same time- my motivation, encouragement and strength provider. These memories helped me to face this semester's challenges.
I didn't approach this semester like one of those seniors who knew it all. However there was this aura in me becaue I knew that I am a senior: I have experience (3 years in college), I know the environment, I knew how to manage my time, I knew how to study and do a research paper.
I felt like everything was finally coming together. This semseter I started working in the writing center (key word "writing") plus I had my internship at the Office of Public Information, where I did press releases and more writing and photography (two of my other interests: words and images). To add to this, humanism seemed to be the theme this semester. After my internship I had Renaissance Art, this was then followed by Chaucer, and Graphic Design I. On Tuesday, I had Ballet, European Literature and on my "free time" I worked on my honors capstone project. Along with this I had responsibilities with Eye Contact, the Setonian, Student Ambassadors and Student Government (a bit of ISO). In the beginning they were all okay and of course they started to build up. Then I reached the point when every minute I had was dedicated to reading and writing papers. I learned a lot but I felt like my brain was going to explode.
My internship, I have a portfolio of my accomplishment. Here's a link to a reflection I did earlier this semester.
In my Renaissance Art class, I learned more details about Renaissance art compared to Western Art (Survey course). I learned about artists more in depth not like the survey course where it was almost like a preview. Except in a way it wasn't enough. I was reading the textbook and there were artists I haven't heard before except we didn't go over them in class. We talked about major artists, like Michelangelo and Leonardo but the unknown one remained unknown even if they were included in the textbook. I liked my research paper. I did mine on the relationship between biblical text and fresco images, and I felt like I had a good presentation- I didn't say "um" and I didn't have weird awkward silence (I didn't freeze). The timing was still a bit short and under the minimum, nonetheless I think I provided content.
Chaucer was a challenge. 13 weeks of hard work and progress was overshadowed by a 15 page research paper that was worth 50% of my grade. Basically with this system, it seemed that one could get away with not doing the "little" works that were important in understanding Chaucer. One could instead use that time to focus on the mid-semester test that was worth 25% and skip some classes to work on the 50% research paper. I wonder if perfect attendance counted for something. I did think that making participation optional was fair- I wasn't force to participate when I didn't have anything to say, and I didn't get deducted for it. One of the things I did learn in this class was to focus in getting the work done and to not overdo things because if I were to do then I'd missed out on other things. I also learned to be concise, straight to the point and have evidence to back up whatever I'm saying. From proofreading session on 3rd Maura with Valerie and Karissa, I learned about voice, style, flow, technique and more on analysis. It wasn't an easy class. My research paper was interesting; it was about dreams. I was also part of the Boethius group- I was the wheel of fortune dude and Val was Lady Fortune. I also played Boethius and Paul was Mr. Philosophy.
Graphic Design I was cool. Originally I took this class so I could get familiar with Quarks and work on my honors capstone project. I did get familiar with Quarks and the Mac computer in general (someday when I have a job I'll buy a Mac). I also did some art work for my honors capstone project. There's so much you can do in a Mac and it's so fast that it's scary. My deal with computers is that they're so fast and efficient but stll data or whatever you make whether you save it in a portable i-drive every product not completely printed are abstract- they are digits and computation- they are codes. One of my fears- easily made, easily lost- in an instant. I understood the concept of Bezier points,(the Mac computer is not so scary anymore), I learned lay out, a bit of photoshop (digital collage), I made a book cover, a cd cover, an AIGA poster. In the future I'm interested in exploring adobe illustrator more. I learned layers and different brush strokes. From taking this class, I understood more about the printing press- this complimented well with Eye Contact and the Setonian- it united things, in Eye Contact and the Setonian behind the scene, we talked about layouts and fonts and more. This class helped me to connect the technical gaps. In spite of this knowledge, I don't want to be one of the people who put the book together. I want to be the one who writes the book and illustrates the pictures. Sr. Mary Kay said that at least this experience would give me an idea of what publishers could accomplish. If I were to communicate my ideas to publishers and designers, I would at least have an inkling of their jargon and maybe I could communicate with them more clearly and effectively.
Ballet was physical and very humanist especially with the focus on the body. Those little half bend of the knees and large bend of the knees all add up to pain! Just kidding, but they do add up to strengthening leg muscles. It was fun trying to press down your shoulders or holding your head up or balancing on one foot 'releve' (to rise). I learned several French phrases- chasse, pas de chat, pas de bouree, petit jete, tendu, en dedan, en dehour, frappe, coupe, demi plie, grand plie, and more. You know what's ironic, ballet dancers may look "delicate" but their dance is very "violent." TaMara said that in Ballet, there was a lot of "beatings" of the leg, "striking" of the foot and "cutting." I get to visualize bone structure and muscle when I took this class because in some exercises my teacher explained how the body was connected and how to properly utilize it for better flexibility so that one doesn't hurt one's self. This was a funny class too, when I was doing changement and the other one which means "to gather" in French, the comment I got was to land more in demi-plie position, to land with bent knees so the impact was soften. It was important to do this because if I didn't and I put a lot of pressure, my knees would pop out, fly, and poke somebody in the eye. Behind the gauze, tafetta and ethereality is harnesed energy with potential destruction.- I also did a little show called Snow Queen, I was Kai, I did a lot of partnering and miming. I learned about back stage (middle runner), I get to wear a custome. I worked with dancers who've been dancing for a long time. I get to see behind the scene- putting choreography together, practicing, hecticness. While I practiced with Nicole, I was reminded of Degas' Ballet painting- off composition, negative spaces- influence of Japanese prints.
European literature was one of the unique English classes I've had. we did a lot of relevant talking and discussion. we played characters and had dinner. we had presentations- Karissa and I worked together and for our presentation we played a game with the class: The Chutes and Ladders of Society. I wrote two essays, and I took two essay tests. There were plenty of snacks, water and coffee which helped a lot during the evenings and also set the atmosphere, it was a relaxed setting which made discussions more receptive- the friendliness invited people (my class) to talk with each other and have a discussion. We've come up with several interesting discussion discusing religion, terrorism, destiny, translations, and other major issues. We read at least 6 or 7 complete European novels translated in English. they were all deep stuff. My personal favorite was Thomas Mann's Death in Venice. I like the brevity of it and also its subtlety. I liked the translation of my version, it felt lyrical even though it was creepy at times.
I had fun writing my honors capstone reflection because it reminded me of the Philippines, and in my research and reflection about my experience I learned a bit about the nature of folklore. Good thing I did most of this in the first half of the semester because towards the end of the semester I was reading one of my sources for my reaserch paper everyday. It was insane. My last weeks were crazy. I remember coming back from Thanksgiving break putting together a presentation and after that finishing a research paper, and after I handed this reasearch paper on Monday, I resumed working on the other one that was due the following Tuesday- it was crazy, BUT I'm alive!!!! :)
Other accomplishments this semester- In Eye Contact, I beat my personal best for patron donation from $270 to $304 dollars, as a whole also beat record from $270 to $324- this semester was good for collecting I don't know about next semester, I might be too busy trying to train potential Eye Contact business manager to replace me. My stipling also made it in this semester's issue of Eye Contact. This art work is entitled "Metamorphosis of Tarzan"- it's inspired by the Philippines, it took me a while to do it (at least two months, an hour a day). It sort of served as a diversion and art therapy- something different from reading and writing- side note: I just discovered something during the crazy week full of readings and drafts, I reached a point when I couldn't focus anymore in the readings or discussion and at this point I was able to focus on making sketches of people. I also felt that we had a lot of art in this issue, usually it's less than the literature but this time it's almost equal. Eye Contact also won an award "First Place with Special Merit" in the American Scholastic Press Association for fall 2005 issue.
In the Setonian, I got promoted to Photo-editor. I was in charge of the pictures- handing out assignment, lots of organization, and it was my responsbility to get the pictures that weren't assigned or that were left over. I did alot of sport pictures- good thing most of them happened on campus because I didn't have a car, and getting rides to far away fields were a hassle. I started an artsy column on-line called Culture Vulture- I was able to write four articles for this column. Val, the former news editor and current editor in chief made a Michael Diezmos fan club on facebook- it was hilarious and encouraging. There's also a gallery of scribble drawings in the Eye Contact/Setonian office. The arts and entertainment center spread won the center spread contest, we got free Setonian t-shirt. To tie everything to the Renaissance theme, during the party I was given the Photo-editor award with the subtext "Renaissance Man." We said farewell to Amanda, editor in chief of the Setonian. She's graduating this Monday. We wished her luck and, we told her that we'll keep in touch through blogs, facebook, emails, and letter.
In the Writing Center, I learned that my writing habit was rigid and I needed to adjust according to the client. What helped a lot was being "general" because the specific things I say, for example "five paragraph essay" has connotations that are negative implying that a stranger has the same background as me thus limiting the choices of the client. I have to readjust my ways so that I don't alienate the client. So I'll work on this more next semester. The good thing is that I have potential and I can adapt to the situation (proven during write aid).
Student Government- things are winding down. We bought the class banner and because of this our class fund had been reduced greatly. We talked about class gift and raising more money for it, we also discussed graduation speaker- no controversial politicians, and of course we prepared for Christmas on the Hill and the senior tradition. It was a beautiful celebration, the music was great, there were a lot of seniors, and we sang and took lots of pictures, seniors helped plan the mass. It was a memorable night filled with candle procession, wassail, and reminiscing.
While all of these were happening I was preparing to take the GRE's. My first adviser Arnzen, who is currently on Sabbatical, kept motivating me to apply. Karissa shared her experience about grad school. So I studied some vocab- I didn't have to worry about reading various materials because all I did was read, and I wrote several essays so hopefully they were enough practice for writing. I am worried about the Math section so at present I'm reviewing math tactics which I hope I will remember this Wednesday, December 20, when I take the exam. I am excited to go to grad school. This semester might have felt like everything was coming together but in grad school I would focus on and be more specific about my interest. Before leaving SHU, I handed out the letter of recommendation form to my professors. I'm glad that the schools I'm applying to have deadlines either Jan. 15 or Feb 15. If they were due during finals week or the week before finals week (which most schools were), most likely I wouldn't be able to focus on them because I had the present matter to think about. So this winter break, I'm going to focus on my application and several non-academic stuff: to relax, have fun, recharge, and prepare for my last semester before I graduate in May.
Overall, it had been a long and mentally exhaustive semester.
Office Life: Part of a Bigger Network
-Clips
-Confidentiality
In the Field: Taking Pictures
-Photo Opportunity
-1st Photo Shoot
Media Lingo
-Vocabulary
Interviewing
-In person
Reflection
My internship is going well. I'm getting an insider's look of the workforce and seeing how my work is part of the bigger network. I'm getting field experience in taking pictures. I'm learning the how on writing press releases. I understand more about the lingo used in the Media field, and interviewing concepts I've learned from the Setonian are being reinforced.
One of my jobs is to organize the clips for the Board members. Seton Hill University's Office of Public Information (OPI) hires a clipping service company to go through all the newspapers locally and in the state of PA. From this company we receive newspaper clippings which pertain to SHU: SHU in the Headlines, SHU in the News, Faculty and Staff, Athletics, and Students. I sort these out accordingly and once in while I'll see the same story being covered by different newspapers. I'd read the lead and study how it would differ from the other. For the most part, they remain the same. The leads may differ in length: extra information added to the lead, which the other newspapers decide to omit or place it somewhere else in the article.
Organizing and keeping records of the clips reminded me of George Orwell's book 1984. I'm using this reference in a positive way. I'm learning that even a "small" liberal arts university, such as SHU, has a lot of records of information. I can just imagine how much information a larger university can have. The issue of confidentiality came up. I was reminded about privacy issues: respect them.
My boss, Becca, explained to me OPI's ethics about confidentiality. We in OPI do not put a spin on any story. We tell the press as much as possible, and we do a careful investigation of any situation. Becca told me that the press will find out no matter what so actually lying to the press will give a bad image to the university no matter what.
One of the great things about this internship is the pace, which constantly changes. I can be doing clips or writing press releases one day and the next go out in the public and take pictures. I've had three photo assignments so far. The first one was taking pictures of faculty with their dogs, and the second one was taking pictures of the Chemistry Club while they're cleaning the highway for Labor of Love.
The third one was doing the photo shoot for "Mazel". I enjoyed this one the most. The cast and crew sequestered a time for me to show up and take their pictures. I didn't have to worry about getting the names or writing which scenes I'm photographing because I had an assistant, who did this work for me. I was able to get as close to the actors as possible. I walked on stage and moved where the best lighting was. Everything was almost set up for me like a photo illustration. The only difference was that in Theater it was natural for actors to pose. It was in their nature to act; they were acting for the camera. Basically, they did scenes, and I walked around them taking pictures from angles. In some instances, the director guided me. This was also another awesome experience because I got the perspective of the director: how he framed a scene. When I took the pictures I didn't feel self-conscious or like I'm overstepping a boundary. The reason for this was that the cast and crew and I were collaborating. They wanted the publicity, and I was doing my job.
Writing press releases helps me to review the fundamentals of informing (answering the five W's and how). I'm also doing a lot of editing in the press release. The main editing I do is condensing to the main point (as bare as possible- not many details). In the beginning, I found this really difficult. I'm fighting off tendency (writer's habit) to make things flow. I'm still having trouble with this, but I've progressed. The press releases I'm writing now are to the point.
Being in the working environment, I hear Becca use Media lingo such as News Whole, layout, above the fold, cut line, free press coverage, and media advisory. It’s just amazing to experience these terms and see its application (rather than reading about it in books).
My recent assignment is doing a story on the Hawaiian marathon in which several SHU students participated in during the summer. I emailed them the questions, and they didn't respond. Meeting them in person (especially for students) is still the best way to interview people because they have to deal with it right away (no time to put it off).
I'm enjoying my internship, and I'm learning a lot.
I hope to accomplish many things- the main thing is to experience the publishing process first hand at Scholastic, I've read about it in my Publication Workshop, I would like to experience the "theories" applied to current projects- for example, going through the submissions- rejecting, accepting, copy-editing, how contracts are handled, interaction with author and editor, market team- packaging a book, publist's role, seeing a completion of a book all the way to its publication date-- organizing, how to promote and spread the word...-- Application versus theories, relationship between author and the Publishing company (all involved)
I have office skills- answer phone, file and organize data, take notes
Copy editing skills from the Setonian (interview skills)
Business and Layout input from Eye Contact
Public Speaking from all my classes (also from being Library aides and Gallery aides)
Critiquing skills from Poetry, Publication
Leadership skills from student government and activities mentioned above
Honors Program- independent project- "interdisciplinary"
Revisions, editing, structuring, persuasive/argument paper, research, talking, peacemaker, Starbucks taster
Hopefully pick up tutoring skills from Writing Center and other writing aspect or computer skills from the Communicator internship
I'm an English Major with Four minors (Art History, Literature, Fine Arts, and Journalism), very motivated, good attitude, works well with others, believes in the mantra that "will and determination" override "talent'--99% perspiration, 1% inspiration
this semester was the hardest, and I really liked it because it focused a lot in my field of study creative writing and English...
I accomplished several things....
I learned more about the publication world in my Publication Workshop-- for example- the likelihood of rejection (at least 20,000 times before you get accepted IF you're lucky), the importance of professionalism in formating, query letters, book and article proposals, personal value, critiquing (being constructive and how to take criticism), the writing life- the markets (lots of freelance possibilities, also lots of writing-related jobs such as being an editor, a book agent, publicist, art director)-- I have the sources and tools to look it up now...
In Twentieth Century Art II, I feel like I have a better understanding of "current" art movements beginning from Post world war II, art reflection of culture, also I learned (from mistake) how to be a better presenter-- talking to people and trusting my brain (because I've done the research)
In Musical Dance- similar to ART history, theater trends mirror society- also being comfortable with 'moving' and being in front of people-- this adds to a study in presenting one's self- not being so self-conscious
In History of Jazz-- the same as Musical dance about U.S. culture and geographic studies (more presenting and public speaking experience-- being creative in presentation- different sources such as video clips, and dance demonstration- my professor shared a lot of stories- this was inspiring and subconsciously I noted his effective storytelling skills (how he got story ideas from words or phrase or incident, how he build up to the climax and punchline, and of course denoument).
In the Writing of Fiction-- more on the writing aspect rather than the publication part-- so we focused on revision, story ideas, critiquing, tons of malt balls and chocolate incentives, fun exercises, several free/forced writing, reflecting in journals, reading short stories and leanring from it- in a nutshell learning to fight off the fear of writing by just start writing-- just write, if it's crap, just write, eventually something good will come out
In American Lit. II-- more revisions, more exposure to contemporary works (pluralization/democracy of literature), presentation skills (teaching the class- public speaking)-- lots of modern experimental plays and poems, short stories from different voices-- women, gays, immigrants-- approaching literature from a literal, inferential, and evaluative perspective- different literary criticism
to sum up-- lots of public speaking, and tons of writing (drafts and revisions) and more integration of past studies with contemporary culture (it's not so distant, easier to apply and relate), very related to my field of study filling the gap, answering the question of why I'm studying Englsih, in general it feels like everything is coming together....
I'm beat and exhausted, and I'm glad...I'm off to the Philippines for a well-deserved reward for the hardwork and also to do a fun project. Adios!
Happy Summer!
In literature, it's nice to review the basics once in a while because there's so many movements out there that it's hard to process. It's like what Phil Rosteck said (he was talking about art in general), because there's so much information to process (globalization), people counterbalance this by turning inwards.
I'm an English major so people assume that I can speak proper english all the time, or that I know all the grammar rules. I'm an expert in everything-English. They forget that I'm in a process of learning everything about English, and that I just have an affinity for it (potential to master it). This assumption is also seen in classrooms and most English classes.
In my previous English classes, the professors assumed that since I'm an English major, then I'm likely to be exposed to many literature and I'm supposed to know how to write different types of critiques. College teachers have the right to assume this because their expectations are higher.
Currently I'm taking American Literature II and most of the students are not English majors. This is sort of refreshing because they're not jaded with 'everything-about-English' and they give a different perspective outside the 'English' bubble. The things we're doing and the pace we're going may appear 'elementary' but personally for me I feel like I'm understanding more especially about different types of literary criticism.
With this new understanding, I feel confident in analyzing the text more in-depth rather than slugging through it.
While I was reading the introduction for the book I bought at the MET (The Thirty-six Immortal Women Poets), I learned something about Japanese women's role in developing Japanese lit/poetry...
The ironic thing I found was that the limitation/restriction placed on them (due to women's "lower" status) eventually led them to act as catalysts in this cultural production of lit/poetry unique to Japan. Japanese women poets kept alive the haiku/tanka tradition in love letters.
The one in power (the emperor) had set the standards especially in the arts. At a time when haiku/tanka was blossoming, a change in emperors occured. With this change came a change in taste/fashion. The new emperor liked Chinese society and its arts so much that he did everything in his power to imitate this society (even if it meant destroying everything "Japanese"). Aristocratic men had to learn how to read, write and speak Chinese.
A majority of the women even in the courts (aristocrats) didn't have to be educated in this way. This was probably one of the few phenomena were lack of education helped to advance an intellectual movement. Women continued to do what they knew how to do, which was speak/communicate in Japanese.
The way they corresponded with their male lovers was through haiku. Their lovers had no other choice but to respond the same way. It wasn't much of a hassle for them because the form was simple and concise. One of the reason for this type of correspondence was because men and women were required to live separately (even when they were married- marriage wasn't monogamous).
I also learned that since Japanese women didn't have a clear role to play in society unlike Japanese men (ruler/protector etc.) back then (probably besides for procreation). In another twist they had more freedom to express their "emotion."
Even though men had the "power," they (like women) still had to conform to the mores of their time. Emotions led to feelings and therefore suffering, which was a result from desire according to Buddhism. So men tried to stay away from this.
The advantage of being 2nd class citizen, one had the potential to go either or direction- up to the top, or down. Having androgynous/vague standing enabled Japanese women poets to write about mixed emotions (better than men).
Many things especially the characters of the person were revealed in these short haikus. According to the intro, the brush strokes of the calligraphy, the words used, the color and thickness of paper showed the virtues and traits of a person. Everything had its purpose (subtlety painted the picture).
One of the other things I liked was what the author said about showing emotions rather than telling: externalizing inner feeling using nature or directly stating emotional condition (becoming nature). What was mind boggling was what the author said. According to him the essence of poetry writing was to express deep feelings by connecting internal feelings to the external events and objects of the world (Andrew J. Pekarik 18). He continued, their aim was more often to qualify and complicate that feeling than to express it clearly and simply.
With this new information, I understood more clearly the novel I read last semester in World Literature called Snow Country by Yasunari Kawabata. One of the editors wrote in its introduction that this novel was like a giant haiku.
The haikus that influenced and kept alive Japanese lit/poetry were records of Japanese courtship. Snow Country followed this archetypal form of courtship.
the man's courtship, the woman's resistance, the joy of meeting, the pain of waiting, the sorrow of parting, the woman's fear of rumor and abandonment, the man's protestation of good intentions, the woman's anger and resentment because of his neglect, and the final despair and sadness of both man and woman. (16)
If one were to read Kawabata's novel Snow Country, one would notice this outline (but if they were to rely only on this, they would miss the splendor of imagery in words- so I recommend others to read it even if it's difficult).
Which brings me to my last thought, which is a tangent compared to the points made above (but still goes along with image, role, subtlety etc.)---> clothing specifically (aristocratic) Japanese women's 12 layer coat robes/kimonos. The length, it's nuance of color, the folds, the weight- all of these contribute to the burden women carried and the complexity of male/female relationship.
***Old cliche: Appearance is not what it seems...
How do the media envision/portray today's man? ...
Thesis: a drifter.
The Research
One day out of ennui, I decided to peruse through the December 2005 issue of Men's Journal, which happened to be lying around the living room. I couldn't but help take notice of recurring images in ads which were watches, cars, and alcohol.
What could these images reveal about the state of man today? Just for the sheer fun of it, I went back and counted to see the ratio. 36 out of 85 ads were either an ad for a watch, car or alcohol. In simpliest form, 3 out of 7 were about these objects (almost half of the total ads in one issue). The others were about accessories, fashion, technology etc with implications related to the images mentioned above.
There's an emphasis in today's society about 'drifting.' Technology facilitates this transaction into the "fast-paced life."
The target audience for this magazine are those who "live the adventurous life." The ads help to perpetuate the notion of always moving and never settling down.
Optimistic Interpretation
The watch reminds man of his mortality (hinting at him to get going, to go on that 'adventure'). The car is the vehicle that will get him from point A to point B to all possible points (faster than using his own feet). The alcohol is a gateway, which transcends him from earth to the heavens.
Maybe the question is, What are they looking for?... perhaps there's hope. All the way at the end of the magazine, on it's back cover, a solitary ad for diamonds (the only one in this issue). The ad consists of pictures of wife, children, and family events.
They say diamonds are forever. Maybe they're looking for immortality through their children or maybe just a moment to sparkle/shine like diamonds in one of those constellations.
Pessimistic Interpretation
The paragraphs mentioned above are a bunch of crap. The reality is that the ads are not about men being drifters, it's really about the decadence of men- their greed and unfulfillable passion/desire.
The watch shows the power of man, to be able to capture time- to imprison/enslave the infinity/ to grasp the beyond within a circular trinket on their wrists. The cars are modern day horses that help them to conquer other lands/geography. These vehicles give them a chance to escape from responsibility, and they act like outer shells- keeping out all those emotional 'feminine' stuff (to be tough). Alcohol is man's invention to control perception- to weaken others so they could easily take advantage of/enslave them.
In short these images confirm men's urge to dominate. Diamonds are forever- they give these bands with glittering rocks to entrap women (proffering to them love eternal when in actuality an illusion of beauty is what they give). It's all about serving their ego. They realize that they're going to die, they might as well (at least) have somebody with the same genes as them. Part of him will live on. j/k ;)
Neutral interpretation
It's sort of sick how media (ads) play with our minds, our perception (subtly imbedding images in our minds). Or maybe they're just trying to maintain a universal concept, something innate in human nature. But if men (mankind) were to advance/progress, shouldn't they start questioning the impact of these images. If it's a bad thing, they should change their ways. If it's a good thing, then they should explain why in order to help others understand.
Conclusion: It's all up to you, don't be afraid to question things...
I went to a job fair today. It started at 10 a.m. and lasted until 4 p.m. I arrived around 10:30 (I was going to pre-register on-line but the site was closed already) and waited in a long line to register (the line went through a serpentine maze almost like going to an attraction/show). Good thing I brought a book to read.
I looked professional (you could say that I dressed the part). I wore khakis, shirt and tie, with my brown shoes. My tie matched my pants and the geometric blues on it accented my blue shirt. One of the organizer commented that "everyone looked sharp."
Registration was easy. I handed them my resume and they stamped my hand with a red star. I was looking for a job (for when I graduate) in the writing and publication field. It was really rare. Most of the jobs available were for sales. The writing jobs available were corporate insider newsletters and medical news.
I also talked with these two newspaper company. Once again they were looking for sales/distribution. For a typical reporter job, they would only hire those with a five year experience in copy-editing in another smaller metropolitan newspaper.
***Typical quagmire for college graduates: how do you get 'experience' when companies are only hiring those with experience?
I did talk to a career counselor. She liked my resume. She gave me a minute advice on how to improve it. My internship and my capstone project (honors program) would really make it more 'impressive'. She reassured me by saying that experiences were not limited to paid jobs.
As I waited in line to talk to representatives from one booth to another, I heard prospective employees give their sales' pitch. At the beginning I didn't have one but by the time I gave my seventh resume I developed one.
I wondered how many of them would actually look at my resume. Later on I met up with my friend at starbucks and chilled there for two hours (to reflect about the event).
***It would be nice if they were to just look at the resume. Like an artist's work, let the resume speak for itself. It would save everyone time.
I didn't write these but I thought I'd share them to the community. They're thought provoking and 'simple.' If any of you would like to analyze them with me or if you want to talk about them (feel free to do so). If not, just have fun and enjoy reading them. The following wakas (Japanese poems) are from Kenneth Rexroth's translations entitled One Hundred Poems From the Japanese.
The mists rise over
The still pools at Asuka.
Memory does not
Pass away so easily.
-Akahito
Though the purity
Of the moonlight has silenced
Both nightingale and
Cricket, the cuckoo alone
Sings all the white night
-Anonymous
The purity of the moonlight,
Falling out of the immense sky,
Is so great that it freezes
The water touched by its rays.
-Anonymous
As I watch the moon
Shining on pain's myriad paths,
I know I am not
Alone involved in Autumn.
-Oe No Chisato
A strange old man
Stops me,
Looking out of my deep mirror.
-Hitomaro
I go out of the darkness
Onto a road of darkness
Lit only by the far off
Moon on the edge of the mountains.
-Izumi
Imperceptible
It withers in the world,
This flower-like human heart.
-Komachi
The white chrysanthemum
Is disguised by the first frost.
If I wanted to pick one
I could find it only by chance.
-Oshikochi No Mitsune
Someone passes,
And while I wonder
If it is he,
The midnight moon
Is covered with clouds.
-Lady Murasaki Shikibu
Involuntary,
I may live on
In the passing world,
Never forgetting
this midnight moon.
-The Emperor Sanjo
As I row over the plain
Of the sea and gaze
Into the distance, the waves
Merge with the bright sky.
-Fujiwara No Tadamichi
Like what Katie Aikins said, this blogging portfolio was smaller in comparison to the others because the class instruction time focused on discussion and the book We the Media by Dan Gillmor. In the beginning of the semester there were plenty to comment about or blog about because we had multitudes of materials to read such as Elements of Journalism, AP Guide to News Writing, and various extra internet readings. To balance this paucity, I have many wildcard blog posts that aroused discussion, were in depth and had timely coverage. Overall this structure was a great balance between coverage of materials and going beyond books and other print materials with discussions.
In class we had presentations and discussions about We the Media (Chapters Intro-2, 3-5, 6-Epilogue [coverage]). They were all very interesting and refreshing. The presentations were also a great way for everyone to practice speaking publicly. Its' informal atmosphere took away pressure from students and it allowed them to be creative. We argued about the rise of internet, its credibility and most importantly the role of everyday citizens who wrote and reported the news in their own special way (rise of grassroots journalism). Chapter 12 in AP Guide to News Writing was helpful for the Feature article we wrote (for me, they were good reminders/review)- timeliness.
One of the most memorable labs I've had was the Choose-your-own-adventure. It was nerve-wracking and fun. Discussions also extended outside of classroom, primarily in the blogs. Jenna posted a question in the admissions blog (since almost everyone who's anyone are having their own blogs to have easy access and to put a 'face' to a group/company). She responded to a question I posted (Xenoblogging).
It was only appropriate for a citizen journalist such as myself to blog about random things, and these were my wild card posts. Often times they appeared to be "rants" but in their subtle context, these were issues that were considered newsworthy. My blog about the CRAFT club delineated team work that should be imitated. My Amtrak post dealt with business, consumers and society. My Kindertransport Review (In Depth) was a good article for Arts/Entertainment and Culture.
Of course learning and classroom times would not be effective if they were not applicable. One of the main lessons that was reinforced in me was communication. This concept was summed up in Gillmor's book. He emphasized the role of blogs as the main medium for grassroots journalism, conversations were beginning and this start helped to solve problems.
Overall, this news writing class had been a great supplement to my experience as a Setonian writer. They go hand-in-hand. News writing is the theory, and the Setonian is the practice.
This chapter has a lot of basics such as difference between usage of 'that' and 'which,' avoiding the male-oriented words (to avoid biased attitude) etc.
What I really liked in this chapter was the affirmation the author made:
"The old superstition, based on a grammatical fallacy, that no sentence should end with a preposition is happily dying out. For that matter, most good writers down the ages have ignored it" (117).
In the past, whenever my friend would proof read my paper, this was the common mistake I've repeatedly made. When I fixed this problem, the new sentence I formed sound pretentious and wordy.
In discussing We the Media how internet (especially blogs) is quicker in dispersing information (to those who have net access). There are pros and cons to this conviniency.
Pros:
Update-ibility
Easy to get published
Conversations
Collaborators
Impressions (Citizen journalism)
Restriction
Your voice (freedom of speech)
Cons:
Deception
Easy to get published
Impressions
Restriction
Privacy invaded
Monopolies
from the list above, it is apparent that the benifits outweigh the possible harm (just like what Gillmor said). The alacrity it takes to pass information through the net is very convinient in our fast-paced era. But this quickness can lead to mistakes and can also deceive (especially in tools such as pasting and copying- very dangerous since context of story can be removed which would mislead- this is exemplified in an article I wrote a year ago about grey hound).
The net helps to start conversations which often lead to collaborative work. This participation nurtures normal ordinary citizens into becoming journalists (consumers becoming active producers). Often times, the impressions we give and write about are enough to convey a story, to tell news.
The freedom gained in blogs have consequences. Gillmor stresses the mantra: "Blog at your own risk!" He guarantees that as long as citizen journalists remain fair, true and accurate with their stories then they have nothing to lose. Sure, it's easier to get published but there are also laws to curb human's propensity to be "destructive."
Some of the consequences involve losing privacy to big companies tracking us down with cookies and monopolies. BUT nonetheless, blogs (the net) give us a voice, which reinforces our ability to "make, write, and read the news."
Conversations need to start somewhere. Gillmor hypothesize that blogs and the internet is the place to begin. The end of the book is just the beginning- to become citizen-journalists, is to make the news, we as the media.
Katie Lambert asked in class today: how was news writing principles learned in class applied by Setonian writers in their articles?
Evans answered: "We're all masochist!"
My experience was not necessarily masochistic, and it can be summed up to the following phrase: "I lose a sense of time when I'm in a writing mode, trying to perfect a news article (whether feature or not), making sure the quote is well used, etc."
Personally, technically, this class would have been really helpful when I was starting out. The great thing was that I learned most of these technicalities (AP style) while I was writing, when I made the mistakes. In my case this was better because the new information was forever imbedded in my brain.
This semester, rather than learning the basics (which I feel that I've grasped), I learned how to refine the techniques I've learned in interviewing, writing features, reporting, writings and reading news.
This semester one of the main things that I oculd take with me in my experience in News Writing was 'more trust' in the credibility of on-line sources. One such trustworthy source I've used was Wikipedia. For my British literature, I had to write a paper on Jonathan Swift. The books and references I've read closely matched the info in Wikipedia. They were mostly similar in content, but Wikipedia provided me some specifics. Wikipedia was also helpful in providing other information on concepts I didn't know (they had a link).
The main thing about It Ain't necessarily So was the multi-sided arguments that could be interpreted using statistics. Now I am wary (skeptical) about them in a sense that I do not immediately take them for "gospel truths." The numbers presented to me do not shock me as easily as before (I just hope that I didn't become apathetic or something).
The other readings we've read (AP Guide to News Writing, Elements of Journalism etc.) helped to affirm my beliefs in community and serving the people. It is possible for people to take actions in order to make the world a better place (grassroots journalism).
Today in Class, Ashlee and Jenna presented Chapters 3-5 of We the Media.
Ashlee brought up the point about information being an ocean, it deep and vast. She also pointed out that hacking is not just limited to ruining your computer (vandalism) but also tinkering with technology in order to improve (this is something new I've learned, because I've always associated hacking with mischief).
Jenna emphasized that blogs are more personal and for corporations it gives a 'personal' face to the company. Blogs are more impressionable compared to the flawless robotic wording of PR's.
During our discussions Evans inquired to the whole class the credibility of on-line journalism versus print journalism. J defended print journalism, he said that since more time went into print publication especially the editings, reporting and writing. Evans countered this by saying that on-line journalism is easier to correct if mistakes were to occur.
Chris U. added to the defense of J, by saying that on-line doesn't have many laws that would regulate it, and since financial responsibilty is not a big issue, on-line writers have nothing to lose per se.
Nancy blogged a quote that I also found interesting "Always make new mistakes" (Chp 4). The author also agreed that he likes this because other people are correcting his mistakes. In the case of on-line journalism, the mistakes could easily be fixed. The assumption that "your audience knows more than you" engenders this mantra. My question to this, is would this ability to correct mistakes faster make the journalist careless in reporting and writing the news?
In class I agreed with what Johanna said that on-line journalism would be trustworthy if there were editors in place to check the writing. They would act as filters in a way sifting news from muck.
We the Media (Intro., Ch. 1 and 2)
In the introduction on page XII the author wrote "Humans have always told each other stories , and each new era of progress has led to an expansion of storytelling."
This quote summarized the aspect of grass root journalism and participation of audience in contributing what is considered "news." This quote also reminded me of Salmon Rushdie's novel Haroun and the Sea of Stories (it's an awesome novel, it's hilarous and it's a metawriting/novel--> "it's a story about stories", you should read it). In this novel Haroun went to the sea of stories where he found evil-doers polluting the sea where stories originate (the source).
In today's class, Evan brought up a good point about discernment. He presented that a shift of power is occuring in the news/information exchange. The news is quicker and there's "greater span of what are considered as newsworthy." Discernment becomes an issue when the boundary between unbiased facts and opinions are destroyed. News in the sense becomes polluted, 'dirty.'
On the 'pros' of this situation, conversations are beginning and the concept of the lecture mode of one dominant voice who tells us what is considered 'news' as Mike explained are changing, giving us power and with great power comes responsibility (as Spiderman, as Dr. Jerz, and as others said). We as individuals shouldn't be apathetic but active in making this world a better place!
***Something new I learned in class today is about the liability of the 'hosting' (whoever hosts your website). They are subject to the laws of their land so they can do whatever to your website if it violates one of their laws.
Today's class was more stressful than the first impromptu on the spot news writing. Nonetheless, it was sort of fun...I really like the choose-your-adventure format because people have different choices, the acting was entertaining, and I find myself having a hard time trying to get into it but eventually I did...this exercise was difficult because I didn't have enough time to review my notes and to make sure that I completely understand the facts...
After two months of being in school, I've finally adapted to the fast pace of college life once again. I actually had the time to develop my blog in a timely manner and I was able to blog about other things besides news writing.
I was very timely with my homework and readings, which showed a lot of coverage. I had to redo workbook exercises about writing crime stories. I followed the direction in the book (the book said write a story, they didn't specify that it was a news story-- in the previous exercises they did). I read the section in the AP Style book about 'Briefing the Media.' It talked about slander and rights. I read It ain't necessarily so (IANS) (Chapters 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10). It was about statistics, so it was repetitve and a bit dry. I thought that it was effective until it became too redundant (and also when Chris U. noted in class one day about the tactic the authors used to convince the audience. This tactic is when examples are used over and over again to instill/imbed to people's mind the point).
Because of good time management, I was able to blog more in depth. Ch 11 in AP Guide to News Writing, I learned many tips about writing good features. Ch 9 and 10 talked about colors and cliches (how to avoid them in features and or reporting). I did my informal presentation on Chapter 5 of IANS. The main focus of my presentation was about reading statistics from both sides.
This time around I was able to blog more about other things (xenoblogging). I blogged about the things I'm learning/covering in world literature. We watched Princess Mononoke, a very entertaining and culturally unique art work. One of the joys in reading about other cultures is traveling vicariously to exotic places. The world is bigger than your backyard. The issues we're covering reminded me of issues that Philippines and other countries in the east are facing (this acts as a check in my part, to keep things in perspective, see the big picture of life).
I used humour in other blog postings I did with the liberty I gained from good time management. These humorous pieces encouraged a lot of discussions with my classmates and teachers. I did a Morgan-spulock fry expirement, commented on 'ethnic' fast food restaurant in Greensburg, and citiqued an advertisement.
Most importantly, I had plenty of time for reflection: reflect on my academic life and career. I'm a Creative Writing [and for now a Literature (but may change]) Major with minors in Journalism, Art History and Fine Arts and in the Honors Program. By the end of this semester, I would finish my journalism and fine arts minors and if everything goes well I would finish my art history minor and the honors program by the end of fall 2006. I think I'm improving on my presentation, my recent presentaion in news writing class was successfull. Amanda (her lecture) exposed to me the application of journalism in the working world. The competitiveness of it was discouraging for me but the experience shared with other people, I found invaluable. I'm really looking forward to doing my honors capstone project this summer. It will be both a learning and fun experience. It's a great bargain, I get to see my family, go to the Philippines and do something in the creative writing field.
Overall, this blogging experience has been charming!
sometimes it's weird...today in class, Matt brought up the point about water (specifically taking showers), electricity (lack of, black/brown out), the road (dirt road, unpaved, traffic) and talked about India (part of its culture)...I don't think this is specifically unique to India, I think this is a commonality in third world countries...I see the same issues in the Philippines.
What's weird is that I'm not surprise by these facts because I grew up in it. A majority of the class were surprise to hear all of these. Sometimes I forget about the opportunities and privileges here in America (as clicheyie as it sounds but it's true).
I've been living in America for some time now that I've been westernized. In 2003, I visited my family in the Philippines for Christmas, I got my culture shock. I felt claustraphobic because of the traffic that lasted for 2 hours (when in reality if there were no cars on the road but yours, it's would only take half an hour), also the amount of people walking in the street at night trying to catch a ride in an overloaded bus...
In America, I here people complain about bus strikes or the inconvience of road being repaved, at least they can do these things (complain)...I'm not saying that the people in the Philippines are not complaining...we're just privileged here in America that at least our complaints eventually get heard...
from Amanda's lecture a few points she made remained in my head, they were:
-competitive nature of journalism
-being diligent (perseverance)
-frustration
-barriers (separation) between
* Emotions and objectivity
* Work and self (self examination to see bias)
-experience
* Each story is an experience for you to "jump" into someone else's life
* Big shift from writing fun features to obituaries
IF I were to become a professional journalist, I think I'll have problems with competition (I just always think that I'm "my worst enemy" and I'd like to keep it that way, not as complicated).
Perseverance I can deal with (I'm sort of use to always trying to prove people wrong or see other perspective).
Frustration- I think if one really like his or her work, this type of frustration would be a happy type.
Making barriers would be difficult. I sort of meshed my academics with my activities. Most of the things I do are related in one aspect or another to my major (the saying goes: "kill two birds with one stone).
I agree that each story is an experience that's why I like to talk to different people with different ethnic/cultural background. I get glimpses of their life. I would definitely have a hard time shifting from writing something light to 'dark' (deeper).
Chapter 9 and 10 (AP guide to Newswriting) was about COLORS and cliche. This chapter explained how these concepts could make or destroy a story.
Colors are used to bring out the story. As the author said, "Color is a way of seeing a story." Reporters are able to do this by giving particular details. The example the author used is the viking. One's conception of viking will differ from another. I found this example very effective. In the past, I've assumed that "common" words such as viking or tree should be enough for the audience because they have the general picture. This was my assumption because images associated with certain words have been imbedded in my mind since I was a toddler.
I understand giving details if one were to talk about a specific viking or tree. I also understand the author's point that showing is better than telling (so bias is not present- the reader interprets).
The author admonished against overusing cliches in Chapter 10. Cliches in news writing are spreading like wildfire. Rather than burning the midnight oil in pursuit of excellence, writers resort to cliches because they couldn't think of a better way to express whatever they're writing. Last but not least, it would be a dream come true for writers if they could figure out how to bypass this cul-de-sac. Some pinpointed the cause and attributed it to writer's block. I'm sure that once this problem have been solved or assuaged, who ever solved this, his or her book will be selling like hotcakes.
In today's class we finished the book, "it ain't necessarily so," and we tried to come up with some kind of conclusion...Jay said that 'business and ethics' was a paradox...I disagree, there is ethics involve in business, because business would not be successful if people relations were ignored and if people were treated like commodities...in a general sense I think ethics deals with relationship/views involving action/decisions made...successful business thrives when good relations are established between parties involved.
***on a funny note...I'm very conscious of the word "necessary." Every time I hear it, I automatically think of "it ain't necessarily so", I've been hypnotized!
Dr. Jerz knows his "pop" culture, I'm surprised with all the references he made this semester and the past: "Bring it On," Britney Spears, "Mean Girls", Lindsey Lohan and more etc...
In conclusion, a good journalist should consider ethics, transperancy, personal responsibilty and common sense, when reporting and writing news.
