A Doll’s House PR – The uncomfortable reality of relating to Nora.

I’ve rewritten this introduction 3 times. None of them correctly reflect how I feel. In one iteration of this opener, I described my feelings as uncomfortable. In another, I said that I was angry. Why can’t I put my emotions for A Doll’s House into words? I slowly realized that the reason I was so confused and conflicted was that I saw myself in Nora. And even now I don’t like that concept. New questions were raised, about myself, about Nora, about my friends and family, and I didn’t want to think about them. I’d seen how A Doll’s House unfolded, and I had created this barrier between myself and the content. Here, I’ll try to explain how I feel, how I resemble Nora, and how that is a sickening thought.

Nora and I are both, non-confrontational people pleasers. Nora has a tendency to turn to pleasing Torvald instead of standing her ground, or being direct with what she wants, “Nora: If your little squirrel asked you ever so prettily, for just one thing–? / Helmer: Well? / Nora: Would you do it? / Helmer: I’d need to know what it is first, naturally. / Nora: Your squirrel would run about and do tricks, if you were nice and gave in to her” (p. 146). This act of entertainment comes from the fear of disapproval or essentially any negative action from Torvald. Knowing I act the same way; Nora has already weighed all the options, considered all the outcomes, and decided that this is the path that will cause the least amount of damage to Torvald, and raise her chances of him agreeing. And while Nora is not incredibly smart or educated, we know that she is knowledgeable enough to consider these kinds of things. In her conversation with Kristine, we find evidence for this,

“MRS LINDE: And you’ve not confided in your husband since?  NORA: No, for heaven’s sake, how can you think that? When he’s so strict on the issue of borrowing! And besides, just think how awkward and humiliating it would be for Torvald – with his manly self-esteem – to know he owed me something. It would upset the entire balance of our relationship; our beautiful, happy home would no longer be what it is.” (p. 122).

She worries so much about what other people will feel, and the consequences of their emotions that she forgets that their own emotions and needs are equally important to anyone else’s.

This connection with Nora was very disconcerting. I didn’t like it, I didn’t like seeing aspects I didn’t like about myself in a book. So I refused to acknowledge it, or even think about it. I read the book in a very distant manner. But now, writing this PR, I need to face some of the questions that A Doll’s House brought up for me through Nora. Do people only show me love because I act as they want? If I unmasked, showing my “true self” (whatever that is) would my friends and family still stay? Or would they act like Torvald, furious at the change? Unconditional love is what I hope the people that surround me feel, no requirements are needed from me for them to enjoy my presence. But I honestly don’t know. Nora said, “I realized that the man I’d lived here with for eight years was a stranger and that I’d borne him three children -” (p. 187). That other side of people, the unknown conditions of their love, is something you can never truly know. Nora thought she knew Torvald, was married to him for eight years and knew him before then too. Yet she never thought that he would treat her in such a way that would reveal his conditional love for her. To relate to Nora’s tendencies automatically opens up the terrifying thought that the same might happen to me.

A Doll’s House PR

Out of everything we have read in class this year, A Doll’s House by Henrik Ibsen is not my favourite. This is not to say it was a bad play, it wasn’t. If anything, I found it great but very unsettling. From the very first sentence on the first page to Nora slamming the door on Torvald in the last, I couldn’t shake the odd feeling of the play.   Both Torvald and Nora’s characters annoyed the everliving daylights out of me at the beginning of the play. Oh my gosh. I had never been so annoyed by two characters so much in my life. When we first started reading, I genuinely wanted nothing more than for them to stop talking. Every time Torvald started his sentence it felt like nails on a chalkboard. Plus, the casual objectification of his own wife definitely threw me off a bit. But I think it was more the way he spoke to her in general. He treated her as though she was a child, and was incapable of understanding things on her own. For example, when Nora is talking to Dr. Rank about his job and Torvald says

“I say, my little Nora talking about scientific investigations!”

And again when he says

“Now my little skylark is talking as though it were a person.” (pg.172)

Once again implying that Nora is something to be owned and possessed and that she is incapable of understanding complicated topics, such as a “scientific investigation”. Speaking of, Nora’s character was not much better than Torvald’s at first. When we read the first scene in the play she just irked me so much. I didn’t like the way she spoke or the way she acted so immature. Like she would do anything for just the smallest amounts of money. I believe that part of why Torvald treats her as a child is because she enables it. She always searches for his approval, and never stands up for herself throughout their marriage (at least not until the very end). This makes Torvald look as more of a father figure towards Nora, rather than a husband. The dynamic between them was more similar to that of a father and child.

The one thing I did truly enjoy in this play was Act 3. When Nora finally wakes up from the almost trance-like state she has been in for the past 8 years of her life, and she finally leaves Torvald. Trust me when I say I had been waiting for this moment since Act 1. The complete 180 flip of Nora’s character was something I didn’t really expect, but enjoyed a lot. I think it was the perfect ending to the play as it sort of leaves us with the question “What happens after Nora slams the door?” There have been many adaptations that all give a different answer, but I like the idea of the ending being left up to one’s imagination. While it was not my favourite thing we have read thus far. Overall I would say I pretty thoroughly enjoyed this play, it left me with some very mixed emotions and it was definitely something new for me.

A Dolls House PR

“A Doll’s House” written by Henrik Ibsen is a play that raises questions about what a healthy relationship looks like. When analyzing Torvald’s and Nora relationship it resembles the relationship of a father and child because of the pet names, controlling behaviour, and comparison between fathers and husbands. I am disgusted by the relationship between Nora and Torvald but it also raises many questions. 

Torvald treats Nora like a child and Nora’s actions subside to Torvald’s view of her. Torvald’s pet names for Nora like “sky lark” and “little squirrel” are very childish. They make Nora out to be so fragile and innocent.  They prove that he sees her like a child that is incapable.

“My spending-bird is sweet but it uses up an awful lot of money. It’s incredible how expensive it is for a man to keep a spending-bird” (p.112).

In this particular example Torvald is referring to Nora as something that he owns and is responsible for. In the movie one scene that really stuck out to me was when Nora wants to convince Torvald for a favour she uses the pet names to her advantage.

“Your squirrel would run about and do tricks if you were nice and gave in to her” (p.146)

  Nora states while acting like a squirrel. Similar to how a child will guilt their parents into buying them ice cream. The pet names and Nora acting like animals stuck out to me because I was disgusted by it. 

The second thing that I did not like about the relationship between Nora and Torvald was Torvald’s controlling behaviour and consequently Nora’s need for Torvald’s approval. The main example of this is that he does not allow Nora to eat macarons because he does not want her to ruin her teeth. When he catches her eating macarons her response is

“it would never occur to me to go against you” (p.113).

Another example is when Nora says

“ I’ll think of something that will charm him, that’ll capture his approval” (p.119).

It revolts me that Torvald treats and sees Nora as a child. What’s worse is that she not only does not stop him from controlling her but gives into his ways by seeking his approval. 

Lastly the most convincing piece of evidence that Nora and Torvald’s relationship is like a father and child is that Nora constantly makes comparisons between Torvald and her own father.  When Nora comes to the conclusion to leave Torvald she says

“I’ve been greatly wronged Torvald. First by daddy and then by you”(p.182).

This comparison of Nora’s at the end of the play confirms that their marriage was never a true marriage. It was a relationship between a controlling father and an innocent child. I did not enjoy watching or reading this book because their relationship is sickening. However, this play does raise questions such as what does a healthy marriage look like?  

 

A Doll’s House PR

As I began reading A Doll’s House by Henrik Ibsen, I really disliked it. it wasn’t the time or place of the play that bothered me nor was it the way it was written. I specifically hated the characters. Torvald felt like a pushover, he pleased Nora and just sat in his study otherwise. Krogstad was a stereotypical antagonist to a banker, and every time Nora spoke I felt like skipping past it. I saw her as a naïve brat who would do your every bidding if you taunted her with a 50 dollar bill. The video made this even more excruciating because her voice was much too fitting of a songbird. But as I flipped past the last page of the book and had time to reflect, I realized I had in fact enjoyed it. So, I asked myself, why? how in the world did I enjoy a book that I had just previously felt like walking through syrup when reading.

For starters I began to like Krogstad midway through the book because he was smart and realistic. Scenes with him involved felt much more purposeful and genuinely interesting. An example I can think of is his first negotiation with Nora. He lead her around getting answers he needed like details on Christine and her position with ease. This interaction where he agreed with my opinion on Nora and even calls it out, showing her the consequences of forging a letter, helped me sympathize with him. But at the same time this made me hate Nora more. The next step towards my switch of opinion towards the play was when Christine also noticed the naivety of the other characters.

Krogstad: “I shall demand my letters back” Christine: “No, no” Krogstad: “But of course…he’s not to read it.” Christine: “No…” Krogstad “…wasn’t that really why you set up this meeting with me?” Christine “Yes, in the initial panic, but a whole day has passed now, and the things I’ve witnessed in that time, here in this house, have been unbelievable. Helmer must know everything…”

It was as if the characters were all gradually waking up from a dream. In act 3 after Torvald yells, finds the paper saying he’s in the clear then apologizes. at this moment, Nora too wakes up.

“Yes but what you said (when yelling at her) was very right. I’m not up to the task. Theres another task that must be solved first. I must bring myself up … I must stand totally alone, if im to get an understanding of myself and of everything outside.”

Nora’s realization of her own naivety and determination to solve it is admirable. and the self understanding the book had with the problem I had was fascinating. It was a truly amazing plot twist that not only switched up the story but also my opinion on it. And in the end, only Helmer remains on my list of “characters I dislike in A Doll’s House” as he never woke up.

A Doll’s House PR

A Doll’s House, by Henrik Ibsen is my favorite text we have read during the duration of this course. Despite its age, it remains relevant through its depiction of relations between men and women. Further, the roles of men and women in a marriage and society are explored throughout.

An example of the exploration of roles of men and women in a marriage can be found in the third act, on page 182,

“We have been married for eight years now. Doesn’t it occur to you that this is the first time, the two of us, you and I, man and wife, are talking seriously together?…He called me his doll-child, and he played with me, just as I played with my dolls.”(pg. 182)

Nora expresses her disgust towards her eight-year marriage because she realizes that her and her partner have never understood each other. This evokes a sense of newfound relief in Nora. She reflects on her life, which has been filled with mistreatment and objectification at the hands of men who were meant to love and protect her. The men in her life treated her as a “doll”. They did not respect her opinions, disregarded her feelings, and used her to fulfil their needs before her own. As a result, she feels used by those she trusted and loved. As a result, Nora realizes her need for independence of a life that was crafted for her,

“You’re crazed! You are not permitted! I forbid you!”

“It’ll be no use forbidding me anything from now on. I’ll take with me what belongs with me what belongs to me. From you I want nothing, either now or later”

Nora acknowledges that throughout her life, she possessed little control over each detail of her own life. As a result of this acknowledgment, Nora realizes to free herself from the dependent and fated life she lives is to abandon those who orchestrated it. Through rejection of her husband’s forbiddings, condemnations, and eventual pleas to provide her with aid, she shatters the barriers created by her father and husband that were designed to keep her dependent and complacent. Nora’s newfound independence and parting with all she has known is essential to her coming self-actualization. Her enthusiastic embrace of the unknown is the driving force in the escape from the oppressive life she has lead.

I have a great admiration for Nora. She recognized that those who were supposed to love her and risk life and limb to protect her planted barriers that inhibit her freedoms and will. I admire her for her courage to free herself from a conventional and safe, for the bold, free life which she comes to desire. In this day and age, the world needs more people who are willing to risk everything in order to access the freedoms they have been denied. Any action can be the first domino in one’s path to self-actualization. Personally, I cannot relate to Nora’s struggles, however, I hold a deep admiration and respect for the choice she made. In my own life, I can not only assist those who are stuck in unwilling, restrictive situations, but also apply the courage of Nora in my own life. By doing so, I can address the factors and situations that hold me back as a person, and confront the barriers that inhibit my own self-actualization.

A Doll’s House Response

I did not connect with Doll’s House. Maybe I am not old enough, or the issues it talked about were not relevant to me, but I never unintentionally thought about its ideas. I had to force myself to think about what is the relationship between men and women and how to do love and money-related. It seems like a child’s book, like the problems is so simple to solve. If there was a little trust and some communication, the story would be over. To me, a doll’s house is a story about a flawed relationship falling apart. Maybe something went over my head. But I can’t think of how this applies to the modern day. The problem they encounter in this story is step one in a relationship make sure you can communicate and trust each other. The problems of this relationship may have been major problems in 1879 when this book was written, but not now. The issue of men and women in a relationship will always be an issue. It will never be solved ever. So I thought of this book as more of a history of Norway in 1879 and the social problem they had at that time. In that time, this was the problem with relationships, just as a book today will become the new idea of what is right with relationships.
Another idea I found was obvious “Do we inherit traits from our parents?”
As children, we first take our ideas from our parents, our favorite color, and our favorite food, and this is how we define ourselves as children. We then look for answers in different places, other people, and places and think this all is put together to produce a person who can walk and talk like any other but is different from what information they have seen and experienced, including the ideas and traits of our parents. As a small boy, I would imitate the groans of my grandfather when he would get up from his seat, as that is what I thought you did when you got up from your chair. We are the sum of the people we spend time with, especially when we are young, so our parents or gardians and the experiences we encounter. Maybe I am missing something major, but this book was not that gripping for me.

PR – A Dolls’s House

The play written by Henrik Ibsen was like an emotional roller coaster. The plot filled with patriarchy, misogyny and the sacrificial role of women truly made me stop and think about feminism today.

Before and even as I was reading the play, I was really confused about the name of it. I couldn’t grasp why its name is “A Doll’s House” and had different theories of why that might have been the choice. At first I thought this was going to be related to the children of Nora, since I thought about dolls being connected to childhood, but this theory quickly became inexact because the play focuses on Nora itself. A “childish” woman.
As I got closer to the end of the book, everything made sense. I think the name choice was brilliant, we really get the sense of it when we get to the lines onp182

“When I was at home with Daddy, he told me all his opinions..He called me his doll-child, and he played with me..” “..I then went from daddy’s hand over into yours.”

As we watched the movie, I remarked how the actress barely said a word during the scene when Torvald finds out about the whole situation. The absence of words and emotions made a great impact because we are left with our own thoughts at this moment, and oh I felt so disappointed. We can only imagine how Nora felt in the moment, heartbroken? Crushed? Miserable? This reaction of Helmer wasn’t unexpected, but in the movie when Torvald slaps his wife, that was what left me in utter shock. I mean, the physical abuse of that time is not the shocker, it is rather the fact that it got down to it.

Needless to say, I was very intrigued when the scene of Nora and Torvald sitting down to have a “serious conversation, first time in 8 years of their marriage” came along. After all of this dreadful and hopeless amount of pages of misogyny, we are finally being rewarded with a grand finale.
Nora demands Torvald to sit down and not interrupt her as she speaks; shocked at her sudden loss of fear, this is probably the strongest moment in the whole play. I was practically cheering when she stated that she will leave and educate herself, and that she wants nothing from Torvald, making him take his wedding ring off too. That she will only take the things she owns, even though she owns very little, this shows how independent she is and will not tolerate any control over her any longer.

I did not enjoy this play as much as The Merchant of Venice despite the fact that this pay has an actual happy ending. Everything is resolved. Nora leaves her abusive husband and I believe will definitely have a bright future; as for comparison, the play by Shakespeare leaves us with so many questions left for us to decide on what is true to us. Cannot say if I like the author or not at this point, I will need to read a few more books by Henrik Ibsen in order to have a formed opinion of his oeuvre.

A Doll’s House PR

The plays we read this year – Oedipus, Antigone, and the Merchant of Venice are all plays that raise questions about society. Before reading the play, A Doll’s House, I was confused by the name of the play. I had completely no idea what the play is about, however, because of the confusing name of the play, it intrigued me more than the other plays did.

A Doll’s House, a thought-provoking play written by Henrik Ibsen, precisely describes the role of women in society. In the play, Nora, the housewife, always listens to her husband, Torvald. She does everything she could do to make her husband cheerful. She listens and obeys all his commands. This demonstrates the “expected trait” of women at the time of the play. Nora sacrifices herself for Torvald by borrowing money from Krogstad for Torvald for travelling to Italy to cure his sickness. She takes responsibility for everything because she uses to love him. On the contrary, Torvald thinks that everything Nora does is inevitable, and he is not grateful for that. He even prioritizes his reputation before Nora’s life. In Act III, which is the climax of the play, when Torvald finds out Nora lies to him and borrows money from Krogstad, his first reaction is to blame her for doing that and worrying about his reputation instead of asking Nora and try to understand the situation. His attitude changes significantly after Krogstad returns the IOU contract. “…Shame, shame!” (act III), he thinks what Nora does is a shame, despite the reason that action is to save Torvald’s life, to cure his sickness. From this scene, we can see the sacrificial role of women. Women are like a doll, a toy in play, when their owner is happy, it is treated nicely and respectfully; when their owner is in a bad mood, it is treated like a punching bag, who bears all his temper. 

One of the themes that derive from A Doll’s House is the influence of being honest with each other in a relationship. The conflicts in the play are all aroused by deception. Yet, the truth is always going to reveal itself. In Nora and Torvald’s relationship, deceit is a dominant part of it. Nora lies to Torvald and when the truth reveals, everything is irreversible. It reminds me to stay honest in every kind of relationship. No matter if it is romantic, family, or friends, being truthful to each other is essential. 

Compare to OedipusAntigone, and the Merchant of Venice, which are the plays we read this year, A Doll’s House is the most straightforward, and the easiest to understand. The language in the play is informal with a simple and realistic plot. It is one of my favourite literature out of everything we read this year.

Personal Response – A Doll’s House

Prior to the introduction of, A Doll’s House, by Henrik Ibsen, we were given an introduction through a handout, introducing the characters and the theme of the book. The introduction helps us ease into a mindset to explore the topic of which the play addresses. The theme being the societal expectations and gender roles at its time (19th century).

Although the women’s gender role for the time can be regarded as very domestic, meaning their role was largely in the house such as caring for the kids and cleaning, it was during the time of when the role of woman in the West began to make significant differences. We can see this change from Kristine Linde as she did multiple different jobs to sustain herself and her family. Although she did not really have another choice, Linde continues to work as she felt pleasure in working. This contrast between Linde’s progressive lifestyle and Nora’s traditional lifestyle highlights the gender equality of the 19th century. However, I found it very interesting to explore the difference between the two women during a time of change.

When we finish the play, I found the ending hilarious as we see the hilarious duality of man, that is Torvald Helmer. For example, Helmer went against his philosophy by announcing, “Name me this miraculous thing,” (p. 188). Although I found it hilarious, Torvald’s character embodies both the societal expectations and the emotional vulnerability that is often hidden behind man. Initially, Torvald seems to be a one-dimensional character, the ending of the play reveals the complexity of his personality and the contradictions inherent in societal expectations of gender roles.

PR “The Merchant of Venice” play

Shakespeare’s “The Merchant of Venice” is a challenging but simple play to understand. In the play are examples  from everyday life examined, including justice and mercy. You can clearly see in the play, love is determined by money.

In the play, the main character and rich Venetian merchant Antonio borrows money from the Jewish money lender Shylock to assist his friend Bassanio, in taking care of the stunning and affluent Portia. But at one point, Shylock demands a pound of meat in court, as leverage in the event that the loan is not paid back and Antonio’s ships are lost at sea and he is unable to repay the loan.

The themes of selfishness, money and love are demonstrated through the example of the Bassanio and Portia couple, friendship is demonstrated through the example of Antonio and Bassanio, revenge is demonstrated through the example of Shylock and Antonio, and justice and mercy are demonstrated through the example of Portia and Antonio. Justice and kindness are also brought up in the play as the characters struggle with the effects of their choices and judgements.

All in all, I really liked  “The Merchant of Venice” because it is a controversial play that gets readers to consider the moral effects of their choices and the difficulties of human nature.

PR – Merchant of Venice Play

Prior to the introduction of, the Merchant of Venice, by Shakespeare, we were tasked to give a verdict regarding a bully and his victim. The exercise helps us ease into the correct mindset to explore the important topic of which the play addresses. The topic addressed being the contrast of Jews and Christians and how their ideology differs regarding justice and mercy in their everyday life. While going over both a movie and the script of the play with others, many different contradicting emotions are evoked by everyone and during the progression of the play. The emotions created while we follow Shylock through the use of diction and imagery prevails throughout the play.

When we were first introduced to Shylock, the Jewish moneylender, who faces prejudice and discrimination throughout the play, Bassanio, a Christian man under Antonio, a well-off merchant asks for bound for 3000 ducats (Act 1, scene 3, ll. 1-2). Almost immediately, we see a clash between Shylock, the Jewish man and the Christians as Shylock responses to Bassanio with, “Yes, to smell pork, to eat of the habitation which your prophet the Nazarite conjured the devil into,” after a feast invitation (Act 1, scene 3, ll. 29-30). The ridicule creates a sense of displeasure towards Shylock. However, his actions is explained after we learn that Antonio addresses him as a “cut-throat dog” and spits on his face.

During the negotiation of Shylock and Antonio, we are given a sense of Shylock forgiving Antonio as he allows Antonio to borrow the 3000 ducats without interest due to his religion. However, we are quickly revolted as Shylock asks for “a pound of flesh” as collateral, which Antonio agrees to after Shylock exclaims how he meant “his friendship, not his flesh.” However, after we see Shylock lose his daughter and a large amount of ducats, Shylock went back on his words and asks for the pound of flesh off Antonio. When we watch the court case between Shylock and Antonio, with Portia as Antonio’s lawyer, we feel as if Shylock is going overboard, but feel for Shylock after the contradiction of the mercy system.

The Merchant of Venice PR

One of Shakespeare’s famous works – The Merchant of Venice takes place in Venice, Italy where is an international trading spot during the 16th century. Venice is a central trading district for most naval trades, it is also a place full of prejudice and discrimination. Compare to Canada, I think Canada is a way better place to live since people accept each others differences and create a peaceful environment, not like Venice. People in Venice give me a feeling that they only care about money, instead of other people. Venice does not seem appealing for me to live, it seems frightening. The tension between Jewish and Christian is everlasting and endless in Venice.

Self-interest versus love is one of the theme in the play. In act 2 scene VIII, Shylock agonizes his money rather than his daughter. I found it hilarious when I was reading this scene. I could not understand people who care about money more than a live. Shylock is also willing to take a pound of flesh off a person which shows his obsession of money, and ignorant to love and other things.

This play discusses the tension between justice and mercy, represents by the conflict between the Jewish and Christian. Two of my most profound scenes of the play is when Shylock’s monologue in Act 3 scene I. The Christian characters show prejudice towards Shylock. I sympathize Shylock’s misfortune. His speech strongly engraves into my heart and I can feel the way he feels, prejudiced by people due to his identity. However, at the same time, Shylock is also willing to execute a cruel punishment on Antonio, which is cutting a pound of flesh from Antonio’s body. In act 4, Portia, as the judge of the court, saves Antonio from giving a pound of flesh. She starts her speech with “The quality of mercy is not strained” (act 4, scene I,line 179), which explains the issue at hand in the discussion. This raises a debate, justice verses mercy. Which one is more important? Can we live without one of them? If no, how can we balance justice and mercy. For me, I think justice without mercy is cruel, mercy without justice is profusion. Nevertheless, Shakespere does not specify whether Shylock or Portia is the representative of just or mercy. Judge symbolizes justice, judge with mercy is the key. At the end of the play, Shylock cannot get a pound of flesh from Antonio, who is guilty from the agreement with Shylock for borrowing money. Does it mean one side, mercy is greater than justice? This play is also considered controversial, and some people think it is anit-semitic as Shylock seems like a victim at the end.

 

The Merchant of Venice Play PR

The depth of Shakespeare’s characters and the cleverness he uses in their dialogue makes reading The Merchant of Venice all more enjoyable. It is between Bassanio and Portia’s dialogues that we see most of these witty moments. The two are a dynamic couple, and we watch how they play, speak and act with each other in a very witty way. Shakespeare himself was very bright as he used Bassanio’s and Portia’s relationship and how they complement one another is used as a device to detail Antonio’s depression and loneliness.

There are many moments in The Merchant of Venice where we see Bassanio and Portia act either in comparison or in contrast to each other. When Bassanio debates which casket to choose, he talks about looks versus reality. The first example he brings up is that of law and courts, “In law, what plea so tainted and corrupt / But, being season’d with a gracious voice, / Obscures the show of evil?” (p. 51, ll. 75). Later during the trial Portia not only obscures her true self acting as a man but also allows her personal biases to corrupt the verdict. This connection of talks and acts of corruption and deception between the couple draws a direct line between them. This concept can be further strung when you look at their places of living. Bassanio comes from Venice, a place of business, money, and justice. Portia contradicts this, as Belmont is full of art, poetry and music, “Come, ho! and wake Diana with a hymn. / With sweetest touches pierce your mistress’ ear, / And draw her home with music” (p. 90, ll. 66-68). These dualities between Bassanio and Portia are made clear to the audience so when we see Antonio we see his depression and loneliness amplified.

From the start of the play, we understand that Antonio is lonely. It is clear that he’s depressed but we see it alleviated with the presence of Bassanio. It is no surprise that once Bassanio is gone, no matter what interpretation of the relationship between the two men, Antonio becomes even more lonely. We hear Salarino recount how Antonio said goodbye to Bassanio, “Slubber not business for my sake, Bassanio, / But stay the very riping of the time;” (p. 41, ll. 40-41). Antonio must reassure that he will be fine, yet even then Salarino describes, “And even there, his eye being big with tears / Turning his face, he put his hand behind him, / And with affection wondrous sensible / He wrung Bassanio’s hand, and so they parted” (p. 41, ll. 47-50). Antonio cries as Bassanio leaves him. This depression over their separation would only worsen with time, and it’s likely to assume that had the trial not happened, he would’ve stayed longer in Belmont.

This distinct connection between Antonio and Bassanio being replaced by Bassanio and Portia was super enjoyable for me, especially so if you’re interpretation of Bassanio and Antonio is in a more romantic direction. It can create this other layer of longing and forbidden love. I can find myself in the future referencing The Merchant of Venice, and I would be very interested in watching it performed at a theatre.

The Merchant of Venice- PR

I enjoyed reading The Merchant of Venice by Shakespeare and can say that this was by far my most favorite book we have studied this year. This play leaves so many questions and a disturbing feeling of melancholy, which makes it so significant to me. Unlike Romeo and Juliet for example, this play does not have a “happy end”. Shylock is forced to become a Christian after being stripped away of his daughter and money in return for seeking revenge, Antonio is once again left to be alone, Portia cannot trust her husband and more..
The plot of the play covers racism, discrimination, revenge and antisemitism and is considered to be a classic. Piety is a great theme in this play as we see this in the Jewish and the Christian communities.

Shylock’s speech in the book seems to be less powerful compared to the movie, but we can still sense the tragedy as Solanio and Salarino talk amongst each other about the old Jew that “uttered in the streets” “My daughter! O my ducats! O my daughter! Fled with a Christian!”. As we are reading this from the side, we cannot fully comprehend the whole spectrum of emotion that Shylocks is going through, which I think is a very important part to the play, as we, readers, grow to sympathise for him; the famous speech by Shylock is a great example.

Despite this being one of my top favorite works of literature this year, I definitely struggled reading the play. Confusing words and sentences which at times did not make any sense at all, for example

“The devil can cite Scripture for his purpose”- Antonio, Act 1 Scene 3. P15 or “Young in limbs, in judgement old” – Morocco, Act 2 Scene 7

Shakespearean English is tough to grasp at first as the flow of the lines are very unique and have their own sense of style, but you get used to the structure of the play and the language. “Whither goest thou?” – Lorenzo, Act 2 Scene 4 p 30 is an example of those lines which made no sense at first, sounded weird when I tried to say it, but as I continued to read the play were becoming fun to recite.

Regardless of the challenges I think that in the future I will pick up other books by Shakespeare on my own time.

The Merchant of Venice PR

The Merchant of Venice written by William Shakespeare is a tragedy. The play makes me ask questions on friendship. Between money and love, does love come first? And, can you have mercy without justice? Throughout the play I embark new ideas and sides on how Shylock wanted to extract a pound of flesh from Antonio because of him not paying the loan. Without mercy Shylock demands a pound of flesh without second thoughts.

The Theme of Mercy vs. Justice is shown clearly in this play I liked how
Shylock who is asked to give mercy is demanding for justice. When it comes to
law everyone one must obey these rules written in law books and accepted by
the rulers of the country which Antonio had to do and obey Laws are written to
protect those weak people from harm or unfairness. Justice is the quality of
being just and fair and rightful mercy seems to present itself as a weak idea as

the quality of kindness or help help given to people who are in a very bad situation orless fortunate .Mercy is a gift of forgiveness or compassion not given easily . I shows how important it is to be just and fair and also merciful so that you don’t get stuck in the situation of demanding pity and mercy.

 

You always have to be fair and merciful so that when you ask for them you find them .One of thequotes I Liked is (Said by Portia):” The quality of mercy is not strain’d Itdroppeth as the gentle rain from heaven. Upon the place beneath: it is twiceblest; It blesseth him that gives and him that takes:’Tis mightiest in the mightiest:it becomes. The throned monarch better than his crown; His sceptre shows theforce of temporal power,The attribute to awe and majesty,Wherein doth sit thedread and fear of kings; But mercy is above this sceptred sway;It is enthroned in

The hearts of kings,It is an attribute to God himself;And earthly power doth then
show likest God’sWhen mercy seasons justice. Therefore, Jew, though justice be
thy plea, consider this, That, in the course of justice, none of us Should see
salvation: we do pray for mercy; And that same prayer doth teach us all to
render The deeds of mercy. I have spoke thus much To mitigate the justice of thy
plea;Which if thou follow, this strict court of Venice Must needs give sentence
‘gainst the merchant there.

The Merchant of Venice PR

The Merchant of Venice is a tragedy by William Shakespeare between 1596 and 1598. The play evokes the question, will love or money prevail? And, what do we value more? The play presents the triumph of money. Through the use of both diction and imagery, the reader finds an argument for money. By doing so, the play allows us to question our own personal values. By doing so, the reader is able to identify personal biases, and even loyalties, to either love or money.

An example of the argument for wealth’s superiority can be found in Act 1, Scene 1. During this scene, Antonio discusses his sorrows with Salarino and Solanio. He outlines his sadness, and his companions offer explanations for his depression, the cause of which is seemingly unknowable,

“In sooth I know not why I am so sad.
It wearies me, you say it wearies you.
But how I caught it, found it, or came by it,…”(ll. 1-3)

“…Your mind is tossing on the ocean,
There where your argosies with portly sail”(ll. 8-9)

“…Why then, you are in love”(l. 46)

Antonio’s companions offer little sympathy. Instead, they immediately jump to conclusions firstly concerning Antonio’s business affairs. After which they guess that his heart is aching. It is important to note that the matters of finances are addressed before the matters of the heart. This suggests that not only do Antonio’s companions prefer wealth over love. Further, being close friends of Antonio, Salarino and Solanio know him well, and thus base their guesses on the cause of his sorrows on what they know about Antonio. Another example of wealth prevailing over love can be found in Act 1, Scene 2. In which Bassanio describes his plan to rid himself of debts by marrying Portia. Portia is a wealthy young woman,

“In Belmont is a lady richly left,

And she is fair, and-fairer than that word

Of wondrous virtues.”(ll. 161-163)

Bassanio has planned to get out of debt by marrying a wealthy woman for her money. In a similar manner to the previous quotation, the financial benefits of marrying Portia are discussed before the content of her character or her physical appearance. This suggests that Bassanio has ill intentions. He sees Portia only as a means to an end, not as a human being. This exemplifies how wealth skews the perceptions of beauty and character. Further, Bassanio’s vision has been clouded by the possibility of wealth, and it has allowed him to dehumanize a woman he plans to marry. This further reiterates the theme of wealth prevailing over love. An additional example of wealth’s gains over love can be found in Act 2, Scene 6,

“I will make fast the doors, and gild myself

With some moe ducats, and be with you straight”(ll. 50-51)

The context of this scene is Jessica escapes with Lorenzo, but no before ransacking her home of ducats, jewelry, and other valuables. The scene occurs during the night. Further, Lorenzo has entered the ghetto, and has donned a mask as to not reveal his identity. Yet again, wealth has been prioritized over love. However, in this scene, Jessica ensures the safety and transport of her stolen goods before boarding the boat alongside her husband-to-be. Jessica quite literally places wealth before her relationship. She risks getting caught, and thus risks her marriage, for money. This highlights the carelessness of those who value money over all else. Further, the scene occurring at night compliments this theme. The night, and thus darkness, hides the shame felt by both parties. Further, the mask worn by Lorenzo and Jessica dressing as a boy both act as an additional cover from shame. In order to face the act of placing wealth above each other, the pair is forced to spend their first moments together in disguise.

 

Shakespeare & Sympathy

The Merchant of Venice written by William Shakespeare is a tragedy that had me questioning why some characters earn a reader’s sympathy while others do not? In this case why readers heavily sympathize with Shylock and not Antonio. Throughout the play readers, including myself, are heavily encouraged to sympathize with Shylock yet despise Antonio even though both characters suffer misfortunes. Why does Shylock earn our sympathy while Antonio does not? The answer to this question in one sense is obvious, because Antonio has shown his antisemitic views several times throughout the play. For example, spitting in Shylock’s face for no apparent reason. But looking beyond Antonio’s antisemitism I discovered another point of view on why we sympathize with Shylock and not Antonio.

On further thinking about Antonio’s character, I realized that if the court had gone another way he would have died and yet I did not care. I was still focused on sympathizing with Shylock because his daughter had stolen his money and Antonio did not pay his debt. During these times I was hoping that Shylock would get justice.  These feelings stood out to me because Antonio was going to die and yet I only felt bad for Shylock even though his misfortunes were less severe than death. This led me to question why I did not feel even the slightest bit sorry for Antonio when he was going to die? And further how writers make readers sympathize with some characters while hating other characters? I think that the portrayal of the characters’ emotions influences how the reader feels towards them. For instance, Antonio is portrayed as a character who is wallowing in self-pity throughout the whole play. An example of this is when Antonio is speaking to Solanio and he states that

“Well, jailer on. Pray God Bassanio come To see me pay his debt, and then I care not” (III.iii.35-36).

All Antonio cares about is Bassanio coming to see him and not his own death. And this is the reason why I felt no sympathy for Antonio. His feeling sorry for himself and only caring about his love for Bassanio is an unattractive personal quality. His own indifference on whether he dies or not also rubs off on the reader. In comparison the portrayal of Shylock’s intense emotions is what makes me sympathize with him. These emotions can be seen during his speech

“fed with the same food, hurt with the same weapons, subject with the same diseases, healed by the same means, warmed and cooled by the same winter and summer as a Christian is? If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison us, do we not die? And if you wrong us, shall we not revenge?” (III.i.54-59).

The words said in this speech show Shylock’s passion and anger. His intense emotions and his want for justice are qualities that make the reader sympathize with him. Similarly, to Antonio’s indifference rubbing off on the reader, Shylock’s want for justice, pure anger and hurt makes the reader want justice for Shylock. It’s interesting to note that how characters feel about themselves the reader also feels. As well as how stronger emotions resonate more with the reader than lesser emotions.  From these examples I learned that how a reader feels about characters is not solely based on the nature of their actions but also the emotions of the characters.  The reason Shylock earns the sympathy of the reader while Antonio does not is because of the portrayal of the his emotions.

“The Merchant of Venice” Personal Response

I personally, really liked the movie. It reminded me of Romeo and Juliet. They both have similar language (old English)  and similar ways to talk.

Early Modern English is used in the movie because it is based on Shakespeare’s play of the same name, “The Merchant of Venice.” It was more difficult for me to understand some of the words in the play.

However, I am very disappointed in how Shylock was treated unfairly and ultimately punished. He was already filled with rage due to the disappearance of his daughter and a significant percentage of his money, so the fact that Antonio was unable to pay his debts and that his friends begged him to show mercy may have been the beginning of the end. He should have, in my opinion, had legal representation from the start because his bond had numerous, obvious flaws that were later used against him. When he was unable to exact the retribution he desired, Shylock should at least receive some sort of compensation.

Overall, I thought the movie was good, and the book’s extended and ancient vocabulary helped it fit in the 16th century. This play taught me a lot about the lives of Jews and regular men in that age.

The Merchant of Venice Movie PR

One of Shakespere’s most famous works, The Merchant of Venice, focuses on prejudice, racism, and discrimination. The conflict between the Jews and other people in Venice is revealed in the opening scene of the film, which provides us with a context of the background and social issues in Venice. Intolerance of Jews leads to discrimination against Jewish people as the beginning of the film states. A Jewish guy is thrown into the river, and Antonio spits onto Shylock… these are all the contexts that the film provides us with prior to the story in order to let us have a basic knowledge and experience of society’s moral — intolerance of Jews. This opening scene prompted me to ask what causes humans to be prejudiced and judge each other. Prejudice is judging people based on their background or values such as race, and religion, and having strong feelings for them. Different education and different backgrounds cause prejudice. Prejudice is still a social issue nowadays, thus, people should try to understand each other to reduce prejudice. This also reminds me not to judge people by stereotypes, and try to understand each person’s differences.

The quality of mercy is not strain’d

It droppeth as the gentle rain form heaven

Upon the place beneath. It is twice blest:

It blesseth him the gives, and him that takes (act4 scene 1)

The quote above is spoken by Portia, who dressed up as a man for the judge of the court. This is my favorite quote throughout the film. It points out the benefits of being merciful and the best part — it blesses both parties, the giver and the taker. However, it raises a controversial question — is mercy more important than justice? Justice and mercy are contradicted at some point: justice allows people to face consequences for their actions; mercy tolerates people’s actions and allows people to escape from their consequences in some situations. In my opinion, justice and mercy are not completely opposite, they are complementary. A philosopher, Saint Thomas Aquinas stated, “… justice without mercy is cruelty; mercy without justice, profusion…”, which I strongly agree with. Thus, we should balance justice and mercy at once as they are both important to humans and society. People should forgive each other in order to maintain a peaceful society. Yet, people should also get their penalties if they have done something that violates other people’s natural rights.

In terms of diction, The Merchant of Venice is one of the most confusing films I have watched as the English that Shakespeare uses is confusing. It puzzled me a lot when I was watching the film. The imagery and acting help me to comprehend the plot of the story. It also raised questions for us to reflect on afterward. Even though this play is written years ago, the social issues that are raised in the film, for example, racism and prejudice, still occur nowadays, which connects to the modern world.

Vengeance or Love? The Merchant of Venice

I loved watching the movie adaptation of Shakespeare’s The Merchant of Venice. The film helped me comprehend the story and visuals much better compared to reading the old fashion language of the script. Being a film lover, the cinematography choices, acting performances from all the characters especially Al Pacino who is Shylock played it wonderfully, which made it much easier to appreciate and comprehend.

Furthermore, the striking themes touches on topics such as justice, mercy, and prejudice, which are still relevant in today’s society. It encourages the audience to think about these issues and question their own beliefs. What also made the movie intriguing was dramatic tension. The play builds tension through its intricate plot, which includes a high-stakes loan, a dramatic trial, and a climactic scene where a character’s life is at stake. Creating an engaging and exciting theatrical experience which I enjoyed.

Moreover, my favorite part of the movie was the famous Shylocks speech “If you prick us, do we not bleed?” This speech was delivered extravagantly by Al Pacino and created sympathetic emotions for me. However, this piece of literature is found to be debatable. On the one hand, it is a poignant portrayal of the injustices suffered by the Jewish community in Venice at the time, but from another perspective I can see how it is a portrayal of the character’s obsession with revenge. In his speech, Shylock delivers a powerful speech that highlights the hypocrisy of the Christian characters who have persecuted him. He points out that despite being called a “dog” and a “cur,” he is still a human being with emotions and desires just like anyone else. He argues that he is entitled to seek revenge for the wrongs he has suffered, just as any Christian would be.

Even though Shylock has been treated unfairly, his single minded obsession with revenge makes it difficult for me to agree. His willingness to extract a pound of flesh from Antonio, even though it would mean his death, is a brutal and cruel act that cannot be excused. However, Shylock is not entirely blameless in the situation; he lent money to Antonio knowing that it could cause him financial ruin.

Ultimately, Shylock’s speech raises important questions about justice and revenge, and the complex ways they intersect. While it is understandable that he would want to seek retribution for the wrongs he has suffered, his actions ultimately lead to his own downfall. The play serves as a powerful reminder of the dangers of vengeance and the importance of finding a more constructive way to deal with our pain.

 

The Merchant of Venice Movie- Personal Response

I enjoyed The Merchant of Venice. It wasn’t predictable like many stories today and its movie adaptation helped me comprehend the story and visuals without going out to the theatre. The film was cleverly directed, keeping the original play’s verbal essence and rhythms while providing a different take on specific relationships between characters. These factors, along with the incredible acting by all the actors involved, made the film version of The Merchant of Venice so captivating.

The verbal rhythms of the play can be hard to understand when just reading The Merchant of Venice. A play’s entire script is meant to be heard and read aloud, therefore if you were just reading it it’s clear that even the most perceptive reader would miss some of Shakespeare’s cleverness. Watching The Merchant of Venice, however, shows us these beats and melodies in the speech. For example, on page 95 of the book, there is an argument between Portia and Bassanio over the lost ring. There is so much power in having this epistrophe dialogue audibilized, “If you did know to whom I gave the ring, / If you did know for whom I gave the ring, / And would conceive for what I gave the ring, / And how unwillingly I left the ring,” (l. 193-195). It had me appreciating Shakespeare’s ingenuity. And the directing decision of having it go from Bassanio’s whispers to then Portia’s near-yelling tone along with choosing to skip the 4 lines that break up the repetition helps to shove the importance of the ring into the viewers’ faces. It puts us in this uncomfortable spot where we realize how much it must’ve hurt for Portia to have asked for the ring as the doctor and receive it from Bassanio who gave it up for Antonio.

This decision by Bassanio also adds to another relationship that is purely interpreted by the director. The homosexual tones between Antonio and Bassanio was a very smart decision to help portray loneliness of Antonio. The start and end of The Merchant of Venice were the same, with a depressed Antonio. This comparison would not be the same had Bassanio and Antonio’s relationship not been as close. As homosexuality wasn’t acceptable at the time, the two could not have married. But that does not stop them from sharing secret tender moments. It’s during these moments that we see Antonio happy. Bassanio alleviates his loneliness and depression, and we understand that from the first moment when Bassanio enters the scene. But over the course of the play, Bassanio goes and courts Portia and they are to be wed. Antonio helps Bassanio with this endeavour because it’s what he wants, showing us Antonio’s love for Bassanio. But when Portia and Bassanio become a couple, Antonio is left alone, just as he was at the start, and it’s the director’s answer to the question “In sooth I know not why I am so sad” (p. 1, l. 1).

In the end, watching the film was very helpful in visualization and audibilizing the play. As someone who enjoys film, I found that it was overall very well shot with great cinematography choices, which made it much easier to appreciate the story. The storyline itself I found to be very fun while also eliciting deep emotions and powerful thoughts, and I can see myself watching the movie again in the future.

PR – The Merchant of Venice

Before we watched Merchant of Venice by Shakespeare, we were tasked to give a verdict regarding a bully and his victim. Although I sympathize with the victim, I had given the victim a harsh penalty. The verdict was based on the criminal code of Canada/B.C. As humans, we are very bad and discussing what is right or wrong, hence we have laws regarding what is right or wrong. This question of “what is right or wrong” is an important topic of which Merchant of Venice addresses. In Merchant of Venice, we are confronted by a dilemma regarding a Jew’s justice and Christian mercy. The dilemma arises from the misfortunes that struck Shylock and his desire to exact revenge against a Christian man, Antonio. The misfortune of Shylock arises from the prejudice and discrimination he faced for being a Jew and later losing a large part of his wealth and his largest asset, his daughter, Jessica, which can all connect back to Antonio. After the loss of his daughter, Shylock used his bond to attempt his revenge against Antonio by “killing him”. Although the bond was absolute, the Christians have a philosophy of mercy, unlike the justice philosophy of the Jews.

Shylock, the Jewish moneylender, faces prejudice and discrimination throughout The Merchant of Venice, particularly at the hands of Antonio. From the outset of the play, Antonio expresses his disdain for Shylock at the opening, referring to him as things such as a “cut-throat dog” and spitting on him in public. Although these actions reveal Antonio’s bigotry, it also addresses the wider societal discrimination faced by Jewish people in Christian Venice. When Shylock demands his due under their bond, Antonio offers to pay him in installments with no interest. The breach of their bond by failing to pay ultimately led to the famous trial scene, where Shylock seeks to extract a pound of flesh from Antonio as revenge under his collateral. While Shylock’s desire for revenge is certainly problematic, it is impossible to overlook the fact that his actions are a direct response to the prejudice and discrimination he has experienced at the hands of Antonio and others in the play. In this way, The Merchant of Venice highlights the pernicious effects of prejudice and discrimination, and how they can drive individuals to extremes. The extremes of which Shylock was willing to go to connects back to the victim taking a bat to break the kneecaps of his bully.

Connecting to the revenge of Shylock, it also raises an important question about the nature of justice and mercy. While Shylock’s desire for revenge is understandable, given the discrimination and misfortunes he has faced, his willingness to take a pound of Antonio’s flesh is a morally difficult dilemma. In the trial scene, the Duke of Venice implores Shylock to show mercy, asking, “How shall thou hope for mercy, rendering none?” In this moment, the play highlights the idea that mercy is essential to the notion of justice, and that true justice cannot be achieved without it. Ultimately, it is Portia’s argument about the bond that enables Antonio to be saved and for Shylock to be punished. However, this resolution is not without its own problems. The punishment meted out to Shylock seems to be excessively cruel and harsh, and highlights the danger of privileging retributive justice over mercy. Hence, The Merchant of Venice ultimately presents a complex and nuanced exploration of the interplay between justice and mercy. The court connects back the personal responses regarding the verdict towards the bully and his victim.

The Merchant of Venice has showed me another point of view regarding the never ending dilemma between “bullies” and “their victims”

The merchant of Venice

The merchant of Venice was very thought-provoking. It used some interesting contrasting ideas that made you need to think a lot more. An example of this would be between the two sides of justice vs. mercy or Judaism in favor of law overall and Christianity in favor of mercy. As all people sin, you must show mercy to others so they will in retune for you. Or in Judaism, where the rules are mode, and you follow them, understanding the punishment if you break them. This is similar to the story of the bully and victim at school that we read. In the merchant of Venice, Shylock is the victim, and Antonio is the bully for spitting in the face of Shylock. Shylock then seeks his friendship and then his revenge, just as the victim in the bully story did. Both are punished for their actions, Shylock by half his wealth and his religion, and the victim by the extent of our laws today. But Shylock is given mercy and not put to death, and the victim would most likely be given more leeway in court as the bully provoked him. Both, in the end, have been shown mercy but suffer the conquests of their actions. It was interesting to see the difference in response to the two situations by the class. Many people, in their responses, gave the victim of bullying little too on mercy, and many felt bad for Shylock and his punishment. I think this might have been the punishment Shylock got was to convert his religion, and in so, his beliefs in today’s world would be considered unjust or plain wrong to force someone to change their fundamental beliefs against their will. So with this punishment of being a Christian, Shylock lost all he defined himself by. He could no longer practice his religion; he could no longer lend money; he could no longer know his old self.

PR Merchant of Venice movie

Merchant of Venice 2004 was directed by Michael Radford.

The actors I found amazing, Portia played by Lynn Collins and especially Shylock, by Al Pacino, which I will talk about in more detail later. I find it intriguing how they took the turn with Bassanio and Antonio being potential lovers. In my opinion, it made the movie better that way because it opened up the character in a different perspective, which differs from the book. We clearly feel Antonio’s love for his friend at the very start of the movie when he puts Bassanio’s needs above his own, risking his life. We can see this when Antonio volunteers to lend him, Bassanio, money in order to sail to Belmont, Portia.

The characters definitely have chemistry going on between them, and I like how the actors were able to play around with their roles, for example, when Bassanio improvises the kiss after Antonio gives him credit to go to Belmont. Another powerful scene when both are at court and Antonio is sentenced to cut a pound of his flesh off, we can see how Bassanio truly cares for his friend and would even give up his newly married wife in order to save Antonio from the torture.

My favorite character of the movie was Shylock, the Jewish moneylender, because his charisma stood out to me the most. The casting of this actor fits naturally in the movie. Just his eyes could tell more than the words that he spoke.  We first meet Shylock at the start of the movie, when he stands in the crowd, watching Jews being thrown off the bridge into the water; he, like the other Jewish people wears a red hat to mark his race, and eventually gets spat in the face by Antonio, who happens to pass by.

At the end of the movie, at court, Shylock, demanding justice, stripped away of his daughter and money, is forced to become a Christian, which was his breaking point. The scene where he drops on his knees and weeps, really made me shift uncomfortably in my chair. His whole life he hated Christians, he wouldn’t dare to dine with them, he detested their way of life, and the last thing he ever wanted was to become one. I was impressed while watching him stand silently, watching his people closing the doors of the synagogue, the place he used to pray.

The end of the film left a lot of questions and an unsettling feeling of melancholy and despair. His daughter, Jessica and the ring that was gifted to her by her dead mother, it doesn’t feel right, she doesn’t seem happy to have left her family. And the new couples, or specifically one, which in the movie seem more like a love triangle between Bassanio, Antonio and Portia. And since Portia is quite smart, I refuse to believe that she does not suspect her husband being unloyal to her, after the incident when Bassanio gives away the ring to the Doctor, who we know is actually Portia, that he swore to never lose.

Antonio’s state is the same as in the beginning “In sooth I know not why I am so sad” after everything he does not seem to be happy either. 

 

PR On Merchant of Venice Video

I had previously read this play before, a few years ago, but I definitely enjoyed reading it the second time, alongside the video. This was mostly because I could understand the play and the interactions much better, and because we were given background information on the world the play took place in. My understanding of the type of English being spoken in the play is also much better.

Although the I understood and enjoyed reading the play, watching the video increased both enjoyment and level of understanding by ten-fold! The video portrayed the characters so well, adding several layers underneath the characters, resembling that of an onion. I didn’t expect much before I had watched the video but I was genuinely impressed with it, the production quality, the acting and especially the way it revved my emotions, and had them in shambles. For a solid half of a class, I distinctly remember being angry at the events that had taken place at the court scene. The injustice given to Shylock, a Jew who only wanted justice was somehow manipulated into the wrong for wanting payment, and then forced into a new religion. I hate how that event takes place and then the same people that ruined his life (Portia and Bassanio), act like nothing happened. They move on so quickly and act to nonchalant and regal and that annoyed me so much. Jessica was another case. She abandons her father, takes his money, and essentially is the catalyst to all the disaster that takes place at the end. I hated her character so much but the scene in which she shows some remorse somewhat redeems her in my eyes.

Apart from the extensive quote from Shylock that we have to memorize, this was easily on of my favorite topics in English this year.

“The Merchant of Venice” PR

Despite the numerous deviations from the book in the film adaptation of The Merchant of Venice, I was still able to appreciate both works. However, I enjoyed the film more. I enjoyed the film more because the visual elements enhanced the emotional intensity of the plot. The plot was far more emotional in the film because of the focus of Antonio’s melancholy and the portrayal of Shylock.

The loneliness of Antonio is touched upon in act 1, scene 1 of the play, “In sooth I know not why I am so sad./I wearies me, you say it wearies you;/But how I caught it, found it, or came by it;”(ll. 1-3). Antonio speaks this line to Salarino and Solanio, two of his close friends. Antonio outlines his loneliness, as well as his confusion as to why he feels the way he does. However, instead of demonstrating empathy for his dear friend, Solanio proposes a reason for Antonio’s depression in act 1, scene 1, “Then let us say you are sad/Because you are not merry;”(ll. 47-48).  The film matches this exchange word-for-word. However, the immense sadness weighing on Antonio stems from his loneliness. The film depicts this loneliness in a unique manner. The film depicts the alleged affair of Bassanio and Antonio. One such example of this is the conversation between Antonio and Bassanio in act 1, scene 1 of the play, “That today you promis’d tell me/’Tis not unknown to you, Antonio,/How much I have disabled mine estate”(ll. 121-123). In the written text, this exchange takes place on a street, whereas in the film, it takes place in Antonio’s bedroom. An intimate manner, which is finances, is discussed in the most intimate of conditions. Further, in the film adaptation, at the end of this exchange, the two share a kiss. This further exhibits the loneliness felt by Antonio, as he loves Bassanio, but he lives with the knowledge that his feelings will never be formally reciprocated due to social repercussions of their relationship. Moreover, when Portia and Bassanio are married, and devote themselves to each other at the end of the play, the play ends. However, the film adaptation has Antonio recites the the first lines of the play for a second time. Antonio says for the second time, “In sooth I know not why I am so sad”(l. 1). This statement exhibits Antonio’s longing melancholy. The lack of empathy from those close to him may have catalyzed Antonio’s deep sadness. His inability to turn to those he loves in times of need as  result of his condition render him in a deep sadness. Further, the stress and threat of alienation as a result of his feelings towards his de facto adopted son, Bassanio. Furthermore, this line is Antonio’s last in the film, signifying his lasting, weighing sadness.

The portrayal of Shylock was another contributing factor as to why I enjoyed the film more than the written play. In the written play, we are not given the context of the feud of Antonio and Shylock, but the film provides this. The opening sequence of the film depicts the financial district of Venice at the time. During this sequence, Antonio spits in Skylock’s face, as other Christians throw Jews off of a bridge. This additional sequence provides the context of both Shylock’s seething resentment, as well as the historical antisemitic. Further, this context also adds to the emotional weighting of Shylock’s speech in act 3, scene 1, which includes the lines, “…Cooled/ my friends, heated my enemies-and what’s his/reason? I am a Jew.”(ll. 50-52). The context of the suffering of Shylock adds an emotional weighting to the film which cannot be found in the written play. This not only adds depth to the character of Shylock, but also gives the reader another perspective. From the perspective of Shylock, we can empathize with his sufferings, and grant him our sympathy.

 

The bully and the victim

There is quite little information on the situation as a whole, so judging who is at fault in this case, is very difficult.

I believe that both are at fault, but I am more curious about the victim, and here is why: first of all, as we know from the text, no one wanted to stand up for the victim in the first place. “Other students called him names, make fun of him, push him around occasionally, cheat him out of his possessions etc..No one is prepared to defend or support him against his abuse”  so we can assume that this was going on for quite some time now. His decision to payback the bully(s) was a forced measure, and therefore, was not a random unthought action.

I believe that the victim’s family should pay for the medical care, but the bully should carry out consequences like being suspended from school for a while. 

Provocation and Violence

There is a reason we judge each other based on the rules of law, rules agreed upon by all because we are all equal under it, at least in theory.
What that bully did was provoking, and that has to be acknowledged, but the first option should not be violence, nor should the 5th option there is very little use for violence in retribution as it always has lasting consequences. This bully’s troubled youth will stick with him forever, as he will never walk straight in his life ever again. There is a reason we don’t punish children as harshly as adults, they are foolish and need a second chance.
Judging this case, I would charge the bully with petty theft and verbal and physical abuse. I would charge the victim of bullying with assault with intent to harm.

Bullying and Snowflakes

Both are at fault, but the bullies in my eye should be given more punishments than the victim. As someone who has been bullied, and pushed near the point of breaking, I have sympathy for the victim. That’s not the say that he should not have any consequences, however, they will be less than the bullies.

The analogy I’ve been seeing this as is that it’s the snowflakes on a branch. This branch is enduring many snowflakes, staying straight and upright as long as possible. A group of big snowflakes keeps deciding to land on this branch over and over and over again, until the branch snaps. Would you blame the branch for snapping? Would you blame the snowflakes who knew that this branch would eventually snap from the weight? I would blame the snowflakes (the bullies) more than I would blame the branch (the victim).

Guilty or Innocent?

The information provided for this case is vague. No specific details of bystanders or anyone who tried to help the victim who faced the bullying. We are able to identify the bully did steal from him. This can be seen here; “Other students call him names, make fun of him, push him around occasionally, cheat him out of his possessions or pocket money — or just take them.” This is a legitimate crime and falls under the bully being charged for larceny. With the information provided this is his first offense therefore, he is a first time offender. On the victims end, he is rightfully guilty and charged with assault with a weapon, and aggravated assault. The motive for it can be considered however, instead of him reaching out to the schools administrators for support, he assaulted him with a baseball bat and that violates the Canadian court law. Therefore, this court herby sentences both boys for 5 months of counselling, 80 hours of community service and 1 month suspension from school. This court is dismissed.

The Bully and His Victim

The case of the bully and his victim is very vague. Because there is very little information specified it is harder to come to a conclusion as to who is at fault. If I were to be the judge the answer would be clear. The victim of the bullying is at full fault. Bullying is not a crime in most countries and where it is considered a crime it must result in mental trauma for charges to be pressed. Mental trauma is almost impossible to be proved and in this case it is my belief that the bullying was not to the extent where any real harm was caused. Assault on the other hand is considered a crime everywhere and purposely breaking someone’s kneecap is severe damage. Therefor, there might have been a justification for the victim to break the bully’s knee however it is still illegal resulting in the conviction of assault to the victim of the bully.

The Bully and His Victim

On February 8th, 2023,

Under the jurisdiction of  Brookes Westshore, the “bully” shall be charged under criminal code section 322(1), petty theft with a $500 fine and half an year of jail time.

The “victim” shall be charged under criminal code section 267 (a), assault with a weapon and criminal code section 267 (b), assault causing bodily harm with a $5000 fine, 5 years of jailtime and is responsible for all the damages plus $37,000 to the “bully”.

The Bully & His Victim Response

This case is complicated to determine who is the criminal as too little detail is given including the scale of bullying by the bully, the length of time, and their mental situation when the incident happened. After spending a long time thinking and asking my friends for their opinions, I made a conclusion that both sides, the bully and the “victim” would both be blamed and punished. However, as the bully’s physical injuries can be seen and a higher level of violence, therefore, if I were the judge, the penalty for the boy who gets bullied would be more severe.

“The Bully and His Victim”

I would hate to be a judge on this case. The case is complex, and specific details are few and far between. The only timeline we are given is that the victim broke his bully’s knee in the spring. Due to the severity of the incident, we can assume that the bullying has persisted for an extended period of time. However, we do not have an accurate timeline of the bullying. Further, both sets of parents have filed lawsuits, meaning two separate lawyers or legal teams have determined that either side has a case. This means there is likely legal precedent in place. This means a panel of judges would have three options. These options are to throw out the case, create a new legal precedent, or violate existing legal precedent. However, the text alludes to authority figures being aware of the bullying, “No one is prepared to defend or support him against this abuse.”(ll. 3-4). As a result, we can assume not only that other students knew of the abuse, but adults did as well. In light of this, the victim’s actions may be justified as self-defense. Further, the abuse must have been extreme, to the point of it being noticeable, in order to justify such a violent response.

Given the small amount of details, it is difficult to determine a verdict. However, given the implied severity and longevity of the abuse, the bully should be given a lengthy suspension, or expulsion. Further, the victim should be given a suspension, as well as a hand-written apology letter to the bully and his family.

The Bully and his Victim

In the story of The Bully and His Victim there is no clear right and wrong. Neither party is completely innocent or completely guilty. The Bully was wrong for treating the victim unjustly. But the victim was wrong for acting with violence and breaking the Bully’s knee cap. This would make being a judge in this situation very hard. First I would have to know all the facts. There is simply too little information provided. For example, did the victim ever consult the bullies and ask them to stop? Did the victim tell anyone in a position of power? Did the victim do anything to help his cause before acting in violent ways? As well as, for all these questions is there concrete supporting evidence. I would need lawyers and a courtroom for a proper trial. But, if I had to make a ruling with these facts, both parties would be punished for their crimes. The Bully and his associates would be given a severe punishment. Their actions were not acceptable.  This could be expulsion from the school and community service. The Victim would be punished for his violent ways but less severely than the bullies because self defence could be a factor. I would say that the victim should be suspended from school for a few days.

Langston Hughes PR

Langston Hughes (1925) famous for his poetry, novels, plays, and children’s books. In his poetry he touches on serious topics like: equality, racism and injustice, African American culture and religion (spirituality). It is interesting to note that most of the things he wrote about are still pretty accurate till this day. For example, Christianity, and how this was and is still a big part of African American culture today.

One of my favorite works was: Ruby Brown and The Weary Blues, because it speaks upon people that have to cope with their struggles in different ways in order to survive. The pianist  that “made that poor piano moan with melody” and Ruby Brown who was trying to make enough money, and had no other choice but to go for prostitution. 

As I was reading his poems, I struggled a bit adjusting to the language use and the structure of the writing. He also applied old fashioned language that is found offensive today.

He uses interesting forms that unite the reader and his people together, speaking for a whole culture. The word “me” doesn’t always mean singular form, in fact most of the time it means “we” which changes the passage completely. 

I found it helpful to listen to other people read the same poem after me, which gave me a better idea of the potential feeling and intonation it would be spoken in. Overall, his work made me more of an analytical reader and gave me a better understanding of African American culture.

 

Langston Hughes PR

Langston Hughes, an African American poet, is one of the developers of Jazz poetry. He is the leader of the Harlem Renaissance and has a significant impact on the revival of African American culture and art including literature and music. He is influenced by Whitman’s four aspects, free verse, optimism, the celebration of justice and equality, and catalogs. These four qualities are revealed in his poetries. I used to expect that poetries should have a fixed rhyme scheme, a rhythm, and fixed sentence lengths, yet Langston Hughes’ poems changed my stereotype of poetries. Free verse can be seen in most of his poems, I, Too is a notable example of free verse. There is neither rhyme schemes nor fixed lines length. The poem sounds like breaking sentences apart into different lines. Free verse also can be seen in the poem — As I Grew Older. Neither rhyme scheme nor fixed line length can be found in this poem.

Langston Hughes’ poem celebrates justice and equality and is surrounded by the theme — optimism. The poem Negro shows the quality of advocating justice and equality. In the poem, African Americans are not treated equally to white people. He mentions that the African Americans work hard for people by making an example — “Under my hands the pyramid arose.” (line 8), yet they are not praised enough as they should be. I feel empathy for African Americans at that time as they are discriminated against by white people despite the hard work they have completed. As an Asian in Canada, a North American country, I feel lucky that racism and discrimination have not happened to me.

I was impressed by the rhythm created in the poem The Weary Blues which deeply caught my attention. There is a “syncopated tune” throughout the poem which is mentioned in line 1. It makes me feel like it is a trailer for the poem, just like a trailer of a movie about what will happen next, which intrigues me to continue reading the poem. The rhyme scheme of The Weary Blues also allows me to feel the rhythm. The feeling and emotions throughout the poem are more relaxing due to the significant jazz rhythm. The diction is simple which is easy to interpret. This is my favorite out of all the selected poems because of the rhythm and the calm, relaxing feeling carried out from it.

To sum up, Langston Hughes’ poems amazed me by introducing a new impression on poems to me. I also admire his passion and optimism regarding inequality and racism. He reminds me to stay positive, optimistic, and fearless against inequality and raise awareness to solve social issues.

 

Equality, Racial Justice, and Democracy in Langston Hughes Poetry

Langston Hughes was a famous African American writer who sparked a revolution with his artistic poetry. He is most famous for his poetry contributions to the Harlem Renaissance movement. Noble recognition for African Americans in his poetry provides awareness for racial discrimination, struggles, experiences, poverty during the perspectives of African Americans. Hughes uses poetry to convey the messages of equality, racial justice, and democracy .

One example of Hughes’ poems, I, Too, illustrates the theme of racial inequality. The poem takes a response of a white person, who is telling the black speaker to separate himself when company arrives. “They send me to eat in the kitchen /
When company comes,”  (ll. 3-4). This represents inequality for the black speaker who is treated differently only based off his skin. When people arrive he moves to the kitchen, away from everyone to eat by himself. However, he empowers himself with pride saying, “Tomorrow, / I’ll be at the table / When company comes. / Nobody’ll dare / Say to me, Eat in the kitchen,” (ll. 8-13). This is a call for racial justice as he declares that he will be granted equality for when other people come to eat. The message of pride and declaration for being treated the same way calls for equality. The speakers tone throughout this poem is irritated, an example  can be seen here “They’ll see how beautiful I am/ And be ashamed- /I too am America” (ll.15-17). The last line “I too am America” marks the reader for understanding the he is an American, simply the same as every other American.

Another significant poem by Hughes, The Negro Mother. Struggles of a black mother are seen in the poem. The certain choice of words in this poem portrays emotions of sympathy, an example can be seen in these lines, “I am the child they stole from the sand / Three hundred years ago in Africa’s land, / I am the dark girl who crossed the wide sea / Carrying in my body the seed of the free, / I am the woman who worked in the field / Bringing the cotton and the corn to yield. / I am the one who labored as a slave,” (ll. 7-13). I felt sympathetic for the speakers experience when she was a “dark girl who crossed the wide sea” (I. 9) The use of imagery also motivates this tone because we can imagine a little girl chained on a ship, stolen from her land for labor. “I am the child they stole from the sand” (I.7) Here we can vividly imagine  a young girl being snatched from her land to get chained on a ship. The weight of diction in “I am the child the stole” creates that tragic, depressing mood for the reader and sets the attitude of sympathy for the black woman and her experiences.

As a comment on black Americans’ experiences in America, Langston Hughes’ poetry is thought-provoking and influential. A marginalized community is captured through metaphor and vivid imagery, while their strength and resilience are also celebrated. Even today, Hughes’ work is still pertinent, serving as a reminder that we are all still fighting for equality and justice. Langston Hughes literature helps us remember why we still fight against discrimination and demand equality in the first place. Listening and reading the pasts of poetry will make us more aware. Based on the real life problems happening today it raises me with questions, what can we do to stop these problems? How can we spread awareness so everyone knows? Listening and reading, poems, books, watching documentaries, movies will create more global awareness, especially spreading it on social media. This will make us more globally aware and give us ideas to support and take action. Hughes’s poetry has granted me with even more perspectives that has made me more aware.

PR: Langston Hughes’ Poetry

Through his use of imagery, diction, and structure, Langston Hughes is able to convey a tone of optimism and perseverance. Through his writings, Hughes empowers marginalized groups. Hughes’ primary method of empowerment is tone. Hughes uses tone to empower in two ways, both as a voice of optimism, and as a force of condemnation for oppressive institutions. Hughes’ work raises questions on the formation and reconstruction of oppressive institutions, as well as the dismantling of these systems.

An example of an optimistic tone is As I Grew Older, “My hands/My dark hands!/Break through the wall!/Find my dream!/Help me to shatter this darkness,”(ll. 24-28). The speaker has been confronted with a dark, towering, and seemingly unconquerable wall. Despite the obstacle’s intimidating shape and form, the speaker finds the strength to break through the wall in pursuit of their dream. The optimism displayed by the speaker allows him to break a barrier to his dream. The tone of optimism is further evoked by the line, “My dark hands”(l. 25). Through this, Hughes praises the African-American community for its cultural resilience, despite walls being raised around them. Hughes does this by emphasizing the color of the speaker’s skin, and thus empowering the speaker and the African-American community at large. Moreover, the tone of optimism is also conveyed by each of the quoted lines increasing in length. The final quoted line is the climax. The speaker’s feelings of optimism and empowerment increase with the line’s length. The longest quoted line, “Help me to shatter this darkness,”(l. 28), is the climax of the text. The emotional and linguistic climaxes compliment each other. Further, Hughes’ optimistic tone is evoked further by the diction of the poem. For example, “Help me to shatter this darkness,/To smash this night/To break this shadow”(ll. 28-30). Hughes’ diction places an emphasis on the dismantling or undoing of obstacles. Hughes uses words with connotations of violent and chaotic undoing. This conveys the tone of optimism. Optimism is evoked by the speaker’s action of violently dismantling an obstacle to their dream being realized. Further, words such as “smash” have the connotation of destruction. However, after destruction comes rebuilding. As a result, the breaking of a barrier calls for the reconstruction of institutions. By pleading with the African-American community to deconstruct its barriers, Hughes evokes an optimistic tone. Hughes conveys this tone by encouraging not only the knocking down of barriers, but also by pushing for the reconstruction of the institutions that are the root of racial obstacles.

As a result of growing polarization, diverse perspectives on global issues are few and far between. This gap between either side on the pressing issue of injustice has grown exponentially. Because of this, conducting a meaningful discourse on injustice has become nearly impossible. As a result, action on the matter has been lackluster. While people are suffering, those with the means to end suffering stand around and argue. The inability of those in power to end suffering stems from the lack of meaningful, productive discussion on the topic. Those in power are not the only ones vulnerable to lack of perspective. I, too, have been without insight into the true nature of the sufferings of many. Because of this, I have not been doing my part to alleviate the sufferings of my fellow man. However, as I read this collection of Hughes’ work, I have experienced a change of sorts. Hughes’ works have given me insight into other’s perspectives of human suffering. As a result, I have to do my part in dulling the effects of suffering. An example of me attempting to alleviate suffering is working with the Global Awareness Committee of the SLC. Further, we have recently taken on a project to raise money for those victimized by similar injustices depicted in Hughes’ poetry.

Langston Hughes PR

Langston Hughes was a poet who lived during and was inspired by the Harlem Renascence in the early 2os. Many of his works used the theme of struggle for the black community mainly but also has many mentions of the struggles of many other groups. I very much enjoyed the collection of poems we were given. With each poem full of content, DRJs have never been so easy since I was continuously finding places using imagery and diction. He also continuously proves Mr. MacKnight point that poems raise question since I had about a million every class. The language used in the collection spawned many complicated conversations as well.

His use of imagery is vivid and captivating, painting pictures in my mind that are both haunting and beautiful. In his poem “The Weary Blues”, Hughes writes, “Droning a drowsy syncopated tune, / Rocking back and forth to a mellow croon.” These lines are a testament to the power of his imagery, as they capture the feeling of blues music and convey a sense of weariness and sadness that is difficult to shake. another good example is in “Ballad of the Landlord”, he writes, “The house is cracked / And nearly tumbling down.” These lines effectively create a vivid image of a rundown and dilapidated building, a powerful symbol of the neglect and hardship faced by the speaker and others in their situation. Hughes’ diction is also noteworthy. He writes in a way that is both simple and profound, making his poems accessible to a wide audience while still containing deep meaning. In “Harlem (2)” he writes, “What happens to a dream deferred? / Does it dry up / Like a raisin in the sun?” The plain language used here belies the complex questions that Hughes is asking, making this poem all the more powerful.

Another aspect of Hughes’ work that I find particularly valuable is the questions that it raises. Whether he is exploring the concept of dreams, the experience of black Americans, or the search for identity, Hughes’ poems always leave me with something to think about. In “Let America Be America Again,” he writes, “O, let America be America again— / The land that never has been yet— / And yet must be—the land where every man is free.” These lines, and the poem as a whole, challenge readers to think about what America truly is, and what it could be. In “Ruby Brown,” Hughes raises questions about morality and the human condition. He writes, “She ain’t no angel, folks / She’s got some wicked ways.” This poem explores the complex and often flawed nature of humanity, and raises important questions about the way we judge and categorize people. As I stated earlier, this always lit my head on fire with questions to bombard Mr. MacKnight with every class.

In conclusion. Reading an learning Langston Hughes poetry was super enjoyable for me. From his vivid imagery to his simple yet profound diction, and the thought-provoking questions his work raises about light and heavy topics alike, he has made poems that are both accessible and valuable. I thoroughly enjoyed reading this collection and it has become one of my favorite texts studied this year.

 

PR Langston Hughes

After reading the selected poems written by Langston Hughes, I can say I really liked the way the author wrote verses that incorporated how African American people talked. I enjoyed how he promoted equality and condemned injustice against the African American culture. All his poems have a message and a deeper meaning. From all the selected poems I read, I especially remember the poem called “Negro”. For me it is the for me it is the scariest but also the most direct poem he wrote.

After analyzing the art piece, he wrote, I think he reflected the history of Afro-American people very well in this poem. All the suffering they endured and all the deeds they accomplished. He lists all the great achievements of theirs. From Caesar to the Egyptians and from there around the world and still a slave after all. He describes the events in a most aesthetic way, if I may put it mildly. All the things he had listed were in fact huge buildings or huge distances that his people had covered. He communicates so much suffering and so much sadness with so few words. For me, this poem was a masterpiece and I’m happy to gain so much new knowledge from it.

You can clearly see Langston Hughes DNA. in this poem. It has no rhyme scheme. In fact, the speaker avoids the use of rhyme almost entirely throughout the poem. In other words, the poem is written in free verse. He starts and ends the poem with the same phrase as in the beginning and all the phrases starts with a personality or a job like worker, singer, victim, and “negro” all this relates to African American people.

Poetry; listening to the unheard voices

Langston Hughes is an African American poet who lived during the Harlem Renaissance.The diction and tone used in his poems provide insight into the lives of African Americans. This allows the reader to understand the hardships of their lives and sympathize with the speakers. The world in the poems resembles the world we live in today which brings up questions like what should we be doing to make our society more globally aware? 

Langston Hughes uses poetry to share the perspectives of oppressed groups of people  through the speaker’s diction which expresses their feelings on topics such as injustice. An insight on the speaker’s perspective on the hardships in their life made me  sympathize with them. An example of this is  “I Too”, in this poem the speaker is an African American who is not allowed to sit at the kitchen table with white people. The speaker’s tone is frustrated. He expresses this through his word choice “They’ll see how beautiful I am/ And be ashamed- /I too am America” (ll.15-17). These words “ I too am America” help readers understand the frustration of African Americans. But it also has the reader admiring the speaker for his perseverance, I find myself rooting for justice for the speaker.  A poem that shows the perspective of working African American mothers is “ The Negro Mother”. In this poem the speaker expresses the struggles of being a black mother. they go through to create a positive life for their children. The diction in this poem carries emotional weight which portrays the speaker as overworked, “ No safety, no love, no respect was I do”(l.16) and, “But I had to keep on till my work was done. I had to keep on! No stopping for me-”(ll.29-30). This exhausted tone makes the reader respect and sympathize with African American mothers. Lastly, the poem I found most moving “Let America Be America Again” shows the perspective of all the oppressed groups in America: the poor white people, African Americans and other people of colour. An angry tone is expressed by the speaker. It is created through the use of  ill- favoured words “Out of the rack and ruin  of our gangsters death, the rape and rot of graft, and stealth, and lies” (ll.79-80).  This passage emphasizes the exasperation and shows the reader a glimpse into how it feels to be oppressed in America. This often has the reader sympathizing  and supporting the speaker.  Langston Hughes cleverly uses the speaker’s diction as an outlet to share the perspectives of injustice in America. By doing this the reader can understand and have sympathy for the characters. These simple black marks on white paper give light to perspectives that otherwise couldn’t be seen by outsiders.

 The speakers’ in these poems are not just characters; they tell the story of real people. The people in these poems represent people in our world today, this raises questions about  global awareness.Their perspectives share feelings and struggles that are felt by many people today because the world depicted in these poems is similar to the world we live in today. The similarities between the world in the poem and today’s world are the strong prevalence of racism and injustice towards people of colour. For example in “Ballad of the Landlord” an African American is facing unlawful charges from the police. This can also be seen in America with the Black Lives Matter movement and police brutality against African Americans. Due to the similarity between the world in the poems and our world today a question that is raised for me is what should I do? And what can we do to make our society more globally aware and just? And I think the answer is to keep listening. Listening to the voices whether through more poetry, other literature or social media. I believe this will help us be more globally aware and then allow us to act in a way which is beneficial and supportive.  For example in “ As I grew older” by Langston Hughes  the speaker states “Help me to shatter this darkness,/ To smash this night,/ To break this shadow,/ Into a thousand lights of sun,/ Into a thousand whirling dreams/ Of sun” (ll.28-33). Here the speaker is asking the reader to help him break the barriers that African Americans face while trying to reach their dreams. If we as a society continue to listen to oppressed voices and learn about the past  then we can act to make the future a place of justice and freedom. Reading a collection of Langston Hughes poems showed me many new perspectives which will help me to be more culturally aware.

Langston Hughes PR

Langston Hughes was a renowned poet at the turn of the 20th century of his grand influence as a social activist. Hughes wrote many poems throughout his entire career, combating and raising awareness of the discrimination faced by African Americans (and other minority groups) in America during his time. Although a common theme in Hughes’ poems is found (such as a first-person narrative and optimism), the style of Hughes poems never followed a certain style. 

Throughout Hughes’ career, he often shows a degree of optimism and determination in the face of racial discrimination despite the terrible conditions shown. In the poem, Let America Be America Again, “”O, let America be America again– The land that never has been yet– And yet must be– the land where every man is free,” shows that Hughes has a vision for a better future for America (ll. 64-66). Similarly, in the poem Harlem [2], “What happens to a dream deferred? / Does it dry up like a raisin / Maybe it just sags like a heavy load,” connects back to the common theme where Hughes shows the effects of discrimination but a string of hope still remains. 

Although the poems of Hughes can be regarded as always sticking to a theme, the structure in which Hughes completes his poetry is often not analogous. Hughes main structure is from free verse poems with multiple elements, most notably blues, and jazz. In the poem, I, Too, Hughes uses a true free-verse poem. However, in the poem, The Weary Blues, “I got the Weary Blues/And I can’t be satisfied” is a direct quote Hughes retrieved from a Blues poem in his ‘free-verse poem’ (ll. 25-28). Although The Weary Blues, is a free-verse poem with the elements of blues, a rhyme scheme is incorporated sporadically. Another alternative to Hughes’ use of free verse can be easily noticed in the poem, Montage of a Dream Deferred, where Hughes’ had many African American speakers within the same poem. 

Reading through the collection of poems from Hughes, I was able to broaden my knowledge, regarding the discrimination faced by African-Americans in the 20th century. Along with the eye-opening knowledge I had gained about discrimination, reading and noting the collection from Hughes allowed me to practice and expand on how to analyze a poem.

Reflection on Langston Hughes

I admire Langston Hughes’s work. He is brilliant at creating images and using freedom and justice in his work. However, his writings did not connect with me or make me think and contemplate questions as much as other writings. I have never gone through the events that he and other African Americans have, nor do I wish ever to have to, so I have a disconnect and lack of experience in the trials of his life and experience. Another quality of Hughes’s poems is displaying the world around him and breaking down stereotypes of the time.

I found his use of simple, understandable words and sentences enjoyable, as there was little to get in the way of what he does best in his imagery and ability to cement his point. He focuses less on wordplay and more on displaying elaborate imagery that is easy to see. This is an apparent influence from Whitman and his free verse style. This effect works best in his poems of lists, like in “The Negro who speaks of river” and “Negro” where the effect of his use of imagery is the clearest to the picture and is unimpeded by anything.

His work did not provoke the same intense contemplation that other stages and poems have for me, but I think it has to do with the fact I was not the intended recipient of most of his writings. Having never experienced discrimination, a line like (There’s never been equality for me, Nor freedom in this “homeland of the free.” (l.15-16) doesn’t have the same impact as a line like “And in that sleep what dreams may come” from William Shakespeare. Having witnessed loved family members pass away after a year of suffering from dementia and cancer makes a line like this burn into my mind like a hot iron after they were gone and buried. This line of Shakespeare raised questions I had never asked and gave me solace one day, for I would know the answer in the future, but for now, I could just ponder it and think of the possibilities. I got nothing like this for Langston Hughes, but I have not experienced racism and discrimination, but everyone is acquainted with the reaper.

Hughes’ work makes ample use of the problems faced by African Americans of the time and incorporates them into his work. Examples of contouring stereotypes like that all black people are the same using “Deferred” and lines like “This year, maybe, do you think I can graduate?” (l.1) and ”All want is to see my furniture paid for” (l.25) he uses these and many more examples like to make his point. Another example is in Dream Boogie, where “Sure, I’m happy! Take It away” (l.15-17) is used as a satire that black people are always happy and never unhappy.

I thought Langston Hughes’s work was brilliant. His effect seems to have influenced many people and is a shining example of the work we can create even under pressure and discrimination. Although Hughes has many qualities in his work, that was little for me to ponder as many questions and imagery went over my head as I had never experienced anything like it.

 

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Langston Hughes – Personal Response

Growing to like poetry is angering. Something you never expected yourself to “get” is finally starting to make sense, and I’m asking myself, like in Theme for English B by Langston Hughes, “I wonder if it’s that simple?” (l. 6). We’ve covered poetry with a variety of themes, but no repertoire of poems have really stuck with me the same way I know Hughes’ poems will. He raises questions and sparks ideas that continue to be revolutionary. And as a newly found poem enjoyer, I got excited to come to class and dig into the poems we were assigned to read. These poems answer questions, and in their place raise new ones. What do we need to change? Why do we need to change it?

We need to change our past, so we can create a better future. Hughes presents the past of Black people, the mistreatment and injustice they face, and he notably does this in his poem N-gro, “I’ve been a slave: / Caesar told me to keep his door-steps clean. I brushed the boots of Washington” (ll. 4-6) and “I’ve been a victim: / The Belgians cut off my hands in the Congo. / They lynch me still in Mississippi” (ll. 14-16). He’s presenting their history of being slaves and using the word “still” he tells us the continuation of this abuse. This presents to the reader what they need to change. But why do we need to change our future? Huges answers this in another poem Deferred, he presents all these scenarios of black people who want different things relating to education, “This year, maybe, do you think I can graduate? I’m already two years late” (l. 1), money, “Someday, / I’m gonna buy two new suits at once!” (ll. 27-28) and love, “All I want is a wife who will / work with me and not against me” (ll. 32-33). These dreams of black Americans everywhere are consistently deferred and put aside because of the racism engrained within the American system and white Americans.

Now we ask, how can we change this future? Another poem from Hughes provides some ideas for white Americans. For example, Theme for English B describes education for black Americans and the alienation between black and white. “[I go to school] here, / to this college on the hill above Harlem. / I am the only coloured student in my class” (ll. 8-10). We see the physical separation of educational facilities and understand in turn how difficult it must be as a black person to attend college not only because of the unequal opportunities but also the amount of money needed to enroll. So Hughes here is inadvertently promoting the right to easily accessible education. Once more in this poem, Hughes combats the common separation and segregation between white and black people, “Well I like to eat, sleep, drink, and be in love. / I like to work, read, learn, and understand life. / I like a pipe for a Christmas present, / or records—Bessie, bop, or Bach. / I guess being colored doesn’t make me not like / the same things other folks who are other races” (ll. 21-27). Here, he presents a concept similar to his poem Deferred, by showing that black people can have the same wants, needs and feelings as any white folk could. He pushes back against the dehumanization of his race.

These are just some of the ideas presented by Hughes, and though he might’ve provided some answers to these difficult questions through his poetry, these questions of ‘How can we change? How do we progress towards equality?” are still very prevalent today. With the Black Lives Matter movement which is becoming increasingly popular and significant, especially in America, I believe knowing this history of retaliation against racism is very important to know. I would not be surprised if we see more poems by Langston Hughes begin to be used more commonly in protests. It’s good to know your history so we can move on to a better future.

Langston Hughes: PR

Langston Hughes remains a leading activist in the civil rights movement, from the early 1900s till this day. He fought against all forms of racism and discrimination, and his methods of doing so made him stand out so much, his literature. Hughes is famously known for all his written works in which he promotes equality, condemns racism and injustice, and celebrates African American culture.

Although his general written works are celebrated and are highly regarded, his poems stick out more. An example of a well acclaimed poem from Hughes is, As I Grew Older, one of his earlier poems, and was written between 1921 to 1930. A big inspiration of Hughes’s works was Walt Whitman, a human activist, journalist, and the “father of free verse”. Anyway, Whitman’s footprints could be seen all over this poem. An example of this was the poem being a free verse. The lines are unequal, there is no rhythm, and no beats can be made from the poem. Another example is the optimism Hughes shows when he speaks about how dire his situation is. He speaks about his dreams being blocked off by an insurmountable wall, “My hands! My dark hands! Break through the wall!” (ll, 24-26), but he still urges himself forward against the overwhelming challenge.

There are obvious themes in this poem; racism and dreams. Racism is a major theme in this poem, as it is in Hughes’ other works. Several policies were set up against African Americans, making their lives much harder and as a result a “wall” was created. Dreams were also discussed. Dreams are born out of human desire to achieve something, but Hughes’ and other African American’s are being blocked. Hughes doesn’t specify but he makes it clear how much his dreams means to him, as he compares it to the brightness and power of the sun. “But it was there then, In front of me, Bright like a sun, My dream” (ll, 3-6).

Hughes explains his and many other black Americans’ circumstance. They have dreams, big dreams, but they can’t achieve it because of who they are, because of their skin. No matter how hard he works or dreams, his dream just can’t seem to come to fruition, but that doesn’t stop him from trying.

This poem truly embodies the essence of Hughes’ works (from the ones I’ve read), it discusses racism and discrimination, and the putting out of a fire (his dream), but he never leaves out the hope and optimism.

Oppressions, Poverty, and Racial Discrimination in Langston Hughes

The Harlem Renaissance, a social movement that emphasized African American identity and expression in the 1920s, had a well-known figure in Langston Hughes. Poverty, oppression, and racial discrimination that black Americans face are depicted in his poetry.

Let America Be America Again, one of Hughes’ most well-known poems, celebrates the ideal of the United States as a land of opportunity and freedom while acknowledging that this ideal has not been realized for all citizens, particularly black Americans. The sonnet proposes rethinking America as a place where everyone is allowed to live their lives and pursue their goals, regardless of race. vivid imagery and metaphors, like “O, let my land be a land where Liberty / Is crowned with no false patriotic wreath” (ll. 11-12) emphasizes the desire for a brighter future. Let America Be America Again perfectly exemplifies Hughes’ upbeat approach to poetry. You can almost hear the speaker’s longing for a new nation that never existed in the line “O, let America be America again” (line 61). a request in the hope that the United States will once again be free. “And yet I swear this oath—/America will be!” are the lines. show that the speaker has complete faith in you. ll. 77-78).

I, Too, another well-known poem by Hughes, addresses racial inequality. The subject of the sonnet is a white person who tells the speaker that he will eventually need to “eat in the kitchen when organization comes.” ll. 3-4). ” The speaker declares, “When organization comes, I’ll be at the table tomorrow,” demonstrating his respect for humanity. ll. 8-9-10). The line “I, too, sing America” in line 1 has a significant significance. The speaker is speaking on our behalf in an effort to convey the idea that all black people are the same: Their praise and celebration of America (line 18) resulted in the phrase “I, too, am America.” The poem discusses the resilience, fortitude, and unwavering belief in one’s own worth of African Americans in the face of adversity.

In Langston Hughes’ poetry, the experiences of black Americans in the United States are the subject of powerful and insightful commentary. He captures the pain and struggle of a marginalized community while also celebrating their strength and resilience through vivid imagery and metaphor. As a reminder of the ongoing struggle for equality and justice for all people, Hughes’s work is still relevant today.

Outsmart your Brain reflection

Daniel, T Willingham’s Outsmart Your Brain chapter 5 has gave my new insightful improvements to make on my writing and reading skills.  When we study, we tend to focus on the tasks we can most easily control such as highlighting and rereading but these practices only give the illusion of mastery. As Dan Willingham, explains, familiarity is not the same as comprehension. Willingham suggests the use of SQ3R, which stands for Survey, Question, Read, Recite, and Review. The reading method SQ3R will benefit me a lot, this method follows up with gathering information necessary to focus and formulate goals, helping my mind engage and concentrate, filling information around the mental structures, retraining my brain to concentrate and learn, refine my mental organization and began building memory. Before reading I never really ask questions or expect any answers I just want to read along without trying to pose questions. However, with these new methods I will implement them and it will sustain me for efficient comprehension.

Another issue of mines is skim reading. When reading a text I sometimes skim through it all hoping to understand and comprehend the context completely in a short period of time. However, Willingham states skimming through a text, one which you are not entirely familiar with, will result in diminished comprehension. His suggestions it to use allocative significant time to reading, I will be sure to allocate enough time to reading tasks in order to ensure understanding. With these insightful methods I will surely enhance my reading skills and furthermore enrich my comprehension skills of any content.

What I learned from chapter 5 of Outsmart Your Brain by Daniel Willingham

Chapter 5 of Outsmart Your Brain by Daniel Willingham was an extremely valuable read. I learned a lot about my education and study habits and how they could be improved, mainly due to Willingham’s ability to succinctly explain the importance of “prior knowledge” in the process of learning. The way he described the relationship prior knowledge has with the new things you learn was particularly interesting AND useful, as it made the concept of transfer of learning more concrete and easy to understand as well. The idea that the more knowledge one has in a subject, the easier it is to learn and remember new information, was especially impactful, as it gave me a new perspective on the significance of background knowledge.

In addition to discussing the impact of prior knowledge on general learning, I found it especially informative when he explored the relationship between prior knowledge and reading comprehension, since this is an issue I’ve had in learning. His explanation of how a lack of prior knowledge can negatively impact a reader’s ability to understand what they are reading, and how having prior knowledge can aid in comprehension and lead to better recall, seemed so obvious but was something I’d never thought about as much as I feel I should now, as I often struggle with comprehending big long texts, especially when they are related to subjects that I am not totally familiar with. Willingham’s insights gave me a new approach to reading, and I now understand the importance of expanding my background knowledge in order to improve my reading comprehension.

Overall, I have a very positive opinion of Chapter 5 of Outsmart Your Brain. The information presented in the chapter was immediately useful to my education, and I believe that the insights gained from this chapter will continue to be beneficial to me as a student. Willingham’s writing was clear, concise, and easy to understand, and I appreciated his ability to take complex concepts and make them accessible to readers. I would highly recommend this chapter to anyone interested in improving their learning outcomes, as it provides valuable insights into the impact of prior knowledge on learning and reading comprehension.

Outsmart Your Brain Reflection

Upon my completion of chapter 5 of Outsmart Your Brain by Daniel T. Willingham, I have gained insight into improving my reading and writing skills. Specifically, skills that will allow me to improve the speed and efficiency of my reading, as well as my writing. When I receive a graded in-class essay, the same note, “Analysis must be focused; pick a specific element of the text”, is constantly scribbled in red ink. For this reason, I struggle to connect a sentence I just read, to a sentence I read five minutes ago. Willingham puts it best, “Readers often need to connect something they’re reading now to something they read a few pages ago.” This not only slows reading and becomes an obstacle to comprehension, but this mistake also inhibits the clarity of my writing. Willingham suggests the use of SQ3R, which stands for Survey, Question, Read, Recite, and Review. Willingham also states that research into productivity has concluded that these strategies improve both comprehension and clarity. In the first term, the DP1 class read Homer’s Odyssey. I struggled to efficiently comprehend what I read, and thus did not enjoy the text. Going forward, I will implement these strategies into my reading, in hope of greater enjoyment of future texts.

Another habit of mine that Willingham addresses is sufficient time allocated to reading. Given the workload of the IB, at times I find myself “skimming” through a text. Willingham goes on to state how skimming through a text, one which you are not entirely familiar with, will result in diminished comprehension. Going forward, I will be sure to allocate enough time to reading tasks in order to ensure understanding. Further, in combination with the five strategies mentioned above, the adoption of these techniques will enhance comprehension of unfamiliar texts. This is particularly important in this course.

Outsmart Your Brain

I don’t have much experience reading textbooks. None of my teachers saw them as effective and efficient learning tools, Except for math textbooks. Still, those are procedures, examples, and problem things that can be memorized by thinking about and doing them. So will draw from other similar readings to textbooks like essays and encyclopedia reading. However, I will not deny I have gone through some arduous reading of texts that seem to go in one ear and out the other. So the ideas and methods are intriguing to me, especially SQ3R. I found an interesting strategy as I have done all the steps in some way or another but have yet to put them together. Except for asking questions before reading, naturally, the question will arise on looking at a title, but I have never gone beyond asking questions about what I have already read. One issue with SQ3r is that you need lots of time to develop good questions and summaries. SQ3R can make the dry reading of a particularly dense textbook or essay even more mind-numbing. Despite this, since it has been around since the 40s, I think it has a high chance of being effective.

Taking good notes is one of the most rewarding processes. At the end of a unit, having all the answers you need where you know they are in your notes is reassuring. Unfortunately, when writing notes, especially for English, I get sidetracked and write about ideas and concepts rather than characters and places. I suffered from this at the end of reading Candide. I was laser-focused on the arguments Voltaire was making; I did not write new characters’ names. This book brought up some interesting and more focused ideas for note-taking. I think all of the ideas he mentioned are at least worth a try. I think some will work better than others, but they seem to have stood the test of time.

Outsmart your brain reflection

After reading chapter 5 of Outsmart Your Brain, Willingham, I was left in complete awe. This was probably one of the most interesting chapters I have read this year, and this is because the book not only gives great tips on studying, but also erases a barrier between the reader and the author, making the experience unique, as if you are in an actual conversation with a person.

Willingham first makes you read a short little paragraph which does not grab your attention at first, but that’s until he explains that:  “Readers are very likely to notice a word they don’t know. They are also very likely to notice if the grammar of a sentence is wrong. But they are much less likely to notice when two sentences contradict each other.” After this, you are left in a small shock by the fact that you ( or should I say, your brain ) totally fell for the trick, and you definitely never paid enough attention to notice the contradiction in the paragraph.

Another important point that the book makes is about a very famous way of studying and taking notes: highlighting. Willingham makes it very clear how many people never learn from “just reading and highlighting” or they miss the concepts that were, for example, accurate to the test they had to take later on. This happens because they don’t highlight the important information. This happens because we simply have different “important information” that helps us learn, which is personal to everyone.

He even writes about the research that was conducted with the aim to find out if people will highlight the same things in the same copies of one textbook. Logically, everyone should have the same things highlighted. The results were misleading. Researchers found little to no overlap in what the students highlighted.

This does not mean that we should never use this method when studying, but it is highly recommended to only use material that you are highly familiar with, where the general information is clear. Not in new units or subjects that you are just beginning to learn. “Highlighting might be fine if you are reading about a topic you already know a lot about”

How to actually intake the information properly? Well, by the end of this chapter, I can say that I will definitely stick to the SQ3R method, that is simply: Survey, Question, Read, Recite and Review

Previously, I have used something similar to this method, which was mostly concentrated on recalling the text, and seeing how much I could recite after I read the whole thing. But the SQ3R method is not only used for comprehension, it also helps students remember the overall concept better, by connecting the new information to other observations they have made and thought about. 

This method does not allow the reader to “just read along” but forces our brain to contribute to the learning process and take mental notes and make connections as you proceed.

“Outsmart Your Brain” doesn’t sound very smart to me.

I admit the title is somewhat of a hyperbole. I did think certain aspects of Daniel Willingham’s Outsmart Your Brain gave good advice, but the majority of it I found amusingly absurd. Upon doing some quick research on Willingham, I understand his specialty is cognitive psychology from kindergarten to 12th grade. But something about how he talks about learning and education makes me feel like someone who is detached from the real world, disassociated from the actual people and students he’s talking about and just seeing numbers and facts as they are without consideration of life.

This detachment I felt as a reader and a student. It wasn’t immediate and didn’t make itself known at first. The more I read, the more off I felt. There were a few significant quotes by Willingham that really struck me the wrong way.

In college you’ll often hear “three hours of preparation for each hour in class.” A typical college course load calls for 12.5 hours of class time per week, so that rule of thumb means around another 37 hours of preparations outside class (which breaks down to 5.5 hours a day), totaling about 50 hours of work per week total. So a lot, but nothing outrageous (p. 102).

Presenting this system wouldn’t have been an issue, had it not been for the fact that Willingham had described it as “nothing outrageous”. Seeing as he’s a college professor, and has been one for half of his life, it’s clear the bias he has toward it. It’s safe to assume that he believes in this workload amount, or at least doesn’t see the issue with it. Well, I did, to me, this was something outrageous, and I decided to see if I was insane to think this way. I applied this math to our own IB course structure, and the structure here at Brookes to see what the hours would look like according to this system. In short, one IB course at Brookes is roughly 4h per week of in-class time, 4h x 3 (the recommended amount of time spent studying per hour in a course) = 12 hours outside of school studying. This totals 16h per week.

Now that doesn’t sound too bad. But what David Willingham doesn’t seem to mention is the fact that college students often take more than one course at a time, and so do we here at Brookes. 16h per week x 6.5 (6 IB courses + TOK) = 104 hours dedicated only to school. There are 168 hours in a week, 168-104= 64 hours not dedicated to school. But wait, there’s more. Assuming (and hoping) the student gets the recommended 9 hours of sleep each night (9×7)=63, 64-63= we as students are left with exactly ONE HOUR to ourselves every week. These calculations don’t account for eating, taking care of hygiene, jobs, socializing, and taking breaks, which under this system, would all fall into that single hour. This also doesn’t even bring up any issues in terms of mental health and learning disabilities.

Yes, I admit that this was overkill and that it wasn’t the only piece of advice given in this text, but the fact that it was one at all is absurd to me. Yes, some of the other advice Willingham gave was useful, like “Speed reading is not a thing” (p. 101) and “think about your goal for reading before your start and connect the pieces of the reading” (p. 97). But, is it? A lot of what I read felt like common sense to me. Tips that you kinda already know but quite frankly don’t have the energy to apply, at least for me. This brings up an entirely other topic about the exhaustion from school and the current Mental Health crisis our new generations are facing.

I don’t speak for everyone but to me reading Outsmart Your Brain didn’t provide me with any insight for my studying other than to not highlight subjects I don’t know, which I don’t even do anyways since I don’t rely on textbooks to teach me everything, and go to a school which teachers support and advise me in my notetaking. And it’s not as if I’ll be personally needing this information in the future either, as my career path doesn’t lean into readings and is instead focused on practical physical learning. All David Willingham made me feel was mad, and all he made me reflect on was how teachers and professors shouldn’t worry about the note-taking techniques of their students, because most of the time the students don’t even want to be learning these topics. If they did, their notes would be extensive already, and they probably would’ve done preliminary research on the topic if they loved it so much. The majority of students who take bad notes don’t take bad notes because they don’t know how to take good notes, it’s because they don’t care to take good notes. All teachers should be worried about is whether students are passing their classes, and making sure the grade level average of their students is high, because in the end that is all that matters to institutions, and it’s the entire reason why teachers are being paid at all, whether you like it or not.

Mental Shortcuts – Outsmart your Brain

In chapter 5 of Outsmart Your Brain, Willingham explores the idea that the brain struggles with abstract concepts but thrives with concrete ones. Willingham explains the phenomenon as a kind of mental shortcut. Willingham first introduces this concept by having the reader read a short paragraph where he later exposes our brain to take a mental shortcut. He elaborated on this concept, “Readers are very likely to notice a word they don’t know. They are also very likely to notice if the grammar of a sentence is wrong. But they are much less likely to notice when two sentences contradict each other.” This is a particularly interesting concept for me because I have always been aware of how I tend to make assumptions and draw conclusions based on limited information and often leading to mistakes that could have otherwise been easily eradicated. However, I had never thought of why I fall prey to mental shortcuts. 

One of the reasons Willingham proposed is the availability heuristic, which states that we judge the frequency or likelihood of an event based on how easily examples come to mind. This was particularly eye-opening because I realized that I have fallen prey to this mental shortcut many times in my life. For example, recently I was completing a few mathematical questions about trigonometry, where I had skipped reading the question and completed the given diagram as the previous questions has asked for. Upon reviewing my answers, I found that the question was asking for a completely unrelated value from the previous questions and caused a few point reductions.

The insights I gained from this chapter have made me more aware of how I make decisions and form opinions while navigating through my life. Overall, I think that this chapter has helped me be more critical and mindful of the information I encounter and how I process that information. By understanding the mental shortcuts that I use, I believe I can better navigate the world and avoid falling into the traps of assumptions.

 

Common Mistakes Made Reading

Of all the readings I have been assigned in English class this year, this one is the most in-depth and eye-opening. Outsmart Your Brain by Daniel Willingham made me fully sit up right after reading the first chapter. Willingham places a trap in there, and I fully fall for it. In the midst of explaining his assertion he places a short text to explain and asks the readers to pay attention to it,  but the topic and final sentence  fully contradict each other. The trap was to prove to readers that you might understand what each sentence means but if you cannot connect between the lines, there is no understanding or learning. As I realized this, I suddenly became much more attentive to what I was reading, and I picked up some habits alongside. Here is what I have learnt from the text:

(1) The majority of students (myself included) do not always understand advanced texts because of the default reading style, understanding lines but not making the overall connection. When reading, this is a crucial step, especially in texts that aren’t straight-forward, otherwise the basis of understanding is lost and a false meager of comprehension is provided. (2) Reading and highlighting important pieces of information in new and sophisticated text is a waste of time. You can’t possibly know what is important and what isn’t when reading new text, there is no background knowledge on it, and you’re only highlighting information you think is important, which could be wrong. Instead employ this method, SQ3R (survey, questions, read, recite and revise). First you survey the text, read a few headings or a summary, and get an idea of what the text is on. Make questions about the text from the information you gathered from the survey. Read the text. Recite and ensure you understand and remember what you read, as well as make notes. Revise the notes you have down. (3) How to take notes. ” Do you think your notes are good enough that even if you set them aside for a few weeks, reading them will be enable you to recover all of your insights into the content?” If your answer is no, your notes are not sufficient and your note-taking skills need to be worked on. After reading a chapter, write some things about it down. In your words, explain what you understand and ensure you take as much time and caution as you did reading the text. (4) Schedule appropriate times for reading. You’re assigned some reading to do on a new topic in a class, and you want to do it after basketball practice, not a smart move. Setting times for reading is as important is the reading itself. In addition, only reading summaries or lesson aids over the actual passage is extremely inefficient. A summary cannot compare to the actual text, with its nuanced explanations and word usage.

Memory and the Learning Process

I learned about memory’s fundamental role in learning and its implications for textbook reading from Daniel Willingham’s Outsmart Your Brain Chapter 5. Willingham explains how the brain stores memories in networks and how emotional arousal and repetition can affect how strong these memories are. He also emphasizes the importance of regularly reviewing information due to the fact that memories are reconstructed each time they are retrieved. Willingham suggests that, when reading textbooks, students should break up their study sessions and alternate the practice of various skills to improve long-term retention. Instead of relying on cramming, he emphasizes the importance of reviewing material multiple times. The book makes use of the acronym SQR3 and offers effective reading strategies like assigning a task to be completed while reading. He also warns against skimming through a book and only highlighting the important parts because you might not understand it or give the wrong information the wrong level of importance, taking in irrelevant information.

I was not particularly surprised by any of Willingham’s ideas, but these insights into the workings of memory are very important for students who want to improve their reading comprehension and retain textbook information. However, I did learn about the SSQR3 method, and I intend to try to incorporate it into my reading and studying. Students are said to be able to improve their academic performance and enhance their learning experience by putting Willingham’s methods into practice. In general, the pages 90-104 of Chapter 5 provide useful insights into the science of memory and its application to improving learning outcomes.

Outsmart Your Brain Reflection

Outsmart Your Brain, written by Daniel T. Willingham, provides tips and indicates errors that people, especially students, make while reading textbooks. In chapter 5, he quotes an example that intimates an excerpt from a typical high school textbook and points out the error that many students make — not coordinating and comprehending the context of the textbook. After I read the excerpt, I realized I had made the same mistake. I did not realize that the two sentences are contradicting, instead, I thought the textbook must be accurate and that I only remember the main idea of the paragraph. I did not think critically and judge every part of the text. This reminds me to stay “sober” and think crucially and carefully when I am reading the textbook in order to have a more in-depth idea of the subject.

I also realized I made the typical mistake during reading textbooks or materials. I normally read and highlight information that I think is “important”. However, Willingham reminds me that reading without knowing a general idea and preparing will make me skip the central idea — the actual important part of the text. Thus, he suggests a method that I will start using — SQ3R, survey, question, read, recite, and review. He mentions that this method improves comprehension. Hopefully, this method helps me to acknowledge the essential parts of the text better. He also suggests a note structure that I have never applied and heard of, which should include a summary, an important qualification of the summary, a comment on how this section relates to the main section, how the section answers the questions that I raised beforehand, and an implication of the summary. I learned how to read and take notes, I hope my note-taking skills will improve this year.

The do’s and dont’s of reading

Chapter five of Outsmart Your Brain by Daniel T Willingham taught me about the do’s and don’ts of reading. Reading in this context does not refer to a fun pastime but reading that is assigned by teachers. I learned that reading is a long process that requires a lot of effort from the reader.  The book emphasizes that reading textbooks should be done carefully with an appropriate strategy. Not to my surprise speed reading and highlighting what the reader thinks is important information, is not an effective strategy. Even though this is my go-to strategy, I have realized that it is not very productive. Willingham’s reasoning for this is that the reader is not aware of what is important in the text until a thorough analysis has been done. Alternatively, other reading methods that are more productive are explained.

The main ideas I took away from effective methods for reading were to prepare before reading, ask questions, and take useful notes. To prepare before reading means to survey the text and find out what it is about. This encourages the reader to think about what they are going to read which allows them to ask questions. Asking questions helps create a goal for reading. Instead of randomly reading, looking for the answers keeps readers on task.  Even asking questions while reading is useful because it helps process the information you read.  Lastly, I learned that to take notes effectively a tip is to look at the headings and subheadings of a text.  The book suggests summarizing each subheading in your notes. Using these as checkpoints for notes will help keep them organized and concise. Taking notes while reading will also be useful for reviewing the reading.  Willingham’s suggestions are very informative and I will be using his strategies in the future.

PR candide

Candide, a novel by Voltaire, 1759. This is a story about Candide, a young man who is the main character, who goes on a journey almost all around the world, in order to understand, are we actually living in the best of all possible worlds? This is the main theme of the novel, the concept of the idea of “the best of all possible worlds.” The best part is that there is no simple answer, it’s not only a journey of Candide, but also a journey for the reader, to find our own meaning and create responses to all the questions that appear.

Other themes that I came across were: justice and piety. People being treated horribly, poverty with the contrast of rich and wealthy, for example, when we come across chapter 18 in when Candide and Cacambo arrive at El Dorado, sage. They have a conversation with the king, and while Cacambo doesn’t act much surprised by what he hears, Candide can’t seem to wrap his head around the ways of their life. They worship one God, which they thank daily for everything he gave them, and everyone gets along, this place seems too peaceful to be real. It took them a month to realize they did not want to stay there, not unless Cunegonde was there with Candide.

As I was getting towards the end of the book, I couldn’t help but think about the rich man,  Senator Pococurante, a Venetian nobleman who was not only extremely wealthy, but wise. He has everything any man could ever wish for, beautiful gardens, rare paintings, women, musicians, books… Yet, he is terribly bored and unhappy. Nothing seems like, will ever satisfy him. So, I wonder, what if Pococurante sells everything, gives it away, leaves himself with nothing expensive, simply nothing, will he find peace and happiness? Or is he too wise, and will forever stay miserable?

I enjoyed this book. I can’t say that I would pick it out to read in my own free time, but it was definitely one of those novels that had me thinking about the different approaches people have in life, and how we are, quite literally, the creators of our own “ best of all possible worlds.”