Thursday, October 29, 2015

Leah Nieman, Holly Snider, Bela Burns

Group ad analysis

Summary: For our English class, we were assigned to analyze an advertisement. The advertisement we chose promotes Dove brand products. In Dove’s advertisement they state how their product is proven to be firming on naturally beautiful women, with the quote, “As tested on real curves.” on the side. This advertisement is part of the “Campaign for Real Beauty”, a group committed to “widening the definition of beauty”.  It shows women outside of the stereotypical norm, different races, sizes, and ages. The women shown in the advertisement display their own type of beauty. This advertisement demonstrates our real society, showing that beauty is in everyone.

Analysis:
The advertisement we analyzed was published by Dove, a brand that creates a vast variety of beauty products for women. This ad was for a specific “firming” product, and they implied that the product is made for women that want to reduce the appearance of aged skin. In this ad there is a white background with six women of all different races and sizes in white undergarments, and all wearing a wide, bright smile. Through the brilliant white background and the racially different women, the audience’s attention is caught. Then, on the right hand side there are these words, “New Dove Firming. As tested on real curves.” In Dove’s advertisement they state how their product is proven to be firming on naturally beautiful women.
            As a group we all concluded that Dove’s purpose for this ad was to boost the self-esteem of the women their product reaches. The diverse women in this ad do not fit the "stereotypical norm", yet they still all look beautiful, and smiling like they know it. We believe that Dove was trying to reach all women, leaving no one out. Dove’s purpose for this ad was to not only promote their product, but also to let women know that this was created for them, tested on women with “real curves”. Overall, we have concluded that this ad conveys that beauty is in every one, and you can see that through the smiles and laughs of the six women in the photo.

            This advertisement of Dove’s is only one of many that conveys this message of beauty, for Dove is a huge part of the “Campaign for Real Beauty”, a group committed to "widening the definition of beauty". It is obvious through this companies ads that they have a purpose of reaching out to women and strengthening their esteem, and their purpose is very honorable. 

Wednesday, October 28, 2015

My Ad Analysis for the Class Presentation

Leah Nieman
10/28/15
English 101 – 5:30
Analyzing Advertisement


Quote: “As tested on real curves.”

Paraphrasing: In Dove’s advertisement they state how their product is proven to be firming on naturally beautiful women.

Summary: For our English class, we were assigned to analyze an advertisement. The advertisement we chose promotes Dove brand products. This advertisement is part of the “Campaign for Real Beauty”, a group committed to “widening the definition of beauty”.  It shows women outside of the stereotypical norm, different races, sizes, and ages. The women shown in the advertisement display their own type of beauty. This advertisement demonstrates our real society, showing that beauty is in everyone.


Leah's Analysis: The advertisement we analyzed was published by Dove, a brand that creates a vast variety of beauty products for women. In this ad there are six women of all different races and sizes, and all wearing a wide, bright smile. Then, on the right hand side there are these words, “New Dove Firming. As tested on real curves.” In Dove’s advertisement they state how their product is proven to be firming on naturally beautiful women. From what we have gathered, this ad is published for all women, leaving no one out. Dove’s purpose for this ad was to not only promote their product, but also to let women know that this was created for them, tested on women with “real curves”. The image that Dove has in their advertisement seems to illustrate that beautiful is not a standard that only super models in the magazines have, but that beauty is in every one, and you can see that through the smiles and laughs of the six women in the photo. This advertisement is only one of many that conveys this message, for Dove is a huge part of the “Campaign for Real Beauty”, and their goal is to boost the self-esteem of the women their product reaches. 

Tuesday, October 27, 2015

In Class Lab - 10/27/15

Holly Snider
Bela Burns
Leah Nieman


Quote: “As tested on real curves.”

Paraphrasing: In Dove’s advertisement they state how their product is proven to be firming on naturally beautiful women.


Summary: For our English class, we were assigned to analyze an advertisement. The advertisement we chose promotes Dove brand products. This advertisement is part of the “Campaign for Real Beauty”, a group committed to “widening the definition of beauty”.  It shows women outside of the stereotypical norm, different races, sizes, and ages. The women shown in the advertisement display their own type of beauty. This advertisement demonstrates our real society, showing women of all types and measurements. 

Monday, October 26, 2015

English 101 - Summarizing, paraphrasing, and quoting

Lurid Numbers on Glossy Pages!

       In Katharine Q. Seelye's analysis, she writes about magazines and one of their greatest tactics: numbers. Numbers in the magazine world are their selling point, they give an attraction to the audience of efficiency. Magazines like Glamour and Cosmopolitan almost always have headings similar to these, "27 ways to get great arms," or, "7 different styles to try out this spring." Headings such as these give the impression that the magazine has done its research. Katharine also states that, "...odd numbers seem to be more believable than even numbers." She talked with editors and she concluded that the reason for odd numbers is that it has a feel of authenticity. To conclude Seelye writes about how half a decade ago numbers were all the rage, and that magazines found huge business with them. It had then died down because of their commonality, but they are now slowly re-approaching, so says Ms. France, editor of Lucky. 


Thursday, October 22, 2015

In-Class Lab: Textual Analysis Paper

Bela Burns, Holly Snider, Leah Nieman

1. Who Published These Ads?

The first ad on the page was published by PETA (People for the Ethical Treatment of Animals), followed by Freedom Of Animals, and Mercy for Animals.

2. Who are these texts intended for? (Or) Who would each one seem to appeal to?

These ads are intended for people who are for animal rights. Each ad was either about treating animals ethically, or using non-animal products. For instance, the PETA ad shows a man cuddling with his dog with wording across saying, "If you wouldn't wear you dog...please don't wear any fur."

3.How can we tell that?

We can tell that these ads were for the public who are interested in animal rights because it appealed to their emotions. The ad from Mercy for Animals really appeals to readers emotions by showing a forlorn pig in a cage with the advertisement saying, "Do you support cruelty to animals? Walmart Does." This deliberately casts shame on the company of Walmart and hooks the reader by making them feel sorry for the animals "Walmart" supposedly is cruel to.  


4. What is the purpose of these texts? What are their creators wanting to change or make happen?

The organizations that created these ads wanted to make people aware that animals are suffering and we are supporting it. The three ads we analyzed all told us that we were causing animals to die either for beauty products, clothing and accessories, or food. We believe that the change the organizations wanted was to have the public's opinions change about buying certain products that supported animal harm.  

5.How do they seem to be working toward that purpose(s)? What beliefs and values do they address? Think: What are their ethical, emotional, and rational appeals?

These organizations seem to be working toward changing the public's opinion on animal harm by producing ads, informing people of what is actually happening to animals, and trying to make this information widespread. The beliefs and values they address are very clear, they value and believe in animal rights. The PETA ad we analyzed made a personal approach by telling us to consider our own dog as an animal that was being used as a product.

6.What evidence from the texts (images, phrases, etc.) can you provide to support your answers?

The evidence is very clear in the organizations ads about animal freedoms. In the ad from Freedom For Animals it is especially clear. They show a beauty product for hair and then state this statement, "This is how 300,000 lab animals suffer each year." Almost every ad organizations like these produce is about showing us statistics and proof through images that animals are suffering.

7. Can you come up with a statement that would indicate what the ads do as a group?

The ads as a group could be summarized to this statement: They want to inform the public about animal harm.

Wednesday, October 21, 2015

Summary of Rubin's Analysis

"Advertisements R Us"
     
       "Advertisements R Us" is an analysis written by Melissa Rubin. She wrote this essay for a class she was taking at the Hofstra University about how ads persuade us. In her analysis she focused on a Coca-Cola ad from the 1950's, using this as evidence to her conclusion that advertisements are there to persuade us to buy their products. The Coca-Cola ad she was analyzing was pictured during the 1950's in the city suburbs. The sky was blue with perfect white clouds, and there was a happy crowd of Caucasian business and military men with few women in the background. In the sky there was a Coca-Cola dispenser along with "Sprite Boy", Coca-Cola's logo during the time. Everyone in the crowd below was enjoying a coke and the theme of the ad was "be refreshed". Melissa Rubin used this ad to show that advertisements will focus on the values of the era they are in to be able to persuade us and sell their product. In the 1950's, their values were in business's and the military, and the main population was white men, so the ad targeted that in their advertisement. Also, Rubin points out that the ad tries to portray that their product will give happiness to whoever purchases it, hence the happy crowd in the ad. Through her analysis she gives much evidence that it is indeed true that ads are their to persuade us, all in the name of profit.

English 101 - P.181 Q.1-4 Prompt on Rubin's Analysys

1. What insight does Melissa Rubin offer about the Coca-Cola as she analyzes, and what evidence does she provide to support her analysis? Has she persuaded you to accept her conclusions - and if not, why not?

Melissa Rubin examines a Coca-Cola as from the 1950's, which she uses as her evidence to support her insights. In the ad, there is a clear blue sky, perfect white clouds with a Coca-Cola dispenser floating above a crowd of mostly white business and military men, who are all seeming to enjoy life. By the dispenser there is "Sprite Boy" who was a logo for Coca-Cola at the time, and he is gesturing to the dispenser with a bottle of coke by him. Melissa Rubin's insight was that advertising is meant to persuade us, and that the 1950's Coca-Cola advertisement that she focused on was meant to impact the people in that era that if they were to drink Coke, they would be refreshed and live the life of the crowd: happy and prosperous. She pointed out much evidence that this was the intention of the ad, and I do accept her conclusion.

2. How does she incorporate historical context, and what does that information contribute to her analysis?

Like I said above, Melissa Rubin's historical context was a 1950's Coca-Cola ad. This ad portrays a prosperous crowd all enjoying a coke, thus signifying that the coke was to be contributed to their prosperity. She used this to support her conclusion that advertising is meant to persuade us.

3. Rubin's analysis is driven by this question: What can we learn about the culture in which a given ad is created by closely examining how that ad appeals to particular audiences? What other questions might you try to answer by analyzing an ad?

We can learn much about a culture by a particular ad created for it. Most products have this goal: sell their material to the public. So, that product will try to appeal to what the public is at the time, trying to make a profit. Like the Coca-Cola ad Melissa analyzed, Coca-Cola was trying to appeal to the working middle-class men in the 1950's, which was the majority of the population in America at that time. If you look at ads throughout time, you will be able to see who the product is targeting, because they will target whoever is the majority at that time who could buy their materials. You can also see through ads that they also try very hard to portray that their product will make your life better and sweeter, that if only you buy their product then your happiness will be fulfilled. This is another way ads try to persuade us.

4. This Coca-Cola ad reflects the values of its era. Can you think of a contemporary ad that projects the values of the era we live in? How do the two ads compare?

A contemporary ad that projects the values of the era we live in today that I can think of would be standard women perfume ad. Each perfume ad projects that their specific smell will "capture a man" (or whoever you wish to have a romantic relationship with), and that this product will lead to you experiencing a relationship that you would've never had because of their product. How this standard ad projects the values of today is that supposedly women are always in want of a man's (or whoever's) attention, so the company producing the product wants to try to appeal to their "needs" to make a profit. The standard women perfume ad and the 1950's Coca-Cola ad compare in that the companies making the products both want to proclaim that their product is the key to happiness.


Tuesday, October 20, 2015

English 101 - Group Project "Analysis"

Group project: Mad Men class lab.

Holly Snider, Bela Burns, Leah Nieman, Grace deMeurisse.

1.) What we understand about how to write a good analysis:

  • You must have authority over what you're analyzing. 
  • Be familiar with the topic you're analyzing.  
  • Make it relatable to the audience. 
  • Making sure that what you're analyzing advocates for your own point. 
2.) Stay Sweet As You Are fits the criteria for an analysis paper, in some aspects. The author discusses and analyses, while comparing ads to each other. The author does not necessarily provide counter arguments, or opinions. He makes his claims, and he uses the advertisements as his evidence. He does not have clear authority, as this essay was written for a first year writing course at The University of Akron. 

He seems to have a slight background knowledge. based solely upon the clarity of his summaries and analyses. 

Monday, October 19, 2015

P. 175 Prompt

1. What is Heather Havrilesky's main insight about Mad Men? How can you tell? Point to specific passages that reflect this conclusion.

Havrilesky's main insight on Mad Men was that it promotes the "unattainable" American dream and what the people did in the series to try to attain it, sacrificing many things, but never finding the happiness they seek. I can tell because of her tone, which is critical and humorous and because of statements like these:
p.171 paragraph 3 -
"Somehow Mad Men captures this ultra-mediated, postmodern moment, underscoring the disconnect between the American dream and reality by distilling our deep-seated frustrations as a nation into painfully palpable vignettes."
 P.174 paragraph 2 (beginning sentence) -
"The ambition and conflicted desires of these characters in their pursuit of happiness is what makes Mad Men such a singular and resonate reflection of a particularly American puzzle."

2.How does Havrilesky's establish her authority to write about this show?

She has the authority because she is a television critic for Salon. She also shows through great detail and information that she knows much about the series. She gives a summary of each season and describes each character thoroughly.

3. How does she appeal to readers' emotions? Identify specific passages where she does so.

Havrilesky appeals to the readers' emotions by making the audeince aware of the American dissatisfaction (including them) with the world around them. It makes them feel selfish, and to consider their blessings that have been given to them.
P.170 paragraph 2 -
"Meanwhile, the American dream itself-a house, a job, a car, a family, a little lawn for the kids to frolic on - has expanded into something far broader and less attainable than ever."
P.171 paragraph 2 -
"...so millions of aspiring 3-year-old princesses hum "Someday my prince will come!" to themselves, turning their backs on the sweetness of the day at hand."

4. If you were familiar with Mad Men before you read this essay, is this accurate description of the show and of its impact on viewers? if you weren't familiar with it, do you now understand its basic premise-and has Havrilesky made you want to watch it? Explain.

I am not familiar with Mad Men, but because of Havrilesky's analysis of it I now understand it better. She explained the characters and their roles, the conflicts that happened and the un-realistic settings. I do want to watch it now, mainly because I want to see where Havrilesky is coming from.

English 101 - taking stock in your writing

1.      What was your main point (thesis)?  “The Moral of the Story”?
The main point of my story was my mother's impact on my life in the area of literacy. She taught me poetry which has helped me massively throughout my schooling. 
2.      Who was your audience?  What did you assume about them?  What “audience needs” did you have to consider in writing the paper?  How did you tailor your writing to them?
My audience is my professor and my class mates. I assumed that they would be able to relate to experiences I included in my story, for they are very relative to life. In my paper I thought my audience would need clear explanations of my experience so that they would be able to fully understand and not have questions on my story. How I tailored my writing for my audience would be that I took time to keep my point clear, and understood that they would not know the details, and that I must supply them. 
3.      What feedback or reactions did you get at various times while composing this paper, and how was this helpful?  What other kinds of input or support did you get from classmates, teacher, tutors, others?  Were you able to make use of it?  How, or why not?

Much of the reaction I got from my paper was positive, but I did have some helpful tips for improvement from my classmates and my mother. One classmate pointed out some grammatical errors which was very useful, and another saw that I was not clear on some points. Other input was to focus on my setting more, and that I had a very good voice in my writing. The advice and critiques that were given came in much use, because through them my eyes were open to my mistakes, where otherwise I would've skimmed them over. 
4.      What did you find interesting about the process you went through in writing this paper, and what did you learn from it?

The process I went through for writing this paper was unique, for I had never done it in the rhetorical process taught in "Everyone's an Author". It was interesting because it lit up certain aspects that you don't usually consider. I learned much from this process, like how to keep your audience in mind, and how to keep your point of view throughout the paper. 
5.      What questions do you have for me about the paper?  (What part(s) of the paper would you like me to focus on?  What do you see as the paper’s strengths, and what areas are you unsure of?)

I do not have many questions about my narrative essay. I would like you to focus on my mother throughout reading it, and an area I am unsure of is including my very first poem I learned at the end, is that appropriate for the paper? I do think I did well on telling the impact poetry had on me and the process of loving it. Thanks! 

Narrative Final

Leah Nieman
English 101 – 5:30 – Narrative Final
Sonia Begert
10/14/15

A Dedicated Mother

            I have a love for poetry. Poetry is something that has given me many assets in which I have used and will continue to use in my life. But I didn’t always love poetry; it was my loving mother who nudged and encouraged me to memorize and study it.
            It was the first day of school of my 5th grade year when my mother pulled off the covers of my warm cozy bed and told me sit in the living room. I begrudgingly obeyed, crawled up the stairs and sprawled on our large white living room rug. My older sister Beryl entered into the room in a similar manner. This was soon to become an everyday routine.
            My mother came in, took a seat on a black leather chair and held out a book of poetry.
            “Girls, this school year I want you two to learn poetry.” As she said this Beryl and I exchanged some looks of pain, “You will need to wake up at 8:00 AM, make your beds and head straight up here to learn. You got that?”
            My sister and I both nodded, but were not pleased about the situation we had just found ourselves in. This was our fourth year of being homeschooled, and never before did we have a morning wake up call.
            That morning the learning began. I look back to it as one of the most exciting mornings, a morning where I would begin a journey of patience, hard work, and endurance. The very first poem we learned was The Tree by Joyce Kilmer and I still remember it to this day.
            We memorized slowly at first. At the very beginning my youngest sister Ariel tried to learn with us, but since she was only 5 at the time, she ended up just dancing and being a distraction as always. It wasn’t long until Beryl and I became competitors on who would memorize the poem the fastest. I am almost positive she has a photographic memory, able to read something once and remember it immediately. This led her to winning practically every time and being able to collect the goods: a candy bar. I on the other hand had a very hard time memorizing. It took several repetitions and concentration for me to retain the information, and even then I would forget it after a short while. This ended up making me feel like I was not as smart as Beryl. I then started to not try, and would purposely say things wrong so my turn would be skipped. But my mother wouldn’t have any of it. Whenever I wanted to give up my mom would say things like, “Don’t worry Leah, keep working at it and you’ll have it by tomorrow.” or, “Leah, you and Beryl are very different. When you memorize something it is something you have worked very hard at, which I admire almost more than if you were able to memorize right off the bat.”
      These sayings eventually gave me hope to continue on, and I would sooner or later memorize the poem. This is how my mother is, a person who is able to encourage with knowing exactly what to say at exactly the right time. She doesn’t let you give up on your goals, but she does supply you with the strength to conquer them. She is a stay-at-home mom and is in love with her job. Every morning as a child I would wake up to some sort of goodie in the oven, either cinnamon rolls, sticky buns, or wonderful breakfast quiche. My mother has an easy smile, a vast vocabulary, and a canny way of playing on words.
      By mid-January I had figured out tricks to help me memorize better and it became easier and easier. Pretty soon Beryl and I were neck and neck, that was when poetry became fun. Not only was I enjoying the healthy competition, I was finally understanding the poetic language and what each poem was trying to convey. This was when I really began to love poetic literature.
      Beryl was also very glad for the competition I had brought to the table, though she never voiced it. Beryl is quite reserved, graceful and cautious. When she expresses herself, she never stumbles over her words, but says exactly what she means to, which is quite the opposite of me. She bestows a gorgeous head of sandy blonde hair, something I always envied before I came to terms with my copper head. She and I are the closest out of my three siblings, and I firmly believe that it was through this experience of memorization that she and I bonded.
      In the spring, after us girls had memorized several poems, my mother started taking us to nursing homes to recite the poetry to the elderly during their lunch hour. At the beginning neither Beryl nor I enjoyed it, the smell of the “mush” food and having to almost yell so the elderly could hear us was not pleasant, but we did as our mother told us. Soon we realized that people were enjoying it, and we created some friendships that are still there to this day. Not only was reciting poetry a blessing to the seniors, which they clearly informed us of, but it was also another learning experience through poetry, an experience of public speaking.
      All year long Beryl and I spent every morning on that white rug and Mom in her black leather chair, repeating stanza after stanza, reciting past poems, and laughing together at our mistakes. By the end of the school year, my mother had taught Beryl and I fifteen different poems, all of different lengths and difficulty levels. We also had recited at nursing homes over ten times, and performed for family members on multiple occasions. We then had the ultimate recital. On the very last day of school my mother invited both sets of grandparents, uncles and aunts, and neighbors over to our house to hear our poetry. That day we performed all fifteen poems in front of them without a single mistake, and afterwards a celebration of cake and ice cream was held. This is a day that will be forever locked in my memory.
      Looking back on this time I see how great of an impact this had on me. The year I spent memorizing poetry was a year I learned many different skills. Developing tricks that helped me memorize at that age has helped me incredibly with studying in high school. Also through poetry I gained experience in public speaking, which is something not everyone gets a chance to do. But most importantly, through poetry a firm and loving relationship was built between me and my mother.
       My mom was the one who introduced me to poetry, which I love so much now. She has been the one to inspire and encourage me, to never let me give up, and to always have the highest hopes for her girls. Every morning she dedicated herself to us, pushing us forward, knowing that we would benefit from it. It is because of her actions that I have benefitted, and that I wish to never forget. The experience of memorizing poetry has been a huge step for me in the world of literacy, and my mother is to be attributed.    
Trees
I think that I shall never see
A poem as lovely as a tree.

A tree’s whose hungry mouth is prest
Against the earth’s sweet flowing breast;

A tree that looks to God all day,
And lifts her leafy arms to pray;

A tree that may in summer wear
A nest of robins in her hair;

Upon whose bosom snow has lain;
Who intimately lives with rain.

Poems are made by fools like me,
But only God can make a tree

By – Joyce Kilmer


Thursday, October 15, 2015

English 101 - p.141 prompt

I looked up two consumer-oriented websites something I was interested in. I am interested in gymnastics, so I looked up two different sites that promote this sport and why people should do it. Both articles promoted the benefits of gymnastics, one by LiveStrong and another by 12MinuteAthlete.

Which one was more useful? What makes it better?


I find the article by LiveStrong was more useful than the 12MinuteAthlete. I think this because it states its points clearly and efficiently, while the other is a narrative of a woman’s experience of gymnastics with a few points included. The LiveStrong’s format was also much more professional, and the points were in chronological order. It was very detailed and specific, telling you exactly the benefits of the sport. A way the other article by 12MinuteAthlete could be improved would be to shorten the narrative and to state her points in a clearer way. Also she could improve the formatting by not including her video in the middle of her story which was very distracting to the reader. 

English 101 - p138 prompt

The decisions I have made in the last day/month/year –

LARGE -
I decided to take a break from Taekwondo during my first quarter in college
This decision affected me in that I have more time for my studies, but yet I miss the workouts and friends that were a part of Taekwondo.
The thought processes I went through with this decision were mainly about how I would be able to keep up with school if I continued with Taekwondo. I considered the pros and cons, and realized putting my studies first would benefit me most.
Buying a car last month
Buying a car affected me dramatically in that I can drive myself to the places I need to go, and I have some freedom.
Before I decided to buy a car, I considered if I could afford it and if it would come to use. After much thought I realized my need for one and made the down payment
Taking a job as an assistant at Family Policy Institute of Washington
How this decision affected me was that I now have the means of supporting myself and my schooling and the extra-curricular activities I want to do
Before I accepted the job offer, I thought about my schedule and if I actually wanted to do office work. I now enjoy the job profusely.
SMALL -
I decided to eat a hardboiled egg for breakfast this morning
This decision affected me in that I was able to eat in the midst of my busy morning that I ended up being very glad for.
Before I decided to eat a hardboiled egg for breakfast, I considered what it would be like to be hungry during my first hour class, so I set aside time to eat.
I decided to buy my first pair of skinny jeans four months ago
How this affected me was that I expanded my style and tried something new, and I now prefer skinnies over other jeans
When I was considering buying the jeans, I thought about the cost and how I lacked a pair of good jeans.  
Last year I decided to get bangs for my hair
This affected me in that I tried a new hairstyle, and I ended up not liking it and it becoming a nuisance.
When I got my bangs cut, it was spontaneous and ill thought out, and I believe this is why I regretted the cut in the end


This chart shows me that my priorities at the moment are towards my schooling at Olympic College. Two of my large decisions included me being worried on how I could squeeze things in my schedule but still have time to study. It also showed me that my small interests are mainly in fashion, which surprised me. 

Wednesday, October 14, 2015

Narrative Rough Draft #2 - English 101


Leah Nieman
English 101 – 5:30 – Narrative rough draft #2
Sonia Begert
10/14/15

A Dedicated Mother

            I have a love for poetry. Poetry is something that has given me many assets in which I have used and will continue to use in my life. But I didn’t always love poetry; it was my loving mother who nudged and encouraged me to memorize and study it.
            It was the first day of school of my 5th grade year when my mother pulled off the covers of my warm cozy bed and told me sit in the living room. I begrudgingly obeyed, crawled up the stairs and sprawled on our large white living room rug. My older sister Beryl entered into the room in a similar manner. This was soon to become an everyday routine.
            My mother came in, took a seat on a black leather chair and held out a book of poetry.
            “Girls, this school year I want you two to learn poetry.” As she said this Beryl and I exchanged some looks of pain, “You will need to wake up at 8:00 AM, make your beds and head straight up here to learn. You got that?”
            My sister and I both nodded, but were not pleased about the situation we had just found ourselves in. This was our fourth year of being homeschooled, and never before did we have a morning wake up call.
            That morning the learning began. I look back to it as one of the most exciting mornings, a morning where I would begin a journey of patience, hard work, and endurance. The very first poem we learned was The Tree by Joyce Kilmer and I still remember it to this day.
            We memorized slowly at first. At the very beginning my youngest sister Ariel tried to learn with us, but since she was only 5 at the time she ended up just dancing and being a distraction as always. It wasn’t long until Beryl and I became competitors on who would memorize the poem the fastest. I am almost positive she has a photographic memory, able to read something once and remember it immediately. This led her to winning practically every time and being able to collect the goods: a candy bar. I on the other hand had a very hard time memorizing. It took several repetitions and concentration for me to retain the information, and even then I would forget it after a short while. This ended up making me feel like I was not as smart as Beryl. I then started to not try, and would purposely say things wrong so my turn would be skipped. But my mother wouldn’t have any of it. Whenever I wanted to give up my mom would say things like,
“Don’t worry Leah, keep working at it and you’ll have it by tomorrow.” or, “Leah, you and Beryl are very different. When you memorize something it is something you have worked very hard at, which I admire almost more than if you were able to memorize right off the bat.”
These sayings eventually gave me hope to continue on, and I would sooner or later memorize the poem. This is how my mother is, a person who is able to encourage with knowing exactly what to say at exactly the right time. She doesn’t let you give up on your goals, but she does supply you with the strength to conquer them. She is a stay-at-home mom and is in love with her job. Every morning as a child I would wake up to some sort of goodie in the oven, either cinnamon rolls, sticky buns, or wonderful breakfast quiche. My mother has an easy smile, a vast vocabulary, and a canny way of playing on words.
By mid-January I had figured out tricks to help me memorize better and it became easier and easier. Pretty soon Beryl and I were neck and neck, that was when poetry became fun. Not only was I enjoying the healthy competition, I was finally understanding the poetic language and what each poem was trying to convey. This was when I really began to love poetic literature.
Beryl was also very glad for the competition I had brought to the table, though she never voiced it. Beryl is quite reserved, graceful and cautious. When she expresses herself, she never stumbles over her words, but says exactly what she means to, which is quite the opposite of me. She bestows a gorgeous head of sandy blonde hair, something I always envied before I came to terms with my copper head. Beryl and I are the closest out of my three siblings, and I firmly believe that it was through this experience of memorization that she and I bonded.
In the spring, after us girls had memorized several poems, my mother started taking us to nursing homes to recite the poetry to the elderly during their lunch hour. At the beginning neither Beryl nor I enjoyed it, the smell of the “mush” food and having to almost yell so the elderly could hear us was not pleasant, but we did as our mother told us. Soon we realized that people were enjoying it, and we created some friendships that are still there to this day. Not only was reciting poetry a blessing to the seniors, which they clearly informed us of, but it was also another learning experience through poetry, an experience of public speaking.
All year long Beryl and I spent every morning on that white rug and Mom in her black leather chair, repeating stanza after stanza, reciting past poems, and laughing together at our mistakes. By the end of the school year, my mother had taught Beryl and I fifteen different poems, all of different lengths and difficulty levels. We also had recited at nursing homes over ten times, and performed for family members on multiple occasions. We then had the ultimate recital. On the very last day of school my mother invited both sets of grandparents, uncles and aunts, and neighbors over to our house to hear our poetry. That day we performed all fifteen poems in front of them without a single mistake, and afterwards a celebration of cake and ice cream was held. This is a day that will be forever locked in my memory.
Looking back on this time I see how great of an impact this had on me. The year I spent memorizing poetry was a year I learned many different skills. Developing tricks that helped me memorize at that age helped me incredibly with studying in high school. Also through poetry I gained experience in public speaking, which is something not everyone gets a chance to do. But most importantly, through poetry a firm and loving relationship was built between me and my mother.
My mom was the one who introduced me to poetry, which I love so much now. She has been the one to inspire and encourage me, to never let me give up, and to always have the highest hopes for her girls. Every morning she dedicated herself to us, pushing us forward, knowing that we would benefit from it. It is because of her actions that I have benefitted, and that I wish to never forget. The experience of memorizing poetry has been a huge step for me in the world of literacy, and my mother is to be attributed.    
Trees
I think that I shall never see
A poem as lovely as a tree.

A tree’s whose hungry mouth is prest
Against the earth’s sweet flowing breast;

A tree that looks to God all day,
And lifts her leafy arms to pray;

A tree that may in summer wear
A nest of robins in her hair;

Upon whose bosom snow has lain;
Who intimately lives with rain.

Poems are made by fools like me,
But only God can make a tree

By – Joyce Kilmer


Monday, October 12, 2015

Narrative rough draft #1

Leah Nieman
10/11/15
English 101 – Narrative rough draft #1
Sonia Begert


            I have a love for poetry. Poetry is something that has given me many assets in which I have used and will continue to use in my life. But I didn’t always love poetry; it was my loving mother who nudged and encouraged me to memorize and study it.
            It was the first day of school of my 5th grade year when my mother pulled off the covers of my warm cozy bed and told me sit in the living room. I begrudgingly obeyed, crawled up the stairs and sprawled on our large white living room rug. My older sister Beryl entered into the room in a similar manner. This was soon to become an everyday routine.
            My mother came in, took a seat on a black leather chair and held out a book of poetry.
            “Girls, this school year I want you two to learn poetry.” As she said this Beryl and I exchanged some looks of pain, “You will need to wake up at 8:00 AM, make your beds and head straight up here to learn. You got that?”
            My sister and I both nodded, but were not pleased about the situation we had just found ourselves in. This was our fourth year of being homeschooled, and never before did we have a morning wake up call.
            That morning the learning began. I look back to it as one of the most exciting mornings, a morning where I would begin a journey of patience, hard work, and endurance. The very first poem we learned was The Tree by Joyce Kilmur and I still remember it to this day.
            We memorized slowly at first. At the very beginning my youngest sister Ariel tried to learn with us as well, but since she was only 5 at the time she ended up just dancing and being a distraction as always. But soon after beginning, Beryl and I became competitors. I am almost positive she has a photographic memory, able to read something once and remember it immediately. This led her to winning practically every time and being able to collect the goods: a candy bar. I on the other hand had a very hard time memorizing. It took several repetitions and concentration for me to retain the information, and even then I would forget it after a short while. This ended up making me feel like I was not as smart as Beryl. I then started to not try, and to purposely say things wrong so my turn would be skipped. But my mother wouldn’t have any of it. Whenever I wanted to give up my mom would say things like,
       “Don’t worry Leah, keep working at it and you’ll have it by tomorrow.” or, “Leah, you and Beryl are very different. When you memorize something it is something you have worked very hard at, which I admire almost more than if you were able to memorize right off the bat.”
       These saying eventually gave me hope to continue on, and I would sooner or later memorize the poem. This is how my mother is, a person who is able to encourage with knowing exactly what to say at exactly the right time. She doesn’t let you give up on your goals, but she does supply you with the strength to conquer them. She is a stay-at-home mom and is in love with her job. Every morning as a child I would wake up to some sort of goodie in the oven, either cinnamon rolls, sticky buns, or wonderful breakfast quiche. My mother has an easy smile, a vast vocabulary, and a canny way of playing on words.
       By mid-January I had figured out tricks to help me memorize better and it became easier and easier. Pretty soon Beryl and I were neck and neck, and that was when poetry became fun. Not only was I enjoying the healthy competition, I was finally understanding the poetic language and what each poem was trying to convey. Once I understood the poems I began to really love poetic literature.
        Beryl was also very glad for the competition I had brought to the table, though she never voiced it. Beryl is quite reserved, graceful and cautious. When she expresses herself, she never stumbles over her words, but says exactly what she means to, which is quite the opposite of me. She bestows a gorgeous head of sandy blonde hair, something I always envied before I came to terms with my copper head. Beryl and I are the closest out of my three siblings, and I firmly believe that it was through this experience of memorization that she and I bonded.
       In the spring, after us girls had memorized several poems, my mother started taking us to nursing homes to recite the poetry to the elderly during their lunch hour. At the beginning neither Beryl nor I enjoyed it, but we did as our mother told us. Soon we realized that people were enjoying it, and we created some friendships that are still there to this day. Not only was reciting poetry a blessing to the seniors, which they clearly informed us of, but it was also another learning experience through poetry, an experience of public speaking.
       All year long Beryl and I spent every morning on that white rug and Mom in her black leather chair, repeating stanza after stanza, reciting past poems, and laughing together at our mistakes. By the end of the school year, my mother had taught Beryl and I fifteen different poems, all of different lengths and difficulty levels. We also had recited at nursing home over ten times, and performed for family members on multiple occasions. We then had the ultimate recital. On the very last day of school my mother invited both sets of grandparents, uncles and aunts, and neighbors over to our house to hear our poetry. That day we performed all 15 poems in front of them without a single mistake, and afterwards a celebration of cake and ice cream was held. This is a day that will be forever locked in my memory.
       Looking back on this time I see how great of an impact this had on me. The year I spent memorizing poetry was a year I learned many different skills. From developing tricks that helped me memorize at that age helped me incredibly with studying in high school. Also through poetry I gained experience in public speaking, which is something not everyone gets a chance to do. But most importantly, through poetry a firm and loving relationship was built between me and my mother.
       My mom was the one who introduced me to poetry, which I love so much now. She has been the one to inspire and encourage me, to never let me give up, and to always have the highest hopes for her girls. Every morning she dedicated herself to us, pushing us forward, knowing that we would benefit from it. It is because of her actions that I have benefited, and that I wish to never forget. The experience of memorizing poetry has been a huge step for me in the world of literacy, and my mother is to be attributed.    

Wednesday, October 7, 2015

English 101 - The 5 Characteristics of My Story

My narrative will be about memorizing poetry with my mom and sisters while growing up.

A clearly identified event: In my story I memorized poetry with my mother and sister. 

A clearly described setting: My story takes place in my upstairs living room, on a large rug that I would sit on while hearing my mother read poetry. This was when I was 10 years old in my 5th grade year. 

Vivid, description details: The story comes alive with my mothers loving encouragement, the trials of memorization, a little sister who loves to dance, and a victorious ending of being able to recite over 15 poems by the end of the school year.

A consistent point of view: I am telling the story. I was a girl who had a hard time memorizing, and disliked poetry. But then I began to love it when I was able to accomplish small victories, which led to bigger ones.

A clear point: My point that I want to make is that through memorizing poetry it gave me a real love for English. It also helped me with school in the future, I was able to already have memorization habits that made studying easy. 

English 101 - Literacy: A Legacy

In Melanie Luken’s narrative she starts out with who inspired her to love literacy. “…the person who inspired and encouraged my love for reading and writing: my father” p.132 par.1

Melanie then includes an identified event of one of the most important time in her life: childhood bike rides with her father and their memorization of a poem together. p.132 par. 1

She included vivid details that made her story intriguing. “…I would recite the poem to myself, even when the weather was cold and my breath make the air foggy.” p.133 par. 2

Melanie’s story had a consistent point of view throughout the entire paper, from the first sentence, “It would be impossible to discuss my path to literacy without talking about my literary guardian,…my father.” to her ending statement, “He has passed on to me his love of language and literature. It is within this tradition that I understand literacy…” p.132 par.1 and p.136 par1

A clear point in Melanie’s paper that she showed was that her father gave her a love for literacy through tradition. “My definition of literacy is: the ability to read, write, and understand within tradition.” P.135 par. 4


I loved Melanie’s story. It was relatable and full of emotion. I find it very neat that one way she learned to love literacy was through poetry with one of her parents, because that is a very big piece of my life. She really emphasized tradition and how it has affected her life. This was an excellent narrative that I believe has helped me prepare for my upcoming paper. 

Tuesday, October 6, 2015

English 101 - In-class Literacy Narrative

Narratives I’ve read so far:

Visual Description – “The hall had no windows; only fluorescent lighting illuminated the large space.”
 Lydia’s Story, p.128, paragraph 2

Dialog – “Greater by far than the responsibility to comrades in arms is the responsibility to friends, family and self, responsibility to the one life each of us gets to live.”
 Bidding Farewell to Arms, p.121, paragraph 2

Sensory descriptions –
Smell: “Entering the large VFW hall, we were struck by the chemical odor of a cleaning solution so strong that it seemed toxic.” Lydia’s Story, p.128, paragraph 2
Sounds: “The cackle of the television was the only sound.” Lydia’s Story, p.128, paragraph 2
Touch: “…she woke up to find that her feet and the sleeping bag were soaking wet.” Lydia’s Story, p.129, paragraph 2
Emotion: “…the enormity of the double hurricanes became clear only after witnessing so many people left without homes.” Lydia’s Story, p.131, paragraph 3

Topics for my narrative:
·         Learning to read in K4 with Mrs. Lacy
·         My English class freshman year with Mrs. Gentry
·         Cursive with my mom
·         Memorizing poems throughout my childhood with my sisters and mother during my homeschooled years

CONSIDER YOUR RHETORICAL SITUATION:

Purpose – I want to tell this story because it is a memory that takes up a huge place in my heart. Memorizing poems with my family helped me in the future with studying and being able to memorize facts fast.

Audience – I think my readers will have had a similar experience, but not in the same way. In my narrative I expect I will have to give a lot of background to let my audience know why I memorized poetry and why I enjoyed it so much. This part of my life is not something I want to hide, it was a fun and bonding experience with my family that also benefitted me in literacy.

Stance – My attitude will be affectionate and hopefully humorous, for it is a fond memory. I wish with this paper my readers will see me as a girl that loves learning and that had a family that made it fun for her to do so.

Media / Design – My paper will be in print and will be 1200 – 1500 words long. I do not plan on presenting photos or illustrations in my paper, but publishing it on my writer’s blog.

DESCRIBE THE SETTING

What do you see? I see myself sitting on a rug in our upstairs living room looking into a fireplace. The walls around me are a light olive green and cream lighted by fluorescent lights.

What do you hear? I hear my mom reading a stanza of a poem repeatedly. A cat occasionally scratching the furniture. My older sister whimpering when she doesn’t memorize a line quite right. The noise of the heaters going off.

What do you smell? I smell the remnants of sticky buns that we had for breakfast and the GAIN smell of my clothes.

How and what do you feel? I feel exhausted, for memorizing took place every morning at 8:00 AM. I am nervous for when it will be my turn to say the poem, knowing I will never be as good at memorizing as my older sister. I’m in my pajamas, so I am very comfy while sprawled on the rug.

What do you taste? I taste leftover walnuts from the sticky buns.

THINK ABOUT THE KEY PEOPLE

Describe each person:
My mom has a joyful and uplifting spirit. She loves to play on words and always encourages. For as long as I can remember she has had short brown hair and the whitest teeth which I envy. She is very clear in her statements, and has a good vocabulary. She has an easy smile and loves to look for the fun in situations.
My older sister Beryl has always been a genius. I’m quite positive she has a photographic memory. Her hair is bright blonde with little wave in it. She is more reserved than my mom and me, and doesn’t express herself very often. But when she does express herself, she never stumbles over her words like I do, but knows exactly what she is saying. Beryl has always had the best style out of our family, and is also the most conscious of it. She also has had a very strong passion for coffee since she was very young.
My little sister Ariel loves to be different. She takes joy in being opposite from us, and has a fiery temper. Her hair is red like mine but she and I are as different as ice and fire. She would always try to be memorize poetry with us, but would eventually end up dancing around the room to try to distract us. Her smile is rare but when she does her face lights up like fireworks.

Recall (or imagine) some characteristic dialog:
Me (Leah): “Why don’t I have it memorized?! Beryl had it weeks ago!”
Mom: “It’s OK, Leah! You’ll have it memorized by tomorrow.” She said flashing a smile.
Me (Leah): “Yeah, I just wish I could be as fast as Beryl is… it’s no fair.”
Mom: “Leah, you and Beryl are very different. When you memorize something it is something you have worked very hard at, which I admire almost more than if you were able to memorize right off the bat.”
Me: “Mm-hm, thanks Mom.”

WRITE ABOUT WHAT HAPPENED

Summarize the action: Over the school year that I was homeschooled, my mom, sister and I worked at memorizing various poems which took much effort. One the school year was over we had memorized over 15 that I presented in front of my family in a mock classroom.

Consider the significance of the narrative: This narrative is significant because memorizing helped me in school later on with studying and memorizing facts. This is also a huge memory for me as it is one of the key things I look back to as I was growing up.