The Perfect Paper #1

The given text is a piece of British propaganda from the year 1914, by the British Pacifist Norman Angell. The title of the piece is ‘Why Fight For Russia?,’ and given the year of publication, we are assured that the text is concerned with the approaching tragedies of the Great War. Britain, along with Russia and France, fought together on the warfront to form the Triple Entente, but the text highlights the key reasons that Russia should rather be considered an enemy, based on a negative history with the British. Through this text, the author hopes to express the ideology that Russia is the enemy alongside which Britain should not fight, and hopes to persuade the audience of this ideology through the use of style and structure, in addition to the tone and mood of the piece.

The targeted audience in the text are majorly the middle working class of Britain. Proof of this is seen throughout, as the text seems to address political and social issues, that the particular audience would tend to concern themselves with. Significant evidence can be identified from the final five lines of the text. “Get your local notables to hold meetings…” (Line 36) This line suggests that the text reaches out to an audience with a significant amount of authority in their fields, or those who have the power or capability of making a significant change. Namely: the middle working class. The overall purpose of the text is to express the ideology of Russia being the enemy. As stated in bold text: “A War for Russia is a War against civilisation.”the British attitude towards autocracy is made clear its desired expression. The text also wishes to persuade the audience of this ideology, through facts and the appeal to pathos, among other techniques which will be discussed later. This sheds light on the possible desires of the target audience that hope to be satisfied, such as those of the audience that already oppose the Russians, and whose desires are therefore fed through this piece of propaganda. 

The text begins with a rhetorical question as its title, already implying that fighting alongside should is a questionable matter. In the main body of the text below the title, the ideology develops as it begins to describe Russia through a lens of total rejection. This is supported by an abundance of factual information that is used to justify the negative claims made against Russia, as well as multiple appeals to pathos. This hopes to fuel disagreement within the viewers minds. Following this section are the words: “BRITAIN, STAND CLEAR!” This is considered to be the climax of the piece, the section noticed first by viewers. These words would seem to drive the public opinion away from Russian support during the war. Following that climactic statement, comes the final section of the text. This is considered to be the resolute call to action, where the text asks the audience to act upon all that they have been given to think about and muse on. The main themes lie within the actual ideology hoped to be effectively expressed, which, as stated previously, suggests that Russia is the enemy, and that “a war for Russia is a war against civilisation.”

The tone is significant in this particular text. Firstly, multiple statistics are given to justify any claims made against Russia. All of these statistics seek to shine a negative light on Russia. An example is given in the third paragraph. “...we spent £50,000,000 in the Crimea.” This is one of the many examples of statistics used through negative incentive. It portrays the downsides of Russia's history with Britain. Furthermore, the use of specific words and phrases can instil negativity in the minds of the audience. An example lies on line 16: “Russia is...the greatest enemy of British ideas.” The statement is as extreme as to accuse Russia of being the greatest of all enemies, even greater of an enemy than Germany, or any opposition in the war. This further enhances the mood, as it fuels anger and disagreement towards Russia within the viewers. This leans them more towards accepting the ideology expressed, thus achieving the overall purpose of the text.

Lastly, a collection of literary devices, in addition to the structure of the text, contribute greatly to the purpose of the piece of propaganda. First to take note of is the appeal to pathos, already briefly mentioned and discussed. In the heart of the text, the utter negativity of Russia's history with Britain is all but overly emphasised. Evidence of an appeal to pathos lies in paragraph 6 in a line used before. “The greatest enemy of British ideas of liberty and justice, the most opposed to all that we value in western civilisation.” Again, the use of the words “greatest” and “most” portrays Russia to be at the extreme end of the spectrum of negativity. Furthermore, emphasis should be put on the use of plural personal pronouns throughout the text. The use of “we” and “our,” in addition to the choice of words, more effectively draws out an emotional response, which will lead to a more guaranteed response to the call to action. This overall is a strong appeal to pathos, and thus effectively fuels the British public's opposing thoughts of Russia as a whole. Typical of propaganda, the text also consists of name-calling of the Russian people. In particular is line 23. “140 million Russians, the slaves of a corrupt autocracy. Considering that Britain at the time was very much against the political ideals of Russia and autocracy itself, this would again fuel disagreement, anger and opposition in the minds of the audience as individuals, thus achieving the purpose effectively once more. Also to note is the sheer a,punt of times that Russia is mentioned. In fact, Russia is mentioned in every one of the first 6 paragraphs, most of which following the sentence structure: “Russia is…” This is normally followed by statistics that shines negative light on them. This keeps the desired focus on Russia, which is very effective in response to the question “What is Russia?” in line 4. 

The structure also strongly supports the purpose. Any given person viewing the piece of propaganda from afar would see two lines stand out more boldly and clearly than any others. Naturally, these two lines should summarise the main content or idea of the text without any required use of factual information, and it certainly does in this case. “Why Fight for Russia?” “Britain, stand clear!” Upon drawing the viewer's attention through the use of these two lines, both bolded, capitalised, and increased in size relative to the rest of the text, they are greeted with factual justification of the broader, bolder statements. This effectively persuades the audience to accept the expressed ideology. The structural layout of the text also expresses the main points in a clear, concise, and easily understandable way, as even singular sentence are given their own paragraph. This makes the information stand out more clearly, and it allows the audience to take in the information more easily. 

In conclusion, the British truly did hope to express the ideology in the piece of propaganda that Russia should be rejected as an ally in the war, as they are a true enemy of Britain. To support and justify this statement, the given text has been analysed for evidence of the contribution of tone, mood, literary devices, and structure to achieving the main purpose of the text, which is to express and convince the British middle working class of the main ideology. 

Prompt #1 Response

The article from the Guardian about the rescue of Jessica Lynch further developed my opinion regarding the prompt: "Deception is just as bad as telling an outright lie." Initially, I strongly disagreed. Our justification as a group was that deception is almost always much worse than a outright lie. This is because a lie could be told to benefit another person in any given situation, where deception is often a result of bad or evil intentions, with the hope of hurting someone. After reading this article, I realised that the twisting of the original story by American media was also a for of deception. The deceived the public. However, this was not through malicious intent. They did so to instil confidence and pride in the hearts of the American people. Although this could heavily be considered to be propaganda, it does not encourage any negativity, and this idea goes against the ground I stood on initially. After the read, I lean more towards disagreeing with the prompt instead of strongly doing so, as I now have evidence of a case in which deception is not a result of malicious intent. 

This was further emphasised by the documentary on the war in Iraq, and how the Arabic news broadcaster Al Jazeera seemed to portray the war to their audience. In the documentary, Al Jazeera were referred to as both "American propaganda" and "the mouthpiece of Osama Bin Laden." Also mentioned in the documentary was The American broadcasters, and how they seem to reveal a different side of the story. This was suggested by John Rushing. Both broadcasters have different audiences, and the information provided depends on the audience. As a result, information can be twisted, and bias can be created in favour of supporting the ideologies of the audience being reached out to. This further supports my claim, that deception, like in this case, could be for the better of the audience. The Americans gain confidence in their troops, as they are portrayed as exceedingly heroic in Baghdad. However, the Arabs are given a different perspective, supporting their ideology of Americans taking over and causing high rates of attrition. Both ideologies are supported by news broadcasters through deception. 

Media Bias

Rationale:

The original article is from the Wall Street Journal, which supports the idea of ISIS being responsible for bringing down the Russian jet liner last weekend. The article further supports the ideology that ISIS will become a worldwide threat if not defeated. The rewriting of the article supports the opposite ideology, that ISIS did not "down" the aircraft, as they don't have the capabilities to do so and are not at all a worldwide threat. The original article and my rewritten version support two contradictory ideas, but both use evidence to support it.

Original article URL: 

http://www.wsj.com/articles/a-terror-warning-in-sinai-1446854602

New article:

ISIS NOT responsible for "downing" Russian passenger jet

Cockpit of the Russian passenger jet prior to take-off.

It may be some time before investigators in Egypt can likely deny claims by Islamic State (ISIS) that it is responsible for the “downing” last weekend of a Russian passenger jet over the Sinai peninsula. Russian commercial carriers have a notorious safety record, and it’s too soon to rule out that a structural or mechanical failure caused the plane to break apart in the sky, killing 224 passengers and crew.

The wife of the co-pilot of the Russian plane that crashed in Egypt says her husband had complained about the plane's condition, according to a Russian TV channel.

State-controlled NTV ran an interview Saturday with Natalya Trukhacheva, who was identified as the wife of co-pilot Sergei Trukachev. She said that a daughter "called him up before he flew out. He complained before the flight that the technical condition of the aircraft left much to be desired." Technical issues could still be a major factor.

As far as ISIS is concerned, The Islamic State group seems to claim responsibility for bringing down the Russian Metrojet plane in Egypt's Sinai Peninsula — but it has have offered no evidence and is not known to have the capability to do so.

Militants in northern Sinai have not to date shot down any commercial airliners or fighter jets but there have been media reports that they have acquired Russian shoulder-fired, anti-aircraft missiles. These missiles, however, are only effective against low-flying aircraft or helicopters.

Outrage at the tactics of ISIS is certainly justified, but fears that it presents a worldwide security threat are not. Its numbers are small. They work by threatening, but not by carrying out those threats. They seek attention. In February President Obama was asked by the Vox website whether “the media sometimes overstates the level of alarm people should have about terrorism.” “Absolutely,” he replied, adding that level of attention given to terrorism is “all about ratings.” The solution is not to give them attention. 

IOC Practice

Act 1 Scene 2

https://docs.google.com/document/d/10YynvsXPY8dAqpUAmQ1rGEqacGwdcAuTiYQZyJeFNLo/edit?usp=docslist_api

What the hell is water?

"This is Water" is an essay written by David Foster Wallace. It is work that explores the mindset of the adult human, and their perspective and attitude towards the world. The general idea that is brought across in this essay is the choice that we have of that mindset. How we can either be self-centred and take our surroundings for granted, or we can open our minds to a bigger picture. This idea is simply illustrated in his opening paragraph, where two fish are swimming, before the one asks the other "what the hell is water?" A stupid question to some, but a brilliant example of a world we take for granted, through our default, oblivious behaviour. With more examples, David Foster Wallace is able to continually address the idea of choice between thinking with a closed mind or an open mind about ones surroundings. Another main idea that he is able to bring across is that through choosing against our default oblivious nature, we are able to experience more personal joy through a more open minded perspective.

David Foster Wallace then goes on to paint a mental picture of the everyday adult life. A seemingly eternal routine of waking up, working, eating, and then sleeping, before waking up to repeat an identical process, and he does so as if from the perspective of someone thinking in the default and judgemental mindset he mentions. But the specific example used is a typical trip to the supermarket. Here, there's author continues to speak through the perception of the easily angered and judgmental adult. This is particularly evident when he portrays the thinking process of an adult waiting at the checkout lines after a long day at work. "The glacially slow old people and the spacey people and the ADHD kids who all block the aisle." This line would be surprisingly relatable for the audience, which is exactly what David Foster Wallace is trying to achieve to prove his point. The fact that many can place themselves in the same shoes is evident of the fact that most adults think in the same self-centred, judgmental and oblivious way. "Because my natural default-setting is the certainty that situations like this are really all about me, about my hungriness and my fatigue and my desire to just get home..."

But then he proceeds to flip this mindset on its head. He begins to emphasise on the fact that in a supermarket, or in a traffic jam as mentions additionally, none of the other slow or spacey people with their ADHD kids want to be there either. What David Foster Wallace suggests is that the default mindset is what leads to such misery. Choosing to think differently is a choice, and in doing so, one is able to feel more emotionally satisfied in such situations. 

We could link such a idea to the inquiry question: How can literature develop empathy and emotional intelligence? Through the essay, the audience is able to gain knowledge and intelligence regarding the emotions of an average adult. In this specific piece of literature, a message can be taken away that helps to lighten the emotional aspect of any readers life, and that choosing to think a certain way can allow for such an emotional change to occur within a person, when musing on what lies without.

Another IOC Practice

https://drive.google.com/file/d/0B6t4QskHbgkjYU1XSnJoN0x2V0k/view?usp=docslist_api

IOC Practice

https://drive.google.com/file/d/0B6t4QskHbgkjT1hBb01QbFgyWHc/view?usp=docslist_api

Women's Literature Reflection

What is the purpose and benefit of the study of literature? 

The typical reply to such a question would evolve developing ones skills in communication. This is true, as studying literature as a whole can develop the skills to share ideas through speech and writing, but it also develops ones ability to read and listen to the sharing of others ideas. Overall, literature is a mere sharing of ideas, and studying it helps us do so too. But, in my opinion, it's more than that; more than just learning to communicate. Engaging in timeless literature allows for us to connect with anyone, through the communication of ideas. Themes from centuries before can still be relatable today, and time and place is of no significance when considering the connection that a reader can have to the literature being read. Such sympathy can be felt for characters who feel pain, and extreme joy is experienced for the characters who feel joy as well, and this is regardless of when, where, or by whom the piece of literature was created.

What is women’s literature and what is the value in studying it? 

Most literature is written by men. This is why there is no specific name for the literature of men. However, women's literature is different. It provides any single reader with a different perspective on life. Countless real life struggles are written by women, and because only women have experienced these struggles, only women can truly express these feelings in words. Men could try to write about the struggles of women, but the perspective and depth would not be the same. That's why so much value lies in women's literature, as embedded in it are so many themes that are inexpressible by anyone else but a woman.

Why were the themes and values of Munro’s social realism so significant during the 1950s-1980s? 

Alice Munro's work was significant during the second wave of feminism. This was when women wanted to separate from the social norms of society that forced them to carry out the roles associated with the female gender. Consciousness started rising, and this idea was expressed through her work. Rising out of her short stories was the awareness of the roles that women wanted to be freed from, and her works contributed in rising consciousness, and this was largely expressed through personal experiences, which is a value of women's literature.

Although she does not identify as a feminist writer, how has Munro’s work contributed to gender equality? 

She shares her personal struggles through her work, and, as mentioned previously, those, contributes in rising consciousness, which led to a greater level of equality between genders. This was through her own personal perspective of life, which was quite influential. She might not be fighting for the right to be equal through her literature, but she does express personal experiences to raise consciousness.

What do you enjoy most about the content of Munro’s work and what impact has it had on you?

Any person could research the facts of the discrimination against women and obtain  all the information they need to paint a vivid image of reality back then. But there is nothing quite like reading a piece of literature from the perspective of one of the many women that suffered during this time. Personal experiences allow for a greater degree of connection with the author, as I experienced, and this was overall the intention of her work. 

I feel Analytical

"Time" - Pink Floyd

Ticking away the moments that make up a dull day
Fritter and waste the hours in an off-hand way
Kicking around on a piece of ground in your home town
Waiting for someone or something to show you the way

Tired of lying in the sunshine staying home to watch the rain
You are young and life is long and there is time to kill today
And then one day you find ten years have got behind you
No one told you when to run, you missed the starting gun

And you run and you run to catch up with the sun but it's sinking
Racing around to come up behind you again
The sun is the same in a relative way, but you're older
Shorter of breath and one day closer to death

Every year is getting shorter, never seem to find the time
Plans that either come to naught or half a page of scribbled lines
Hanging on in quiet desperation is the English way
The time is gone, the song is over, thought I'd something more to say

Home, home again
I like to be here when I can
When I come home cold and tired
It's good to warm my bones beside the fire
Far away, across the field
The tolling of the iron bell
Calls the faithful to their knees
To hear the softly spoken magic spell

Analysis

The song "Time" by Pink Floyd is a depiction of the progression of time, and how it seems to  rapidly pass by over a lifetime. This is done through several intentionally incorporated techniques the help illustrate the passing of time, besides through the meaning of the words themselves. The flow of time is depicted through the structure of the song lyrics, as well as through metaphors, and the main idea of the song is effectively brought across through engaging the audience, by both literary devices and pronouns.

The general idea in the structure of the lyrics is that it begins with the view of life from a young age, but progresses to the view of life from the perspective of the older individual. "Kicking around on a piece of ground in your home town..." This third line in the song symbolizes the beginning of a journey that is about to take place, symbolizing the younger phases of life. "You are young and life is long and there is time to kill today..." Another line, depicting the attitude towards time, which at a young age seems infinite; infinite enough to be wasted. However, the song gradually works it's way towards a point of no return: a man who has seen most of his life quickly pass him by. "Shorter of breath and one day closer to death..." A hard pill to swallow. The song hopes to portray how reality begins sink in too late in one's life. "Every year is getting shorter, never seem to find the time..." Ultimately, the song is brought to a point where time has travelled from one side of a lifespan to the other. This, in essence, is what effectively depicts the gradual progression of time through the structure of the lyrics, which is directly linked with the main idea of the song.

The depiction of the progression of time in this song also has great effect on the listener in terms of involvement. The common use of the pronoun "you" allows for the audience to put themselves in the reality that the lyrics describe, which will ultimately engage the audience more in spreading the message. This is the case for most of the song, before entering the last section where he focuses and reflects more on the reality of his own life. "The time is gone, the song is over, thought I'd something more to say..." This is the first appearance of a personal pronoun, and it remains at his perspective. It allows again for the audience to use the experience of others to examine their own lives, and realize how fast time flies by.

Additionally, there lies within a few metaphors that are incorporated to exemplify the rapid passing of time. "No one told you when to run, you missed the starting gun..." Through this lyric, Pink Floyd draws parallels between an individual's life and a race. This lays the foundation for a section of the song that follows. As it continues, parallels are drawn between the aging of an individual and the sun. "And you run and you run to catch up with the sun but it's sinking..." Here the sun is seen as another contestant in this 'race,' and is compared to the aging of any given person in the audience. "The sun is the same in a relative way, but you're older..." The line portrays the sun as an aging human, also running the race of life, and it too will run out of time.

Lastly, some literary features can more effectively spread the main idea. Most involves repetition of phrases and alliteration. "dull day..." As sung in the first line of the song, this is an example of alliteration, whose effect can draw the audience's attention. "And you run and you run..." Repetition here contributes in illustrating an ongoing race and emphasises its length, which also depicts the passing of time itself. To the same effect, the lyrics "Home, home again..." are also an example of repetition, through which the audience can ultimately be drawn in.

In conclusion, there is a clear thread that through multiple techniques, including structure, metaphors and audience involvement, the main idea of the song, which is the rapid passing of time throughout life, is effectively depicted to the audience.

The Struggles of Sylvia Plath

Sylvia Plath was born in Boston on October 27th, 1932. Plath is a well-known, celebrated American poet. She was bound for glory, as since a very young age she found success, already publishing poems at the age of only eleven. Plath had also received scholarships as a result of her exceeding intelligence, and entered the best universities, where her career would only flourish. However, her personal life is not anywhere near as radiant and delightful as the side of her life the world knew best.

Part of the darkness in her life was in the form of her father. Her mother worked at the University of Boston, where she met Plath's father, Otto Plath. He was a strict man. When Plath was only eight years of age, she lost her father to complications involving diabetes. This lead her and her family into a period of economic turmoil. It also lowered Plath into a state of depression. 

Furthermore, her husband, Ted Hughes, who she married in 1956, had left her for another woman in 1962. Their children were left in her hands. This only worsened her depression.

On this ever darkening road to self-destruction, she was motivated, through the loss of her husband and father, and her relationship with both men, to write a collection of poems, collectively named 'Ariel.' It consists of some of her most infamous works. One of them, perhaps the most famous, is 'Daddy,' a poem which describes her strange relationship with her father through a mouthful of figurative speech and metaphorical language. The opening lines depicts Sylvia Plath's life around her father. 

You do not do, you do not do

Any more, black shoe

In which I have lived like a foot

For thirty years, poor and white,

Barely daring to breathe or Achoo.

The poem has been described as a confrontation between the father, taking the part of a giant and evil Nazi, and Plath herself, taking the part of a Jew and a victim. However, through this poem, it is as if she gets revenge. She claimed that she's killed both her father and the model of her father - her husband. This poem shows her struggle to declare that, no matter how terrible her father was, she is now through with him, as the last line so clearly illustrates.

Daddy, daddy, you bastard, I'm through.

This poem, among many others, are perfect depictions of the struggles that plagued  Sylvia Plath's life, and ultimately lead her to end it by her own will.

Paper #1 Practice

The text that will be analysed is an article titled 'The Language of African Literature,' focusing on the life of an African village child, who treasured the value of his language, which was only destroyed by the imperialism of the English language.

The article, through various indications, suggests the intended audience, which in this case, is most likely those who have control over the education in his country. He identifies all of the issues that imperialism has brought upon his future, and the significant negativity of this is emphasized by the mentioning of the value that the langue possesses. This is the first of the evidence. "English became the language of my formal education. In Kenya, English became more than a language: it was the language, and all others had to bow before it in deference." He indirectly calls for the helping of his generation, and for all those who will lose their mothertongue to the imperialism of the English language. The purpose of the article is to educate the audience of the problems that the English language has caused to the cultural and educational aspects of peoples lives. It also is an indirect call for help.

Within in the text, the author plays on two different views of language. On one side, you have the mother tongue of the community. He identifies all the values that lie deep within the language itself, and how it can be used as a tool to unite individuals as one people. "It had a suggestive power well beyond the immediate and lexical meaning. Our appreciation of the suggestive magical power of language was reinforced by the games we played with words through riddles, proverbs, transpositions of syllables, or through nonsensical but musically arranged words." The author ultimately views langue gas a powerful and valuable aspect of life. On the other hand, there is the English language. Based on the context of this text, the author and the community alike view language as well as a powerful tool to colonize and create a hopeless future for those who don't speak it. This was the case for Ngũgĩ.

A few aspects of the text stand out in terms of its contribution to setting the mood. We can firstly denote from the text that there is a sense of helplessness. Through the way that the author brings across the information, he leaves the reader with a negative feeling. The last sentence of the text depicts this. "English became the language of my formal education. In Kenya, English became more than a language: it was the language, and all others had to bow before it in deference." The audience feels that there is no hope for the language, and therefore no bright future for those who speak it. "All others had to bow before it." This line specifically extracts from the reader some extent of emotion. 

The structure of the article itself allows for more pathos within the reader. The author first mentions the connection that the language brought amongst the people of their culture. Afterwards, the author highlights the issues, which creates a more depressing mental picture of the situation.

In conclusion, the main purpose of the text is to educate those who have control about the issues of language imperialism and the negative effects it has on minorities. All the aspects of the article wish to achieve this purpose, whether through theme, stylistic features, tone and mood, or structure.

Paper #2 Response

1- To what extent has an awareness of context enriched or enhanced your understanding of Things Fall Apart?

There are many things in this world that I don't understand. There are multiple cultural or religious acts that I may find ethically incorrect that others of different cultural values may see as completely normal. But, if one understands the depth of the culture and context, then perhaps these strange things begin to make more sense in the mind of an outsider. This is the case for Things Fall Apart. Particular moments within the text stood out to me is seemingly odd, or even disturbing at times. Such moments I had accepted due to my knowledge of the context at hand, whether the context is the culture of the people, or the characteristics of the person. This awareness of context has allowed me to realise why actions that seemed unethical to me were actually carried out.

The first example is an obvious one, which is arguably the turning point of the text. It was the moment when Ikemefuna was murdered in the Evil Forest. Ikemefuna, until this point in the text, was a beloved member of Okonkwo's family for three years. That chapter in Okonkwo's life came to a close as the elderly members of the community had ordered the death of Ikemefuna. At the expense of absolutely no wrong doings, he, in all his innocence, was taken to the Forest for an undeserved execution. This moment in the story was a shock to me at first. It is worthy to note how Achebe, through the loving connection between the boy and the family, creates within the reader a positive attachment with Ikemefuna. This does, however, make the murder all the more shocking and saddening. Although it remains a shock to me as the reader, my initial confusion as to why this had even happened was gone when I had read about the context surrounding the situation. The murder had been ordered as part of a spiritual ritual that had to be performed. One thing we learn about the Ibo people is that often, they don't know why. Yet, the do not question the Oracle. The fate of the boy was also very uncertain. Another aspect of the murder that stood out as a shock was the fact that Okonkwo participated in the ritual. I gained understanding through my awareness of the context, which in this case was the never ending motivation that Okonkwo had to become everything his father wasn't. Okonkwo tried his best to achieve and become as masculine is possible. However, this motivation became a negative force when the ritual had to be performed. At first, he was asked not to participate, but his motivation to appear manly and strong, physically and mentally, was what drove him to accept. As unethical as this scene as a whole had seemed, the awareness of context did open my mind in order to understand the reason for such actions.

One additional moment in the text that stood out was when Okonkwo had physically abused his wife after she had failed to get his meal ready when and how he wanted it. This is, again, ethically wrong on all levels, especially when it is viewed upon from a perspective of our generation. The context however, which is particularly time and culture, can help us see this as a more likely event to have occurred. At the time, men were seen as far more superior than women. This is just an aspect of their cultural views. Although the abuse was unnecessary, what this does depict is the male domination of the time, which is the contextual knowledge that helped me understand why such unethical actions would be carried out.

Overall, the awareness of context has enriched my understanding to the extent that I can accept the unusual happenings within the text with a little more ease. Even though these moments are still disturbing, the context of it all, whether it is the culture, religion, time, or motivation, has put all of these moments into perspective.

Okonkwo (the tragic hero)

The themes of the text 'Things Fall Apart' are developed by the author through the use of his characters. Okonkwo, the protagonist, is a prime example. Achebe himself articulates that Okonkwo was a tool of developing the themes of the text.

One of the themes that Achebe is able to develop through the character of Okonkwo is the idea of change, or the struggle between change and tradition. Most, who are loyal to their culture, would not have the desire to drastically change their cultural and religious values. Okonkwo, for example, rejects the opportunity for change. Joining another religious group, or conforming to a new political system, was, for Okonkwo, not a manly act. Doing so would be against his values, as he all but looked down upon the ways of his father, and thus swore to never follow in his footsteps. He resisted change in fear of becoming his father. This struggle between change and tradition, and the resistance of change is seen clearly through the character of Okonkwo in the text.

Destiny is another theme that could connect with the resistance of change. The destiny, or fate, of a character can be determined by the flexibility of their nature, or any willingness of change. In this regard, Okonkwo was of a completely inflexible nature. With the arrival of the Europeans, and all the cultural values that they brought with, it is inevitable that Okonkwo's destiny with be cursed with negativity. Fate was to bring his own self destruction, thus he is considered a tragic hero, with a tragic flaw. The theme of destiny is an obvious reflection of Okonkwo's character. Achebe successfully uses him for the purpose of developing his main themes.

There may have been a purpose supporting Achebe's decision to choose a tragic hero as his main character. It connects to one tradition proverb. "Wherever something stands, something else will stand beside it." Achebe's own interpretation of this proverb is the idea that the Igbo people do not believe in an absolute. There is no one side of any situation. For any good, there will be bad. Such is the case for Okonkwo. As a tragic hero, he achieves greatness, yet also brings about his own self destruction, all through the motivation of not being a coward like his father. This does support the proverb and could suggest the purpose of choosing Okonkwo to be a tragic hero.

Igbo Background Assignment.

Various traditional cultural rituals and practices are carried out by the Igbo people. A fair amount see large similarities, among many differences, in comparison to the mainstream cultural practices our modern society is still doing today. There are a few specific examples where both similarities and differences can be seen.

Traditional marriage (Igbankwu) is certainly a great example. Marriage in Igboland is not just an affair between the future husband and wife, but also involves the parents, the extended family and villages. There is a large progression of events leading up to the eventual ceremony. First the groom asks his potential partner to marry him. If it's a yes, the groom will visit the bride’s residence accompanied by his father. The groom’s father will introduce himself and his son and explain the purpose of his visit. The bride’s father welcomes the guests, invites his daughter to come and asks her if she knows the groom. Her confirmation shows that she agrees. Then the bride’s price settlement (Ika-Akalika) starts with the groom accompanied by his father and elders visiting the bride’s compound on another evening. They bring wine and kola nuts with them, which are presented to the bride’s father. After they have been served with a meal, the bride’s price is being negotiated between the fathers. In most cases there is only a symbolic price to be paid for the bride, but in addition, other prerequisites, such as kola nuts, goats, chicken and wine, are listed as well. Usually it takes more than one evening before the final bride’s price is settled, offering guests from both sides a glamorous feast. Once the price is settled, the wedding day is planned. It would normally turn out to be a joyful ceremony with singing and traditional dancing. On the day, the bride goes around selling boilt eggs to the guests, in order to prove to both families she has the potential and the capability to open a shop and make money. Then, the father of the bride fills a wooden cup (Iko) with palm wine and passes it to her daughter, whilst groom finds a place among the guests. Only after she has found the groom, offered the cup to him and he sipped the wine, is the couple is married traditionally. This is in much contrast to modern day celebrations. Today, church wedding follows traditional marriage . During this ceremony, the bride’s train, made up of the bride followed by her single female friends, enters the church dancing on the music, while the guests bless the bride’s train by throwing money over the bride and her entourage. The groom receives the bride at the altar for the final church blessing by the priest. This is often followed by a reception, which, in terms of celebration, is a similarity between the two cultures.

An Egwugwu Ceremony is a judgment ceremony in which the town is called to the "Egwugwu house" to settle a dispute between two families/parties by waiting for  the gong to sound. The elders of the village sit in the front rows of stools with a row of nine seats in front of them. The plaintiff and the defendant gather in two groups in front of the crowd. When the gong is heard, the nine "spirits" (representing the nine founders of each village) come out of the hut, each wearing a mask. The leader Egwugwu, named Evil Forest, addresses both groups and receives their sides of the conflict. Then, the nine Egwugwu spirits consult in the hut and then come out and give the verdict to the crowd. This is how many family disputes are solved amongst the Ibo people. This ceremony is similar to our present day court trials, as the Egwugwu, or the judge, is analyzing the crime or dispute being focused on, determining the guilty party, and setting consequences that the guilty will have to give in to.

Funerals are an example as well. If someone of the Ibo village has passed, then a funeral will be held for that person. Traditional funerals of the Igbo people are very much different to present day funerals, as Ibo funerals are centred around the idea of celebration and honour towards the one who has passed, instead of mourning over their passing. During the funeral ancient drums of death are beaten and even guns and canons are shot off. Many of the attendees wear smoked raffia skirts and have their bodies painted with charcoal. Occasionally, a godly egwugwu may pay a visit to honour the deceased. At the end of it all the spirit of the departed is asked to move on peacefully. This ceremony is similar to present day funerals in some ways as well, in that they both deal with the putting to rest of a deceased individual. Even though Igbo funeral ceremonies are much more energetic and positive, they are both meant to give us closure and to make sure that it is acknowledged that those who pass are in a better place.

Most meaningful takeaway...

In this discussion, we focused on an interview of Chinua Achebe, called 'An African Voice,' where they discussed the content, background and meaning of his book 'All things fall apart,' which expresses the effect and disruption that british colonialism had on their culture.

The most meaningful takeaway from this discussion was the topic of how media tends to bend the truth, through relatively false representations of a country, and everything about it. In most cases, when a person thinks about Nigeria, he knows it's a nation in Africa, and immediately has mental pictures of a poverty stricken nation, with roads an pavements of dirt, infested with starving children covered in a swarm of flies. I'm from Africa, and even I can relate to it.

The way the media portrays Africa, through means of mass communication, is the reason that most people don't know any better. They don't know that Africa is rich in minerals and is considered a mining paradise. That don't know that Africa has roads with cars on it, amongst brick houses that have water and electricity, and aren't guarded by lions.

But we suggested that this could be the media's strategy of calling for action. If it is portrayed ad a good, attractive place, then there might not be as much of a motivation to help those in need. I hope that strategy works...

FOA Reflection

Further Oral Activity Reflection

The further oral activity was centred around the question "how is language and it's use affected by lower social class?" I answered the question through analysis of a rap song and a poem, and the aspects of each that help support my argument. In my case, I had wished to evoke the idea that lower social class can affect language in a negative and positive way. When growing up in environments typical of the lower class, education is a risk, and therefore language skills are risked as well. Through the chosen texts, one could see the relationship between the background described, and the resulting outcome of their language use. I showed several examples of this in the texts, as the lower class shone through the language, majorly AAVE.

Overall, I do feel that the actual presentation went quite well. I was successful in bringing across all of the ideas and all of the lines I planned to say initially. This was easier than in the last FOA, as the audio was rehearsed, recorded, and edited. I am also relatively confident that the analysis was enough to support the claims I made in my introduction and conclusion. One of the learning outcomes of the further oral activity was "how language and meaning are shaped by culture and context." I do feel as if I achieved this outcome to the greatest extent. I explored how the context, being lower social class, can actually affect the language being used, and the skill with which it is used.

Considering the criterion, in hindsight, I believe that I was strongest in my language and register, having used many more appropriate words, only possible because it was done in the form of a recorded PowerPoint. This outcome was what I hoped for. When I chose the presentation type, my initial intention was to deliver more depth and detail than possible when presenting live. The analysis, again, I fell was adequate in its aims to support my arguments. I hope, in terms of detail, that it surpassed the level of analysis of the previous FOA, which slightly lacked the detail that I was capable of presenting. Another improvement was the timing of the presentation. I made sure that I was within above the minimum boundary, though a little over the time limit this time.

My main focus was how growing up in a lower social class affects language. When giving though to my choice of texts, I realised that rap music and poetry would best reflect my argument, as a large amount of both text types consist of artists describing the struggles of their past. Often this message is conveyed through the language they most identify with. In the case of my chosen text, that language is AAVE, a language critiqued for its lack of 'properness'. Evidence is present, through the content of the text, suggesting that the informal language being used is a result of their past. This answers how context shapes language, as well as the focus question.

Out of this FOA, I have learnt the depths of my topic. I have learnt about how context can shape language and meaning. As for the next time, I hope to stay closer to the time limit. I will also look towards achieving further depth in the analysis of texts. There is always room for improvement in that department. But above all, I will, once again, take confidence with me for the next FOA, because despite whatever my mark will be, I feel that I did quite well for my second FOA.

The girl who silenced the world in 5 minutes.

In this Paper 1 practice commentary, the text that will be analysed is a speech by Severn Cullis-Suzuki at the Rio Earth Summit of 1992. This influential speech is also referred to as "the girl who silenced the world for 5 minutes." Within this text, she stands up for her views on reality, and believes that all blame is on the adults of the world, who priorities wealth, personal success and personal well-being, over the condition of the world that their children ought to grow up in and eventually have to try and fix themselves. She emphasises on the idea of the worlds population being 5 billion strong, all working together as family, and calls upon all to show their actions speaking louder than their words.

The intended audience of the speech is, primarily, the entire world. However, through a few lines in the speech itself, she directly hints at the specific audience who she knows can make the most difference. "We raised all the money ourselves to come six thousand miles to tell you adults you must change your ways." It's the adults, those who run the world, that Suzuki hopes to reach out to. But, later in the speech, she refers to them as members of ordinary families, stating: "...really you are mothers and fathers, brothers and sister, aunts and uncles – and all of you are somebody’s child." Although the intention of the author is perhaps not to hint at the intended audience, what this does effectively do is include every possible living person as a receiver of the message.

The purpose is clear. Suzuki, through the speech, is educating the adults of current realities, by mentioning environmental issues, species going extinct, and children starving on the streets of Rio. She warns them of possible circumstances, that will be left as burdens to be carried on the shoulders of their own children. She then, through this, persuades the intended audience to change their ways and allow their actions to reflect their words.

In the speech, Suzuki begins by emphasising that she and her team traveled many miles, motivated solely by a care for her future. And that future is being destroyed, as she mentions further. She states all the main issues in the world: the holes in the ozone layer, extinction, and poverty, among others. After all have been educated, she then argues that she, an innocent child, does not have any solutions, and neither do any of the adults. Suzuki continues, adding that all people across the world are family, yet the rich are too greedy to share with those in need, and, by using an example of a child's mindset, she puts the greedy into a more shameful position. She then closes the speech by mentioning all that children are taught in the early stages of life; simple qualities of behaviour that not even adults themselves can show. Suzuki then calls out, on behalf of all whom she represents. "I challenge you, please make your actions reflect your words."

On a literary level, a lot can be seen as effective techniques to engage the audience and persuade. There are various examples of pathos being used in this excerpt, where Suzuki often refers to personal experiences, but also makes it relatable for the audience and gives them something to think about. "...but now I wonder if they will even exist for my children to see." This sparks an emotional response, as the intended audience will feel that their actions will affect the children of an innocent child. Surely, guilt will come into play if the potential struggle of generations to come is the fault of those who listen. "Did you have to worry about these little things when you were my age?" The use of this rhetorical question further silences the audience to reflect on the future that they are creating for generations to come. This is a very effective, and thus a very typical literary device used in persuasive texts. "If a child on the street who has nothing, is willing to share, why are we who have everything still so greedy?" This could be another example of a line that withdraws emotional responses. It ends again with a rhetorical question that questions reality and allows for a self reflection by those of the intended audience. The last effective use of pathos is in the closing lines. This is a very important place within a text to spark an emotional response. The audience will walk off with this emotion, and it will motivate inner change. Suzuki effectively does so here. "Well, what you do makes me cry at night." This is the point where she asks the audience to act out their promises. A mental image of a child crying, as a result of ones flaw, can certainly change ones actions, which is exactly the intention of Suzuki through this emotional line. Logos is also present, through the logical structure of the speech. First stating the problems, blaming the audience, and then asking for a change. It is effective and to the point, which can count towards the level of persuasiveness.

There are several other literary devices used in the speech. Anaphora is one device to consider, as the first 5 words have been repeated multiple times.
"I’m only a child and I don’t have all the solutions, but I want you to realise, neither do you!
• You don’t know how to fix the holes in our ozone layer.
• You don’t know how to bring salmon back up a dead stream.
• You don’t know how to bring back an animal now extinct."
Suzuki purposefully emphasises the lack of knowledge and solutions that adults possess for current problematic situations around the world. She wants them to see that, and repetition guarantees the audience to notice. She also uses a certain form of personification. At a point in the speech, she addresses the audience as "you adult..." which is, somewhat, a way of confronting them and effectively persuade them, as she attempts in the following lines.

Overall, it is clear that through various literary devices and a fair amount of spark emotional response, Suzuki, through her speech, was inventing to change the mindset of her audience and make them reflect on what they have done and, ultimately, what those actions will result in. This was her purpose: to motivate her intended audience to take action, and save the future of generations to come.

Individual Oral Commentary

https://soundcloud.com/keenanpaterson/ioc

Analysis of Act 5, Scene 1, Lines 62-96

Guiding Questions:

How does Shakespeare reveal Prospero's view of the other characters in this passage?

How does Shakespeare reveal the characteristics of the characters through the passage?

Linguistic Imperialism

Certain languages are taking over the world. Most of these languages have spread as a result of empires colonising over massive chunks of land. Such was the case for the British empire, who colonised almost a quarter of the worlds land area, carrying with them their dialect with an army and a navy.

The English language eventually became one of the most commonly spoken languages on earth; the lingua franca of the modern era. Yet there are still people and communities that are not a part of the global English speaking community of over a billion people, and because of the linguistic imperialism that the English language has faced, those people, no less capable than us, are at a huge disadvantage.

On an educational level, not having the ability to speak English anywhere near fluently can be a massive problem when applying for university entry, where, in most cases, an English language test needs to be taken. In a TED talk by Patricia Ryan in 2010, she states: "This system equates intelligence with the knowledge of English." For the individual of any culture or background that does not priorities the English language, there is an immediate barrier, not allowing them to be enrolled in many of the top universities in the world.

Could we fix this problem? Yes, by giving communities like such an opportunity to learn English at an early age. But won't this affect their culture? If children, whose cultural roots are the values their own dialect, grow up speaking English fluently, or even as their mother-tongue, then that dialect would surely be put in higher risk of being endangered. The loss of a language is the loss of a culture. The community as a whole, along with the culture and traditions they live by, could be endangered because of the lingua franca we call English. And it's not just English. Many other major languages are spreading across the globe, as many other regional dialects cease to exist. (Every 14 days in fact.) But maybe that's a good thing. Maybe with less languages, there's less separation. Who knows what the future holds?

Paper #1 Oxfam Analysis

The intended audience for this text is assumed to be for the middle to high-class population, which is suggested by the placement of the text. Only those who have access to such leisure and technology will be able to reap the benefits. The intended audience could be further narrowed down to the younger generation of adults, to whom the purpose of the article may seem of importance, as they are the future. It can also be targeted towards those who are willing to donate. The purpose of the text is to inform and educate, providing clear information about the food crisis at hand in the Sahel region.

The article begins with a general explanation of the crisis in the larger region of West and Central Africa. It also mentions previous issues of food crises, and the consequences of it. Then the article goes on to explain the problem at hand in the Sahel region, with a fair amount of factual support and detail. In the conclusion of the article, it mentions what Oxfam are doing to help with the food crisis in Africa: sending humanitarian and financial aid to those in need. The article possesses a theme of Problem/Solution. It is clear in its structure, and the way the information is presented. The author states the problems at hand, and concludes by stating what the solutions are to the crisis, as well as what's already being done. One could also note the sense of urgency that is evident in the text. This could be the overarching theme as well. The use of words such as "emergency","crisis", and "needs" all contribute in engaging the audience, and emitting a sense of urgency so the readers feel it to, and potentially fell the need to take action, fulfilling the overall hopes of the organisation itself. The article tries to convince the reader of the seriousness of the crisis. It also uses personal pronouns to engage the audience, and make them feel as of they are of importance in solving the food crisis. "We can work to break the hunger cycle in Sahel."

The tone of the piece is very serious and informative. The mood is brought about through the clear knowledge shown about the crisis itself. Many statistics and factual data is used to set this tone. As stated before, the use of certain words could set a mood of urgency, and a despite need for help from those whom the article is targeted towards. This would be in addition to the aid which is already being sent to those in need. The mentioning of this fact could also bring about enlightenment to the reader, who, after being informed about all the negativity in Sahel, might feel a sense of relief. Some lines such as “in a region where 300,000 children die from malnutrition-related diseases in a ‘non-crisis’ year” contribute to the pathos of the text. It calls for an emotional response from the intended audience, which could also set the tone and mood of the text.

The structure, as mentioned before, is very simple yet effective when considering the audience. It states the problem and gives the solution, asking for the support of the reader, and placing the future of this crisis in their hands. The negative perspective on the situation in the main body of the article makes the audience muse on the suffering of those in need, and then asks for the support. It is effective in bringing the emotions of the reader into the picture. The seriousness of the article is conveyed through the style in which it's written. It ponders upon nothing which distracts the reader from the main issue. The reader is as well bombarded with factual information that supports all of the negativity. The serious tone is further maintained throughout by the formality of the language used.