Dec 11, 2011
Nov 20,2011
Over Thanksgiving break, we started reading ceremony. My first read of the book was not a pleasant one, even with watching the Silko interviews. I wrote a couple of notes that helped me learn a little about the culture, but did not do a good job at connecting it to the book. I did not have an open mind, and that prevented me from noticing a lot of important details that I noticed later when we started to annotate it. Although I had some more understanding of the story, I was still very confused about certain things, like the exact process of the ceremony, and the functions of the directions. The articles we read explained a lot, but left me with a few questions also, because at certain times I saw conflicting information, although It may have just been me interpreting it wrong.
Nov 20,2011
Reading Death of a Salesman was much more enjoyable for me, partly because I felt the story was more relatable than The American Dream. I like class discussions because I can hear about ideas and interpretations, I did not think about before, but also because some of my ideas are reinforced by other comments, and I can build up my own ideas. Finding techniques of DIDLS and using them to find meaning has become easier with practice along this year.
The second in-class prompt we did was much less intimidating than the first, even though I did not do as well as I would like. I was able to interpret the poems, but I felt like I missed something important because it seemed so simple. I still need to work on organizing my ideas, especially since I have so many of them. I sometimes leave important support information out, or use order that is distracting. Other times, I just have trouble wording ideas to make any sense.
I enjoyed using prezi, even though we had some technical difficulties. The formatting was nicer to pay attention to for the audience because it allowed for more variation and organization that power point sometimes does. I was excited to learn while making out presentation because I could relate the information to literature I have read or heard of. Most of the eras presentations were alto of review, but it was good to review them once in a while to be able to apply the information.
OCT 23, 2011
Through these weeks, we have been using DIDLS , and I have a feeling, we will be using it until the day we graduate, and beyond. Although I am not always sure, which category a technique may fall under sometimes, I know I have become much more aware when looking for techniques , and looking for the “ deeper meaning” when I read.
The first read of The American Dream was not a pleasant one for me, especially since I did not have the chance to hear it aloud. I thought I had understood some of the important techniques and meanings, but I also felt like I had missed so much, and I was right about both! Annotating in class helped me to “catch” what I missed, and when I heard input form other people, I was able to come up with more ideas of my own.
There both advantages and disadvantages to small groups and big group discussions. I like that we were in small groups because we were able to focus more on specific parts, and I felt more comfortable to bring up ideas or questions. The big group discussion was beneficial to hear a variety of ideas and have a broader discussion on more parts of the book that we were able to do in small groups. If only we had more time, I would like to be able to have class discussion more.
I look forward to reading Death of A Salesman, and I’m interested in how watching the movie as our “ first read” will change our experience in actually reading it for the first time.
Oct 9, 2011
Similar to the first three weeks, we reviewed a lot of basics we learned in previous years, and then went “further in depth“ with these subjects. For example in chapter 3, we learned terms we use when analyzing drama and fiction. We should already know the difference between a tragedy and a drama, and the difference between high comedy and low comedy, but I would not have paid much attention to the difference between a farce and a burlesque before.
I knew the basics of syntax before, but the worksheets we did helped me understand how to apply them more to reading. I enjoy the group activities we have done with the worksheets, even if some people think it is busywork. I like the experience of learning from other people ideas, and from applying new skills, even if it is hard or confusing.
I found The American Dream very weird, and I did not enjoy reading it. The fact that I missed the class reading, so I had to do it at home, quietly, while sick and tired probably made a negative impact on this experience. I was able to understand the basic situation of the story, and some details like the language and the boxes, but I had to look up reviews of the book to assure myself if I was going in the right directions, since I did not have the opportunity to discuss or hear other ideas in class. I also felt like a missed several important things that review point out, like the theme of destruction (?) some of those ideas would cross my mind, but I did not pay enough attention to.
Sep25, 2011
Just three weeks into the school year, we have covered so many basics of reading and writing. One of the first things we learned was to read things several times. Closed readings are not nessesarily deep thoughts, especially the first read- though, but are most certainly helpful in breaking down of material. The techniques of the closed reading practices we have learned, is so bebefitial to someone like me, who is scattered in thought and easily overwhelmed. Whenever I can break a task into peices, I can focus better on organization of my thoughts and ideas, which is currently a weekness for me. I ma looking foward to strengthen my organization of essays throughout the year.
The words of DIDILS are not completely new to me, but the way we use them is slightly new. I knew the basic meanings of details, imagery, diction, language, and syntax, but I have learned how to use these techniques to furthur analyze a writing piece. Besides looking for the elements, we have learned how to use them to look at the " hidden so what" question, to add meaning.
Reading chapter two of the textbook helped to expand upon the techniques we know about in DIDLS. Analysis poetry for example, we can look first at the form, sound, and peotic syntax of the poem. Learning to focus in sentances instead of line by line only, helps to notice the words used, and look at a bigger picture. In wrting an analysis essay, we learned that thesis answers prompt. Sometimes, I may come up with what sounds like a great statement, but it may not fully answer the question being asked. Also, learning how to use effects and support evidence to add to meaning will come in handy in future essays.
I look foward to practicing new skilld this year.
