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Advanced Essay #2: Literacy of Violence

Posted by Zoey Tweh in English 3 · Block · A Band on Sunday, December 10, 2017 at 9:18 pm

My goals for this paper are to describe the way America teaches literacy of violence. I am proud of my descriptions, evidence, and general conclusion. In the future, I look forward to mastering making my language tastefully concise.

Most 4th of Julys I spent with my dad’s side of the family in Atlanta. I loved how the lights painted the sky bright reds and whites. It took me a while to care about the smoke that came after, to wonder how it choked thousands of Eastern Bluebirds each summer. The few times I witnessed the sky light up on America’s independence day with my mom were quite different. First was the house. When I was little I had imagined our 19th century home was built by a spy. Most walls had large windows overlooking the neighborhood and the bricks allotted the conversations of passerbys to seep through. Usually this front row seat to the average west Philadelphian was entertaining, but on nights like the fourth of July my house felt more like a bomb shelter. The painted sky to Julee was more a reminder of blood than patriotism or maybe they were one in the same.  I would sit next to her and play the wawa welcome america concerts loud but the explosions of light in the sky were always louder.

“Zoey turn the volume up!”.

“Yes mom.” I raised it up a little.Another explosion rang the house. My mother held onto my hand. My wartorn mother was alway caught in a state of limbo with the dead bodies she had to step over on her way to school tugging at her waist while squeezing my innocent American hands.  Shaking her head she directed “again”. I turned it up. The sky lit up before us through the windows and my mother shut the blinds. We were in for a long night. In America there seems to be a widespread acceptance for blind patriotism. There is a lot of pride taken for the scriptures soaked in freedoms and rights. There is little conversation however surrounding the cost of these freedoms and who’s paying it.

Millennials born and raised in America have never really experienced war. They unlike many around the world their age have not seen it outside of images, screens, and textbooks. They may know people who have, after all this is a country priding itself on its melting pot of diversity. However this does not change the overwhelming culture surrounding how we understand violence, how we talk about it, how we react to it. From the words given to us by news reporters, historians, entertainment, and in classrooms we are taught to read violence and more specifically war in a very distanced and desensitized way. This I argue is quite intentional. When Americans distance themselves from the violence displayed on the news they no longer have to evaluate their country’s role in it. Making patriotism appear as a no brainer and oversimplifying its’ cost.

But I was raised by a war refugee. I wasn’t allowed to watch anything making light of events mirroring the source of my mom’s ptsd. “These children are much more outward looking. They see books less as mirrors and more as maps” (the apartheid of children’s literature(christopher myers). In other words the information children acquire from books and other mediums are maps defining their relationships to the world and others. When it comes to violence they are in deed flawed in their oversimplified approach. We recount the events of 9/11 and our victorious assassination of Osama Bin Laden. Yet we seldom discuss the countless villages bombed regularly overseas to achieve our victories. The few times history classes witness gore in war is in a glorious light.

Not only are children being shown the wrong approach to violence but those willing to create texts with broader perspectives are not given the platform to sell their products. “The MArket, I am told, just doesn't demand this kind of book,...has asked that we have only text on the book cover because white kids won't buy a book with a black kid on the cover -or so the market says” (the apartheid of children’s literature). Is there a market then for games and shows and books that create empathy? In history classes we discuss the 60s and racism as if they occurred centuries ago. Teachers gloss over the brutality with sugar coated versions of peaceful protests. This quote is also showing how people are being raised to not just be ignorant of the depth of the injustices this country is responsible for but that they also are being taught to reject any narrative opposing the former . THe quote refer specifically to the lack of literature accurately describing the black experience in America. If white  people will not read about their neighbors then they surely are not equipped with the skills and knowledge necessary to understand and build empathy and agency for those a sea apart from us. This quote also comments on profit. This country time and time again chooses profit over education. Games like call of duty and Halo are mass produced and actively desensitize children of the pain in war. The focus is on profit not concerned at all with the affects the product has on the children.  It seems there has yet been a time when the focus was about how educated people are, about how this is impacting the country’s overall sentiment or lack thereof towards other countries. There is a barrier being created it seems, preventing americans from caring about the impact of the myriad of US bullets piercing through foreign bodies every day.

There is a very tangible difference in the literacy of violence in America than in other countries. Privilege becomes clear in the necessity of the literacy. This literacy in America gets much more complicated when you zero in on each neighborhood. For those who live in neighborhoods where the illegal acts in call of duty are everyday occurrences just beyond their front porch the literacy of violence is a necessity. In Sanyika Shakur’s Monster he describes the violence between the south central LA gangs as war because for those who dealt with those affected by this violence every day their livelihood depended on seeing it as war. “Language, incontestably, reveals the speaker. Language, also far more dubiously, is meant to define the other--and, in this case, the other is refusing to be defined by a language that has never been able to recognize him”(James Baldwin).This language reveals our focus as said previously on demonizing and desensitizing. We have the privilege of rarely being on the receiving end of war in terms of physical danger and we often take this for granted. We have also distanced ourselves from staying aware of the impact of our presence in other countries. This and our entertainment has helped desensitize us from war. My mother is fluent and well practiced in her literacy of violence. She can interpret how far away a plane is to determine whether or not she needs to seek refuge. This language “comes to existence by means of brutal necessity” as said by James Baldwin. There was a necessity in Liberia in the 80s to speak the language of violence in this way. There on the other hand in America seems to be a necessity for speaking about violence in the way that we do. In order to maintain support for the egregious act of violence inflicted on “enemies” we must begin with how we describe and discuss the issue. It must continue to be supported even in the aftermath through an interpretation of violence that is understanding of the US and demonizes the victim.

After years of numbing people of the devastation that is war, the language surrounding it changes.  Millennials in America do not understand war the way their parents or grandparents understand it. They most certainly do not understand it as other countries who see it every day understand. We are taught to be literate in violence in a way that strips it of the value in its impact. We are taught to react to the bloodshed as if it were as fake as the games imitating it. We have comfortable to the point where we gain entertainment from it. This literacy perpetuates the oppressive machine that is America. Our patriotism and consumerism has blinded us and we must stop willfully accepting this perspective.

Works Cited

Christopher Myers, The Apartheid of Children’s Literature

James Baldwin, If Black Isn't English then Tell Me What Is

Sanyika Shakur, Monster



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Advanced Essay #2: The Freedom of Speech

Posted by Ariana Flores in English 3 · Block · A Band on Sunday, December 10, 2017 at 9:10 pm

Introduction: I feel as though the goal of this paper was to address the different ways a person can use or violate the freedom of speech. I am proud of the research I conducted, but feel as though the paper in general could flow better, and I could include more scenes.

On September 25, 1789, Americans were given something that some take for granted and others do not use to its fullest potential. Yes, I am talking about the freedom of speech/expression. The law that allows us to partake in symbolic expression, give money to campaigns involving politics, gives us the right not to say anything, etc. The law that is not a safe haven for any type of inciteful speech that does not pass the Brandenburg test, a test spawning from the arrest of a KKK leader who made a speech that advised violence. What comes from the freedom of speech/expression and how do people find loopholes? Protests, activism, and the right for newspapers and such to criticize the government are all proper uses of this section of the first amendment. Even though people use words that the freedom of speech protects, some are highly offensive and can cause outrage, which can ironically result in the above proper uses of the freedom of speech/expression ( i.e. protests because of ignorant statements from well known people). In “How to Tame a Wild Tongue”, Gloria Anzaldúa discusses an action that would be against the freedom of speech when she states, “Attacks on one’s form of expression with the intent to censor are a violation of the first amendment” (34). When analyzing different ways to look at freedom of speech I stumbled upon how freedom can affective the user in negative ways. The National Review examines how verbal abuse can affect the one who uses it, claiming, “Racist hate speech has been linked to cigarette smoking, high blood pressure, anxiety, depression and post-traumatic stress disorder, and requires complex coping strategies. Exposure to racial slurs also diminishes academic performance. Women subjected to sexualized speech may develop a phenomenon of ‘self-objectification,’ which is associated with eating disorders”. This, as cheesy as it sounds, shows that what you say won’t just hurt others, but can also hurt yourself. People are also allowed the luxury of lying or stretching the truth without consequences from the government depending on the situation. It is also true that people can say things that others do not agree with, and this can create a healthy argument. Mike Rose, the author of I Just Want to be Average, gives a realistic scenario of when one could possibly encounter an argument when he comments, “No matter how bad the school, you’re going to encounter notions that don’t fit with the assumptions and beliefs you grew up with”(4). A school is a setting where one can alter, completely change or, solidify their ideas by talking with their peers. A real life example of an attempt at a healthy argument was last April, when I was sitting on my bed, dialing the phone number of one of my black male friends for the first time after I’d seen him at the bus stop on the way home and exchanged contact info with him. I had always been self-conscious about talking on the phone because there were always awkward silences that ensued when I had no interesting conversation starters. However, before we could even get to the inevitable awkward silence, right after I said “Hey, what’s up? I just got home,” , he couldn’t stop himself from claiming, “You talk lik’a white girl.” That completely stopped me in my tracks. “What do you mean?” I fired back. I had talked to him in person before and he’s never said anything remotely close to that. Was there some type of vocabulary that was associated with white people that blacks were presumed not to possess? If so, how could he have picked that up from me simply saying “Hey, what’s up? I just got home,”, or was this a cumulative question out of all the times I’ve talked to him, which was still minimal? Did my voice sound like a white girls’? If so, who cared, and since when was designating types of voices to certain races a thing? Of course, I didn’t overwhelm him with all of those thought provoking questions. I personally felt and still feel that everyone has their own unique voice, including myself. He went on to give a desultory answer, but it made me question where this idea of his came from. Judging someone for the way they talk is not uncommon. However, he must have given a white voice high expectations after experiencing it at least once in his 17 years of life and subsequently lowered the expectations of a black voice, much like the rest of society. Overall, the freedom of speech is a human right that we are lucky to have. Whether people choose to use it or not, demean people or compliment them, lie or be honest, is a reflection of that person.

Works Cited:

“The 1st Amendment of the U.S. Constitution.” National Constitution Center – The 1st Amendment of the U.S. Constitution, www.constitutioncenter.org/interactive-constitution/amendments/amendment-i.
“What Does Free Speech Mean?” United States Courts, www.uscourts.gov/about-federal-courts/educational-resources/about-educational-outreach/activity-resources/what-does. Abusing the Limitations of the First Amendment – Columbia Undergraduate Law Review. N.p., n.d. Web. 10 Dec. 2017. http://blogs.cuit.columbia.edu/culr/2015/08/09/abusing-the-limitations-of-the-first-amendment/. French, David. “National Review.” Free Speech Violations — Radicals for Censorship Persist | National Review. N.p., 22 June 2017. Web. 10 Dec. 2017. http://www.nationalreview.com/article/448886/free-speech-violations-radicals-censorship-persist.

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Advanced Essay 2- The Difference In Our Words

Posted by Leo Cassel-Siskind in English 3 · Block · A Band on Sunday, December 10, 2017 at 9:00 pm

Introduction:​

My paper is about the ways in which we speak differently around certain people and why. I hope to shed light on how society has expectations for how we act in public and how we bend those unspoken recommendations around the people with whom we are closest. I am proud of how I believe I gave people an insight to who I am as well as what I believe is expected from me. I wish that I had included examples of how I deviate from societal norms with my friends in addition to just my family.


The Difference In Our Words

I change how I communicate when I interact with different groups of people. In particular, I speak differently. I change what I say, when I say it, and how I say it. This is true for most people, because we learn when it’s important to follow societal norms and when it’s acceptable to push those boundaries.

Cursing is something that most people do only in particular circumstances. While I am the same way, unlike many others I curse around my parents, who are mostly ok with it as long as I do it with a smile on my face so that they know I’m not serious or angry. Many other times, though, I know to hold my tongue and speak properly and with decorum.

Back in September, my Dad and I were at our friend’s house watching the Eagles game. As school had just begun, the group -- mostly made up of forty-something year-old Dads -- was discussing the pleasures of kids being back in school.

The host explained, “It’s nice to have them in bed at a reasonable hour. All summer, they were just banging around the house at all hours of the night.”

My Dad, sarcastically pretending that I wasn’t sitting right next to him, stated, “It’s amazing to have Leo back in school. I believe we had more than enough time to bond this summer.”

My response was already at the tip of my tongue. It would have been so natural, and so satisfying, to have released the words, “Fuck off.” It wouldn’t have been anywhere near the first time that I had said it, and I don’t believe that’s a bad thing. As Robert Klein explains, “I’m not against profanity. It’s an important part of the language when used properly.” Cursing is not just a way to express anger towards someone, but a way to strengthen a bond between people and to add humor. While I would have been comfortable saying these words to him with a smile if it were just the two of us, I restrained myself due to our present company. Some people might not have understood my sarcasm and would have taken it as me not respecting my Dad. Society creates expectations about how we are to act, and while we all strive to be our authentic selves, we also have to learn about the importance of operating inside society’s norms and therefore when and to what extent we should express ourselves in different ways sometimes.

Jokes are one of my favorite ways to express myself, but I have to be careful about what I say depending on to whom I’m talking. There is a fine line between what is funny and what is considered offensive. Many times it is hard to know where that line is, because it is different for each person based on how well we know each other.

For the last five years I have only rarely called my sister by her name Rebecca. Instead, I call her Tubby Bear Junior or some variation of it such as TBJ, Tubs, or Junior. Now while the Bear and Junior parts of her nickname are acceptable for all audiences, Tubby is a name that refers to someone who is overweight, which in a nickname would normally be thought of as derogatory. In this case, though, due to my closeness with my sister and our common understanding that not only is she not fat but in fact is fit and athletic, the nickname is just an ironic joke. It reflects how close we are to each other.

This is the type of joke that you can only make to someone with whom you are very close. I would never call any of my friends by a nickname that referred to them as overweight or anything related to body image, which can be such a sensitive topic. But with my sister it is ok because she is in on the joke and interprets it as the affectionate nickname that it is.

Just like many other people, I conform to society’s norms most of the time. The only times that I feel comfortable stepping outside what is considered typical is when I’m with people that I am very close with and who know my personality. It is not typical for a child to curse in front of his parents or to have a nickname for someone that contains derogatory language, but due to the bond I have with my family and also with my closest friends I am able to push society’s communication norms with that limited group of people. Pushing these norms not only allows me to express myself in the way I sometimes like to, but it also helps create and strengthen the bonds I have with these people.


“Robert Klein Quotes.” BrainyQuote, Xplore, www.brainyquote.com/quotes/robert_klein_678411.


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Advanced Essay #2 - Ethan Larrabee

Posted by Ethan Larrabee in English 3 · Block · A Band on Sunday, December 10, 2017 at 7:36 pm

​Introduction:
In this paper, my goal was to establish a link between how early one learns to read and their success in the future as well as how this can be used to disenfranchise certain groups of people. I'm not particularly proud of anything in this paper (in fact it still needs a great deal of work) but it's getting late and I can't think of anything else to write.

Literacy, specifically in terms of the ability to read and write, is an essential part of one’s education. Reading is especially important as without being able able to read, one cannot hope to be able to write. One’s ability to read determines one’s ability to better perceive the world around them as the vast majority of our information is presented in a written format. Thus, the sooner one learns to read, the sooner one can begin to truly learn about the world they live in.

I was a rather fortunate child in this regard as I learned to read at a notably early age compared to most children. From as early as I could remember, my parents had been reading me stories which I would listen to with a sort of obsessive focus, which says a lot as I can rarely focus on any one thing for an extended period of time. By the time I was three years old, I was attending a preschool at which I was being taught how to read and write. We started with basic subjects like pronouncing letters and writing our names. While the teaching was effective, it seemed to move too slowly for young me as I craved more. As I was an ambitious child, I decided to teach myself to read. First, I had to find the right book. It had to have enough words to be challenging, while still being a relatively light read. I settled on one of my favorite dinosaur books. It was quite large with full page illustrations and a few sentences per page. It was perfect.

I set about my task in secret, not wanting to risk my parents offering their assistance. This was something that I knew had to be done entirely on my own. Each night, after going to bed, I would stay up for several minutes attempting to decipher the pages. I sat hunched over the book under my covers with a flashlight as to not disturb my brother nearby. The process was slow and arduous as each page took me several minutes to complete and I was constantly sidetracked by the illustrations. Still, I pressed onward, each page becoming slightly easier than the last. By the end of the fourth night, the book was finished. From then on, my reading quickly improved as I seemed to outpace the rest of the class. While others would play, I would find a spot to sit and read. Since then, I have always been at an advanced reading level. I don’t mean to brag, but this was extremely helpful in the earlier years of school.

Literacy is one of, if not the most valuable forms of cultural capital. The ability to read is necessary in society for finding and absorbing information. It allows one to learn independently as they can seek out information without the need for someone to explain it to them. However, if one is deprived of this ability, than they lose a great deal of their independence and makes them much easier to control. For example, slaves were absolutely forbidden from reading or writing as keeping them illiterate made them incapable of arguing for their rights. While a slave could find evidence of the wrongfulness and immorality of their enslavement, they would never be able to because they weren’t capable of obtaining that information. All they knew was what was told to them by their masters, who used this to better control them. This is how Frederick Douglas managed to escape slavery because he taught himself how to read and write. Similarly, in the segregation era, black schools were deprived of resources in order to better control the students. Without being told about the importance of literacy, many of these children never pursued it later in life and so never developed the skill further. In The Apartheid of Children’s Literature, Christopher Myers states “As for children of color, they recognize the boundaries being imposed upon their imaginations, and are certain to imagine themselves well within the borders they are offered, to color themselves inside the lines.” When it comes to children’s literature, books for children of color simply aren’t published. This indirectly deprives them of a way to improve their own literacy skills and, by extension, their knowledge of the world around them.

While literacy has always been an essential life skill, its importance hasn’t been stressed until quite recently. People are only just beginning to realize how much one’s literacy skill determines and what they can do to improve. Hopefully, people can have more access to literacy instruction in order to close a gap that has existed in society for centuries.


Works Cited

Meyers, Christopher. "The Apartheid of Children’s Literature." New York Times. N.p., 15 Mar. 2014. Web.
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Advanced Essay #2: Women and Visual Literature

Posted by Jayla Wright in English 3 · Block · A Band on Sunday, December 10, 2017 at 7:36 pm

Introduction:

My goals for this paper is to share how visual literature changed how I viewed myself. I’m most proud of the flow of my writing. I could improve in making my thoughts on literature more clear


Women and Visual Literature:

I was sitting on the bed in my mom’s room. She was folding and putting away laundry while the T.V. was on. The T.V. screen was playing some sort of crime show. In the show, there was a man and a woman standing in a gritty city. The man offered a bouquet of roses to the woman. The woman laughed and walked away from the man, refusing his proposal. The woman didn’t get too far before the man shot her to death despite her pleas for him to stop. The woman’s body was left in the streets while the man drove away from the crime scene with his unwanted bouquet of flowers.

That scene gave me a fear of rejecting people and saying no. I grew more cautious of how much authority people have over me and how quickly and drastically I would be punished if I didn’t do what was expected of me. An article by UNICEF states that,  “... exposure to media among youth creates the potential for massive exposure to portrayals that sexualize women and girls and teach girls that women are objects.” Although the media I was exposed to was not sexual, the effect was the same. That scene gave me the idea that I should be afraid of men as well as the power that they had and I lacked. I had the expectation that when I would enter my teen and adult years I had to make the men around me pleased with my answers and behavior even if I would not be comfortable with the outcome. Without even knowing it at the time I was beginning to understand my role in society was to be objectified. Visual literature helped me realize how I was expected to behave and perceive myself. My perspective on what I could be as a woman narrowed down to one option; an object designed to please men.

When I was in elementary school I would spend my time during recess playing make believe on the playground. At times I was the only girl in a group of boys, making me have to take on the more feminine characters in our made up adventures. One recess we decided that we would play in the world of Star Wars. Despite the fact that I hadn’t seen any of the movies at the time, I would always get assigned the role of Princess Leia. The obvious reason was because I was the only girl that would play this game with them. However, my friends claimed it was because of the curly buns I had on the sides of my head. They would pretend to be Jedis and use “the force” to move things as well as have fierce fights with imaginary lightsabers. My job was to mostly sit and watch. On more eventful days I could pretend to be in danger until it was time for me to be saved by my friends.

Looking back on my times spent in the playground I realize that my roles have always been passive. The nature of the characters I would play did not matter. My male friends and I did not care if the women I pretended to be were strong leaders or highly intelligent. In our eyes, these characters were only girls and nothing more. Often times in the media, shows will have a singular female character in a group of men. In an article titled “Hers; The Smurfette Principle” Katha Pollitt defines the Smurfette principle as, “a group of male buddies will be accented by a lone female, stereotypically defined.” Pollitt also gives examples of female characters who only have one singular personality trait. Kanga from Winnie the Pooh is the mother of the group while Miss Piggy from The Muppets only exists as a “glamour queen”. Pollitt comes to an understanding and begins to see that, “Boys are the norm, girls the variation; boys are central, girls peripheral; boys are individuals, girls types. Boys define the group, its story and its code of values. Girls exist only in relation to boys.”  Visual literature has shown me that women are seen as singular traited individuals that exist only to levitate the qualities of men. This representation of woman in visual literature has caused children, like me and my friends, to dismiss the idea of women having larger roles. Women are put in a position where they must prove that they are too complex to just be accessories to the characteristics of men.

Eventually, I realized that I am too multifaceted to be reduced to an object. Despite visual literature introducing harmful stereotypes in the past  I believe it’s steadily improving. Every day I see better representations of gender and I hope children today are gaining higher perceptions of themselves.


Works Cited:

“Not An Object: On Sexualization and Exploitation of Women and Girls.” UNICEF USA, 9 May 2016, www.unicefusa.org/stories/not-object-sexualization-and-exploitation-women-and-girls/30361.

Pollitt, Katha. “Hers; The Smurfette Principle.” The New York Times, The New York Times, 6 Apr. 1991, www.nytimes.com/1991/04/07/magazine/hers-the-smurfette-principle.html.


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Advanced Essay #2: A Mother's Voice

Posted by Eric Valenti in English 3 · Block · A Band on Sunday, December 10, 2017 at 6:43 pm

​Introduction:

My paper follows the topic of parental influence on language and how our parents talked/ read to us as children and how that affected our development through life. The goal of y paper is to show how a parent who reads to their child gives their child an advantage literacy wise. I'm proud of my analysis in my paper I feel as a writer it has grown quite a bit and it sounds better all together. Places that could use some improvement, (if we had a larger word count), would be adding more to my scene of memory. 

A Mother's Voice: 

People believe that our school environment has the largest impact on our speech development and interpretation of literacy. This effect on our speech happens much earlier on in life. Our parents are this early effect. A parent who instills the importance of reading in a child's life gives that child an interest in learning, which will blossom into a dominant cultural capital. A parent who is not involved in a child’s life reading wise places this child at a disadvantage. Recently, I recalled when I went to my mother’s house and remembered a conversation we had about our childhoods. I was about 13.


I sat on the sofa and pulled out my book that I had been reading. Animal Farm, by George Orwell.


“Animal Farm. That’s a good book.” my mom said.


“You read Animal Farm?” I said.


“Of course, I read it a few years ago. Do you like it so far?”


“Yeah, I’m really enjoying it...in a strange way. But I wouldn’t peg you as someone who’d read something like this.”


“Why do you think that?” my mother said, confused.


“You read romance novels and I doubt that Nani would’ve asked you to  read something like this.”


“Why does my mother care about what I should and shouldn’t read?”


“You were sort of… for lack of a better word, poor as a child. I was raised reading books and craving to read more books.


“I had to work for my education, and sure, maybe I wasn’t as proper spoken as you as a child but I’m smart, Eric.” I stood up and grabbed my book not saying anything. I went to my room and fell asleep quickly. It was as if the night went by with a blink.


This memory is like an essay we read in class, The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children by Lisa D. Delpit. “I am also suggesting that appropriate education for poor children and children of color can only be devised in consultation with adults who share their culture. Black parents, teachers of color, and members of poor communities must be allowed to participate fully in the discussion of what kind of instruction is in their children’s best interest.” (296).  

As a society, people neglect poor children no matter how much they need help, but the moment a child with money has an issue they get all the necessary help. When Delpit states, “instruction in their children’s best interest,” she believes  that  as a society need to put our differences of privilege aside and help the poor, using our privilege because that is a part of our culture. My mother as a child wanted help and my grandmother never got my mom any help at all.

The next morning, after my “discussion” with my mom, I heard her voice from downstairs in the kitchen. I walked downstairs, making a slight noise and saw my mom drinking coffee in the kitchen, her phone was on the table. On the phone was her mom.

“Never heard of Animal Farm, sounds fancy.” my grandmother said.

“Yeah it’s pretty advanced for his age, guess all that reading at night with him helped.” my mom said.

“ I loved reading to you.”

“ You never read to me, Ma!” my mother snapped back

“ Yeah I did, I read you….”

“You can’t even think of a book, you were never there for me!” There was a moment of silence, my mother burst into tears and hung up the phone, putting her head on the table in shame.

As Mike Rose wrote in his essay, I Just Want to be Average,  “You're defined by your school as "slow"; you're placed in a curriculum that isn't designed to liberate you but to occupy you, or, if you're lucky, train you, through the training is for work the society does not esteem; other students are picking up the cues from your school and your curriculum and interacting with you in particular ways.” (3).

We separate kids into two groups, smart and slow and we do this at a young age but old enough so that child understands that their behind. Instead of allowing “slower” kids to integrate their ideas with “smarter” kids so that both groups benefit schools put you in classes that just fill up your time, rather than giving you a purpose.

Literacy is a tool used to understand words and people, some people understand these messages better than others. Our parents are meant to lead us, the amount of guidance are parents give us varies.



Works Cited:

I Just Wanna Be Average by Mike Rose

Rose, Mike. "I Just Want to Be Average." Lives on the Boundary: The Struggles and Achievements of America's Underprepared. New York: Free Press, 1989. 162-67. Print.


Baca, Jimmy Santiago. A Place to Stand: the Making of a Poet. Grove Press, 2001. [This is the book…]


The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children by Lisa D. Delpit.
Lisa Delpit (1988) The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children. Harvard Educational Review: September 1988, Vol. 58, No. 3, pp. 280-299


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Advanced Essay #2: The Language of Masculinity

Posted by Matthew Milligan in English 3 · Block · A Band on Sunday, December 10, 2017 at 6:20 pm

Introduction:

The goal of this paper was to explain how I view code switching, especially in concern to masculinity, as a language.I am proud of the connections I made about how men view being feminine as a bad thing along with how I connect to the grand scheme of masculinity. I could improve more on being concise with my words.


The Language of Masculinity:

When I was fourteen I entered the workforce with my first job, which was anything but glamorous. I was condemned to spend a little more than a month of my summer trapped in a very old and hot gym with a gaggle of small children. While the children were annoying, it was my fellow coworkers who I found to be the most unbearable.

I have this complex when it comes to interacting with guys my own age. I do not consider myself to be overly masculine in the slightest, so I find myself feeling lost and mildly annoyed at the behavior of my fellow men. Not all men, but just the majority of them who flaunt their masculinity and force it onto others. The ones who find ways to insult not only each other but different groups of people as well.

The camp in which I worked seemed to reinforce stereotypical gender norms much to my dismay. Me and the rest of the boys were in the gym playing sports with the older kids while the girls were confined to the “tot room” watching over the smaller campers.

Lunches, where all of us guys would sit in the break room, were the worst for me. Conversation would buzz around me, but it was as if the guys were speaking a foreign language that I barely had a grasp of. I had mastered the art of nodding along and laughing in order to pass as just another guy, but every now and then though one of them would say something that snapped me to my senses.

“Dude stop being such a faggot,” I had heard one of them yell.

“Shut up, you’re the faggot,” another had retorted, his mouth full of sandwich. They all laughed except me. I always hoped that no one would notice my flinch when they said certain words like faggot or retard. Those were words of their language that I had refused to speak.

It had always fascinated me that men use the term faggot as an insult, as if being gay would  suddenly strip a man of what makes him a man. It seems as though men are obsessed with the concept of a fag, which is to say an overly feminine and flamboyant man who likes men. It must make them feel better about their own fragile masculinity.

To me, masculinity is a language in itself. It is one born from years of privilege and entitlement, of aggression and hate. It not only harms those who are not men, but it also harms the men who use it.

As Steve Almond wrote in his article What I Learned in the Locker Room, “We look to pro sports as a reminder that it is our duty to conceal the parts of ourselves that feel vulnerable, the parts we associate — erroneously, but inextricably — with the feminine.”

Hypermasculinity not only harms those who are not men, but it also harms the men who perpetuate it. The fear of being feminine or the fear of being a “fag” is what drives men to act the way in which they do.

Men conceal their feelings, their vulnerabilities, and repress them until there is no other choice but to push those negative feelings onto others. It makes sense then, that they would attack the so-called “faggots” because they are jealous of a man who can take ownership of who he is and who can take responsibility for his emotions and actions. “Faggots” are a threat to their way of life.

Towards the end of my first summer of work, I found myself exhausted keeping up the charade of masculinity. I think the facade that I had put up began to fade because one boy reached out to me during my last week of work. We were in the gym, and he had stopped me in the middle of my weak attempt at shooting some baskets.

“I just wanted to tell you that I notice how uncomfortable you seem around some of the other guys, I get it,” he admitted. “I just don’t want you to think that I’m a horrible person because of how I act around them. I’m not like this really, I just do it to fit in,” he had told me.

I think I replied with something along the lines of, “Yeah don’t worry about it, it’s no big deal,” but in reality I was confused. Why did this boy care so much about what I thought of him?

The answer didn’t come to me until much later, after I had become more comfortable in my own skin. He was trying to reassure me that he was not a “horrible” person, but in reality it seemed as though he was trying to reassure himself, which makes me think about what Gloria Anzaldúa emphasizes in her work How to Tame a Wild Tongue, “Wild tongues can’t be tamed, they can only be cut out.”

This boy had given up who he was in order to fit into the male archetype. He took the parts of himself that were against the norm and cut them out in order to become what every man is expected to be. While he may have found comfort in the conformity, he had lost himself in the process of doing so. I came to realize that you cannot bargain with society, you either speak the language it wants you to or you risk becoming a social pariah.


Works Cited:


Anzaldúa, Gloria. Borderlands = La Frontera. San Francisco: Aunt Lute, 1999. Print.


Almond, Steve. What I Learned in the Locker Room. The New York Times Company, 11 Sept. 2015, www.nytimes.com/2015/09/13/opinion/sunday/what-i-learned-in-the-locker-room.html. Accessed 10 Dec. 2017.


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Advanced Essay #2: Keeping thoughts

Posted by James Klenk in English 3 · Block · A Band on Sunday, December 10, 2017 at 3:52 pm

Introduction:
This essay is about exploring the ideas of speech and how it affects people in different ways living there everyday lives. People from different countries who come to the U.S are affected by the way that they speak and how seriously they are taken. 
James Klenk 
Mr. Block 
English 3 
December 10, 2017
Essey:

When I was growing up I was a lonely kid with the little friend outside of school and not being friends with people in my neighborhood. I understood why I was going to a school far away from my house but I never got the concept of what that meant until I got older and started to experience the world more with the different culture and environment. I am dyslexic with slur speech and a high pitch voice annoying voice, I was weird to talk too. I went thru school not being self-conscious on how I talked but once I got to high school and started to meet new people I started to care about my voice and punctuation.

As my friends and I were talking about the class reading that we had to do for Mr. Kay's class. We were talking about the main character in the book and what we thought about her. As we walked, we were talking about the character choices in the book. I was telling them that I thought that the character actions were too impulsive to make any sense. As I told them that they gave me a look of confusion and giggles. I asked what happened. And all they said was what is the character name. ¨Why her name is Dane¨” everyone laughed with the laughter filling the halls ¨ẅhat did I say, that's her name¨. ¨Her name is Dana, You know that right¨ I looked at them thinking that they're crazy because I knew that I said. ¨You said Diane you know that right¨  as I looked at them I said ¨ Ya I guess¨. I went through that day not truly know what I said wrong but I know that the reason why they didn't fully understand me was that of my speech and dyslexia. The knowledge of know that your being affected by something that you can't change about yourself. I know that I am not the only one effect by a speech in their everyday lives. The short story Mother Tongue  It illustrates the struggle of a mother who is trying to live her everyday life with working, finances and raising a child, and dealing with the knowledge that she will not be fully understood and taken seriously because of her ability to speak English. “I knew from a four fact because when I was growing up, my mother’s ‘limited’ English limited my perception of her”(2). This ideal of speech impacts someone's ability of taken seriously is something that many people have to face in their everyday life with people with speech people are being less likely to be hired over other people. This practice can not only affect business body with them not hiring the best person for the job because they don't speak perfectly but instead picking people that might not be qualified and cause them to lose financially.

Cultures around the world have dictated their version of success in their society with people who ability took and speech a certain part leads them to be more successful in their society. Thru their eyes they cherry picking people that will be able to compete in the world to make them look more smart and intelligent.  The Idea of only picking people that looks and sound like the part cause them to overlook smarter and brighter people because they are different. This Practice not only limits the society as a whole by not putting their best foot forward in the areas of ideas, jobs, and knowledge. But it's also limit the society in another way. Its limit people experience and culture with them suppressing there difference and accents it fixes the average way people speak. As a society, we need to think and talk about if we want this to be the process of people being accepted into a job. If as a society we are comfortable with that we need to ask why. Why are we comfortable with allowing a part of our population that percentage numbers in the double-digit not being able to be heard or taken seriously.  That the real question that everyone should be asking themselves and that will people with claim different causes are more moral the ideals that anyone forms any background cannot listen be the cause of the way that they speak is something that we all need to acknowledge and do something about because for more people it´s unchangeable.


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Advance Essay #2 - David Roberts

Posted by David Roberts in English 3 · Block · A Band on Sunday, December 10, 2017 at 3:35 pm

This is an essay about my love for literacy stems from my earlier love for books. Because of my exposure to books, I have learned to love literacy.

Literacy is a part of life that many people underestimate. When any form of literacy is left out of the curriculum, people forget it. It becomes something they no longer pay attention to, and when mentioned, its gets degraded into oblivion. But literacy is really something great. It does in fact play a huge part in our lives, and no matter what people say about, it will always be there. Whether literacy takes the form of social media, news, writing a paper, or other things, it will remain a major part of life. This is why we cannot forget it. And I, from experience, can say that books don’t give me the chance to forget literacy.

“Let’s go bud, time for bed,” my mom called to me.
I put down my pencil and ran up the stairs to get ready for bed. I always loved reading; it would make my imagination run wild. I didn’t know how yet to read, but with everyday I got a little bit closer to understanding.

“Alright son, tonight, we’re going to finish The Horse and His Boy.”

“Nice,” I replied. “Finally the ending!”

As soon as I was born, my parents were reading to me, or so I was told. My parents to me so often, that they still today tell me about all the books I read during my childhood. Granted, they have given a significant portion of those away, but there still exists a small collection of children’s books in the house. My parents say those are their favorites. has left me with a true love for reading and literature.I have learned to love all different kinds of books, whether that was a biography about some famous person, or a nonfiction novel about a kid’s experience growing up with no parents, or even a science fiction novel about life on another planet. I’ve learned to truly appreciate books

As I got older, and learned how to read, I would do it  constantly. I would read anything I could get my hands on, whether it was a nonfiction book, magazine, or even an essay online about something I was interested in. I think it is acceptable to say that there was never a time in my early childhood when I wasn’t currently reading something. Nowadays, this is no longer true, but I distinctly remember reading all the time, even if that meant re-reading a series once or even twice because I loved it so much. Sherman Alexie described my situation perfectly in her essay titled, The Joy of Reading and Writing, “I read books late into the night, until I could barely keep my eyes open.” She, like myself, remember reading whenever she could, even when she wasn’t supposed to be.

Jimmy Santiago Baca put how I felt about books into words in the film A Place to Stand. “I didn’t want to the guy to hit my eyes so I could read the story.” I was so deeply in love with reading that if something happened to me that rendered me unable to read, part of me would die. Reading was such a big part of my childhood, that if I didn’t have books, I don’t think I would be same person I am today. I would not have the same imagination, the same creativity that I have today. And those things are such a part of me that I would indeed be a different person.

Looking back on these things, I can easily see how books and literacy helped me grow. Reading helped me to understand and appreciate forms of writing from a very early age.. I’ve learned to value books and whatever wisdom they held within their two covers. I learned to see the meaning or reason why a certain part of a book was written. I can very easily read what is happening “between the lines,” as some people say. Reading gave me this ability, which I cherish with all my heart.

Now that I am closing on my seventeenth birthday, I still read every now and then, but I’m no longer that little kid that was obsessed with books. Other things occupy my time, and some days I don’t even touch a book. I still retain my love for books and literacy though. If I find a book I haven’t read I’ll be busy until I read the last word. I also can still look at things in life and appreciate the literacy held within it. I doubt anything could happen that would take away my love for books and literacy.

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Advanced Essay #2- Autumn Lor

Posted by Autumn Lor in English 3 · Block · A Band on Sunday, December 10, 2017 at 3:00 pm

​My essay revolves around phones and why I hate and love my phone. I'm biased about phones because of the experience but the story is identifying what a phone can do, off and on screen. 

Blinding by a Screen 
Learning about the world, you have to look at things multiple times to understand everything. I wish I could look at things once and just understand it all completely. Every day something new is created and every time us, humans feel the need to learn about it. We look at a device called phones as if we should a book. We create statues on social media as if we’re writing an article for the world to see and read. Jean M. Twenge wrote an article about how smartphones destroying this generation. She mentions, “The shift is stunning: 12th-graders in 2015 were going out less often than eighth-graders did as recently as 2009.” Surprisingly enough, when people do go out, they’re still on their phone.  
In 2013, I got my first phone where I could only call people. In 2014, I was able to text and in 2015, I got my first iPhone. It allowed me to talk, text, use wifi and so much more. Taking pictures to capture the moment and playing digital games to pass the time. I have a love/hate relationship with phones. There is one main reason why… 
Why is everyone walking so slow? I turn around and I see phones. They’re looking at their selfies and don’t know where they’re walking. “I don’t understand why you guys have to do this right now,” I say out loud, but no one hears me because no one is listening. I look straight forward again. There are two people standing in the parking lane, wearing big green coats with fur on their hood; they’re wearing matching coats while being on their phone. They both just look at the phone as I see the car that’s in front of them turn on his lights as if he was backing up. In that moment I screamed, “The car is backing up, get out!” Not one person moved. I watched the car back up and hit the guy as he pushes his friend. But the girls and I just kept walking as I watched and they were looking at their phones. I turn around, “Did none of you guys see that?” No response, “Hello, did you hear me? None of you saw that? Those people who just got hit by a car! How did you guys not see that? Did you guys even hear me scream?” They looked at and still didn’t know what I was talking about. 
Kara finials answer back, “See what? Those people aren’t my problem, they can get hit again and I’ll it watch this time,” Kara shouts.
“What do you mean?” Selena asks while still looking at her phone. She sounds concerned but the way she looked, it didn’t seem to add up. 
“What great friends you are. Always paying attention to me and actually caring for me. Don’t worry about those people because if that was you, I’ll just walk away and not say anything. I will watch you get hit by a car nothing will happen.” I rolled my eyes and just walked away. After taking some time away, I thought about the quote Lisa D. Delpit that says, “If you try to suggest that that’s not quite the way it is, they get defensive then you get defensive” (Delpit, 281). People get really defensive when they believe they are 100% correct. By defensive, I mean pushy and rude. They will say anything to make themselves right. I tried my best to see if they could change their minds but all I got in return was their attitude. 
We’re walking to the train station at 42nd and Market street but I walked faster than them so I got to the train first. When I got to the station, I didn’t look back so I didn’t know if they got on the same train as me but I know they didn’t get on the same cart as me. While being on the train I didn’t want to think about what happened, so I took out my phone and started to play a game called Bricks. By the time I looked up my score was 2098, my highest score, and I was two stops before I had to get off. The Market-Frankford Line takes so long that I never look up. 
After getting off the train I jumped on the bus. “Phone is low battery, 10%” my phone screen popped up. I put my phone in my pocket and slept. Half sleeping and half thinking, Why was it so hard for her to listen and look around? Maybe it’s because of the person she is, but I do that sometimes, I might not do anything but I would have thought about it. Knowing what happened means something can change if there is a next time. 
A few hours passed, Selena texts me, “Are you fine?” 
I responded with “fine,” but what I wanted to say was fine with what? I just hate the fact that I think too much about everything. It’s either that or people don’t think enough. I don’t know what to think anymore. I hate it so I exited the iMessage app and went on Instagram. 
Instagram makes me forget everything, being able to watch videos that are a minute long and watch another where my mind will completely switch. Instagram changes my thoughts in four seconds. Lisa D. Delpit brings out the point about “bitterness and resentment expressed by educators” (Delpit, 289). Although while she wrote it she meant something else but just reading that part, I see it as my educator being a distracting for me getting away from my bitterness and resentment. Instagram is my educator that reminds of my bitterness. 
While others may not feel the same way as I do towards the phone, I find phones more on the bad side of life. I could live without a phone. A phone is just one little device that provides ten thousand things together. I can call, text, locate yourself and others, capture pictures, record videos, and so much more. But phones are a distraction and it doesn’t allow people to connect with people face to face. Instead of talking to a person, you’re talking to a screen. Right now, you’re reading this off some type of electric device and my question for you is: are your eyes hurting yet? 

The Silenced Dialogue: Power and Pedagogy in Education Other People’s Children by Lisa D. Delpit 
Citation: Delpit, Lisa. “The Silenced Dialogue: Power and Pedagogy in Education Other People’s Children.” Harvard Educational Review, Aug 1988. Research Library pg 280 

Have Smartphones Destroyed a Generation? By Jean M. Twenge 
Citation: Twenge, Jean. “Have Smartphones Destroyed a Generation?” The Atlantic, Sep 2017.
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