Jelly filled doughnuts
Every day
None for him
None for her
I eat them all
Fat, you say? I go
Eat some more
Really, good jelly filled doughnuts

Jelly in your belly
Eating, but following a map
Looking for the center
Lovely delicious
Yummy gummy
Dough but no nuts
Occasionally offered with some coffee
Not taken for granted, but with
Utmost gratitude
Tummy aches
So many doughnuts

poetry personal questions

How would you define the word poem?
The word poem can be defined as a carefully constructed piece of work with manipulation of language with hidden emotional triggers.

What kinds of words are in poems?
There is heavy use of figurative language to convey meaning. Along with figurative language to convey meaning abstractly; the words in poems creates images that can pull at the reader’s emotions.

What do poems sound like?
Poems may have rhythm for the most part with the carefully chosen words, or can resemble somewhat a more formal prose structure.

How is a poem like a song?
Poems usually flow with their words, much like songs.

How can it be like a story?
With poetry’s heavy usage of figurative language, many images are created in the reader’s head to help imply meaning. This is much like a story with the reader being active in the writing with incorporation of imagination.

Have you ever written a poem?
Yes

Everyday Use Socratic Seminar 11/5/15

Jennifer Slavik
Socratic Seminar date: 11/5/15
1)
fault finding (n)—continual criticism, usually over trivial things. I figured out what the word meant by background knowledge of the two root words, however the dictionary provided me with the word’s use of negative connotation. I see how the author’s contribution of this word incorporates with the character’s persona, adding more dimension to her.
assalamualaikum (n)—a greeting used by Muslims. “And to you be peace together with Allah's mercy.” The dictionary provided me with a basic understanding of this word, because throughout the passage I was lost with the foreign word.
Johnny Carson (n)—an American host, comedian, and actor. The host of The Tonight Show. I wasn’t previously acknowledged with Johnny Carson’s history, after this story, and after looking up his name, I am now familiar with Mr. Carson and his past achievements. This helped me gain more older popular culture references. It also helped me create a vision of what the mom thought was generic in the time period. This brought me closer to the character.

2)
Use of examples of movies—We discussed movies as references to relate to the text. We took apart the movie to find relevance to the meaning of the overall passage. The use of outside examples helps connect universal concepts, and make our peers more comfortable with the subject at hand.
Use of background knowledge of history—We discussed the history of racial tendencies. Shaige and Emile brought up background of Africans culture comparing with African American culture here in U.S. This brought up the differences in perspective of mother and daughter, and how they view their cultures in their own minds. This was clear for us to understand what engendered conflict, and where their conflict is going, bringing upon more in depth discussion
Use of personal experience-- We noted on previous experience which could allow us to relate to the character in discussion, and put ourselves in their footsteps. The concept at hand was the abstract perception of not being happy with what we have. We talked about how we visited other countries and were exposed to this concept by others and ourselves.

3)
My individual performance during the Socratic seminar reflects on my preparation. While reading the selected literature, I bold and write notes on important concepts. Also, I take in notes of the author’s use of literary devices that point to further meaning in the theme and universal concepts. Moreover, my performance is reflected on my activity throughout the seminar. I comment as much as I can in the allotted time for each questions either introducing a resolution to the question asked, or expanding/ correcting my peer’s contribution. I take my time on each selection, allowing my response to be meaningful rather than just words.
The teamwork throughout the inner circle however is competitive. There is no suggestion from my peers for others to contribute. As a circle, we somewhat compete for the time given to speak. Also, the contribution as an outer circle is distracted and hurried to finish ratings.

4)
Thesis:
Throughout the text of Everyday Use, there are universal concepts with mother and daughter issues, and the abstract perception of not being satisfied with what you have.

General terms: main points explained
The mother and daughter, Dee, express tension throughout the story in the mother’s narration. This is relatable to the reader who have been through the parenting conflicts prior. This can input interpretation for the reader to extend the text, and creates dimension in the characters solely alone with the reader’s background experience. Moreover, Dee openly rejects her life at home, craving a culture that isn’t hers. This ties back to the abstract perception of not being satisfied with what we have. There is the constant desire to have and be better, which can contribute to unhappiness.

Paragraph: connections b/w content and our own life.
The story Everyday Use really compliments what humanity experiences “everyday” in “use” with these concepts. There will always be constant mother/ daughter issues, and the sin of being insatiable with our culture. For example, I wish I could be in Spain rather than America, but only because of their architecture and culture. America is greater than great, but I forget to be happy with the wonderful privilege of living in this nation.

Everyday Use by Alice Walker and I Stand Here Ironing by Tillie Olsen

Question:

"Everyday Use," and "I Stand Here Ironing," both deal with the general idea of the family. Examine what each story suggests about family values, and write an essay that explains the similarities and differences you find, and relate these findings to your own idea of "family."

Answer:

The concept of family takes on different forms, from the literal genetic relation to the occasional blood oath between companions. In the stories “Everyday Use” and “I Stand Here Ironing,” there is an obvious shared expression of family, but the instances of the concept and emotional connotation are distinct. In both the stories, the families mentioned are under a certain oppression. For example, in “I Stand Here Ironing,” there is a financial burden. The mother is “without money” and “[couldn’t] hold a job.” And throughout “Everyday Use” there is the subtle racial oppression with the author’s including statements like “colored asked [few] questions.” In both cases, families, no matter what type, are alike that they suffer and prosper together. Moreover, there is the common concept of ‘Mother and Daughter’ issues in the stories. “I Stand Here Ironing” conveys that the mother feels she did not do enough for her daughter, consumed by the constant thought of “what should have been” and what she “did not do.” While in “Everyday Use,” it is the daughter who feels the mother did not do enough for her, such as when she did not buy her the “yellow organdy dress” she wanted for “graduation.” Both these thoughts of regret lead to a hindrance between mother and daughter, however in “Everyday Use” there is more severity. Dee is linked to the family by the biological relation, but rejects her culture and even her birth name, preferring to be called “Wangero.” She sees things differently from her mom and little sister. For example, she sees a quilt made for everyday use as a wall decoration instead. This hindrance causes less emotional attachment from a lack of shared perspective, and may even cause the mother to see the little sister more as family than Dee. Contrasting, in “I Stand Here Ironing,” the mother and daughter struggle together in emotional pain from their past but they keep a stronger involvement in the emotional connotation of family.

Although genetics is a good way to keep family members obligated to each other, the actual concept of family should go beyond just literal genes. Family should lean towards more commitment and emotional connection, rather than an obligated love due to similar genetic makeup. So in the stories of “Everyday Use” and “I Stand Here Ironing” although there is the general idea of “family,” it’s really based on how the relationship is held together by emotional commitment and pursuit of support.

The Horse Dealer's Daughter by D.H. Lawrence

Question: 

Reread the first few pages of "The Horse Dealer's Daughter." What symbolic possibilities do you find for the characters? The setting? Select one of your ideas and write a 150-200 word response explaining the symbolism you find, relating it to the overall theme of the story.

Response:

In “The Horse Dealer’s Daughter,” the father’s occupation of a horse dealer symbolically grows animal characteristics within his children, Mabel, Joe, Fred Henry, and Malcolm. The oldest sibling, Joe, is described with “massive, slumbrous strength, and a stupidity” like the horse outside in the pin. “The horses were almost like his own body to him.” The middle sibling, Fred Henry, has a bit more composure, being compared as “an [animal] which controls” rather than being controlled. The next boy, Malcolm, is the youngest and has a “fresh, jaunty museau” or snout. And lastly, the female sibling, Mabel, is poked fun at by her brothers being commonly known as a “bull-dog.” In the first few pages, all the siblings have animalistic tendencies. To compare with the structure of the theme, animals have a inner nature of innocence. In the illicit love story between the homely, poor social outcast and well liked doctor, their love goes beyond materialistic roles in the time period, and adopts the theme of an innocent love that overcomes society’s expectations. Thus, between the animal-like symbolic behavior and the relationship there is a shared interest. Innocence doesn’t have materialistic duties to fulfill, rather it follows its intuition as shown throughout the story. So like the animal’s ignorance of rights and wrongs defined by society, their love was innocent in motives.

Soldier's Home by Ernest Hemingway

Question:

Think about the character of Krebs in "Soldier's Home." What kind of person was he before the war? After? What do you know about him that can explain his wanting "to live without consequences"? Put what you know about him together with the characteristics you can identify in Hemingway's style, and write a paragraph that shows how style and tone fit the character.

Response:

In Hemingway's story, “Soldier's Home,” the protagonist Krebs, has a dramatic transformation from frat boy to war veteran. The author uses a dull and isolated attitude to show Krebs’ emotional state. What really defines Krebs and also justifies the author’s use of a negative tone is the title of the story. Where really is the soldier’s, Krebs, home? Before the war, his house, family, college friends, and society’s way of life defined home from him. However, when he returns, although everything physically is the same and he is literally home, the feeling of it isn’t present. This is one of the main causes from Krebs’ frustration, lying, and disconnection. Home is where the heart lies, it is an intimate symbol of being comfortable, and a universal concept all readers can relate to. The lack of home produces the dull, isolated tone the reader feels.

Krebs’ internal transformation that causes this disconnection of home is from an emotional drainage resulted in the war. This also produces Krebs’ desire to “live without consequences.” In other words, he can’t handle anymore emotional consequences. Any little stress or emotional involvement scares him because he knows he can’t deal with it. He is even resistant to return home because of his lack of wanting to feel again, especially in rekindling old relationships. It is hard for him to re-love his mom, dad and even God. The author subtly exposes the ignorance in the government’s obligation of young boy’s enlistment to war in that time period. War is a forced transition from boy to man, and could of been the cause of Krebs’ emotional exhaustion and drastic social disconnection.

The author’s tone of disconnection is exposed through many details. First off, the narrator uses his last name “Krebs” rather than first name to show a lack of intimacy and emotional connection, parallel with the character, his relationships and his transformed point of view. Also there is short sentence structure to correlate with Krebs’ thought processes. He doesn’t spend much time in each thought because there is no emotional connection. Although Krebs does frequently bring up the same topics, such as finding a girl for him, this is only a reflection of how society reminds him of what his priorities should be, and it is another comparison of how Krebs is isolated from everybody. He is still in the process of “figuring out” what is happening. Is he home? Does he want to listen to society? It is clear towards the end of the story that he finally finds out what is his present. After a fight with his mom, he leaves home and doesn’t see himself coming back. He wants to escape a world of emotions, and be his new self.

A Jury of Her Peers by Susan Gaspell

Question:

Mary Helen Washington (from the video) points out that the effect of the setting in "A Jury of Her Peers" is "a tremendous sense of . . . isolation." Write a 150-200 word essay exploring the various kinds of isolation the story’s setting suggests. Be sure to use examples from the text. 

Response: 

Throughout A Jury of Her Peers, Glaspell throws a heavy atmosphere of isolation over the character’s heads. The setting is based off Mrs. Wright and her surroundings, so the character’s can grasp a better perspective on where her motives rooted from. Glaspell slowly unpieces Mrs. Wright’s environment, so with each sentence we are deeper in the feeling of isolation, and getting a better understanding of Mrs. Wright and her intentions. Mrs. Wright is the main symbol of isolation in the story-- everything associated with her has roots of solitude. Starting off, her house is “lonesome-looking”, and far apart from the rest of the world. She is also very emotionally isolated, her husband only hinders her, such as Mrs. Hale states, “I don't think a place would be any the cheerfuller for John Wright's,” adding to Mrs. Wright’s emotional separation from lack of husband support. Also, there is an uninviting connotation associated with her, preventing others like Mrs. Hale from befriending the lonely lady. Moreover, we can say, parallel to her caged bird, Mrs. Wright was caged in isolation, her character is drenched in loneliness. Glaspell also includes isolation in gender. Women are left out because their opinion is not valued. For example, Mr Hale states, “women are used to worrying over trifles.” There is a variation of different types of solitude presented in the story, but I believe Glaspell’s focal point was Mrs. Wright’s physical and emotional distance which promoted the plot of John Wright’s murder.

I Stand Here Ironing by Tillie Olsen

Question:

Sometimes if the reader only knows about a character through the eyes of another, the portrait that emerges is flat. Explain how you would evaluate Emily's character in "I Stand Here Ironing." In what ways is it rounded or flat? 

Response:

Emily's character throughout, "I Stand Here Ironing" by Olsen, is told throughout the eyes of her mother. Emily's character gets layers of persona gets peeled off as the mother grows deeper in her reflection. In the beginning, their is an introduction of Emily as a "beautiful baby," but very soon after the mother describes her with "all the baby loveliness gone." This is a first evident clue to the reader that Emily is rounded with growth and change in perspective. Yet, this is all relativity. This is all said from the mother, which cannot fully express Emily and her actual growth. We simply see growth from the mother's look, but this cannot be full-heartedly reliable. Emily could of been the same from a baby to age two, the mother could of had an internal shift within herself to change the way she see's her daughter. Thus making Emily flat in reality, with no actual growth. Moving past this unavoidable conflict with the verisimilitude offered to the reader on the truth behind Emily, the mother does continue to name countless aspects introduced into Emily's teenage years which would result in some addition of dimension. For example, such as when the mother "[sent] her away to a convalescent home in the country" and "it took... eight months to get her released home." This motherly absence for any child would put some physiological hindrance on the child. She is later described as insecure "about her appearance, thin and dark and foreign," yet their is an inverse personality when she is on stage. "Her rare gift for comedy on the stage that rouses laughter out of the audience so dearly they applaud and applaud and do not want to let her go." This is heavily dimensional, on her attitude from home to out in front of stage, and should less likely be doubtful from the reader on Emily's roundness.

Regarding her past conflicts, Emily is rounded as she grows from her past. Her past shapes her point of view and action as implied by her mother, however the reader's reluctance to accept the narrators take on the story would determine if Emily is indeed flat or round. However, moving past the the question to what degree is Emily's character developed, what about the narrator? I feel the actual concept of Emily is but a detail; the reflections put on Emily is simply an implied development in the mother's thoughts and perspective. Although the story is of Emily, the story revolves around the mother's development which cannot be denied with verisimilitude.