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Attach some 40 line extracts you have analyzed and may want to use for your IO.

You're at the bow of a boat on the Rainy River. You're

twenty-one years old, you're scared, and there's a hard

squeezing pressure in your chest.

What would you do?

Would you jump? Would you feel pity for yourself? 10

Would you think about your family and your childhood and

your dreams and all you're leaving behind? Would it hurt?

Would it feel like dying? Would you cry, as I did?

I tried to swallow it back. I tried to smile, except I was

crying. 15

Now, perhaps, you can understand why I've never told

this story before. It's not just the embarrassment of tears.

That's part of it, no doubt, but what embarrasses me much

more, and always will, is the paralysis that took my heart.

A moral freeze: I couldn't decide, I couldn't act, I couldn't 20

comport myself with even a pretense of modest human dig-

nity.

All I could do was cry. Quietly, not bawling, just the

chestchokes.

At the rear of the boat Elroy Berdahl pretended not to 25

notice. He held a fishing rod in his hands, his head bowed

to hide his eyes. He kept humming a soft, monotonous lit-

tle tune. Everywhere, it seemed, in the trees and water and

sky, a great worldwide sadness came pressing down on me,

a crushing sorrow, sorrow like I had never known it before. 30

And what was so sad, I realized, was that Canada had be-

come a pitiful fantasy. Silly and hopeless. It was no lon-

ger a possibility. Right then, with the shore so close, I un-

derstood that I would not do what I should do. I would not

swim away from my hometown and my country and my life. 35

I would not be brave. That old image of myself as a hero, as

a man of conscience and courage, all that was just a thread-

bare pipe dream. Bobbing there on the Rainy River, looking

back at the Minnesota shore, I felt a sudden swell of help-

lessness come over me, a drowning sensation, as if I had... 40

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Directions and Resources:

Ideas:

Texts:

Reflections:

Questions:

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Readers, Writers, and Texts

1. How does the structure or style of a literary text affect meaning? Consider how Morrison's stream-of-consciousness, shifting points of view, and use of analepsis and prolepsis impact the meaning of the novel.

The structure or style of a literary text affects its meaning by demonstrating the contrasting ideas or viewpoints that we desire to see and elicit respective emotions in the reader. In examples, the stream of consciousness that Morrison utilized helped to demonstrate the interacting dynamics that our 3 relative protagonists held for each other. Likewise, the shifting points we see in the novel help demonstrate the male or female ex-slave experience; to the brutal subjugations white people imbued against their black victims. The coherence of both is better able to explain the purpose the author achieves and by changing structure or style; such is better conveyed rather than a single static narration.

Time and Space

1. How important is cultural or historical context to the production and reception of a literary text? Consider the story of Margaret Garner, the Fugitive Slave Act, and other historical and cultural phenomena and how that has impacted the creation and reception of Beloved.

Cultural and historical context is crucial to the production and reception for a literary text, in both regards, understanding the basic framework for how mechanisms are at work are crucial to help elaborating upon the basic or convoluted moral principles one can devour from such text. In such explanations, if Morrison had not portrayed slavery for the reality such was we would not have truly understand the traumatized effect that would have been byproduced without taking for granted the aftereffects that were demosntrated. This goes into regard with acknowledgements of us understanding some of the fear that was embedded in Sethe as she escaped as the reader may or may not acknowledge historical contexts given such as the Fugitive Slave Act. The historical background for Beloved that Morrison portrayed so well helped the reception of the novel as we both understand the novel from a literary perspective; but appeals to other audiences from the history that is learnt.

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I would like to become the most eloquent, organized, well-informed, and analytical writer I can become.

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Choose 3 out of these 6 questions to answer and reflect on how it relates to our reading and understanding of Hughes' work.

1. How important is cultural or historical context to the production and reception of a literary text?

2. How do we approach literary texts from different times and cultures to our own?

In approaching literary texts from different times or cultures to our own, we at first must be open minded to the ideas presented and accept yet ponder the unique identities/cultures that prevail in the given circumstance. In example, the extent of racial discrimination that we see in the United States is on a much less varying scale than in comparison to the 1940s, when Hughes would compose some of his best works. For this reason, we cannot directly input our own experience with racial discrimination into the context of the lives of black people during such time without accepting that the moral values of the period are different in nature. This approach sets our mindset to be incoming of the literature provided as we examine the unique stories that similarly will provide our human fundamental truths.

1. To what extent do literary texts offer insight into another culture?

2. How does the meaning and impact of a literary text change over time?

The meaning of a literary text does not often change over time, rather the moral lessons that can be obtained from a literary text have different applications for modern or past contexts. In example, while segregation is not a legal institution in the United States that one would gleam from Langston Hughes, we should still heed racial inequalities present that are akin to negative consequences demonstrated during the era of Hughes.

1. How do literary texts reflect, represent or form a part of cultural practices?

2. How does language represent social distinctions and identities?

Language utilized in literary texts can represent social distinctions or identities in the method that our addressable nouns, their respective antecedents; are indications for the perceived social status of each individual in literature. For example, the negative associations in language that may be held for a person of one identity may contrast for the positive language and diction utilized to describe another individual. Language is utilized to portray and express such existing dynamic in that aspect of literature as we examine the given text's moral truth or tragedy that we learn for. Language be the river that the boat drafts upon, the river may vary.

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1. Readers, Writers, Texts

1. Why and how do we study literature?

2. How are we affected by literary texts in various ways?

3. In what ways is meaning constructed, negotiated, expressed and interpreted?

4. How does language use vary among literary forms?

5. How does the structure or style of a literary text affect meaning?

6. How do literary texts offer insights and challenges?

2. Time and Space

1. How important is cultural or historical context to the production and reception of a literary text?

2. How do we approach literary texts from different times and cultures to our own?

3. To what extent do literary texts offer insight into another culture?

4. How does the meaning and impact of a literary text change over time?

5. How do literary texts reflect, represent or form a part of cultural practices?

6. How does language represent social distinctions and identities?

3. Intertextuality

1. How do literary texts adhere to and deviate from conventions associated with literary forms?

2. How do conventions and systems of reference evolve over time?

3. In what ways can diverse literary texts share points of similarity?

4. How valid is the notion of a “classic” literary text?

5. How can literary texts offer multiple perspectives of a single issue, topic or theme?

6. In what ways can comparison and interpretation be transformative?

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Extracts

Attach your two 40 lined extracts you used for your Mock IO as well as any other 40 line extracts you might want to use for your real IO in the future.

Extract from Beloved, Chapter 15, Page 137 (in a different book)

1. From Denver’s two thrilled eyes it grew to a feast for ninety

2. people. 124 shook with their voices far into the night. Ninety people

3. who ate so well, and laughed so much, it made them angry. They

4. woke up the next morning and remembered the meal-fried perch that

5. Stamp Paid handled with a hickory twig, holding his left palm out

6. against the spit and pop of the boiling grease; the corn pudding made

7. with cream; tired, overfed children asleep in the grass, tiny bones of

8. roasted rabbit still in their hands—and got angry.

9.  Baby Suggs’ three (maybe four) pies grew to ten (maybe twelve).

10. Sethe’s two hens became five turkeys. The one block of ice brought

11.  all the way from Cincinnati—over which they poured mashed watermelon

12. mixed with sugar and mint to make a punch—became a

13. wagonload of ice cakes for a washtub full of strawberry shrug. 124,

14. rocking with laughter, goodwill and food for ninety, made them

15. angry. Too much, they thought. Where does she get it all, Baby Suggs,

16. holy? Why is she and hers always the center of things? How come

17. she always knows exactly what to do and when? Giving advice;

18. passing messages; healing the sick, hiding fugitives, loving, cooking,

19. cooking, loving, preaching, singing, dancing and loving everybody

20. like it was her job and hers alone.

21. Now to take two buckets of blackberries and make ten, maybe

22. twelve, pies; to have turkey enough for the whole town pretty near,

23. new peas in September, fresh cream but no cow, ice and sugar, batter

24. bread, bread pudding, raised bread, shortbread—it made them mad.

25. Loaves and fishes were His powers— they did not belong to an ex-slave

26. who had probably never carried one hundred pounds to the

27. scale, or picked okra with a baby on her back. Who had never been

28.  lashed by a ten-year-old whiteboy as God knows they had.

29. Who had not even escaped slavery—had, in fact, been bought out of it by a

30. doting son and driven to the Ohio River in a wagon—free papers

31.  folded between her breasts (driven by the very man who had been

32. her master, who also paid her resettlement fee—name of Garner),

33. and rented a house with two floors and a well from the Bodwins

34. —the white brother and sister who gave Stamp Paid, Ella and John

35. clothes, goods and gear for runaways because they hated slavery

36. worse than they hated slaves.

37. It made them furious. They swallowed baking soda, the morning

38. after, to calm the stomach violence caused by the bounty, the reckless

39. generosity on display at 124. Whispered to each other in the yards

40. about fat rats, doom and uncalled-for pride.

Hope for Harlem, a poem by Langston Hughes.

1. That’s why I’m might happy

2. When I see those old walls fall,

3. When I see dead trees uprooted

4. For new trees to grow tall.

1. And I’m mighty glad I’m lucky

2. My name stayed on the list

3. To get a new apartment

4. Where I live – not just exist.

1. But I can’t forget my brothers

2. Nor my sisters down the street

3. In those broken down old houses

4. Where both ends never meet.

1. Houses where the steps are creaking,

2. Where rats gnaw at the floors,

3. And a dozen names are sticking

4. In the doorbells at the doors.

1. Where clean clothes hang like banners

2. From dingy wall to wall –

3. Clothes that are really banners

4. Waving for us all –

1. Waving to the glory

2. Of those who climb the stairs

3. To wash the clothes of trying

4. In the soapsuds of their prayers.

1. But the old skyline is sagging.

2. It looks sadder than before.

3. So I hope the day is coming

4. When there won’t be any more.

1. Houses where the steps are creaking

2. Where rats gnaw at the floors

3. And a dozen names are sticking

4. In each doorbell at the doors.

1. For there’s a new skyline in Harlem.

2. It’s rising here and there.

3. We’re waiting for that skyline

4. To start rising everywhere.

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Attach your 40 line extract you used for you Mock IO as well as any other 40 line extracts you might want to use for your real IO in the future.

Coloured Soldier -
1.My brother died in France-but I came back.

2.We were just two colored boys, brown and black,

3.Who joined up to fight for the U.S.A

4.When the Nation called us that might day

5.We were sent to training camp, then overseas-

6.And me and my brother were happy as you please

7.Thinking we were fighting for Democracy’s true reign

8.And that our dark blood would wipe away the stain

9.Of prejudice, and hate, and the false color line-

10.And give us the rights that are yours and mine.

11.They told us America would know no black or white:

12.So we marched to the front, happy to fight.

13.Last night in a dream my brother came to me

14.Out of his grave from over the sea,

15.Back from the acres of crosses in France,

16.And said to me, “Brother, you’ve got your chance,

17.And I hope you’re making good, and doing fine-

18.’Cause when I was living, I didn’t have mine.

19.Black boys couldn’t work then anywhere like they can

20.today,

21.Could hardly find a job that offered decent pay.

22.The unions barred us; the factories , too,

23.But now I know we’ve got plenty to do.

24.We couldn’t eat in restaurants had Jim Crow cars;

25.Didn’t have any schools; and there were all sorts of bars

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1. Culture, Identity, and Community

1. family, class, race, ethnicity, nationality, religion, gender and sexuality, and the way these impact on individuals and societies. migration, colonialism and nationalism.

2. Beliefs, Values and Education

1.  beliefs and values nurtured in particular societies and the ways they shape individuals, communities and educational systems. They might also explore the tensions that arise when there are conflicts of beliefs and values, and ethics.

3. Politics, Power, and Justice

1.  explore aspects of rights and responsibilities, the workings and structures of governments and institutions. They might also investigate hierarchies of power, the distribution of wealth and resources, the limits of justice and the law, equality and inequality, human rights, and peace and conflict

4. Art, Creativity, and the Imagination

1.  explore aspects of aesthetic inspiration, creation, craft, and beauty. They might also focus on the shaping and challenging of perceptions through art, and the function, value and effects of art in society.

5. Science, technology and the environment

1.  explore the relationship between humans and the environment and the implications of technology and media for society. They might also consider the idea of scientific development and progress.

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Global Issues

What were some global issues you explored in Beloved? Consider memory, trauma, importance of community, etc. The more detailed you are, the more useful this will be for your IO.

Global issues include

The role of community in healing and development. The effect of trauma in recovering and healing from the past; the effect of trauma in adapting to the future/presence. The gender conformations given as a response to adversity. The change in identity as a response to adversity. The important of finding colour during times of dire need/urgency.

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Global Issues presented would include -

The importance of family, identity, and neighborhood as people overcome adversity.

The educational disconnect in how people of suffering identities do not receive the same right of education. Education is not similarly afforded to people of disparaging identities.

People must follow a government that politically has taken away their respective power and rights for daily function. Black Americans must endure the state of oppression against a white dominated government; such people do not receive justice for the oppression they have faced. People must endure suffering against a government that enforces oppression.

Music, art, and culture is used to unify people against oppression.

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Brainstorm some global issues developed from TTTC.

-1. Loss of Innocence:
-1.Brutalities of War
-1.Normalized gender roles:
-2.Over-censorship
-3. Conflicts between opposing governments: Vietcong vs the US. The US conscripted soldiers in a draft to a war they were opposed to. The obligation of a citizen to their country in opposing political beliefs. Civil War

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Readers, Writers, Texts
1. Why and how do we study literature? Why do we study TTTC?

We study literature as a method to convey the human emotions, culture, experiences, and truths that are not ordinarily expressed through typical writing. Literature can be studied by the analysis, interpretation and further probing of such texts to once more appreciate and devour our universal truths or themes of humanity. By studying TTTC the reader is conveyed a plethora of topics one may not experience in everyday life, yet such topics serve as universal truths like axioms. These axioms may even serve as moral guidelines or inform the reader about topics unbeknownst to them before such analysis.

2. How are we affected by literary texts in various ways? How are we impacted by TTTC?

Literary texts may affect us in the same way general conversation between two people may affect the listener. Such literary text serves as a throughput for information and conveys ideas, thoughts, and emotions that are expressed through considerably unconventional means. The literary text may evoke emotions of empathy, sadness or joy at the striking themes such literature may provide in a form of communication that can be considered one sided. The real life implications of reading TTTC is that it affects us by portraying the horrors of war that may not traditionally be conveyed considering we do not venture to the battlefield. In such regards, we can attempt to understand the war experience and other human truths from the safety of our abodes while literature serves to teach us further lessons. These lessons educate the populace and TTTC may even serve as a reminder for why war should be avoided upon all costs.

3. In what ways is meaning constructed, negotiated, expressed and interpreted in TTTC?

Meaning is conveyed in such text as O'Brien recounts occurrences of his interactions with different soldiers, or 2nd hand stories and then goes upon to construct in a method that portrays the hidden meaning behind each account. For example, the construction of two different chapters in which he mentions a soldier he killed with his grenade; then the author goes upon to tell the imposed version and the actuality of the story. However, both stories serve to function in O'Brien attempting to portray the absurdities of war. He makes the point in this example that war stories can serve as lessons and can be truer than the literal truth in regards to the morals they may or may not teach. This individual example has a recurring theme of attempting to portray information and thoughts for each respective chapter of the book.

4. How does the structure of style of TTTC affect its meaning?

The structure of TTTC could be composed upon several different narratives from the viewpoint of Mr. O'Brien that portray different themes he is attempting to convey. Such themes affect its meaning in that TTTC is not necessarily a novel showing a direct linear narrative but instead attempts to teach a truth or another, or portray; in each of its chapters. For example, the chapter regarding the "Sweetheart of the Song Trabong" indicates a state of dramatic transformation. However, it varies from previous and afterwards chapters which dictate different story lines and may not necessarily have the same message. This stylistic choice for the structuring of the novel relates in accordance that each chapter serves to convey a different experience.

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Hexagonal Harkness Notes

Attach your Google Slide and notes for your Hexagonal Harkness here.

https://docs.google.com/presentation/d/1eVUI1QST3CXChHPQAVaFrNIfZAOnXRmI_pvd6xoFTZc/edit?usp=sharing

https://docs.google.com/document/d/1K52p3O8uiqi4wEMzJFd4rOf4T-wixwZBmePU2HQsZPI/edit?usp=sharing

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Reflection
How did you do during the Harkness discussions? What feedback did you receive?

I did alright during Harkness Discussions and was able to convey some of the themes in Langston Hughes poems that were not previously addressed. My favourite reflection would occur from when we discussed the poem, the "Theme for English B" and I was able to recognize the symbolism behind the hill - in Harlem. Feedback I may have received would include to explain and elaborate the analysis I performed as I may have understood a topic, but did not explain its effect.

Notes
Ideas discussed in Harkness I want to remember:

Notes to be remembered would include being elaborate in my discussions.

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Reflection

My insightfulness towards my own participation in the group was mediocre and repetitive, yet I felt I brought up new topics that were not addressed previously. In both regards I may improve by attempting to further analyze the text and maybe mention the authorial choices; furthermore attempt to connect it better to the prompt at hand. I feel that my connection between my insight and the prompt is usually below average and thus improve here.

Notes
Ideas discussed I want to remember:

I want to remember topics discussed such as the themes of the Loss of Innocence. In this regard, characters such as Rat Kiley and Mary Anne serve as examples for how people may lose their typical innocence or jolly nature through serving in the transformation that is war.

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How does TTTC connect to other works we've read?
TTTC connects to other read literary works in its expression of war, and such coinciding effects of trauma that war presents; that are similar to the trauma that one may endure from racial oppression. As seen for example, the instance of Rat Kiley being traumatized and abusing the baby buffalo could be a drawn parallel to how Sethe's trauma from slavery encouraged her murder of her child. Both showcasing the global issue we face today of the history's lasting mark in influencing our daily lives/identity, an issue of trauma's manifestation and grasp on our present realm.

How does TTTC connect to our world today?

TTTC connects to our world today in regards to existing wars and the atrocities of battle with their effect on soldiers. A good example would be current soldiers enlisted in the war in the middle east and their resulting shaken lives returning from such forsaken battlegrounds. Such experiences that are encountered by those veterans of Vietnam would ultimately be similar to the current experiences lived by Middle East, Afghanistan USA veterans. Furthermore, could connect in that current Vietnam veterans may still suffer from the trauma they are marked with in today's society. The rehabilitation of soldiers back into civil life from such instances is a challenge our government and people face today.

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Connections

How does Beloved connect to other works we've read? Be detailed in how it connects with global issues and thematic and stylistic ideas to other works.

Beloved connects to other works we read in relation to global issues as we examine the role of identity and community when met with respective adversity (in the case of racial prejudice). This connection demonstrated through 124 Bluestone Road in Beloved and Harlem in the poems by Langston Hughes. It connects to the Things They Carried in relation to the role of gender conformity, howso Paul D and Tim O'Brien were tasked with confronting their challenged state of manhood in a world against them.

How does Beloved connect to our world today?
Beloved connects to our world today with its demonstration of the past, present, and future; how such relates in that to move forward into the future we must acknowledge and heal from the past that has embedded us with pain. Moral lessons being learnt, we may appreciate the sense of belonging one has that either protects or prevent us from developing severe contingencies that are ill and almost fatal in a sense that our Beloved characters had to endure. Drastic ways in which such connects could be former sex slaves (Unicef fights against this!) in the United States and their similar eventual recuperation into free society as seen with Sethe or Baby Suggs. A final note being made with the historical disenfranchisement for black people that unfortunately persists to this present day.

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What connections can you make between some of Hughes' poems?

Some existing themes that were prevailed in Hughes poem would be the recurring trend and significance for Harlem, in how such neighborhood functioned as a part of the identity and culture for African Americans. Harlem was in due part, the saving grace and therapy utilized for African Americans as they had to overcome the adversity, another trend in Hughes' works. Hughes' also establishes the connection that the history of African Americans was a significant role in why their future or current states may be of struggle, taking ownership in pride in both identity and their ancestors for such cause.

How does Hughes' poems connect to other works we've read?

Hughe's poems connect to some of the other works we have read in the discussion for Beloved. Both books examine the global issue of how racial prejudices must be overcome by people groups in their livelihood, and how such existing trauma of the past influences or future actions or behavior. Not just trauma, but the physical situation of poverty as the African Americans in both works had the lingering effects of slavery that plagued their lives.

How does Hughes' poetry connect to our world today?

Hughes' poetry connects to our world today in the way we see African Americans still face forms of racially charged discrimination that affects their existing communities. In direct parallel connections, the lynching's that black people faced during the 20th century are comparable to police brutality that plagues the second decade of the 21st century. Furthermore as seen in the judiciary system, black people in both societies would receive more severe punishments or be accused of crimes they did not commit; often on racial premises. These existing dynamics in society almost become a part of their identity as many African Americans hold the belief and true realization that they still have not achieved racial equality in many extents. In addition, the frequent mention of Harlem in Hughes' works would connect in how black neighborhoods in racially segregated America continue to serve as centerpieces for assistance and interdevelopment through life's daily struggles. Finally, many of the works by Hughes' serve as a communal center, focal point, for the Civil Rights Movement by Martin Luther King. The poems utilized were the literary prose that gave sense to a black identity of people during such time, in a blatantly truthful yet humorously ironic method.

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Summer Assignment (Link Here)
https://docs.google.com/presentation/d/1E7ObSahsVyWFLY4YnYIJok6hPmsFR1mdBClaLwL3zEQ/edit?usp=sharing

Reflection
The summer assignment helped me to better understand the novel as I made comparisons between the novel itself and other works of information I have seen outside the literal text. Furthermore by attempting to connect each chapter to a universal theme such as Identity or Beauty, my understanding of the novel expanded as I served to further analyze the text for its individual intricacies. I could say with truecy in regards that the summer assignment expanded my understanding of The Things They Carried.
Vietnam Slides (Link Here)
https://docs.google.com/presentation/d/1ST4hLO_u9VYLW3WQAt3utL-463UvL4NLSApaGQyAhHM/edit?usp=sharing

"On the Rainy River" Analysis Paragraph (Link Here)

https://docs.google.com/document/d/1iUZkhmt0TiLJJbuJ8NwwjEFyk9fSz_UiILWMGgodyH0/edit?usp=sharing

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Assessments and Reflections

Denver or Paul D One-Pager (Link Here)
https://docs.google.com/document/d/1FxX1rVbZEefxDAB2yXnISD0E4i5V2bbQKOSG7lFzqs0/edit?usp=sharing
IO Outline Form (Link Here)
https://docs.google.com/document/d/1ugBQlUafv7BPgFH7pGpsbLALZ0z264MVB4zzhneFxaY/edit?usp=sharing

Optional Mastery Opportunity Essay (Link Here)

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Hughes Writing Portfolio Week 1 (Link Here)
https://docs.google.com/document/d/1NAVLBlDJoeXNngpSMoTdJGjqZXemQ7dkFDIOMruxvKs/edit?usp=sharing

Hughes Writing Portfolio Week 2 (Link Here)

https://docs.google.com/document/d/1wBX-9aBJZU_bTmVmIIWeP6AQasMrGvAX5pTQW6nZe3s/edit?usp=sharing

Hughes Pastiche (Link Here)

https://docs.google.com/document/d/1ncpP-5jTXysVhGgKFxqAf_vgzZdVW1GofC2FGw5OfwU/edit?usp=sharing

IO Outline Form (Link Here)

https://docs.google.com/document/d/1pp9AxTdXC4V0iOxBmlTtLFr6rapPmCVdi4GXYvWNY7I/edit?usp=sharing

Hughes' Written Assignment (Link Here)

https://docs.google.com/document/d/1CzPXW1ku1v-EZyf-rs_BKBuehgj3Ob6eoynv8KPdRrg/edit?usp=sharing

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Why do humans read and write stories? Why do you read and write stories?  Write about a paragraph.

Humans read and write stories for attempts to convey emotions, experiences, ideas, thoughts, beliefs and values. By writing a story such communication is transferred down and through imagination and further thought one may convey the messages that us humans experience. Finally, I read and write stories for the prior being to learn about respective culture and moral values. In regards to the latter, I write stories to convey thoughts, recollect myself, and attempt to teach others a lesson I want to share.

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Linda Krumholz claims (in "The Ghosts of Slavery: Historical Recovery in Toni Morrison’s Beloved") that finding a voice for the thoughts and experiences of women is central to the "healing," historical recovery theme and structure of the book. According to Krumholz, Morrison’s novel "adapts techniques from modernist novels, such as the fragmentation of the plot and shifting narrative voice, to compel the reader to actively construct an interpretive framework" (109). How does the novel specifically address issues of gender, writing and power? How does the structure and style of the novel give voice to "the thoughts of the women of 124, unspeakable thoughts, unspoken" (Beloved 199)?

The novel is able to address issues of gender, writing, and power through its relation of the thoughts unspoken and eventually revealt by Beloved's role in nurturing both Sethe and Denver. In this regard, we see that the notion of Sethe's possibly incapacity to voice her thoughts for having to take upon the role of both being a mother, house provider, and solid in such regards; is able to come undone in the very manner that she provides. This undone helps her heal from the past and allow her thoughts to be voiced despite her state of a woman (who would ordinarily be silenced in a literary sense for the favour of a male protagonist or male point of view). This may vary to the notion of other works in which the vantage point of a female ex slave would be a rarity to favour some forms of adhering to the general audience. Beloved standing as an example of how while both genders, women particularly may heal from a plethora of trauma in the sense of community, identity and recuperation that we in real life may mirror.

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What insights did the poetry of Langston Hughes offer about the African-American community in Harlem?

The poetry of Langston Hughes gives one insight into the
nature of Harlem, a communal unifying force in which black people resided and developed an distinctly black identity. Despite the hardship such people faced, the development of music, poetry, prose, and theatre give rise to a culture that one may cling onto after the expressions of dissent for one's conditions. Hughes speaks fondly of Harlem and is able to reach out to an audience that relates to the sentiments his poems express. Some distinct poems, however, stood out for they showed there existed divisiveness inside Harlem was one gapes at the renovations another may relish while another may not possess. His poems showcased the former primarily but the latter cannot be denied in the global truth that wherever there is adversity and one does better than the other within the group; existing tension and sectionalism takes place.

How does art reflect the community from which it comes?

Art is able to reflect the community from which it comes from as the inspiration required to produce any form of art, is a self reflection of the emotions that one ponders for the topic that they discuss. In this regard, Hughes' poems are a form of art that reflect the oppressively tragic nature in which black people had to endure, a situation for which one would be trapped. However, the utilization of humor to reflect such sentiments in a lackadaisical, matter of fact way, represents that Hughes' and the people he presumably speaks for , are able to persevere with grit in the face of what is thrown at him. This combined effect reflects that the community from which Hughes' originates, holds such practice engrained.

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Intertextuality
How valid is the notion of a "classic" literary text? What makes Persepolis "literary" even though it is a graphic novel?

Persepolis retains its status as a literary text due to its timeless nature of human value that can be portrayed to the reader - regardless of its duality for both image and word. Similar to other novels/poems/memoirs that are ordained literature for its storytelling narrative, Persepolis combines its own text with images to better depict the messages that Iran's history portrays.

Time and Space
What insight did Persepolis give you into Iranian life during and after the revolution?

Reading Persepolis, I gained an even better understanding of the regimes that Iran had to undergo, and was able to do because of its people's persistence. I better understand the methods in which people find happiness and identity despite the oppressive powers that may stand above them. I was particularly fascinated and  found commonality in reading Marjane's life in Europe as a person of colour differing from the Caucasian standard.

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Attach the panels you found most fascinating and that  you discussed during our final Harkness here

https://documentcloud.adobe.com/link/track?uri=urn:aaid:scds:US:f8720778-4633-4abb-8548-19dc5b710af8

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What were some global issues you explored in Persepolis? Consider the Harkness discussion and other ideas that came up during class discussion.

"People must fight against injustice to ensure they do not lose their identity."

"How propaganda can be used to manipulate a society's people."

"How people utilize trauma as a source of honour to heal from their trauma."

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Attach any of your Harkness notes here.
https://docs.google.com/document/d/1Od_ktnZuwYD2f-pUjJqwsYQwxtqy8r1hfyO33EvuQd4/edit?usp=sharing

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How does Persepolis connect to other works we've read? Be detailed in how it connects with global issues and thematic and stylistic ideas to other works.

Persepolis may connect to other works we have read such as Chronicle of a Death Foretold where society's belief that certain actions must be done to retain honour. In example, one must commit violent acts like going to war against Iraq or killing the perpetrator of one's family member's virginity, to ensure their honour and chance at heaven is intact. The graphic novel may connect to TTTC where the government of both Iran and the United States convinced its citizens that war against an opposing nation was necessary from patriotic values.

How does Persepolis connect to our world today?

Persepolis connects strongly in our world today by exploring and helping to understand the various methods of life that challenge a westerner's view in understanding Islam and middle eastern countries. By reading Persepolis, we understand that not all Islamic people are even remotely similar to the notion of terrorism, and understand that not all people in the Middle East are Muslim. We understand that even within a country, there are oppressive regimes and those ordaining their lives. We understand the difficulties of independent thinkers when society is requiring conformity for one to survive. This connects to our daily world directly as globalization inevitably causes western culture and middle eastern culture to interact, and find harmony. By reading literature of each respective culture, we gain better insights into the true statement that all general groups of people desire to ordain their lives following their beliefs of peace.

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Time and Space

1. How does Chronicle offer insight into Columbian culture? Consider what we've learned about with machismo, marianismo, honor and the impact of colonialism.

Chronicle of a Death Foretold provides insight into Colombian culture by displaying the interactions between people and their corresponding belief from each interaction. Marquez further provides insight into Colombian culture by highlighting the points where irony may be presented, from  religious conviction differing to the usage of a brothel, to believing that one's sins are all forgivable by paying attribution to the bishop. This is irony/hypocrisy often manifests itself as a result of some aspects for establish Colombian culture, such as machismo conflicting with peacefulness that the colonial religion would support. Chronicle often describes some of these comings through common literary strategies of magical realism, selection of detail, dialogue, metaphor, foreshadowing, symbolism, and simile.

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Attach the 8 extracts from the Group IOs that you annotated here.

https://drive.google.com/file/d/1D9WL3AhHwHPP1Haax1yXRU4Nf8hY_3yu/view?usp=sharing

Attach the two extracts you used for your Final IO here

https://docs.google.com/document/d/1IIL1oJo8Drj0zoBFkkzBsbr8ePdOwr29t0LNGWoQwS0/edit?usp=sharing

Attach any other extracts you might want to use for your real IO.

https://docs.google.com/document/d/11cnzV5rzgOtH-InfQVhMC18qy5NDdiuKOhREQS04cyc/edit?usp=sharing

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What were some global issues you explored in Chronicle? Consider honor, morality, perspective, fate, gender norms etc. The more detailed you are, the more useful this will be for your IO.

"How hypocritical societal institutions can negatively affect people's lives."

"How people may use conviction to a tradition to regain their lost identity."

"How Bystanders have the capability to contribute to a negative situation by neglecting the situation."

"The impact of societal expectations on individuals actions for conformity."

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Attach any of your Harkness notes here.

I was unable to find my Harkness notes, but here are the class notes that I used for reference.

https://docs.google.com/document/d/1GROcG7EZzHDXVgQtBls4qLKj2Iab0q2Qcue3Kh4aoA8/edit

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How does Chronicle connect to other works we've read? Be detailed in how it connects with global issues and thematic and stylistic ideas to other works.

Chronicle of a Death Foretold connects to other literary works such as TTTC where one is expected to conform to society which affects a person's actions. This is seen in how O'Brien must go to war, and how the Vicario brothers must kill Santiago Nasar. This may also be demonstrated in Hughes with the poem "Open Letter to the South." Both literary works play on this issue with how
the poem demonstrates that people may break the conforming idea of segregation by racial lines, but instead integrate since many black and white workers shared the plight of poverty. Similarly, this idea plays in Chronicle where Angela Vicario was expected by society to find a method to love Bayardo; her fellow friends expressed such expectation  and role to her. CoaDF also connects to other works such as Beloved in the usage of Magical Realism, a recurring theme.

How does Chronicle connect to our world today?

One prominent way in which Chronicle may connect to our world today is evidently showcased in diffusion of responsibility. Given the easily prevented incident of murder for Santiago Nasar, one may learn that action should always be taken to prevent the negative consequence presented. While the gravity of the situation does not have to be the same, a conscientious and agreeable mind should help another whether it is providing a ride, stopping gossip, or picking up the book of a clumsy friend. Another prevailing theme is demonstrated with examining one's society, and seeing where hypocrisy in an institution is presented. For example, one could examine an aspect of culture such as gender roles and ask if any hypocrisy in such institution has negative outcomes. This idea can be directly learned from examples in Chronicle such as the conflict of religion between a machismo attitude.

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Group IO PPT (Link Here)
https://docs.google.com/presentation/d/1P7zUcl8RyWsWaaA_3dqZQYcuHhYSOSJwgFIqZqDO0Ww/edit?usp=sharing
Best Quick Write (Link Here)
https://docs.google.com/document/d/10EOCWhkuGNo3k_M0l4MR3GfA1Hf9_7WwbRjtk0ks0dY/edit?usp=sharing
Artistic One-Pager (Link Here)
https://drive.google.com/file/d/1TqV732AY2UBClrGL5hcs84q2JgsCE1Nt/view?usp=sharing
Final/Revised IO (Link Here)
https://temecula.instructuremedia.com/embed/e602f8f6-018e-40b3-94e9-5f276267a032

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Readers, Writers, Texts
How are we affected by Delbo's memoir and her imperative for us to "Try to look. Try to see"? How were you affected by Auschwitz and After?

In reading Delbo's memoir, we gained a deep and saddening understanding of the horrors witnessed in history's greatest tragedy. We may "Try to look," but literature may only go to an extent of depth as the living experiences of the tortured is incomparable to what our human imagination may reasonably fathom. I was personally affected by reading Auschwitz and After in a deepening way; and, I was at times horrified but rightfully so at pondering upon the actions that occurred. From the depraving conditions to the inhumane brutalist treatment, reading the memoir has enabled me to develop a greater sense of empathy, adopt more tenets of being compassionate, and allowed to be more appreciate of the trivial joys I possess.

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Attach the extracts you annotated (Some are on Kami) during our Harkness discussions.

https://kami.app/hzF-a3C-AAa
https://kami.app/TTb-DXm-4dT
https://kami.app/BX4-GFe-P6F
https://kami.app/KGv-q6n-2yM

Attach the two extracts you used for your Final IO here.

https://docs.google.com/document/d/1LgkMeo2fMM4kqg2nHi711OTi67lmLygDO4ofPglr4wk/edit?usp=sharing

Attach any other extracts you might want to use for your real IO.

https://drive.google.com/file/d/1KleaRQO_UNHJXxsOZIKKfUaYnfxpUUAO/view?usp=sharing

https://drive.google.com/file/d/1F7bLfCiodcpZLszEtYCaTUnp7TKwuv48/view?usp=sharing

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What were some global issues you explored in Auschwitz and After? Consider the Hexagonal Harkness we had and some of the global issues you came up with during that discussion.

"How the obsession for past lost things can weaken a person's character."

"How migrants must overcome perilous traveling in order to survive oppression."

"How people will utilize their social support systems to overcome adversity."

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How does Auschwitz connect to other works we've read? Be detailed in how it connects with global issues and thematic and stylistic ideas to other works.

Auschwitz shows a special connection to both the works of TTTC and Beloved in how member groups of society must faced trauma and adversity. For the respective 1st semester novels, we see the desensitization to bloodshed as a result of being in war and the horrors of slavery being similar in the negative consequences to Auschwitz, where prisoners had to combat the notion of forced labour and the hanging aroma of death. Furthermore, Auschwitz has a stylistic connection to poetry of Langston Hughes with respect to the prose like loose grammatical structure that both literary works utilize.

How does Auschwitz connect to our world today?

None of Us Will Return connects to the world today as the novel demonstrates values from overcoming hardship to showcasing the brutality that human nature can sometimes become. For overcoming hardships, the memoir teaches us of how human willpower may persist, such as desiring snow for a bruised lip, even in the harshest of circumstances. This is a reflection to each daily life, and the respective difficulties we may face as people due to aspects of our identities or conditions. In other circumstances, the memoir's vivid description of the horrid conditions may teach us as people to be active combatants for any inequalities and injustices we see. Any situation where inequality is present can easily spiral into outright oppression if soldiers such as ourselves do not fight against the institutions that undermine us collectively.

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Attach any of your Harkness notes here.
https://docs.google.com/document/d/1FWosEjuLaq4_uI2LelkGPctdsy_Je7hIT67JKR4QiGQ/edit?usp=sharing

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Upload your favorite Quick Record (Arrivals and Departures, Olere/Delbo, or Using Language)

https://temecula.instructuremedia.com/embed/1aa2b927-20da-47e3-90b8-d94c57994125

Upload your Final Delbo IO
https://temecula.instructuremedia.com/embed/35c17138-38bb-4462-aa92-eb474ae8d60e

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Attach your dialectical journal here

https://docs.google.com/document/d/1Q8OMytnD5y4sjIRIjczDjyeJs0W4MB6JkTbkKdg77QI/edit?usp=sharing

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https://docs.google.com/document/d/1jgi9ZG9gV-Yp_QvLSOBP-fRwsj-YKePMgBHMlvZkLwA/edit?usp=sharing