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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?
The idea of a "classic" literary text is valid because it signifies a texts' timelessness. Persepolis is literary because it creates a valuable message about society within the images and narration.
Time and Space
What insight did Persepolis give you into Iranian life during and after the revolution?
Perspolis educated me about the history of the Iranian government, and just how repressive the Shah's regime was during Marji's childhood. I saw how her liberties were stripped from her and how it encouraged her to speak up for her rights later on.

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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.

Coadf shows us the significance of maintaining one's responsibility in a Latin American community. Through the novel we learn how each character must maintain this responsibility by practicing their machismo/marianismo roles, and placing honor above all other values. The narrator takes us through the perspective of each character, such as the twins who fight to restore their sister's honor as it is their duty to do so as males of the family.

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

https://kami.app/DDd-E2x-zfE

Attach the two extracts you used for your Final IO here

https://docs.google.com/document/d/1po_lg6vFwjiGVyIBG07dyKPOObYxTxGmw7e10ylrbHY/edit?usp=sharing

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

I used perspolis/tttc

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

"The Water Cell" - final harkness

https://docs.google.com/presentation/d/1S7lYkQWk92nDGOGPKHbQNS93Wh7nQwmMaGfAAtdt_8A/edit?usp=sharing
Interested in:
Page 14, panel 2

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What were some global issues you explored in Persepolis?
How exposure to mature themes in childhood can quickly become overwhelming
How lack of censorship can cause a loss of innocence for children
Consider the Harkness discussion and other ideas that came up during class discussion.
Why childhood innocence needs to be protected

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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.
Global issues:
The abundant discrepancies between perception and reality
How sense of self is affected from community pressure
How gender roles influence choices

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https://docs.google.com/presentation/d/1iwjhGhp1XzoIQr8upLXn5tU2UWDwTxNSJdaSTDxo0Z4/edit?usp=sharing

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Directions and Resources:

Ideas:
Why imagination is often used as a coping mechanism for children

Texts:
Things They Carried
Persepolis

Reflections:
To be able to connect the global issue well with both texts, and create a strong analysis that can relate to other parts of the text.

Questions:
None

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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 of a literary text can affect meaning based on the author's intended purpose for the stylistic elements of the novel. Morrison utilizes a stream of consciousness and other literary elements to keep her audience in a state of confusion, mimicking the mindset of the dynamic characters in the novel, and to allow her readers to obtain a better understanding of why certain characters act in a specific way.
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 important to the production and reception of a literary text as it gives respect, accuracy, and acknowledgement towards those involved in experiences described in the literary text. In this novel, Morrison accurately portrays the harsh treatment of former slaves during the intended time periods of the novel.

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Time and Space
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?

Cultural/Historical context is important to the production and reception of a literary text as it gives respect, accuracy, and acknowledgement towards those involved in experiences described in the literary text.

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

We approach literary texts from different times and cultures to our own by comparing circumstances and finding a global issue to connect experiences.

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

To a certain extent, literary texts can offer insight to another culture when portraying the customs and traditions accurately and informingly.

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

The meaning/impact of a literary text can change over time when representing when readers can interpret more meanings or find new issues that relate to the fundamental meanings of a text.

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

Literary texts reflect and represent/form a part of cultural practices as readers can learn more about them.

1. How does language represent social distinctions and identities?

Language represents social distinctions and identities as different languages represent different cultural groups and individuals find purpose and belonging to certain groups.

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Readers, Writers, Texts
1. Why and how do we study literature? Why do we study TTTC?
We study literature to expand our minds, and to culture ourselves with the various genres and themes in literature. We study TTTC because it contains many emotional truths and meanings that teach the audience the valuable lessons and perspectives of other people.

2. How are we affected by literary texts in various ways? How are we impacted by TTTC?
We are affected by literary texts as they develop our minds and connect the audience through shared experiences and beliefs. TTTC demonstrates this impact as O'Brien's readers discover the emotional truth about war.

3. In what ways is meaning constructed, negotiated, expressed and interpreted in TTTC?
In TTTC meaning can be interpreted by the symbols and themes that O'Brien utilizes throughout his novel.

4. How does the structure of style of TTTC affect its meaning?
The structure of style of TTTC affects its meaning as readers can interpret emotional truths from O'Brien's novel.

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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?
Delbo's memoir shows us how significant and real the suffering of Auschwitz’ victims was. She wants us to see that its not just another history lesson, but it’s s an event that is scarred in so many individual's minds, and its a reality that is so incredibly difficult to portray due to its horrendousness. I was stunned by Delbo's ability to create such a compelling memoir, and her ability to make me feel the cold bleakness of her experience.

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Readers, Writers, Texts

1. Why and how do we study literature?

We study literature to expand our minds, and to culture ourselves with the various genres and themes in literature.

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

We are affected by literary texts in various ways as they enrich our vocabulary, teach us many moral values and lesson, and also show us experiences that we may not had before.

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

Meaning is constructed, negotiated, expressed and interpreted as readers use their own personal experiences to connect with the text.

1. How does language use vary among literary forms?

Language varies among literary forms as there are different methods of story-telling, and various types of techniques and styles of writing.

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

The structure or style of a literary text can affect meaning as they create a theme within the story.

1. How do literary texts offer insights and challenges?

Literary texts offer insights and challenges as readers must interpret hidden meanings and themes.

1. 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?

2. 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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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 1:
124 WAS SPITEFUL. Full of a baby's venom. The women in the house knew it and so did the children. For years each put up with the spite in his own way, but by 1873 Sethe and her daughter Denver were its only victims. The grandmother, Baby Suggs, was dead, and the sons, Howard and Buglar, had run away by the time they were thirteen years old--as soon as merely looking in a mirror shattered it (that was the signal for Buglar); as soon as two tiny band prints appeared in the cake (that was it for Howard). Neither boy waited to see more; another kettleful of chickpeas smoking in a heap on the floor; soda crackers crumbled and strewn in a line next to the doorsill. Nor did they wait for one of the relief periods: the weeks, months even, when nothing was disturbed. No. Each one fled at once--the moment the house committed what was for him the one insult not to be borne or witnessed a second time. Within two months, in the dead of winter, leaving their grandmother, Baby Suggs; Sethe, their mother; and their little sister, Denver, all by themselves in the gray and white house on Bluestone Road. It didn't have a number then, because Cincinnati didn't stretch that far. In fact, Ohio had been calling itself a state only seventy years when first one brother and then the next stuffed quilt packing into his hat, snatched up his shoes, and crept away from the lively spite the house felt for them. Baby Suggs didn't even raise her head. From her sickbed she heard them go but that wasn't the reason she lay still. It was a wonder to her that her grandsons had taken so long to realize that every house wasn't like the one on Bluestone Road. Suspended between the nastiness of life and the meanness of the dead, she couldn't get interested in leaving life or living it, let alone the fright of two creeping-off boys. Her past had been like her present--intolerable--and since she knew death was anything but forgetfulness, she used the little energy left her for pondering color. "Bring a little lavender in, if you got any. Pink, if you don't."

Extract 2:
He looked at her then, closely. Closer than he had when she first rounded the house on wet and shining legs, holding her shoes and stockings up in one hand, her skirts in the other. Halle's girl--the one with iron eyes and backbone to match. He had never seen her hair in Kentucky. And though her face was eighteen years older than when last he saw her, it was softer now. Because of the hair. A face too still for comfort; irises the same color as her skin, which, in that still face, used to make him think of a mask with mercifully punched-out eyes. Halle's woman. Pregnant every year including the year she sat by the fire telling him she was going to run. Her three children she had already packed into a wagonload of others in a caravan of Negroes crossing the river. They were to be left with Halle's mother near Cincinnati. Even in that tiny shack, leaning so close to the fire you could smell the heat in her dress, her eyes did not pick up a flicker of light. They were like two wells into which he had trouble gazing. Even punched out they needed to be covered, lidded, marked with some sign to warn folks of what that emptiness held. So he looked instead at the fire while she told him, because her husband was not there for the telling. Mr. Garner was dead and his wife had a lump in her neck the size of a sweet potato and unable to speak to anyone. She leaned as close to the fire as her pregnant belly allowed and told him, Paul D, the last of the Sweet Home men.

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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.
There is a bitter river 1

Flowing through the South.

Too long has the taste of its water

Been in my mouth.

There is a bitter river 5

Dark with filth and mud.

Too long has its evil poison

Poisoned my blood.

I've drunk of the bitter river

And its gall coats the red of my tongue, 10

Mixed with the blood of the lynched boys

From its iron bridge hung,

Mixed with the hopes that are drowned there

In the snake-like hiss of its stream

Where I drank of the bitter river 15

That strangled my dream:

The book studied-but useless,

Tool handled-but unused,

Knowledge acquired but thrown away,

Ambition battered and bruised. 20

Oh, water of the bitter river

With your taste of blood and clay,

You reflect no stars by night,

No sun by day.

The bitter river reflects no stars- 25

It gives back only the glint of steel bars

And dark bitter faces behind steel bars:

The Scottsboro boys behind steel bars,

Lewis Jones behind steel bars,

The voteless share- 30

cropper behind steel bars,

The labor leader behind steel bars,

The soldier thrown from a Jim Crow bus behind steel bars,

The 150 mugger behind steel bars,

The girl who sells her body behind steel bars 35

And my grandfather's back with its ladder of scars

Long ago, long ago-

the whip and steel bars-

The bitter river reflects no stars.

"Wait, be patient," you say. 40

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

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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.

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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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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.
Some global issues in Beloved include, societal racism and the effects of trauma on an individual.

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What were some global issues you explored in Hughes' poetry?
Some global issues I explored were the systemic/societal injustices that individuals experience in a judging society as well as loss of opportunities for those facing oppression/discrimination.

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Brainstorm some global issues developed from TTTC.
-PTSD
-effects of trauma
-social pressures
-social expectations

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

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https://docs.google.com/document/d/1LS7c1EoUnWRMFTWbNV_76MKFvx5oognZHIKky62vATo/edit?usp=sharing

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Reflection
How did you do during the Harkness discussions? What feedback did you receive?
I did well in Harkness discussions, and had mostly positive feedback.
Notes
Ideas discussed in Harkness I want to remember:
-identifying strategies/techniques that the author uses in a text

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Reflection
How did you do during the Harkness discussions?
Our group had trouble relating topics together, but I feel like I tried my best to keep the discussion going.
Notes
Ideas discussed I want to remember:
On the Rainy River
-feeling pressure from his family and society
-Telling the audience to follow their goals instead of doing what everyone else wants them to do.

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

https://kami.app/3gM-KLv-gCK
https://kami.app/Ki9-M92-MKc
https://kami.app/TQX-ZgF-sDr

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

https://docs.google.com/document/d/1t7Jxs0oKwWiRCjrxBwqLvLjk5lyBwzIGcY81G0fL4MQ/edit?usp=sharing

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

https://kami.app/JKJ-SBx-vau

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Summer Assignment
https://docs.google.com/presentation/d/1OhjUj0BIBvTcbd8knZxIvj6J6ZBEFHV4Imvbbqyaf7U/edit?usp=sharing
Reflection

I spent a long time on my summer assignment, and researched on many different topics to relate them back to O'Brien's novel. I believe that I demonstrated an excellent understanding of the text and its literal meanings.

Vietnam Slides https://docs.google.com/presentation/d/1HZUxZ8Ez7XmPDlLGERj65yaKXuTQUyFeWZOah5WbCCw/edit?usp=sharing
Reflection
After researching about the Vietnam war, I learned about the tragedies and trauma that had occurred on both sides of the war. Discovering this suffering made me think about how serious the cost of war is, and how it can ruin millions of lives.

"On the Rainy River" Analysis Paragraph https://docs.google.com/document/d/1hd9qz8deXqCt0IZIN10GV77_ShF2-yF625l4o2Y48b0/edit?usp=sharing

Reflection
While reading “On the Rainy River” I discovered that choosing to go to war was both a sacrifice to the country, but most importantly to the future of one’s self. I believe that I sufficiently demonstrated my understanding of O’Brien’s messages / themes in my analysis paragraph, and I was able to grasp the contextual meaning in his writing. I defined his idea of courage as “defying war’s call for his own goals” and I also recognized the utilization of repetition in the beginning of the excerpt provided. I knew the importance of O’Brien’s accomplishments, and that understanding stayed consistent throughout my analysis, as well as the usage of complex/varied syntax such as “prowess” and “cowardice”. Overall, I feel as if my analysis was competent, and I am confident that I demonstrated all of the required techniques.

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How does TTTC connect to other works we've read?

How does TTTC connect to our world today?

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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 relates to the things they carried because both involve the narration of traumatizing events. Both Delbo and O'Brien have great use of language and detail to show how some memories can never disappear. Additionally they show how the mind changes significantly when faced with adversity.

How does Auschwitz connect to our world today?
Auschwitz connects to our world today because it shows the danger of discrimination against an ethnic group, which is a problem that persists to this day.

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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 The Things They Carried, as Tim was severely affected by war, and his past trauma conflicted his internal thoughts, just as Paul D was troubled by his former memories as a slave.
How does Beloved connect to our world today?
Beloved connects to our world today as it provides a somewhat accurate representation of how our society deals with traumatic memories. Affected individuals must attend therapy sessions, and could be inflicted with painful memories for the entirety of their life.

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What connections can you make between some of Hughes' poems?
There's a consistent theme of justice and frustrations for societal injustices that Black Americans have experienced between a majority of Hughes' poems.

How does Hughes' poems connect to other works we've read?
Hughes' poems connect to other works we've read as they all consist of a deeper meaning relating to oppression and societal injustices.

How does Hughes' poetry connect to our world today?
Hughes' poetry connects to our world today as racism/oppression exists globally, and many people are discriminated based off race, gender, social status, and many more factors.

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Upload your favorite Quick Record (Arrivals and Departures, Olere/Delbo, or Using Language)
https://temecula.instructuremedia.com/embed/246cadc7-2519-4eae-a074-153eda606c45
Upload your Final Delbo IO
https://temecula.instructuremedia.com/embed/0279a2c3-55f7-4f13-bd94-e2d0115e38a8

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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 connects to the things they carried because both show how imagination is strong in childhood. Because young Marji and a young O'Brien experience trauma, their imaginations become active to protect their emotions and innocent state of minds.
How does Persepolis connect to our world today?
Persepolis remains relevant to this day because governmental crises are active in Iran and many other countries around the world.

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Denver or Paul D One-Pager
Link

IO Outline Form
Link

Optional Mastery Opportunity Essay
Did not do

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Group IO PPT (Link Here)
https://docs.google.com/presentation/d/1iwjhGhp1XzoIQr8upLXn5tU2UWDwTxNSJdaSTDxo0Z4/edit?usp=sharing
Best Quick Write (Link Here)
https://docs.google.com/document/d/1o_SrMFuN48TSDJdVV54ul50iWsWf7v-gcx5bb9G8cTY/edit?usp=sharing
Artistic One-Pager (Link Here)
https://docs.google.com/document/d/1b8CqmievyFMj14ZSoFIdzWuFTvAe3Jbh_2iiKldSq4w/edit?usp=sharing
Final/Revised IO (Link Here)
https://docs.google.com/document/d/1XfxFNbeitPGqX-yD24MM8DrU0OAxdQHnhv3yOcEqo9k/edit?usp=sharing

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Hughes Writing Portfolio Week 1
(Link Here)

Hughes Writing Portfolio Week 2 (Link Here)

Hughes Pastiche
(Link Here)

IO Outline Form
(Link Here)

Hughes' Written Assignment (Link Here)

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

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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 relates to Beloved because both show how there are differences between one's perceptions and the actual reality. In Coadf,  perception is mistaken to be reality by many of the townspeople and the narrator notes this through his ambiguous investigation while in Beloved, Denver obtains an individual perception of Beloved which causes her to become manipulated and blind to the reality of Beloved's intentions. Additionally, both include strong elements of magical realism, as well as they shift through different perspectives.

How does Chronicle connect to our world today?
Coadf shows how community has a strong impact on the way people behave, if not the most significant impact. The rules and expectations of society places pressure on its members, and we see how this plays out in today's society through social hierarchy's and politics.

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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?
The novel specifically addresses issues of gender, writing and power through the usage of dynamic characters. The characterization of Paul D serves as an excellent example of these representations, as he is conflicted by the absence of his internal manhood, and is also affected by the past traumas of his life as a slave.
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 structure and style of the novel gives voice to the thoughts of the women of 124 as readers are given a perspective to these women that present them with deep inner conflicts and emotion.

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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 shows that the African-American community in Harlem has faced a lot of adversity and struggles that should not have been inflicted upon them.
How does art reflect the community from which it comes?
Art reflects the community from which it comes as hidden meanings can be interpreted by the audience, and allow them to feel the emotions expressed by the art.

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Dialectial Journal
https://docs.google.com/document/d/1CCE8O27yHSBaaBp6vn6kmNhjE276amakmcxaLAKPY78/edit?usp=sharing

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https://docs.google.com/document/d/11P_OzYM3s-W3rcGwEDRbKdEKByQLmTRMB_AZQQ3irKo/edit?usp=sharing

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For the Time Being Motif Dialectical Journal

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Audrey Paik - End of Work Studied Form, Year 2 