The American Dream Summary

Edward Albee

• author of The American Dream
• Postmodernist author
• author of Who's Afraid of Virginia Woolf
• author for the Theater of the Absurd

Setting

• apartment sitting room
• America during consumerism society - likely mid 1900s
• implied to be in some kind of city setting - apartments and department stores?

Plot

• begins with Mommy and Daddy awaiting the arrival of someone
• Mommy talks about buying a hat, controls the conversation and Daddy
• Grandma comes in with her boxes
• Mommy tells story of her boxed lunches -- shows manipulative nature and insight on past
• Mrs. Barker knocks, Mommy taunts Daddy about masculinity
• Mrs. Barker enters, nobody knows why she's there, and conversation about family and pleasantries -- we find out about Daddy's operation and see signs of a power struggle between Mommy and the other women (Mrs. Barker and Grandma)
• Mommy and Daddy leave the room, Mrs. Barker and Grandma talk about why Mrs. Barker is there, story about the adopted "bumble" -- we find out more about the past and the adopted child
• Mommy returns, summons Mrs. Barker to get the water, the Young Man enters, interacts with Grandma -- Young Man established as American Dream, looking for work, will do anything for money
• Young Man tells his story, Grandma hires him for the family -- establishes Young Man as the twin of the "bumble"
• Grandma leaves, family meets the Young Man, they have a small celebration -- replacement of character, illustrate ephemeral emotions

Characters

Mommy

• manipulative
• in control/power-hungry
• social climber -- illustrate aspects of society in consumerist world
• shallow, focus on the details and lack of logic

Daddy

• weak male character, masculinity replaced by femininity -- feminist movement critique?
• rich man with ambition but no ability to achieve ambition, constantly controlled
• also focus on details and lack of logic

Grandma

• balance between female and male (ex. look like man or woman, Uncle Henry vs. Grandma) -- ideal gender role needs to be balanced?
• believes in dignity and pride -- more traditional values
• makes comments that seem inane but are insightful
• show logic and thinking, help solve the conflict in the play
• possibly symbolizing the old American Dream

Mrs. Barker

• a "professional woman", takes off her dress, gives "satisfaction" and says "Don't mind if I do" -- prostitute or otherwise morally loose
• conflict with Mommy over social status
• shallow and condescending
• of low intelligence, little logic
• has no true personality, seems to be dominated by her various roles in society

Young Man

• called "The American Dream" by Grandma
• twin of the "bumble"
• looking for work and will do anything for money
• symbolizes the aspects of society that are being welcomed
• new values and ideas replacing the old (AKA Grandma)
• cannot feel emotion or desire, let's others take advantage of his physical attractiveness

Style and Voice

Point of View

• written as a play so no thoughts on character's inner thoughts
• lack of monologues allow for less understanding of characters' thinking
• display consumerism perspective through Mommy and Mrs. Barker
• commentary on women through Daddy's weakness and feminist nature
• show flaws of society through Grandma - "Middle-aged people think they're special because they're like everybody else.  We live in the age of deformity."

Tone

• sarcastic, caustic through Grandma's commentary -- illustrate the Albee's thoughts
• bitter through exaggeration in Mommy, Daddy, and Mrs. Barker -- illustrate the flaws of society through ridiculous actions

Imagery

• lack of vivid imagery
• description of baby mutilation particularly scientific but also detailed
• overall lack of imagery allow for reader/directors to apply story to any family in society

Symbolism

• Mommy's hat: the story as a whole, replacing the original "flawed" one with something exactly like it but gaining satisfaction; consumerism ideals; conformity with Mrs. Barker's hat
• baby: the effect of consumerism on the innocent; child did not give satisfaction so it can be maltreated and destroyed without concern or regret; it is a toy
• Grandma's boxes: the life as a whole; beautifully wrapped on the outside but plain or bizarre on the inside shows society - normal and elegant on the outside but warped on the inside

Absurdism

• use of humor to mask horror of the social norms
• Mommy and Daddy are anti-heroes
• people are bewildered like Mrs. Barker for her purpose of visiting (Bonus: Neither Mommy nor Daddy know either)
• circular structure ("Who says you can't get satisfaction these days?" vs. "You just can't get satisfaction these days.")
• sterility and lack of values in the modern world - literal sterility in Daddy and Mr. Barker, lack of values through mutilation of baby
• civilized people acting in uncivilized and barbaric ways - see baby mutilation by a civilized and upper class family

Themes

• "The current American Dream that focuses on consumerism is a plague to the morals of society."
• shown that consumerism is bad through symbols, tone
• American Dream focus on consumerism through the Young Man, the title of the play
• imagery and plot illustrate the horrors of the society, contrasting the morals
• Grandma's censure show the fall of morals
• setting indicate the coming of such a society; normal city around the time of the publication

Close Reading Assignment

Mr. Romney’s Version of Equal Rights

http://www.nytimes.com/2012/10/18/opinion/mr-romneys-version-of-equal-rights.html?partner=rssnyt&emc=rss

In the editorial, Mr. Romney's Version of Equal Rights, the author (assumed to be female) argues that Governor Romney's approach to equality for women is no equality at all.   She denounces his attempts to gain more female voters, and by extension, his campaign for the presidency as a whole, by her use of negative diction, specific details, and syntax.

The author's choice of diction provides a negative tone throughout the article.  In the first paragraph, she informs the reader that Romney "bumbled his way through a cringe-inducing attempt to graft what he thinks should be 2012 talking points onto his 1952 sensibility."  Using the term "bumbled", denoting failure and incompetence, the author paints Romney into the form of a incapable leader, which then causes the reader to question whether Romney is appropriate to be the next president.  Her tone continues in the ninth paragraph, where she writes that "started a slow, painful slide into one of the most bizarre comments on this issue we've ever heard," and sarcastically points out that his comment about finding qualified women was said in a way that made it sound "as if it were a herculean task."  The words "slow", "painful", and "bizarre" all have a negative connotation that ridicule the governor's comment.  The line referring to the "herculean task" furthers the ridicule by comparing Romney's effort to a nearly insurmountable quest, downplaying Romney's attempt to hire women.  Through her word choice, the author brings out the ludicrousness of Romney's stance on women and indirectly jabs at his appropriateness for being president as a whole.

The details given in the article also illustrate the author's view of Romney's equality in the rights of women.  She points out incongruencies throughout his campaign in the subject of women.  In the second paragraph, she mentions his vow in ending Planned Parenthood and his criticism in requiring employers who are not religiously affiliated to provide coverage for contraceptives.  She then contrasts that to his statement that he believes all women should have equal access to contraceptives in the next paragraph.  Further examples of his actions which contradict his statement were listed below, as the author explicitly points out "how hard it must be for him to remember where he stands at any given moment."  Later, she changes the topic to equal opportunity, another subject in which she has given plenty of details which illustrate his inconsistency.  She contrasts his opposition of the Lilly Ledbetter Fair Pay Act with his line about being given "binders full of women" to have as representatives in his cabinet.  By showing his inability to decide on a single stance in his policies on women, the author points out his flawed approach and seems to emphasize his failings as a presidential candidate.

The author's formatting of the editorial also highlight the absurdities of Romney's views of women.  In paragraph six and seven, the author uses an anaphora, starting both sentences with "perhaps" to give possible explanations for Romney's changing stance on contraceptives.  The parallel structure also emphasize the contradictions between the two different explanations, which she hammers home in the next sentence: "But all those possibilities are just reminders of how hard it must be for him to remember where he stands at any given moment."  Later, she furthers her point of his views of equality by the usage of questions.  He spoke of flexibility for women in their jobs due to their need to take care of their families.  She points out several of his unmentioned but well-known stances on other versions of equality through her questioning of "But what if a woman had wanted to go home to study Spanish? Or rebuild an old car? Or spend time with her lesbian partner? Would Mr. Romney have been flexible about that? Or if a man wanted similar treatment?"  By asking questions, the author allows the readers themselves to draw conclusions about how Romney would respond, making the thoughts of the reader's own, even if all the conclusions are, as she intends them to be, similar.  In the editorial, the syntax also allows the author to convey her point on the problems surrounding Romney's view of women and equality.

Through these techniques, the author overwhelmingly casts a negative light on Romney's views of women and the lack of equality illustrated by his claims.  The editorial points out the flaws in his stance and seems to attempt to weaken his qualifications as a strong presidential candidate for this year's election.

Macbeth vs. Macduff: Emasculated or Human?

2008. In a literary work, a minor character, often known as a foil, possesses traits that emphasize, by contrast or comparison, the distinctive characteristics and qualities of the main character. For example, the ideas or behavior of a minor character might be used to highlight the weaknesses or strengths of the main character. Choose a novel or play in which a minor character serves as a foil for the main character. Then write an essay in which you analyze how the relation between the minor character and the major character illuminates the meaning of the work.

In the famous play by William Shakespeare, The Tragedy of Macbeth, Lord Macbeth expresses insecurity on his own masculinity, which are cast further into light by the scheming words of his wife as she presses him to strive for power by killing the king of Scotland so he can take control of the kingdom.  This is in stark contrast to the attitudes of Lord Macduff, who is unafraid to show sorrow or pain and expresses them freely when he views appropriate.  Through Macbeth and his foil, Shakespeare provides commentary on the appropriate balance of masculinity and femininity.

Lord Macbeth's insecurity is easily seen through his wife's methods of controlling him.  When he expresses discomfort with the idea of killing the king of Scotland, who has taken him in, is a good leader, and is his kin, she scorns him and accuses him of being weak and feminine.  In response, he performs the necessary actions which lead to the deaths of the king, as well as his friend Banquo, who discovers the actions.  Macbeth continues to order atrocious actions to be performed, including the murder of Lady Macduff and her innocent children in hearing that Lord Macduff would cause his downfall.  Through his titular character's heinous actions, Shakespeare denounces those who focus too heavily on their appearance of masculinity and being what men ought to be.

Macbeth's foil, Lord Macduff, on the other hand, provides a contrasting take on masculinity.  When Macduff is informed of the deaths of his wife and children, he does not pretend to hide his sorrow, but openly displays his grief.  When the prince and rightful heir to the throne, Malcolm, questions him on his display, Macduff's response indicates that it is not shameful to mourn that which has been lost, nor does it show any sign of weakness in his status as a man.  Though a minor character, Macduff's righteousness and honor endear him to the reader and his actions proclaim the appropriate response of man to painful news.  Shakespeare uses Macduff to illustrate that proper balance of emotions, acclaiming his actions as those of a proper and dignified man who has nothing of which to be ashamed.

By setting up very contrasting characters in both personality and morality, Shakespeare uses Macbeth as a method of indicating the proper balance of femininity and masculinity in an honorable man.  It does not do to be wholly one, Shakespeare insists, but a balance will create a much better man, such as the strengths of Macduff over Macbeth, which eventually lead to the downfall of the main character.

Response to Course Materials 2

In class, we've covered a variety of topics since the last time we were told to write one of these.  We spent a lot of time at first talking about the different eras and movements of literature.  That was actually really interesting, because we could incorporate a lot of time periods that we talked about in both American Literature and British Literature into what we covered.  For example, when we talked about Medievalism, I found myself remembering how Beowulf and The Canterbury Tales demonstrated aspects of the movement, with their epic heroes and references to religion.  Being able to look back on the writing helped me remember the unique aspects of different literary movements better.

What really stood out to me were our (longer than usual they took quite a while to go through) presentations on Greek mythology and the Bible.  I've always loved Greek mythology, so going over the myths was a very enjoyable experience for me, especially as I learned a few new ones from my section, such as "Baucis and Philemon" or "Alpheus and Arethusa".  Hearing details that I'd forgotten of the Trojan War and the creation of the gods was also fun.  (And I don't think anybody will forget Emily's drawings any time soon.)  Of course, we weren't reviewing them only to go over the stories, but to be able to find allusions to them in other literature.  Unlike many of the class, it seems, I was rather unfamiliar with the Bible stories, so I took more notes on them.  I have before heard allusions to "The Prodigal Son", which I'd never really understood, though I could make an educated guess from the context.  After hearing about it in class, though, I can think back on the discussion (which, for those who would appreciate it, was about Sirius Black's relationship with his family).  In general (at least to me), there is something very satisfying about being able to spot allusions to mythology and Bible stories in literature, so I definitely appreciated the opportunity to learn/review them to help me in my endeavor.

At some point in there, we also talked about different critical lenses.  I found that it was an easier lesson for me, at least, because I remember covering quite a few of them in American Literature in particular.  I mentioned in my previous Response to Course Materials that in American Literature, Mrs. Reed had us watch Star Wars through different critical lenses.  That was part of a unit dedicated to them.  Therefore, many of the big ones covered in the Prezi - the one with the creepy dolls and eyes which haunt my nightmares - were review from that class.  New Criticism (only by the name Formalism), Psychoanalytic, New Historical, Marxism, Feminist, Reader Response, Archetypal, and Structuralism (also with a different name), were all mentioned before, in American Literature.  The others were new, but pretty self-explanatory, for the most part.  I do find it useful to look through texts from different perspectives, which critical lenses help accomplish.

And finally, we spent time more time recently talking about Theater of the Absurd and Comedy.  Very appropriate, given what we read: The American Dream.  I really enjoyed learning about Comedy, in particular, and how people believe humor works.  While I was familiar with the concept of a comedy, my overall idea came from what Shakespeare had written as his comedies - basically stories where not many people died and a whole bunch of people got married.  And a lot of mistaken identities or people falling in love with the wrong people and such, if I recall correctly.  This more modern comedy seems a lot different and reading through how to analyze the different aspects of it was great.  The play itself was really fun.  I found it completely strange in the beginning and until the very end, I had no idea what the characters - especially Mommy - were talking about most of the time.  Yet, many things seemed to work themselves out and it was entertaining.  I have not yet managed to find many examples of allusions - I suppose we were supposed to notice them, given how much time we spent on the topic of allusions to mythology and religion- in the play, but there is still time to keep looking, especially after a more thorough reading.

I think I've covered everything that we've done in class since the last Response to Course Materials.  I find that these are actually a really great way of making sure I remember everything we've covered and help get everything straight in my head.

Close Reading Assignment

Shades of gray for SEAL book 'No Easy Day'

http://www.usatoday.com/news/opinion/editorials/story/2012-09-17/shades-grey-no-easy-day/57797934/1

In this editorial, the author (whom I will assume to be male in order to avoid using "he or she" everywhere) addresses the book about the killing of Osama bin Laden, No Easy Day.  The book is a best-seller, topping the list of USA Today's best-sellers.  The article, however, focuses specifically on the controversy publishing the book has caused; he had signed non-disclosure forms to never reveals classified secrets and some believe the publication of the book broke the agreement.  The author of the article addresses and emphasizes this ambiguity through different aspects of rhetoric.

As it is written for the average population, much of the diction in the editorial is casual.  Phrases such as "kiss-and-tell" are scattered within the text and there is minimal technical jargon.  Such an effect allows readers of most backgrounds to understand the writing, without the need for particular training in specific fields.  Since the author's purpose is to share his opinion, this makes the job a lot easier by ensuring that the opinion can, at least, be understood.  Other words also emphasize the ambiguity in the author's tone, as if he does not want to commit too heavily to a side of the discussion.  The words seem skeptical at times, such as the usage of the term "far-fetched", and fair-minded at others, as is evident in the phrase "but other considerations cast the book in a different light."  Such wording reminds the reader that there is more than one side to the tale and both need to be considered.

Figurative language also grace the article.  From the very beginning, the title alludes to another book whose name is widely known: Shades of Gray.  In the editorial itself, however, the usage of the term has been more of an expression, emphasizing the meaning of the title itself rather than the book.  There are continued references to color.  The situation is claimed to be "anything but black and white" and the article itself ends with the phrase "'shades of gray''.  The references help emphasize the popularity of the book No Easy Day, as the beginning of the article states that the book has passed Shades of Gray, which is perhaps infamously widely known, in the USA Today best-seller list.  It also provides emphasis on the ambiguity of the situation which can be sensed through other aspects of the author's writing.  The use of understatement in the line "Then there's the inconvenient fact that SEAL Team 6 carved itself a unique place in U.S. history, and at great risk" also illustrates the controversy.  The weakness of the term "inconvenient" reminds the reader that it is far more than inconvenient, but it does not help arrive at a solution.  However, the situation has no easy way of being resolved.

The formation of the sentences continue to illustrate the controversy of the book's publication.  The paragraphs that are not used for description or detail are short.  This provides a feeling of almost hesitance, as though there is not much definitive to say on any particular topic.  Short transition sentences in the article are placed as separate paragraphs, which points them out to the reader.  The sentences themselves remind the reader of the ambiguity in how to treat the book's publication and the formatting of these sentences keep them from hiding in the shadows of other sentences.  The usage of questions to move forward the writing also helps highlight the controversy.  Lines like "So what to do?" explicitly announce the problem with the situation and asks for a solution.  They keep the audience's mind focused on the problem at hand and suggest that there may not be a good idea at the moment.

Through its use of rhetoric, the author of the editorial gets his message across clearly in ways other than simply the meaning of the sentences themselves.  Aspects of his language, his diction, and his syntax provide emphasis for the controversy of the publication.  This article is effective in communicating the gray area that the publication of No Easy Day resides in.

The Daughter of the Silliest Woman in the World

1990. Choose a novel or play that depicts a conflict between a parent (or a parental figure) and a son or daughter. Write an essay in which you analyze the sources of the conflict and explain how the conflict contributes to the meaning of the work. Avoid plot summary.

Perhaps one of the most recognizable opening lines ever penned, "It is a truth universally acknowledged that a single man in possession of a good fortune must be in want of a wife" is Jane Austen's manner of setting the stage for her satirical novel, Pride and Prejudice.  Through the story of the changes and struggles in Elizabeth Bennet and Mr. Darcy's relationship, she addresses what she perceives as oddities or flaws in society of Regency England.  One particular way this is done is by the relationship between the protagonist, Elizabeth, and her mother, Mrs. Bennet, which works to symbolize the relationship Elizabeth has to the societal norms around her.

From the very opening of the book, it is hinted that Mrs. Bennet does not have a very close relationship to her second-oldest daughter.  When Mr. Bennet comments that he wishes to mention Lizzy's good traits to the newly arrived Mr. Bingley, her mother protests vehemently, insisting that she is not as pretty as Jane and not as friendly as Lydia.  Mr. Bennet goes to his favorite child's defense, insisting that she is more clever and witty than any of the other girls, she responds by insisting that he cannot abuse his children in such a way.  She completely ignoring her own hypocrisy in doing the same only moments earlier when she implied that Elizabeth was not worthy of positive words and attentions from the new neighbor when compared to her sisters.  From the very first chapter, therefore, it can be established that there will be arising conflicts between Elizabeth and her mother originating from their rough relationship, which further serve to move the plot along.

Throughout the novel, many different situations help give rise to a characterization of Mrs. Bennet as a woman who is easily excitable and of a weak mind.  Her focus on marrying off her daughters, originating from the need to find them all good homes once her husband dies and their estate is then inherited by a distant family member, resembles the concerns of society as a whole.  In the Regency era and particularly in the gentry, the primary goal of women were to get married and be proper wives to their husbands.  They had limited powers and many inheritances were through the male line, which further emphasized their reliance on their dowry and their position in society.  Because of this, the marriage of young daughters was of vital importance to parents, and Mrs. Bennet is a clear indication of that fact.  Her chief concern has been described to be the goal of marrying off all of her daughters and throughout the book, her opinions have been voracious on the subject of marriage.

Elizabeth's personalities and beliefs contrast strongly with her mothers, resulting in many moments of exasperation throughout the book.  Seeing the tale from Elizabeth's perspective, the reader sympathizes with her in various stages as she rebels against the expectations that society, and her mother, have set for her.  The usage of limited third person perspective allows the reader to understand the inner thoughts and workings of Elizabeth's mind as she shares her beliefs.  She shares that she believes in marrying for love and happiness through her actions and her discussion about marriage with her close friend Charlotte Lucas, who insists that happiness in marriage is entirely by chance.  When Elizabeth disagrees, she shows her own beliefs, that happiness and love are important for marriage, a belief that her mother seems to disagree with.  This can be seen in Mrs. Bennet's reaction to Elizabeth turning down a marriage proposal from Mr. Collins, a man of extreme self-esteem and strange attitudes, with whom Elizabeth asserts that she could never be happy.  However, Mrs. Bennet completely ignores her daughter's protests, insisting that her daughter marry the man and proclaiming dramatically that the family shall be turned out to the hedgerows  - that is, be without home - due to her daughter's pigheadedness.  Again, Mrs. Bennet shows that her thoughts are primarily that of marriage for security, rather than for the love, respect, and happiness that her daughter wishes for.  The mother's view more closely resembles that of her society as a whole, while Elizabeth protests such ideas.

As a satirical author, Austen likes to show problems in the society in which she lives.  Her characterization of Mrs. Bennet addresses her dislikes of the concerns of society as a whole.  From the very first sentence of the novel, her distaste for the pressing importance of marital concerns on women of the gentry class from Regency era is apparent.  Throughout Pride and Prejudice, this abhorrence of societal expectations continues through her ridicule of Mrs. Bennet, who represents them.  The woman is established as silly and nervous, making a fool of herself and her family in public.  She constantly embarrasses her children through her loud proclamations that Mr. Bingley will marry her beautiful and gentle Jane, insisting on showing off her daughter's good fortune before there is any established proof of an engagement of any sort.  Again and again, through her loud and rather rude behavior, Austen emphasizes the silliness and shamefulness of the typical views and hopes of society.

Through the rocky relationship between Elizabeth and her mother, the reader can find more than just a woman who does not understand her daughter.  Instead, the reader can discover through the portrayal and actions of Mrs. Bennet the faults of the society itself and the way her daughter can find happiness even without following society's norms.

So Far...

To be honest, it doesn't seem like we've actually covered a ton so far.  Well, I don't say this meaning that we haven't learned anything or that I haven't learned anything because I definitely have.  What  I meant is that I'm sure we have a lot of things to cover that we haven't even begun to touch on yet.  Most of the material we've touched on has been summer work material; we have had only four days of school, after all.  However, much of it has been focusing on two points that I think are actually probably the most important of the class, which is unsurprising.

The summer work especially seems to be focusing on how to read.  How To Read Literature Like a Professor was actually very entertaining as well as informative.  I definitely enjoyed reading it, since it had a pretty entertaining and strong voice.  Much of it seemed to focus on different aspects of literature that can be understood deeper than simply as a plot element.  I've heard of some things, like the Journey/Quest, before, when we were talking about archetypes.  It reminded me of when, in Mrs. Reed's American Literature class, we watched Star Wars through different critical lenses and the characteristics of many epic tales stood out clearly through the archetypal lens.  Certain aspects of Foster's book seem to focus on similar concepts, such as the meanings behind disfigurement or the commonality of Greek mythology.  It really makes me think more now on the meaning of Darth Vader's prosthetic body or how Luke not knowing his father is reminiscent of Oedipus' lack of knowledge, though luckily for Luke, it doesn't cause complete destruction of his life.  Our reading of the poems and the questions we had to answer for the diagnostic test also work on reading.  While some of them focused more on the vocabulary we had to learn, others - mainly those that talked about theme and author's message - also did use certain aspects of the book, such as the meaning of weather or spring.  In a way, the diagnostic tests and other reading we've had to do allowed me to focus on using the techniques, which was great.  They helped me practice understanding exactly what I was looking for and how it'd help me on the AP exam and in the future (The Foster presentation was actually really hard; I don't know that many things from pop culture.)

Our practice with reading also focused a lot on poetry, particularly the different vocabulary that we'd need.  And I feel I must mention again that the vocabulary test we had to do on Quia was actually really really hard.  But I digress.  Some of the words I thought I knew, but clearly not well enough.  It makes me wonder whether I've been mislabeling poems and poetic devices when we talked about them in Lit/Comp 9.  At the same time, it's also given me quite a few new concepts to work into my poems in the future (I do like to write poetry in my spare time, though it's sometimes hard to come up with something I really like).  I do hope we get to practice recognizing these different poetic devices more in the future; given the results of the quiz, we all still need a lot of work with them.  I'm thinking not only in terms of my test score, but also because they are interesting and I like securely learning things, just for myself.  I'm not really sure where I'm going with this point, except that the poetry reading was fun and I hope we do them more.  (I also really liked that Shakespeare sonnet we read as part of our diagnostics test.  I think Sonnet 55 has just become my favorite sonnet.)

We've also talked a bit on how to write properly.  The Nuts and Bolts of College Writing started that discussion off, which focused primarily on not sounding like a snob in college essays and such.  Of course, when I was writing my response to it, and even as I type now, I'm a little self-conscious about how I write.  I know for a fact that I used to have this problem; I somehow made the connection between "mature" writing and very unauthentic (I'm not sure if that's the word I'm actually looking for but that's as close as I'm going to get for now) writing.  Thinking back to all of the things I've written for English classes before, I wonder sometimes how I haven't bored my teachers to sleep, considering the fact that I'm sure some of them was rather bland and void of good voice.  This is also partially related to what the powerpoints were talking about.  They focused primarily on the art of AP writing and how to make arguments, but the basic idea is the same.  We have to not bore our audiences, which is why audience is something to consider in rhetoric.  And Nuts and Bolts also focuses on keeping things concise, which makes our arguments easier to follow, a point made in the powerpoint on crafting good arguments.  This is another problem I think I have in my writing; I tend to write my thoughts as they come to me, which means that they aren't always extremely organized.  This blog post might even be an example of that, though at least I'm pretty sure I'm not writing with a particularly snobby voice right now.  Hopefully, I'll be able to focus on these ideas more in the future and improve that aspect of my writing.

So overall, even though we haven't been in school for long, this class has given me quite a few things to focus on, many of which can likely be carried over into other classes as well.  The things we've covered related to reading and writing have given me much cause for thought and I can't wait to see what we cover in class next.

(P.S.  I know this is submitted a bit late.  I would have done it earlier but my laptop is refusing to connect to the Internet and I just got on my family's desktop now.)