Reflecting On My Essays...

Ideas and Content

In the Alchemist essay, I did have some well thought-up ideas and managed to write them down in a way that made sense, but I think my lack of supporting details and evidences brought the quality of the entire essay down by a bit. Sometimes I went off topic and sometimes I had only had a single sentence to back my ideas up, which just wasn’t good enough now that I’m going over it again and reflecting my work. However, as I moved into the Julius Caesar unit and wrote my essay at the end about one of the characters: Brutus, I found that I was capable of writing down my thoughts at a faster rate and backing them up with appropriate and clear explanations and reasons. I selected several quotes from the book itself to prove some of my statements and referred back to the topic every once in a while, making sure that I didn’t go off topic. Overall, I think I did a much better job in the second essay at grabbing the reader’s attention with interesting points every once in a while and having clear and straightforward ideas. But I could still improve by adding a more backing evidence since I wasn't descriptive enough at providing evidence to some of my thoughts and having a few more deep and nicely thought up ideas.

Organization

Compared to my Alchemist essay, the organization of my Julius Caesar essay had slightly improved. I started my essay off with an interesting and attention-grabbing introduction paragraph and ended it with a brief, yet clear and accurate summary of my entire essay. Also, transition sentences and words in my essay helped it to flow from one topic to another naturally and the overall improvement in the organization of my Julius Caesar essay will make it easier to read and understand for the reader. Nevertheless, there is still room for more improvement which I believe, would once again show in my future essays depending on how much time I get to organize my essay, because time limit was one of the factors that brought the overall quality of my essay down by a bit. I should try planning the essay in more detail ahead of time.

Personal Growth

I noticed a significant improvement between my Alchemist essay and my Julius Caesar essay. When I referred back to my Alchemist essay during the reflection session, I realized that I had done a worse job than I thought when I first wrote it. Now that I have had a look at both of my essays, I could see that I have managed to stayed much more to the topic, had a much better organization of the whole essay and had a hugely improved introduction paragraph which was more interesting and attention-grabbing in my Julius Caesar essay compared to my Alchemist essay. This is probably because I have learnt a lot more about writing techniques and styles after I had written my Alchemist essay and spent more time preparing for the essay since the time was limited. And although I had some briefly described points here and there throughout the whole essay, I think that there has been a lot of improvement in the past months. But I do believe there is still some room for more.

SLR Reflection

When I was writing both my essays about The Alchemist and Julius Caesar, I used almost all of the SLRs to make my essay “successful”. However, I think the SLR: Reason Critically was the one I used the most in writing up both essays. I believe that I used this SLR the most because my objective in both of the essays was to get my idea across to the reader clearly by providing appropriate explanations and reasoning which would back up my opinion about the topic. Therefore, it was important for me to reason critically and come up with precise and appropriate supporting details. I tried my best to think as deep as possible in order to get the “perfect” reasons that would prove my thoughts.

And Brutus Is An Honorable Man…

When dealing with moral decisions, one has to be extremely cautious and has to make sure that they are doing the rightmost thing. This is especially critical when it involves handling someone’s life. One has to make sure that they have enough supporting evidences, information and reason to make the decision. In Shakespeare’s tragedy ‘Julius Caesar’, Brutus a member of the Roman Senate and Caesar’s closest and most trusted friend, is cleverly tricked into joining the conspirators in a plot to assassinate Caesar himself. Although Brutus is left at a crossroad for some time he manages to rationalize his choice by telling himself that the conspiracy is necessary for the good of the Roman republic and its people. This makes Brutus a tragic hero, who killed Caesar not out of personal greed or ambition, but out of patriotism and honor.

Brutus’s patriotism and desire to conserve the Roman republic played the main role in building him into a patriot and making him choose to kill his closest friend for the good of the general. When Cassius, the mastermind of the conspiracy recognizes that they need Brutus on their side in order for the assassination to be successful and brings up the idea to him. However, Brutus is strongly against the idea of killing his close friend. Desperate, Cassius decides to send Brutus fake letters from the people of Rome asking him to take action against Caesar. Only then Brutus is convinced that the assassination of the soon to be dictator is critical for the sake of Rome: “ ‘O Rome, I make thee a promise, If the redress will follow, thou receivest Thy full petition at the hand of Brutus’ ” (II.i.56-57). Now that Brutus has seen the letters sent from the public, he knows in his heart that he must sacrificing Caesar for the republic. Later on after Brutus, Cassius, and the conspirators assassinate Caesar, they confess and explain what they have done to the public. Brutus, once again, rationalizes his intentions to be patriotic. “ ‘If then that friend Demand why Brutus rose against Caesar, this is my answer: not that I loved Caesar less, but that I loved Rome more” (III.ii.19-21). This segment of the speech that Brutus made at Caesar’s funeral clearly shows that he was indeed a great patriot.

Although Brutus’s patriotism was the key factor that drove him to the assassination of his beloved friend, it could have turned into an extremely brutal and immoral bloodshed if it wasn’t for Brutus’s honorable character. In Act II Scene I of ‘Julius Caesar’, the conspirators arrange a meeting with Brutus to plan how Caesar’s assassination will take place. Then Cassius, the mastermind of the plot, suggests swearing an oath of loyalty to each other. However Brutus stops this, and claims that an oath is not necessary at all: “‘If not the face of men, The sufferance of souls, the time’s abuse If these be motives weak, then break off betimes And every man hence to his idle bed’ ” (II.i.114-117). Brutus tells them that the conspirators, having pledged their words as Romans, do not need any incentive, other than their cause. This quote clearly shows that as a noble Roman, honor is the most important thing to Brutus who cares about Rome more than the life of his best friend. As the meeting of the conspirators continues, Brutus is fully convinced that Caesar has to be removed from his power, but is unable to think of a way to do so except for assassinating him. However, he had some ideas on how to proceed with the assassination that suggest his honorable motivations. Brutus mentions that the conspirators must be “sacrificers” and not butchers and shows his disappointment that they are unable to seize Caesar’s spirit without killing him because Brutus respected and valued Caesar as a friend: “‘O, that we then could come by Caesar’s spirit And not dismember Caesar! But, alas, Caesar must bleed for it.’” (II.i.169-171).

When it comes to making a moral choice regarding a person’s life, seeking for enough information and evidence is extremely critical along with the repeated revisions of the idea. In the famous tragedy ‘Julius Caesar’, Brutus’s patriotism and honor had driven him to assassinate his good friend Caesar, but he had only achieved his goal partially because he was only able to save Rome from dictatorship but instead, created a massive conflict and havoc within Rome, causing its people to suffer. Thus, Brutus was indeed a tragic hero who valued and loved Rome much more than one man’s ambition. And therefore, I believe that Brutus’s goal was nobler than it was worthy.

Image From: http://www.wga.hu/frames-e.html?/html/m/michelan/1sculptu/2/8brutus1.html

They Lost Everything, All, But Hope...

Think Creatively...

One of my creative elements in the collage is the part that describes the lost boys' journey to the United States. I thought that this journey of stepped migration was a very significant part of their story. Therefore, I decided to have that as a "big" part of my collage. I attempted to include information in as much informal detail as possible and I also tried to describe the people's feeling the best I could. I also added in a bit more "texture" at the center of my collage, where my 6-word memoir was in order to show the viewer that it is the main idea of my collage. As well as that, while creating my video, I started my voice recording after about 15 seconds into the video so that the viewer would get some time to take a look at the collage closely and think about the conflict of the lost boys for themselves first.

Communicate Effectively...

By putting in many visuals of the civil war in Sudan, I believe that I effectively communicated the horrifying time the Sudanese had during the war and how they suffered. I made sure that my collage would raise awareness of the violent conflicts in Sudan and I think the way I created my collage was enough to evoke the empathy in my viewers and to make them take action in order to help the refugees of the terrible war. Also I used my 6-word memoir to communicate the overall lives of the lost boys of Sudan to the viewer. I described how they lost a huge part of their lives

Live Ethically...

As people look at the contents of my collage, they will realize how much of a suffering the Lost Boys went through. This is sure to evoke empathy in them since some parts of my collage show the terrible and unimaginable experiences that the Sudanese people had to endure as a result of the horrifying civil war. It would give them a sense of what it feels like to lose one's whole family to a violent and merciless war. I think my collage, overall, will do a pretty good job in creating sympathy in the people and inciting them to take action to help the lost boys of Sudan overcome their horrifying past.

Reason Critically...

I reasoned critically when I was picking my images for the collage and when I was writing up my 6 word memoir. I needed to find the best images that would send a clear message to the viewer on what the lost boys of Sudan went through and how devastated their lives were. I picked a good mixture of pictures of the horrific results of the civil war and the new hope that the refugees found in America. When I was creating my 6-word memoir, I tried my best to represent the refugees’ whole life as it was and how they found a small, yet reliable hope in their unfortunate lives.

There's No "Heaven" On Earth

The Lost Boys of Sudan are a group of over 20,000 boys and some girls, who had to flee from the civil war in their country and traveled hundreds of miles across the African desert in hope to escape the conflict going on in their home and to have a peaceful life. Many of these boys were orphans and were left to live on independently because their parent(s) have been killed or lost in the raids. Many of the boys also died during their long journey, and in desperate search of a safe "home", the Lost Boys arrived in kenya, where they were placed in the Kakuma Refugee Camp. In the camp, the boys spent some 11 years with their fellow refugees and grew up into adults. One day, 4000 Sudanese boys were chosen to migrate to the United States to find a new and better life. Peter is one of the boys in this camp that have been chosen to migrate to the United States. The boys expected America to be like "heaven on Earth" but found out that there's no heaven on Earth due to their incapability in the beginning to cope with the culture shock. While Peter was trying to assimilate to the new life, he was faced with a lot of difficulties regarding education and racism. From the beginning of his life in the United States, Peter left Texas and drove to Kansas City in order to work for himself and become more educated so that he could go back to Sudan as a successful man and help out his fellow refugees in the camp. Looking for some type of education but not knowing his actual age, Peter applied for high school. But Peter said that he always felt that he wasn't able to fit in with the rest of his peers because he was "different". As well as school, Peter also found a job in Wal-Mart, where he was able to earn enough money to pay his rent and support himself. Examples of racism and prejudice can be found in these two places where Peter spent a lot of his time in. First of all, a slight hint of prejudice can be noticed when the ESL teacher in Peter's school does not respect Peter's background culture and asks him a question which he is unable to answer: 'what would you do if you had 1 million dollars?’ This is a question that is hard to answer for even some of us. One could possibly imagine how hard it would be for a refugee to answer that question. Second of all, Peter was told by his boss in Wal-Mart that he should collect shopping carts out in the parking lot. His boss assumed since Peter was African and Africa is a hot country, he would be used to working in a hot climate and wouldn't have to worry about being "burnt" out in the sun. Lastly, in school, Peter wished to apply for an ACT testing and sought for advice from the school counselor. However, the counselor told Peter that he should just go to a "lower-rated community college". But he is soon shocked to find out that Peter has a letter proving him to be an Honor Role and that he already had his biography written up and ready for submission. Peter experienced difficulties and challenges assimilating into a whole new culture and lifestyle but was determined to successfully "embrace" the American culture. Although there may be many more challenges that Peter has to face in the future, I think that he had already begun a successful life.

The Conversation Between Cassius and Brutus

In the scene that we will be acting out, it is the day of the feast of Lupercal. During the festival, Cassius is attempting to persuade Brutus to join the conspiracy to kill Caesar. Loyal and noble Brutus is unsure of what to do. He had two passions: Caesar, and the Republic. Brutus had to choose one of the two. He could either kill Caesar and preserve the Republic or save him and watch the Republic fall as Caesar becomes the king of Rome.

This passage is a significant part in the book for several reasons: first, it characterizes Cassius and Brutus. Also, it "plants" a conflict and confusion inside of Brutus, and finally, it is the start of the whole conspiracy of Caesar's assassination.

Act 1, Scene 2

Lines 25-77

CASSIUS

Will you go see the order of the course?

BRUTUS
Not I.

CASSIUS
I pray you, do.

BRUTUS
I am not gamesome: I do lack some part
Of that quick spirit that is in Antony.
Let me not hinder, Cassius, your desires;
I'll leave you.

CASSIUS
Brutus, I do observe you now of late:
I have not from your eyes that gentleness
And show of love as I was wont to have:
You bear too stubborn and too strange a hand
Over your friend that loves you.

BRUTUS
Cassius,
Be not deceived: if I have veil'd my look,
I turn the trouble of my countenance
Merely upon myself. Vexed I am
Of late with passions of some difference,
Conceptions only proper to myself,
Which give some soil perhaps to my behaviors;
But let not therefore my good friends be grieved--
Among which number, Cassius, be you one--
Nor construe any further my neglect,
Than that poor Brutus, with himself at war,
Forgets the shows of love to other men.

CASSIUS
Then, Brutus, I have much mistook your passion;
By means whereof this breast of mine hath buried
Thoughts of great value, worthy cogitations.
Tell me, good Brutus, can you see your face?

BRUTUS
No, Cassius; for the eye sees not itself,
But by reflection, by some other things.

CASSIUS
'Tis just:
And it is very much lamented, Brutus,
That you have no such mirrors as will turn
Your hidden worthiness into your eye,
That you might see your shadow. I have heard,
Where many of the best respect in Rome,
Except immortal Caesar, speaking of Brutus
And groaning underneath this age's yoke,
Have wish'd that noble Brutus had his eyes.

BRUTUS
Into what dangers would you lead me, Cassius,
That you would have me seek into myself
For that which is not in me?

CASSIUS
Therefore, good Brutus, be prepared to hear:
And since you know you cannot see yourself
So well as by reflection, I, your glass,
Will modestly discover to yourself
That of yourself which you yet know not of.
And be not jealous on me, gentle Brutus:
Were I a common laugher, or did use
To stale with ordinary oaths my love
To every new protester; if you know
That I do fawn on men and hug them hard
And after scandal them, or if you know
That I profess myself in banqueting
To all the rout, then hold me dangerous.

My Partner: Karl Tan

Senior Band- Power of The Void "Story Questions"

1. What would you call this story (title) Why?

I would probably name this story "The Lottery" since the lottery is the main theme of the whole story. It was the center of attention and was really mysterious until the end.

2. What did you think was going to happen? What clues in the text led you to think this?

I wasn't complete sure about what was going to happen until I read the ending, but I knew that something unpleasant was going to happen. The lottery, black dot, and the people's nervous reactions supported my guess.

3. How did you feel when the end of the story was not given to you?

I was really anxious to find out what was going to happen to Mrs. Hutchinson now that she had been picked in the lottery. I wanted to know what the tradition of the town was.

4. How did you feel when you were handed the mystery paper? What did you think was in it? Did you follow the instructions? Why or why not?

When I received the mystery paper, first I thought that the ending of the story was most likely to be in it. But later, I started having thoughts that something else other than the ending might be in it too. I "followed" the instructions because the tension of it had somehow left me and I forgot about the paper until later in the evening that day.

5. How did you feel about the black box and the black spot/blank paper? Explain.

When I saw the black box, a sudden tension was created inside me and had me wondering about what was going to happen next. When I pulled out my paper and found out that I didn't get one with a black dot, I was partially relieved because I thought that "bad" things were going to happen only to the people who got the paper with the black dot (which wasn't me). But I was still wondering what was going to happen to the people who got the black dot.

6. How did you feel when you read the end of the story? Explain.

When the ending was given, I felt relieved from the anxiousness created by the whole "do not open until 5:00 p.m." instructions. It felt as though all of my questions have been answered. Also, I felt shocked in a way after reading what happened to Mrs. Hutchinson in the end.

7. Were your predictions correct? How did you feel about that?

My prediction that something bad was going to happen was partially correct, but I felt that the short ending did not give me a full answer to all of my questions.

8. What would have helped you to make a better prediction?

The author could have provided a bit more foreshadowing and I, myself could have thought out of the box to find myself at a reasonable conclusion.

9. Why did the author leave these voids in the story?

I think the author left these voids in the story in order to create tension, which catches the reader's attention. Ultimately the "anxious" reader will continue reading until the end of the story. There would be no tension or a build-up to the climax if the author simply gave away the ending.

10. Explain the power of the void in this experience:

a. No title/author information – It made me ask 'what is the story going to be about?'

b. No ending – It made me wonder about how the story was going to end and what was going to happen to Mrs. Hutchinson.

c. Text clues and foreshadowing throughout – Made me wonder what the ending would be but the clues were not enough to guess the exact ending.

d. Mystery paper – The paper made me curious about what was written in it.

e. Delayed ending – The delayed ending kept on making me asking 'what happens in the end?'

f. Anything else that created tension and conflict for you… The instruction which stated not to open the paper until 5:00 p.m. created a tension and made me ask questions to myself.

Power of the Void

Part 1

The International School of Kuala Lumpur provides an exceptional education that challenges each student to develop (silence) the attitudes, skills, knowledge and understanding to become a highly successful, spirited, socially responsible global citizen.

I think that inserting a "silence" right before stating the aspects that a student will be developing on, would create the most tension. By having a pause in that spot, it will catch the audience's attention and they will become curious and begin to have questions about what their children will be developing and learning in ISKL. Ultimately, the audience will listen carefully to what the speaker will say next. Therefore, I believe that a "silence" should be inserted right between 'develop' and 'the attitudes' in the ISKL mission statement in order to conjure up the most void.

Part 2

One of the several ways that composers can create tension in a piece of music is by putting a sudden silence in it. This sudden pause is most likely to cause a lot of tension in the piece and leave the confused and anxious audience asking questions such as 'why did the music stop?', 'what happened?', 'when is the music going to start again?', etc. After the short pause, the composer would create the release of the tension by continuing the music and giving the answers to the audience's questions.