Hamlet Reduced Scene

I collaborated with Josh and Michaela to create our reduced version of Act 1.2. We used modern day slang to make it more understandable. I enjoyed the process of creating the reduced scene with my partners and it helped me understand the scene given very well.

Semester 1 Reflection

So far my AP Lit journey has been an upward trend. In every unit I feel as if I have progressed a lot as writer and reader. In the poetry unit, I pleasantly surprised myself when I found out that I could actually write poetry; this is not a joke because in all other years my poems have been extremely simplistic and lacked any deep meaning. My relationship with reading, writing and analysing poetry has blossomed. What really helped me a lot was reading works from different authors, which inspired me to think in a different way. I have to credit Natasha Trethewey, my poet for my Great Poet’s project, for the writing style I currently have in poetry, which is free verse. Reading her works inspired me to digress from my rhyming structures and utilise other methods in order to delivering a meaningful message. Today, I am still a bit shy with regards to sharing my poetry (the Luca Lesson session was very daunting for me) but I can confidently say that my style of writing has made significant strides. Furthermore, my ability to read a poem and understand its meaning has strengthened significantly. In our first in class writing comparing 5 AM to Five Flights up, I was unable to make the connection to the two poems, mainly because I didn’t understand what the author was writing. Even with my meeting with Mrs. Brayko, I couldn’t analyse three simple poems that she gave me. It was incredibly frusterating, because I was genuinely trying my best. The strategy that helped me the most was practice doing TPCASSTs. My Great Poet’s Project helped me do this, as I did a TPCASST for every poem that I read. Ultimately leading to a significant growth in my ability to chunk and digests complex poetry.

In Unit 2, my analysis and interpret texts abilities gew. Specifically the short story essay for the Interpreter of Maladies, which made me rethink the ways I approached interpretive essays. After my conversation with Mrs. Brayko about the structure of my interpretation, I attempted to use themes to drive my essays rather than the literary devices. This made my structure and thesis a lot more solid, which translated onto my paper.

I think that Unit 3 has been the most difficult for me content wise, because I am not often exposed to Shakespearean writing style. Thus, it takes me a really long time and many times re-reading the page in order for me to get the basic gist of it. However, I am quite satisfied with the progress I’ve made with dissecting older writing styles. Specifically, the in class Hamlet prompt where I earned a 7/9 for my essay. This is quite an improvement from my first in class writing where I earned a 3/9. The drastic improvement can mostly be credited my practice in analysing different texts in order to familiarise myself with the various literary devices, which was built upon the skills I learned from Unit 2.

Essential Question – Unit 1

Unit 1: Can I invite others in to see the world through my own original poetry?

Previous to this year, poetry was a form of literature that I rarely dabbled in. I primarily focused on developing my essay writing skills as well as pursuing genres of literature that I grew up enjoying such as fiction. Thus, even in our first assignment to write an original poem, I struggled immensely. Reading it now, it sounds as if a twelve year old wrote – full of over simplistic rhyming structures and no real purpose.

It was when I started studying Natasha Trethewey for my Great Poets Project, I realised that free verse is not as intimidating as I thought. More than that, I could express my feelings in a more creative manner. I was not limited to the ABAB rhyming sequences, where I had to search up words that rhymed with what I wanted to say. Instead, I could focus on making my stream of consciousness flow.

My second original poem, Sleep Tight, had a completely different feel, purpose, and structure. I discussed my observations of what was happening around me during Typhoon Mankhut, but despite what I was seeing, I was so tired from schoolwork that I was just relieved that I could have another day of uninterrupted sleep. While this creative relief felt liberating on my part, I thought it was even more rewarding that my peers also enjoyed my change of writing style. I had the same partner, Michaela, who looked at my first original poem, and she was impressed with the amount of progress I made in such a short time. In fact, when I read this poem out loud to some of my other friends, they reassured me that my thoughts and feelings were relatable. Despite our feelings of pity for those affected by the typhoon, those who didn’t personally face the repercussions of it felt out of touch – one particular friend professing that this was the biggest blessing in disguise because of her lack of sleep and piles of schoolwork. It feels rewarding to know that the message of my poem is being better received with my change of style.

I think that my ability to invite others to experience my thoughts and feelings has been a rewarding but tough journey, but I am happy with the progress I have made so far.

In Class Writing – Hamlet

I was quite happy with the quality of work I produced in my second in class writing. While my writing could be more refined, I was satisfied with the improvement I made from the first in class writing we had (AE to EE). This piece was not graded using any rubric.

Question 1 Final Draft

For my Question 1 final draft, I definitely improved from my first draft but since this was our first in class writing, this was not at the level that I feel satisfied with. Specifically, the text for me was incredibly hard to understand within the time frame, so I found it difficult to decipher. Thus, from my entire rubric, I wanted to only include a snippet of what I received in order to highlight the good that I achieved within this paper.

 

 

Links to previous draft: https://docs.google.com/document/d/1d2aJ_tA19vxPDwRoQ9C-hi5AdLIWEYReh0xstbVfQnc/edit?usp=sharing

 

Imagist Poem

In this poem, I attempted to emulate the Red Wheelbarrow by William Carlos William, specifically his simplistic writing style that focuses on imagery.

I emphasised the simplicity through enjambement by breaking up the 3 sentences that made up the piece. Additionally, I started a new stanza for almost every sentence, save for the last clause.

Poem:

Roasted Ethiopian

 

Brown, velvety, richness

coating my tongue.

 

A life source

for all students

 

Running through my

veins,

 

keeping me alive.

 

 

Short Story Interpretation – Interpreter of Maladies

There is the process paper that I wrote for Interpreter of Maladies by Jhumpa Lahiri. In my first paper I used themes as examples to strengthen the writing styles that I discussed. However, after my meeting with Mrs. Brayko I realised that flipping my structure was actually a more effective way of interpreting the story. This was my first attempt at doing so, but I think I accomplished my goal.

Rubric:

 

Link to my drafts:

Interpretor of Maladies

FINAL Interpretor of Maladies

Dragon Notes Summative

Attached below is the rubric for my AP Literature Dragon Notes video project for the short story You’re Ugly Too by Lorrie Moore. In this project, I collaborated with Michaela McCoy and Lydia Harbor who helped me interpret the piece of literature as well as create the video.

Further reference for the preperation behind this project is in this google document which has our brainstorming picture and final script. https://docs.google.com/document/d/1fXC8x8Dd4l1JG5O8HO1AH1ksfMM2PbFJpNhqpWQdydw/edit?usp=sharing

Here are my personal notes while reading the book:

  • Zoe does not seem professional at all
    • i’ve never seen/heard a teacher do what she does
  • interesting use of italicised words to show the comments about her teaching
  • Evan seems to be the foil?
    • complete opposite of zoe
  • very sarcastic and makes uncomfortable comments
  • has a sense of humor that her students don’t understand
  • weird emphasis on Heidi, does she want to be one?
  • interesting choice of men…
    • all of her boyfriends were weird
  • evan trying to set zoe up?
  • why is she joking about her sickness? why is she prioritising her trip over her health?
  • why does she care so much about a single strand of facial hair? reflection of her self image?
  • she and Earl do not seem to have any chemistry at all

And finally, here is the link to the final product: https://www.youtube.com/watch?v=ooZcwpZ8VUo&feature=youtu.be

TPCASTT – Natasha Trethewey

TPCASTTs is something I am unfamiliar with, and this year was the first time I ever learned this strategy to dissect poems. However, this is a very time consuming task, often taking me 30 mins or more. As shown on Schoology, my initial TPCASTTs were pretty terrible. My analysis was fairly shallow and I didn’t utilise the paper space to annotate. Below, I’ve linked two TPCASTTs that I feel shows a good progression of my skills

TPCASTT #1

TPCASTT #2

Original Poem #2

During the course of typhoon Mangkhut’s destruction, I wrote this poem depicting my thoughts during this period. I thought this poem was a lot better than my first one, as I strayed from rhyming every sentences. I think this upped the ante because it doesn’t read like a  childish folksong.

Sleep Tight

Mangosteen, a fruit bursting with sweet flesh

Who knew the destruction it could cause?

The wind’s whistling and heavy rain stirred

me to life.

Who knew a day that ruined hundreds of homes

and injured the innocent

was the best night of sleep I had in a while.

Ten hours of peaceful dreaming went from

two days to four.

Before I slept, I felt guilty about the fruit

that wrecked havoc on others,

but my head touched the pillow and my body went still.