Thoreau Cumulative syntax

Cumulative syntax,  in sentences complete the main idea at the beginning of a sentence as in Thoreau s examples he uses them to make a point and explain it, add complexity, pull the reader into the passage and build emotion. :
" Our life is like a German Confederacy,(18) made up of petty states, with its boundary forever fluctuating, so that even a German cannot tell you how it is bounded at any moment. "
The purpose of this syntax is to make a statement on how our life is controlled by boundaries we do not control and ever so they are changing. After the main idea , the ideas are added.
"The penny-post is, commonly, an institution through which you seriously offer a man that penny for his thoughts which is so often safely offered in jest. And I am sure that I never read any memorable news in a newspaper."
The purpose of this syntax is to show what exactly the penny post is, and Thoreau's defines what it is and explains his thoughts on it .

Time?

Time is what, is it an illusion of your mind? or as in Wikipedia defined: as  a dimension  in which events can be ordered from the past throughout the present into the future , or the measure of duration and the intervals between?. Define time , how can you define something which can be proven only through theories , so it is impossible to prove it's existence. Matter, object or simply space, everything or every aspect of life is based on time, if there was no "time" your existence is to be questioned , so in fact time is real? or  is one individuals pure imagination on what goes on behind closed eyelids. There can be a philosophical or scientifically meaning,  but time is a mere creation of humans where to make our lives easier we divide our moments, events and "life" to live in an accordingly manner.Time does not exist but is a overall aspect of life which is created by humans, but it effects all of the universe.

Bertrand Russell - The Happy Life

In the opening paragraph, Bertrand Russell says, "The happy life is to an extraordinary extent the same as the good life?"  What does he mean? Is this statement paradoxical?

The word "Happy" means a feeling of pleasure or contentment , the word "Good" means to have an desire or be approved of. It can been seen how these two relate to each other, on the contrary, Bertrand's opening can be translated as "The pleasurable life is to an extraordinary extent the same as the desired life".Basically stating how if individual is happy in his or her life, to that person it is a good life or good for them.If a person is not satisfied with there life, for example if it is filled with riches, jewels and gifts, fame , fortune the "works", it does not mean the person is happy, so Bertrand would not inflict that they have a good life. Russell's point of view , implies if "happy" then to a certain extent you have the "good life" but if literally speaking most people agree the "good life" consists of materialistic things , big house, cars , fame and not as some who believe if not living largely  to an extent you can be "happy". No Russell's statement is not Paradoxical, it depends on who is the reader and how he interprets it , the statement is true if your happy you may have maybe not fully but a portion of the good life, good life can mean its enjoyable so to certain extent you can be happy.

What does Russell  mean by his claim that "the whole antithesis between self and the rest of the world...disappears as soon as we have any genuine interest in persons or things outside ourselves" (¶2)?

Humans themselves are selfish, and without realizing that, he is stating that even doing good for someone or having an interest in doing good for someone it's through our own personal interest.True, a human wants to help the poor and donate to charity, even if your helping that cause or person, that self satisfaction is from of being selfish this is not a bad thing but Russell is displaying the truth that once you want to do something for someone or in their interest it is for your own personal gain and interest.

Thoreau's 1st Paragraph Dialectical Journal

Note Making	Ref.	Note Taking
Impact on reader AND connection to message	page # or ¶#	Strategy, Device, or Something that catches your attention AND its meaning (in context)
Walden's use of parallelism in the text shows the direct, connection of what he is doing	#1   ¶# 1	1. Parallelism "I walked over each farmer's premises, tasted his wild apples"
You know what you are observing and whatever you think is right no matter what since what you interpret can never be wrong is what I perceived it to mean,	p # 2	2."I am monarch of all I survey, My right there is none to dispute."
Describes how Walden let the idea run through  such as referring to a pine cone and letting time pass by	p #1	3.AmplificationI let it lie, fallow, perchance
Develops a mood of how everyone deals with time , and its not the most easy or short situation you deal with.	p # 23	4.Analogy Time is but the stream I go a-fishing in
The brain is doing all the work and makes all your decisions which is relatable because the reader agrees	p #23	5.Metaphor .My head is hands and feet
Why should we go do what everyone else is doing or follow the same path , we do not have to in others why go with the flow as to everything in today's society	p # 22	6. AnaphoraWhy should we knock under and go with the stream?
The dinner not an actual whirl pool, but a turmoil of emotions which the reader can connect and relate to moments where the simplest event or thing the most overwhelming or upsetting situation.	p # 22	7.Hyperbole Let us not be upset and overwhelmed in that terrible rapid and whirlpool called a dinner
Makes connection to be fully wasted or put through any situation and will not cry for help until the most absolute need which is not something I agree with in extreme situations	p # 18	8.We are determined to be starved before we are hungry

MSEA Convention Homework

Why are so many of the words abstract?  How do words like freedom, poverty, devotion, loyalty, and sacrifice set the tone of the speech?

 In a speech using abstract terms can mean you do not have to be specific and you can talk  overall  so , it can be difficult for people to oppose ideas such as loyalty and freedom, or sacrifice and devotion. This can cause a strong tone of speech.

Find examples of formal rhetorical tropes such as metaphor and personification.

 "And if a beachhead of cooperation may push back the jungle of suspicion"

Does Kennedy use any figures of speech that might be considered cliches?Which metaphors are fresher?  Is there a pattern to their use?

One of his cliches is "support any friend and oppose any foe" , his pattern is he puts them all together so they take away greater power from each other.

Do any of the words in the speech seem archaic, or old-fashioned?  If so, what are they?  What is their effect?

Yes "To our sister republics south of our border" and " To those new States whom we welcome to the ranks of the free", there effect is it reminds you of where the country came from, what situation, change and how we have moved forward for whats currently happening.again making a strong notion.

The speech is a succession of twenty-eight short paragraphs.  Twelve paragraphs have only one sentence, eight have two, and six have three sentences.  Why do you think Kennedy used these short paragraphs?

In general paragraphs are to separate ideas, in every paragraph there are certain points he is trying to give attention to, they are used to briefly state the intent and capture the attention of the audience.

The speech contains two extremes of sentence length, ranging from eighty words (¶4) to six words (¶6).  A high proportion of the sentences are on the short side.  Why?

In order to keep the speech to not be seen as being dragged on brief but powerful statements helped keep the speech move efficiently, in the longer sentences they could have consisted of facts and information than a shorter sentence stating a point.

More than twenty sentences are complex sentences -- that is, sentences that contain a subordinate clause.  How do complex sentences suggest hidden energy?  The sentences convey hidden energy because they keep going and that makes the audience wait for a conclusion, meaning before the end of the sentences you have built up anticipation and its meaning.

The speech has many examples of antithesis in parallel grammatical structures:  "To those old allies"; "to those new states"; "If a free society cannot help the many who are poor, it cannot save the few who are rich"; and of course, "[A]sk not what your country can do for you -- ask what you can do for your country."  What does this use of opposites suggest about the purpose of Kennedy's speech?

Kennedy is trying to show opposition in the way we all think , "To those old allies, "To those new states" how now they are us and apart of us to look past. Living in a free society who cannot help the poor how can we think it can save the few rich we must give help if to receive , in the last example the people complain of what has the government or country done for them well he turns it around and states what we as individuals have done for our country and to show how we can do something change our way of thought.

Why is the dominance of declarative sentences, which make statements, appropriate in an inaugural address?

Dominance of declarative sentences is appropriate in an inaugural speech since Kennedy wants to convey leadership and strength.

Paragraph 24 consists of two rhetorical questions.  how do they act as a transition to Kennedy's call for action?

In the first question he states do not ask what has your country done for you but what you can do for them transitioning from what you though or expected to what should be being asked.

Find examples of rhetorical schemes such as anaphora (the repetition of a word or phrase at the beginning of successive phrases, clauses, or lines) and zeugma (use of two words in a grammatically similar way but producing different, often incongruous, meanings).

An example of anaphora comes towards the middle of the speech , "Let both sides ....and to let the oppressed free"

Consider the speech's many examples of parallelism: "born in this country, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage"; "pay any price, bear any burden, meet any hardship, support any friend, oppose any foe".  How do they lend themselves to Kennedy's purpose?

They show how through whatever extinct you must still fall through, it comes to a conclusion on a demand , do whatever it takes.

Kennedy uses hortative sentences (language that urges or calls to action) in paragraphs 2-21: "let us," "Let both sides."  Later, in paragraphs 26=27, he uses the imperative: "ask" and "ask not."  What is the difference between these two forms, and why did he start with one and end with the other?

Let Us/Both sides, inviting you to come to an conclusion.Ask/Ask not demands, what can you do for your country, its not an invitation.

SOAPSTONE

Francine Prose: " I why the caged bird cannot read"

Speaker- Francine Pose

Occasion-  The occasion is Francine Prose feels that today's students are not taught the value and comprehension of literature but feels its shown  more as a chore.

Audience- Concerned Parents, Teachers and students are who the author is trying to grab the attention of, she is trying to prove a point on how today's system on literature is failing.

Purpose- Francine Prose wants the audience to understand her concerns with today's young generation of students not grasping the concepts of exceptionally renowned pieces of literature due to the way it is imposed by teachers and how only certain pieces are repeatedly given all across the country.

Subject- Literature is not about boring a student to death, but needs to be taught and revised so it does not seem so incompetent and  but enjoyable

Tone- The author uses the Tone of disappointment , and how flabbergasted she is of  how her students of college level are incompetent of basic literature, but also a Tone of showing awareness of other amazing authors that do not get attention for masterpieces that students should be reading in their curriculum.

Brock Read: "Can Wikipedia Ever Make the Grade?"

Speaker- Brock Read , is a journalist and editor who manages for The Chronicles of Higher Education

Occasion- Read describes how now  Wikipedia is  a re known source for how students and people use it as an online encyclopedia should it be validated as a source or not

Audience- Professors, and editors who want to write their own entries on Wikipedia or Professors who students use Wikipedia as a source of valid information. There concerns are if  entries are edited or proofed over.

Purpose- Read wants to implore how the information we receive through Wikipedia is acceptable and if it should be conceited a valid source, his examples of how the e experiment went successfully could show that he is bias towards the  question of validation?

Subject- As a quotes stated by Roy Rosenzweig, the way you assess Wikipedia is by which part you look at such the Wikipedia on science has the most accurate and is the most edited part of Wikipedia

Tone- Read uses the tone of  reason, and states quotes , he also uses informative ways of showing how Wikipedia can be source of facts and misgiving information.

Mona Simpson: " A sister's eulogy for "Steve Jobs"

Speaker- Mona Simpson the sister of Steve jobs

Occasion- On the event of the Steve Jobs death , Simpson describes how she built a relationship with her brother and his overall personality and his perspectives on life.

Audience- People who mourn the death of Steve Jobs or anyone curious on what he was like or who she is and their relationship 

Purpose-  To show the reader or the audience an inside perspective on the attitude of Steve Jobs, and how he was as a person or maybe a tribute for him in a way which she thought was best.

Subject- Steve Jobs was very into his work and his family meant a lot to him and his overall experiences made him to the legacy he is known as

 Tone- Simpson uses a more informative tone on showing her background and on who she is is and how she realized she had a long lost brother,but also tone of remorse for what Steve's sickness led to , both positive and negative things.

Reflection : "I know why the caged bird cannot read "

The author determines exigency through exposing that today's students are not comprehending literature or seeing the value in it, due to the setback college level students are incompetent to basic pieces of literature. This is impacts my life how? Well Advanced placement in high school is college level supposedly, and I can relate to this by knowing how it is to read long essays and pieces of writing and not being able to comprehend it or just feel incompetent. Over my high school years I have read How to Kill a Mockingbird, and Shakespeare (Romeo and Juliet).Agreeing with the author I already knew i was going to be reading that before even being told since classes before me read the same thing, no new literature was introduced. Comprehension of what your reading is important you cannot build skills if not. Most basic literature even too me seems difficult words, or the way the text is organized can easily confuse me but if you have someone to show teach you step by step , line by line you can grasp the meaning of what you are reading. In order for this to happen teachers need to understand that the way they show their perspectives on literature is how we will perceive literature itself, so if they say "well here's long boring Shakespeare play, you know you have to read to pass, so get to it" instead of "Today we will be reading exceptional work done by Shakespeare and I can’t wait to get started", obviously will want the student to read more and want to actually understand the piece you have given them. Literature is can be a very enjoyable piece of art, but not all students are big “readers” and care, I personally love reading but writing skills are not as good but literature in English class should tie in together in one way or another. There should be more literature choices to choose from not how everyone has to read the same thing and not gain any knowledge from it, but more variety and changes like this may cause students to actually enjoy what they are reading but want to enjoy it.