Eng 001: Language & Writing

Soundtrack of My Life

2008-12-17T10:54:00.015-06:00

"Start of Something New" by Zac Efron and Vanessa Hudgens (High School Musical)

This video begins with two people who unwillingly came to a party and were unwillingly forced to sing on stage in front of people. Both have shy awkward emotions on their faces. The girl, Gabriella, keeps her arms closed, giving others the impression that she would rather not be there. The music begins and the boy, Troy, begins to sing. Once his part is done, he walks off as if he figures there is no way this girl is actually going to sing the rest of the song, but she does. The mood changes and a more powerful, comfortable feeling is given off by the two subjects. Their faces relax and begin to show some enjoyment. Their posture is altered into a less tense position, and it looks as though they are beginning to have fun.

This experience is similar to one I have been put through. A boy and I had to sing a duet in an uncomfortable place as well--my huge cathedral church. This church would make anyone cross their arms and scowl at the fact of having to perform. The ceilings are a good four-stories high and the walls are cold cement. The carpet is a deep red and it stretches the fifty yards from the front of the sanctuary to the back. All along the walls are magnificent stained glass windows...windows that I had grown up loving all my life, but had in one instant turned menacing and scary when forced to sing at them and the rest of the hundreds of people filling the rows of wooden pews.

"Breaking Free" by Zac Efron and Vanessa Hudgens (High School Musical)

The couple find themselves onstage, auditioning for their school's huge musical production. The pianist begins to play the song, while the two exchange nervous glances. Troy is all decked out in his basketball uniform, while Gabriella is still in her decathlon apron. Once the music begins though, they ease into things and rock the audition.

Although my all school play auditions were less rigorous, the plays were usually quite a blast. This year was a mystery about stolen urns, and the set up was pretty sweet. The whole back wall of flats were painted to look like a circus. Each flat alternated in color, giving the look of the tri-colored circus tents. They were pastel yellow, blue, and pink, so as not to distract the audience from the actors, but the vividness was implied. Strung from the ceiling down to these flats was the actual roof of the tent. Long strings of vibrant triangle pendants came down and attached to the edges, making the audience feel as though they were actually in the circus where the mystery was taking place. The set had two more pairs of flats to creat the "upstage left and upstage right" entrances. These, too, were painted in the tri-colored circus scheme, but also were equipped with decoration. From the audiences view, on the left were bales of hay, likely for the circus elephants. On the right were many of the circus clowns' things: balloon animals, scooters, noisemakers, etc.

"Get'cha Head in the Game" by B5 or cast of High School Musical

The wildcat gymnasium is all decked out in red and perfectly shiny and clean for the "Get'cha Head in the Game" scene. The basketball team has decided to turn their practice into a song, and they go through all the drills while singing. The basketballs bounce to the beat of the song and swish through the nets at exactly the right time. They move through their drills with precision and don't miss a basket. The ideal basketball scene has been set by this movie, yet it seems to perfect to be real.

So I thought about my gym and how it was filled with not-so-perfect passes and the ever-present airball. It is not decked out in red. The walls are painted a light purple, almost blue color. Darker purple is painted in diagonal lines on the high brick walls to give the feeling of "V's" for Vikings. The dark purple is also painted along the base of walls surrounding the entire gym. It went about as high as the average Viqueen (lady basketball player) could jump. The floor was the rich golden color of well-kept wood, when not hidden by layers of dust that seemed to appear everyday. Running along one side of the gym was a brick stage. This stage elevated the "home" bleachers almost to the ceiling, giving an overwhelming and menacing feeling to the opponents. The visitor side had their bleachers on the ground. They stretched the length of the gym as well, but were less than a fourth as high as the hometeam bleachers. The two main basketball hoops at each end extended out from the wall, and framed the mats below them with the Viking logo. Up on the wall above one of the baskets are all the banners the gym has collected throughout the years from successful seasons in football and softball. The occasional "spirit sign" made in art class can be seen decorating the walls of the very real, very purple gym.

"I Don't Dance" by cast of High School Musical

The scene opens on a baseball diamond. The two main characters begin singing back a forth to each other in a "jeering" format, just like normal baseball players in a regular game would if they were not singing. Throughout the video the players go through all the motions of the game. A batter steps into the batter's box and then takes one foot out. He takes a couple of practice swings to get a feel for the way the bat feels in his hands, and then takes on the pitcher. Some of the pitches are balls, but the ones that are strikes usually result in a hit and some base running. The players in the video go through all the different, but strategic motions of base running. One is safe at first and leads off for the next pitch, but has to dive back to first in time to avoid being thrown out by the pitcher. There is a lot of sliding as well. The player in all white, Ryan, hits one way out to the outfield and tries for an in the park homerun. He rounds third and comes in to home, sliding just in time to avoid the tag.

The way the video portrayed the baseball game brought back many things I experienced in my high school career as a softball player, particularly the feeling of stepping up to the plate with my favorite bat in hand. The bat belonged to the school, but I felt as though I knew it very well. It was thirty-four inches long, great for reaching that outside pitch and gaining momentum on a swing. It was a light gray that faded to blue and said "Synergy" along the side. My my senior year the handle had begun to show some wear and the rubber began to come off, so it had some nice rings of duct tape holding it together. The best part about this bat, though, was the feeling it gave right when it hit the ball in its sweet spot. The long cylindrical barrel had one particular spot in the middle where, if any contact was made, the runner was almost guaranteed a double.

"Can I Have this Dance" by Zac Efron and Vanessa Hudgens (High School Musical)

Gabriella and Troy meet on top of their school for this music video. They start out talking, but eventually begin to dance. The dancing style is not normal high school dancing, though. They start out in a conservative waltz, but then begin utilizing the entire space, just focused on each other. Soon the moves begin to get complicated. They do lifts and spins, and footwork that must have taken many hours of choreography.

This dancing was more closely related to swing choir than any dancing that would be done at a prom. Swing choir was a part of my life for all four years in high school, and during that time, I had four different partners, but one was strikingly gregarious compared to the other. My junior year my partner dressed in drag as a hula dancer or a "dame" for the boys' number "There is Nothing like a Dame" from South Pacific. The outfit was quite stunning. During a short twenty-second time span he transformed from a swing choir member in long black pants, an uncomfortable white, long-sleaved, button-up shirt, and a turquoise sequined vest to the hottest hula girl on stage. The grass skirt was a long and weedy green colored contraption that tied (very tightly) around his waste. Both the shirt and vest had to come off to make room for the rest of the ensemble: the famous coconut bra. It went neatly over his shoulders and tied in the back, while a lei completed the look. He was onstage in a second and wooing all the rest of the men.

"A Night to Remember" by cast of High School Musical

"A Night to Remember" is how the singers describe their prom as they search through many outfits to find the perfect dress. The scene is set in a dressing room area. There are many doors with many rooms that help to make the song go well with the choreography. They lyrics all describe different aspects of the night, and the aspects of finding a perfect dress. The boys in the video don't seem to really care about the girls' dresses; rather they are more occupied with how they will look.

The girl's dress may the most important part of prom to her, or at least close. I tried many different stores and hundreds of dresses to find the absolutely perfect one. My senior year I wanted not just a pretty dress, but one that would make people stop and stare. I finally found it in a small dress boutique in Fremont, Nebraska. The dress was an aqua color, and I easily spotted it in my first round of sifting through dresses. It was sleeveless with rounded top to the corset to fit to my body. the back of it tied in a fish-tail style braiding that took a good five minutes to complete. Right at the waist, the dress suddenly poofed out, giving it the overall look of a Cinderella dress. There were eleven layers in all to the bottom. The top five layers or so were made of tulle. To the tulle small beads were sewn in and glittery jewels were attached. This same tulle criss-crossed over the corset part, and the beads were sewn in here as well. The bottom layers of the skirt were made with a scratchier form of the tulle that really added the volume. The dress was so big that it would barely fit through doorways, and it was so sturdy that it could stand on its own. It was definitely the perfect princess dress.

"We're All in this Together (Graduation Version)" by cast of High School Musical

This video is a compilation of scenes that make up the three different movies that these videos are based on. It shows how they have grown up from their junior year, progressed through the summer, and have made it to their senior year and accomplished many things. This song is played during the graduation scene in the movie, and reminds me of my class and my own graduation as I looked back on all my times with my high school friends.

My class as a whole can been seen as an object that is full of many unique characteristics that make it so amazing and memorable to look back on. There were twenty-six members of the graduation class of 2008. Twelve of the twenty-six were girls, while the other fourteen claimed to be boys. Sixteen of the members had been together since their first day of school in kindergarten. This made the bonds of the class of 2008 even more strong. Throughout elementary each teacher looked forward to having this class. We showed high test scores, good manners, and a willingness to learn. There were no cliques. One member of the class could be with any other member and be able to carry on a thirty-minute conversation without problems. As the class entered into high school, we became very shy, but still had lots of integrity and respect for others. Senior year, though, was the time of many of our greatest accomplishments. The boys led the football team to a state championship and the girls won the Conference Tournament in both Volleyball and Basketball. As the flashbacks came during our graduation ceremony, like the ones in high school musical, the class of 2008 could be seen sitting closely together, holding hands and shedding tears over a wonderful thirteen years together.

Final Blog Post

2008-12-11T14:14:00.002-06:00

I see myself as a pretty decent writer. I think that I put words into sentences and sentences into paragraphs and paragraphs into papers effectively. My attitude about writing is still fairly consistent with my attitude about writing before this course. I see it as a way to express thoughts and ideas, and I guess I have a greater understanding of techniques, but I still have the same attitude. I have always enjoyed sitting down and writing things for enjoyment, and I will probably continue doing that.

My writing processes are very structured, even though this class has focused on more of a non-structured writing process. I like to make parallel outlines about the details of every paragraph in my paper, but I start coming up with ideas by brainstorming. The brainstorming we did in class has helped my brainstorming skills and made me think outside the box for ideas. The peer reviews we have done have been really helpful because they give completely different ideas on one subject. As a writer, that opens more doors for creativity and offers more directions to take a piece of writing.

Conferencing with a teacher was important because they are the one grading my paper. I want to have the stuff in my paper that my teacher wants. I think that good writing, unlike this post, flows exceptionally well and leaves the reader forgetting that they are actually reading. Depending on the type of writing, I usually like a lot of vivid description, but not too many metaphors because that begins to drive me crazy and makes me forget what I'm actually reading about in the first place. I think that good writing also has a point and is not just pointless ramblings about nothing. I evaluate my writing a day or two after I write it so I can be as unbiased as possible. I evaluate others by comparing them to God. I have applied this knowledge from this classroom by writing clever witticisms on facebook. I also think that when I am asked to write a paper for another class I will have better skills, especially with rhetoric.

My writing has changed during this period by becoming more descriptive, such as in the first writing project we did. I wrote about animals and I actually found myself enjoying being able to portray them to the readers how I saw them and viewed them through descriptive writing. One example is from a paragraph about a leopard: "The fur followed this pattern along the leopard’s body until the hair finally turned fluffy, long, and a spotless cream-color under the belly and behind the arms."

My greatest strength as a writer is the ability to sit down and write for hours if need be. I don't have trouble coming up with things to say, and I don't get bored of writing really long posts. I'm still working on some areas as a writer, though. I think that I need to be able to reread and revise better. Once I write something I usually don't want to change it because I think it's perfect. I don't want to reread it because I know I will find something wrong with it and will have to fix it. This might just be laziness rather than lacking skills as a writer though. I think that this class has helped me.

Late for Christmas

2008-12-07T17:17:00.002-06:00

I got her for Christmas my fourth grade year, only it was Christmas, it was February when I got her. She is a life-sized stuffed golden retriever now appropriately named "Latesy." She weighs much less than a real golden retriever, only five pounds or so, but looks quite lifelike. Her position is laying down, paws extended forward and hindlegs resting lazily to the side. Her head is erect, though, and she has a bright look in her face. The black outline around her mouth is revealed through her large smile, which also exposes her bright pink tongue. The texture of her fur is also quite nice. It's as if the toy maker sewed actually hair into the fabric that made up light buttery-cream colored stuffed dog.

Since she was a gift from my grandparents, she was even more special. Latesy always had precedence over any of my other hundred or so stuffed animals. She took over my bed, as she preferred sleeping next to me with no other animals allowed. She also got to sit at the dinner table, watch TV in the comfy recliner, and ride next to me in the car. As I grew she never became less important. Constantly Latesy demanded to be the queen of all stuffed animals. Eventually though she was replaced on the bed by a basketball, track tights, softball gloves, and volleyball kneepads. Latesy had to take her spot on the floor for once, but that too became crowded. Sometimes I can hear her demanding some attention, as most dogs tend to do, so I will allow her to come sleep in the bed, her soft fur always a comfort after a long day with the basketball. Although she now resides in the corner of my room, she will always be the most important stuffed animal in the house.

Wurlitzer

2008-12-05T19:18:00.003-06:00

For nineteen years, the Wurlitzer in my living room has been a constant source of musical companionship. It is a small, upright piano, but holds many musical secrets. Songs ranging from "Amazing Grace" to "Fur Elise" have been produced by the eighty-eight ebony and ivory keys that make up the keyboard. They are slick, slightly rounded, perfect for precision and ease of playing. Currently, the low C string is snapped, leaving only a dull plunking sound when this key is played. The A above middle C sticks slightly and some of the lower keys buzz, but they add to the character of this old instrument.

The dull medium colored wood has been polished, and gives off a deep sheen when the low light of the piano lamp dances off it. It sets the perfect mood for a few hours of music making. Along the lid are pictures of family portraits ranging from the early 1900's up till the present. The music stand, most likely not originally with the piano, has a golden eagle fused to it. It usually sits, heavily laden with books and sheets of music. The piano bench perfectly matches the piano itself with the glossy sheen on all surfaces. The bench, like the piano, has seen much wear. It is beginning to bottom out, so full of music the staples and nails can no longer bear the weight.

This piano is a source of delight for many users, but now that I'm at college it sits dormant for weeks at a time. Whenever I go home and walk into the living room I see it begging for someone to spend some time with it, to wipe off the dust that has begun to collect and produce melodies to fill the house. So I will oblige and spend three to four hours at a time with my Wurlitzer, my friend.

N64

2008-12-03T11:24:00.002-06:00

The hot new craze--the Nintendo 64--was upon all gamers in early 1996. A small gray box holding hours and hours of gaming pleasure was now below the TV in many homes, including mine. Of course there was a struggle over which color of controller was best. They came in a variety of colors, all of which my console has seen. The generic gray seemed to work the best. The bright green, blue, yellow, and red buttons were clearly visible for optimum reaction speed when trying to destroy mushrooms in Super Mario 64. The three handled design played a versitile role for steering, depending on personal preference. Some other popular controllers are the solid red--fine if the user doesn't need to find the start button. The transparent green is also popular, but when trying to find the "B" button in Super Smash Brothers, the blending of the green colors slows down reaction time, making it ineffective when Pikachu needs to use "thunderbolt." All of these controllers were connected to the evenly spaced plug-ins located on the face of the game system. In the middle, there is an arch with the "N" logo strategically placed in its 3-D design. Behind this arch lies the game slot. Many games have seen time here. The 2.5 x 4 inch games used in the N64 system are archaic compared to the tiny CD's used in the new-fangled Wii's, but hold a sort of nostalgic place to many gamers. The curved, arching design replicates that of the game system itself, making a complete look when the game is inserted.

Diddy Kong Racing was a popular one for many first and second graders such as myself. Each character brought something different to the race--steering ability, speed, and agility being some of the more popular. It's always a competition to see who can select Turtle as their character first as soon as the character selection screen appears. The other three players' performance is undoubtedly affected by this important selection. From this point a variety of courses are offered, one is selected, and the games begin!

Rhetorical Response

2008-12-01T19:05:00.002-06:00

This clip uses pathos to draw the viewer in and actually feel what the song means. This is accomplished by drawing from the ethos of the movie it incorporates within it. Twilight has been established as a huge best-selling book and now a box office hit. The use of Twilight clips within Paramore's music video helps give credibility to the relationship that is being described by the lyrics of the song. It helps the viewer or listener actually picture what they are singing about because the Twilight story gives background information to understanding the lyrics that the lyrics themselves cannot say. This use of ethos will also help Paramore to sell more records with "Decode" on it because Twilight fans will associate it with the movie.

Pathos probably is the strongest rhetorical appeal to the music video. It uses a lot of artistic camera angles and effects. This all plays together to set a particular mood to the video. It is trying to invoke feelings of mystery mixed with confusion about a relationship. The lyrics are hidden with feelings of pain about the relationship not working out, and the way this is portrayed on the band member's faces is very evident. Likewise, Twilight is a very emotional book. This emotional connection of the two main characters' relationship will echo the feelings being given off by the lyrics, adding to the effect it will have on the audience. The feelings of mystery are shown by the way the band members try and recreate the images of the bad vampires in the way they walk, move, and hunt. This combination of emotions all build on each other, making the emotional feeling a viewer would get from the video very strong.

Decode

2008-11-25T14:10:00.006-06:00

The scene opens with an aerial view of a mountain scene in Washington state. It shows the green tips of evergreens high above a river with low hanging fog creeping in the top of the screen. The fogginess gives an air of mystery to the video, which helps set the tone for rest of the song. This first image is a clip from the movie "Twilight," but the rest of the video parallels this. It cuts to a similar shot of a dark green forest, but here a guitar can be seen with the hand of the guitarist producing the music. The video then takes quick shots from different angles of the band, showing them with mysterious looks on each of their faces. Suddenly embedded within the quick camera shots of the band, a clip from "Twilight" is thrown in. It has the two main characters, Edward and Bella, perched high up in one of the original evergreens in the first shot. The evergreens remain a constant symbol of being in a dark, moist, spooky forest in both the music video of Paramore and the film Twilight.

The way the band members are portrayed is very similar to the way the vampires in the movie. One clip shoes three vampires gliding quickly the forest. They are walking, but also appear to be on a moving sidewalk their movement is so fluid. The lead singer is also shown with this same type of technique. In some shots it appears as though she, along with the camera are gliding swiftly backward through the forest. There are even more movements and camera shots that parallel the movie. There are clips that show the vampires moving quickly, as though trying to catch some prey. The video will the suddenly cut to a camera angle where it appears that the camera is in the eye of the running vampire. It is shaky and moves quickly as it weaves through the trees, almost as if it is in fast forward. Members of Paramore are also often depicted running around trees, looking like the vampires themselves, which adds to the mysteriousness.

The final part of the video brings the climax. As they hit the bridge and go into the last chorus, the music begins to speed up. The band gets more excited and into their music. The clips from "Twilight," at this point, cut to the most violent, exciting scenes of fighting and running. The vampire James is on the hunt, adding anticipation. One scene shows Edward and Bella fleeing for Bella's life, driving at fast speeds down the road. Final act of danger is a fight scene in a ballet studio. People are thrown around, and it is very dark, giving this part of the movie the most drama.

2.) The video does a very good job of relation a very popular movie to a song. Not only does it give the movie some good background music, but it helps promote the band Paramore. In one way the band could be seen as trying to be like the "bad" vampires in the movie. Their actions, gestures, and different scenes related very much to the scenes in the movie with the vampires. The lead singer could be related to Victoria, the red-headed vampire with a huge attitude. The member that is shown creeping behind trees would be related to James the hunter. The way he moves gives off that aura. This technique of trying to be like the movie will hopefully help them sell records, since "Twilight" is a wildly popular book and movie, and the audiences who would read the book are likely the audiences who would be listening to music like Paramore.

Although they relate to the bad vampires, the music's actual lyrics relate more to the protagonists--Edward and Bella. The lyrics are fairly hopeless, and deal with he star-crossed lovers: "There is something I see in you. It might kill me. I want it to be true." Throughout the film, the two struggle with the fact that Edward wants to kill Bella, yet they are so in love that it doesn't matter.

The idea of taking Twilight and trying to relate a style to it not only was tried by Paramore, but amateurs took on trying to recreate this film. Some students made a spoof of the Twilight trailer, but they were basically doing the same things as Paramore--trying to recreate the popular film to heighten their popularity.

WP2

2008-11-20T14:04:00.005-06:00

``We are seeking to incite the (Islamic) nation to rise up to liberate its land and to (conduct) jihad (holy war) for the sake of God," said Osama Bin Laden to al-Jazeera (U.S. Veteran Dispatch). Jesus said, “In the world you will have trouble but take courage for I have conquered the world” (ThinkExist). These two quotes have similar meanings—their gods are the rulers of the world, and they will go to all the means they can to have their god in control of the world. The idea of two religious icons with the same, yet different ideals is a startling thing to compare. A painting of the morphing of Jesus Christ into Osama Bin Laden by Priscilla Bracks, gives a deep meaning to the controversies over two wildly different religious views. To understand it, however, one has to know the troubles of the world at this current time. Bin Laden is seen as a hero to many radical Muslims. He planned and ordered the September 11 terrorist attacks against the United States in his “jihad,” or holy war. This act has been viewed many ways. From America it has been seen as terrible. He is seen as a threat to society. In other countries and to other cultures he is revered as someone to stand against the wrongs, things that Allah—the Muslim god—would not approve of. So what does he have to do with Jesus? Through the rhetorical strategy of compare and contrast and the rhetorical appeals the relationship of the two icons will be most apparent, and cause one to think about how Bin Laden is going to be portrayed in the future.

In the painting, one similar to a common representation of Jesus Christ, Osama Bin laden is gazing out to the audience. A halo of light surrounds his head with rays of purity beaming from it. His caring-like posture resembles the idea Christians have of Jesus, the way he would look upon a child he cared for. The rest of Bin Laden in clad in a white robe, giving off a feeling of goodness. The hair that flows on to his shoulder is distinctly Christ-like however, and the image is clearly seen as an in-between stage of the transformation of Jesus to Bin Laden.

There are many similarities between the two icons historically. They are both seen as leaders or teachers for a specific religious group. Jesus was King of the Jews, whereas Bin Laden has been a huge leader for the Muslims. Both were also frowned upon by a larger political group. Jesus was persecuted by the Romans. They feared his teachings were blasphemous to the church and that he posed a huge threat to their control if he was really the Son of God as he said he was. Bin Laden is opposed by the United States. He is in hiding for his life because the United States is afraid of him for their safety. In the end Jesus was killed by the Romans, sentenced to death by Pontius Pilate. In the end will Bin Laden be killed by America—the ruling of our government sentencing him to death out of fear?

Although they are similar, the two figures also have many extreme differences, which makes one wonder if the painting is more of a comparison of good and evil, rather than two alike things. From the perspective of a Christian, Jesus came to earth to help people. He brought Lazarus back from the dead, fed five thousand with only two fish and a few loaves of bread, and brought sinners to God. He was perfect, unlike his counterpart in the drawing. Christians see Bin Laden in another light. He preaches about his “holy war.” He wants those who are not of the Muslim faith to be killed “for Allah.” He is not merciful, he is merciless. He ordered the killing of many Americans, and has yet to perform any miracles. However, from the radical Muslim’s point of view, he has done much good to purify the world of non-believers. He is starting the fight for Allah against the Christian nation of America. Jesus is frowned upon in Bin Laden’s world, and this painting would likely be seen as an insult to the Islamic faith to see one of their heroes portrayed like Jesus Christ.

The differences in the two icons above show the rhetorical strategies of compare and contrast and analogy and begin to bring ethos, or appeal of character, into play as an important appeal to understanding this piece. Depending on the culture of the viewer, this painting could invoke different types of ethos. To a Christian it could be seen as an insult to their faith. The way a halo of light surrounds Bin Laden’s head gives him a good aura, which might be taken as offensive, just as the way his physical characteristics mimic Jesus. They might believe that the artist was trying to give Bin Laden the good ethos that they associate with Jesus. On the other side, followers of Bin Laden might see it as a detriment to his ethos. Since they believe that Islam is the right religion, they don’t hold the same ideals of good and evil associated with the two icons. They could see Bin Laden’s portrayal as being like Jesus as an insult and negative ethos.

It could mean that evil can be disguised as good. Bin Laden appears to be like Jesus, but because of the kairos, or cultural context, of the subjects, the viewer knows that not to be true. This comparison could be showing a relationship between the two people. Jesus was in a similar situation as Bin Laden, only two thousand years ago. Now he is worshipped by millions and seen as a hero for the Christian faith. Could Bin Laden be headed down the same path? Many people believe him to be a hero for the Islamic faith. So not only does the ethos of the subjects of this art piece get challenged, but the ethos of the people of the world gets challenged. Some could question if this representation of Bin Laden is how the world we think of him in two thousand years. If the trend is turning from Christianity to Islam, will ethereal portraits of the radical leader be hanging in homes being worshipped? From a Christian standpoint, the ethos of the world seems to be heading down a bad slope, their character slowly diminishing to worshipping terrorists. Radical Muslims might see the ethos of civilization in a negative way also. This painting might make them feel like the world sees their leader as a joke, giving them a negative character.

This comparison and establishment of the two icons’ ethos illustrates sets a basis for emotional connection or reaction to the piece. Seeing this comparison would inflict many emotions, or the pathos, of the viewer if he or she was American or Muslim. To any audience, this comparison will “put the audience in a particular mood or frame of mind” (Alfano and O'Brien 38). Both sides would likely be outraged at the way their heroes were made subject to a comparison. Neither side likes the idea of being associated as the same as the other, which is sure to cause resentment as well. The image could almost be an exaggerated use of pathos; the striking idea that Jesus and Bin Laden are on the same level could be argued to be a scare tactic, making the viewer look longer to figure out what is really going on.

This art piece, through compare and contrast, argues where the world is headed to—putting terrorists on the same level as prophets, or replacing a hero with a blasphemous Jew who believed he was the Son of God. This idea of Bin Laden being the same as Jesus is just an analogy for the beliefs of many people of the world and how they view their religion. As a Christian it has switched from being an idea of making miracles and loving people to holy wars, killing, and destruction. Yet, Bin Laden is still an iconic figure, and may someday two thousand years down the road have is portrait hanging in homes as a martyr and leader of a widespread religion.

Works Cited

Alfano, Christine, and Alyssa O’Brien. Envision: Persuasive Writing in a Visual World. Longman, 2005.

The U.S. Veteran Dispatch. 22 Nov. 2008. 22 Nov. 2008 http://www.usvetdsp.com/osam_qts.htm

ThinkExist. 22 Nov. 2008. 2006 http://thinkexist.com/quotes/jesus_christ/2.html

"Olympia"

2008-11-09T19:58:00.003-06:00

Placed at the top of the Steinway and Sons website is the motto, "For over 150 years, Steinway has made the world's finest pianos--and inspired the artists who made them sing." Not only did these pianos inspire the artists that made them sing, but they inspired one in particular who had the courage to turn it into a symbol of world cooperation. Chihuly, a world-famous glass blower turned a Steinway piano, popular world-wide, into a new piece of art. Steinway is the greatest maker of pianos in the world. They are respected by artists and audiences alike for their exceptional quality. Since it is such a widely-known brand, it makes sense that it could be a unifying factor through other aspects of art and current events. This art piece is called "Olympia" for good reason. It was unveiled during the 2002 Olympics in Salt Lake City. Olympics are always an event in which the entire world forgets its problems and comes together for two weeks in pure enjoyment of watching its athletes compete for honor and global fame. A time when tensions can run high, and the spirit of pure competition and sportsmanship can be easily forgotten. This artwork makes a quiet attempt of bridging the gap. Although it is an abstract piece, its simple designs can speak peaceful meanings to the observer. The translucent glass top, a first for Steinway, is decorated with the abstract images of the typical mountain forest in the middle of winter. The Promethean color palate of the piano keys, and the bright red and yellow mountain-scened glass is the fiery bright colors that capture the Olympic spirit (Pittsburg Post-Gazette 2007). Prometheus was a Titan who stole fire from the gods and give it to mortals(Wikipedia). This fire is the same fire that blazes in the torch in the Olympic games. The Greek origins that ignited the first Olympic games in Athens can still be seen today through even modern art such as in this Steinway. The use of all things that relate to spirit of Olympics helps to convey the message of global cooperation and remain a symbol of the Winter Olympic of 2002. The mixture of genres of entertainment--art, music, and athletics--in this one piece easily shows the ability to capture a moment of world-wide appreciation for events that bring the lives of unrelated people together for a few short moments every four years.

Twilight

2008-11-05T17:07:00.002-06:00

On November 21, the first movie of the Twilight saga will be released, creating a furor of excitement among girls of all ages. There are many things that make this movie so appealing. As it started as a book, there is a very deep emotional connection already to the characters and plot by those who have read Twilight. Being able to put a face with characters and see them come to life is very appealing.

This trailer combines a minute worth of clips from the movie. Starting off it begins with mysterious music in the background, followed by and intense moment of revelation between the two main characters in this epic love story, Edward and Bella. Part of the charm to this video is the mystery. It is an intense romance, but still very intriguing and twisted, as shown by further parts of the clip. Edward stops a van from crushing Bella. This type of act is something all girls dream about. They want their "Prince Charming" to be strong and courageous and able to save them from any danger. On top of this desire, the movie pairs this extremely stong character with an actor who has extremely good looks, adding to the intrigue.

If the "superman" character doesn't pull in everyone, then there is still the element of mystery and adventure, which this clip shows very well. There is temptation, threats, danger, and challenges, if even subtly. Bella says to Edward, "I'm not scared of you." He then grabs her and jumps out of the house. Since this is only a trailer, it leaves the audience is suspense, and will more than likely bring many to the box office.

White Horse

2008-11-02T14:49:00.004-06:00

This video, rather than being an actual music video, is a placement of the lyrics on screen in combination with the actual song being played. A silhouette of Taylor Swift is placed on the right, while the lyrics appear on the screen in timing with the song. This is a new song from her new CD. The only bad thing is that it has the same chord structure as almost all of her other songs, such as Teardrops on my Guitar, making it less original. There are some things within the video and within the song, however, that make it stand out.

One thing the maker of the video did was use pink loopy writing. This is a contrast to the lyrics. She says "I'm not a princess, this ain't a fairytale." The use of princess- or fairytale-like writing contrasts this statement, making the video seem more intriguing.

As for the actual meaning to the lyrics, during the first part of the song, she is sad because her lover has left her, and she misses him. She is resigned to the fact that they were not meant for each other, but would in a heart beat take him back because she misses him very much. The chords stay the same and slightly sad throughout this entire part. Finally the song reaches the bridge. Here the chords become more accented, with a feeling of power. The lyrics tell of him coming back and begging her to take him. She finds strength in the power of the song and turns him down. The chorus's original lyrics are then changed to reflect the dramatic mood swing of the song from depressed to powerful. She says, "I'm gonna find someone someday who might actually treat me well." The part of the chorus, "this is a big world," originally had a negative meaning, but now she sees it as a chance to actually find her knight on a white horse.

Joe Biden's use of Pathos

2008-10-24T19:14:00.003-05:00

To the question "What promises will your campaign not be able to keep because of bailout?" Joe Biden used the rhetorical appeal pathos to argue his points. He tried to appeal to the emotions of the audience. To do this he had to set a tone to his argument. He began talking about “corporate America” and the super wealthy getting tax cuts. The way he states these terms during his speech gives them a negative connotation. A vast majority of Americans are not in the elite class of the super wealthy and would be likely to feel compelled to agree with this argument. The next thing he does is to use the pronoun “we.” Humans like to feel included, and the way he talks about “we” and “us” making changes makes the viewers feel like he is one of them. This feeling of having a person include themselves as part of the rest of the United States, rather than an aloof leader who only cares about their own opinions also reaches out to the feelings of those watching and listening. Another technique he uses of the pathos appeal to viewers is to reach out to them with physical appearance and gestures. When he is speaking, he looks directly into the camera. He keeps eye contact with it through all of his important, more-emotional statements, like he is actually talking to a viewer. It feels like he is trying to have a normal one-on-one conversation with each and every person, and gives the feeling that he cares. Although maybe not in the “sexual imagery” context that Envision describes in chapter 2 (Understanding the Strategies of Persuasion), Biden definitely uses his physical appearance to appeal to emotions. People in general are more attracted to clean-looking, well dressed, attractive people, and Biden works on his appearance. For being old, he presents himself well. He dresses in a sharp-looking dark suit, the “power suit” of politics. He also wears a blue tie to match. This could have some significance. Since he is a member of the Democratic party, and the Democratic party is associated with the color blue, this could be an intentional move to influence viewers. He also has extremely white perfect teeth, which makes his face a little more pleasing to look at and this might make people be drawn to “nonrational impulses than to our powers of logical reasoning” (Envision 41). One other strategy he uses is “the slippery slope.” Biden focuses a lot on taxes. He even implies strategies like ethos to discredit the Republican views on taxes. He makes America feel like what the Republicans are doing with tax cuts will be harmful and send the economy on a downward spiral while oil companies like Exxon Mobile, who already have enough money are getting richer and richer. That’s why, he says, people should side with him and vote for him: to save them from being victim to scams to giving the wealthy even more money.

Third Presidential Debate "Energy, Foreign Oil"

2008-10-21T14:13:00.002-05:00

Each candidate tries to use logos to explain why his plan makes more sense or is more logical. Senator McCain pushes the use of nuclear energy, and also wishes to reduce dependence on foreign oil. Although Obama argues that nuclear power could be harmful or dangerous, McCain logically implies that navy ships have been powered by nuclear energy for years and carried nuclear power plants on them and there has been no problem. Obama on the other hand thinks that it would be logical to use more natural forms of energy: natural gas, biofuels, etc., because they are plentiful in the United States, and are better for the environment. He also wants to utilize the fuel resources we have by drilling into the acres of land that have not been harvested for oil yet, especially with offshore drilling. Another part of the logical scheme he has developed is to create more fuel-efficient cars to compensate for the lack of fuel resources.

Senator Obama appeals more to the emotions of the people for this question than does McCain. Obama talks about the hardships that Americans face because of the dwindling economy and the increasing cost of energy because of dependence on foreign fuel. McCain lacks the appeal to America’s emotions, but rather focuses more on the next point, ethos.

Image is very important to establish as candidates trying to be the leader of our nation. McCain tries to discredit the character of Obama by bringing up some of his policies about free trade. He uses logic to show that Obama’s plan is flawed, which sends Obama into needing to protect his point. Obama is trying to defend the statement that he said that America would unilaterally renegotiate NAFTA and Canada can sell their oil to China. Even though he makes an attempt to restore his ethos, the negatively charged idea of “free-trade” is stuck with him after McCain’s initial attack.

When the two candidates arrange the order of items to talk about in their argument they have to consider how it will affect the audience, depending on which points are stronger. McCain gets to answer first on this question, which could be an advantage because he gets to start off the subject the way he wants is to go. It could also be a disadvantage because Obama will get the last word in. McCain starts with a strong statement. He says that America can eliminate dependence on Middle Eastern oil and Venezuelan oil. Such a strong statement as this captures the attention of the listener immediately. He then goes into a more detailed plan, and makes comments about why Obama’s plan is ineffective early on. This strategy works because Obama cannot immediately defend himself. When it is Obama’s turn to answer the question, he also chooses to start with broad generalities and then works into specifics. He implies the technique of getting the last word in by defending his policies and slightly diverges from the main point to emphasize one of his stronger ideals of supporting the working American.

"Rhetorical" questions

2008-10-16T00:06:00.002-05:00

1. How do different audiences affect how a cartoon might be interpreted differently?

2. What makes the first pledge of allegiance cartoon more of an example of visual rhetoric than the second?

3. What types of visual rhetoric can be seen on campus?

4. What are some different techniques used to persuade in visual advertisements?

5. What is the difference between logos, pathos, and ethos?

6. What are some examples of the use of pathos to create false needs?

Zoo of Characters

2008-10-06T19:13:00.005-05:00

As I stepped out of my car, walked up the concrete patio entrance with embedded miniature gardens of marigolds to a small gateway with the ticket counter, paid my entry fee, and stepped into the zoo, I immediately felt a world away from the outside city. Thick, dark green shrubbery lined a walkway that forked at a large sign with a detailed map of the area, showing the winding routes that could be taken. Down either path I could see nothing amongst the twisting sidewalk and mass of green vines, trees, shrubs, and grass. I chose the right, and started on my way, wondering what I would discover. Only the distant echo of the zoo train’s horn could be heard amid the silence. As I walked on, I expected to just see regular animals in tiny enclosures doing regular animal things. Little did I know what “characters” would be waiting.

Surrounded by a grove of trees shading the unnatural cement path I was walking on, I came upon my first point of interest at the Lincoln Children’s Zoo. At first glance I could only see a square, metal cage. Along the back wall stretching thirty feet was a red-brown artificial rock formation with vines and plants draped the eight feet down to the dirt ground. No animal. I searched the enclosure again to reveal the lonely creature hidden in the upper right corner, almost pinned against the cage in its need to be as far from the open desolate feel of its imitation habitat. The sign in front read Amur Leopard. It would have been majestic, if not for its apparent desire to remain crouched and hidden. The golden tawny hue of the fur shone as rays of sun broke through the canopy of trees above the enclosure. Embedded in the golden silkiness were lumpy donut-shaped black rings. The fur followed this pattern along the leopard’s body until the hair finally turned fluffy, long, and a spotless cream-color under the belly and behind the arms. As I continued to watch, the leopard rose up from its secure place away from spectators and began pacing along the top brim of the rock formation. Back and forth, back and forth, it continued to pace, as if nervous, worried about something very important. The cat began to remind me of a junior high student. It felt out of place and awkward as it hid from the outside world up in the far corner, straining just to go unnoticed. As it began pacing it took on the junior high persona of being overly concerned about the most minute details, as a student would pace and fret over their first big test. I decided that the leopard deserved a name—Jessica, common for junior high girls—as she had suddenly taken on the characteristics something more than just an animal. She was a personality.

Adjacent to the leopard's pen was another enclosure, similar to hers. It was roughly the same shape and had the wire cages along the front side. This particular habitat, however, had a tangle of branches and boards all intertwined into a fantastic jungle gym in the center of the enclosure. Sitting on either end of one of the boards were two Guinea Baboons. One had his right leg draped over the two-by four while he rested his arm lazily on his right knee. The other sat “pretzel” style with his hands in his lap. It reminded me of a kindergartener trying with all his might to pay attention to everything his teacher is trying to tell him. A quick glance down to the base of the nearest viewing window showed a third baboon lying in a reclined posture against the ground. His feet were up against the wall, the left foot slightly higher, with the right foot directly below. The baboons struck me as rather dull-looking compared to the leopard. Their hair was coarse, and appeared as though it had been stained a dark, murky tan. They had long snouts, slightly darker than the color of their fur, and ugly protruding lower teeth. However, I couldn’t get over how much they acted like little boys. They began picking on each other, like young boys often do, and then acted relaxed and lazy as if nothing happened. This prompted me to name them as well after their personalities: Mark, Jeff, and Craig, my three little baboon boys.

I continued to follow the zoo path as it looped around the south end of the zoo and began to head back north. From there I actually heard the next animal before I saw it. A terrible squawking sound was coming from just up ahead to the right of the path, my view blocked by a grove of jungle-looking trees. Squawk wouldn’t even begin to describe it. It was more like a shrill, throaty screech, that might have come from a horror film had I not been in the middle of a children’s playground. The culprit was perched atop a long branch, surveying his new visitor. The Scarlet Macaw was the name on the information plate, but I saw him for what he was. This regal bird was a king. He sat tall, his bright red plumage puffed out for everyone to see. The sun beamed down on him as if he were in the spotlight, and the blue and yellow stripes on his wings stood out like royal jewelry as the rays bounced off them. His feet were crossed, giving the illusion of a person with much authority. Until this point I hadn’t noticed his companion in the shadows. Hiding, on a much lower branch, was another scarlet macaw. There was no beam of light, no hint of royalty in this bird. I walked along the fence, to get a better look at him. Even with no light, I could see that the colors of his feathers were much plusher, and even brighter than the first macaw. This didn’t make any sense to me. I viewed this other bird as one of the first’s “royal subjects,” but royal subjects were not usually more beautiful than their king. I glanced around the enclosure for clues I may have missed in trying to figure out the birds’ personalities. Nailed to the front of the wooden rail encircling their habitat lay my answer. A generic white rectangular sign hung there with information about each individual bird. The one I previously deemed a king was actually “Mrs. Roberts,” a Scarlet Macaw born in 1964, and the “royal subject” was actually named Shilo and was born in 1992. The personalities and physical qualities made much more sense now. Mrs. Roberts was obviously an old nanny protecting the child she had to babysit—Shilo.

As I think about each animal, I begin to reflect on the idea of them having such human characteristics: the leopard who reminded me of a junior high student, the baboons acting like kindergarten boys, and the macaws who were a child and her nanny. I wondered if this could be applied the other way. Could humans display animal traits? If so, would that tell us about what type of people we are, or why some people don’t get along with others? So I pondered my own characteristics, perhaps even more detailed than my animal examples were. I’m relatively fair skinned with blonde hair. I can become easily aggressive, but also have lazy tendencies. . . Immediately I paired myself with a lioness—a blonde-furred animal, ferocious when threatened, but lazy all day long. If I was a lioness, who were the other “animals?” The tortoise? The camels? The naked mole rats? Why did I care, weren’t they just animals in cages? How could people possibly relate to them?

It is quite easy for people to think of animals just as animals--no feelings, no thoughts, no personalities. Many people drive animals out of their natural habitat to make way for human development, uncaring about the effect the animals will suffer. I believe that my observation proved this point wrong. If the leopard Jessica had no feelings, why was she hiding in the corner of her cage? Just as human situations and feelings cause us to act certain ways, the feeling of nervousness or wanting to hide caused Jessica to cower in the furthest corner. I switched my thoughts to the baboons. With this example I failed to comprehend how anyone could label them as “just animals.” The way they held themselves, their posture alone seemed to mimic the way human beings would sit—like kindergarteners. They were thinking hard about something, or in the case of the third baboon, relaxing as he gazed off into space during some great daydream, just as any human would do. The macaws affirmed my third point of animals having personalities. The old nanny was perched much higher, authoritatively above the child. This shows a form of hierarchy, seen throughout humans behavior. After this closer look at specific individuals, I failed to find any reason for people to believe that animals are just inferior beings.

Each animal brings something special to the table, just as each human donates their individualism to the world. As I left the zoo, walking past the tiny marigold gardens and getting back into my car, I said a quiet goodbye to each of the new personalities I met that day—to Jessica, to the kindergarten boys, and to the nanny and her child.

Cubing Exercise

2008-10-06T19:11:00.000-05:00

Cubing Exercise
1. Generalizing: I learned from the assignment that the animals had personalities like humans. They also seemed preoccupied with food. I noticed that there were lots of plants all over the park, and it seemed like a world within a world. These things suggest that I could reflect upon animal traits, and describe the vibrant scenery. It suggests also that people in general are like animals.
2. Giving examples: The leopard I saw behaved like a junior high student. The monkeys acted like little boys. The camels seemed like greedy football players, just wanting food or to be lying down. The macaws reminded me of a kind and his royal subject, while the goats reminded me of attention-seeking children. I think that narrowing it down to three examples, such as the leopard, monkeys, and macaws would best help the readers understand because they are all quite different. This could help reach out to my audience, to involve them by including different types of personalities.
3. Comparing and contrasting: I think that going to a park or a garden, such as Lauritzen Gardens in Omaha, could be like the subject I observed. Instead of comparing animals to people, I could compare plants to people. Each subject has a variety of breeds, and they are on display for people to look at. The differences are that at the zoo, the subject is moving so I could give them personalities. With plants, it would be based more on physical characteristics alone.
4. Extending: I think that my subject could be taken in many directions. It could have been a persuasive observation against having animals in captivity, saying that this was a cruel thing. I could have also focused on one specific animal, and delved so deep into that one animal that I would know more about it than it did.
5. Analyzing: My subject is the Lincoln Children’s Zoo. It can be broken down into different parts such as animals, enclosures, plant life, attractions, buildings, decoration (sculptures, signs, freaky frog boards), and the train. Each part is related to another in that it all serves the purpose to entertain zoo guests and make the experience whole. The animals are probably the most significant part. The plant life is right up there as well, bringing in the enclosures to create the right habitat for the animals. The rest of the parts are like icing on the cake to make the park better.
6. Applying: I can use this observation of animals as a better understanding for my zoology class, which talks about animals and animal behavior. I think that the way I apply it though, to personalities of people, is useful for myself and others as a way to categorize things. It gives a new perspective of looking at people and deciding what their personalities are. Since animals are already categorized and broken into like groups, if we apply that principle to people, they could be broken into groups of the same personalites.

The Cocoanuts

2008-10-05T16:34:00.002-05:00

The Cocoanuts is one of the many Marx Brothers films used to bring laughter to millions of viewers. In the clip, Groucho (Mr. Schlemmer) is trying to explain a map of the area to Willy (Chico). Many aspects of the clip can be easily missed if the senses are not engaged to find them. Groucho and Chico drop many one-liners and they come so often, quickly, and subtly that it takes at least three views of the clip to catch them all.

The setting is set in the lobby of the Cocoanut Manor. The owner Mr. Schlemmer is the owner, and a swindling conman to boot. He calls Willy over to him, yet another part of some master scheme to make money. I think that the script is really the key part to what makes the scene effective. It could have been dull and boring, but the lines that are mixed in with it make it hilarious. As he describes the places on the map he names the "Cocoanut Manor, Cocoanut Willy replies wittily, "Where do you get coconut custard?", and he is answered with, "that's on one of the forks." This was only many of many puns within a five-minute series. The jokes rely on a lot of words that sound alike to make them funny and use the ability to connect two ideas, such as one joke when talking about places on the map. Mr. Schlemmer starts off the dialogue: " And this over here is where the levies are." "Oh the Jewish neighborhood," replies Chico. It takes some brains to make "levies" to sound like "Levites," who are Jews.

Another one of the factors to this clip that makes the film so successful is the chemistry between the actors. They have acted together in many films, which makes it so much more enjoyable for the viewer. The timing of each statement is impeccable, and their body language and physical expressions go well with each other.

He Lives in You

2008-09-28T20:42:00.003-05:00

As the scene opens, darkness is enveloping the African savanna. Giraffes formerly grazing look up anxiously as news travels to them by the soft particles of dust and leaves gliding through the wind. Other animals join in the jubilant march just to see what joyous news awaits. The heavy rhythmic beat of the African song progresses and intensifies just as dawn begins to creep in. The sun shows itself and rays of light beam upon many majestic features, the main being a protruding rock formation that stands out above all others--Pride Rock. A baboon balances at the tip of one of the big ledges and glances into the sky to see Mufasa, glowing brilliantly before everyone. The baboon seems at peace with the world as he has Mufasa above him, and he contently breathes in the scent of the particles on the wind swirling by him. Now the animals anticipate seeing a new born cub; they bow in honor, and just as subjects would bow before their royal, respected king, they bow before their new member in the circle of life. Simba and Nala walk proudly up to the edge of the rock to join the baboon in this moment. With great reverence, the baboon picks up the tiny cub and lifts her high for all the other animals to see. They cheer in exaltation and bow even lower to the ground so their bodies barely graze the ground. All this time, the new-born cub has a face of bewilderment. The wind blows the particles by her and she begins to show a mischievous grin. A particularly playful leaf blows by as the cub swats unsuccessfully in her first "hunting attempt." By this time there is much cheering and celebration. The antelope are prancing, the elephants are pounding, the flocks of birds circling in excitement. In a final moment of the miracle, the baboon massages a maroon liquid where on the forehead of the cub, giving it a miniature mane, and marking it as a member of Simba's pride.

This description mirrors the form of the music video, by playing on the style of music. Throughout the paragraph, I have used alliteration to mimick the steady beat in the African song. Alliteration is a repetition of consonants used to give emphasis or rhythm to a particular piece. I thought this was appropriate since there was rhythm throuhout the course of the video. Some examples of the alliteration I used are "...join in the jubilant march just to see what joyous news awaits..." or "...A baboon balances at the tip of one of the big ledges and glances into the sky to see Mufasa, glowing brilliantly before eveyone..." I also embeded a series that reads rhytmically: "...The antelope are prancing, the elephants are pounding, the flocks of birds circling..."

Blog Post 5

2008-09-22T19:27:00.002-05:00

Many images show a grand landscape scene that spans across a desert or an ocean or the mountains. Some show details of nature, such as the intricate veins of a flower in the dewy morning. I chose a rather different sort of image. At first glance all a person would see is two pandas sitting on a rock chewing on a bamboo plant. A closer look at the details reveals that this picture is actually filled with illusions...and more pandas.

The artist thought through each intricate detail to include as many hidden pandas as possible. He also created it so that the hierarchy in the image would reveal the two main pandas as the central focus and most important part. A lot of emphasis is placed on them initially to hide the appearance of the other pandas. This was done with contrasting colors against a mostly monochromatic background.

There are also significant patterns. This is what distinguishes, yet hides the hidden panda faces. The repetition of bamboo reads seems unimportant, but reveals two hidden pandas on either side when taking a closer look. The rocks and leaves also have similar patterns, but use dark and light shading to create the face of the pandas. Even the fur of one of the main pandas is shaded to form another's face; however at first glance it looks like the folds a normal animal's fur would make if it were in that position.

I think this picture is a very good example to look at and analyze because it encompasses many of the design elements talked about in our reading, but also challenges the mind to look for all the details that a first glance would miss. These details that have to be searched for in pictures with hidden images help the writer to be more descriptive in their writing and mold the image in the reader's thoughts more completely.

Blog Post 4

2008-09-21T14:12:00.003-05:00

"Move Along," a song by the All American Rejects sends a powerful message to its listeners. It talks of "losing yourself completely" but still getting up everday and moving along. When paired with the this video, the combination of genres makes it unforgettable. It does this in many ways.

When the song starts off the music and lyrics are paired with images of an unhappy person at different places. He is at work getting yelled at, a doctor with no purpose, and a man in an unhappy marriage. These images emphasize the real meaning of the lyrics. The monotonous look on the man's face also balances out with the quick-paced song.

There are many symbolic things as the video progresses. To show how unhappy the married man is, the video shows him sitting home alone with a wine glass. The camera angle makes the wine glass seem much bigger than it really is. The effect of the glass being big is symbolic of having to drink a lot, a habit that is picked up often by people who are depressed or whose lives aren't going well. Another part that is symbolic is the random images that appear during the verses. A picture of a phone off the hook, for example, shows that a person might be feeling so overwhelmed or swamped and is just having a really hard time.

This brings the video to the chorus. During the chorus the makers of the video used a really cool technique. The images flash quickly with the speed of the percussion beat in the background of the music. This is not only cool to look at but gives the lyrics "move along" in the chorus meaning when the pictures are "moving along."

Finally the song comes to the bridge, and the point of the song is realized. It shows the upset man falling backwards off the diving board into an empty pool, almost as if he has given up; however, the makers of the video then cut to a scene of him falling into a sea of hands, and save him. He gets up and performs the heck out of the rest of the song, which helped to emphasize its main theme since he got over his sadness.

Blog Post 3

2008-09-14T22:28:00.003-05:00

One of the reasons people venture to youtube is to be entertained by a humorous, witty, or unbelieveable video. This video of clips from The Office provides us with such entertainment. But why does is appeal to us so much? Does it have to do with the filming? Is the chemistry between Jim and Dwight so magically appealing that we are drawn to this clip? And are there more factors and details in the video that make up why it is such a success?

The first aspect of this video has to do with the way it was filmed. Since the media is video and the genre is comedy, the makers of this clip can assess what characteristics make it different from others. First of all, they have no music in the background such as in other shows or videos. I believe that this makes the viewer focus on what the actors are saying. It also gives that unsettling atmosphere of a slightly awkward office. Some other unique aspects to the clip are that there are scenes where the actors give a little monologue or "confession" to the camera, making it seem like they are talking to or involving an audience.

The actors themselves play a big role in making this video unique. They have great timing with all of their lines. Jim, in particular can keep up a straight face through an entire prank, adding to the funniness of the fact that Dwight doesn't really know for sure what is going on. The chemistry between the characters is a facet of the clip that really pulls it together. It keeps the attention of the viewers becuase each person is so unique. In contrast, they also embody stereotypical characteristics, such as nerdiness.

One of the things that would make this video not so timeless, though would be the different references made to things going on in the world today. For example, in the clip where Jim impersonates Dwight, Dwight claims that it is "identity theft." Identity theft is a relatively new thing to sweep the nation, and in twenty years or so may no longer be a huge issue. Also, people who were from earlier generations and who are out of touch with society might not get the current humor.

Finally, I think some of the most important details of this clip lie in the editing. It was specifically made just for humor and had a certain theme--Jim vs. Dwight. Each clip was taken from a different episode and compiled just for this viewing pleasure.

Blog Post 2

2008-09-10T16:33:00.004-05:00

Animal Cell Diagram

This diagram is one of a microscopic animal cell. It consists of the nucleus in the middles surrounded by organelles such as mitochondria, ribosomes, an endoplasmic reticulum, a cytoplasm, a cell membrane, and many other details within it. The purpose of this model is to simplify the explanation of the structure of an animal cell.

Diagrams, such as this one of the animal cell, are especially effective in a virtual environment. Since no teacher or professor is physically able to describe what each organelle looks like, the diagram helps to form an image to go along with the words written on the web about such parts. This is one of the functions of a diagram: ". . . a drawing or plan that outlines and explains the parts, operation, etc., of something. . ." (dictionary.reference.com). This diagram was originally taken from a website that had an explanation of everything accompanying it. It is taken a bit out of context when not supplied with that information; however, it is still discernable, to most people, to be a diagram of an animal cell. The parts just are not labeled and explained, making it just a pretty picture to look at to the non-science individual. I would say that the meaning of the diagram has not been altered because it is very specific to its topic. This diagram is not going to be confused for anything else, nor is it hard to understand what is going on in the model. However, it is the responsibility of the writer to explain the diagram when it is taken out of context. He or she needs to let the audience know what is taking place or what the model consists of for them to get anything out of looking at the diagram and studying it. There are no labels attached to the model, but the explanation that went with it in its original context helped it make sense to someone who was uniformed. Now, however, each cell part has no explanation. It would be a good idea to draw lines from each organelle and label them and possibly provide an explanation. This aids with writing and has everything to do with it. Diagrams make the actual writing go a lot smoother. The author doesn't have to describe in detail everything that is happening. Rather, he or she can refer to the model and the reader will get a better concept of the idea.

Blog Post 1

2008-09-04T14:19:00.006-05:00

"A genuine essay feels less like a monologue than a dialogue between writer and reader. This is a story I need, we conclude after reading the opening paragraph. It will tell me something about the world that I didn't know before, something I sensed but could not articulate." (Atwan 32)

-Kathleen Norris

This quote by Kathleen Norris was one that stayed in my mind awhile as I continued reading through "Essayists on the Essay." The first part of the quote that talks about an essay being a dialogue rather than a monologue was especially striking to me. I hadn't considered the idea of reading a piece of literature that included me throughout the text. I feel that essays should definitely connect to the reader to even have a slight impact on them, and having a two-way essay is a good way to do that. People are generally more interested in a subject if they are involved with the discussion, even if only on a mental level, rather than if they are being talked at as in a giant lecture hall. Using this piece of knowledge would help essayists, I think, gain a larger audience of their work. The dialogue format also contributes to the reader's feelings, as described in the second half of the quote. A person is willing to hear about new and interesting things, and involving them in that discovery makes a wonderful experience as they read through an author's account or thoughts in an essay. Discovering new things about the world, or creative new insights never thought of before are very good subjects to catch a reader's attention, but sometimes the subject matter may be something the reader has pondered before, but never really delved into specifically (". . . something I sensed but could not articulate."). It is the essayists goal, according to this quote, to incorporate this conversational tone to really emphasize the details of the subject to its reader, so they can have words and a meaning to go with the subject they had pondered. Whatever the case, I think this quote is very important when considering what makes a good essay, and can help writers reach out to convey their messages to a public.

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2008-08-28T14:47:00.000-05:00

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