#6 How's Style-Analysis Going?

      I really like the style-analysis essay. I like how you have to find rhetorical devices, analyze why the author uses them and use your explanation to support the author's tones. I love this easy-to-follow structure because it just makes the essay flow. You try to argue that the devices used help to convey the tones you sense from the author.  AXES makes this argument more effective. Make an Assertion, give eXamples, Explain why they're used and tie this back to the tones for Significance. Sometimes, I end up rambling and all my info is out of order, but AXES makes it neat and tidy. It's kind of, dare I say it, fun writing these essays. Don't get me wrong, I don't like writing essays. But, this kind is not bad at all, even enjoyably in a way. I like how it's usually a historical passage because what you know in history helps you to analyze why the author may be using these devices. I also like how you provided us with an awesome rhetorical mnemonic device. This way, you have somewhere to start. You can begin with diction or syntax. If you don't know how to start off your essay, look at the mnemonic device, "TADLSSNIDIPPOS", to give ideas of what to write about. Overall, I like these essays because you can easily write a well-structured, effectively argumented essay by using all the wonderful thing you've taught us so far. p.s: you're an awesome teacher Ms. Sobrero! :)
      The only thing I worry about is that I might not understand the text. They can be hard to understand sometimes and they're usually connected to an event in history. What if I'm not familiar with that event? I won't understand it well because I won't know what exactly is being talked about. For example, when we read the speech to the Virginia Convention by Patrick Henry, I was confused at first but when I noticed some key words, I realized that he was referring to the long rule of Britain. If someone wasn't aware of the colonization of America by Britain from the 17th to 18th centuries, they would be lost. They would have an idea, but not the full picture. I'll make sure to pay special attention in history class!!! I shall return, blog!!

#5 How is Reading Film Like Reading a Text?

       So, how is reading film like reading a text. It's very similar. When I was watching The Wizard of Oz, I noticed some elements similar to the rhetorical devices we're learning. For example,  I was reminded of anaphora. Every time Dorothy met someone new, such as Tin-man, Lion and Scarecrow, she sang a song starting with the same words but being changed a little to match the scenario of the character. I couldn't help but notice that the song always started off the same. Also, I noticed the repetition of "Lions, tigers and bears. Oh my!" When reading a text or viewing a film, there's always a hidden message/moral.  In the movie, the message was that you should appreciate everything you have because "there's no place like home." This is evident in Dorothy's experience in a new place foreign to her. She runs away from her Aunty Em and uncle when she feels misunderstood but when she's transported somewhere other than home, she misses it dearly. This sounds like something in a text to me!
      Films and texts can both be interpreted in many different ways, too. Rich texts, when analyzed, can have many meanings. For example, a small text like , symbolizes the flood of ideas and duties of the newcomers with the the "flood of people" (first line). You can also see that the flood of ideas is represented by the flood of parallel sentence structure and emphasis put by the constant use of "they" (anaphora). And, the story about the beheaded flower has many devices used that go hand in hand with the hidden meaning. Ex) the use of short, abrupt phrases goes hand in hand with the short, abrupt death of the flower. In movies, many meanings can be found as well.  Many morals, themes, motifs and meanings   can be found in one movie.