Term Paper on "World War I Journal Exercise 6.1A: Impressions"

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World War I

Journal Exercise 6.1A: Impressions of War

My most vivid image of war comes, most likely, from a movie I watched when I was only a few years of age. It was a black and white movie and there are just a few scenes that still persist in my mind. The action was sometime in 1944 and it accounted the Normandy Campaign of the Second World War. The Germans were entrenched in a small, but charming French village (I still have the vivid image of the Gothic church in the village), and they were fighting to the last of their resources in order to stop the Allied advance into France and towards the German border. Despite their heroic defence, some of their actions were indeed barbarous: upon retreat, they blow up the remaining buildings in the village in an attempt to stop the Allies. There is also something else that rests in my mind: although the almost neutral portrayal of the German army, you cannot but feel them as "the bad guys."

My first image went back several hundred years ago to the medieval wars, when principles such as chivalry and loyalty took over the more pragmatic present vision of war. I had several images of cavalries clashing together, only to be later transformed into modern clashes between tanks and infantry or between tanks and tanks. Modern armies = more destruction, more pain inflicted on the enemy, but also on the innocent civilians.

Lesson 6 Journal Entry # 2 of 13

Journal Exercise 6.1B: Responding to Literature

1. The state referred to as "The Shadow" appears in Elliot's poem in three different occasion, each time coming as the interlude or the sandwiched entit

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y between two other notions. I think that the Shadow is the individual conscience in each of these cases. I think it is the way that each individual decides to act on something before moving forward with a plan and the inner, deep thoughts that go on in his conscience before that happens.

Here are the notions that he compares in each case:

the idea and the reality the motion and the act the conception and the creation the emotion and the response the desire and the spasm the potency and the existence the essence and the descent

Part 2: I think that the nouns on the left side are all abstract nouns, while the nouns on the right are all very real actions that the individual undertakes. The connection between them is that one precedes the other. The Shadow is somewhat of the connection between them: man's conscience that turns an abstract concept into a real action.

I think that the hollow men are religious and there are several verses pointing out in this sense, most notably "Lips that would kiss/Form prayers to broken stone," but other then that, the poet is trying to emphasize the idea that the hollow men have lost all their particularities, all characteristics that may differentiate them from other individuals. As they are "hollow," there are no more values, no more traditions and no way to differentiate. They are a brand of their own.

I think that Eliot uses the imagery of "hollow men" to emphasize and argue his idea that contemporary history is indeed futile and anarchical. The hollow men seem to move about with no particular goal, except maybe that of preserving, to the degree to which this is possible, their own lives. Their own characteristics and particularities are removed so as to reveal the futility of their actions.

However, I also believe there is some hidden hope in Eliot's verses: the shadow. The fact that there is still a conscience may point out towards the idea that, after the futility of contemporary history, there may be something to build on the next future.

3. The main difference in the approach that the two poets use is the fact that in "The Rear Guard," the loneliness of the soldier is emphasized, while in "Dulce et Decorum Est," the group attitude is most important for the poet. In "The Rear Guard," the soldier groping about is provided with no communicated partner: the sleeping soldier has been, in fact, dead for several days: "Terribly glaring up, whose eyes yet wore/Agony dying hard ten days before."

In "Dulce et Decorum Est," there is a very strong group attitude, including the situations when danger affects the group and warnings are issued so that everybody is able to hear them. These are shouted out loud and there is a certain spirit that takes away the loneliness of war and provides a group feeling to the war: " Gas!7 Gas! Quick, boys! - an ecstasy of fumbling, Fitting the clumsy helmets8 just in time."

World War II

Lesson 6 Journal Entry # 3 of 13

Journal Exercise 6.2A: Rites of Passage Activity

My grandfather told me about a fountain pen that he received on the day he went of to college from his father and that he still used nowadays - it is remarkable how a 100 years old fountain pen can still be functional. As for my part, I would like to always have with me the watch that I received 10 years ago from my parents. Every time I look at the watch, I see my parents encouraging me in my enterprises.

Lesson 6 Journal Entry # 4 of 13

Journal Exercise 6.2B: Responding to Literature

The most important technique used is the repetition: he repeats the word 'victory' three times, only to emphasize that 'without victory, there is no survival'.

W. Churchill also uses interrogation to make the address more personal. He perpetually asks "what is our aim?...what is our policy?" In order to make the King understand that this is a joint effort from the entire country and all its representatives.

He uses metaphors in several parts of his speech, including his "blood, toil, tears, and sweat" reference. His intention is to emphasize the fact that he will offer all for the final victory and that this is what he expects from all others involved.

The poems are a lyrical approach towards the war, while Churchill, despite his use of metaphors or others figures of speech, provides a very realistic approach in his speech. From these pieces, World War II seems both an absurd engagement and a mixture of energies and individualities.

Lesson 6 Journal Entry # 5 of 13

Journal Exercise 6.2C: Writing a Persuasive Essay

I am going to write a persuasive essay on racism. Despite significant progress in the last decades, including the abolition of Apartheid, racism is still something that influences many societies.

In the European Union, for example, the Roma population is persecuted and their freedom of movement in the EU is sometimes limited. For sure, some of the individuals from this community tend to commit crimes when they travel abroad. However, this is not representative to the level of the entire community.

There are many Roma who work in the EU and do it very well. Each individual should be judged against their own performances and this is something that should be valid for the members of any community. The fight against racism needs to continue until its full eradication.

The Holocaust

Lesson 6 Journal Entry # 6 of 13

Journal Exercise 6.3A: Your Reflections on the Holocaust

Some of the documentaries on Discovery provide the worst and most terrible images of the Holocaust. Whether these are dead bodies or living humans, all emaciated, the individuals presented in these documentaries showed the horrors of the Holocaust. One can only feel excruciated by the fact that humans were able to do this to other humans. I think it is essential to remember the Holocaust so that this will never happen again in history.

Lesson 6 Journal Entry # 7 of 13

Journal Exercise 6.3B: Responding to Literature

All pieces present the Holocaust from the perspective of the individuals themselves. They are all realistic approaches, but approaches that have a strong subjective background and, from this point-of-view, they also have a very personal touch to it. All the pieces present the Holocaust as a horror and as something that has to be avoided at all costs in the future.

The overarching purpose is informational: the authors need to present and show what has happened. In order to do this, they employ all instruments at their disposal and emphasize what was, so that what is going to be will not be the same. Indirectly, they also show where hate between humans leads.

Defending Human Rights Lesson 6 Journal Entry # 8 of 13

Journal Exercise 6.4A: Freedom can list the freedom of speech, the freedom to associate with whomever I want and to meet with whomever I want, the freedom to print whatever ideas I want, the freedom to vote for whomever I want etc. I also have the freedom not to exercise some of my rights, such as the right not to go and vote. Some… READ MORE

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Quoted Instructions for "World War I Journal Exercise 6.1A: Impressions" Assignment:

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Topic Journal

World War I Lesson 6 Journal Entry # 1 of 13

Journal Exercise 6.1A: Impressions of War

When I was your age, I had little first hand experience with war. My only exposure to war was the first Gulf War, which lasted only a few months. It saddens me to think how the world has changed since I was your age. You have seen versions of war that were unimaginable to my generation: the war on terror is being fought on American soil, as well as in countries throughout the world.

*****¢ What is your most vivid image of war?

*****¢ Recall impressions you've observed from film, photographs, news, literary works, words of veterans, or maybe even your own experience. Remember that, in addition to war's being horrific, there are also positive associations with war, for example the heroism that is part of victory.

*****¢ Close your eyes. Think "War," and then record in words what you see in your mind. Remember these images as you are reading the poetry in this topic.

________________________________________

Lesson 6 Journal Entry # 2 of 13

Journal Exercise 6.1B: Responding to Literature

1. Section V of "The Hollow Men" describes a state of being called "The Shadow". I'd like you to speculate about what "The Shadow" is. In this section of the poem, Eliot juxtaposes or compares two different ideas. Make a list of what he compares with each statement.

Part 2: After you've completed your lists, try to determine what all of the

nouns in each list have in common. Is one list full of abstract nouns? After looking at the list, I'd like you to hypothesize what you think Eliot is implying "The Shadow" is and explain your reasoning. Your explanation should be a few sentences long.

2. Briefly answer the following questions in your journal:

o What are the hollow men like socially, religiously, and

personally?

o What are their values?

o How are they similar to or different from people you know?

Use your notes to answer the following question: Do you think that Eliot effectively demonstrates his argument that contemporary history is an "immense panorama of futility and anarchy" with this poem?

Your response to this question should be two to three paragraphs long and should include a discussion of the character of the hollow men. Include any other elements of the poem that support your answer to this question.

3. "Dulce et Decorum Est" and "The Rear Guard" both address issues of war in different ways. Write a brief essay comparing and contrasting the subjects and tones of each poem. In your essay, I'd like you to include a discussion of the imagery and figures of speech used by both poets to make their points. Your essay should be three paragraphs long and include specific, detailed references to the text.

World War II Lesson 6 Journal Entry # 3 of 13

Journal Exercise 6.2A: Rites of Passage Activity

You may be getting ready to leave home for college or work in the next couple of years. For this activity, I'd like you to talk to your parents, grandparents, other relatives, or friends and ask them what special items they took with them when they left home to go out on their own. Ask if these items hold any special significance for them now.

*****¢ Report your findings in the journal AND describe any special item that you would like to take with you when you leave home.

________________________________________

Lesson 6 Journal Entry # 4 of 13

Journal Exercise 6.2B: Responding to Literature

1. In the final two paragraphs of "Blood, Sweat, and Tears," Churchill uses a variety of rhetorical devices to inspire emotional reactions. Identify five examples of techniques used by Churchill (such as repetition, emphasis, word choice, personal references, and calls to action); explain the purpose(s) for each of these techniques; and explain whether you think they are persuasive or not. Be sure to

support your answer.

2. How are these three pieces related to each other thematically? Write a paragraph describing how these pieces are related to each other and what you learned about World War II from reading these passages.

________________________________________

Lesson 6 Journal Entry # 5 of 13

Journal Exercise 6.2C: Writing a Persuasive Essay

Directions: Your task is to write a persuasive essay using logical and emotional appeals to convince your audience that they must take action on a particular issue affecting your local, national, or world community. Identify a problem or issue that you feel strongly about. Make a list of 7-10 reasons others should change their actions or beliefs to agree with yours. Write a five-paragraph essay using the writing process, which includes prewriting, drafting, and revising.

*****¢ Your essay should be well organized with a strong thesis statement and sound supporting evidence. To make your argument convincing, use at lest one ethical appeal to show that you are competent, sincere, trustworthy, fair, and knowledgeable. Make sure to use logical and emotional appeals as well.

*****¢ For more information on formulating a persuasive argument, read pages 1120 of Elements of Literature: Sixth Course. Although the text discusses persuasive techniques in terms of preparing speeches, the information is applicable for written arguments as well.

The Holocaust Lesson 6 Journal Entry # 6 of 13

Journal Exercise 6.3A: Your Reflections on the Holocaust

The horrors of the Holocaust have been recorded in many books, movies, and television programs. Make some notes about what you most clearly remember about depictions of the Holocaust.

*****¢ How did you feel when you saw or read those images? Why do you think it is important to remember the Holocaust?

*****¢ Answer these questions in one or two paragraphs.

________________________________________

Lesson 6 Journal Entry # 7 of 13

Journal Exercise 6.3B: Responding to Literature

1. Each of the selections you've read about the Holocaust portrays a subjective view of the Holocaust. Subjective means that it tells about actual events from an individual's point of view. What is similar about the portrayals of the Holocaust? List three things that are similar to all three pieces, then list at least two differences. After you've looked at the three subjective pieces of writing, compare each of the portrayals with the objective portrayal in the Connection on page 846. How do these pieces compare to an objective portrayal? If you are interested in learning more, from an objective point of view, visit: the United States Holocaust Memorial Museum Website.

2. How are the pieces related to each other thematically and in their overarching purpose. Do you think the author's shared the same objectives in writing each piece. Use your notes to write a brief analysis discussing the beliefs or assumptions about human nature or human rights these pieces share. Your response should be one or two paragraphs long.

Defending Human Rights Lesson 6 Journal Entry # 8 of 13

Journal Exercise 6.4A: Freedom

Take a few minutes and make a list of rights and freedoms you enjoy that you may not think about too often. Think both about things you have the right to do and things you have the right not to do. You many want to make two lists:

Freedom from. . . and Freedom to. . .

After you've made your list of rights you enjoy, add to your list rights that you think everyone in the world should have.

*****¢ Can you think of any places in the world where people do not enjoy the same freedoms you do?

*****¢ Do a quick search for "human rights violations" on the Internet and count the number of different countries listed on the first two pages of your search. My search results listed over twenty different countries on four continents. How many did you find?

*****¢ List some of the countries in your journal.

________________________________________

Lesson 6 Journal Entry # 9 of 13

Journal Exercise 6.4B: Responding to Literature

Review the selections, taking note of the *****s' fundamental beliefs about human rights or the violation of human rights. How clear is each argument?

*****¢ Summarize each argument in one or two sentences, either in your own words or as quotes from the text.

*****¢ Write a paragraph explaining which *****s, in your view, present the clearest and most persuasive arguments.

*****¢ Use at least three examples from the text to support your argument.

Modern British Poetry Lesson 6 Journal Entry # 10 of 13

Journal Exercise 6.5A: Responding to Literature

1. The first two lines of "The Second Coming" present an image of a falconer who is unable to limit the flight of his hawk as it spirals out of control. How does this image help portray the theme of the poem? Consider the timeframe in which the poem was written in your response.

2. An elegy is a poem that mourns the death of a person or laments something that has been lost, such as the beauty of times past. In what sense might "The Swans" be considered an elegy? How do "The Swans" and "Do Not go Gentle into That Good Night" (another elegy on page 1057) relate to each other in terms of theme, tone, and imagery? Write a two-paragraph response explaining how the poems relate.

3. Identify at least three metaphors for death or dying in "Do Not Go Gentle into That Good Night." How do these metaphors compare with your own view of death or dying? Do you agree with Thomas' characterization? Write a 2-4 sentence answer explaining the metaphors and discussing your personal feelings.

4. Reread lines 14-21 of "MusÃ©e des Beaux Arts" referring to the painting "The Fall of Icarus". Do you think Auden has correctly interpreted Bruegel's painting? Write a paragraph using examples from the text to support your answer.

The Modern Short Story Lesson 6 Journal Entry # 11 of 13

Journal Exercise 6.6A: What Makes a Good Story?

As a conclusion to this course, we are going to be reading three modern short stories. Before you read these stories I'd like you to consider the following questions:

*****¢ What makes short story interesting?

*****¢ What kinds of stories are your favorites to read?

*****¢ What element of a short story (plot, characters, setting, etc.) is most important to a good story?

Make a list of what makes a good short story in your journal. Later in the course you will be asked to review the short stories you've read AND write your own, so you will be referring back to this list.

________________________________________

Lesson 6 Journal Entry # 12 of 13

Journal Exercise 6.6B: Effective Transitions and Revising Passive Voice

*****¢ Read page 997 of your text about revising your writing to reflect

transitions carefully, and complete that practice activity in your journal. Then, complete the "Apply to Your Writing" section. Cut and paste a paragraph that you have written into your journal, and then revise it appropriately. Be sure to include the original paragraph and your revision in your journal entry.

*****¢ Complete the Practice Activity on page 1044 of Elements of Literature: Sixth Course. Choose one of the paragraphs you wrote for any of the earlier "Responding to Literature" journals from Lesson 6 and paste it into this entry. Highlight or underline all of the verb phrases and replace any passive voice verb phrases with the active voice.

________________________________________

Lesson 6 Journal Entry # 13 of 13

Journal Exercise 6.6C: Responding to Literature

1. At the end of "Araby" the narrator sees himself as "driven and derided by vanity." One meaning of "vanity" is "the state of being empty, idle, valueless." Another meaning is "exaggerated self-love." Still another is "hunger for praise or admiration." Explain, with specific examples from the text, how each of these definitions of vanity could apply to the narrator.

2. a. What details in the lover's last meeting in "The Demon Lover" foreshadow a sinister or threatening reunion? What details do we learn about Mrs. Dover's fiancÃ© that explain why she is terrified of him?

b. Some readers think that Mrs. Drover's experience is an hallucination-her powers of imagination combined with the stress of wartime life combine to transform an ordinary experience into a nightmare. Other readers consider the story to be a true ghost story. Which interpretation do you favor, or do you have another? Support your answer with evidence from the text.

3. Choose one of the short stories you've read during this topic and explain how it meets or does not the requirements of a good short story that you wrote about in 6.6A. Include in your entry a discussion of the criteria you used to evaluate the story, as well as whether or not the story meets the criteria. Include in your response whether or not you would recommend the story to other readers, and explain what you enjoyed about it and what you did not enjoy. Use your answers to Journal 6.6A as a guide.

*****

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