Rhetorical Analysis of a Comment, Written in the Style of High School English Timed Write

It’s been a long time since I’ve written in the style of a timed writing from high school English class, and I’m not entirely sure what compelled me to return to this format. Either way, here I am, writing a rhetorical analysis on the one comment I received in all my months of writing for … More Rhetorical Analysis of a Comment, Written in the Style of High School English Timed Write

The Harry Potter Series by J.K. Rowling (1997)

What I find interesting about my history with Harry Potter is that every time I read the series, it seemed to change. I had different opinions, enjoyed different parts, and noticed different things about it. Perhaps that will always happen with every book I reread, perhaps it will stop happening when I stop growing, or perhaps it’s a quirk of the series itself.

But what did I think of it this time, reading it just before my junior year of college? … More The Harry Potter Series by J.K. Rowling (1997)

Brave New World by Aldous Huxley (1932)

Originally published 2/27/2016. Lead image via Wikipedia. 5 STARS You may have heard the phrase “Brave New World” before. It’s from Shakespeare. And a character in Brave New World doesn’t just happen to say it; he actually quotes Shakespeare all the time. This was, once again, a book I was required to read in English class (though … More Brave New World by Aldous Huxley (1932)

Why Democracy?

Originally published 11/12/2016. Lead image from Aaron Kittredge via Pexels.com. Why We Should Be Thankful for Democracy A bad president, elected by the majority of voting citizens, and political gridlock. These two phrases are enough for some to doubt the ideology that everyone should be allowed to vote or that a leader should be chosen … More Why Democracy?

On Symbolism, Part 4: Digging Deeper

So from that quick class analysis, we learned that… Shakespeare was Christian. Seriously, we did not go any farther on this topic other than to say that the handkerchief symbolized the Garden of Eden. That’s it. Nothing more. No questioning the human subliminal or why it’s the “forbidden fruit” and not the “forbidden meat.” We identified the alleged symbol (since it’s Shakespeare, I give it 50/50 chance of being intentional), and then we moved on to look for the next. … More On Symbolism, Part 4: Digging Deeper

On Symbolism, Part 2: What is a Symbol?

One of the biggest downsides to how symbolism is taught in English class is that it gives students the wrong idea of what symbolism is. By graduation, students are split into two camps: one camp where all symbolism is a myth made up by academics and another camp where the blue-curtain brand of symbolism is sacred.

Symbolism is a real thing, but its name has been so warped by public English classrooms that I’m more tempted to call it something like “associative meaning,” “connotation,” or “object emotion.” But the most basic definition of a symbol is something that has meaning beyond what it is in a literal sense. The key here is that the meaning has to be understood in order to be an effective symbol, even if that understanding is subconscious.

In other words: people don’t need to be taught how to find symbolism. If it’s an effective symbol, then the intended audience should register on some level that the symbol is important. Symbolism analysis, then, should focus on articulating the feelings that one already experiences when coming across a symbol, not digging to find made-up symbols. … More On Symbolism, Part 2: What is a Symbol?

On Symbolism, Part I: What I Learned in English Class

In early middle school, we began annotating for metaphors, imagery, similes, and character development in our books. Once we’d reached the 8th grade, it was time to stop identifying the elements of a story and start identifying symbolism. We began by picking apart The Old Man and the Sea by Ernest Hemingway. Did you know that Santiago was a Christ figure? Or that the fish was also a Christ figure? No, you never noticed that? There’s a reason for that: that religious symbolism likely isn’t really there. At best, most of the symbols we analyzed for the next five years were analogous to conspiracy theories. At worst, they were completely imaginary.

I remember complaining to my parents about how much I hated the The Old Man and the Sea, and they were shocked. They’d loved it! They asked me what I didn’t like about it, and I told them simply, “The religious symbolism. It’s too pedantic.”

They looked at me with utter confusion. “I don’t remember any religious symbolism. That doesn’t sound like Hemingway.” … More On Symbolism, Part I: What I Learned in English Class

Confidence and Humility

If there’s one thing I’ve learned as a writer, it’s that word-choice can drastically change a person’s impression of a situation. If that person comes from the same culture as the writer, then the impact of the right word can be fairly predictable. For instance, here in the US, the word “confidence” is almost always viewed in a positive light. We tend to think of its opposite as something along the lines of “shyness”, “fear”, or “anxiety”. Something negative. But for every word in the English language, there is an equal and opposite word. In this case, opposite words that still have positive connotations: sincerity and humility.

In the US, rumor has it that confidence can gain you practically anything. Act confident all the time, and you will go far! But will you really?

​Below I explore the pros and cons of being confident and being humble. … More Confidence and Humility