09.08.11
Posted in Article Summaries/Critiques, Lisa's Writing at 2:59 pm by lisa
SUMMARY
In the article, “Bridging the Language Barrier in Mathematics,” Matthew S. Winsor (2008) describes how he approached teaching math to a large population of Hispanic ELL students at a Southern California High School from 1995 to 1999. Winsor hypothesized “that the main barrier for [his] students was learning mathematics in their new language” (p. 372). He reviewed research on how people learn a new language and how people learn math and used similarities between the two to develop techniques for teaching his students. In his research, Winsor found that students learn both a new language and math better if they write about their learning, if they collaborate with other students, and if their learning has context and relevance. Winsor then implemented a program called “Mathematics as a Second Language,” or MSL, based on this research (p. 373). He used pretests and posttests to measure student learning and to assess the success of his program.
The writing aspect of his program involved students in vocabulary exercises and journal writing. One successful vocabulary exercise required students to create a Word Square, developed by Quinn and Molloy (as cited in Winsor, 2008), for each new vocabulary word. On index cards, students recorded the new term in their own language and in English, the term’s definition in whatever language they felt most comfortable, and an example of the term either with words or images. In the journal, students wrote about math concepts in their own language except that they had to write the math terms in English.
The collaboration aspect of his program involved students working in groups. Students in each group had varying levels of English proficiency, which required them to interact more and improve their math communication skills. Winsor also moved students around so they could gain new perspectives from students they had not worked with before.
The context and relevance aspect of his program involved projects centered on real-life scenarios such as the stock market or current social concerns. Students also presented their projects to the class.
Winsor evaluated the success of his program using Mary Brenner’s framework (as cited in Winsor, 2008). Did his students’ communication about, in, and with mathematics improve as a result of his program? Winsor concluded that “MSL did seem to promote communication about mathematics …[and] communication in mathematics” (p. 376), however, he thought that MSL was not as successful in improving students’ ability to communicate with math. Using mathematical language as a “tool for everyday life takes time” (p. 377), and there was not enough time to develop this skill in his students.
CRITIQUE
Many people think math is a nonverbal subject and should be easy to teach to ELL students. However, understanding and communicating in math requires words as much as numbers and symbols. The numbers and symbols are merely shorthand for expressing rather sophisticated concepts. Furthermore, the concepts are what make math interesting. The relevance of math to real life requires students to understand the “how” and the “why” behind the computations. This requires words. For example, in a middle school math lesson I developed, I ask students to read graphs of various objects in motion and use words to describe what is happening to the objects. The point of this lesson is to prepare students for one of the biggest ideas in calculus, i.e. things change and we can determine the rate of change at any point. The activity sheet that I developed for this lesson is attached to illustrate how important language is to math.
The National Council of Teachers of Mathematics (NCTM, 2011) also emphasizes communication in math and has outlined communication standards for all instruction from prekindergarten through twelfth grade. These standards state that students should be able to “organize and consolidate their mathematical thinking through communication; communicate their mathematical thinking coherently and clearly to peers, teachers, and others; analyze and evaluate the mathematical thinking and strategies of others; [and] use the language of mathematics to express mathematical ideas precisely” (NCTM, 2011). The program Winsor developed not only addressed the specific needs of English language learners but also incorporated the NCTM communication standards for all students. The vocabulary exercise, journaling, and real-life projects enabled students to organize and consolidate their thinking. Students had to analyze the math and the vocabulary before, during, and after they wrote about their mathematical thought processes. Winsor also had his students critique and discuss each other’s journal entries, which reinforced vocabulary and led to better understanding and exposure to new perspectives. Finally, the students’ project presentations helped them practice using mathematical language to express their ideas within the context of real-life scenarios.
The implication of Winsor’s research is that his approach would benefit all students, not just ELL students. Richardson, et al (2009) addresses the misconception that “good teaching for native speakers is good teaching for ELLs” (p. 412). While this statement is inaccurate, I believe the converse is true: Good teaching for ELL students is good teaching for native speakers. When it comes to math, native speakers can be as unfamiliar with using mathematical language as ELL students are with using their new language. Therefore, native speakers can only benefit from a curriculum that makes adaptations for ELL students.
Winsor’s article (2008) would benefit all classroom teachers, whether or not they have ELL students. Winsor describes activities that he tried and explains how those activities improved his students’ understanding. Teachers who read this article will learn that “the Word Squares acted as a condensed set of mathematical notes” (p. 374) and that students used the Word Squares in subsequent math classes with different teachers. They will also learn that group work may help more fluent students gain a deeper understanding of math because teaching requires a deeper understanding. Similarly, less fluent students may benefit from reviewing concepts with students who speak their language and who have a fairly good grasp of both English and math. Finally, teachers will learn that bilingual journaling “helped students to associate the English term with the mathematical concept already in their minds in Spanish” and “forced students to decide what they did and did not understand and to put those thoughts on paper” (p. 375). Winsor’s research provides teachers with a few successful activities to try. When trying new things, it is helpful to start with ideas that others have used and found successful.
The article does not provide an exhaustive list of activities, however. The strength of the article is in Winsor’s explanation of how he chose the activities for his program. Winsor’s research on how students learn math and how students learn a new language led him to incorporate writing, collaboration, and real-life problems into his teaching. This research provides a foundation on which classroom teachers can build a program that works for them and their students.
REFERENCES
National Council of Teachers of Mathematics (NCTM) (2011, June). Communication Standards for Grades 9–12. Retrieved from http://www.nctm.org/standards/content.aspx?id=4004
Richardson, Judy S., Morgan, Raymond F., Fleener, Charlene E. (2009, 2006). Reading to Learn in the Content Areas Seventh Edition, Wadsworth, Cengage Learning. Chapter 11, p. 412.
Winsor, Matthew S. (2007, December / 2008, January). Bridging the Language Barrier in Mathematics. Mathematics Teacher v. 101 no. 5 p. 372-378.
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05.19.11
Posted in Lisa's Editing, Research at 2:22 am by lisa
This research proposal was done by two nursing students for a Dimensions in Nursing course. The following excerpt from the paper is the research topic.
“The relationship between the failure of the registered nurse to provide couplet care and a decrease in the quality of nursing care received by the patients.”
Original Document DOC | PDF
Changes Tracked DOC | PDF
Changes Accepted DOC | PDF
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04.03.11
Posted in Lisa's Editing, Professional at 3:48 am by lisa
This is a letter of recommendation for admittance into a master’s degree program. The original letter appears first, and the corrected version appears after the first. If you want to see the marked up version in doc or PDF format, you may click on the link below.
doc | pdf
BEFORE…
I have a professional relationship with Jennifer Smith even though her position is a volunteer one. She is the president of our preschool board that I have the responsibility to direct.
When Jennifer came onto the board, there were conflicts between the board and the leadership of the church in regards to the preschool. Jennifer had the uncomfortable position of having the responsibility of leading the board through a difficult time. She managed to lead with authority and conviction using policy to guide compromise. Although this put her in an awkward position, she led with conviction and integrity. Many hours were spent talking with the board members and leaders of the church to gather information and understand the differences of opinion between the parties.
Jennifer is talented in her ability to identify a problem and determine an action plan. Her writing skills are clear and proficient. She has a profound sense of what is right and wrong and an ability to prioritize the steps that need to be taken to remedy the problem. In addition, she has the fortitude to take the rough road and stay with it until completion. After the first year under Jennifer’s leadership, conflicts that had negatively affected the preschool had been addressed and resolved.
I have related these events to you in order to illustrate the abilities Jennifer possesses. These abilities will also help her to be a strong student and later a gifted teacher. First and foremost, Jennifer’s tenacity to finish work and complete a difficult course of action will aid her with difficult classes at American University. This tenacity will also benefit her in dealing with difficult situations in classes as a teacher.
Jennifer’s analytical skills and her ability to figure out and prioritize problems will help her to develop a course of action to solve problems she will have in the future.. She will need to have this problem solving ability while studying at American University as she juggles a MA program and her family obligations.
Jennifer has an excellent understanding of math principles—I see this in how she deals with budget issues in the preschool. I am sure she will excel in the mathematics course work.
In summary, I am convinced that Jennifer will be an asset to your program at American University and I recommend her highly for admission to your program.
AFTER…
I am writing regarding Jennifer Smith’s application for admittance into your math education program. My relationship with Jennifer is professional even though she is a volunteer at the preschool that I direct. Jennifer has been the president of our preschool board for three years. With confidence, I can say that Jennifer will be an asset to your program. Jennifer is talented in her ability to identify a problem and determine an action plan. She has a profound sense of what is right and wrong and an ability to prioritize the steps that need to be taken to remedy the problem. In addition, she has the fortitude to take the rough road and stay with it until completion.
When Jennifer came onto the preschool board, there were conflicts between the board and the leadership of the church in regards to the preschool. Jennifer had the uncomfortable position of leading the board through a difficult time. She led with authority and conviction using policy to guide compromise. Although this put her in an awkward position, she led with integrity. She spent many hours speaking with the board members and leaders of the church to gather information and understand the differences of opinion between the parties. After the first year under Jennifer’s leadership, conflicts that had negatively affected the preschool had been addressed and resolved.
I have related these events to you to illustrate the abilities Jennifer possesses. These abilities will also help her to be a strong student and, later, a gifted teacher. First and foremost, Jennifer’s tenacity to finish work and complete a difficult course of action will aid her with difficult classes at American University. This tenacity will also benefit her in dealing with difficult situations in classes as a teacher. Jennifer’s analytical skills and her ability to figure out and prioritize problems will help her to develop a course of action to solve problems she will have in the future.
In addition to integrity, problem solving skills, and determination, Jennifer has an excellent understanding of math principles. I see this in how she deals with budget issues in the preschool. I am sure she will excel in the mathematics course work. She is also a clear and proficient writer; she drafted several preschool documents and presented them to the board for review, modification, and adoption.
In summary, I am convinced that Jennifer will be an asset to your program at American University, and I recommend her highly for admission.
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01.28.11
Posted in Lisa's Editing, Professional at 2:50 pm by lisa
This is a purpose/interest statement that will be submitted with an application for a teacher program. Two versions of the paragraph appear below. The first is the version prior to my edit. The second is after my edit. To see my changes and reasons for my changes, download the doc or PDF file.
doc | pdf
BEFORE…
I am qualified for the Project Citizen Summer Institute because I am a middle school social studies teacher and I am committed to implementing this program with my students. I am familiar with the program through the Ohio Center for Law-Related Education and have participated in other programs in the past. I know what an impact these programs can have on students, schools, and communities. I believe that my students can make a significant contribution to their schools and communities. In my school and the surrounding community, there are many issues that affect students. For example, many students comment on the way that behaviors or other issues are addressed in the school and they have witnessed injustice in their communities. I believe that it would be empowering for students to become part of the solution to a problem that directly affects them. During the next school year, I plan to implement the program with a group of my students, either a class or a combination of students from all of my classes. This includes preparing for and attending the Project Citizen Showcase in Columbus, Ohio. I also plan to use the strategies for teaching civic involvement and the emphasis on citizenship with all of my students. I am applying with another teacher, Mrs. Dana McDonald, from my school. Together, we can more efficiently and effectively implement this program by sharing ideas and responsibilities. The teacher I am working with is a science teacher, which dramatically increases the variety of issues that we could address. By attending this institute, I hope to gain ideas and strategies and connect with others who are committed to implementing Project Citizen. The institute that we hope to attend is “Creating Better Readers, Writers, and Thinkers” which addresses a critical need for our school and students.
AFTER…
As a middle school social studies teacher, I am qualified for the Project Citizen Summer Institute and am committed to implementing this program with my students. The institute that I hope to attend is “Creating Better Readers, Writers, and Thinkers,” which addresses a critical need for my school and students. I have participated in other Ohio Center for Law-Related Education programs and know that they have a considerable impact on students, schools, and communities. In particular, I believe that my students can make a significant contribution to their own school and community where there are many issues that affect them. For example, many students comment on the way that behaviors or other issues are addressed in the school, and they have witnessed injustice in their communities. Through this program, I plan to empower my students by helping them become part of the solution to a problem that directly affects them. During the next school year, I plan to implement the program with a group of my students and to use the strategies for teaching civic involvement and the emphasis on citizenship with all of my students. To accomplish this, I must prepare for and attend the Project Citizen Showcase in Columbus, Ohio. I hope to implement this program with another teacher, Mrs. Dana McDonald, who is also applying. By sharing ideas and responsibilities, we can more efficiently and effectively implement this program. Furthermore, as a science teacher, Mrs. McDonald’s input will dramatically increase the variety of issues that we could address. By attending this institute, I hope to gain ideas and strategies and connect with others who are committed to implementing Project Citizen.
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12.26.10
Posted in College Essays at 1:16 am by lisa
Two versions of the essay appear below. The first is the version prior to my edit. The second is after my edit. To see my changes and reasons for my changes, download the doc or PDF file.
doc | pdf
BEFORE…
Which of your current or previous teachers do you admire most, and why?
Of the numerous teachers that I have had the privilege of learning under, one stands out from the rest. Mrs. Konnor, my eleventh grade AP English teacher, is undoubtedly the teacher that I admire most. Mrs. Konnor is a phenomenal teacher because she has an uncanny ability to challenge and inspire a student while simultaneously providing a comfortable learning environment. I can remember that every time I walked into her class room I was excited. Excited not only because Mrs. Konnor would keep us entertained, interested and, amazingly, on task but also because I could not wait to see what she would teach me that day. It seemed that every time I walked into that class I was in for passionate discussions and intelligent conversations about modern events, controversial issues and famous works of literature. Every day, as I left her classroom, I was inspired to learn more about current events, expand my knowledge and to become better read in classic literature. Mrs. Konnor repeatedly pointed out profound symbolism and deeper meaning in novels that we never would have been able to find on our own, thus challenging us to look closer and delve deeper into literature. The combination of relaxed and comfortable learning mixed with challenge and inspiration is unlike any I have ever faced in a classroom before and perhaps ever will again. For that, Mrs. Konnor has my gratitude and my admiration.
Describe how a world event has helped to shape the person you are today.
As with many people, the terrorist attack on the World Trade Centers in New York city on September 9th 2001 had a profound impact upon me in spite of, or perhaps because of, the fact that I was only nine. As a nine year old, I understandably could not fully grasp what had happened or any of the terrible evil that stood behind the atrocity. That day, a process began inside of me. Perhaps this process is not finished and perhaps it has run its course. In any case, I began to become aware of a whole world full of good and of evil that existed beyond the bubble of safety and comfort known as Peters Township. From that day of atrocity onward, I have extended my awareness to global events that will inevitably affect me even within the safety of my bubble. Though these events happen thousands of miles from my doorstep and involve people I have never met, they have a very real affect on me. September 11th was the first of these events that I truly experienced and it changed my whole world view and my ability to recognize the affect and scope of world event. I believe September 11th has shaped the person I am today in a profound way; acting as a giant pin to my safe and comfortable bubble and awakening me to the vast world that lie beyond Peters Township.
Describe five unique or interesting things about yourself.
A person is more than their standardized scores and GPA. A person is a complex culmination of experiences, thoughts and convictions. While a 250 word essay is by no means a clear window to the soul, I will try to give you an idea of who I am in the next 195 words. The most important thing to me and the first interesting thing about me is my faith. As a Christian I am called to share it with the world and I do that as often as I can. This brings me to my second interesting thing. I have been on two mission trips to Panama and intend of going on many more. Thirdly, I play defense for my lacrosse team. I enjoy it very much and like to think that I am pretty good too. I enjoy the competition, comradery and opportunity to exercise. The fourth thing is that I was born on Halloween. I rarely have anyone forget my birthday; it is a pretty common date. The final noteworthy or important thing to who I am is that I enjoy playing chess. While this may seem to be uninteresting, it is a good indicator of my personality. Chess is a thinking man’s game, a game of strategy and logic combined with creative thinking. This is how I am wired. I am a thinker, a problem solver and I enjoy strategic and logical thought while being creative. So there I am; 250 words to help un-fog the window.
AFTER…
Which of your current or previous teachers do you admire most, and why?
Of the numerous teachers that I have had, one stands out from the rest—Mrs. Konnor. As my eleventh grade AP English teacher, Mrs. Konnor is undoubtedly the one I admire most. She is a phenomenal teacher because she has an uncanny ability to challenge and inspire a student while simultaneously providing a comfortable learning environment. I remember being excited every time I walked into her classroom not only because Mrs. Konnor would keep the class entertained, interested and, amazingly, on task but also because I could not wait to see what she would teach me that day. Every class was filled with passionate discussions and intelligent conversations about modern events, controversial issues, and famous works of literature. Every day, as I left her classroom, I was inspired to learn more about current events, to expand my knowledge, and to become better read in classic literature. Mrs. Konnor repeatedly pointed out the profound symbolism and deeper meaning in novels, thus challenging us to look closer and delve deeper into literature. The combination of a relaxed and comfortable learning environment with challenging and inspiring lessons is unlike any I have ever faced in a classroom before and perhaps ever will again. For that, Mrs. Konnor has my gratitude and my admiration.
Describe how a world event has helped to shape the person you are today.
As with many people, the terrorist attack on the World Trade Centers in New York City on September 11, 2001 had a profound impact on me in spite of, or perhaps because of, the fact that I was only nine. As a nine-year-old, I understandably could not fully grasp what had happened or the terrible evil that stood behind the atrocity. However, a process began inside of me that day. September 11th shaped my whole world view and my ability to recognize the affect and scope of other world events. Perhaps this process is not finished and perhaps it has run its course. In any case, I became aware of a whole world full of good and of evil that existed beyond the bubble of safety and comfort known as Peters Township. From that day onward, I have been able to see how global events will inevitably affect me even within the safety of my bubble. Though these events happen thousands of miles from my doorstep and involve people I have never met, they have a very real affect on me. This new awareness has inspired me to or has impressed upon me the value of or something….[complete this thought].
Describe five unique or interesting things about yourself.
A person is more than standardized scores and a GPA. A person is a complex culmination of experiences, thoughts, and convictions. While a 250-word essay is by no means a clear window to the soul, I will try to give you an idea of who I am in the next 211 words. The most important thing to me, and the first interesting thing about me, is my faith. As a Christian, I am called to share my faith with the world, and I do that as often as I can. This brings me to my second interesting thing. I have been on two mission trips to Panama and intend to go on many more. Thirdly, I play defense for my lacrosse team. I enjoy it very much and like to think that I am pretty good, too. I enjoy the competition, camaraderie, and opportunity to exercise. The fourth thing is that I was born on Halloween. I rarely have anyone forget my birthday. The final noteworthy or important thing that tells who I am is that I enjoy playing chess. While this may seem to be uninteresting, it is a good indicator of my personality. Chess is a thinking game, a game of strategy, logic, and creativity; and I enjoy strategic, logical, and creative thought. So, these five interesting things tell you that I am more than my test scores and GPA. I am a unique, well-rounded person who cares about people and missions, who is competitive and social, who values physical fitness, and who is a thinker and a problem solver.
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09.17.10
Posted in Resources at 6:22 pm by lisa
I have been working on an informational web site about proofreading and editing. It contains the following information:
- a list of books that proofreaders and editors use
- a list of online resources including links to dictionary, grammar, and punctuation web sites
- sample proofreading and editing documents such as check sheets and style sheets
- information and tips on proofreading and editing from my experience as a writer and editor
This is a work in progress. There are a few “under construction” pages that I plan to update with information soon. After that, I will update the site with new information as it comes available to me.
Here is the link: edit.articulatewriting.com
I am also posting the link in the blog roll for easy reference later.
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04.22.10
Posted in Literary Essays at 5:12 pm by lisa
When one is an adult, pretending is a form of lying and deceit and hurts everyone involved, including the liar. Oscar Wilde portrays the dangers of pretending in his novel, The Picture of Dorian Gray. Throughout the story, Dorian pretends to be someone he is not. He is able to do this because the part of his nature that would reveal his true identity is absent from his physical body and manifests itself in the portrait. Dorian was able to experience “Eternal youth, infinite passion, pleasures subtle and secret, wild joys and wilder sins” because the portrait would “bear the burden of his shame” (Wilde 90). He remains young and innocent-looking, which enables him to hide his sins. This pretending proves to be harmful to Dorian and to just about everyone Dorian befriends.
Oscar Wilde uses an actress and the theater to illustrate how harmful pretending can be. There is irony in how Wilde uses the theater, because it is not deceitful or harmful to act in a play or musical when the audience knows the actors and actresses are pretending. However, for actress Sibyl Vane, acting becomes very harmful. It is Sibyl’s acting that attracts Dorian to her, and Sibyl gives her whole heart to him, referring to him as her “prince, Prince Charming” (Wilde 54). Dorian is infatuated with Sibyl because of who she is on stage, not because of who she really is. Other than being beautiful, the only quality that Dorian finds attractive in her is that she “is” so many people, “One evening, she is Rosalind, and the next she is Imogen,” he says (Wilde 45). Dorian does not recognize Sibyl beyond the characters that she portrays and treats her badly when she fails to “be” her character; “You make yourself ridiculous. My friends were bored. I was bored” (Wilde 74). It is apparent that Dorian places a high value on pretending. Dorian continues to be unsympathetic when Sibyl explains that she “cannot mimic [a passion] that burns me like fire” (Wilde 75). Unmoved by Sibyl’s own passion for him, he breaks his relationship with her saying, “you have killed my love…You simply produce no effect” (Wilde 75). His mistreatment of her reveals him as a cruel, selfish person, not her “Prince Charming” as she had thought (Wilde 54). Sibyl is devastated by his cruelty and ends her own life. Dorian’s high value of pretending and his own performance as “Prince Charming” harms Sibyl to the point of death (Wilde 54).
The incident with Sibyl marks the beginning of Dorian’s life as a liar and deceiver. The portrait of Dorian reflects his treatment of Sibyl by showing a “touch of cruelty around the mouth” (Wilde 78). This is the first time the portrait alters, and Dorian thinks about “praying that the horrible sympathy that existed between him and the picture might cease” (Wilde 91). Instead, he decides that “there would be a real pleasure in watching it” (Wilde 91). Throughout the rest of the novel, Dorian pretends to be someone he is not. He hides his hideous character behind his good looks in the same way that Sibyl’s character was hidden behind her acting. The difference is that Sibyl did not hide herself for the purpose of deceiving people. Dorian purposely deceives his friends with his innocent appearance. Though Dorian looks young and innocent, he is actually evil and has a bad influence on his friends. Basil lists the many people influenced by Dorian:
There was that wretched boy in the Guards who committed suicide. You were his great friend. There was Sir Henry Ashton, who had to leave England, with a tarnished name. You and he were inseparable. What about Adrian Singleton, and his dreadful end? What about Lord Kent’s only son, and his career? I saw his father yesterday in St. James’s Street. He seemed broken with shame and sorrow. What about the young Duke of Perth? What sort of life has he got now? What gentleman would associate with him?” (Wilde 127)
The actions of Dorian’s friends reflect what kind of person Dorian is, according to Basil, who says, “One has a right to judge of a man by the effect he has over his friends. Yours seem to lose all sense of honour, of goodness, of purity. You have filled them with a madness for pleasure” (Wilde 128). If these people had known that Dorian was pretending to be someone he was not, they could have avoided him and made better choices for friends. However, “His beauty had been to him but a mask, his youth but a mockery” (Wilde 185). People are attracted to Dorian because of his good looks, and he easily befriends them.
Dorian also ruins his own life by pretending to be someone he is not, because he worries, “What sort of life would his be if, day and night, shadows of his crime were to peer at him from silent corners, to mock him from secret places, to whisper in his ear as he sat at the feast, to wake him with icy fingers as he lay asleep!” (Wilde 168-169). Even though he hides his sins from society and masquerades as a young, innocent man, he has to live with the consequences of his actions. Dorian acts immorally and then has to commit more sins to cover up his previous ones. He kills Basil in a rage after Basil confronts him about his immorality and his influence over his friends. He then gets high on opium to keep himself from thinking about Basil’s death, because he “felt that if he brooded on what he had gone through he would sicken or grow mad….It was a thing to be driven out of the mind, to be drugged with poppies, to be strangled lest it might strangle one itself.” (Wilde 137). Dorian cannot rest and enjoy his life. At the thought that the only person who could help him cover up his crime might be out of town, he “grew nervous, and a horrible fit of terror came over him” (Wilde 139). When explaining to Lord Henry where he was the night he killed Basil, Dorian stumbles, “No, I don’t mean that. I didn’t go to the club. I walked about. I forget what I did…” (Wilde 153). He is petrified that James Vane will find him and kill him. Dorian has to constantly look over his shoulder, think carefully about what he says before he says it, and fear being discovered. I agree with Alan Campbell, who exclaims, “‘Your life? Good heavens! what a life that is! You have gone from corruption to corruption, and now you have culminated in crime’” (Wilde 145). Dorian has no life. The portrait offered Dorian a way to sin and to pretend that he was not sinning. He decides against changing his ways; “Yes, Basil could have saved him. But it was too late now. The past could always be annihilated. Regret, denial, or forgetfulness could do that. But the future was inevitable. There were passions in him that would find their terrible outlet, dreams that would make the shadow of their evil real.” (Wilde 102). Hiding his immorality allowed him to get so deep into his pleasure-seeking that he could not stop.
A theme that runs through this novel is that one can distance oneself from the one he or she really is, but one cannot rid oneself completely of that true identity. Dorian’s true nature is bound to be discovered by someone. The unveiling of Dorian’s identity comes when Basil confronts him about his influence on his friends. This discovery is similar to Dorian’s discovery of Sibyl’s true personality and her own passion for him. Dorian only loved Sibyl when she hid her true identity behind her characters, “Without your art, you are nothing….What are you now? A third-rate actress with a pretty face.” (Wilde 75). Dorian is only loved and accepted by society when he hides his true nature in a portrait. Basil confronts Dorian about his nature, because other people discover the connections between him and their family tragedies. Basil says, “They say that you corrupt every one with whom you become intimate, and that it is quite sufficient for you to enter a house, for shame of some kind to follow after.” (Wilde 129). What is Dorian now that his true character is revealed? He is nothing more than a third-rate human being—a corrupt, selfish, drug addict and murderer— with a pretty face. Dorian knows this and is “burdened by his past” (Wilde 187). Dorian never rids himself of his corrupt nature. He tries to destroy the picture to “kill the past;” Dorian “seized the thing [knife], and stabbed the picture with it.” (Wilde 187). However, Dorian kills himself instead of destroying the picture, because what he wanted to destroy in the picture was part of him; “When they [servants] entered, they found hanging upon the wall a splendid portrait of their master as they had last seen him in all the wonder of his exquisite youth and beauty. Lying on the floor was a dead man…with a knife in his heart” (Wilde 188). This nature, which Dorian could hide but not destroy, finally destroyed him.
References
Wilde, Oscar. The Picture of Dorian Gray. Oxford University Press Inc., New York, 2006.
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Posted in Literary Essays at 1:39 pm by lisa
Parenting is a struggle between holding on and letting go, because all children are born to be let go and all parents have to figure out when to let them go. The transformation from dependent infancy to independent adulthood is gradual. As each year passes, children seek more and more independence while parents let go little by little. Parents struggle with knowing when, how much, and in what situations they need to let go. Jenise Aminoff portrays this struggle in her short story, “Fate,” from Mojo: Conjure Stories. Throughout the story, Cass was torn between holding on to her son, Eshu, to protect him and letting Eshu go to live out his fate. Although Cass was required to let Eshu go prematurely, much of her relationship with Eshu was like other parent-child relationships. Cass described her relationship with Eshu as being “full of tricks and changes, joys and reversals” (Aminoff 93). This describes all parent-child relationships, because knowing what is best for any given child and gaining the strength to do it involves making uncertain decisions, making mistakes, and fixing mistakes.
Cass’ choices and the events that followed them illustrate the trickiness of parenthood. Even though Cass’ premonitions allowed her to know that Eshu would be taken from her, she was still very much like any other mother. Cass loved Eshu dearly, worried about him and how her decisions would affect him, made mistakes, endured pain for him, made sacrifices for him, and ultimately, only wanted what was best for him. Through Cass and her relationship and experiences with Eshu, I will illustrate how difficult parenting is. All parents have to balance their sacrificial love for and desire to protect their children with their desire to do what is best for them, even if it means they have to let them go.
From the very beginning of the story, we learn that Cass loved Eshu as much as any mother loves her child. At his birth, “she’d laughed and wept and stroked his forehead and put one fingertip into his tiny grasp” (Aminoff 93). She was overwhelmed with joy over her newborn son and lavished affection on him. Her tears could have been tears of joy as well as tears of sadness for his fate. Cass also enjoyed Eshu. His presence, words, and actions alone delighted her. She needed nothing from him except for him to be himself. This is evident from her reaction and response when “Eshu did a wild, ecstatic dance in the living room, and [she] and Stevie laughed and clapped and sang along…” (Aminoff 96). She wanted to tell Eshu a story when he finished, but he protested because he had not brought her anything. She responded by saying, “you just gave me something wonderful” (Aminoff 96). Likewise, parents love watching their children grow and learn and make discoveries about the world around them. It is the best gift children can give, and for most parents, the greatest joy.
Because Cass loved Eshu so much, she naturally worried about him and about the decisions she made regarding him. She thought about what her husband, Hank, said when he “told her she was going to give their son a complex, holding him that tight, that close, never leaving him even for a moment…” (Aminoff 93). Cass wanted what was best for Eshu so “Over time, she began to think that maybe Hank was right…” (Aminoff 93). So Cass did what she thought was best for Eshu and let him go just a little by “paying him little mind as she carefully moved a batch of baby geckos into a new, larger tank” (Aminoff 93). Cass also worried about Eshu after she turned him into a duppy. After Elliot committed suicide, she realized that she had made a mistake. At the funeral, “Even Hank did not notice his dead son tugging at his pant leg, wanting to be held. It broke Cass’s heart.” (Aminoff 100). In the end, she tells Anansi, “He’s my son…I have to set him free.” (Aminoff 101). Through all of the worrying and mistakes, Cass finally realized what was best for Eshu. Many other parents worry in the same way. They fret over decisions wondering if they are doing what is best, because the best is what they want for their children.
In addition to the emotional pain of worrying, Cass also endured great physical pain for Eshu. In her attempt to save his life, she stepped on a toy and broke her ankle. However, “Somehow, she made that ankle work. She made a dash across the room and lunged, her ankle going crack!” (Aminoff 94). Even after she also broke her arm, she “bit back the pain, dragged [Eshu] up over the wall, and set him down on the floor beside where she collapsed” (Aminoff 94). Though she endured great pain that day, she still thought it was all worth it. “I did it. It was worth it. I changed my son’s fate. I saved him.” (Aminoff 95). Many parents endure pain and are able to overcome great physical limitations to save their children. There are instances where people have lifted heavy objects or moved at great speed to save their children.
Cass also made a great sacrifice for Eshu when she traded her ability to know things in order for Eshu to go to heaven. “she thought…How will I know anything? But she looked at Eshu…and she knew there was no going back. So she nodded. ‘Yes, take it…’” (Aminoff 101). This sacrifice was not just for Eshu. It was for her entire family, because she was willing to do anything as long as it only affected her. She told Anansi that she would give “‘Anything that is mine to give. Not Hank, nothing that will harm anyone else. Just me.’” (Aminoff 101). This sacrifice reflects Cass’ sacrificial love for Eshu even though she made it to rectify her mistake of making him a duppy. Ultimately, Cass only wanted and did what was best for Eshu. I believe the same motives are inherent in all parents. Parents often make mistakes but change their minds and their decision—if they can.
Though I have drawn many parallels between Cass and other parents, Cass certainly acted in ways that I cannot compare to other parents’ actions. Bringing someone back from the dead is a horrifying idea. With these events, I believe the author was employing the concept of “Cognitive Estrangement” as defined by critic Darko Suvin. Aminoff exaggerated the events in the story to emphasize the values and ideas that she was trying to convey. When Cass brought Eshu back from the dead, Aminoff was speaking of the struggle all parents have between holding onto their children and letting them go. Every time children gain more independence, parents have to let go a little bit to allow it to happen.
Parents are human beings with their own feelings and desires. The strong love that parents have for their children can make decisions unclear, because it is difficult to distinguish between what is truly best for children and what is only what parents want for them. This uncertainty creates a tug-of-war as parents let go and then pull back and then let go again. Although I am addressing how this tug-of-war makes parenthood tricky and difficult, I believe another closely related theme of the story is for parents to make sure to enjoy their children because no one really knows what their fate entails. I think that any parent-child relationship can be described in the same way that Cass described her relationship with Eshu, which was “full of tricks and changes, joys and reversals” (Aminoff 93). All of the bad is mixed in with the good. One cannot take only the good. The good is actually made better because of the bad. If Cass had had no idea Eshu would be taken away from her, would she have enjoyed Eshu’s “wild, ecstatic dance” (Aminoff 96) as much?
References
Aminoff, Jenise. “Fate.” Mojo: Conjure Stories. Hopkinson, Nalo. New York: Time Warner, 2003.
Parenting is a struggle between holding on and letting go, because all children are born to be let go and all parents have to figure out when to let them go. The transformation from dependent infancy to independent adulthood is gradual. As each year passes, children seek more and more independence while parents let go little by little. Parents struggle with knowing when, how much, and in what situations they need to let go. Jenise Aminoff portrays this struggle in her short story, “Fate,” from Mojo: Conjure Stories. Throughout the story, Cass was torn between holding on to her son, Eshu, to protect him and letting Eshu go to live out his fate. Although Cass was required to let Eshu go prematurely, much of her relationship with Eshu was like other parent-child relationships. Cass described her relationship with Eshu as being “full of tricks and changes, joys and reversals” (Aminoff 93). This describes all parent-child relationships, because knowing what is best for any given child and gaining the strength to do it involves making uncertain decisions, making mistakes, and fixing mistakes.
Cass’ choices and the events that followed them illustrate the trickiness of parenthood. Even though Cass’ premonitions allowed her to know that Eshu would be taken from her, she was still very much like any other mother. Cass loved Eshu dearly, worried about him and how her decisions would affect him, made mistakes, endured pain for him, made sacrifices for him, and ultimately, only wanted what was best for him. Through Cass and her relationship and experiences with Eshu, I will illustrate how difficult parenting is. All parents have to balance their sacrificial love for and desire to protect their children with their desire to do what is best for them, even if it means they have to let them go.
From the very beginning of the story, we learn that Cass loved Eshu as much as any mother loves her child. At his birth, “she’d laughed and wept and stroked his forehead and put one fingertip into his tiny grasp” (Aminoff 93). She was overwhelmed with joy over her newborn son and lavished affection on him. Her tears could have been tears of joy as well as tears of sadness for his fate. Cass also enjoyed Eshu. His presence, words, and actions alone delighted her. She needed nothing from him except for him to be himself. This is evident from her reaction and response when “Eshu did a wild, ecstatic dance in the living room, and [she] and Stevie laughed and clapped and sang along…” (Aminoff 96). She wanted to tell Eshu a story when he finished, but he protested because he had not brought her anything. She responded by saying, “you just gave me something wonderful” (Aminoff 96). Likewise, parents love watching their children grow and learn and make discoveries about the world around them. It is the best gift children can give, and for most parents, the greatest joy.
Because Cass loved Eshu so much, she naturally worried about him and about the decisions she made regarding him. She thought about what her husband, Hank, said when he “told her she was going to give their son a complex, holding him that tight, that close, never leaving him even for a moment…” (Aminoff 93). Cass wanted what was best for Eshu so “Over time, she began to think that maybe Hank was right…” (Aminoff 93). So Cass did what she thought was best for Eshu and let him go just a little by “paying him little mind as she carefully moved a batch of baby geckos into a new, larger tank” (Aminoff 93). Cass also worried about Eshu after she turned him into a duppy. After Elliot committed suicide, she realized that she had made a mistake. At the funeral, “Even Hank did not notice his dead son tugging at his pant leg, wanting to be held. It broke Cass’s heart.” (Aminoff 100). In the end, she tells Anansi, “He’s my son…I have to set him free.” (Aminoff 101). Through all of the worrying and mistakes, Cass finally realized what was best for Eshu. Many other parents worry in the same way. They fret over decisions wondering if they are doing what is best, because the best is what they want for their children.
In addition to the emotional pain of worrying, Cass also endured great physical pain for Eshu. In her attempt to save his life, she stepped on a toy and broke her ankle. However, “Somehow, she made that ankle work. She made a dash across the room and lunged, her ankle going crack!” (Aminoff 94). Even after she also broke her arm, she “bit back the pain, dragged [Eshu] up over the wall, and set him down on the floor beside where she collapsed” (Aminoff 94). Though she endured great pain that day, she still thought it was all worth it. “I did it. It was worth it. I changed my son’s fate. I saved him.” (Aminoff 95). Many parents endure pain and are able to overcome great physical limitations to save their children. There are instances where people have lifted heavy objects or moved at great speed to save their children.
Cass also made a great sacrifice for Eshu when she traded her ability to know things in order for Eshu to go to heaven. “she thought…How will I know anything? But she looked at Eshu…and she knew there was no going back. So she nodded. ‘Yes, take it…’” (Aminoff 101). This sacrifice was not just for Eshu. It was for her entire family, because she was willing to do anything as long as it only affected her. She told Anansi that she would give “‘Anything that is mine to give. Not Hank, nothing that will harm anyone else. Just me.’” (Aminoff 101). This sacrifice reflects Cass’ sacrificial love for Eshu even though she made it to rectify her mistake of making him a duppy. Ultimately, Cass only wanted and did what was best for Eshu. I believe the same motives are inherent in all parents. Parents often make mistakes but change their minds and their decision—if they can.
Though I have drawn many parallels between Cass and other parents, Cass certainly acted in ways that I cannot compare to other parents’ actions. Bringing someone back from the dead is a horrifying idea. With these events, I believe the author was employing the concept of “Cognitive Estrangement” as defined by critic Darko Suvin. Aminoff exaggerated the events in the story to emphasize the values and ideas that she was trying to convey. When Cass brought Eshu back from the dead, Aminoff was speaking of the struggle all parents have between holding onto their children and letting them go. Every time children gain more independence, parents have to let go a little bit to allow it to happen.
Parents are human beings with their own feelings and desires. The strong love that parents have for their children can make decisions unclear, because it is difficult to distinguish between what is truly best for children and what is only what parents want for them. This uncertainty creates a tug-of-war as parents let go and then pull back and then let go again. Although I am addressing how this tug-of-war makes parenthood tricky and difficult, I believe another closely related theme of the story is for parents to make sure to enjoy their children because no one really knows what their fate entails. I think that any parent-child relationship can be described in the same way that Cass described her relationship with Eshu, which was “full of tricks and changes, joys and reversals” (Aminoff 93). All of the bad is mixed in with the good. One cannot take only the good. The good is actually made better because of the bad. If Cass had had no idea Eshu would be taken away from her, would she have enjoyed Eshu’s “wild, ecstatic dance” (Aminoff 96) as much?
Works Cited
Aminoff, Jenise. “Fate.” Mojo: Conjure Stories. Hopkinson, Nalo. New York: Time Warner, 2003.
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