Good, Evil, or Something Else.

William, Blake. “Plate 1. Copy D, of The Marriage of Heaven and Hell”. The Norton Anthology of British Literature: The Romantic Age. 10th ed. Stephen Greenblatt, General Editor. W. W. Norton, 2017. C3

When your eyes first gaze upon The Marriage of Heaven and Hell title page those words pop out at you. You could never believe two polar opposites could ever marry. Hell the place where all evil goes in the afterlife and heaven the place where all good goes too. It would in our eyes be considered morally wrong for such a thing to occur. We see our perspective of the situation portrayed in the background as we see many angels look on in horror at the sexy, genderless, devil and an angel who embrace signifying a union. More angels seem to run away from this marriage that seems very immoral. Morality is the main topic depicted in this image and poem. William Blake after reflecting creates his own views on heaven and hell. He creates an idea of what good and bad morals are. Good morals are not based on being really good but rather “a “marriage” or union of the contraries, of desire and restraint, energy and reason..(158)”. This is very much reflected in Shelley’s Frankenstein.

In Mary Shelley’s Frankenstein, there is a question that is always apparent is it moral to bring back the dead. The moment Victor Frankenstein awakens the monster he feels immediate regret, “How can I describe my emotions at this catastrophe, or how delineate the wretch whom with such infinite pains and care I have endeavored to form (Shelley 51). This is very much like the reaction the angels have in The Marriage of Heaven and Hell the look away in horror at the immoral union much like Frankenstein does at his unliving living monstrosity. Throughout the rest of the novel, Frankenstein continues to question himself on whether or not it was moral. We see that his decision to create the monster very much reflects the morals Blake discusses. How Frankenstein had all the desire to create life, yet did not have the restraint to take the time and do it correctly. How he used all his energy up but did not have a valid reason to. He morally made a bad decision according to Blake.

Shelley, Mary. Frankenstein. 1818, 1831. Introduction and Notes by Karen Karbiener. Barnes and Noble, 2003.

William, Blake. “Plate 1. Copy D, of The Marriage of Heaven and Hell”. The Norton Anthology of British Literature: The Romantic Age. 10th ed. Stephen Greenblatt, General Editor. W. W. Norton, 2017. C3

William, Blake. “The Marriage of Heaven and Hell”. The Norton Anthology of British Literature: The Romantic Age. 10th ed. Stephen Greenblatt, General Editor. W. W. Norton, 2017. p. 385.

The adventures of Tweedle Dum in Wonderland

Written in collaboration with Landon Childres ,Crowson Roosa, and Joseph Vanstory

Preface

You awake on the ground. You are confused and do not know where you are. There are all sorts of trees all around you, some bright green, other dull brown, plenty of foliage all around. In Lewis Carrol’s Wonderland, you wake up to see a white rabbit “waistcoat-pocket” and a “watch to take out of it” (ch.1). You decide to ignore it and move on. Eventually, you stumble across a massive house. In “The Adventures of Tweedle Dum in Wonderland” by Ruben Castillo-Martinez, Landon Childres, Crowson Roosa, and Joe Vanstory, you will solve this mystery. Why are you here? What brought you here? You walk forward to find out.

The Adventures of Tweedle Dum in Wonderland

You venture to the very vibrant forest and eventually, you stumble across a massive house. You enter the massive house aligned with only the finest bright red roses in the shape of hearts and decorated with the most magnificent furnishings to find a man wearing a bright gold with hearts embedded into the crown. The man introduces himself as the King of Hearts and that he is here to give you your mission. The King informs you that you are Tweedle Dum, and you need to save your brother and The Mad Hatter who is in Wonderland captured by the villainous Queen of Hearts. You ask the King how you are supposed to save them. The King of Hearts informs you that the only way to free your brother is to kill The Queen of Hearts and save The Mad Hatter. You ask the King how you are supposed to do that. The only thing the King tells you before he runs away is to find the hookah-smoking caterpillar and that you must never let the Queen of Hearts know what you are doing or you will be banished from this world. As you see the King run away through the window, you burst out of the house door, and then you chase after the King. As you are running you neglect your surroundings and end up falling into a ditch. As you get up and dust yourself off, you notice a white rabbit in a waist-coat staring at you. 

To your surprise, the rabbit asks if you are okay. You reply that you are fine and that you need to continue chasing the King of Hearts. The rabbit replies by saying that there is no need and that he knows where you need to go. The rabbit darts off, leaving you in the ditch all alone. You decide to chase after the rabbit, this time being more careful of your surroundings. To your surprise, you are rapidly approaching the rabbit discovering you are abnormally fast. You chase the rabbit for what seems like an eternity, but eventually, you come upon a forest filled with bright green trees, vibrant colorful flowers and there you see a giant dark figure sitting atop a dull brown mushroom surrounded by a cloud of smoke. As you stop and catch your breath, you notice that you cannot find the rabbit anywhere. You decide to forget the rabbit and give in to your curiosity. When you begin to approach the figure you see it’s a blue caterpillar smoking a hookah and it introduces itself as Absolem. It talks in a booming, thunderous voice saying that the Queen is in Wonderland hunting you down. Hearing The Queen’s name, a shiver goes down your spine. Absolem notices your fear and tells you to not be afraid because there is a way to defeat her and save your brother and The Mad Hatter. Absolem tells you that you must make a poison to kill the Queen of Hearts and split up the royal family. After that, Absolem disappeared into a cloud of smoke leaving only a book in its place. You pick up the book and open it to find that it has nothing but a list of ingredients with pictures. There are only three ingredients listed in the book: a scoop of vibrant orange marmalade, one brown dull mushroom, and the hair of a brown Cheshire Cat. 

As you are looking at the book for more clues, you hear someone humming. You follow that sound and find a little girl humming. You walk up to her and see something familiar in her hand. As you get closer, you know for sure, it is the unmistakably vibrant orange marmalade from the book of ingredients. The little girl sees you looking at her orange marmalade and clinches it tighter. The little girl says that her name is Alice and she demands to know your name. You tell her that your name is Tweedle Dum and that you need her orange marmalade. She tells you that she will only give it to you if you tell her why. You reluctantly decide to tell her the whole story of why you are there and that you need to make a poison. Alice supports your brave adventure and decides to give you the orange marmalade on the condition that she gets to go with you on your adventure. You tell her no and that it’s too dangerous for her. She says that she is the only one that knows where to find the ingredients and that you need her help. You reluctantly decide to accept her help. With Alice’s help, you find the mushroom in a remote part of the forest where many wild beasts roam. You and Alice then spend many days tracking down the Cheshire Cat, so that you are able to obtain a strand of its hair. After three straight days, you decide to set a trap and lure the Cheshire Cat in. Since you only need a strand of its hair, you have Alice lure it in and when it goes into the right spot you release a trap that swings a sharp stick at the cat and cuts off some of its hair. After you find all of the ingredients, you realize that you need to find the caterpillar so that you can make the poison. As you set out to look for someone to help you, you figure out that you have been followed all this time. Behind you, you hear thunderous footsteps and you turn around and see the Queen. An unimaginable fear creeps up inside you, and you are unable to keep yourself from throwing yourself into a fetal position and covering your eyes. As you are covering your eyes, you feel someone coming towards you, the fear is getting greater. You feel someone right next to you, you can hear their breath and just when you feel like you can’t take any more fear, you feel a hand on your shoulder. You open your eyes, confused as to what is going on, you’re in a straight jacket in a white empty void, your eyes gaze upon a kind-looking doctor who is holding you, trying to stop your fear. You see his nametag, it says Dr. Hatter, then laying beside you, you see a cat with a collar that says, “Hearts”. Then you hear strange noises and look across the room to see a TV playing Alice in Wonderland on channel 9, with the psych wards basic cable television. After you calm down, Dr. Hatter says, “it’s all alright, you just need to take your medicine.” You were banished from the world. Do You Want To Start Again?

Works Cited

Carroll, Lewis. Alice’s Adventures in Wonderland. 1865. Project Gutenberg, http://www.gutenberg.org/files/11/11-h/11-h.htm. Accessed 27 April 2020

The Rime of the Ancient Dæmon-lover

The romantic period in British literature was a very complex period. Many of this time period’s writings had similar themes. They seem to be inspired by one another. Coleridge’s “The Rime of the Ancient Mariner” seems to have been inspired not by another work from the romantic period but rather an old folk song “The Dæmon-lover” for they seem to share a similar theme. “The Dæmon-lover” in a tale about a woman waiting for her sailor husband who has been gone for some time now. The husband finally arrives one day and sets sail with the woman but he reveals that he is a dæmon turning the trip into a living hell. “The Rime of the Ancient Mariner” is a tale about a sailor interrupting a wedding in order to tell his tale and warn not to make his mistake. He tells the tale of all the hell he went through at sea because he had made the mistake of killing an albatross. These two tales seem to also have a similar supernatural aspect. 

“The Rime of the Ancient Mariner” and “The Dæmon-lover” are very similar; it almost seems as if Coleridge was heavily inspired by the old folk tale. Coleridge’s tale seems to echo many aspects of “The Dæmon-lover” one of which is the location of the tale, which the majority of takes place at sea. Typically most tales told at sea have a similar dark, violent, or haunting theme for as the sea is a vast void of the unknown. Coleridge and this folk tale both evoke these ideas by using imagery to show supernatural occurrences in which the sea is depicted as violent and unknown. For example in “The Dæmon-lover”, “The clouds grew dark, and the wind grew loud, / And levin° fill’d her e’e / And waesome wail’d the snaw-white sprites / Upon the gurlie° sea” (Lines 69-72). Prefacing these line the dæmon, which in itself is supernatural, and his lover are conversing when all of a sudden the dæmon reveals himself and his plan to the lover to take her soul. He begins to turn the sea and the sky into a violent dark abyss very much reflecting what the sea is usually depicted as. Coleridge echos this in his tale when he writes, “Upon the slimy sea / About, about, in reel and rout / The death-fires danced at night; / The water, like a witch’s oil, / Burnt green, and blue, and white” (Lines 126-130). Coleridge uses imagery to depict the sea as a dark and mysterious abyss with an aura around it similar to the stigma supernatural witches cauldrons as well as depicting the sky as deathly and haunting.  Coleridge very much echos the depiction of the sea and the supernatural aspect of “The Dæmon-lover”. 

Although very similar “The Rime of the Ancient Mariner” and “The Dæmon-lover” there are some major differences. The reasoning behind why they were written is one of these differences. “The Dæmon-lover” is more of a tale that’s meant to teach you a lesson to not dive headfirst into the unknown. While the “The Rime of the Ancient Mariner” is more of a fully developed story about a character telling others about his mistake and what they should learn from it. 

Coleridge’s “The Rime of the Ancient Mariner” is a tale about seamen who happens to make a grave mistake while at sea and wants others to learn from his mistakes. The tale is filled with imagery to depict the sea as very dark and grim. This imagery seems to very much echo the old folk tale “The Dæmon-lover” making it seem as though Coleridge was very much inspired by it. However, there are a few differences such as that they were written for different reasons. 

Works Cited

Coleridge, Samuel Taylor. “The Rime of the Ancient Mariner.” The Norton Anthology of British Literature: The Romantic Period. 10th ed. Stephen Greenblatt, General Editor. W. W. Norton, 2017. pp. 448-64.

“The Daemon-lover.” The Norton Anthology of British Literature: The Romantic Period. 10th ed. Stephen Greenblatt, General Editor. W. W. Norton, 2017. pp. 37-39.

Learning with Lucas

When I first started this class I had no idea what to expect. I did not really look to into what this class was about. My idea of what this class was about was that it was going to be another language arts class like before. I had thought all we would do was to analyze a lot of literature but at a college level and write papers about them. However, to my surprise, the class was more about learning how to write different types of papers. This was a really good thing and a really bad thing at the same time. I had not written the type of papers we had to write, which was pretty bad, however, it gave me a chance to learn. Even though my papers haven’t been the greatest I believe I had learned so much. To me, it was really helpful that Dr. Lucas had shared her knowledge of writing with us and that she provided examples of writing and further explanation of writing to us. I really believe that the most impact piece of writing that I did was the literacy narrative we did at the beginning of the semester and all Dr. Lucas did to help us write it.

The very first paper that we had to write for our class was a literacy narrative. At first, I had forgotten what a literacy narrative was and so thankfully Dr. Lucas had provided several examples of what a literacy narrative was. For example, she had assigned us to read from our handbook. In our book, we read about Emily Vallowe and her story about struggling to find her identity as a writer (Bullock 73-79). This literacy narrative was a really great example to me because I was able to understand what made it a literacy narrative. Furthermore, the day where we went over this narrative in class was also very important. Dr. Lucas had gone over it with the class. She explained that a literacy narrative was basically a memory of yours that involves writing that later affects your writing. When the day came when we began to write our drafts I now knew what I was supposed to write.

Once I picked up my pencil and began to write my draft I reflected on a piece of writing that really affected my writing. What I came up with was a memory about adjectives and the correct use of the word “they”. I soon began to write what I thought was a literacy narrative. Once I finished I thought I was done and could turn it in so I did. What I didn’t know, however, was that Dr. Lucas would take these up and make comments on this. This perplexed me never did I have a teacher who was willing to correct and mention my mistakes in my drafts. Some teacher would just tell me I needed to work on one thing or the other but Dr. Lucas took the time to read mine and my fellow students and comment on anything that was out of hand. I then went over all the comments she made and was able to learn more from them. For example, I didn’t realize that my narrative wasn’t well structured so I decided to go back and restructure it. This ultimately allowed me to learn how I should structure my writing. Furthermore, she had noticed that I needed more details. Therefore I wrote more details and this let me know literacy narratives need a lot of specific details. I believe that because of Dr. Lucas helpful comments and the fact that she assigned us different things to read I was able to learn more about writing.

Throughout this whole semester, I believe that I have learned to write better. Reasons that I have to learn are because of Dr. Lucas. She was able to share her information to write via commenting on my drafts. She also had shared several pieces of writing that were a very good example of what to write.

Persuasive Sophistication and Diversity

The Lenoir-Rhyne University advertisement in Our State magazine is an image of students hanging out assumably the Lenoir-Rhyne campus. There are five students in total that are visible. The students are dressed in blue and seersucker dresses or button-up shirts along with khakis or dress shorts with dress shoes. There is diversity between them as there is an African-American male student conversing with two other white students. Furthermore, there is a sense of openness because of the outdoor setting and the sun shining down upon the students. This advertisement for Lenoir-Rhyne University is attempting to persuade the viewer that it rather sophisticated and diverse so that they attend Lenoir-Rhyne University.

The advertisement for Lenoir-Rhyne University has a title that in itself is an advertisement for Lenoir-Rhyne University. The title goes as follows “With Sophistication, Style, and Southern Charm… LRU Welcomes You” (1). Within this title, there are several components that allow it to persuade someone to go to Lenoir-Rhyne. One the sophistication and style, it allows for the viewer to associate the university with sophistication, which everyone wants. The style part of this allows for the association with classiness. Second the southern charm, everyone has that one thought about the south and its how friendly it can be. This friendliness can lead someone to believe that this university is very open and friendly towards everyone. Finally, the title ends with a rhyme that makes the viewer think of media such as songs and poems that rhyme and how friendly they are. Especially since it is rhyming with the u sound, which is very soft almost kind, that most likely concludes love songs. Together with all these components, the title of this advertisement is another way that Lenoir-Rhyne University is trying to persuade students to come to the university.

Right below this title for the Lenoir-Rhyne University advertisement is a short text. This short text is yet another way to persuade students to go to this university. In this text, we can see how the university is still trying to get the point across that they are sophisticated and stylish. For example, “Donned in suits, skirts, and seersucker, students at Lenoir-Rhyne University bring a sense of style as polished as our programs of study”(1). This line of text is basically saying these students dressed in a sophisticated manner reflect how our programs are. Yet again Lenoir-Rhyne goes back to the point that the university’s programs are just as sophisticated as their students. To many, this is quite desirable because a student does not want to go to a school with bad programs. Furthermore, “Higher education has never been so dapper”(1). Lenoir-Rhyne is both describing the education it provides as high and the way it presents itself as dapper, which basically means well dressed. Lenoir-Rhyne once again mentions how sophisticated it is and its education. The university is pushing itself as a sophisticated and highly intellectual school in order to persuade the viewer.

Lenoir-Rhyne advertisement in Our State magazine included an image that had several students in it. All dressed in suits and dresses, and diverse with a African-American male included within the group. As said before Lenoir-Rhyne is trying to reflect the way that its student dress to itself. It’s trying to seem very sophisticated since it’s students are quite elegantly dressed in articles of clothing that are usually very classy. Furthermore, Lenoir-Rhyne is trying to appear diverse and open to everyone. In the image itself, it has almost all white students except for one that is conversing with them implying that the university itself is quite diverse and accepting. The university is overall trying to reflect the ways their students are onto them.

The advertisement for Lenoir-Rhyne University in Our State magazine is an advertisement that has an image of several well dressed diverse students. The advertisement itself is trying to attract students to the university by trying to appear sophisticated by reflecting the way their students are onto the university itself.

Works Cited

Lenoir-Rhyne U. Advertisment. Our State, Aug. 2015, p. 1.

“They”

I don’t really have much issues with writing. Maybe some errors here and there, but other than that, I think I’m alright. I mean I did go to school for almost all my life so far and I’ve learned quite a bit. I especially learned how to describe the world around me. Unlike the first grader me, who would describe things with one phrase that always started with “they”. This was a very bad thing I used to do since I like to take pictures and I see the world around me as a picture.

I remembered that in kindergarten I wasn’t really learning how to write I was learning how to spell, but as soon as I became a first grader my teacher Miss Lieblein wanted us to write stories. One day Miss Lieblein asked us to write about our favorite animal, so I grabbed my piece of paper out. We would write these stories on these gray wide-ruled piece of paper that felt like newspaper and tore easily, which I later found out was named writing paper. I decided that I wanted to write about my favorite animal the tiger. I had to take the time to think about what they did. My first grader mind had never stood in front of a tiger, but he did watch the Saturday morning educational show right before my favorite cartoons. I didn’t have any of the really cool cartoon channels such as Nickelodeon, Disney Channel, or Cartoon Network but there was the CW that had Saturday morning cartoons. On the CW right before my favorite cartoons YuGiOh and Dragon Ball Z there was an educational show about animals. This show gave me my inspiration on what to write about tigers. On the show I saw what the tigers would do by just looking at their movements and their surrounding it was like a picture to me. Everything the tigers would do I could clearly see as a picture that described them. These pictures stayed in my minds while I was writing about tigers.

I began to write about my favorite animal from what I saw in those pictures in my head. I wrote that tigers, Tigers like to run. “They” live in Africa. “They” like to take naps. “They” are like really big cats. “They” are orange with black stripes. “They” are my favorite animal. I was really proud of my work. It matched with the pictures of the lions in my head from the Saturday morning show. I decided to draw a picture to match my description with my first grade drawing capabilities. Once I was done I showed Miss Lieblein and she told me I was wrong. My little first grade brain could not comprehend why. Why was my description of tigers wrong if they do this and that. I spent the next couple of minutes reflecting saying it all back in my head “They” do this, “They” do that, and“They” are, then I flashed back to watching that Saturday morning show. The man with the Australian accent narrating the show was not repeatedly saying “They” over and over again when describing tigers, but he would say “The tigers like to take naps regularly. They hunt for their food because they eat meat. Tigers usually stay by themselves except for cubs and moms”. I say that he would switch up his wording. Instead of using the noun only once and then using a lot of pronouns he would switch it up. Finally I realized what I needed to do and I fixed it and showed it to Miss Lieblein of course I was right. This experience of describing a tiger really helped me learn how to describe things and how to use nouns and pronouns. I figured out that I need to imagine a picture of something and define it with proper wording.

Looking back at this experience I realize that I really like to write descriptions because it is basically like taking a picture but with words. The several years after first grade I started realizing how much I liked photography. I began taking pictures of beautiful or cool things and having learned how to write a description and being able to describe pictures in my head is amazing to me. It has made me want to expand my vocabulary in order to fully translate a picture in my head into words. This experience was the first step in a very long chain of things that awaits me in further my future writings.

The featured image on this post is a representation on what I would’ve drawn at that time period placed above my draft.

The Art of Photography

A really big part of my life is photography. Since the days that I was a baby my dad was always taking pictures/videos. We always had baby pictures or family pictures all over the house. To me this was an inspiration. An inspiration to take beautiful pictures in order for them to be hung up on the wall. Therefore I began to take pictures whenever I could with whatever camera was around. Until I got my first phone, which was when I began to take pictures a little more seriously. Nature became my main focus in my pictures. I would take pictures whenever I would see something amazing in nature from beautiful flowers to an amazing view overseeing the land. Photography really changed the way I saw the world around me it let me see the beauty in everything.

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