Catherine's Blog on War

1. Reflect on your own writing and decide which myth (under “myths about writing,” 4-5, apply to you? Use 3-4 sentences.

In high school, I was told about some of these myths, so I think that is the reason that not all of the myths apply to me. I think I followed these myths because if I did have it all planned out and a perfect draft, the process would be faster, but not essentially produce a better piece of writing. I think that myth #7 applies to me the most because in some situation, I am unsure about what type of language to use. I’d rather be more formal than too casual.

2. What does college-level research require, as opposed to high school-level research? What skills do you need to acquire to do good research? Use 3-4 sentences.

As opposed to high school-level research, college-level research requires critical literacy. It requires more than just the ability to put words on paper. Skills you need to acquire to do good research are knowledge of research skills, the ability to read complex texts, the understanding of key disciplinary concepts, and strategies for synthesizing, analyzing, and responding critically to information.

3. Define “argument”– what does it mean to argue in a college-level essay? What comparison does the author use? Use 3-4 sentences.

An argument is a carefully arranged and supported presentation of a viewpoint. On a college-level essay it doesn’t mean to shout and fight, but to present your perspective to the reader. The author compares it to a courtroom. To be convinced that someone is innocent requires a lot of evidence from their lawyer.

4. What are the three kinds of academic writing assignments you might receive in college? Briefly define each kind. Use 4-5 sentences.

The three kinds of academic writing assignments you might receive in college are the closed, semi-open, and open writing assignment. The closed writing assignment asks you to pick a claim and defend it. In a semi-open writing assignment gives you a topic, but claim to side with. The open writing assignment allows you to select both your topic and thesis

5. What are the three characteristics of effective writing, according to the research on professor expectations conducted by George Mason University? Use 3-4 sentences.

According to the research on professor expectations conducted by George Mason University, the first characteristic of effective writing is clear evidence in writing that the writer(s) have been persistent, open-minded, and disciplined in study. The second characteristic is the dominance of reason over emotions or sensual perceptions. The last is an imagines reader who is coolly-rational, reading for information, and intending to formulate a reasoned response.

6. Give two examples of when the author feels first person is more appropriate in a particular context. Use 3-4 sentences.

In a scientific writing in terms of objective methodology, First person should be used because it would shift the focus from the object to the observer. For example, saying “measurements are taken” would bring up the question of who measured it. Another example of when the author feels first person is more appropriate is when giving an opinion. In the sentence “Wagstaff et al. (2007) conclude that the demand for practical science writing that the layperson can understand is on the rise,” the reader it as Wagstaff’s own inference and not an actual fact.

7. When is it clearly a bad idea to use “I”? Use 3-4 sentences.

It is clearlya bad idea to use “I” if there is no need for it. In a lab report or simple summary, it is an objective piece that does not need the use of first person. “I” is clearly a bad idea when it is only going to be used once because the tone will confuse the reader.

In Chapter One of Regarding the Pain of Others, how does Sontag link the perception of war to other concepts?

War is blinding. One would think that after seeing all of these horrifying photos of war would make us want to fight to stop it. Sontag states that even pacifists give up on doing so because there are still many who want to fight for the glory. Soldiers are blinded and fighting in a war in which they do not know too much about. Persuasion tactics and propaganda influence their decision. They may be too affiliated with one side of the war that they do anything to come out victorious, even if that means killing innocent victims, whose name and story they don’t know. Those in the periphery are also blinded. They are told and persuaded that their side is “good” and the other side is “bad,” without knowing many facts. In Chapter One of Regarding the Pain of Others, Sontag links it with viewing photographs. Prior to viewing the photo we already have biases and favor a particular group. That influences us to judge the photo because of a preexisting view, which gives a negative perception on another party. An example of this in Chapter One was how the photo of the child was viewed in the eyes of the Palestinian and Jewish. Overall, war is blinding to all those watching.

How does fear influence the characters actions? For example when all the Jews were called to go to the stadium in chapter 4 and they all went out of fear for what would happen if they didn’t go.

Throughout the graphic novel, the characters’ actions are driven by fear. Vladek and Anja fear different things, which causes a difference in choices made. Vladek fears of not leading a life like it was before the war. Since he can pass for a German, he constantly searches for food and a safe place to live. He knows that he has to pay a significant amount of money, but he is willing to do it as long as he and Anja are living comfortably. Vladek always searches to do business with others, in terms of food coupons, living arrangements, and work papers. He risked being caught with sugar to trade for some coupons. Even as a prisoner, he wrote letters for other to gain some food for Anja. Overall, Vladek was driven by the fear of not having enough food and proper living spaces that he always went out to look for them.

On the other hand, Anja feared getting caught by the German gestapo. She refused to let her son go to another location to hide and disliked it when her husband went out to do business. Also, She was wanted to the whole family to stick together and make sure that they were all safe. For that reason, she always hid when Vladek was out. She came from a large family, so having lost a lot of them made her feel a sense of loneliness. She wanted to stay in one location that felt like home, such as at the Montonowa’s. I think she got along well with Mrs. Montonowa’s son because she missed her own son and family, She didn’t want to leave for Hungary even though Abraham sent a reassuring letter of his safe arrival. Her fear of getting caught and losing others resulted in her strong opinion to stay in one place. The differences in Vladek and Anja’s actions are driven by their different fears.

Today I visited the Sidney Mishkin Gallery to view the Portraits: A Global View. Photograph and Prints exhibition. I was expecting to see a variety of individuals in society. Although it was a small gallery, it was informal and filled with powerful photographs.

In this exhibit, there were a few photographs that displayed individuals who were hurt from the war. In the left photo above, it is of a few children who suffer from illnesses and lack medical attention. Although it may not be stated, the children could be in this situation because of a war stricken nation. In the middle photograph, it is of a group of refugees. The refugees in the photograph have an intense stare that show desperation in their eyes. To me, the photograph on the right hit me the most. It was of a woman’s chest tattooed with the letters “RUF.” On the description, it stated that she was forced to join the rebel army, which was later convicted of crimes against humanity. Not only was she forced to join the rebels, but forced to do things that hurt others. Overall, this wall in the exhibition displays the horrifying impacts war has.

It started as a casual visit to the exhibition, but I was glad to learn about many portraits. A simple photograph can have many interpretations and takes on it. A description can give us a slight understanding, but I don’t think we can have full understanding without someone’s story and background.

1. Bibliography
2. Notes on author and source
3. Terminology/Key Words
4. Objective Summary
5. Opinions on the Piece
6. Important Quotes and Page Number

Does this form (graphic novel) effectively tell a Holocaust story? How does it differ from a conventional Holocaust story?

When I think of a Holocaust story, I think of a victim’s first hand story that experiences the horrors of the Holocaust. The conventional Holocaust stories give detailed information about events and heartbreaking memories. Although Spiegelman’s Maus is a graphic novel, I think it effectively tells a Holocaust story. The story starts off with family relations before the war. It goes on to tell how Artie’s father became a prisoner of war and went through many life-threatening events as he was under the control of Nazis. Like a written Holocaust story, the graphic novel talks about before the war, the Holocaust, and returning home (if they do). Through these aspects, Spiegelman’s Maus is effective in the telling of a Holocaust story.

The graphic novel is different from a conventional Holocaust story because of its unique characteristics. In Maus, casual conversations were used between Artie and his father makes a reader feel like they’re there. We see exactly what one said to another. Also, the drawings give a visual of maps and events, which simplify ideas and garners interest. Even though the characters were animals, it grabs the readers attention because of the unique way of storytelling. Overall, the graphic novel was different, yet effective in telling a conventional Holocaust story.