ENG4U0 PORTFOLIO (UPDATED VERSION)

TABLE OF CONTENT

Pages in black are originals

Pages in white include first the original assignment then the rewrite version

Page in gray include my one page reflection.

Abdul Mr. Jones ENG4U0

22 January 2023

ORIGINAL 1

Compassion in “A Streetcar Named Desire”

In Tennessee Williams' play "A Streetcar Named Desire," the theme of compassion is present throughout the story, although it is often overshadowed by the more prevalent themes of desire and brutality. The character of Blanche DuBois, the protagonist, embodies this theme as she struggles to maintain her delicate sense of self in the face of harsh realities. Her compassion for herself and others is frequently at odds with the brutal and selfish nature of the other characters, particularly Stanley Kowalski.

Blanche's compassion is seen in her attempts to be kind and understanding towards Stanley, even when he is being abusive and cruel towards her. She tries to make excuses for his behavior, believing that there must be some underlying reason for his actions. She also shows compassion towards Stella, her sister, by trying to protect her from the truth about Stanley's abusive behavior. Blanche's compassion for herself is also evident in her attempts to preserve her own illusions and delusions, as she tries to escape from the harsh realities of her past by creating a new identity for herself.

However, Blanche's compassion is also her downfall, as her inability to confront the harsh realities of her past ultimately leads to her mental collapse. Her illusions and delusions are shattered by Stanley's brutal revelation of the truth about her past, and she is left with no means of coping with the reality of her situation.

On the other hand, Stanley's lack of compassion is a major character trait. He is driven solely by his own desires and is completely indifferent to the feelings of others. He is abusive and cruel towards Blanche, seeing her as a threat to his relationship with Stella and as an obstacle to his own desires. His brutality towards Blanche ultimately leads to her downfall, as she is unable to cope with the harsh reality of her past and the brutal truth about Stanley's character.

Society as a whole is also portrayed as lacking in compassion, with the characters' actions being driven by their own desires and self-interest rather than empathy for others. This is most clearly seen in Stanley's treatment of Blanche and his complete disregard for her feelings. Similarly, the other characters' reactions to Blanche's decline also lack compassion, with even her own sister turning against her in the end.

In conclusion, the play "A Streetcar Named Desire" explores the theme of compassion through the characters' interactions and the society they inhabit, showing how the characters' actions and society's attitudes are often driven by self-interest and desire rather than empathy and understanding. Blanche's compassion, which is portrayed as a positive trait, ultimately leads to her downfall, while Stanley's lack of compassion is portrayed as a negative trait, which ultimately leads to the downfall of Blanche. Additionally, the society in which the characters live is portrayed as lacking in compassion, which exacerbates the conflicts between the characters and ultimately leads to the tragic ending of the play.

Work Cited Williams, Tennessee. A Streetcar Named Desire by TennesseeWilliams And so it was I entered the broken world To trace the visionary company of love, http://jhampton.pbworks.com/w/file/fetch/53101025/Streetcar.pdf.Accessed

23 January 2023.

Abdul Mr. Jones ENG4U0

ORIGINAL 2

“The Road Not Taken”

The poem "The Road Not Taken" by Robert Frost is a thought-provoking and contemplative work that delves into the profound and complex nature of decision-making and the power of choice in shaping our lives and our futures. Through the use of vivid imagery and metaphor, Frost masterfully illustrates the idea that every choice we make, no matter how insignificant it may seem at the time, has the potential to shape the course of our lives in ways that we can never anticipate.

The poem begins with the speaker standing at a fork in the road, unsure of which path to take. The speaker mentions that both paths are "worn about the same," suggesting that the choices available to him aren’t different and that either choice could lead to a similar outcome. However, the speaker ultimately chooses the path that "looks less traveled by," indicating that he values individuality and the idea of forging his own path, rather than following the crowd.

Frost uses imagery to create a sense of the natural world, which serves as a metaphor for the journey of life The "yellow wood" represents the golden years of life, while the "leaves no step had trodden black" represents the untapped potential of the future The imagery of the "grassy lane" and the "tangled undergrowth" also serve to convey the idea that the journey of life is not always easy or straightforward.

In the next stanza, the speaker reflects on the decision he made and how it will affect his future. He states that "way leads on to way," suggesting that the choices we make in life have a domino effect and that one decision leads to many others. The speaker is aware that he may never return to the fork in the road, and that the path he chose will be the one that shapes his future.

In the final stanza, the speaker reflects on the impact of his decision. He states "I took the one less traveled by, / And that has made all the difference." This line is often interpreted as the speaker suggesting that his decision to take the road less traveled has led to a better outcome for him, but it could also be interpreted as a reminder that every decision we make in life, big or small, shapes our future in some way, and that ultimately it's the sum of all our choices that make us who we are.

Overall, "The Road Not Taken" is a reflection on the choices we make in life and the impact they have on our future. Frost uses imagery and metaphor to convey the idea that the journey of life is not always easy or straightforward, but that it is ultimately the choices we make that shape our future. The poem serves as a reminder that our decisions, whether big or small, profoundly impact the direction our lives take and the person we become. It's not just about the choice we make, but also about the meaning and significance we attach to it. The poem encourages readers to reflect on the choices they have made in their own lives and the impact they have had on their future. It also highlights the importance of taking responsibility for our choices and the potential consequences they may have.

Work Cited

Frost, Robert. “The Road Not Taken by Robert Frost.”Poetry Foundation, https://www.poetryfoundation.org/poems/44272/the-road-not-taken.Accessed 23 January 2023.

ORIGINAL

Compare and contrast analysis

Although the main characters in Oedipus The KingandNo Country For Old Men are both subjected to morality, the Coen brothers think the gods overlook their mistakes while Sophocles believes that gods are able to recognize their mistakes. In the Coen brothers ' film, the main character Anton Chigurh experiences a series of brutal killings, giving the sense that he's a dead-hearted psychopath with no remorse. Throughout the film, Anton kills many innocent civilians for no apparent reason. When Llewelyn Moss tries to negotiate the problem with Anton, Carson Wells tells him that he “can't make a deal with him”(Coen’s brothers). Even if he gave him the money he'd still kill him just for - “inconveniencin' him”(Coen’s brothers). Despite the tragedies Anton causes, he still won't negotiate with anyone and will continue to cause more tragedies without feeling remorse He doesn't recognize the good and bad in his actions, leading him to continue causing trouble without feeling guilt On the contrary, Oedipus's character is given morality when he recognizes his mistakes by punishing himself. Following Jocasta's death, he rips off her brooches and “digs them down the sockets of his eyes, crying, "You, you'll see no more the pain I suffered, all the pain I caused!”(Sophocles). Oedipus uses courage and integrity to face and deal with his problem. He distinguishes the good from the bad and condones his actions for the better of his morals. Indeed that both characters share the same theme of morality, one character is able to distinguish between the good and bad while the other isn't able to.

REWRITE

Compare and contrast analysis

The main characters in "Oedipus The King" and "No Country For Old Men" are confronted with the complex and nuanced concept of morality, yet their approaches to it diverge vastly. In "Oedipus The King," Sophocles presents the idea that the gods have the capacity to acknowledge and rectify their errors, while in "No Country For Old Men," the Coen brothers suggest that the gods are infallible and incapable of making mistakes

The character of Anton Chigurh in "No Country For Old Men" is portrayed as a ruthless, remorseless killer who indiscriminately murders innocent victims without any apparent motive He demonstrates an absence of empathy and an inability to differentiate between right and wrong, ultimately leading to further tragedy without any guilt or remorse. Contrarily, Oedipus in "Oedipus The King" recognizes his mistakes and takes responsibility for his actions. After Jocasta's death, he gouges out his own eyes as a form of selfpunishment, exemplifying his courage and integrity to face the consequences of his actions and to differentiate between good and evil.

While both characters share the theme of morality, the way in which they approach it differs substantially. While one character is capable of acknowledging and learning from their mistakes, the other is not and continues to cause harm without any guilt or remorse The contrast between these two characters serves as a powerful commentary on the nature of morality and the importance of taking responsibility for one's actions

ORIGINAL

Technology is the reason we hide inside our rooms

Exploring Isolation and alienation in her poem, “You Mean You Don’t Weep at the Nail Salon”, Elizabeth Acevedo uses colloquialism and imagery to showcase how technology causes isolation by destroying communication.

To begin, Elizabeth Acevedo uses colloquialisms to deliver the message of isolation in her poem. She mentions how a “Window, tv, computer, phone: eyes & eyes & eyes” (4) contains precise usage of colloquialisms. The author replaces the word “and” with “&” to raise the interest of the reader and get a deeper view of the poem rather than simply reading formal and journalistic language. Furthermore, she also explains how spending “the whole fucking day flirting with screens''(4) causes a lack of communication. This is because flirting behind a screen is abnormal compared to what is generally experienced in real life.We as humansare watching the screens of our electronics, watching and watching, never stopping, that’s where information is funneled into our brains. That’s when we also start to lose our communication skills. We’re too absorbed in technology making it the only thing we focus on. We’re isolated in our bubble and constantly using our devices to waste our time. These devices banish us from reality and make us forget about our goals and passions. Thus, Elizabeth is able to use colloquialismto depict isolation effectively.

Additionally, Elizabeth uses imagery to help the reader grasp the literary theme. In the quote, “but she squeezes back & doesn’t let go & so finally i can” (6), the author uses imagery to create a concrete image. The words “so finally i can” paint a larger picture of what the poem is about. It conveys the feeling of spinning through life and rushing through it without having enough time. It talks about watching the commercials constantly being shoved into people's faces and always watching the screens of our electronics. Then suddenly, it all calms down when you’re in the Nail Salon. Your fingers are painted as you lay there, no longer watching on the screen. You’re free to stay silent and listen to the soft background music Once you’re finally free of the unseen anxiety, your nails are painted and you can return to the rush. As you’re headed to the rush, you become isolated once more and absorbed in the technology. Consequently, the use of imagery in the poem explains how limiting the use of technology will help you find a better way to live and not be isolated. Elizabeth concludes that isolation is caused by destroying communication using colloquialism and imagery in her poem, “You Mean YouDon’t Weep at the Nail Salon”. Overall, Elizabeth suggests that humans need to severely limit the use of technology because it damages our social life and erases our communication skills. Humans need to realize that the heavy use of technology will eventually take over our brains and turn us into living zombies. The universal concept conveyed in the poem is connected to every aspect of human life; being isolated deprives us of living a healthy life It takes away the natural and substantial feelings that humans are born with. Yet and still, the question that arises to the mind: will technology continue controlling our lives, or will we start controlling it?

REWRITE

Technology is the reason we hide in our rooms

In "You Mean You Don't Weep At The Hair Salon," Elizabeth Acevedo masterfully delves into the intricacies of isolation and disconnection in contemporary society Through the use of evocative colloquial language and imagery, the poem paints a poignant picture of a world overrun by technology, where even the most personal of spaces, such as the hair salon, have become sites of alienation. Acevedo expertly highlights how the constant inundation of screens and social media has created a generation characterized by disconnection and isolation from one another. The poem serves as a powerful commentary on the darker aspects of our technologically-saturated world and serves as a thought-provoking call to action for individuals to critically evaluate the ways in which they engage with technology in their everyday lives.

To begin, Elizabeth Acevedo uses colloquialisms to deliver the message of isolation in her poem. She uses colloquialisms to show how,“ eyes & eyes & eyes” (4) are the main source of isolation. She gives the sense that we can not control our eyes in front of the screen and it's exactly the reason why we become isolated The author replaces the word “and” with “&” to raise the reader's interest and get a deeper view of the poem rather than simply reading formal and journalistic language Furthermore, she also explains how spending “the whole fucking day flirting with screens'' (4) causes a lack of communication. She uses the word “fucking” to express how flirting behind a screen for the whole day is abnormal compared to what is generally experienced in real life. We as humans are watching the screens of our

electronics, watching and watching, never stopping, that’s where information is funneled into our brains. That’s when we also start to lose our communication skills. We’re too absorbed in technology making it the only thing we focus on. Rather than focusing on our screens, we should be more concerned for our well-being and existence. We are given a limited time in this world to try and make an impact. We should put our phones down and focus on finding ways to fix our communication skills. Human interaction is a blessing; therefore, we need to stop abusing our technology and make more connections with people. Thus, Elizabeth uses colloquialisms to depict isolation effectively. Additionally, Elizabeth uses imagery to help the reader grasp the literary theme. We get the image of two women at a hair salon, where one is getting her nails done by a manicurist Due to the stress of technology, the customer squeezes the manicurist's hand to feel comfortable. She instantly thinks that what she did is abnormal, but the worker "squeezes back & doesn’t let go"(6) and the woman thinks "so finally I can” (6). The author uses imagery to create a concrete image. The words “so finally I can” paint a larger picture of what the poem is about. It conveys the feeling of spinning through life and rushing through it without having enough time. It talks about watching the commercials constantly being shoved into people's faces and always watching the screens of our electronics. Then suddenly, it all calms down when you’re in the Nail Salon. Your fingers are painted as you lay there, no longer watching on the screen. You’re free to stay silent and listen to the soft background music. Once you’re finally free of the unseen anxiety, your nails are painted and you can return to the rush. As you’re headed to the rush, you become isolated once more and absorbed in the technology Consequently, the use of imagery in the poem explains how limiting the use of technology will help you find a better way to live and not be isolated.

In her poem "You Mean You Don't Weep at the Nail Salon," Elizabeth argues that technology causes isolation by destroying communication through its use of colloquialism and imagery. She suggests that limiting our use of technology is necessary to prevent it from negatively impacting our social lives and erasing our ability to communicate effectively. We need to realize that heavy technology usage leads to us becoming like living zombies and that isolation takes away the natural and substantial feelings that humans are born with. The poem highlights the importance of considering the impact of technology on human interactions and communication. It is essential for individuals and society to be aware of the potential negative effects of technology and to actively make choices about how to use it in a way that benefits rather than harms our lives This may involve setting boundaries and limits on technology usage, developing critical thinking skills to evaluate the information we consume, and supporting policies and initiatives that promote responsible technology use. However, it's important to note that technology is a tool that can bring many benefits to our lives if used responsibly. It's all about striking a balance between the benefits and drawbacks of technology.

Work Cited

Acevedo, Elizabeth. “You Mean You Don't Weep at the Nail Salon? by… | Poetry Magazine.” Poetry Foundation, https://www poetryfoundation org/poetrymagazine/poems/146234/you-mean-you dont-weep-at-the-nail-salon. Accessed 23 January 2023.

REFLECTION

At the conclusion of my English course in 12th grade, I developed a deeper grasp of who I am as a thinker, writer, and editor. I was introduced to a wide range of literary genres, tactics, and subjects through a variety of literary analyses, research projects, and writing assignments. My ability to critically analyze and comprehend texts with a more nuanced and sophisticated perspective has improved as a result of this exposure. I recognized literary elements like themes, motifs, and literary techniques and drew comparisons between literature and my environment. I also gained a greater understanding of how various viewpoints and cultural traditions impact the literature that is written and how it is published.

I had the chance to research and try out various writing methods and styles while working as a writer. I was pushed to explore new avenues of expression and outside my comfort zone. I was able to improve my writing abilities, including organization, sentence construction, style, and voice, through tasks like personal narratives, poetry analyses, and literary analysis essays. I was able to refine my writing voice and style through the assignments, and I learned how to employ literary devices like imagery, symbolism, and metaphor to improve the readability and impact of my writing. I also discovered the value of conducting research and using citations to back up my claims and increase the authority of my work.

Through numerous draughts and rough editing, I had the chance to improve my grammar, punctuation, and sentence construction. I learned the value of writing clearly and concisely, the relevance of paying attention to details, and the vital function that editing plays in the writing process through peer review and criticism. Run-on phrases, sentence fragments, and subject-verb agreement are just a few examples of common mistakes I've learned to see and correct.

Ultimately, I can say that my English course in 12th grade has been a priceless and enjoyable experience that has given me a wealth of information and experience in thinking, writing, and editing. This experience has made me a more sophisticated, self-assured, and talented writer, editor, and thinker overall. I've developed my analytical and critical thinking skills, as well as my ability to construct strong arguments and edit my writing for correctness and clarity. Additionally, I now have a deeper understanding of the value of successful communication and the influence of language. I am thankful for the chance to have had such an enriching educational experience, which has helped me acquire the abilities I need to excel in University and beyond.