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Juan’s Writing Circus

Table of Contents

Analytical Cover Letter…………………...……………………………………………...…… Quality Comparison……………………………………………………………………...…… Original Least Successful Paper..… Original Most Successful Paper...… The Tale of Two Essays Revision Samples……………………………………………………………...……………… Least Successful Paper Revision ……...……………...………….…… Least Successful Paper Final Version …………..……………...………….…… Most Successful Paper Revision ……………………....………….…… Most Successful Paper Final Version …………..……………...………….…… College Essay Revision ……......………………...………….…… College Essay Final Version …….………………………...………….……


June 26, 2012 Karen P. Redding, M.A. Assistant Professor of English Gainesville State College Oconee Campus 302 Oconee Classroom 1201 Bishop Farms Parkway Watkinsville, GA 30677

Ms. Redding, My name is Juan Price and I am a junior at Gainesville State College. English 1102 used the basics of writing that I learned in English 1101 and manipulated my skills to become a better writer in the academia field. When I first walked into the class, I knew I was an average writer like everybody else, but I was not confident in submitting it for someone to critique and grade, or so I thought. The biggest idea or theme that I was able to take from the class was analyzing a piece of fiction literature or a film and be able to find common themes or ideas that the author or director is suggesting through their work. I can proudly say that I can analyze a piece of work and really hone into what the author is saying about society or what choices a director makes to send a message to the audience. From the beginning of the class, my greatest weaknesses in writing were introductions and thesis developments, but through English 1102 I have improved immensely on these parts of a paper and can show my improvements through this portfolio. When writing a paper, the introduction has to hook the reader in. I struggled with this because of the fact that it would take me hours to figure out exactly how I wanted to go about this. I knew a startling fact could really engage the reader into buying what I had to say, but for some reason I wanted to approach the introduction differently. On my first paper, I used a historical setting to introduce the topic of the World’s Columbian Exposition. For example, I wrote, “The World’s Columbian Exposition was a time in which America wanted to show their unity to the rest of the world. With the Civil War having ended just a short time ago, people of all races and cultures flocked to Chicago to show this new American pride”(Price, Essay 1). It seemed kind of weak to me because I briefly mentioned the setting of the event rather than providing in depth historical knowledge about the 1890’s. Fortunately, this was my first essay so I was able to strengthen my introductions on the future essays and having a lecture on how introductions and conclusions helped immensely to be able to bring together my ideas and create a great introduction. Through the semester, I tried to add more pieces on to writing a better introduction than the first one and on my last essay I believe I accomplished that feat. For the film analysis paper, I went along the lines of using a historical introduction as I did on the first paper, but this time I made it specific to really hook the reader in to what was about to be talked about in the upcoming paragraphs. For example, my initial attention-getter started off with


a quote about the Spanish Civil War. I said, “At the end of the Spanish Civil War, upwards of 250,000 lost their lives due to the instability between the two parties” (Price, Essay 3). I used the statistic to give insight into how costly the war was and to set up the idea of instability in the country that tied into what was going on in the movie, Pan’s Labyrinth. After finishing the paper, I felt confident in my introduction because I had the tools to write a great introduction through your class. The development of the thesis was also a problem that I had been struggling with since at my freshman year in college. I had learned that the thesis had to include the three body paragraphs so that the reader was aware of what the paper was going to be about, but I did not realize that it did not have to be in the same formula every time. In English 1102, I learned the three parts to the thesis: topic, claim, and warrant and with these three key elements I could write a thesis. I did not have to follow the silly, little formula that they teach students in grade school. The first paper showed the silly, little formula that I was accustomed to. I had no idea how to formulate a thesis on the college level and it showed in that paper. My first thesis was, “. In their articles, Fixing race: Visual Representations at the World’s Columbian Exposition, Chicago, 1893 by Bridget R. Cook and Exhibiting Indigenous people: Bolivians and the Chicago World Fair argue that minorities and foreigners at the World’s Columbian Exposition in 1893 were looked down upon, and considered less than human. This attitude is a major indicator in how these groups were viewed and treated at this time”( Price, Essay 1). The thesis described what two articles I was using and the ways in which I was going to compare and contrast them. It was a basic thesis that did not really question the idea of the articles I had presented. After learning how to write a proper thesis, I was able to make a solution concerning the problem that I had addressed in my thesis. Through the semester I continued to work on it and used the same skills to write my thesis for my third paper. For my third paper, the thesis structure was the same format as in my first paper. The only difference was the detail of the thesis, bringing in all aspects of the movie and the ideas that I wanted to express in my paper. My thesis stated, “Director Guillermo del Toro plays with stability and intimate relationships in Civil War-stricken Spain through his uses of lighting and musical selections throughout his movie, Pan’s Labyrinth” (Price, Essay 3). As you can see, it has the same form that the first thesis did but I used two themes that are shown in two aspects of creating a film, while using the historical portion of the film to make one, solid thesis. I felt as though I had learned how to construct a great thesis and allow the reader to be able to decipher what the paper was going to detail. I believe that I had learned a tremendous amount of information from your lesson on the thesis and proved that I had indeed become a better writer from the beginning. Words cannot describe how much I have learned while being in your class. Not only have I noticed a difference in my writing skills, but my parents, my biggest critics and also educators who have gone on to complete their doctoral degrees, have complimented me repeatedly on how much improvement I have shown in my writing since I arrived in college. I can truly say now that I can write on a college level, but still have a long way to go. Through thesis development and introductions, you have made me feel more confident in my writing and have made a lasting


impact on me that I carry throughout the rest of my life. I thank you for showing me the potential that I have in myself and my writing.

Sincerely, Juan Price


“Brownies” Analysis Brownies, the short story written by Z.Z. Packer depicts the story of young girls at a Girl Scout camp who face life problems that occur in everyday life. When she wrote the story, she wanted to express an idea which has plagued the country for centuries: racism. Racism often occurs when a group feels superior or the stronger group and it is prevalent in the story. Unfortunately, the girls of one troop make generalizations of another and end up playing the role of the “villain”. Through the story, Packer uses perception as a basis on which the girls make a generalization of the opposing Girl Scout troop.

Perception can be misleading especially in the way the story unfolds. The main characters believe that the girls of Troop 909 are the stereotypical white girls. Laurel describes the way the girls look by saying:

“…the ten white girls behind us-invaders, Arnetta would later call them-were instantly real and memorable, with their long, shampoo-commercial hair, straight as spaghetti from the box. This alone was reason for envy and hatred” (Packer 360). The perception of the white girls as being perfect compared to the others seemed to be the reason for the troop to not like troop 909. This quote alone made the girls not like the other girls and plot to settle their differences before they left Camp Crescendo. The girls also used the race of troop 909 to make accusations about them that would in the end lead to a more serious problem. Racism was the most prevalent theme in the story. For the main characters, it was always a white and black world where the black girls did not associate with the white simply because they were two different sets of people. This generalization hurt the girls because instead of interacting with the girls, they separated themselves.

Arnetta was one of the main characters to persuade the rest of her troop not to trust the other girls. She seemed to envy the way the girls looked and dressed and led her to set up a plan to end troop 909 altogether. The word which Arnetta based all of her anger on was “nigger”. Packer suggested that the girls heard the word and plotted to beat up the other girls who, according to her, called Daphne this awful


name. Arnetta did not have facts to support what she heard, but instead used her power to convince the other girls what was said. Daphne did not seem to agree with this statement until Arnetta made her agree. Packer seems to show another theme in the story with the difference between the powerful, loud leader and the quiet, soft leader and the power struggle between the two.

Throughout the story, Arnetta was shown as the outspoken leader by leading the plot against the girls of troop 909, but the true leader of the group was Daphne because she had convinced Laurel that maybe the other girls did not really say what everyone were told was said.

“Daphne was sitting on her sleeping bag, reading. “ You’re not going to come?” Octavia asked. Daphne shook her head. “I’m gonna stay, too,” I said (Packer 366). The simple action of Daphne refusing to go with the rest of the girls to carry on the plan that had been established earlier made Laurel second guess herself when deciding if she really wanted to get in trouble for something that she was unsure of happened. The decision did not last long when Arnetta, the all-powerful leader, made her decision for her. The symbolism of the Daphne not going shows the impact of what actually happened in the situation when the girls supposedly heard the dreadful word. In the end, Daphne was right and her silent spoke louder than words by not following what Arnetta wanted because she knew what was the truth. She knew the perception Arnetta had over everyone else and how one misquotes can ignite a more serious problem.

Through Brownies, one can see how generalizations and perceptions skew the real problem being faced. One cannot assume something about another group because of past experiences especially if they do not know the girls personally. Packer has shown in her story that a leader does not simply have to be the person who talks the most or the loudest, but rather the girl who separates herself from the crowd and can separate what is real and what is not true in a situation> Daphne was able to help the girls see that by


not joining them on their trip to the bathroom and not agreeing with what the group wanted to teach the other girls a lesson.


Works Cited

1. Packer, Z.Z. "Brownies". The Bedford Introduction to Literature. Ed. Michael Meyer. Connecticut. Bedford/St. Martin's, 2008. 358-372. Print.


Trials and Tribulations in a War Torn Country

At the end of the Spanish Civil War, upwards of 250,000 lost their lives due to the instability between the two parties. In the mid- to late 1930’s, Spain was politically and economically divided between two contrasting parties: Republicans and Nationalists. the tension and different beliefs ignited an all-out war in the country pitting citizens throughout Spain against each other creating a very unstable environment. Pan’s Labyrinth uses the concept of special effects to highlight a young girl’s fantasy world amid a real life of the ever changing. With this idea, the director is able to create a beautiful work of art and engage the audience in a dream that becomes reality. Director Guillermo del Toro plays with stability and intimate relationships in Civil War-stricken Spain through his uses of lighting and musical selections throughout his movie, Pan’s Labyrinth. Lighting signifies the hope for a better life in the eyes of the guerrilla rebels, while showing the darkness of a little girl’s mind being turned upside down in a time of instability and a moment in time where even her own mother is struggling to figure out what is best for herself and more importantly, her daughter. Del Toro shows the meaning of light through the character’s relationships between one another. This can be seen in the scene between the stuttering rebel and Dr. Ferriro. The ominous artificial light in the corner of the door is made out to look light the sun shining into the room to suggest that there will be hope for the two individuals in the future. The director also uses a secondary light to show an ever so slight glow of the needle going into the stuttering rebel’s arm. This illustrates the idea of hope assuring them that the fight is not over although it seems to be for the rebel.Also, the image of a bond between the rebel and doctor is created to show the doctor’s respect for the rebel based on his morals and values. Del Toro uses the lighting to create a dream that the rebels will find a way to prevail over the captain and his troops. Another example of the use of lighting is a contrast to the previous scene in which Ofelia discovers the labyrinth for the first time. The mysterious and darkness of the labyrinth suggest that trouble may lie ahead in her life. The cameraman uses a key light to brighten Ofelia. Ofelia seems to glow and paints the picture to show that when she needs to get away from the chaos surrounding her mom and


captain, she is able to find stability and hope from the discovery of her other life amidst the dark, cavernous labyrinth. She then continues to come back to this sense of hope depicted as a labyrinth. When Ofelia discovers this new life of stability that she was unaware of, the director seems to suggest that she will have to overcome difficult tasks that could risk her life or anyone that she feels close to. The music portrayed in the movie showcases how relationships are key to survival amidst backstabbing and war. The music in the movie is not always the loudest which allows it to add a different element to the scene being shown. For example, the director shows how music plays a part in the themes of the movie in a particular scene between Mercedes, Pedro, and the other rebels. Mercedes pulls Pedro, her brother to the side, and has an important conversation with him. The somber music that is playing ever so softly detail how through the chaos surrounding the guerrillas, they are able to come together through the brother-sister love that they have for each other. This brings the idea of stability in their relationship. There is hope from the natural light being shone down on the rebels to the intimate conversation between the siblings that allow the director to be able to show peace through these characters. Sound often plays hand and hand with music. The doctor conversing with a rebel suggested that they were far enough away to not be heard, but loud enough to sense the anger of what is to come from the doctor. When Mercedes and Pedro begin to talk. the director suggests the intimacy and secrecy of their relationship and when their backs are against the wall, they will have each other always and forever. In contrast, loud, boisterous music can be heard when Ofelia greets the feast of temptation. The music is played in a way to suggest a sort of eeriness to what is going to happen in the scene. The audio and sound crew created sounds to show the climax points of the scene. It also plays on the idea of trouble when she is faced with a feast she cannot resist. Ofelia seems to be unaware of the outcome that comes with eating the food and when she discovers this feast, the music creates this troubling sense of urgency when she is faced with the temptation of not eating the food. Ofelia used the labyrinth to provide stability in her life which was not there before, but after eating a grape and activating a beast to come to life, she has turned her world upside down again and her environment became unstable.


A country struggling to find its identity between two parties of government are forced to choose sides and hope that their side provides the better life for them. In a time when families need each other most, the people of Spain have to stabilize their lives to be able not have it turn upside the way it did for many of the characters in Pan’s Labyrinth. Through the effects that the director uses to show the emotions of the characters, a simple glow of a needle can send a big message into what it signifies and means. Lighting and sound were just two aspects of the film that carried many different themes. In a country where instability was all around, the characters had to find each other or even another world where they could be in a stable environment and still keep those close to them for a intimate bond. Director Guillermo del Toro portrayed the image of stability and intimate relationships through lighting and sound to create a masterpiece work of art.

Works Cited

1. Del Toro, Guillermo, dir. Pan’s Labyrinth. Esperanto Films. 2006. Film.


The Tale of Two Essays

My least successful essay was my fiction analysis paper. One main problem I had in writing it was taking all my ideas together and having the information in the paper continue to establish what my argument was for my thesis. I used the idea of perception to make my point. Although the concept was a great point to start off with, in the end the paper did not come together the way I would have wanted it to. I had a great concept of what exactly I wanted my paper to sound like, but thinking about it and actually writing the paper are two different things. The other problem I had came under the area of proofreading and editing my paper. I believe I could have looked over the paper more carefully and in doing so my ideas would of came across better to the reader. For my most successful paper, my main focus was making sure the thesis was supported in the paper the entire time. With that being said, a strong thesis would help to set up for what my paper was going to be about and that was not shown in my least successful paper. I also wanted to hone into to describing in detail how my support went back to my thesis and I thought I was able to accomplish that goal in my paper. Anyone can make an argument, but without enough evidence and support the argument is not a legitimate discussion to write a paper on. My biggest flaw in this paper was my introduction and setting up the reader for what they were about to see in the following paragraphs. With a great introduction, I hoped the reader would enjoy reading my paper and I did a better job in doing so on the paper than in my first or second papers.


Between the two essays, my flaws were proofreading, thesis development, and introductions. Both of the essays needed a strong introduction for the reader to be engaged on the paper. The thesis development was needed to be able to use enough support and evidence to make a clear and precise argument. Proofreading is something every writer regardless of experience needs to do before submitting their paper and that concept would of helped immensely to me getting my point across to the reader. With these three ideas being instilled into my paper, I believe I would have gone a long way into becoming a better writer and having my ideas become organized and well thought out.


Juan Price

Formatted: Right

English 1102 06/18/12

Formatted: Font: Not Italic

“Brownies” Analysis Brownies, the short story written by Z.Z. Packer depicts the story of young girls at a Girl Scout

Comment [GSC1]: Comma after Packer.

camp who face life problems that occur in everyday life. When she wrote the story, she wanted to express an idea a specific perception of racism which has plagued the country for centuries.: racism. Racism often occurs when a group feels superior or the stronger group and it is prevalent in the story. Unfortunately, the girls of one troop make generalizations of another and end up playing the role of the “villain”. Through the story, Packer uses perception as a basis on which the girls make a generalization of the opposing Girl Scout troop. Through the story, Packer uses the main characters dialogue to make generalizations about a group of girls whom are miss-perceived because of the fact that they are white and the other girls are not. Formatted: Indent: First line: 0.5"

Perception can be misleading especially specifically in the way the story unfolds. The main

Comment [GSC2]: Change the word to something more like specifically.

characters believe that the girls of Troop 909 are the stereotypical white girls. Laurel describes the way the girls look by saying: “…the ten white girls behind us-invaders, Arnetta would later call them-were instantly real and memorable, with their long, shampoo-commercial hair, straight as spaghetti from the box. This alone was reason for envy and hatred” (Packer 360). The perception of the white girls as being perfect compared to the others seemed to be the reason for the troop to not like troop 909. This quote alone made the girls not like the other girls and plot to settle their differences before they left Camp Crescendo. The girl’s reactions and thoughts generalized what the white girls were perceived as. They girls also used the race of troop 909 to make accusations about them that would in the end lead to a more serious problem. Racism was the most prevalent theme in the story.

Comment [GSC3]: You have already established that in the introductory paragraph.


For the main characters, it was always a white and black world where the black girls did not associate with the white simply because they were two different sets of people. The notion was experienced from

Comment [GSC4]: White what?

when the parents were young and based off of those experiences; the girls have pre0concieved notions about the other girls. This generalization hurt the girls because instead of interacting with the girls, they separated themselves.

Arnetta was one of the main characters to persuade the rest of her troop not to trust the other girls.

Comment [GSC5]: What does this say about Arnetta being an outspoken leader?

She seemed to envy the way the girls looked and dressed because she did not have the kind of money that that the troop 909 girls had inherited from their parents. and This led her to set up a plan to end troop 909 altogether. The word which Arnetta based all of her anger on was: “nigger”. Packer suggestPacker edsuggests that the girls heard the word and plotted to beat up the other girls who, according to her, called Daphne this awful name. Arnetta did not have facts to support what she heard, but instead used her power to convince the other girls what was said. Daphne did not seem to agree with this statement until Arnetta made her agree. Packer seems to show another theme in the story with the difference between the powerful, loud leader and the quiet, soft leader and the power struggle between the two through the reaction that the girls of the troop make towards Arnetta and Daphne..

Throughout the story, Arnetta was shown as the outspoken leader by leading the plot against the girls of troop 909, but the true leader of the group was Daphne because she had convinced Laurel that maybe the other girls did not really say what everyone were told was said. Packer wrote in on the situation at hand by saying: “Daphne was sitting on her sleeping bag, reading. “ You’re not going to come?” Octavia asked. Daphne shook her head. “I’m gonna stay, too,” I said (Packer 366). The simple action of Daphne refusing to go with the rest of the girls to carry on the plan that had been established earlier made Laurel second guess herself when deciding if she really wanted to get in trouble for something that she was unsure of happened. The decision did not last long when Arnetta, the

Comment [GSC6]: Great theme!


all-powerful leader, made her decision for her. The symbolism of the Daphne not going shows the impact of what actually happened in the situation when the girls supposedly heard the dreadful word. In the end, Daphne was right and her silencet spoke louder than words by not following what Arnetta wanted because she knew what was the truththe truth was and she knew the girls did not act the way that they had been perceived. . She knew the perception Arnetta had over everyone else and how one misquotes can ignite a more serious problem.

Through Brownies, one can see how generalizations and perceptions skew the real problem being faced. Packer says through her writing that One groups cannot assume perceive something about another group because of past experiences especially if they do not know the girls personally. Packer has shown in her story that a leader does not simply have to be the person who talks the most or the loudest, but rather the girl who separates herself from the crowd and can separate what is real and what is not true in a situation.> She also shows that race is still a problem in society although not as much as it was in the previous centuries. Perceiving a group to say something or make a racially-suggested action is generalizing that group of people and is not n accurate depiction of that said group. Daphne was able to help the girls see that by not joining them on their trip to the bathroom and not agreeing with what the group wanted to teach the other girls a lesson.


Works Cited

1. Packer, Z.Z. "Brownies". The Bedford Introduction to Literature. Ed. Michael Meyer. Connecticut. Bedford/St. Martin's, 2008. 358-372. Print.


Juan Price English 1102 06/18/12

“Brownies” Analysis Brownies, the short story written by Z.Z. Packer depicts the story of young girls at a Girl Scout camp who face life problems that occur in everyday life. When she wrote the story, she wanted to express a specific perception of racism which has plagued the country for centuries.. . Unfortunately, the girls of one troop make generalizations of another and end up playing the role of the “villain”. Through the story, Packer uses the main characters dialogue to make generalizations about a group of girls whom are missperceived because of the fact that they are white and the other girls are not. Perception can be misleading specifically in the way the story unfolds. The main characters believe that the girls of Troop 909 are the stereotypical white girls. Laurel describes the way the girls look by saying: “…the ten white girls behind us-invaders, Arnetta would later call them-were instantly real and memorable, with their long, shampoo-commercial hair, straight as spaghetti from the box. This alone was reason for envy and hatred” (Packer 360). The perception of the white girls as being perfect compared to the others seemed to be the reason for the troop to not like troop 909. . The girl’s reactions and thoughts generalized what the white girls were perceived as. They also used the race of troop 909 to make accusations about them that would in the end lead to a more serious problem. Racism was the most prevalent theme in the story. For the main characters, it was always a white and black world where the black girls did not associate with the white because they were two different sets of people. The notion was experienced from when the parents were young and based off of those experiences; the girls have pre0concieved notions about the other girls. This generalization hurt the girls because instead of interacting with the girls, they separated themselves.

Arnetta was one of the main characters to persuade the rest of her troop not to trust the other girls. She seemed to envy the way the girls looked and dressed because she did not have the kind of money that


that the troop 909 girls had inherited from their parents. This led her to set up a plan to end troop 909 altogether. The word which Arnetta based all of her anger on was: “nigger”. Packer suggests that the girls heard the word and plotted to beat up the other girls who, according to her, called Daphne this awful name. Arnetta did not have facts to support what she heard, but instead used her power to convince the other girls what was said. Daphne did not seem to agree with this statement until Arnetta made her agree. Packer seems to show the difference between the powerful, loud leader and the quiet, soft leader and the power struggle between the two through the reaction that the girls of the troop make towards Arnetta and Daphne.

Throughout the story, Arnetta was shown as the outspoken leader by leading the plot against the girls of troop 909, but the true leader of the group was Daphne because she had convinced Laurel that maybe the other girls did not really say what everyone were told was said. Packer wrote in on the situation at hand by saying: “Daphne was sitting on her sleeping bag, reading. “ You’re not going to come?” Octavia asked. Daphne shook her head. “I’m gonna stay, too,” I said (Packer 366). The simple action of Daphne refusing to go with the rest of the girls to carry on the plan that had been established earlier made Laurel second guess herself when deciding if she really wanted to get in trouble for something that she was unsure of happened. The decision did not last long when Arnetta, the all-powerful leader, made her decision for her. The symbolism of the Daphne not going shows the impact of what actually happened in the situation when the girls supposedly heard the dreadful word. In the end, Daphne was right and her silence spoke louder than words by not following what Arnetta wanted because she knew what the truth was and she knew the girls did not act the way that they had been perceived. . She knew the perception Arnetta had over everyone else and how one misquote can ignite a more serious problem.


Through Brownies, one can see how generalizations and perceptions skew the real problem being faced. Packer says through her writing that groups cannot perceive something about another group because of past experiences especially if they do not know the girls personally. Packer has shown in her story that a leader does not simply have to be the person who talks the most or the loudest, but rather the girl who separates herself from the crowd and can separate what is real and what is not true in a situation. She also shows that race is still a problem in society although not as much as it was in the previous centuries. Perceiving a group to say something or make a racially-suggested action is generalizing that group of people and is not n accurate depiction of that said group. Daphne was able to help the girls see that by not joining them on their trip to the bathroom and not agreeing with what the group wanted to teach the other girls a lesson.


Works Cited

1. Packer, Z.Z. "Brownies". The Bedford Introduction to Literature. Ed. Michael Meyer. Connecticut. Bedford/St. Martin's, 2008. 358-372. Print.


Trials and Tribulations in a War Torn Country

At the end of the Spanish Civil War, upwards of 250,000 lost their lives due to the instability between the two parties and the environment that was quickly changing in the country due to the war. In

Comment [GSC1]: Nice job of opening up the paper, but a even more startling fact could enhance the reader to want to read more.

the mid- to late 1930’s, Spain was struggling politically and economically, became divided between two contrasting parties: the Republicans and Nationalists. Tthe tension and different beliefs ignited an all-out war in the country, pitting citizens throughout Spain against each other, and creating an very unstable environment. Pan’s Labyrinth uses the concept of special effects to highlight a young girl’s fantasy world amid a real life of the ever changing. With this idea approach, the director is able to create a beautiful

Comment [GSC2]: Awkward wording. Is there another verb you can use?

work of art and engage the audience in a dream that becomes reality. Director Guillermo del Toro plays with showcases stability and intimate relationships in Civil War-stricken Spain through his uses of lighting and musical selections throughout his movie, Pan’s Labyrinth. Lighting signifies the hope for a better life in the eyes of for the guerrilla rebels, while showing the darkness of a little girl’s mind being turned upside down right side up in a time of instability and a moment in time where even her own mother is struggling to figure out what the choices that areis best for herself and more importantly, her daughter. Del Toro shows the meaning of light through the character’s

Comment [GSC3]: Family???

relationships between one another. This relationship can be is seen in the scene between the stuttering rebel and Dr. Ferriro. The ominous artificial light in the corner of the door is made out supposed to look create a natural light from the sun shining into the room to suggest that there will be is hope for the two individuals in the future. The director also uses a secondary light to show an ever so slight glow of the needle going into the stuttering rebel’s arm. This illustrates the idea of hope assuring them that the fight is not over although it seems to be for the rebel. Also, the image of a bond between the rebel and doctor is created to show the doctor’s respect for the rebel based on his morals and values. Del Toro uses the lighting to create a dream that the rebels will find a way to prevail over the captain and his troops. Another example of the use of lighting is a contrast to the previous scene in which Ofelia discovers the labyrinth for the first time. The mysterious and darkness of the labyrinth suggest that trouble may lie

Comment [GSC4]: Nice imagery.


ahead in her life. The cameraman uses a key light to brighten Ofelia. Ofelia seems to glow in her white dress and paints the picture to show that when she needs to get away from the chaos surrounding her mom and captain, she is able to find stability and hope from the discovery of her other life amidst the dark, cavernous labyrinth. She then continues to come back to this sense of hope depicted as a labyrinth. When Ofelia discovers this new life of stability that she was unaware of, the director seems to suggest that she will have to overcome difficult tasks that could risk her life or anyone that she feels close to. Lighting is able to focus on the conflict that is occurring through the characters and sound helps to set up the conflict that the character is about to experience. The music portrayed in the movie showcases how relationships are key to survival amidst backstabbing and war. The music in the movie is not always the loudest varies suddenly between loud and soft dynamics which allows it to add a different element to the scene being shown. For example, the director shows how music plays a part in the themes of the movie in a particular scene between Mercedes, Pedro, and the other rebels. Mercedes pulls Pedro, her brother to the side, and has an important conversation with him. The somber music that is playing ever so softly detail how through the chaos surrounding the guerrillas, they are able to come together through the brother-sister love that they have for each other. This brings the idea of stability in their relationship. There is hope from the natural light being shone down on the rebels to the intimate conversation between the siblings that allow the director to be able to show peace through these characters. Sound often plays hand and hand with music. The doctor conversing with a rebel suggested that they were far enough away to not be heard, but loud enough to sense the anger of what is to come from the doctor. When Mercedes and Pedro begin to talk. the, the director suggests the intimacy and secrecy of their relationship and when their backs are against the wall, they will have each other always and forever. In contrast, loud, boisterous, creepy music can be heard when Ofelia greets the feast of temptation. The music is played in a way to suggest a sort of eeriness to what is going to happen in the scene. The audio and sound crew created soundses sounds to show the climax points of the scene. It also plays on the idea of trouble when she is faced with a feast she cannot resist. Ofelia seems to be unaware of the outcome that comes with eating the food and when she discovers

Comment [GSC5]: Are they really? Interesting.


this feast, the music creates this troubling sense of urgency when she is faced with the temptation of not eating the food. Ofelia used the labyrinth to provide stability in her life which was not there before, but after eating a grape and activating a beast to come to life, she has turned her world upside down again and her environment became unstable. A country struggling to find its identity between two parties of government are forced to choose sides and hope that their side provides the better life for them. In a time when families need each other most, the people of Spain have to stabilize their lives to be able not have it turn upside the way it did for many of the characters in Pan’s Labyrinth. Through the effects that the director uses to show the emotions of the characters, a simple glow of a needle can send a big message into what it signifies and means. the themes of the movie. Lighting and sound were just two aspects of the film that carried many different themes. In a country where instability was all around, the characters had to find each other or even another world where they could be in a stable environment and still keep those close to them for aan intimate bond. Director Guillermo del Toro portrayed the image of stability and intimate relationships through lighting and sound to create a masterpiece work of art.

Comment [GSC6]: The theme?


Works Cited

1. Del Toro, Guillermo, dir. Pan’s Labyrinth. Esperanto Films. 2006. Film.

Comment [GSC7]:


Trials and Tribulations in a War Torn Country

At the end of the Spanish Civil War, upwards of 250,000 lost their lives due to the instability between the two parties and the environment that was quickly changing in the country due to the war In the mid- to late 1930’s, Spain struggling politically and economically, became divided between two contrasting parties: the Republicans and Nationalists. The tension and different beliefs ignited an all-out war in the country, pitting citizens throughout Spain against each other, and creating an unstable environment. Pan’s Labyrinth uses the concept of special effects to highlight a young girl’s fantasy world amid a real life of the ever changing. With this approach, the director is able to create a beautiful work of art and engage the audience in a dream that becomes reality. Director Guillermo del Toro showcases stability and intimate relationships in Civil War-stricken Spain through his uses of lighting and musical selections throughout his movie, Pan’s Labyrinth. Lighting signifies the hope for a better life for the guerrilla rebels, while showing the darkness of a little girl’s mind being turned right side up in a time of instability and a moment in time where even her own mother is struggling to figure out the choices that are best for herself and more importantly, her daughter. Del Toro shows the meaning of light through the character’s relationships between one another. This relationship is seen in the scene between the stuttering rebel and Dr. Ferriro. The ominous artificial light in the corner of the door is supposed to create a natural light from the sun shining into the room to suggest that there is hope for the two individuals in the future. The director also uses a secondary light to show an ever so slight glow of the needle going into the stuttering rebel’s arm. This illustrates the idea of hope assuring them that the fight is not over although it seems to be for the rebel. Also, the image of a bond between the rebel and doctor is created to show the doctor’s respect for the rebel based on his morals and values. Del Toro uses the lighting to create a dream that the rebels will find a way to prevail over the captain and his troops. Another example of the use of lighting is a contrast to the previous scene in which Ofelia discovers the labyrinth for the first time. The mysterious and darkness of the labyrinth suggest that trouble may lie ahead in her life. The cameraman uses a key light to brighten Ofelia. Ofelia


seems to glow in her white dress and paints the picture to show that when she needs to get away from the chaos surrounding her mom and captain, she is able to find stability and hope from the discovery of her other life amidst the dark, cavernous labyrinth. She then continues to come back to this sense of hope depicted as a labyrinth. When Ofelia discovers this new life of stability that she was unaware of, the director seems to suggest that she will have to overcome difficult tasks that could risk her life or anyone that she feels close to. Lighting is able to focus on the conflict that is occurring through the characters and sound helps to set up the conflict that the character is about to experience. The music portrayed in the movie showcases how relationships are key to survival amidst backstabbing and war. The music in the movie varies suddenly between loud and soft dynamics which allows it to add a different element to the scene being shown. For example, the director shows how music plays a part in the themes of the movie in a particular scene between Mercedes, Pedro, and the other rebels. Mercedes pulls Pedro, her brother to the side, and has an important conversation with him. The somber music that is playing ever so softly detail how through the chaos surrounding the guerrillas, they are able to come together through the brother-sister love that they have for each other. This brings the idea of stability in their relationship. There is hope from the natural light being shone down on the rebels to the intimate conversation between the siblings that allow the director to be able to show peace through these characters. Sound often plays hand and hand with music. The doctor conversing with a rebel suggested that they were far enough away to not be heard, but loud enough to sense the anger of what is to come from the doctor. When Mercedes and Pedro begin to talk, the director suggests the intimacy and secrecy of their relationship and when their backs are against the wall, they will have each other always and forever. In contrast, loud, creepy music can be heard when Ofelia greets the feast of temptation. The music is played in a way to suggest a sort of eeriness to what is going to happen in the scene. The audio and sound crew creates sounds to show the climax points of the scene. It also plays on the idea of trouble when she is faced with a feast she cannot resist. Ofelia seems to be unaware of the outcome that comes with eating the food and when she discovers this feast, the music creates this troubling sense of urgency when she is faced with the temptation of not eating the food. Ofelia used the labyrinth to provide stability


in her life which was not there before, but after eating a grape and activating a beast to life, she has turned her world upside down again and her environment became unstable. A country struggling to find its identity between two parties of government are forced to choose sides and hope that their side provides the better life for them. In a time when families need each other most, the people of Spain have to stabilize their lives to be able not have it turn upside the way it did for many of the characters in Pan’s Labyrinth. Through the effects that the director uses to show the emotions of the characters, a simple glow of a needle can send a big message into the themes of the movie. Lighting and sound were just two aspects of the film that carried many different themes. In a country where instability was all around, the characters had to find each other or even another world where they could be in a stable environment and still keep those close to them for an intimate bond. Director Guillermo del Toro portrayed the image of stability and intimate relationships through lighting and sound to create a masterpiece work of art.


Works Cited

Del Toro, Guillermo, dir. Pan’s Labyrinth. Esperanto Films. 2006. Film.


Juan Price English 1101 05/15/12 The issue of church and state has long been disputed between people communities for years.

Comment [GSC1]: Choose a different word.

The question is whether the government should influence our beliefs in faith. Recently Currently, individuals in high positions such as politicians and school board presidents have are shared sharing their opinion on the conflict. I believe that these ideals should remain separate based on the many different beliefs that are in our world our country and world today. It is one thing to share what you believe in with other people, but it is another thing to make them learn something that could be considered questionable to their belief system. One of the stanch believers in the combination of church and state is Senator Rick Santorum. Although he disagrees with my belief system, he goes to the extreme with what he believes. During his interview on This Week, he was shown criticizing a speech given in 1960 by President John F. Kennedy and the issue of church and state. Santorum stated that the speech made him sick to his stomach. What upset me most about his comment was not the fact that he was disagreeing with what the President was suggesting, but how strongly he was opposed to it. Everyone has their own views on church and state and I believe it is an outrage that someone would make that comment on national television. President Kennedy stated exactly what I stand for on the issue of church and state. He states in his speech: “I believe in a president whose religious views are his own private affair, neither imposed by him upon the nation, or imposed by the nation upon him as a condition to holding that office.�

Comment [GSC2]: Just worldwide???


Nobody has the authorized right to suggest to someone what their beliefs are on church and

Comment [GSC3]: Are on what?

state. It is like the federal government telling me what religion I can or cannot be. If someone is in support of church and state being connected together then it is their choice and I can only disagree with their stance. Santorum believes that teachers, particularly specifically college professors, are forcing

Comment [GSC4]: How about using the word specifically?

students to agree with the ideology of their own. I do not believe this is accurate at all because it is the choice of the student themselves to dictate if they agree with the statement given. Most of the time, a professor will not likely share their beliefs simply because they do not want to offend someone by what they stand for. Another statement that Santorum made on This Week with George Stephanopoulos was that around 60% of students that enter college with a definite leave without that faith after going through the rigors of college. While this may be true in places he visited, a lot of most schools in the South also, known as the “Bible Belt�, do not agree with that statement the concept. There are Mmany faith-related organizations are established on and around campus because of the fact that religion is so important in the South. Santorum is not the only person to suggest the separation of church and state. The Texas school board president is also one that believes in the separation of church and state. He believes that the state should not dictate what a child learns about religion in the classroom because of the separate beliefs between individuals. If a child has a strong belief about how he or she is created, then the state should not tell the student that they are wrong if they believe a certain idea. This individual also has an extreme way of expressing his opinion to Colbert by trying to distinguish the difference between creationism and evolutionism. I believe that such topics should occur in a family environment such as a home to prevent outside influences from forcing a child to believe something different than they are used to. Finally, science plays a big role in this issue as stated previously about evolution. Author Charles Krauthammer wrote an article describing how people suggest that religion and how humans are created

Comment [GSC5]: Not necessary.


deals with the aspect of science. I am opposed to these individuals because of the fact that there are incidences on this Earth that cannot be justified by scientific observation. Regardless if you believe in God or not, there is a book known as the bible which describes the creation of humans. It is a real book that one cannot deny just fell out of the sky. It goes without saying that we as people should realize where we came from and if we do not understand that concept then there would be no need for churches. In conclusion, as stated before I do believe church and state should be separated. We are all allowed to express what we believe in and if we do not believe the same ideals as someone else then it is fine. Not everyone agrees on everything and no government should force an ideology down someone’s throat.

Comment [GSC6]: Good point.


Citation Page 1. Krauthammer, Charles. “Let’s Have No More Monkey Trials”. Elements of an Argument. Bedford/St. Martin’s. Boston. 2. Stephanopoulos, George. “Rick Santorum: JFK’s 1960 Speech Made Me Want to Throw Up”. Web. 26 Feb. 2012. 15 May 2012. 3.

“Transcript: JFK’s Speech on His Religion”. National Public Radio. Web. 16 May 2012.


Juan Price English 1101 05/15/12 The issue of church and state has long been disputed between communities for years. The question is whether the government should influence our beliefs in faith. Currently, individuals in high positions such as politicians and school board presidents are sharing their opinion on the conflict. I believe that these ideals should remain separate based on the many different beliefs that are in our country and world today. It is one thing to share what you believe in with other people, but it is another thing to make them learn something that could be considered questionable to their belief system. One of the stanch believers in the combination of church and state is Senator Rick Santorum. Although he disagrees with my belief system, he goes to the extreme with what he believes. During his interview on This Week, he was shown criticizing a speech given in 1960 by President John F. Kennedy and the issue of church and state. Santorum stated that the speech made him sick to his stomach. What upset me most about his comment was not the fact that he was disagreeing with what the President was suggesting, but how strongly he was opposed to it. Everyone has their own views on church and state and I believe it is an outrage that someone would make that comment on national television. President Kennedy stated exactly what I stand for on the issue of church and state. He states in his speech: “I believe in a president whose religious views are his own private affair, neither imposed by him upon the nation, nor imposed by the nation upon him as a condition to holding that office.�


Nobody has the authorized right to suggest to someone what their beliefs are on church and state. It is like the federal government telling me what religion I can or cannot be. If someone is in support of church and state being connected together then it is their choice and I can only disagree with their stance. Santorum believes that teachers, specifically college professors, are forcing students to agree with the ideology of their own. I do not believe this is accurate at because it is the choice of the student themselves to dictate if they agree with the statement given. Most of the time, a professor will not likely share their beliefs simply because they do not want to offend someone by what they stand for. Another statement that Santorum made on This Week with George Stephanopoulos was that around 60% of students that enter college with a definite leave without that faith after going through the rigors of college. While this may be true in places he visited, most schools in the South also, known as the “Bible Belt�, do not agree with the concept. Many faith-related organizations are established on and around campus because of the fact that religion is so important in the South. Santorum is not the only person to suggest the separation of church and state. The Texas school board president also believes in the separation of church and state. He believes the state should not dictate what a child learns about religion in the classroom because of the separate beliefs between individuals. If a child has a strong belief about how he or she is created, then the state should not tell the student that they are wrong if they believe a certain idea. This individual also has an extreme way of expressing his opinion to Colbert by trying to distinguish the difference between creationism and evolutionism. I believe that such topics should occur in a family environment such as a home to prevent outside influences from forcing a child to believe something different than they are used to. Finally, science plays a big role in this issue as stated previously about evolution. Author Charles Krauthammer wrote an article describing how people suggest that religion and how humans are created


deals with the aspect of science. I am opposed to these individuals because of the fact that there are incidences on this Earth that cannot be justified by scientific observation. Regardless if you believe in God or not, there is a book known as the bible which describes the creation of humans. It is a real book that one cannot deny just fell out of the sky. It goes without saying that we as people should realize where we came from and if we do not understand that concept then there would be no need for churches. In conclusion, as stated before I do believe church and state should be separated. We are all allowed to express what we believe in and if we do not believe the same ideals as someone else then it is fine. Not everyone agrees on everything and no government should force an ideology down someone’s throat.


Citation Page 1. Krauthammer, Charles. “Let’s Have No More Monkey Trials”. Elements of an Argument. Bedford/St. Martin’s. Boston. 2. Stephanopoulos, George. “Rick Santorum: JFK’s 1960 Speech Made Me Want to Throw Up”. Web. 26 Feb. 2012. 15 May 2012. 3.

“Transcript: JFK’s Speech on His Religion”. National Public Radio. Web. 16 May 2012.

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