Right to My Own Opinion

I really liked the group discussion that we had about the text. I feel our class was split on many different issues which made for great discussion. I believe that the purpose of the text was for us to realize that at some point this year, we will have different views than others in this class. This means just because we have an opinion on something, it doesn't make it a fact and it doesn't have more value over someone Else's thought process. Our opinion does matter, it is our voice. However, when it is not backed by fact or can at least be argued when questioned, there is no point in having one. We have freedom of speech and freedom of expression in our country, but that doesn't mean we should say anything and everything that comes to mind. Our right to our opinion should only be expressed when it is reasonable and can be backed by fact and argued for.

adumbrate - verb give to understand; describe roughly or briefly or give the main points or summary of
apotheosis - noun the elevation of a person (as to the status of a god); model of excellence or perfection of a kind; one having no equal
ascetic - adj. practicing great self-denial; pertaining to or characteristic of an ascetic or the practice of rigorous self-discipline; noun someone who practices self denial as a spiritual discipline
bauble - noun a mock scepter carried by a court jester; cheap showy jewelry or ornament on clothing
beguile - verb attract; cause to be enamored; influence by slyness
burgeon - verb grow and flourish
complement - noun something added to complete or make perfect; either of two parts that mutually complete each other; a word or phrase used to complete a grammatical construction; number needed to make up a whole force; a complete number or quantity; one of a series of enzymes in the blood serum that are part of the immune response; verb make complete or perfect; supply what is wanting or form the complement to
contumacious - adj. wilfully obstinate; stubbornly disobedient
curmudgeon - noun a crusty irascible cantankerous old person full of stubborn ideas
didactic - adj. instructive (especially excessively)
disingenuous - adj. not straightforward or candid; giving a false appearance of frankness
exculpate - verb pronounce not guilty of criminal charges
faux - adj. not genuine or real; being an imitation of the genuine article
pas - noun (ballet) a step in dancing (especially in classical ballet)
fulminate - noun a salt or ester of fulminic acid; verb cause to explode violently and with loud noise; come on suddenly and intensely; criticize severely
fustian - noun a strong cotton and linen fabric with a slight nap; pompous or pretentious talk or writing
hauteur - noun overbearing pride evidenced by a superior manner toward inferiors
inhibit - verb limit the range or extent of; to put down by force or authority
jeremiad - noun a long and mournful complaint
opportunist - adj. taking immediate advantage, often unethically, of any circumstance of possible benefit; noun a person who places expediency above principle
unconscionable - adj. greatly exceeding bounds of reason or moderation; lacking a conscience

Sentences

I adumbrated the plot of Harry Potter very quickly. 

The apotheosis given to Derek Jeter as the Captain of baseball was well deserved. 

The wrestlers ascetic nature prevented him from eating in order to make weight.
The teacher asked the class clown if he had forgotten his bauble at home.
I beguiled my teacher into getting my way.
The flower burgeon rapidly in the ideal habitat.
Even though we were complete opposites, my business partner complements me in such a way that we are successful.
The new dog was wildly contumacious and continued chewing on the furniture.
The old man as turn into the curmudgeon of the neighborhood.
This assignment was meant to be didactic.
I'm not sure if this assignment was disingenuous or not yet.
I tried to exculpate myself out of the charges against me.
I try not to enact a faux pas nature when I first meet people.
The ball fulminated off the bat as Mike Trout hit a walk off home run.
His essay was filled with fustian writing.
His hauteur personality made everyone around him feel bad about themselves.
The police in Ferguson are attempting to inhibit the media.
I have a very well thought out jeremiad statement to make about the amount of homework I have.
Honestly, the amount of homework is unconscionable. 

Reflections on Week 1

1. I think the only thing that might affect my participation in class would be wrestling. Wrestling is a very demanding sport on both the mind and body. We also miss quite a bit of school going away to tournaments. As long as I stay on top of my work I should still be successful in this class.

2. The two best lessons that have been taught to me were from teachers here at Righetti. Mr. Provost was my Algebra II teacher sophomore year. He had caught a few kids cheating (I wasn't one of them) and was very upset. He stated that the reason why he was so upset was that kids only cheat on teachers that they don't respect. It put it in a different perspective for me on the whole idea and then it clicked for me. I realized that I was more willing to cheat in classes where I did not respect the teacher or the course. The second lesson was one by Mr. Greeley in AP World History my sophomore year as well. He was trying to explain what perspective, point of view, and bias were in text. He asked, "Who killed Jesus?". Some kids answer Pontius Pilate but he was looking for a more generic answer. Finally a kid answered, " The Jews did.". This was the answer he was looking for. Mr. Greeley asked the student where he had gotten the information and the kid responded with the Bible. The next point Mr. Greeley made changed my whole view on text. He pointed out that if you weren't Jewish in that time period, in that area, then you were an atheist or a Roman. Naming the Jews as the people who killed Jesus wasn't the entire truth. These two lessons changed how I viewed learning.

3. Each year, I've come away from my English class with a view on learning and really, life as a whole. This year seems like a very engaged class which excites me. I've always been one to engage in debates and Socratic seminars and I'm excited because there are a lot of intelligent students in the class. I've been known to be arrogant at times. What I hope to gain most from this class, is respecting others and being able to admit that I am wrong or someone else might have a better idea than my own.

1987 Practice AP Exam Multiple choice

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1987 AP Test Notes

I feel I did well on this test. I definetly noticed a struggle of trying to stay focused. There was a lot of reading texts just like the AP test I took last year. Over the course of this year I hope to get better at interpreting old english style of text. I feel I did a good job of narrowing down the options but i need to expand my vocabulary more. I enjoyed the first essay more than the second. 

Poetry 1

1.  The Laughing Heart by Charles Bukowski
2. The use of the poem in the commercial is ironic because of the line "Don't let it be clubbed into dank submission". By manipulating the poem into the purpose of advertising for a corporation, Levi's defiles the poem.
3. I would say that this poem does not represent Bukowski's normal reputation. His style often included violent and sexual themes and events. Although this poem has a dreary tone, the main message is being free and expressive of yourself.
4.  For question one, I typed a fragment of the poem into Google which led me to the poets name. I then typed in the authors name followed by the word reputation. This gave me all the information I needed to complete my assignment.

 

I think like many AP students I confused these two quotes with each other. I tried to convince myself that there would be an easier way to get out of doing my summer reading and writing. Instead, all it did was set me further behind than my classmates. I know that my work ethic is better than that. In truth, I know that I was too lazy during this summer but I also know I will catch myself up.