PRATICE EXAM 2/ REVISION

I was asked to write an essay," revising the essay, "What I'm good at," written by an 18 year old young man, with an Asian back ground.  After reading the essay, the writer's thesis statement was clear.  He obviously thought very highly of himself.  Overall the writer's voice was clear, but got lost in rhetoric, bad grammar and the use of slang words through out.


I'd like to begin on a positive note.  The writer's clear thesis statement, as well as, positive regard for himself were the two strengths of this essay.  The many concerns globally, and locally is what the basis of my revision essay will focus on.


There were global flaws in this essay, specifically the use of rhetoric, which caused the essay to appear unorganized.  The writer talked on and on about himself, saying basically the same things.  His sentences ran on, starting with the very first line, which caused his confusion in topics, "I've discovered that I'm good at partying, spending $$ on Fashion, Clubbing, and enjoying delicious food," (1).


Bad grammar was a common theme in the entire essay.  His use of capitol letters incorrectly in sentences, and symbols for words made the essay sound as though a child had written it.  For example, his use of $$, "Spending $$ on Fashion," (1).  The continued misuse of commas, or maybe the overuse made the essay difficult to follow.


The writer's vocabulary was limited, and substituted for with the use of slang, "each time I carry at least 2G's on me," (2).  His use of slang limited the audience he would be able to reach.  Anyone outside of his peer group would show very little interest in anything he had to say, because they wouldn't be able to understand him.


My advice to the writer of this essay, would be to scrap the entire essay.  Start over by first taking basic English classes, in which he'll learn proper use of grammar, and vocabulary.  He should then enroll in English composition, where he'll learn  to take basic grammar and his new vocabulary, to compose well written essays.

PRACTICE EXAM 2/RESPONSE AND ANALYSIS

"Digging," by Seamus Heaney, is a poem written by a young man during his impressionable years.

The narrator speaks of watching his father/grandfather plant, and harvest potatoes for 20 years,"Bends low, comes up twenty years away,"(Heaney 7).  Although he is very proud of the hard work both men displayed, which is evident in his use of rhyme, diction, and tone.  The narrator clearly doesn't want to follow in their footsteps.


The narrators reminiscing of the above gave him fond memories.  The pleasure of the memories can be felt in the first-fourth lines of the poem.  These lines flowed rhyming the words, "thumb, gun, sound and ground,"(Heaney 1-4).  After that the narrators direction changed from carefree memories to a more serious reflective tone. 

The diction used, purposeful words which allowed the reader to actually hear the digging, "the squelch and slap of the soggy peat/the curt cuts of and edge",(Heaney 25-26).  With the minds eye you can hear the spade cut through the earth, as the men went about their work.  The narrator observing the hard work put forth by both men.


The narrators tone gave voice to a young man, who had great pride, as well as, respect for the hard work his father and grandfather portrayed.  This was evident when he spoke of his father, "By god the old man could handle a spade/Just like his old man,"(Heaney 15-16).  He was beaming with pride when he said, "My grandfather cut more turf in a day/Than any other an on Toner's bog,"(Heaney 17-18).


Although the narrator voiced immense pride for both  men's hard work, the conflict for him, was his not wanting to follow in their foot steps.  He was a writer and would choose a pen over a spade, "But I've no spade to follow men like them//The Squat pen rests, I'll dig with it,"(Heaney 28-31).

PRACTICE EXAM 2/PREWRITING: ANALYSIS/RESPONSE

I.  Introduction: "Digging", by Seasum Heaney.

     a. a son compares his tool which is a pen to the tool of his father/grandfather, which is a spade.
     b. Thesis: use of rhyme, diction and tone to tell story

II. Rhyme:

     a. lines in stanza I and II rhyme

III.Diction

     a. word choices used to describe digging, "the squelch and slap of soggy peat/the curt cuts of an
         edge," (Heaney 25-26).

IV.  Tone

        a. Narrators voice depicting pride at how hard his father worked, " By god, the old man could
            handle a spade/Just like his old man," (Heaney 15-16).
         b. "My grandfather cut more turf in a day/Than any other man on Toner's bog," (Heaney 17-18).

V.    Conclusion:

         a.  Although the narrator was very proud of how hard his father/grandfather worked, he decided
              he wouldn't follow in their  footsteps, "But I 've no spade to follow men like them///The 
            squat  pen rests, I'll dig with it,: (Heaney 28-31).

PRACTICE EXAM2/ARGUMENTATION

In Steven Kings piece, "Why we crave horror movies," his argument is that each of us has a level of
mental illness; insanity, that gets fed when we watch horror movies, "I think that we're all mentally
ill; those of us outside the asylums only hide it a little better-and maybe not at all that much better,
after all,"(King 1).  His argument is based on observations of people he's known, "We've all known
people who talk to themselves, squinch their faces, have some hysterical fears," (King ).  He considers people who exhibit these traits as mentally ill, so when such people attend horror movies, they do so to feel normal.  My position as to why people attend horror movies is based on personal
experience.  Horror movies have always been thrilling, compelling, and exciting to watch.  The need to satisfy the above emotions is the appeal in my opinion.

Growing up in a strict, Christian household, many things were considered taboo.  Horror movies were not allow.  They were considered evil, satanic, and not healthy for children to watch.  We were always told, "you're going to have nightmares if you watch movies like that".  In order to watch a horror movie, it had to be late night when the parents were asleep, or out of the house.  Just the thrill of getting away with watching the movies, was almost as thrilling as the movie itself.

The anticipation of what horrible deed, or who the villain was going to devour, compelled the viewer to continue watching.  As the movie climaxed, with nail biting sound effects, it became increasingly compelling.  This is the point where the audience was on the edge of their seats, in anticipation for what was to come.

The anticipation for what was to come turned into excitement.  Sound effects, like the squeaking door or foot steps only increased the excitement.  Realizing it was just a movie, satisfied the appetite for gore.  So, in opposition to Kings belief that horror movies are craved to satisfy the mentally ill or insane, "those of us outside of the asylum only hide it a little better," (King 1).  I'd have to say, that the mass majority of horror movie watchers are perfectly sane.  They attend horror movies for the adrenaline rush.  Horror movies for some are entertaining, and for others feed the cravings for thrill seeking, withour having to jump out of a plane.

PRATICE EXAM 1/REVISION

After reading the letter written by outraged students regarding their college considering mandatory community service hours as a graduation requirement, I have several concerns in the form of an critique. The concerns are from a both global and local perspective.

In the letter the students are very clear regarding their opposition to mandatory community service.
This is the one and only strength I can find in the letter.  The poor organization/structure in which the student chose to write the letter in my opinion down played their position making the letter almost
laughable to the recipient.  The lack of logical transitioning between paragraphs read as though the writer was ranting rather than expressing.  There is no evidence presented as it relates to any compromise on the students part.  No mention of research stating pros/cons to community service. 
The letter appears reactive not well thought out, without any background or history regarding the topic.

The letters conclusion restates the fact that the students are against a community service requirement in the very same language as the introduction.  There is no mention of being open to discussion of matter with administration and the letter is signed "outraged students".  This gives the impression of an unwillingness for further discussion. 

The limited vocabulary, lack of sentence variety, as well as, run on/fragmented sentences made the letter read as though it was written by someone with very little intelligence which in my opinion diminished the students voice.  Spelling, grammar and punctuation errors strongly interfered with the
validity of the students position.

So that the point doesn't get lost with rhetoric, my advice would be for the writer to re-approach the writing process to make their position known along with the reasons why.  Present evidence to support their position using intelligent, correctly spelled words with correct grammar.  I would suggest that the writer closed the letter with the understanding that the students are open to discussing the matter with administration.

PRACTICE EXAM 1/Analysis/Response Essay

In the poem, "Musee' des Beau Arts," by W.H. Auden, the narrator compares his feelings on human
suffering to the painting, "Landscape with the Fall of Icarus," by Pieter Brueghel.  The narrators
strong diction, use of imagery and tone clearly allows the audience to view his moral stance on
the subject.  Auden takes a stance a few lines into the poem.  His diction apparent and his outrage
evident regarding the suffering when he says, "About suffering they were never wrong,"(Auden3).
He goes on to talk about how "the Old Masters/understood its human position,"(Auden 4,5). Accepting life as it is.  Throughout the entire poem the narrators continued use of word play sets
the audience up for the picture he was painting.  Human suffering taking place while people just
went on with the leisures of their own lives.

The use of imagery first in the paintings title, "Landscape with the Fall of Icarus," one starts to
visualize trees, grass, woods and a pond.  The pond becomes clearly present when the narrator
speaks of, "children skating on a pond at the edge of the wood,"(Auden 10,11).  Setting the minds
eye up for the tragedy that's taking place, while all things leisurely are going on in spite of disaster,
"the ploughman may Have heard the Splash, the forsaken cry,"(Auden19,20).  He chose to ignore what was going on around him, "But for him it was not important failure, the sun shone,"(Auden 21).

Audens tone remained consistent thoughout this piece.  From the first stanza when he speaks of suffering to the second stanza when he speaks of the image of a boy falling out of the sky.  His
outrage is apparent.   One can almost hear his disdain for society and its lack of concern
when he says, "That even the dreadful martyrdom must run its course,"(Auden13). Which he
says in order to express to the reader the extent of his disgust.

Audens, "Musee' des Beus Art," and his comparison to the painting, "Landscape the Fall of Icarus,"
is a call to the human condition.  Telling the story with purposeful word choices while painting the
picture in the minds eye with use of strong images, his message was delivered and received.  Society
must not continue with its self consumed way of life   Attention must be made to the suffering around us or even martyrdom is in vain. 

PRACTIVE EXAM 1/PREWITING: "Musee' des Beau Arts," by W.H.Auden

                          OUTLINE

I.  Introduction:
     a. The subject of the poem-human suffering
     b. Thesis/moral stance-as told through use of diction, imagery and tone.

II. Diction;
     a. Word play
     b. Stanza I's use of words prepares reader for the images in Stanza II.

III.Imagery:
     a. Landscape
     b. Characters
     c. Objects
IV.Tone:
     a. voice of disdain/disgust
     b. relationship of stanza/line with sentence/punctuation places emphasis on tone
         taken.
V.  Conclusion:
     a. moral/philosophical stance taken by speaker was that of disdain towards
         societies lack of caring and or empathy for the suffering of others.
     

PRACTICE EXAM1/ARGUMENTATIVE ESSAY

          "Students who push burgers," by Walter S. Minot.

In the literature, "Students who push burgers," Walter S. Minot  argues that students who work and
attend school diminishes American education.  "Yet in all lengthy analysis of what's wrong with
American education, I have not heard employment by students being blamed,"(Minot 14-16).
He believes students prioritize work for money to buy luxuries and afford socializing rather than
studying. "They work so that they could spend $60-$100.00 a week on designer jeans, rock
concerts, stereo and video systems, and, of course cars,"(Minot 31-33).  His position is based
on memory and his observations as a college professor.  My position is that students who work
while going to school isn't necessarily a negative.  From personal experience working while
going to school, while a necessity was also an education in itself.  Lessons in money and time
management, as well as, prioritizing was something that could only be learned with experience.

In opposition to Minot's argument, based on personal experience and the experiences I've observed
amongst my peers, not working while going to school is no longer a reality.  40 years ago as
mentioned by the author there were students who had the choice.  In this era with many students
being single parents and heads of households with expenses not related to school, working is a must.
Lack of government funded grants, strict scholarship requirements and other educational grant
resources non-existent, it has become difficult for any student not to work.

Although money management is a very important lesson learned, so is the management of ones
time.  Time management is a strong second of the lessons learned while juggling work and
studies.  Setting aside time daily for studying and completing assignments creates a since of
structure, as well as, discipline, which are two very important character traits for success.

It is usually the desire to be successful which ultimately drives the student.  Making the decision
to attend college with the knowledge that you also have to work is not a decision made without
giving much thought, and prioritizing ones life.  Often times socializing with friends and missing
family events is where priorities become evident.  Studying taking precedents over all things not
work or school related.  Therefore I must counter Mr. Minot's argument that working while
attending school is a formula for the decline in American education.  Once the investment is made
most responsible people who are success driven go the course.

In conclusion, working and going to school although difficult is very doable.  Whether it's done
out of necessity or by choice, success can be achieved doing both.  Maintaining balance financially,
managing time wisely, and prioritizing according to importance is a formula for success.

Week 6/ Response essay to "Love : The Right Chemistry", by Anastasia Touexis

In the essay, "Love: The Right Chemistry", by Anastasia Toufexis, the author speaks of love from a scientific perspective. She talks about the affects of chemicals from the brain and it's direct relation

to love. In response with focus being on the chemical, as well as, the physical the right chemistry

does not guarantee love. 

The author begins the essay with much discussion on how chemicals, such as dopamine, norepinephrine, and phenylethylamine or (PEA), emitted from the human brain translates into

feelings of love. Referring back 4 million years to Africa in the early days of human species, she 

speaks of the first notions of love being a result of an neurochemical reaction, "that the first cascades

of neurochemical began flowing from the brain to the blood stream to produce goofy grins and sweaty palms as men and women gazed deeply into each other's eyes"(Toufexis 3).

If that was the case, then physical connection must have played an equally relevant part in the love connection. The author also mentions as the human species evolved and began to walk upright men

and women were more likely to look each other in the eyes.  With such close proximity full frontal

views were unavoidable, "humans began to enjoy face-to-face coupling; both looks and personal

attraction became a much greater part of the equation"(Toufexis 4).  As one can imagine physical

attraction became evident. 

When a couple finds themselves attracted to each other be it by way of chemical reaction which

may lead to physical attraction, this doesn't necessarily mean that it will last forever. Chemicals

In the brain are sometimes altered. Time has a tendency of changing ones appearance physically. 

The person we were attracted to in our 20's is not going to be the same person in all probability

that we're going to be attracted to in our 40's. With time and maturity priorities change, as well as,

a whole different set of responsibilities. Taking all the above into consideration attractions change. 

Yes its' been scientifically proven that chemistry, as with the chemicals mentioned previously along 

with the physical, whether it's aesthetics or sexual, doesn't guarantee a forever love. As we progress

in life our needs change and we grow. Sometimes with growth the chemistry both chemical and 

physical changes along with the love. 

WEEK 6 IN CLASS ASSiGNMENT: REVISION STRATEGY ESSAY

This essay is a response to the critique of Eric's revisions strategy essay by the instructor, Nikita Driscoll. I've been following the progress of Eric's essays since week 3 or 4, when asked to critique

one of his essays as a class assignment. According to the instructors critique, it's clear that there are

areas to improve upon but overall she was pleased with Eric's progress.

In body paragraph one the instructors' critique regarding your thesis statement and organization of

sub-topics was strong. The purpose of such a strong critique in this area is due to the importance

of maintaining a flow. In order to flow consistently sub-topics should be discussed separately, this 

not only keeps the audience engaged but also decreases confusion. 

Other areas of concern as critiqued in body paragraph two, is your use of quotes and lack of 

incorporating them in your essay using proper citations. In regards to this critique I would have to

agree. The proper use of quotes and citing them correctly gives the audience a clear view of what

Is being said and by whom. 

The instructors' critique regarding Eric's use of or over use of rhetorical devices is very useful for

the writing of future essays. Again I'm in agreement with this critique due to my lack of expertise

in this area.  She feels your sentences run on and lack strong vocabulary. Avoiding the use of these

devices also improves the flow of the essay, which in turn keeps the reader informed and engaged. 

In conclusion, the instructors' critique of Eric's essay in my opinion was fair. The importance of

this critique is necessary to improve upon the essay writing technique. With the advice from the

instructors critique Eric is well on his way to taking the Excelsior Exam and passing with flying colors. 

WEEK 5/REVISION STRATEGY ESSAY

       

After reading my essay on the poem "THEME FOR ENGLISH B", by Langston Hughes, the critiquing received by my peers regarding my thesis statement were correct. The thesis statement was not clear or too long as one suggested. Lack of totally understanding the difference between the thesis statement, which is the thought put forth as a premise to be proved or maintained, as opposed to the telling of the story. Stating clearly in my revision essay, the thesis statement is, with the use of diction, tone, imagery and written in free verse, the author explores finding ones identity in a class with people who at first glance are very different from who is. Now that my thesis statement is clear the next thing that must be corrected is my use of transitioning sentences or lack of between paragraphs per the instructor. 

When writing the body paragraphs, the transition sentences used didn't identify what part of the thesis

statement was being discussed . Again attributed to the lack of a solid and clear thesis statement which caused the transition statements and paragraph topics to appear confusing. Identifying my main thesis then subtopics will improve the essays' organization and better engage the audience. My transition sentence coming into this paragraph will be as follows, setting the narrators tone. The poem begins with the instructor, asking each student to "go home and write a page tonight./And let that page come out of you--Then it will be true"(Hughes 1-5).  This is where the narrators tone changes

And his identity crisis begins.

The evidence used in the essay was clear and supported well, proper use of citations, but needed further explanation and to be linked back to main thesis. Again the lack of clearly stated thesis is central theme to the revision of this essay. Once clarified, organization would be improved, as well,

as, clarity.  Once the revisions are implemented, the essay would be a well written, thought provoking 

peace.  Which brings me to my next transition sentence. The narrator expressed doubt that the

Instructor could know what is true for him being white and he black, the only black student in the

class. "I wonder if it's that simple?/I am the only colored student in my class"(Hughes 6,9). Which clearly sets him apart from the rest of the class. At age 22 this is all he knows to be true and that he's

black. The narrator then goes on to speak about the the traits he and his classmates have that

Are similar, "I like to work, read, learn, and understand life"(Hughes 21-22). This too is very much 

My truth, which is what the entire class has in common regardless of what our differences appear

to be. Inspite of said differences the narrator acknowledges that it doesn't define who he is as a

person, "I guess being colored doesn't make me not like the same things other folks like who are 

other races"(Hughes 25-26).

In its' entirety the essays language was good. Didn't spot any grammar errors as far as my expertise goes regarding the subject of grammar.  May have over used commas, not sure but wasn't mentioned in any of the critiques.  All and all mechanics being one of the strong areas of the essay.

In conclusion, revision is definitely needed. Starting with the use of my newly defined thesis statement.  The strategy will be clearly stating the thesis statement, once stated building with

 subtopics. Using transitioning sentences to tie in each topic then tying each paragraph back to the thesis.  The sentence to conclude the essay after revising would be as follows. Although we come from different races and have different beliefs, for this class we share the commonality of writing an English paper about what is true and that is we are American. 

Homework week 3/ 5 paragraph essay analyzing poem of choice edited version for week 4

                         Analysis of a poem by Alicia Reid

               "Theme For English B by Langston Hughes"

          The poem "Theme for English B," by Langston Hughes is a lengthy poem which tackles the issue of race and finding ones identity using imagery and tone to bring the story to life. The narrator depicts a black college student who, in his attempt to write a paper for an English assignment, must also identify who he is in the process. As the only black student in his class, he's conflicted.  Not certain if he should approach the subject from what he knows to be true for certain and that is he's black or from the perspective of just another student in an English class in America. The narrator is not sure he can be true to himself if he doesn't stay true to his race and culture versus approaching the assignment without regard to race, which at 22 he identified the most with. The struggle begins with the fact that the narrator lived first in the south, where race and discrimination based on skin color was a way of life, then in Harlem New York during the Harlem Renaissance Era when black writers and artists were heavily involved in the Civil Rights Movement, but discrimination was less blatant. 

   

          The narrator sets the tone of the poem by writing in free verse. The language being simple,

"Theme for English B", speaks directly to the consciousness of the times. The poem begins with a quote from the narrators english instructor, "Go home and write a page tonight./And let that page come out of you---Then, it will be true"(Hughes 1-5). The instructors intent for this assignment was for each student to write something from their heart. The narrator expresses doubt that the instructor could indentify with what his truth is giving the fact that he, the instructor is white, listing several facts

about himself that clearly sets him apart from his classmates and the instructor.  One being he is the only black student in the class. "I wonder if it's that simple?//I am twenty two, colored, born in Winston-Salem"(Hughes 6-7)."I am the only colored student in my class"(Hughes 9).  These things he says in frustration, not believing his instructor could relate. He then goes on to speak on the traits he and his classmates have that are similar, "I like to work, read, learn,and understand life"(Hughes 21-22). This too is very much my truth, which is what the entire class has in common regardless of where we come from. 

          The narrator writes that at his young age, he doesn't know what is true. By showing that they all have things in common, even if at first glance they are different, the narrator continues to depict his dilemma and the conflict he experiences while trying to find his identity. He knows he is both a part of Harlem and a part of an predominately white class, "I guess I'm what I feel and see and hear, Harlem, I hear you"(Hughes1718). While he continues to struggle with his identity, which includes race and culture.  The narrator acknowledges that it doesn't define who he is as a person, "I guess bring colored doesn't make me not like the same things other folks like who are other races"(Hughes 25-26).  

          Although he's different from his peers in some ways they are all Americans with similar likes and common purposes. Therefore, they will all learn from each other, which will increase diversity and discovery. Through their parallels, everyone can bring a different perspective or their individual truths to share. I found the common theme of this poem easy to relate to, the tone being the commonality of identity crisis, which is a universal subject. Regardless of ones' cultural background or race, we all struggle at one time in our lives with who we are and where we fit in the world. 

          In conclusion, it can be difficult to find commonalities with new acquaintances, especially when we come from such diverse backgrounds. It's much easier to revert back to our comfort zones. But, if we open ourselves to new experiences, it is not hard to find similarities like the narrator does in the poem, "I like to work, read, and understand life"(Hughes 22). As in the sentiment I believe Langston Hughes was trying to convey on the matter of diversity, he writes, "As I learn from you, I guess you learn from me"(Hughes 37-38).  Instead of isolating ourselves from what's not familiar, we can choose to engage and find similarities among our peers, creating a more diverse environment rich with many perspectives. 

Homework week 2/ Poem 2

                         "WE REAL COOL," By GWENDOLYN BROOKS.


          We real cool, was given a rhythmic melodic tone by the author, I believe , to enable the reader to envision the body language of the characters.
            The main themes running throughout this poem are we and cool. Therefore the reader must assume, that there are several characters maintaining their coolness. "We real cool."  I envision kids trying to be cool by skipping school, shooting pool in some pool hall and drinking, "we sin gin," with no regards for the future, nor the consequences of their lack of regard.
           The tone and imagery in the poem translates well, vivid. I was able to determine the who, what, where, when, why and how, as the author intended.

Homework week 2/ Poem 1

                 " A SUPERMARKET IN CALIFORNIA BY ," BY ALLEN GINSBURG.
     A supermarket in California, doesn't follow any format I'm familiar with.  It reads as though someone is talking to himself or perhaps engaging in a conversation in his head with people he imagines are there. Walt Whitman and Garcia Lorca, being the recipients of his rant.
     While researching this poem, I discovered that the other two characters were also poets. Homosexuality being the commonality amongst all three characters, Ginsberg, Whitman and Lorca.
Whitmans' sexuality was noted when the narrator describes him as a "childless, lonely old grubber, poking among the meats in the refrigerator and eyeing the grocery boys."  Lorca introduced when asked, " and you, what were you doing down by the watermelons?" I believe Lorcas' importance to the storyline is his work, which is known for its' homoerotic tones.
     I have to conclude, that the intention of this poem, is to share with the reader, the authors' sexuality and that of two people he admired. That they too shop at supermarkets and are no different from any other man.

Homework week1 poem3

         C.W.H Auden, Museedes Beaux. I found this piece to be difficult to interpret. I came away with the feeling, that  there was an old man sitting in contemplation of his death, as he watched all around him go about their daily lives.
         The aspect of the poem which drew my attention initially, was the old Masters' and their feelings of suffering. Knowing that their lives were ending, accepting this as the order of the "human position", but as I can imagine, hoping for more time.  Secondly, for each "miraculous birth", there is also death.

Homework week 1 poem 2

       My first impression of a woman's work, was , it's  a poem about a housewife going about her day tending house. Mundane, tedious housework, with no aspirations of her own. After reading the poem several times, I realized that what this woman did on a daily basis, was her way of expressing her artistic self. Perhaps she had aspirations of being an artist, but had a family and put her dreams on hold. So she put her heart into keeping house. Her family was her heart, her work of art.
      What I found most profound in this poem, was the child's reflection. Once resenting having to stay indoors doing housework or chores, while her friends were outdoors playing. Once she had a family of her own, she too chose home, her heart, but taking time out to also pursue her dreams. The housewife, evolving.

Homework week1 poem 1

While reading the poem, I initially thought it was about architectural history.  As I delved deeper into the poem, it became clear that the poem was about race and culture. One staking claim to a history, that the other person felt belonged to him.

The aspect of the poem which I focused on, because it peaked my interest, was the white woman's interpretation of history. History states, that the Native Americans were the original people here in America. Hence the name Native American. The white man took the land and prospered. So not only did the natives have their land and homes stolen, but also their history.

Introduction of myself

My name is Alicia Reid and I currently live in Waterbury, Ct by way of Texas. I was born and raised in Bridgeport, Ct. I have two grown children, my oldest also is a nurse, Aprn. She challenged me to once and for all, complete my goal to becoming an RN. The most challenging thing for me I believe in regards to this class, is the technology part. I've just recently joined the technology age and although I find it convenient, it's also complicated for us old heads. I'm determined to overcome all my fears and work daily on improving my knowledge in technology. I accomplished setting up this blog, didn't I?  This class did this for me.

IN CLASS ASSIGNMENT WEEK 1

I reread a book by Iyanla Vanzant, "Peace from broken pieces." I've followed the author for several years, from the Oprah Winfrey show and now her weekly show on OWN, Iyanla fix my life. The piece is a story of over coming, therefore allowing yourself to become a person able to live in the present. I was most enlightened by the author's gut wretching honesty and the courage it must have taken to share the fact that she didn't have the relationship with her daughter she thought she had. Finding in her daughters diary, after her death, her interpretation of their relationship. How is it you can be in relationship with someone and not know the full extent of the relationship?
I found several reviews online of the book at Good reads.com.  The reviews were mixed, but all agreed that the message was powerful. Through Wikipedia, I discovered Vanzant is an author, inspirational speaker, spiritual teacher and television personality.  She has a show on OWN Network, called, Iyanla fix my life. In an interview with The Root, the author eludes to writing the book out of necessity. In order for her to find peace in the present, she needed to do the work of picking up the pieces from her past. Self exploration and taking responsibility for the roles we play in our own destiny, is what I take from this book.

Gratitude