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.