Q3APWiki+Yura

Research Paper Drafts My evaluation on Lydia's

Evaluation
1) What does the person do well in analyzing? She links love to vitality She points out that the angel is a symbol of love She talks about the different types of love She did a good jpb of analyzing the different poetic techniques that Angelou utilizes- personification and enjambment.

2) what is something you found surprising? or amusing? I thought it was interesting how Angelou compares love to an angel.

3) If the person had to do this again, what would you recommend in analysis? She needs to synthesize her arguments and relate that to the poem better. For instance, she does well pointing out the different types of love, but does not divulge where in the poem the reference is made. Also, I wish she could have had the poem for us to see as she was doing her analysis.

4) Comment on the visual portion of the video. I found the picture of the pigeon very surprising because it was so clear. The variety of pictures and videos were also very nice. I liked the video with the cheerleaders

I analyzed my poem’s theme in a few ways. However, the different ways all relate to each other. Therefore, I think it was good in that I was able to show the different meanings of “love,” since it can relate to more people. Also, in the video, I represented love by showing the warmth created from sunlight. As a result, I think the image of the sunlight more lucidly gives the audience the idea that love brings warmth in life In my analysis, I don’t refer to the actual poem very often to substantiate my argument. Hence, it’d be better if I were to refer to it and also have more parts in my video where the poem is shown. This would make my analysis more profound as well as organized. As I analyzed my poem, I was surprised by the effect of the enjambment used. Without the enjambment, the poem wouldn’t represent what it is supposed to—love in life. The enjambment created pauses as I read through the poem, which added more emotion to the poem and it helped to convey the poem’s message to the audience. In my video, I used both images and video clips to represent the aspects mentioned in poem, interpreted in my own ways. Although I used both images taken by me and derived from the internet, I realized that the video clips that I took had more meaning to my video. The reason is because the video clips really showed the way I interpreted the poem and I feel like they represent the poem visually in a simple manner so that the symbols can be recognized. Hence, I liked the video portion of my video more than the solid images.
 * Slef Evaluation**
 * Analysis- what specifically does the person do well in analyzing?**
 * 2.** **Analysis- if the person had to do this again, what would you recommend in analysis?**
 * 3.** **What is something you found surprising? Or amusing?**
 * 4.** **Comment on the visual portion of this video**

I'd give myself a B because although I tried to vary my visual portion of the video, my analysis lacked. Moreover, I wasn't as considerate about the audience as I didn't put up the picture of my poem every time I referenced to the poem, which would cause difficulty for the people viewing my video. Moreover, it would have been nicer if I referred to specific parts of the poem more often rather than simply talk about my interpretation and my opinion about the poem.**
 * Grade: B

- Maya Angelou
Script/ Outline Scene 1: “live coiled in shells of loneliness” A girl is curled up by herself, looking cold and in the darkness. She is chained. Also there will be a snail sliming in front of the girl to show “coiled in shells of loneliness.” The focus will be mainly on the snail and the girl will be in the background. // This scene will be shot in black and white to represent the “unaccustomed to courage” and “exiles from delight.” // Scene 2: “Love arrives.” The snail disappears and a light shines. The girl’s chain slowly falls and she opens her eyes to stare at the light that it shining on her. She stretches her arms and slowly stands up to show the liberation. And she walks to the garden with green plants and “steps into life.” // The scene will be shot in color now that “love arrived.” // Scene 3: “old memories” A compilation of images will be inputted into a slide show to represent history and the old memories. // This slideshow will start with black and white pictures and slowly change to color pictures to show her evolution. // Scene 4: The girl starts weeping thinking of her old memories of love and feels the pain, once again. Yet, she realizes that as she thinks about love, her chain disappears and she walks into a crowd (the society). As the girl goes through each scene she will read the parts of the poem that matches her situation  1. Show the poem (as text) 2. Analysis: Understanding the poem -> Love in relation to Angel -> Title's relation to the content -> Love's double meaning 3. Personification and Enjambment -> Importance of love, which is personified -> Enjambment showing uncertainty in life/love 4. Read the poem media type="youtube" key="4E9QVAVcHIo" height="340" width="560"

The evident theme divulged in //The Bluest Eye// and //The Mercy// is racism, but the indirect message Morrison conveys is the effect of discrimination. Body I: Racism confuses the entity of the black people in society a. Simply due to skin color, the society defines a person and his or her characteristics b. In the //Bluest Eye// Claudia is confident that she knows her identity, but as she becomes more and more involved in society, she encounters an enigma Body II: Loss of entity makes the black people subservient to society’s views a. As society labels the black people as minorities, they begin to let go of their true entity and accept their stereotypes. As a result, they feel like a minority group, indubitably. b. Black people start to think that they are meant to live a low quality life with lack of happiness Body III: The minority group lives a vapid life with eradicated desires a. Although at first the children in this group aspire to go against all odds and succeed, society hinders them and represses them to live a life with lack of respect. b. The people feel futile in society and lack voice c. They start to forget their dreams to achieve higher standards Body IV: Racism affects mental health a. As people feel suppressed, they are unhappy. a. The unhappiness causes them to be gloomy all the time and stop having fun with others. b. People start stepping out of society as they start lacking confidence. c. The minority group finds a desire to be like the white people, who are automatically superior due to their skin color. d. The people in the minority group start taking amoral actions due to their negatively affected mental health.