Astronaut Paper by Logan Goodwin

Logan Goodwin

Pre-Ap English 1

5/7/15

Richard Cory & Unknown Citizen

The poems “Richard Cory” and “The Unknown Citizen” both explore society’s view of a perfect man up to their ironic ends. Robenson represents a man named Richard Cory as his protagonist by creating a royal complex around him until his suicide, while Auden presents his long poem through an authoritarian society’s view of conformity. Both poems flow and clash through their use of social status, bystanders perspective, and the character’s ironic ends.

Both poems conflict in the social rank of there main protagonist. For example, Robenson “shows off” his main character by characterizing him as a ” gentleman from sole to crown” and ” schooled in every grace”. Robinson’s choice of making Richard Cory an idolized character who was viewed as having anything-and-everything made his death all the more tragic to those whose pulses “fluttered” by his elegant greetings. . Whereas, Auden presents the unknown citizen as a mere “factory worker” and “married [with] 5 children”. By doing this, Auden’s protagonist’s death doesn’t affect those higher or lower than him but those around him. Whilst Richard Cory’s death is considered a tragedy among his small community the unknown citizen will only be remembered as the factory working saint with the number JS/07/M/378.

Both poems, along with flow, also clash in their use of the protagonists friends and bystanders perspective. For example, Robinson presents the bystander’s perspective through the idolization of Richard Cory’s “pulse fluttering” greetings and “glittering while he walked”. The bystanders envy and idolized view was also returned through Richard Cory’s want of a simpler, better life. Unlike Robinson, Auden presents his character’s aura through the mates he “had a drink with” and his wife and 5 kids. The unknown citizen though popular among friends and family was only seen as a tool for his State’s purpose. While Richard Cory was idolized for power and wealth the unknown citizen was seen as “one of the guys”.

Both poems also conflict in their ironic ends for both characters. For example, in Richard Cory’s case he committed suicide by “putting a bullet through his head”. Though he was scene as wealthy and happy all that Richard Cory ever wanted was to be free of the constraints of power and wealth and live a simple life. Unlike Robinson, Auden’s character lived the simple life until his untimely end. He was “never fired, was popular among his mates and he did not interfere with his children’s education” While Richard Cory was bothered on the inside the unknown citizen was not bothered enough, becoming a tool for the State’s purposes.

Therefore, both poems compare and contrast through their character’s high and medium social class, idolized and manipulated by others, and their ironic outcomes. Both authors depict a character’s internal desire for a simple, easy life. And another’s simple yet manipulated stance in society.

Logan Goodwin

2/18/15

English 1 Pre AP

Comparative Essay

In Shakespeare’s poem “Sonnet 73” the author addresses the idea of aging and youth through metaphors of fire and winter to express his desire to be remembered. Similarly in Ray Bradbury’s “Dandelion Wine” the author makes an attempt to do the same thing by relaying the story of a family in the small town of Greentown where their ideals and morals are tested on a daily basis. These literary works spread the theme of being remembered after death by expressing views about the idea of youth, the rift between generations, and the idea of time.

In both “Sonnet 73” and “Dandelion Wine” both authors spread their theme of not being forgotten after death through the expression of youth. For example, Shakespeare uses the “the glow of such fire” and “on the ashes doth lie on his youth” to establish the idea of a young person having a fiery soul. By using this metaphor Shakespeare creates a fiery glow around the younger generation and as they get older it gets snuffed out by the bringer of death. Similarly, Bradbury presents his idea of youth by expressing the epiphany of a young boy. For example, when Doug is just beginning his summer adventures he realizes that “I am truly alive… I mean I knew it before, or if I did I didn’t remember.” By this epiphany Bradbury shows that in our young and rueful adventures we find that inner glow, that similarly Shakespeare talks about, and can really live. Therefore, both authors link their ideas of youth to produce the genesis for the theme of not wanting to be forgotten after death.

Both authors link their ideas of the rift between generations in the context of their literary works. For example, in “Sonnet 73” Shakespeare uses a metaphor referring to the day and night cycle by reflecting on the “twilight of such day” and “the black night doth take away” By showing the difference between night and day he express the bright sun of a youth’s soul and the nightly moon of an elder’s heart. Similarly, Bradbury reveals this theme in his novel by showing Grandfathers feelings about cutting the grass. For example, when outside his home with Bill Forester, Grandfather expresses by saying “when you’re my age you’ll find out it’s the little savors and little things that count more than the big ones.” By writing this piece of dialogue Bradbury is linked to Shakespeares “night and day” difference by expressing the elder generations view on the events of life. Therefore, both authors spread their theme of remembrance through showing the elder and younger generational rift through the sentimental value of events in ‘one’s life’.

Finally both authors show how time can play an affect on the remembrance after death theme. Shakespeare presents time through metaphors of fall turning to winter in that the “time of the year thou mayst behold” and “these boughs shake against the bitter cold.” These representations of a tree’s experience in the harsh winter snow expresses how all mighty things must come to an end and die. Similarly, Bradbury expresses his view of time through the epiphany of Leo Auffman at the destruction of the “Happiness Machine”. For example, after the destruction of the machine Leo exclaims “The first thing you learn in life is your a fool, the last thing is you’re the same fool” By expressing Leo’s anger Bradbury creates an understanding of time in how it can beat a person’s body and soul to the limit but it can never strip away the human curiosity and innocence. This is linked back to Shakespeare by expressing that even though the tree does die and the branches fall the roots still remain and can be a genesis for the next one in it’s place. Therefore, both authors express their want to be remembered after death by showing how though physically they may be gone their works and ideals will carry on their memory for generations to come.

In both pieces of literature the authors spread their want to not be forgotten by expressing their ideas of youth, generational rift, and death to carry on their legacy. Both authors in the end created two literary works that will have their names written down and cherished by those of each passing generation and keep their theme of not wanting to be forgotten even after their deaths.

Logan Goodwin

11-21-14

Pre- AP English 1

Assignment: Stylistic Analysis of Elie Wiesel’s memoir, Night

Night Stylistic Analysis

In  Elie Wiesel’s memoir Night the author agonizingly relives his experience in the concentration camps during the Nazi occupation of WWII. Through the use if negative diction and syntax such as rhetorical questions and repetition, Wiesel presents the dire situation and shock of being thrust into the Holocaust at the age of 15.

Wiesel presents his comforting diction by showing the Jews’ false sense of security conveyed through their physical possessions. For example in chapters one through five Wiesel uses diction in the form of showing how the Jews’ used the love of their personal belongings to cope with the shock of being stripped away of everything by the Third Reich. After getting of the train the Jews were made to leave behind their “… beloved objects…” (28) to take on new roles as prisoners, forced to bend the knee to the SS officers’ commands. This immense shock brought many to the epiphany that they had been tricked to walk away from their small secluded town to a world of destruction and hate. Being taken away from their homes and belongings brought many to believe it was “just a dream” (38), even though it was not. Providing the true face of the Nazi army concealed by gifts of chocolates years ago.

Though chapters one through five are mainly about the shock of camp life in chapters six through nine the shock is dissipated and is matched by the degradation of the Jew’s body and soul. For example, during the forty-two mile trek to Gleiwitz Elie talks himself through what he expects to be his imminent death by saying “ Why don’t they just shoot us now?” whilst he marches in the cold. Even in the camps the jews only care about “warmth” and “food”. And without these basic needs contemplate the deaths they faced in the previous chapters. Therefore, Elie conveys the move from need of physical possessions to the basic needs of human life turning the Jews into animals.

Wiesel uses his rhetorical questions for his questioning of both God and the very nature of human existence.  One example is when he was at Auschwitz, questioning God’s motives for the jews enrapturing him in an internal struggle. Saying things like “Why should I worship Him?” and how he wasn’t “just”(33). Especially when witnessing the murder and rape of his people at the hands of the Nazis. Although Wiesel questions God’s motives in the beginning of the book his experiences later in his imprisonment are drawn from basic human needs. For example during his time in the camps words such as “soup”, “death”, and fear of the “SS officers”(101) enraptured the jewish people. At the beginning they questioned God now they question themselves is what the Nazis wanted out of the capture of the jews. Turning a complex and civilized  people driven by their love of God to a group of desensitized animals killing without mercy for a crumb of bread.

Therefore, using the love of physical possessions to create a false sense of security destined to be crushed by the cruel Reich and then using both rhetorical questions and repetition to enforce the turn from human to animal Wiesel recreates the agonizing year of capture and starvation brought on by an insane political agenda.

Logan Goodwin

Pre-AP English 1

4/13/15

The Hardest Job

Cannons rock and shatter the Earth as massive fireballs blaze in the distance… this is war. This struggle of life and death, power and weakness, and bravery has only be seen by those who made it, soldiers. The soldier has the hardest job in the world because he must be able to face unknown obstacles in front of him and a love for the men beside him.

A soldier’s capability to “adapt and overcome” can be his tool to survive and win the battle or in the long run the war. For example, John is a soldier fresh out of basic sent to the front of some unknown nameless country to fight a faceless enemy. Many soldiers in John’s place can relate that this mission of winning-the-hearts-and-minds attitude doesn’t come lightly to locals who will attempt to kill him at any moment. Soldiers like John must have the will and the courage to fight and overcome an enemy no matter what the odds, which can be easier said than done. In addition, since the beginning of time, soldiers have faced war after war, some not even remembered, to dominate. Soldiers of the ancient world had to deal with the stresses of long treks, disease, and the elements months before even facing their enemy. The soldier’s ability to keep trekking even if the wears and tears of the world weigh on his shoulders. Therefore, a soldier’s ability to face a faceless enemy or the weight of the outside world and still fight and overcome makes his job one of the hardest in the world.

Along with a soldier’s ability to deal with what is in front and around him he must also have a deep love and loyalty for those beside him. For example, in the times of Sparta and Athens Spartan soldiers would war and live together for years on end built and bond of brother ship and equality in the face of great enemies. The fact that men from different parts of a country can come together as brothers and fight for a common good makes the bond between soldiers paramount for success. In fact, the famous movie “Band of Brothers” emphasizes the bonds between soldiers fighting in WW2. The movie especially highlights a scene in the winters of Belgium to soldiers huddling together in a fox hole and sharing cigarettes and stories. This built in “pre-fight” relationship foreshadows their bond for each other from the beaches of Normandy all the way into the heart of Berlin. These bonds created between soldiers instills trust and love in one another and can mean everything in a firefight where the cold and heartless can steal anyone at any moment.

In conclusion, the soldier has the hardest job on the planet because he must be able to face the enemies that threaten his livelihood and must share and protect the bonds of brotherhood. These values to a soldier make the pain of blood, bombs, and fireballs all the more worth it.

My Writing Process is like Building a Machine

Logan Goodwin

Pre- AP English

Mrs. Yoder

Career Essay

Despite being in the 9th grade I have thought about what career I will pursue after high school or college. After thinking about where my interests and skills lay I have narrowed down my options to: astronautical engineer, Air Force pararescueman, or Marine officer.

After examining these careers based on salary, level of education, degree offering colleges, work schedules, and drawbacks, I would choose Marine officer because I have the drive to help others and the ability to carry on the war fighter legacy laid by my family for generations.

The chart below is what I used as criteria for my choice in career:

By examining the data and considering salary, an astronautical engineer has the highest pay with $78,828 on average per year. To work at N.A.S.A it is required to have a Master’s Degree in an engineering/science field of study meaning a long 7 years of college. But having the chance to build rockets has always been a childhood dream of mine ever since I could build ships with Legos. Though it would be fun I feel the office life does not agree with my adventurous spirit and that is why I drift more towards Air Force Pararescueman.

A career in the military has always been my dream.  The feeling of honor and duty for my country has influenced my choice in careers greatly. Though a pararescueman is not an officer and therefore doesn’t get a decent sized paycheck I feel it is negated by the fact that I get a year and a half of medical and tactical training only equalled by Navy SEALS, and become part of the special operations brotherhood. Needing only a High school Diploma Air Force pararescue seems like the best option if college seems an unreachable goal. The biggest drawback of Air Force pararescue is the fact that it has 2 years of training and an 80% drop out rate. Therefore that is one reason why Air Force pararescue is only slightly surpassed by Marine officer.

Using all theses statistics in mind I have concluded into picking Marine officer as my career of choice. Having a 3 month training period along with only needing a bachelor’s degree Marine officer seems like a nice middle ground between two years of training and 7 years of college. Having a higher base pay of $29,000 more than pararescue because I’m an officer means I will have no issue paying the bills.

Another reason to consider Marine officer is because of the military legacy laid by my family since the Civil War. Having my grandfather serve in the Army and then have my cousin currently serve in the Marines have greatly influenced my life and career choice. Along with the military life being one with my adventurous spirit.

All 3 careers I feel have a piece of me in every one. But all in all I would have to pick Marine just because I feel it is something bigger than myself that I can help contribute towards along with protect the free world.    

Having been accepted into the Fullbright Teacher Exchange Program, teacher Charla Klein will be teaching at Kelso Secondary School in Scotland for the fall semester.

“A few parents have called me about their concerns. I understand the parent’s apprehension, but [ Scottish exchange teacher] Mrs. Schouller will be prepared when students come on the first day of school.” said principal, Bruce Dubes.

Though the Fulbright Teacher Exchange program is a great accomplishment, concerned has been raised about the curriculum requirements of the TAKS test, and whether or not Mrs. Schouller will be able to properly prepare the students.

“When I told my classes that I would be leaving in the fall, some of them were worried about the TAKS test, but I assured them they would do fine. Besides that, I am only leaving for the semester, and I am leaving my lesson plans from last year.” said Klein.

Due to the fact that many of her students are worried about the TAKS test, Klein is leaving her previous lesson plans so that they are prepared.

“The math department will work with Mr. Dubes and Mrs. Scouller to ensure that she has all of the support that she needs.” said math department chair, Janelle Vander.

Because of Ms. Schouller’s new appearance at the school, the school staff will work with her to prepare for the fall semester.

“I am a little anxious about Ms. Klein leaving. Ms. Klein is my algebra teacher this year, and I wanted her next year, too.” said freshman Melissa Staff

Ms. Klein’s  absence for the fall semester leaves many students anxious about their new teacher from Scotland, but Klein reassures the students that they will do fine on the TAKS test.

“We certainly will miss Ms. Klein, but this is an exciting opportunity for her.” said Vander.

ALGEBRA ONE PROJECT

Logan Goodwin 11-13-14

The vote to overturn principal Tonya King’s decision to deny junior Jim Stack’s violation of the hair policy, to donate to the Locks of Love foundation a foundation that provides wigs to families effected by cancer, will be held Monday at 7pm.

“Had I approved Jim’s request, then I would have students every day asking if they also could break the dress code. We have rules for a reason.” said Principal Tonya King.

Jim Stack’s a junior at Leaguetown High had requested to grow his hair out past ten inches to donate to the Locks of Love foundation.

“Donating my hair to Locks of Love is a very special project to me. Not very many donate hair. Anyone can donate money, but it takes time and dedication to grow your hair.” said Stacks.

Stacks has experienced the helping hand of the Locks of Love foundation for his sister whom was recently given a clean bill of health.

“We desperately need human hair for our wigs.” said Locks of Love president Gisel Roco.

The Locks of Love foundation receives 200 requests a month from families who cannot afford a wig and have to turn down 150.

“Rules were made to be broken, and this is a very good reason to break one.” said student council president Gilbert Castillo