A Comparative Analysis of Satan in Paradise Lost and Unto the Daughters John Miltons Paradise Lost and Nancy

Kresss Unto the Daughters describe two compelling, yet different perspectives of the story of Adam and Eve in the Garden of Eden. The authors illuminate Satan as the main character to highlight his deceiving rhetoric and emphasize his persistence, while tempting Eve to commit sin. Milton and Kress creatively describe the alluring nature of Satan and perpetuate his evilness by supplying an alternate perspective to the creation story. They approach and refurnish the story about the Garden in different ways; however, their contrasting perceptions allow readers to experience the character of Satan in two unlike ways. Satan assumes the evil and alluring role as the devil in Paradise Lost and Unto the Daughters yet, how he tempts and allures Eve to commit sin reveals Miltons and Kresss contrasting reconstructions of this character. Milton focuses on Satans relentless temptations by highlighting Satans elegant and sexual language, while Kress focuses on revealing how Satan attempts to shift Eves thoughts, through direct and simplistic language, to make her aware of the corrupt patriarchal society created by God and implemented by Adam, which ultimately causes her to sin by defying Adams orders and gaining independence. Milton describes Satan in a more alluring and intelligent manner than Kress in Unto the Daughters, yet also he enhances the dialogue between Eve and Satan to expose Satans flattery, knowledge, and deceitful nature. Milton fascinates his audience with Satan as Satan uses logical and elegant reasoning to appeal to Eve as he questions, Why but to awe / Why but to keep ye low and ignorant, / His worshippers? He knows that in the day / Ye eat thereof your eyes, that seem so clear, / Yet are but dim, shall perfectly be then / Opened and cleared, and ye shall be as Gods, / Knowing both good and evil, as they know (Milton

703-709). Satan questions Eves resistance to his temptation as he reveals the beauty of knowledge, which he compares to the ultimate understanding of God and the ability to determine right from wrong. Milton uses Satans rhetoric both to appeal to the audiences discrepancy between right and wrong, and to show that Satan offers very valuable, although invalid, persuasive information. Milton and Kress both reveal ways Satan tempts Eve; however, Miltons Satan uses more elaborate reasoning behind why Eve should eat the apple. Furthermore, Satans sexual and alluring language in Miltons Paradise Lost contrasts to the direct and simplistic language of Kresss Satan. Although both Satans use persuasive language, Miltons describes Satans physical attributes and portrays his appealing language as essential elements of his evil persuasive nature. Milton describes, So spake the Enemy of Mankind, enclosed / In serpent, intimate bad, and toward Eve / Addressed his way not with indented wave (Milton 494-496) and continues, Circular base of rising folds, that towered / Fold upon fold, a surging maze; his head / Crested aloft, and carbuncle his eyes; / With burnished neck of verdant gold, erect / Amidst his circling spires, that on the grass / Floated redundant. Pleasing was his shape / And lovely (Milton 498-504). Milton describes Satan by using sexually enhanced and aesthetically pleasing language, which ultimately supplements and boosts Satans physical attractiveness and charisma. Furthermore, Miltons intense and vivid descriptions of the snake reveals the physically striking qualities of the snake, which supplement his persuasive language when Satan states, To satisfy the sharp desire I had / Of tasting those fair apples, I resolved / Not to defer; hunger and thirst at once, / Powerful persuaders, quickened at the scent / Of that

alluring fruit, urged me so keen (Milton 584-588). He describes his own personal experience with the fruit to allure Eve and make her realize the wonderful consequences of eating the fruit. His seductive tone in this passage enhances his persuasiveness in tempting Eve. Miltons and Kresss Satan both reveal how the fruit will cause knowledge to permeate their minds; however, Miltons Satan uses more elaborate and seductive rhetoric to build a more persuasive argument. As a result, Satan retains the ability to manipulate Eve more easily and allure her interest through his seductive charm. To enhance his temptation even more, he flatters Eve by sweetly stating, Fairest resemblance of thy Maker fair, / Thee all things living gaze on, all things thine / By gift, and thy celestial beauty adore, / With ravishment beheld there best beheld / Where universally admired (Milton 538-543). Unlike Kresss Satan who criticizes Eve, Miltons Satan gently and seductively complements Eve to lure her to sinful actions. Both authors use Satans deceiving nature to lure Eve to commit sin; however Milton uses a more descriptive and vivid approach by enhancing Satans argument in an elegant and intricate method. Through Miltons perspective, readers recognize his fascination with Satans character. His ability to construct Satans language in a coherent and persuasive manner reveals Miltons attempt to expose Satans enticing and charismatic personality. Nancy Kress Satan in Unto the Daughters reveals a more comical and simplistic, yet successfully alluring Satan. Satan generates a comical atmosphere as he persistently attempts to tempt Eve into succumbing to sin through his direct and simplistic, yet manipulative language. His negative attitude and use of profane language sparks humor for the reader when he describes that, The fucking beach sand was young, clean evenlyshaped grains that only yesterday had been igneous rock. There was virgin rain. Only I was

old. But it wasnt that. That was the first thing that came to your mind, wasnt it? Jealousy of glorious youth, revenge by the dried-up and jaded (Kress 165). Obviously, the language of this passage reveals a more simplistic use of language, whereas Miltons Satan expresses language in a fancier and more elaborate way. Kresss Satan is direct and to the point, while also eliciting a bittersweet attitude toward the Garden of Eden and Adam and Eve. The directness of Satans language in Unto the Daughters aids readers understanding of Satans comical and persistent nature, but also his language emphasizes his intentions of making Eve aware of patriarchal influence on her. Satan wants Eve to react insubordinately towards Adam by defying her husbands and Gods orders to stay away from the Tree of Knowledge. Despite Satans persistence in making Even more aware of her subservience, Kresss Satan believes that Eve is so stupid compared to the man (Kress 166), which allows him to manipulate her with easier reasoning than Miltons Satan. Infuriated, Kresss Satan grumbles, Really, sometimes I wonder why I bother. Shes so stupid, compared to the man. I bother because shes stupid (Kress 166). As she attempts to avoid him, he shouts at her, Without knowledge, nothing will change (Kress 166). He attempts to explain to Eve that by having knowledge, she will be able to think for herself and form some type of independence, away from Adam. Through the character of Satan, Kress attempts to expose Eves lack of responsibility in the garden and allow readers to pity her negligence but, Kress also attempts to illuminate Eves subservience. Eves innocence makes her appear nave and ignorant because Satan describes her in this manner. Despite his attempt to make her sin, it takes Satan several trials to make her realize the logic in his reasoning. Although the serpents language is simple and direct, he successfully causes Even to sin and

recognize her subservience toward Adam, which makes him as persuasive as the Satan in Miltons Paradise Lost. Furthermore, while both Satans address what happens after eating the fruit, Kresss Satan describes again, only with knowledge can you make choices. Only with truth can you be free (Kress 168). Yet again, Kresss Satan uses direct statements to Eve to persuade her. Eventually, his statements permeate her mind and he accompanies her to the fruit in which she eats and gives some to her daughter. Later, Satan cockily gloats, But you know, too as Eve would not have, had it not been for me that knowledge can bring changeThe awakened sleeper may stumble a long time in the dark, but eventually the light comes. Even here. I woke Eve up (Kress 172). It expresses a feministic viewpoint when he states, This is not the way you heard the story. But consider who eventually wrote that story down. Consider, too, who wiped up the ink or scrubbed the chisel or cleaned the printing office after the writing was done. For centuries and centuries. But not forever (Kress 171). Kress reveals the importance of recognizing the role of men in history and how they mold and shape all lives. However, she offers an alternate perspective about the Garden of Eden, which gives her power and perpetuates her criticism of male-dominated stories. Despite Eve succumbing to evil, Kress illustrates Eves escape from Adams control. Satan triumphs at the end, yet some readers sense a triumph for Eve as she finally makes a decision for herself. Ambivalently, Eve commits original sin and destroys her innocence; however, Kress illustrates the importance of recognizing Eves escape from Adams control as well. In Kresss rather feministic perspective, she reveals the persuasive, comical, and simplistic language of Satan, while exposing the flawed relationship between Adam and Eve as Adam exerts complete control over Eves existence. Kress wants readers to pity the innocence

and negligence of Eve using Satan, while exposing the hidden aspects of Adam and Eves relationship in the Garden of Eden. Both Satans successfully cause Eve to eat the forbidden fruit in the Garden of Eden; however, they describe and construct the character and personality of Satan in various ways. They focus on the exchanges between Eve and Satan to illustrate the cunning nature of the devil and his persistent attitude. The two Satans persuade Eve mainly with convincing language. While Milton produces a more seductive and descriptive serpent, Kress supplies a plain, pessimistic snake; however, readers discover intriguing qualities of each Satan and evaluate the Satans charming natures. Milton and Kress explore the character of Satan to expose his power over Eve, illustrate his ability to manipulate language, and reveal the influence of gaining knowledge as a poisonous temptation. Works Cited Kress, Nancy. Unto the Daughters. Beakers Dozen. Ed. David G. Hartwell. New York: Tom Doherty Associates LLC, 1998. Print. Milton, John. Paradise Lost. Dover Thrift Ed. New York: Dover Publications, 2005. Print.

Statement of the Purpose of Revising and Expanding Microtheme #2

I chose to revise Microtheme #2 as part of this portfolio project. I really enjoyed analyzing the relationship between Nancy Kresss and John Miltons Satan in their pieces of literature. By taking your suggestions, I revised the essay by reorganizing my paragraphs, adding more detail and analysis, and even expanding Kresss Satans use of simplistic and direct, yet manipulative and convincing language. The epic poem Paradise Lost and short story Unto the Daughters are two beautifully crafted pieces of literature that permeate my thoughts and influence my ideas of this story. As a result, I revised this essay to explore the creation story once again and to enhance my interpretation and analysis of its creativity of the character Satan. The analysis of this character has helped me to better understand his intentions in both pieces of literature and reflect on the different perspectives of the creation story altogether. Also, I included various pictures depicting scenes from Paradise Lost and the portrayal of Satan himself. I thought this would add to the purpose of the essay because I discuss the physically appealing qualities of Satan.

Reflecting upon the Many Reflections of Victor Frankensteins Identity

Mary Shelleys novel Frankenstein explores the identity and emotions of Victor Frankenstein through the identities of other characters in the novel. Frankensteins identity mirrors the identity of his friends Robert Walton and Henry Clerval, but also, the Creature he constructs. Shelley examines the relationship between Victor Frankenstein and each of these characters to reveal Frankensteins goals and aspirations, emotional instability, selfdestructive attitude, and self-induced suffering. As readers explore the characteristics of Victor Frankensteins identity throughout the novel, they encounter reverberations of his identity in his own creation and in his friends Robert Walton and Henry Clerval. Shelley introduces readers to the character Robert Walton at the very beginning of the novel. Walton is an exploratory scientist embarking on a scientific journey to the North Pole searching for the wondrous power which attracts the needle (Shelley 7), but also searching to regulate a thousand celestial observations (Shelley 7) and to tread a land never before imprinted by the foot of man (Shelly 7). Waltons energetic aspirations mimic the enthusiasm displayed by Frankenstein before and during his construction of the Creature. Victor describes how he was engaged, heart and soul, in the pursuit of some discoveries, which [he] hoped to make (Shelly 29). Furthermore, Shelley reveals how both Walton and Frankenstein separate themselves from humanity to fulfill these discoveries. Walton voyages into the isolated areas of the arctic, while Frankenstein explains, And the same feelings which made me neglect the scenes around me caused me also to forget those friends who were so many miles absent, and whom I had not seen for so long a time (Shelley 33). Walton mirrors the early identity of Frankenstein as a zealous scientist

hungry for discovery because they both isolate themselves from the

[Frankenstein] embodies characteristically a simultaneous awe and reverence toward greatness of ambition, and fear and distrust of those who act on such ambition. George Levine

world to pursue these ambitions. George Levine agrees in his essay, Frankenstein and the Tradition of Realism, that Walton is an incipient Frankenstein, in his lesser way precisely in Frankensteins position: ambitious for glory, embarked on a voyage of scientific discovery, putting others to risk for his work, isolated from the rest of mankind by his ambition, and desperately lonely (Levine 210). Walton and Frankenstein experience lonesomeness as a result of pursuing their ambitions, which perpetuates this sense of extreme desolation from

their families as well. Levine describes how the characters and actions move around central emotional preoccupations (Levine 210). The circumstances that surround Walton and Frankenstein result from their overeager desires to seek discovery, their passion for scientific research, and their craving for notoriety. The identity of Frankenstein before his creation mimics Waltons identity as an energetic, happy, and zealous individual yearning for discovery. Similarly, Frankensteins childhood friend, Henry Clerval, shares in his goals and enthusiasm for science as well. Levine agrees that, Clerval, too, Frankensteins friend from boyhood, echoes an aspect of Frankensteins self (Levine 210). Levine discusses how Clerval and Frankenstein both value busyness in their lives, which results from their ambitious desires for adventure. Even Frankenstein recognizes his resemblance toward his friend Clerval when they travel throughout England together. He describes, But in Clerval I saw the image of my former self; inquisitive, and anxious to gain experience and instructionHe was for ever busy (Shelley 109). Despite Clerval not realizing

Frankensteins anxiety and depression as they travel, Clerval believes they both have the same ambitions. However, Frankensteins purpose in England differs greatly from the purposes of Clerval. As Frankenstein, in his travels, attempts to gather research to construct a female for his creature, he reflects upon the attitude of Clerval as a reflection of his past identity. Levine reveals, Both men reject the occupations of ordinary life, both are consumed with great ambitions, both are kept humane by the influence of the same woman, and, in the end, both are destroyed by Frankensteins own creation (Levine 211). Levine expresses how Elizabeth influences their lives as a compassionate friend. Frankenstein describes, She consoled me, amused her uncle, instructed my brothers, and I never beheld her so enchanting at this time, when she was continually endeavouring to contribute to the happiness of others, entirely forgetful of herself (Shelley 25). Furthermore, as a result of the Creature, Clerval and Frankenstein die agonizing deaths. While the Creature physically murders Clerval and disposes his body in the lake, Frankenstein perpetuates his own misery and death by seeking vengeance over the deaths of his brother William, friend Clerval, and lover and cousin Elizabeth. The image of Victor Frankensteins former ambitious and confident self reflects the identity of Henry Clerval. Evidently, Frankensteins creation leads both of these men to their demise as well. While Walton and Clerval represent the identities of Frankensteins former self, Frankensteins creature ultimately reflects his identity after he creates this creature. Levine discusses how the genre of gothic fiction in Frankenstein unveils the monstrosity of Victor Frankenstein in his creature. He describes, evil is both positively present and largely inexplicablethe hero and antagonist are one.the monster and Frankenstein are doubles, two aspects of the same being (Levine 209). Both characters suffer from intense loneliness

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as a result of each other. Frankenstein describes, I seemed to have lost all soul or sensation but for this one pursuit (Shelley 32). He neglects his friends and family to build a human being; however, this being ultimately perpetuates his loneliness when Frankenstein regrets his creation. Similarly, when Frankenstein refuses to build the Creature a female companion, the Creature suffers from intense loneliness because human society perceives him as a monstrosity and rejects him. Some readers view Frankenstein and his creation as evil because while Frankenstein miserably rejects and neglects his creation, the Creature murders members of Frankensteins family to make him suffer for Frankensteins inability to fulfill his promise for a female companion. Readers pity the Creature for his lack of companionship, but also realize the difficult position the Creature puts Frankenstein in. In addition, while the Creature searches for Frankenstein initially, Frankenstein ends up pursuing the Creature in the end. In effect, they pursue and seek revenge against their own identities throughout the novel. The Creature searches for acceptance in human society as he reveals, the unnatural hideousness of my person was the chief object of horror (Shelley 89), which explains the Creatures self-loathing and depressing attitude. Frankenstein searches for resolution to end his painful regrets over his familial deaths. Frankenstein feels responsible for the deaths in his family because he is ultimately responsible for the Creature. Shelley focuses on how Frankenstein exemplifies his own Creatures feelings of despair as a result of each others actions. As a result, they self-loathe their own identities because of their separation from society, irreversible and devastating actions, and severe internal suffering from loneliness. Levine summarizes, it seems an entirely just reading given that Frankenstein creates the monster and that, as they pursue their separate lives, they increasingly resemble and depend upon each other so that by the

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end the monster plants clues to keep Frankenstein in pursuit. As Frankensteins creation, the monster can be taken as an expression of an aspect of Frankensteins self (Levine 211). Without realizing it, Frankenstein creates an imitation of his own miserable identity. As a result, by seeking reprisal against the monster, he ultimately seeks vengeance upon himself and perpetuates his own death struggling against his own regrets. Mary Shelley intertwines Frankensteins character with the identities of Robert Walton, Henry Clerval, and the Creature to unveil the complexity of his identity. She wants readers to see the reflection of Frankensteins identity in these characters to reveal how his perspective of life quickly and dramatically changes as a result of his actions, but also to emphasize Frankensteins immense suffering, desolation, and remorseful attitude. Each of these characters play an important role in constructing the overall identity of Frankenstein before, during, and after creating the Creature.

Works Cited Levine, George. Frankenstein and the Tradition of Realism. Frankenstein. Ed. Paul Hunter. New York: W.W. Norton & Company, 1996. 209-214. Print. Shelley, Mary. Frankenstein. Norton Critical Edition. New York: W.W. Norton & Company, 1996. Print.

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Statement of Frankenstein Essay

In this essay, I wanted to demonstrate how Victor Frankensteins identity is reflected in the characters, Robert Walton, Henry Clerval, and the Creature. Mary Shelley deeply examines the emotions and actions of Victor Frankenstein in comparison to these characters to expose the complexity of his character and illuminate his characteristics. After reading the essay, Frankenstein and the Tradition of Realism by George Levine, his indepth analysis of how Frankensteins identity is reflected in these characters inspired me to continue his analysis. I think its important to understand Victor Frankensteins suffering, retaliation, and emotional deterioration because by understanding his character, readers discover the identity of his creature as well. The way Mary Shelley and George Levine analyze Victor Frankenstein engaged my interest and compelled me to heighten my understanding of his character by writing an essay on his identity.

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E.L.A. Lesson Plan on Mary Shelleys Frankenstein

By focusing on three themes in Frankenstein, I hope to engage students interests and enhance their understanding of the main characters in the novel, Victor Frankenstein and the Creature. I will implement three different activities, each focusing on a different aspect of the text, yet all three will involve the characterization of Victor and the Creature. Aiming at a high school level English class, my first activity is based on the physical appearance of the Creature.

Theme 1: Appearance of Frankenstein

Directions: Students will draw their interpretation of what the creature looks like or write a paragraph describing his explicit characteristics from their own point of view. Students may use construction paper, magazines, yarn, or any type of art and craft to demonstrate their perception of the creature. Students will answer the following questions to prompt analytical and reflective response of the novel. o Questions: What details from the text, beyond the physical description, allow you to perceive the creature portrayed in your picture or descriptive paragraph? Do you think Mary Shelley was trying to present the creature in a positive or negative way? Why or why not? Search online for various depictions of the creature: which picture appeals the most to you and your view of what he should look like? Do you see a similar theme in all the physical portrayals of the creature? Why is he portrayed in this way?

*For the students who drew or constructed a picture of their portrayal of the creature, I would display the pictures of the creature around the classroom so students can visually compare different students perceptions of the creatures characteristics

The next activity focuses on the relationship between Victor Frankenstein and his creature. I want students to draw conclusions about the similarities and differences

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between the two characters. To accomplish this, students will construct web diagrams of both characters to visually compare and contrast the characters characteristics.

Theme 2: Analyzing the relationship between Victor Frankenstein and the Creature
Directions: Students will construct web diagrams that exhibit the emotional characteristics of Victor and the creature. To support their selection of emotional qualities, they will use textual evidence. Provide at least 4 characteristics for each character. Example:

Victor Frankenstein

The Creature

Examples: depressed, regretful, vengeance causes death, grieving, remorseful, ashamed, guilty

Examples: self-loathing, angry, depressed, curious, seeks revenge

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*Using this chart, students can then provide examples of from the text to support their web diagrams

Victor Frankenstein

Characteristics with Textual Evidence

The Creature

Characteristics with Textual Evidence

*After completing this activity, I would have the students write a paragraph or two comparing the qualities of each character for homework, which address at least two of the following implications: - Do you see more differences or similarities between Victor and the Creature? Why? - Using concrete evidence from the text, what allows you to draw this conclusion?

Theme 3: Quote analysis

The next activity focuses on teacher-selected quotes from the novel to focus on. In small groups of 3-4 students, students will discuss the importance of the following quotes, fill in a worksheet, and then contribute to class discussion about the meanings of the quotes. Examples of quotations:

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Character Victor

Quote The different accidents of life are not so changeable as the feelings of human nature (34). No: from that moment I declared everlasting war against the species, and, more than all, against him who had formed me, and sent me forth to this insupportable misery (92). Seek happiness in tranquility, and avoid ambition, even if it be only the apparently innocent one of distinguishing yourself in science and discoveries (152).

Meaning

The Creature

Victor

This next segment of the lesson plan incorporates ideas that should be discussed throughout toward the end of the unit on Frankenstein. After completing each of these activities and discussing critical points in the text, students should be able to answer the questions posed below. Key points to discuss when applicable*Class Discussion about the characters and novel: - Based on Victors qualities, would you consider him a tragic hero? - Does the novel elicit the qualities of being a revenge tragedy? - Discuss the importance of the narrative shifts within the novel.

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Statement of Teaching Strategies and Learning Goals for Frankenstein Lesson Plan

The purpose of the three activities is to enhance students understanding of the main characters of the novel, Victor and the Creature. I want students to draw connections between these characters because their actions and emotions represent a vital part in understanding the characters identities. Each activity uses a different perspective of the characters; appearance, emotional characteristics, and their voice. When analyzed together, these characteristics envelop a deeper understanding of Victors and the Creatures actions. My objectives for this lesson are Students will: Construct visual images of the Creature for comparison and analysis Gather information from the text to support their answers Reflect and evaluate the meaning of critical quotes from Frankenstein

By implementing these activities, I will meet the objectives I created for this lesson. The first activity allows students to choose between using their creativity by drawing/creating a picture of the Creature or by writing a paragraph. By giving students a choice, it provides some flexibility within the lesson and promotes students interests, depending on what type of learner they are. This activity is more hands-on and fun. The second activity is more rigid, yet allows for some differentiation among students. By allowing students to determine emotional qualities of each character, there will be some differences of opinion among the qualities, but overall the conclusion should be similar (unless a student provides support about an alternate insight to the novel). The third activity is probably the most rigid because the teacher provides quotes from characters, Victor and the Creature, to draw specific conclusions from the meaning of the text. Students

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have to locate the quotes in the book, read the surrounding sentences to recall the context of the quote, and then draw a conclusion based on their knowledge of the character. Overall, I think students will enjoy Theme 1 the most because it promotes their creativity, is hands-on, and probably the easiest out of the three activities. But, I think all of the activities will improve their understanding of the novels critical characters, Victor and the Creature. These activities allow students to parallel the characteristics of each character, while understanding the differences between them as well. The activities promote students understanding of the different themes in Frankenstein, facilitate understanding of how to gather evidence to support conclusions, and explore Victor Frankenstein and his creation in a deep, analytical manner.

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My Status as an English Student at the End of the Fall Semester of Junior Year: Persevering through Challenges and Always Having Coffee on Hand
As a junior in college, I never imagined the academic challenges I would experience nor fathomed my zealous anticipation to become an English teacher, but I realized this semester was going to be difficult when I received the number of books I needed: 23. Despite being excited and frightened by the ample amount of reading this semester, I looked forward to the challenges ahead. Taking three English courses has revolutionized my perspective on teaching, enhanced my desire to begin my career, unveiled my purpose as a prospective teacher, and instilled ideas of lessons plans, instruction, and organization for my classroom. English 196 provided a great experience in my college career. Professor Ketner, your enthusiasm towards English perpetuates my excitement to become a teacher. You come into the classroom excited and energetic because you cant wait to spark our discussion. From Nancy Kresss retelling of the creation story to the intertexuality of Miltons epic narrative Paradise Lost or shifting from Nathaniel Hawthornes historical fiction in Young Goodman Brown to the elegant language in Nella Larsons Passing, your energy flowed through classroom discussions for each literary piece. But, as a whole, my favorite piece of literature you assigned this semester was Frankenstein. While preparing my lesson plans for this novel, ideas flooded and overwhelmed my mind about how to teach this wonderful novel. I hope I receive the opportunity to teach this novel in high school. Society misguided my perception of the creature through cartoons and stories; however, after reading the novel, I explored, in more detail, the true story behind the creature. I want students to explore Frankenstein and understand the flawed depiction of

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the creature in modern society. Furthermore, I enjoyed reading Passing by Nella Larson. This novel provided insightful information regarding existence of extreme racial attitudes, while exposing the idea of passing as either white or black. Race represents a difficult topic to discuss in the classroom, but I think this novel reveals an alternate viewpoint about racial attitudes and the devastating consequences of being caught between two racial identities. These novels sparked the emergence of new ideas for teaching and enhanced my knowledge as a college student. English 297 has provided a foundation of teaching methods, processes, and ideas to instill in my future classroom. Using the various pieces from English 196, most especially Shakespeare, English 297 revealed ways I can teach these pieces in the classroom, how to break them down, and how to unveil their figurative elements. Organization in the classroom and flexibility with my students represents two of my personal beliefs that will be introduced in my future classroom. As I continue to advance in my English and educational courses, I will supplement these two ideas with more experience and knowledgeable expectations in the English classroom. My experiences as a college student have reinforced my decision to major in English. Even more, these experiences have made me realize two things about my future career as a teacher: to persevere through challenges and to have coffee available at all times. My excitement to teach remains bottled inside me for the time being as I look forward to the day when I walk into my classroom. Every essay, every reading assignment, every test, and every homework assignment prepares me for that day. I have learned so much about the purposes and methods of teaching English as only a junior in college, but also enhanced my desire to become a teacher. As a result of taking English 297 and English 196, I have

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discovered the various processes of teaching English, exposed my mind to deeper understandings of literature in different time frames, and enhanced my passion for English. My teachers diligently prepared me for future English and education courses in my major by assigning challenging reading material and essays. Despite all those marathon nights of reading and caffeinated evenings of essay writing, it has been a worthwhile experience because every morning I wake up with a purpose. I survived those seemingly endless weeks of mental exhaustion. Although I have only experienced a stepping stone in my education in becoming an English teacher, I build my knowledge everyday to remain enthusiastic, to persevere, and to achieve my goals. Our lives are made in these small hours these little wonders, these twists & turns of fate. Time falls away, but these small hours, these small hours still remain. Rob Thomas - Little Wonders The lyrics to this song helped me persevere through this semester. I learned to let things go because life changes in the most unexpected ways, but I can persevere. Everyday will get better. It also teaches me to appreciate the precious moments in my life because time flies by. The line Our lives are made in these small hours symbolizes a large piece of my teaching philosophy. I want the small, yet epitomic moments in the classroom to influence my students by making them realize their own potential. I realize that I have only a thirty to forty minute time frame to teach in every day, but sometimes remarkable and wonderful things happen in a small hour.To remind the students of my goals for them, I will create a poster to hang in the room and reinforce my philosophy every day. I want

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them to be reminded of the little wonders that exist in everyday life, especially in my classroom.

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