Witty Principals
The Importance of Being Ernest and Cyrano de Bergerac both represent theatrical performances, which capture the lives of science-fiction characters though bringing them to life in the scripts. Oscar Wilde, the author of The Importance of Being Ernest, was a witty-writer whose playful words and charm brought him popularity among contemporary readers. On the other hand, Edmond Rostand, the author of Cyrano de Bergerac, did not believe in his charm and success, and some people compare him with the main character in his script, Cyrano. These two scripts have the capacity to make a “tragedy” become a pleasant and funny piece of work. The theatrical wit that the characters use shows the majestic intelligence behind a mask of morals in which the unusual ways of gallantry, mockery, and fullness of vitality of the characters are in play in the script.
By reading the title of the play, The Importance of Being Earnest, one would portrait an image of a character been earnestness meaning honest, serious, and sincere. But the characters of the play, Jack Worthing and Algernon Moncrieff, are not like what they seem. They are not earnest, and they go in life lying to women so that they can do whatever they please. Mr. Worthing goes by the name of “Ernest” in town and “Jack” in the country (10). He does so to “adopt high morals tone” in which he can be someone else without smearing his social name (10). In order for Jack to go into town, he pretends to have a brother, Ernest, who always gets into trouble so that he can go to save him (10). Algernon as well has a partying name which he calls this method “Bunburyists” (11). By this, he means that he uses a made-up invalid friend, Bunbury, to go into places and escape from unwanted requests like his Aunt Augusta’s invitation to dine (11). This set of manners directs us to another critical issue that has to do with social class and their moralities.
The play has underlying themes that are emphasized throughout the play without discarding the funny elements. Some of the issues seen are social class, gender, and sexuality. Wilde mocks the high social class by exposing their superficial qualities and supremacy. A vivid example from the script is when Algernon is talking with Lane, his servant, about marriage and morals.
Lane: …I have only been married once. That was in consequence of a misunderstanding between myself and a young person.
Algernon: (Languidly) I don’t know that I am much interested in your family life, Lane. (6)
In the quotes above, one can see that Mr. Algernon does not care about the life of his servant even though he is working for him and been a part of his life. Algernon is acting superior to Lane, as if he does not need to know about the help’s life.
Lane: No sir; it is not a very interesting subject. I never think of it myself.
Algernon: Very natural, I am sure. That will do, Lane, thank you.
Lane: Thank you sir (LANE goes out)
Algernon: Lane’s views on marriage seem somewhat lax. Really, if the lower orders don’t set us a good example, what on earth is the use of the? They seem, as a class, to have absolutely no sense of moral responsibility. (6)
As seen in the lines above, Lane is quick with an answer and lets the readers know that he understands the game being played. He knows that he is only a servant and that the master always wins no matter what. But he does not leave without answering in a witty and humorous way. Also, the way Algernon expresses himself is amusing to read since he is not actually following the morals he is preaching such as responsibility, ethics, and duty. It is an oxymoron in part since he has been insincere with the supposed love of his life. In page 13 of Being Ernest, in the cucumber sandwich scene, the readers can see that Lane does not hesitate to have an answer and it is funny how he responds by blaming it on himself even though he knows that his master, Algernon, has eaten all the cucumber sandwiches.
Another social issue that takes part in Wilde’s play has to do with money, which is the symbolism for the high class. Wilde points out that the high classes are hypocrites and only care about the wealthiest of themselves and the future of their heirs. As seen in the dialogue between Lady Bracknell and Jack, she is more interested in how much he owns and what kind of investments he has. She is pleased to hear that Mr. Worthing has a country house (17-18). But, suddenly, she is thrown-off when knowing how and where Jack was found.
Jack: In a hand-bag.
Lady Bracknell: A hand-bag?
Jack: Yes, lady Bracknell. I was in a hand-bag—a somewhat large, black leather hand-bag, with handles to it—an ordinary handbag in fact. (19)
It is hilarious to see how Jack gives the details of the hand-bag since we know that they are irrelevant to the situation. Lady Bracknell is only interested in where he was found; she does not care if the hand-bang was leather or not. In this part of the play, Wilde is ridiculing how funny and stupid the high class are since they think that “smoking is an occupation and that education produces no effect whatsoever in the upper class” (17). He is letting the reader know those facts by producing them with funny and sarcastic words, such as when Jack wants to show the bag to Lady Bracknell to prove that he is telling the truth.
In the upper class, the heads of the families choose the husband for the daughters while the daughters do not have a say in the arrangement. This is what Lady Bracknell is doing in the paragraph above. She is choosing the husband for her daughter based on money, occupation, and social name. Most of the time, those arrangement do not go well as planned with what the women wants. And this is an example for what happened to Lady Harbury. Algernon remarks that he has heard that Lady Harbury’s “hair has turned quite gold from grief” (13). The audience notices that this saying is quite the opposite of what happens when someone is widowed. We relate sorrow with white or gray hair, but Wilde has turned around the phrase. He is revealing that Lady Harbury was in one of those loveless and misfortunate marriage, and with the death of her husband, she can now do and be whatever she pleases. The husband’s death has opened a new door for her to be free and independent once again. The joke in this line is that we associate aging with grief and sorrow, yet Wilde turns that around by associating widowhood with gold hair and joy.
The romantic antics that Jack and Algernon do in the play produce laughter among the audience. The way that this two distinguish men of society try to flirt and gain the loves of their life, they act in a peculiar and comical way. For instance, when Mr. Jack is proposing to Gwendolen, Jack would not say “would you marry me?” until Gwendolen pushes him. The audience can see the reaction and the lines of Jack which are very funny because most of the times men proposes to women and in here the girl is pushing and giving him instructions on how to propose. Thus, one can see the change in gender roles with a twist of comical words.
Gwendolen: Yes, Mr. Worthing, what have you got to say to me?
Jack: You know what I have got to say to you.
Gwendolen: Yes, but you don’t say it.
Jack: Gwendolen, will you marry me? (16)
Mr. Jack tactic to propose is quite the ordinary; he seems to be shy and not be able to say those words; however, Gwendolen is acting as she would be the man of the relationship. There are Androgynies examples throughout the play. For instance, the cucumber sandwiches where Algernon and Jack are fighting over (45), Lady Bracknell’s position as the head of the family and making every kind of decision since during this time men were the only one who could made any decisions at all, and when Cecily and Gwendolen are discussing about make domesticity (39).
Gwendolen: The home seems to me to be the proper sphere for the man. And certainly once a man begins to neglect his domestic duties he becomes painfully effeminate, does he not?
Here in this quote, one notices the dramatically change of gender roles. We imply that women are always supposed to be in the house, which for me is not true, and that men are working and getting the money. But in this case, these two women prefer men being in the house.
All of these elements, with the exception of gender roles, are represented in the script of Cyrano de Bergerac by Edmond Rostand. The main character Cyrano is not quite the handsome heroic prince we find in stories, but he is an unattractive fellow man whose nose takes all the attention, but his witty lines takes all the credits. Cyrano is a gallant duelist ruled by Chivalry but driven by love (Cyrano x). He is a natural leader, courageous soldier, poet, swordsman, master of language, intelligent, vigorous, and his own worst enemy.
As the play starts, the audience can see the immoral deeds of the people. There is robbery, gambling, flirting with the flower girl, drinkers, brawlers, pranksters, and others more (6-11). Rostand is giving all the examples of immoral in order for us to see all the wrong-doing and Cyrano is the imperfectly perfect hero. Cyrano is a duelist and never backs down on his promises as seen throughout the play. In the first act, Cyrano stands up to Montfleury and the crowd demanding the “king of buffoons” to get of stage (26). He is quick with words and does not back up from them. Cyrano depicts intelligence and confidence in his words. For instance, when he does not hesitate to go down to get Montfleury of the stage after a warning of three claps (31).
Cyrano is very smart with words. He has a quick respond to everything and is well known for his famous monologues and duels. As can see on page 36, Cyrano is having a confrontation with the Meddler whose Cyrano’s nose is the issue being discuss. Even though he thinks his ugliness overshadows his greatness, he does not let anyone insult him no matter what. He asks the meddler if he thinks his nose is “like an elephant’s trunk? Or an owl’s beak? If it has a wart or has a obscene shape?” (36-37). Cyrano has morals in which he does not let anyone step down on him, that is why he defends himself but in a sarcastic way. Like he says his “nose is enormous…but carries it with pride, courtesy, wit, generosity, and courage” (37). Another example of him making fun of not himself but the lack of witty in expression of such a horrifying thing--his nose. Cyrano makes fun of Valvert for not being able to say a smart and disgraceful words about his nose. Valvert is a high class man whose one would think that he is educated and has witty things to say, but he lacks those impressions. Instead he says “your nose is…um…very big” (38). There is nothing outstanding about that and one was expecting more than that. On the other hand, Cyrano laughs at Valvert for not been able to say something outstanding like:

Cyrano: In an aggressive tone: “If I had a nose like that, I’d have it amputated!”
Friendly: “The end of it must get wet when you drink from a cup. Why don’t you yes a tankard?”…
Gracious: “What a kind man you are! You love birds so much that you’ve given them a perch to roost on.”…
Dramatic: “When it bleeds, it must be like the Red Sea!”…
Practical: “A nose like that has one advantage: it keeps your feet dry in the rain.” (39)
Cyrano is saying all these line while he is chasing Valvert (40). He is letting Valvert know that even him can make fun of himself in more interesting lines that he can do. It must be an embarrassment for Valvert since it has to be with pride and not letting a simple poet defeat him, so he wants a duel, in which Cyrano accepts. Cyrano is going to compose a ballade while fencing him and he is explaining Valvert what a ballade is. He is making fun of him without him noticing (42). So while fencing, he is composing a ballade. This is one of his memorable duets because fencing is hard but while composing a ballade it is even harder. It is an delightful how the lines rhyme with what Cyrano is doing. He starts with “taking off his hat and slowly abandon the cloak…while deciding where to skewer Valvert...in the paunch.. When he ends the refrain, he draws blood” (43). The theatrical wit offers him a chance to reveal and compose his own personality. In this instant, the readers have lose the sight of his nose and focus on his intelligence and talent.
He lets everyone know that he is a strong and stubborn man but in the inside he does not think he is worth to be love (51). He says “I love Cleopatra--do I look like a Caesar? I adore Berenice--have I the appearance of a Titus?” (51). Cyrano thinks of himself as been grotesque and does not deserve the love of his cousin, Roxane. It is ironic since he has always have the image of not being afraid of anything or no one. But he surrenders to love. Still, Cyrano does not let his chivalry down. He respects and have morals for love.


Who Said That?
A large nose is the mark of a witty, courteous, affable, generous and liberal man.
Winston Churchill

Cyrabo:,(51)—Cleopatra, (38-39), became whole by Christian (101-102), honor—never misss his bisit even when wounded, self sacrifice—rather die than break his words to herm, (xvi),




Antoine Comte de Guiche: As for you sir, have you read "Don Quixote"?
Cyrano de Bergerac: I have, and found myself the hero.
Antoine Comte de Guiche: Be so good as to read once more the chapter of the windmills... Windmills, remember, if you fight with them...
Cyrano de Bergerac: My enemies change, then, with every wind?
Antoine Comte de Guiche: ...may swing round their huge arms and cast you down into the mire!
Cyrano de Bergerac: Or up, among the stars!
Christian de Neuvillette: [Cyrano is coaching Christian, and Christian is reciting badly what Cyrano has written] "Thus do I love thee."
Cyrano de Bergerac: Idiot! There are a dozen ways to read that line - "*Thus* do I love thee"; "Thus do *I* love thee", "Thus do I love *thee*! *thee*! *thee*!"
Share this quote
Duenna: [Cyrano is trying to talk to Roxanne in private, when her Duenna enters] I have eaten the cakes, Monsieur de Bergerac.
Cyrano de Bergerac: [pushing her out the door] Good. Now go out and enjoy Nature.
Sha My wit is more polished than your mustache. The truth which I speak strikes more sparks from men's hearts than your spurs do from the cobblestones."
- Edmond Rostand, Cyrano de Bergerac, Act 1re this quote
I know. I outnumber them, but I shall go gently with them at first."
- Edmond Rostand, Cyrano de Bergerac, Act 1
"And what is a kiss, specifically? A pledge properly sealed, a promise seasoned to taste, a vow stamped with the immediacy of a lip, a rosy circle drawn around the verb 'to love.' A kiss is a message too intimate for the ear, infinity captured in the bee's brief visit to a flower, secular communication with an aftertaste of heaven, the pulse rising from the heart to utter its name on a lover's lip: 'Forever.'"
- Edmond Rostand, Cyrano de Bergerac, Act 3
http://books.google.com/books?id=6GGzSw-JCasC&pg=PR2&dq=cyrano+de+bergerac+by+edmond+Rostand+with+a+new+introduction+by+Eteel+Lawson&lr=&cd=1#v=onepage&q=A%20large%20nose%20is%20the%20mark%20of%20a%20witty%2C%20courteous%2C%20affable%2C%20generous%20and%20liberal%20man&f=false

The play takes many of its stereotypical representations from Dumas’s popular novel The Three Musketeers. Several references to Dumas’s work appear in the play. In Act I, scene iv, after Cyrano fights in a dramatic duel, his friend Cuigy wittily claims that Cyrano’s name is Dartagnan. (D’Artagnan is the hero of Dumas’s novel, written 200 years after the time in which Cyrano de Bergerac is set.) Later, Le Bret admonishes Cyrano to “stop trying to be Three Musketeers in one!”
De Guiche declares to Valvert that Cyrano is tiresome. Valvert agrees to put him in his place and, approaching Cyrano, tries to goad him by saying that Cyrano has a “very big” nose. Affecting astonishment at the man’s lack of wit, Cyrano offers a long list of better insults that he himself might have used in Valvert’s situation. He continues to mock Valvert, who challenges him to a duel. Cyrano declares that as he fights Valvert, he will speak an extemporaneous poem and kill Valvert on the last line.
Analysis — Act I, scenes iv–vii
In these scenes, Cyrano appears almost superhuman in his grace, agility, and wit. He demonstrates his uncanny sense of humor and his willingness to laugh at himself and his nose. In standing up to Valvert, he shows off his unparalleled wit, as well as his courage and strength. His ability to compose a ballad while simultaneously displaying his talent for swordfighting is remarkable. His display of modesty and humility toward the theater patrons and the refreshment girl shows his gentlemanly nature. Cyrano’s unsightly nose becomes only one of many characteristics that distinguish him from everyone else in the play. This first act establishes Cyrano as uniquely gifted and heroic. More than merely a central character, he is a living legend.

A lot to Learn

Carmen Solis
Dr. Hughes

I never like been in an English class because it felt that I need it to put so much effort into writing and express myself in a professional way. I am not that good in neither of those. It has always taken me so much time to develop my own ideas. I have never been able to express what I believe and write it down in a paper in a formal way. But I have been able to conquer what it seem impossible for me thanks to this class. This class has helped me throughout the semester with my grammar and thoughts. I learned how to write formal and express my ideas, but still I have some grammar problems. But I know that with time I am going to be able to fix that problem. My writing has taken a huge step from High School. Over there, they did not taught me how to argue nor do a research paper. But now I have developed a new understanding of what an essay has to be like. It does not need to be close-minded instead one should always encounter and have in mind both of the sides that way one writes a well-thought paper.
I know that I did not speak as much in this class and I need to do that. But I listened and respecting my classmates’ thoughts. It was very interesting how they argued and how everyone has a different opinion about a topic I wish I could have say what I was thinking. I learned many things while I was in the class; I learned about the Southern accent and Ebonics. Many people have different point of view between this two accents even though these two accents are kind of similar. I want to thank Dr. Hughes and my classmates for having teaching me a lot during this semester. I am going to work really hard to be able to reach where I want to be. Thank you, all.

Is It Over Yet?

Steven Holland
Engl 1101
Blog 9

Before taking this class, I had many problems with writing. I never really liked to write. This class made me want to write more and I really got into many of the topics. I have learned that the more I was interested in a topic, the more I could write about it. I also had a problem with procrastinating when I did not want to write. The problem is not completely gone, but it has been greatly reduced. I’ll work on that problem later… I have steadily improved my writing, even if it was a slow improvement. The class itself was fun and exciting and it made me want to come to class. The class discussion format made the class fun and interesting because there was never a dull moment because there was always an argument taking place. I also like the fact that the class discussion format forced everybody to participate so that the same two or three people were not the only ones participating every day. This class also made me realize that I need to consider and respect both sides of every argument before I place myself into an argument. Everybody has their own opinion and they are entitled to it. The same goes in an argument; everybody that is involved in the argument needs to understand everyone else’s side of the argument and respect their opinions.

THE END

Leila Shearon
Dr. Hughes
12.4.09
At the beginning of the semester I came into Dr. Hughes’ class unsure in many areas. I lacked in areas like commas, and works cited, and thesis statements. I was not confident in conversation about controversial subjects. I feel as though I have improved in many of these areas. Dr. Hughes beautifully educated the class and I on commas and thesis statements. She also expressed and helped us in correctly citing the works we used within our papers. I feel as though I have learned how to be more open minded. I have learned how to form an effective argument and the most effective way to present it. While we discussed controversial linguistic topics I learned how to take in account the opposing argument to form a better view on the whole aspect and issue. I am definitely more confident in my argumentative skill and writing skills. My grammar has also improved. I am more aware on the importance of standard grammar and linguistic rules. I am more educated on the linguistic controversies of the world. I enjoyed this class immensely. I was very skeptical of my freshman English class but, all my fears were extinguished as the semester continued. It has been a very educational and enjoyable experience. See, learning can be fun.

Final Blog

Jonathan Dishon
ENG 1101
Dr. Hughes
December 4, 2009

At the beginning of the semester the main problems that I felt that my writings had was a lack of conviction. This was mostly due to the fact that I thought that my writings were never going to be fantastic, but that they would always be bottom of the pack compared to everybody else. This class helped me to trust in my writing and showed that I did not need to follow what everyone else was doing or to take the path that I thought was easiest. Because in actuality the side with which you have the most in common with as far as views go is definitely the easiest path. This is because you are able to actually put yourself into the writing and people are able to see that you truly believe in the subject that you are arguing about. I also knew that in all of my writings the introduction was always subpar and that I would always rely on good body paragraphs to bail me out. Since being in the class though I have seen vast improvements in my writings. I always knew how to write a proper introduction and what it took to make a good one, but not until this class did I ever fully understand and be able to show that I did understand. When it came to the in-class arguments I was usually quiet because I was not really used to arguing in class over stuff that actually mattered. In high-school it was always arguments over dumb stuff that would never actually happen, but in this class we actually debated stuff that were either happening or had happened in the past. That was one thing that I really liked about the class even though I did not put in my two cents about the subject most times. I feel though towards the end of the semester when I started to engage in the arguments which we were doing that my argumentation skills became a lot better. Because not only did I learn to find all the information I could to back up my own side, but I learned to find information that supported the other side and involve it in my argument to show that I have knowledge of the other side as well as my own. I have also made improvements in my ability to think critically about the subject at hand. Critical thinking is a very important facet of writing because it allows you to think in depth about the writing so that you can cover everything that you need to. Since being in this class my goals have not really changed, but the way that I plan on achieving them has. This class has taught me a whole lot about not only writing, but also about ways to achieve things that I want to do, and to believe in what I am writing.

The Journey Past and The Future Ahead

Tyler Benson
12/3/09
Dr. Hughes
English 1101

At the beginning of the semester I struggled with integrating quotes and I had a good bit of grammar based issues. My arguing skills lacked the acknowledgment of the other side and their views along with a scholarly tone rather than an emotional one which I use to have. I have come a long way from these problems and I believe I have conquered some of them thanks to this class, my instructor, and my classmates. Some of the latter problems I am still struggling a bit, but I have improved and I am still trying to improve upon the base I was given due to this class.
Integrating quotes was always a major problem in my research papers in the past and my high school English teachers never really explained it very well to me. Thanks to this class I was able to understand what “dropping a quote” was and how to fix that by introducing an author of a book or work or the company where the work is associated with before quoting that source. I believe I have improved greatly and if I have not completely conquered this problem I am very close and I have improved tenfold.
My grammar was never good in high school and I believe that it is still not all that great right now, but I am striving to fix it. This class helped me with a lot of these grammar issues and my instructor helped me to improve in a number of grammar related issues such as quote grammar, punctuation, sentence structure, and punctuation. My grammar has shown improvement over the class and I am excited to take what I have learned and improve on my grammar further to where it is nearly perfect.
My debate skills have reached an entirely new level as well and it is a level I am very proud of and I could not have done it without my instructor or classmates. In high school I loved to listen to other people and take what they thought, that I agreed with, and molded it into my own understanding on the topic. This ability has travelled to college with me and I have enjoyed listening to everyone’s stance on issues that are present in the world today. I am thrilled to say that I have taken at least one or two things from everyone in the class and I have applied it to my beliefs and thoughts. If not for my classmates and my instructor I would not be able to access this knowledge. I have also learned how to acknowledge the credible arguments of the other side of a debate and give credit where credit is due. In the past I was stubborn and refused to even acknowledge any of the opposite side’s thoughts even if they were good.
This class has established a base that I will always cherish and use in my classes to come. I want to thank my classmates and instructor for giving me this opportunity to better myself in my academics and my thought process. It is because of you that I am that much more empowered than I was walking into the class. Knowledge is power and I hope I get to keep sharing my knowledge and yours in the future as more than classmates, as friends. Thank you again to you all and I truly appreciate everything the class has taught me.

Last and Final Blog!! Self Assessment

Jennifer Conley
Ms. Hughes
4 December 2009

Starting out at YHC my writing skills were definitely not where they needed to be and it was honestly part of the reason I could not go to my first choice college. Although I was disappointed about that I was still very excited about college life, but was dreading the horror stories of college papers. However, now that my first semester is over, I can say that those stories were only stories. From this class I have learned that I had more writing problems than I thought because none of my high school English teachers were ever hard on us outside of grammatical mistakes. Writers block has always been one of my biggest problems and sometimes still can be. Although, I have learned the more research I have, and the more I pay attention in class and to the readings, writing is a lot easier. Word choice was probably the worst issue that I have started to overcome. With the help of Microsoft Word’s thesaurus at first, I have learned many new words that are more acceptable in formal papers and I now use them without having to have help from the thesaurus. I have also learned a great deal from class discussions as well. Discussing our class readings and having the ability to talk or debate about them has improved my critical thinking and has opened me to new beliefs regarding certain subjects. This has greatly improved argumentation in my papers which has really improved some of the few writing strategies I have gained. However, I do not think my comfort level in those class discussions has improved a whole lot. I know at the beginning of the semester I did not talk at all and I do talk now, but I do not debate about the controversial subjects only because I do not want to get too caught up in the debate. I do believe however, it shows in my papers. I have done more writings for this class alone than any of my other classes and it has taught me to not procrastinate. I now set goals of when I want certain things done and try to get them done by that time, if another assignment does not come up in that time, which I think is impossible to avoid. I have also learned to not hate or dread writing papers. Most of the subjects brought up in class have kept my attention even if I was not that interested in them and having an interest in what you are writing really shows and stands out. Although my next English class will be a little harder and will expect more, I hope that it will keep me just as interested and willing to write like this class did. I also hope I do as good or better in my next class now that I have experienced my first semester and know what professors are expecting to read now.

Self Assessment

Carol Raterman
Language Controversies has been a very interesting class with all of the discussions we have had about different subjects we have read. This class has helped me realize my strengths and weaknesses I possess. I have always had trouble transitioning from one paragraph to the next in anything I write. Grammar has never been one of my strong points.
At the beginning of this semester, I had difficulties being able to write a thesis statement, opening paragraph, a conclusion paragraph, and my transitions. By the end of the semester, I feel that I have become a stronger writer by orgaizing my thoughts, introducing new ideas and transitioning my thoughts.
I feel as though I have improved in argumentation because I have had so many opportunities to defend my point. Defending your point is only one part of the argumentation. The second part of argumentation includes thinking how the other side would possibly make their case and be prepared for whatever they will say to you. Arguing a point involves preparing your own case, thinking about what the other side would mention, and then present the argument. Before this class, I did not think about preparing the other side’s argument. This class has helped me learn different ways people think and different ways people act.
As we read more articles as it got later in the semester, I feel as though my critical thinking skills improved. Before this class I would just read the article, it seemed like I was just looking at the words, and it would take me two times before I knew I would comprehend what I was reading. Now I feel like it is easier to read and comprehend articles.
I feel very comfortable with adding to the class discussions. When I am more interested in the subject or if I am avid about a topic, I contribute more to the conversation. At the beginning of the semester, I felt like I was not very strong in the subject of English. Now I think English is one of my favorite subjects. I have found where my strong points and my weaknesses are in the subject of English.

Mary Elizabeth Lowe
English 1101
Dr. Hughes
November 23, 2009


Over the past semester I have enjoyed this class a great deal and I believe that I have learned quite a bit about grammar, debate and a variety of language issues. Prior to this course my argumentation was rather weak and far from concise. Also, I have learned the importance of acknowledging all aspects of an argument, even those with which I do not necessarily agree. While learning and writing about the other side of an issue, my own preconceived ideas are on occasion weakened, but usually, my initial beliefs are strengthened. Similarly, while arguing a point, my audience will be more likely to accept and respect my point of view if I take an educated, bold stand and point out the competing viewpoints which are often times very valid. This ensures the readers that I am not simply ignorant to other’s beliefs, but I recognize them, in spite of my disagreement.
Another key component of persuasive writing is enforcing my own ideas with the opinions and research of esteemed experts in a particular subject matter. Adding quotes and statistics signifies to the reader that I am not simply tossing out random ideas on a whim, but that my work is creditable. Furthermore, as the semester has progressed my knowledge of proper quotation and citation usage has greatly improved.
I am not a “big fan” of class discussions, I am more of a small group type of person; however, if I am required to publicly voice my opinion I have no objection doing so as this class has prompted. Overall, the topics of this class have been interesting, especially the unit on sign language and bilingual ballots. My knowledge of these issues has broadened and I have been allowed to research a great deal which I thoroughly enjoy. My own beliefs have stayed relatively constant, but I have appreciated and benefited from hearing other people’s opinions throughout the semester and I look forward to other challenging English classes in the future.

What I Have Learned

Jackie Hand
Dr. Hughes
December 3, 2009
Language controversies has helped me in a number of ways. Through this class, I have learned to look at both sides of an argument before reaching a decision. Also, I now know that it is of great importance to recognize both sides of the argument when presenting my side. By recognizing both sides, I can make myself look intelligent and like I really have passion for the issue. This is because it will be evident that I have researched the topic in depth. Also, I have learned a lot about language. I never would have considered sign language as a completely different language, but I do now. I never knew of so many things that have gone on because of what someone speaks. I learned about the Native Americans as well as African Americans and so much more. The debating we did in class was also a help to me. Through that I believe I became a better reasearcher and presenter. This class has really helped to broaden my horizons in a sense that I am more knowledgeable about current as well as past issues. I am extremely pleased that I decided to take this course, and I have thoroughly enjoyed it. Thank you Dr. Hughes for making learning fun!

My Progression

I have always loved to express my ideas on paper in one of my writings. This class was a perfect fit for just that. I came into the semester as a self-proclaimed "good" writer, but as we progressed week by week, I could see improvements in essays.
At the beginning of this semester, I encountered problems with simple mistakes such as using informal language in my writing. I would write in the colloquial manner instead of professionally. Simple mistakes such as using the language in which it seemed I speak in an everyday manner really seemed to take a toll on my essay writing. The semester continued to move on and I continued to grow and learn as a writer. I began to use formal language which I quickly began to realize, even when proofreading my own work, gains a lot of respect from the reader. Although I believe that I have essentially gotten rid of colloquial language, I still feel like I struggle with it from time to time.
In argumentation, I feel more confident in standing for what I truly believe in. I feel like before this class I would just as easily give on some other person's standpoint. The debate helped me gain the confidence I was seeking when trying to stand for a subject a strongly believe in. The in-class writings also were a huge factor in the sense that I could argue a point easier in the privacy of my own essay. Finishing with the verbal debates around the circle allowed me to put in a touch of my own feelings that I expressed in my in-class writing.
I love to talk to friends, peers, teachers, and anyone with the will to listen to me. In high school, I was a bit wild in all of my classes and I would never stop talking or trying to make the class laugh. Coming into this class I expected to talk quite a bit, especially with it being a language controversies class. Although this was the case, I never actually put myself out there in conversation. I just felt like the people in the class were just fine with me keeping quite and thoughts to myself. It seemed as if the class had all the people they needed to partake in debate so I was unneeded. I know that this is not the case at all, but I wish I would have put my ideas out for discussion instead of to myself.
My goals and attitudes have altered throughout this semester. While I was focused on running cross country, I also had a sense of focusing harder on my schoolwork than I ever had. Toward the middle of the semester schoolwork seemed pointless to me. I had yet to come to the realization that everything I do here affects me for the rest of my life. The past few weeks have seemed a lot more meaningful to me. I have focused more on school and how this will help me in the long run. Overall, this class was the most helpful in helping me find my way in school and the passion I need to have in every class I take in college.

Self-Assessment Blog!

Dear All,

For your FINAL blog, please write between 300-600 words discussing your progress in the class. You should consider questions such as:

• What kinds of problems did you have with writing at the beginning of the semester?
• Which of these problems have you eliminated from your writing, and which you still struggle with?
• Do you think you have improved in argumentation?
• In critical thinking?
• How is your comfort level with regard to adding to class conversation?
• How have your goals and attitudes changed since you've finished your first semester?

Keep in mind that it would be tremendously ironic if you were to discuss how much you have improved, but then made errors in this little essay! That is, be sure that this essay represents the best writing you can do. Write carefully and thoughtfully -- and be sure to edit your own writing!

Second Source

Tyler Benson
Nov. 22, 2009
English 1101

Mujica, Mauro. "Why the U.S. Needs an Official Language." www.worldandi.com. 2003. The World & I, Web. 23 Nov 2009. .

In “Why the U.S. Needs an Offical Language”, Mauro Majica talks about how we as a country need an official language in order to unify us and limit factors brought by the lack of one. Mauro is the chairman and CEO of U.S. English Inc, and is an immigrant themselves. Throughout the article Mauro gives good insight on how the U.S. has required immigrants to learn English in order to fit in the main-stream of society throughout history. Mauro gives census facts and many other things such as a survey conducted by the Pew Research Center showing that most countries in the world see it important to learn English in order to succeed in global economics and other things. Mauro also hits the issue on how many native born citizens in the U.S. actually are considered “limited English proficient” which means that they barely speak English. Mauro gives census facts to show how this is increased in the U.S. and expresses that English maybe on its way to extinction due to others saying that, “The government requiring immigrants to learn English is oppressive.”, therefore getting a pass because no one wants to deal with racism. I plan to use Mauro Majica’s article in order to show how English is also a hurting language when immigrants throw the race card around and how it is causing America to become less unified which Mauro also explains in his article.

Annotated Bibliography

Mary Elizabeth Lowe

English 1101

Dr. Hughes


Topic: The United States should not descend into further exclusion or journey down the path of unconstitutional decisions by adopting an official language; furthermore, the United States should continue offering bilingual ballots in order to ensure that fundamental rights are sustained and to strengthen this country.



Zuckerman, Michael A., "Constitutional Clash: When English-Only Meets Voting
Rights" (2009). Cornell Law School Working Papers. Paper 62.
http://scholarship.law.cornell.edu/clsops_papers/62


This source provides an informative overview of the English Only Movement in addition to facts and stories concerning the voting issue and cites other dilemmas including the Constitutional vulnerability of a purposed English Only Movement. As evidence that English Only is unconstitutional, it brings into consideration the 14th amendment and states that language is the new proxy for race. One extremely compelling quote for both bilingual ballots and against English Only, is stated by the educated Zuckerman as he says, “Furthermore, the fact of a state applying its English-only policies to voter registration is independently suspect because the state is affecting voting rights, which are fundamental, and have historically been used as a tool for discrimination.” Another direct cite from this paper is the quotation from the fifteenth amendment. It guarantees that “[t]he right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude.” This is another solid argument in favor of bilingual ballots and against a national language. I would use this, and the many other facts and stories in this article to my paper by bringing to light the fact that if this nation deemed English it’s national language, it would have to uphold this law in all areas. This would include the removal of bilingual ballots and that would take away many American citizens’ right to vote, which is a constitutional right.



Crawford, James. "The Question of Minority Language Rights." Language Loyalties A
Source Book on the Official English Controversy. New York: University Of
Chicago, 1992. Print.


This article begins with many provoking questions such as, “What would be the legal impact of an English Language Amendment to the U.S. Constitution?” and “Does it seek primarily to make a symbolic statement about the role of English as our common language or to protect the dominant status of English by outlawing all (or all but a few) public uses of other tongues?” These questions are followed by both the pros and cons of English Only and declares that both sides are valid but will certainly have a profound effect on all speakers of this nation. As the chapter progresses he says, “voting in anything other than the national tongue offends the civic assumptions of many Americans.” This is primarily due to our history for the United States is indeed a nation of immigrants.
He also cites the 1987 U.S. Equal Employment Opportunity Commission which had “prohibited arbitrary language policies on the job – that is, English-only rules that have no demonstrated business necessity – as a form of national-origin discrimination.” I will use parts of this chapter to further develop the idea that the United States is a nation of immigrants and to suddenly state that English must be the official language encroaches upon the very history of our “toss salad” nation.

Annotated Bibliographies

Jennifer Conley
Ms. Hughes
20 November 2009

Thesis Statement:
Many citizens would argue that English should be our official language, but what about those citizens who practice their culture every day? Should these citizens be penalized for their practices in the way they speak or understand language or should we also utilize their abilities in our everyday life too?


“A Nation Divided: The Consequences of Bilingual Ballots.” ProEnglish: Repealing Bilingual Ballots. 4 Nov. 2009 http://www.proenglish.org/issues/ballots/fivereasons.html.

This is a pro-English article that discusses their opinion upon bilingual ballots. In this article five main points are brought to attention. The first point talks about the justification and election materials. Their response is that citizens are suppose to know English to become citizens, so why not keep practicing English as the official language. The second reason is that the requirements of bilingual ballots are arbitrary and wasteful. Citizens believe that the requirements of making ballots in another language are unnecessary when facts show a majority of citizens can speak English. Third, the local governments have to make the ballots and they are unfunded and mandatory. In their defense, the assistance amendment to the Voting Rights’ Act is provided. Fourthly, the likelihood of errors and vote fraud are increased. This reason is provided with the statistics of previous elections and how the vote was swayed to the poll workers bias opinion. The last point is simply that bilingual ballots are a growing burden. Citizens think that too much money is being spent to provide the materials and help needed, especially when the help provided has ended up causing confusion at the polls. Since my argument is not set to one side or the other, some of these points will be argued against while others will help prove my reasoning.


"Bilingual Ballot Laws." ProEnglish: The English Language Advocates. Web. 18 Nov. 2009. http://www.proenglish.org/issues/ballots/overview.htm.

This web page shows an overview of the Bilingual Ballot Provisions of the Voting Rights Act of 1965. It states that, “The Voting Rights Act (VRA) of 1965 was originally enacted to prohibit state and local governments from denying or abridging the right to vote "on account of race, color, or previous condition of servitude," a right guaranteed by the 15th Amendment.” At the time it was enacted to protect the right of voting for black Americans. “But in 1975 Congress greatly expanded the Voting Rights Act's original intent by inserting special protections for "language minorities.” By doing this Congress made voting available to any individual who was an American citizen. The only set back with this act is that it was passed as a temporary adjustment and not officially a concrete adjustment. Since this is temporary Congress has renewed this act twice in 1982 and then again in 1992. If this bill was not renewed in 2007 then it will have expired. If amendment made it fair for citizens to vote with bilingual ballots and it keeps getting renewed by Congress, why not just make it official? Voting is a right that every American citizen should be able to practice. Limiting voting to citizens who speak English very well does not make it fair. This is unjust to what this country was founded on and keeps America from being united.

Annotated Bibliography

Rebekah Medford

Topic: Should the US offer bilingual ballots?

ACLU of Florida. "English Only." ACLUFL.org. May 2007. Web. 20 Nov. 2009http://www.aclufl.org/take_action/download_resources/info_papers/6.cfm

In the a article by the American Civil Liberties Union of Florida over the "English Only" debate, the ACLU states its reasonings behind why they oppose the "English Only" laws. They believe the laws take away the rights of individuals as well as create false stereotypes of immigrants or people speaking different languages. The material in the article is very informational, focusing not just on now but also where the idea of "English Only" derivied and just how long its been around. Viewing the counterargument, several points are brought up on why some people believe, or have believed in the past, that "English Only" would help. Following their paragraphs about the history of "English Only," ACLU has a question and answer portion. These question and answers allow the ACLU to get their views on the "English Only" debates across, focusing on topics such as: who is affected; what the consequences are; and the false ideas behind it. There are several points I would like to use from this article. Though it is against "English Only" I would liketo use the history it provides where the idea derives from in my counterargument. Using John Adams idea and words, would help me show how people believe it to be very unifying at that time. I agree that if at that time, they had made Englsih the national language, I would have been unifying. Now it would not be. Too many cultures have come here, making English Only laws now would only seperate cultures amd people in America. If English was already the National Language, then getting rid of billingual ballots would be okay but since it is not, and we are a free country, you cannot take away peoples' rights.

The Washing Post Company. " Yes on Bilingual Ballots: Encourage non-English speakers to make informed choices." The Washington Post. 10 Jul. 2006. Web. 20 Nov. 2009. http://www.washingtonpost.com/wp-dyn/content/article/2006/07/09/AR2006070900553.html

This Washington Post article is pro view on Bilingual Ballots. In their article they discuss the Voting Rights Act as well as doing a deeper study of the argument. They take arguments that could be made against bilingual ballots, like: one already has to know English to take the citizenship test. The Washington Post then rebutes the arguments and states why they are not strong enough, or accurate enough to prove the counterargument. Other issues covered in the article are cost,and voting particpation. I will be able to use The Washington Post's answers towards the debate of the citizenship english to prove that this is not the same level of required when reading a ballot.