to see what created me -- realize what it is or was that affected me
or to learn if there was something that unknowingly changed me
i want to share (through this) personal information that i've never shared with anyone
learn more about my history
give credit to my grandmother for all her accomplishments
and i want it to really challenge me to be creative
the most creative i've ever been
composing the lives of family members will be fun
i hope i'll get to write in language that i use at home (inside stuff)
i look forward to exploring sorrows
toys that affected me -- many
i hate that we have to have "academic" writing and cite texts -- this is a creative assignment -- with these REQUIREMENTS it makes it all less fun
i hope i get some new insight/knowledge
mom and dad separation
growing up/peter pan phase --
-- trying to be shorter in pictures so that i wouldn't look tall/keeping a higher voice --
struggling to find better life
witnessing the murder of a family member
depression of my mother
watching my brothers struggle
first girlfriend/loose ends
9/11 attacks
playgrounds were common place
school was everywhere -- always felt it aaround me
trees -- they always showed the seasons
kids were white -- developed stereotypes
wealthy community -- vacations were normalities
safe bubble -- snobby tendencies
pools and snow
always went swimmingsnow never left
misquitoes and lightning bugs all the time
"bedroom communities"
"security moms"
"cycle paths"
"green belts"
"suburbium"
"The Brady Bunch"
"Soccer Moms"
wealth for sure
people had a lot of money
went on vacation -- everyone went to Disney World
we had to be the same -- i wouldn't understand budgets until later
hard to start limiting spending
business wasn't booming, but community kept it alive
when family had to cut back, i was very snobby -- couldn't let go of my THINGS
always wanted toys -- didn't know why i couldn't get them
didn't learn value of money until mature (parents taught me well -- kind of frugal actually)
always wanted to spend spend spend
water was delicious
especially at night when mouth was dry -- going to get water tasted so good
always had clean water
good bathrooms too hahahaha
trees everywhere -- took them forgranted
funny how they would change softly, unnoticed
my front tree was going to get cut down -- only a rumor -- it scared/saddened me
didn't want to lose the tree
it came down last year -- i'll never forget it (many good memories)
as a kid i'd always climb trees
never noticed cats
dogs i loved -- sometimes wanted one
never that strong of a need for one though -- it's surprising now that i say it
wanted one when i grew up
my little brother loved the railroads
when he was 4 he called the poorly made railroads "cheap ding dings"
we still reference that
cheap ding dings
gravel roads were fun to bike on
so were smoothly black roads
crackedy old cement (don't know why i said that)
sidewalks were cracked -- redid them though
Nick's chipped teeth
selling the house debate
fights with aunt - ukranian school lessons
finishing my food -- toy story (there's a whole story)
talking back to parents
parents fighting
nick's "i'm done with him" speeches
star wars rogue squadron -- BIG TIME!!!
aunt vs mom
talking at night
Farmer's Market
Jewel Osco
Dominicks
Blockbuster
Hollywood Video
disney world vacations
ukranian school
drawing cartoons
spider-man/batman/xmen/action figures
"In the early 1920s it was desperately unclear why English was worth studying at all; by the early 1930s it had become a question of why it was worth wasting your time on anything else. English was not only a subject worth studying, but THE supremely civilizing pursuit, the spiritual essence of the social formation. Far from constituting some amateur or impressionistic enterprise, English was an arena in which the most fundamental questions of human existence -- what it meant to be a person, to engage in significant relationship with others, to live from the vital center of the most essential values -- were thrown into vivid relief and made the object of the most intensive scrutiny" (Eagleton 55).
"Narration (with the teacher as narrator) lleads the students to memorize mechanically the narrated content. Worse yet, it turns them into 'containers,' into 'receptacles' to be 'filled' by the teacher. The more more completely he fills the receptacles, the better teacher he is. The more meekly the receptacles permit themselves to be filled, the better students they are" (Freire 69).
"But the assumptions of human nature that allow literature to usurp functions not necessarily intrinsic to it, such as those of religion in one instance or of empirical disciplines like history in another, also enable the suppression of material relations" (Viswanathan 66).
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