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Category Archives: 2018-19 v.4
Gender Roles at Fenway Park: Analysis of “Rain Delay” by Michelle Von Euw
By Tate Frederick, Anni Zhang, Clara Hua, Tommy Flathers, Kartik Donepudi, and Elise Gobron, IV Form
Gender Roles at Fenway Park: Analysis of “Rain Delay” by Michelle Von Euw
Editor’s Note: All IV Form Writing & Literature classes embarked on a 30-20-30 Assessment (30 Minutes of Drafting; 20 Minutes of Peer Review; 30 Minutes of Revising & Editing) for a one-paragraph analysis of the short story “Rain Delay” by Michelle Von Euw. PROMPT: “What does “Rain Delay” have to say about gender? Focus your analysis on either Caroline or Kyle.”
Tate: The character Caroline in “Rain Delay” challenges the traditional gender roles used in literature because of her interest in sports and her boyfriend Kyle’s unreciprocated enthusiasm in their relationship.
Anni: Kyle acts as an embodiment for men in the society who are unaware of the other gender’s true feelings.
Clara: Caroline shows how females face more judgments and constraints in society than their male counterparts.
Tommy: By showing the difference between the reactions of boys and girls to their kiss, the way that “Rain Delay” is set up reveals the underlying role of gender that makes Caroline feel even more isolated than she already did.
Kartik: By giving insight into gender norms that guide Caroline’s actions, Michelle Von Euw uses Caroline’s situation in “Rain Delay” to highlight the expectation for high school girls to conform to societal standards when it comes to relationships.
Elise: By representing Caroline’s identity, the short story “Rain Delay” uses symbolism to communicate young women’s struggle of identity due to an underlying male superiority.
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History Fellowship: Civil War Monuments and Historical Memory
By Olivia Hammond, Matt Gates, and Matt Walsh, VI Form
History Fellowship: Civil War Monuments and Historical Memory
Editor’s Note: The project was part of a History Fellowship unit looking at the Civil War and historical memory. Students were asked to select a monument(s) and–1. Describe, in detail, your monument(s) (who, what, when, where, why, etc.); 2. Explain the question(s) that you are exploring about your monument(s); and 3. Describe the answer(s) to your question(s). They could use a medium of their choice (e.g., paper, movie, etc.) to present their analysis.
Olivia–Racial Attitudes in the Civil War Era: Seen Through Two Boston Monuments (video)
Matt G.–Confederate Statues in the Cherokee Nation (video)
Matt W.–Civil War Memory through Local Newspapers (essay)
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Dodge Poetry Festival Reflection: She Felt (x-Prosaic-x) Poetic
By Anuoluwa Akibu, V Form
Dodge Poetry Festival Reflection: She Felt Prosaic Poetic
On October 18, 2018, she came in wanting to improve her poetry. She felt prosaic. However, to her surprise, she entered a world far more different than she envisioned, a world of discussion rather than lecture, of insight rather than instruction. Instead of organized workshops to scrutinize her work in, she was given a program complete with introductory statements of the poets and a schedule of the events, the venues in which they were held, and the attending poets and the freedom to choose what she attended.
Prior to the Dodge Poetry Festival, she simply felt uncomfortable with her poetry, as she could not identify her voice in it. She forced strange words on a paper for outward validation and ignored her internal articulation. Her so-called “self-expression” was, in truth, silencing her. This was weird for her because creative writing has always been one of her passions, yet she was creating barriers between it and herself.
Of course, her voice was not entirely lost, but the Dodge Poetry Festival was an opening to an overcoming of this feeling of mediocrity, and she wasn’t disappointed. (more…)
What My Brain Learned via the Dissection of Another
By Julian Yang, V Form
What My Brain Learned via the Dissection of Another
Before walking into class on Monday, I was filled with curiosity and excitement. It has been six years since I saw an 
actual brain, and I was barely engaged at that time – although there was a parent who worked with brains and explained the information to us, no actual dissection was involved. The closest I got was holding the brain in my hand
My anticipation began to build during the “instructing” phase. Two feelings stirred inside me: one, I would be able to see everything that I learned in the past two weeks, and two, I was going to feel like a surgeon while using the scalpel. I made sure, however, to be careful: the way it sliced during Ms. Lohwater’s demonstration was enough to curb my excitement. (more…)
The Bastion of Childhood: Belknap Camp
By Tom Paugh, VI Form
The Bastion of Childhood: Belknap Camp
Attending summer camp on the shores of Lake Winnipesaukee has been a consistent source of joy in my life. Just as King Arthur relied on Camelot to protect him from forces of evil, I have had Camp Belknap a bastion that protected my childhood development from the judgments and cruelties of the greater world. At times, camp feels to be surrounded by a force field that prohibits all malice from the outside world from invading camp. Camp has provided me with a supportive environment and the ability to grow up in a safe environment, as I have spent nearly half of my life under the pines. During my time at my Camelot, I have transitioned from camper to a member of the leadership, learning incredibly powerful lessons that transcend daily athletic and creative activities. (more…)
Post-Apocalyptic Literature Discussion Posts
By CJ Schumacher, Lucy Zheng, Stephanie Moon, and Robby Harper, VI Form
Post-Apocalyptic Literature Discussion Posts
Editor’s Note: This explanation is about “E-Portfolio and/or Discussion” posts in Ms. Hultin’s VI Form elective, The Dystopian Flood: Post-Apocalyptic Literature–“Posts are due every week or two weeks. Posts must be typed, relatively error-free, and published on your Google Sites E-portfolio or Canvas discussion page. Each post should be a minimum of 300 words. Occasionally, E-portfolio assignments will have more specific instructions. In these assignments, your answer should explore and analyze the material from class. E-portfolio posts are thoughtful, but informal responses that demonstrate your thinking on a topic.”
CJ
Robots are either created to serve humans or to emulate them. They are meant to either be companions or house maids. In “Robbie,” Robbie is created to serve, but he ends up proving that despite his lack of human characteristics; he is equally human in terms of human connection. After being thrown away by the Weston family, he risks his life to save Gloria, his only friend. Just because Robbie cannot talk does not mean he is unable to form human connections or have emotions. Ex Machina tells a different tale. Ava is the closest thing to artificial intelligence and is built to be the next evolution of the human race. However, her own genius is what keeps her from forming human connection. She is too smart to see forming an emotional connection as important. Ava manipulates Caleb into feeling as if he is forming a real connection with her. She gets him to tell her personal things about himself and shows him interest and care, which in turn gets Caleb to fall for the idea that he and Ava have a genuine connection. However, Ava abuses Caleb’s trust and uses him to help her escape and subsequently kill her creator. She leaves Caleb locked away, desperately picking up the broken pieces of his heart. In this story, Ava abuses the human need for connection for her own benefit. (more…)
LEO 