Nervous Nelly the Narrator Enjoys Oscar Wilde's Play

Oscar Wilde’s The Importance of Being Earnest, for me, trumps all other books we have read this year in AP English 12. When Ms. Serensky announced that our next book, following Everything Matters, would be a play, I became slightly apprehensive. I pictured The Importance of Being Earnest as similar to Othello, but thankfully I was wrong. Everyday that we read The Importance of Being Earnest, I left English class more light-hearted than when I had entered the room. When Ms. Serensky said aloud that she thought I should be the narrator, I sunk nervously in my seat and thought to myself, “Good Heavens” (1). I believed that my ability to read aloud was not up to par with the rest of my classmates’ but “one doesn’t blurt these things out to people” so I accepted the role with fake confidence (16). After the first day of reading, I realized that I not only enjoyed the plot of the play but also had fun participating through reading in class.  So the next day, I actually volunteered for the role of the narrator. To most people reading short, emotionless fragments “does not thrill. It produces absolutely no vibrations” but for some reason I thoroughly enjoyed filling the role of the detached narrator and reading the unemotional sentences and stage directions (11). When I say this, I realize how boring and empty my life sounds. Shoot. Now I sound like Ms. Serensky when she described a tasty a snack: “When I bit into the pretzel, it was filled with pumpkin pie filling. That was one of the greatest surprises of my life. I realize when I say these things, how pathetic my life sounds.” Anyway, I am sure that I enjoyed The Importance of Being Earnest because of my active involvement. Playing the roll of the narrator helped me to feel immersed in the characters’ lives and their absurd, yet comical problems. Certainly the satire throughout the entire play added to my enjoyment as well. It seems in most of the books we have read this year that there has been some sort of disaster that causes the characters terrific grief. Although in this book Jack had an issue regarding his name, overall The Importance of Being Earnest seemed lighter and easier to read than other readings we have had which contained emotional or depressing moments. Alex’s intense British accent also enhanced my interest in the play. If he had read the part of Algernon in a monotone, unemotional voice (much like me, the narrator) I would not have enjoyed the play nearly as much.  John’s constant switching of accents every other syllable also helped me to enjoy the play. Although I firmly believe that the content of the book and reading styles of the characters in our class added to my enjoyment of The Importance of Being Earnest, I believe I found most of my interest in this play because it taught me a lot about myself. As I venture to college, I am sure I will be faced with obstacles that I am not prepared to tackle, much like my unpreparedness and apprehension about the role of the narrator. However, I learned through this book, that my abilities exceed my self-confidence and that I can actually do more than I think I can. From now on, I will have less apprehension and less anxiety when reading aloud to a group as I realized that although I may be able to find flaws in my reading skills, I can get the task accomplished and also enjoy myself at the same time. 

Top Ten Most Thrilling Academic Moments of My High School Career

Throughout my four years of high school, I have experienced many academic moments that I am certain I will remember for years to come.

1. College Acceptances- When I received all of my college decisions, I was excited to learn that I had been accepted at all of the schools I considered attending.  My mom soon informed me that if they “Fill[ed] thy purse with money” and I could go anywhere I desired (Shakespeare 1.3.344). I felt quite satisfied to know that my dedication to academics throughout high school had finally reaped rewards.

2. Letter of Commendation- When I was first called down to the office last year, I panicked. I wondered what I had done wrong to have been summoned out of AP Physics. When Mr. Rydquist informed the other nine students around me and myself that we had awarded letters of commendation for National Merit, I was thrilled. Mr. May instructed us to line the stairs for a quick picture. However, after five minutes of waiting, Mr. May had yet to find his camera. We all wondered, ‘“where is the camera? What’s taking so long?” (Lahiri 290).

3. Cum Laude- When I received my letter of induction into Cum Laude I reflected upon all of my hard work throughout high school and became excited as I realized that “it isn’t easy to be anything now-a-days” (Wilde 7) My hard work and dedication had finally paid off.

4. MC Game- The Multiple Choice Game at the end of third quarter ranks high on the list of academic memories I will never forget. My team, comprised of Cat Cashy, Sarah Ross, Kaleigh O’Hara and me, defeat the self-proclaimed “Dream Team.” I felt quite accomplished leaving class that morning as, before the actual game I had doubted our team’s success when Kaleigh and Sarah disagreed on numerous questions; “They argue[d] violently about such things” (Lahiri 107).

5. Othello Data Sheet- Once again, Ms. Serensky’s stickers  excite me. Even after spending countless hours perfecting my first data sheet, I worried I had done everything wrong. My fears did not settle until I received my graded Data Sheet with the biggest sticker I have ever seen at the top of the 18-page stack. I questioned, “Is’t possible?” (Shakespeare 4.1.44). After the shock passed, the excitement settled in as I then realized I had truly achieved something.

6. First sticker in AP English-I will always remember receiving my first sticker ever in AP English 11. When I glanced down at the paper before me, “I felt there was some slight error” (Wilde 39). “Surely, Ms. Serensky had accidentally placed the sticker on my paper” I thought to myself. I never believed I would write a paper deserving of one of Ms. Serensky’s special stickers. I could not have been happier than on that memorable day.

7. Baby Bio Lap Report- I felt truly accomplished when I received my graded Fruit Fly Report in freshman year biology. When I turned to the last page in the report to see my score, I noticed Mr. Ricci’s not so subtle note, in bright red pen, at the top of my paper, “Master of ALL Biological Knowledge!” Although “one does not blurt these things out to people,” I felt a true sense of pride and accomplishment in my work (Wilde 17).

8. Summer Reading essays-Another thrilling moment of my academic career at CFHS occurred in the first week of senior year. I thought I had done a horrible job on my in class writing for one of our summer reading books, but apparently that was not the case. After completing that writing, however, I fretted for days. I am not sure what I thought the worrying would do, since I had already submitted the paper and the damage was done, but I worried anyway. I reminded myself, “Do not weep, do not weep” (Shakespeare 4.2.123). I was thrilled when Ms. Serensky handed back the papers and I saw the light reflect off of a bright sticker at the top of my paper.

9. Senior year midterms- I was quite enthralled when this year I did better on my midterms than I had done any other year of high school. One would think that my scores would naturally rise as the “comforts should increase/…as [my] days do grow” in school but I have experienced the opposite effect (Shakespeare 2.1.192-193). Each year, instead of feeling less overwhelmed and more in control for the midterms, I panic as I try to study the complicated and vast information I have learned in half a semester.

10. AP Physics-  As I think back on my experiences in AP Physics one day in particular comes to mind, the day I received a 100% on one of our unit tests. As the days grew closer to the AP test, I felt less and less confident in my understanding of the material. Yet, when I got received our last unit test with a 100% circled at the top, my confidence soared. I gasped, stunned, “as if it were something truly extraordinary” (Lahiri 265). 

My most memorable sticker from Ms. Serensky

Nostalgia and Anticipation in the Laundry Room

Of all of the poems we read this year, I have most enjoyed Elisavietta Ritchie’s “Sorting Laundry.” Ritchie’s listing of mundane household items intrigues me as she manages to clearly describe the speaker’s emotions and feelings through detailing the speaker’s actions and detritus while folding laundry. I appreciated this poem because I felt that I had the ability to relate to the speaker. Often, while completing the essentially mindless task of doing laundry, I catch myself thinking of the future, which in turn generates a small degree of anxiety. Like the speaker in Ritchie’s poem, I contemplate relationships and the future. While folding my parents’ clothes, I think about leaving my family and starting a new life at college and, like Ritchie, I become slightly apprehensive and nostalgic. Before reading this poem, "I would never have thought that" sorting and folding laundry could trigger memories and elicit so many emotions, but now I realize that sorting laundry often has this effect on me as well (Lahiri 138). As Ritchie concludes the poem, the speaker notes that even "a mountain of unsorted wash/could not fill/the empty side of the bed" (Ritchie 49-51). This vivid depiction of loneliness and dependence caught my attention as "It is an impulse…[I] have never felt, this need to be so [close to] things," to people (Lahiri 155). After reading this poem, I realized that at times, I have definitely taken many people in my life for granted. I have never really contemplated the idea of one day waking up and hearing that my parents or my close friends are no longer alive; '"That’s so depressing"' (Lahiri 138).  I have begun to cherish each day I have with my family and friends as I have realized, like the speaker in Ritchie’s poem, that it could be the last. Predicting when someone will enter or leave your life is as unpredictable as death, so, I must appreciate the time I have with those I care about most. Ritchie’s poem, through its uniqueness, its vivid portrayal of emotions, and its life lessons, has caused me to consider it my favorite poem we read in AP English 12. 

Lollipops in AP English?

In one of my earlier blog entries, I asked, “Why is Ms. Serensky the way she is? Does she teach like her high school English teacher?” When Ms. Serensky mentioned that blog entry on the Blog Banter, she said that she would answer my questions in a special discussion before the end of the semester. My curiosity peaked and I eagerly a waited the day when I would learn about the origins of Ms. Serenesky’s methods of madness. Finally, the day arrived. As Hayden and I walked up the stairs from AP Probability and Statistics, I mentioned my excitement and anticipation for English class. My news to Hayden, who had apparently forgotten about the special discussion and who clearly had not waited weeks to hear Ms. Serensky’s stories, did “not thrill [her]. It produce[d] absolutely no vibrations” (Wilde 11). As I walked into English class later that day, I saw the desks in a condensed circle. I immediately sat down and, with a sigh of relief, put all my notebooks and my pens away in my backpack and stared at the clock, waiting for the bell to ring. After Ms. Serensky joined the circle of desks, she circulated a bag full of assorted lollipops. “This cannot be,” I thought to myself (Shakespeare 1.3.17). I could not believe that Ms. Serensky was actually distributing candy during class. The bag was slowly passed around the circle with happiness and excitement building as it traveled. Finally the bag reached my seat. I peered inside and noticed the assortment of lollipops. So many choices! As I indulged in the choices before me and as my peers became distracted as they unwrapped their lollipops, Ms. Serensky explained the purpose behind the candy. She gave us lollipops so that we would stick them in our mouths and therefore not be able to interrupt or talk during her story. She also had intended for the lollipops to keep us somewhat focused on the story, but clearly that had failed. I picked out my lollipop and tuned in. I could tell that “she knows the story” well and that she has told it many times (Lahiri 28). Immediately I recognized parallels between my journey through AP English and Ms. Serensky’s experiences in college English. Much like my response to my first AP English 11 essay, Ms. Serensky described her feelings of defeat, anger, and sadness after receiving her first graded paper in college. As she explained her eventual acceptance of struggle on this paper and recognized that with her marked up paper she could learn more and develop into a better writer, I became highly motivated. This motivation increased as Ms. Serensky detailed how her hard work and effort paid off as she finally received the recognition that she craved from her professor. From listening to her empowering story, I realized that there is much more to assignments and work than a grade. I realized I can use assignments as learning tools, to help me become a better writer and a smarter person. Ms. Serensky’s story also emphasized to me that with hard work and many years of dedication, I can achieve that to which I put my attention. The lessons I learned from Ms. Serensky’s story have helped me significantly to “battle” senioritis as, on my favorite day in AP English 12, I learned the true importance off knowledge and determination.

Concerned Chasuble Confronts Cassio

Scene- Cassio strolls the streets after watching a brawl between two gentlemen

Chasuble: [Running towards Cassio] Cassio!

Cassio: Good Chasuble, what brings thee here tonight? Come for a fight?

Chasuble: No, I came to speak to you sir about a certain lady, Miss Prism.

Cassio: “Not tonight, good” Chasuble (Shakespeare 2.3.31). I am quite busy.

Chasuble: Cassio, please help me! We have a walked planned later today and I need some urgent advice.

Cassio: Fine, “I’ll do’t, but it dislikes me” (Shakespeare 2.3.45). Now speak of this urgent matter.

Chasuble: I must confess my feelings for her. I met her yesterday and… I fell in love.

Cassio: Indeed, indeed. “She’s a most exquisite lady” (Shakespeare 2.3.18).

Chasuble: Exactly! If “I [were] fortunate enough to be Miss Prism’s pupil, I would hang upon her lips…metaphorically” speaking (Wilde 23).

Cassio: Chasuble! Speak in phrases I mig’t understand. Thou makest everything more complicated with metaphors.

Chasuble: Oh no! What if I confuse Miss Prism as well? She may not love me now!

Cassio: Oh Chasuble, you worry too much. Speak your mind to her at once.

Chasuble: I fear that “I’m gonna get real weird with it” and some how offend her with my choice of words. And if I do, then she might only walk with me “as far as the schools and back” (Wilde 23).

Cassio: Fear not, Chasuble. I promise she is not a fresh and delicate creature. Go now. Hurry off.

[Exit Cassio]

Chasuble: But…but… but…Cassio, I don’t know what to say!

[Exit Chasuble, muttering and biting his nails in a panic]

Anxious Chasuble talks with Cassio

Moushumi's Miserable Monday

Dear Diary,

            Today, while wandering the halls of Chagrin Falls High School, I noticed a very quiet classroom.  In all of the other rooms I heard teachers lecturing or saw students loudly "discussing" in groups. I could detect however, a difference in this class.  I listened from my position, unnoticed, amazed when I heard only one student talking at a time (for the most part). I considered continuing my stroll down the hall when I heard the students in the classroom reflecting on the movie "The Namesake." I thought to myself, '"you can’t be serious"' (237). I leaned closer to the door in an attempt to hear the students’ thoughts. Wow, that evolved into a shocking experience!  I heard one student loudly criticize the movie as extremely cheesy especially the representation of Moushumi. Another agreed and commented that not only was Moushumi an odd, unrealistic character in the movie, but also was a very frustrating character in the book. My rage began to build. How dare these students criticize me, when they have no way to know I felt throughout my entire marriage? I understand that cheating violates people’s values but what could I do?  When we got married, I honestly had no intention of hurting or leaving Gogol. But after a while, things with Gogol just did not feel right. Angry about the students’ criticism of my behavior, I slowly turned the doorknob and walked into the room. As I opened the door I saw a student “strip” before me. This student, whose name I later learned to be Jimmy, then innocently, looked at the teacher and mumbled, "Sorry, it was really hot.” Impulsively I blurted out, '"I agree"' (249).  Immediately everyone in the room starred at me in disbelief. Clearly I had failed at my attempt at inconspicuousness. Derogatory remarks flew at me from all directions. I found it quite astonishing that these young students felt the need to criticize my choice to have an affair when not one of them has ever been in an adult relationship yet alone a marriage, but I kept my mouth shut, still reeling from Jimmy’s indecent exposure. After three or so minutes of relentless condemnation regarding my marriage, I lost my cool. I yelled, rather loudly, '"It [was just] not what I thought it would be"' (252). Embarrassed by the scene I created I ran out of the room, went home and began to write. Scared and emotionally scarred by a student’s stripping, angry about the class’s constant criticism and sad about the disapproval of my appearance in the film, I hope that tomorrow is a better day. I don’t know how it could be much worse.

Until tomorrow,

Moushumi 

See, my relationship with Gogol even looked awkward!

Gogol's Journey Through AP English 11

The following is a conversation between Gogol, a student in AP English 11 and me, a psychologist. 

August 2009, two weeks before school starts:

E: Hi Gogol, what brings you into my office today?

G: Hey Dr. Hellwig. I am just really nervous about school starting and hoped that talking to you might reduce some of my anxiety.

E: Oh, okay. I am always here to help. What makes you so anxious about junior year?

G: I am not really sure, to be honest. I guess I am nervous about AP English 11. I have heard the workload is quite intense and I am worried that I will not be able to handle the course.

E: Gogol, you write very well. You have nothing to worry about. As long as you work hard, and do your best, I am confident that you will be able to handle the assignments and succeed in the class. Just be open to new ideas and writing styles. I have heard from former clients that Ms. Serensky really teaches you how to write.

G: Oh really? I want to pursue some English-related major in college I think but have never thought my writing was good enough. Hopefully this class will help my writing skills and boost my confidence.

E: I am glad you are excited about the class now, and less apprehensive. Let’s plan to meet in a few months. I cannot wait to hear about your AP English 11 experience.

October 2009:

G: Hey Dr. Hellwig!

E: Hi, Gogol. So let me hear all about it. How is junior year and how is AP English 11?

G: Junior year is so much better than sophomore year! I love my teachers and am actually interested in most of the subject matter. AP English 11 has become one of my favorite classes. I loved the last book Ms. Serensky chose for us to read.

E: That’s wonderful, so glad to hear it! What book did you read?

G: We read Incidents in the Life of a Slave Girl. Most of my classmates did not enjoy reading it though, “They complain about the story, saying that it [was] too long. They complain that it was hard to get through” (92). But, I really enjoyed it. I learned a lot about the horribly harsh conditions of slavery and, on the English side of things, learned the difference between “empathy” and “sympathy.”

E: I am so pleased that it has been a good experience.

G: In just two months I have already learned so much. I have a newfound appreciation for reading. I was somewhat excited when Ms. Serensky passed out our new books today, but apparently my classmates didn’t feel the same way, “the class…beg[an] to moan in unison” (92). Although taking intense notes and analyzing the text is never easy or fun, I have realized that these skills will pay off later.

E: You are most certainly right. These skills Ms. Serensky teaches you will not only help you to excel on the AP English 11 test and prepare you for AP English 12 but also prepare you for college. It was great to hear about your English experience so far. I am sure things will continue to work out well for you, just keep up your hard work. I look forward to our next appointment.

June 2010:

E: Well, Gogol, the summer is almost here! Now you can reflect on your AP English 11 experience and prepare for AP English 12.

G: I know. I am so excited for summer but I will surely miss the time I spent studying  “every night after dinner, and the nocturnal schedule” to which I had been accustomed (107). Partially due to AP English, I have stayed up much later this year than I did sophomore year. I know it is my fault that I save my English assignments till late at night. Hopefully I can improve on that next year in AP English 12.

E: I am sure that whatever you want to achieve, you can, as long as you set your mind to it.

G: I certainly will try. I am so thankful Dr. Hellwig, that you convinced me to stay enrolled in AP English 11. Although it was stressful at times, and not always enjoyable, I am very glad I took the class. I can already tell that my writing skills have improved dramatically. I have realized that, in fact, I am a fairly good writer and have the intelligence to write well, regardless of the assignment. I learned through graded discussions, that it is important to be assertive as well as a quick thinker. I look forward to AP English 12, and the additional knowledge that Ms. Serensky will bestow upon me.

Gogol's first week in AP English 11