Adding on to today’s discussion, I believe that no movie that is based on a book will ever be faithful to the book in its entirety because the creative team working on the movie will heighten a particular aspect(s) for the sake of entertainment. As for the statement of being original within a genre, we adapt what belongs to other people (discussed at the beginning of the semester) in the process of writing (it may be inevitable). In the case of working on a movie, it also involves the process of representation in the big screen. A good example to represent what I just mentioned is the scene where Donald asks his brother Charlie for a suggestion on how to kill someone in his screenplay and when Charlie does,his brother asks if it’s ok for him to use his idea.
Yesterday's discussion about passion encouraged me to share this video with you. I have provided a link to a brief biography of the speaker and the link to the video in case any of you are interested.
The epitaph on page 156 states that free will was the deciding factor between Billy Pilgrim wanting to tell his wife about the war. Free will allow us to make the choice whether or not to tell people others about certain events that have taken place in our lives. We only know the reason behind our words and actions; free will allows us to put these thoughts out there in a coherent way. Trust involves another person, regardless if we trust him/her enough to share our experience with, it is our free will entitles us to keep quiet or not.
Are quotes necessarily facts? For the most part I think they are. I have seen quotes as truths we can transfer into our writing in order to solidify our arguments (mostly in academic writing). However, this seems tricky because sometimes the context in which we use the quote(s) can alter such truths. Sometimes our statements (in writing) cause the misinterpretation of a quote(s) or of our paper as a whole. It is the writer’s fault the veracity of quotes is altered and therefore questioned.
These thoughts are willing to be challenged and polished in the near future.
Today’s discussion on Skloot’s intentions behind sharing a “melodramatic story” inspired me to continue the discussion. Since “The Immortal Life of Henrietta Lacks” is mainly composed of Skloot’s findings about HL's cells and family and the process of obtaining them, she might have wanted to appear more relatable. The details she provided may have made some readers transport themselves to that moment in her life. Emphasizing certain things made her story more truthful for her but not necessarily all readers. I wonder if her desire to tell the readers about her investigation was genuine of was it heightened by a marketing scheme…
After skimming through “The Immortal Life of Henrietta Lacks”, a group of glossy picture pages assembled at the middle of the book caught my eye. These are pictures of HL’s family and where she was raised etc. arranged in a chronological order. I asked myself why all these images had to be in the middle of the book and not in different sections(for the sake of the chronology established by the author). I believe this assortment of pictures in “The Immortal Life of Henrietta Lacks” could’ve been better organized so that it could be a more efficient “break(s)” in the reading. As a reader I would’ve preferred to know a little bit about the life of Henrietta the woman during her lifetime before reading about Henrietta's cells. (Glossy pages 1-3) and implement the remaining glossy pages at the end of the section the author makes reference to that particular event (s) instead of putting them all in an additional “Where are they now?” section (about her family) which would only apply to glossy pages 7-8.
I must admit that I enjoy having pictures interrupt my reading for the purpose of enriching my experience.
Genres allow us to communicate with each other and challenge our thoughts. Genres have been emerging and evolving because of sociological and psychological aspects. Classrooms can be considered a genre of their own due to the fact they are in constant evolution but they are a genre within the genre that is schools. The genre of classrooms branches out to the evolution of our thoughts and the evolution of the classroom as a learning space and the technology that enriches our experience. For the longest time, classrooms have been defined as enclosed spaces where students go to learn. It is a collaborative effort between students and professors to make classrooms a safe and confortable environment that inspires students to disagree without launching personal attacks, stereotyping, judging, and encourages and expects everyone to respectfully disagree without disagreeing with you as a whole. Students often bring their own experiences and expectations on what they would like to learn. The classroom is constantly evolving as a genre because vigorous discussions encourage us students to challenge each other’s opinions for the sake of better understanding of the lessons at hand as well as the world outside the classroom.