Trinity Jin, Period 1, 03/03/22

Trinity Jin 

Period 1 

03/03/22 

Modern Mythology 2022

Goal Setting & Growth 

At this current point in time, what specific goal(s) do you have for yourself? Why?

At the moment, I'd like to work on my public speaking skills. Speaking in front of a crowd has always been difficult for me since I've been reserved for as long as I can remember. I'd grown accustomed to keeping to myself, so I never felt the need to challenge myself or step outside of my comfort zone. This, however, proved to be a weakness because I frequently found myself missing out on great opportunities that I could have had if only I had overcome my fear of public speaking. My determination to overcome this fear was then strengthened by this constant restriction and limitation. I want to first take small steps to test my boundaries in hopes of breaking down the barrier of talking to people and eventually learn to speak in a more cohesive manner that can convey confidence.

How do you demonstrate resilience (the ability to recover quickly from setbacks) towards achieving this goal? (or these goals?)

When confronted with a challenge, I try to take a brief moment to myself to collect my thoughts before presenting the information. For example, when forced to present in front of an audience, I've struggled to speak on several occasions. When I was expected to speak, my heart would race, I would stutter, and my mind would go blank. However, I've recently been attempting to overcome this by preparing much more in advance, such as writing a 'script' of what I'm going to say and rehearsing it to myself the day before. This helps me to organize my thoughts and ensures that I don't simply look at the board during a presentation. I also try to relax my nerves by taking a deep breath before proceeding.

How does the world around you affect your perception of this goal? (or these goals?)

The world around me influences my perception of my goal because in the past, I used to wonder what jobs I could have in the future that didn't require much, if any, public speaking. The world, on the other hand, does not work that way. When placed in social situations, successful individuals often know how to speak to others in a charismatic and charming manner. It is essentially what allows them to make connections and expand their network, which can be extremely beneficial regardless of the career. As a result, I've concluded that it's an important skill set to possess. While it may be difficult to overcome, leadership and communication are both necessary components of our daily lives that can lead to great opportunities, and I shouldn't let my fear of public speaking prevent me from pursuing my dreams and goals in life.

Terrence Zhang, Period 1, 3/31/22

Terrence Zhang, 3/30/22, Period 1


Goal Setting & Growth

At this current point in time, what specific goal(s) do you have for yourself? Why?

As my senior year of high school comes to an end, I have arrived at a crossroads in my life. Depending on which path I’ll ultimately decide to take, my life will be changed forever. However, one thing is for sure - neither will be an easy journey. With the future still uncertain even now, all I know is that I must overcome all the obstacles that will soon come my way. I have no choice but to march onward as time continues mercilessly - faltering or hesitating is not an option. However, perhaps these high stakes are a good thing for me. For the first time in years, I am motivated to put all my effort into improving myself and my skills. Nothing short of my full effort will be enough to pull me through the next four years. Right now, I’ve set my goal to learn a new programming language - Python. As one of the most popular programming languages following C and Java, it will no doubt be a beneficial language to learn as it will both expand my skill set and prepare me for any potential internships I will later take involving it. Throughout this summer, I plan on experimenting and developing lots of software using Python in order to become proficient in it by the start of my freshman year of college. Another goal of mine is to increase my work experience. So far, my resume is rather empty so I plan on getting into an internship over the summer. This is why I’ve applied for this summer’s SYEP program for a chance to get accepted for an internship.

How do you demonstrate resilience towards achieving this goal? (or these goals?)

I demonstrate resilience towards achieving these goals by reminding myself of all the responsibilities I have on my shoulders. With my parents becoming weaker every year and slowly becoming unable to work, I realized that soon it will become my responsibility to provide for my family. As life is cruel and rarely gives second chances, I must prepare myself and lay a steady foundation for my career in the future. Every goal I complete is an additional rock added - neglecting even one will cause a hole that may result in collapse. While I may become stressed because of all the responsibility, knowing that what I am doing will eventually lead to both me and my family’s happiness is enough to make me continue and push forward.

How does the world around you affect your perception of this goal? (or these goals?)

Ever since college results have been coming out, I’ve been hearing all my classmates talking about how they got into good, prestigious colleges. Meanwhile, I have been rejected from most of the ones I’ve applied to. However, I am not discouraged at all. In the end, college is just a means to an end - it is whether you will ultimately end up somewhere you won’t regret that matters. In my eyes, as long as I myself am happy, who cares? For what purpose is the prestige of getting into a good college and potentially getting a high-paying job matter if, in the end, you are unhappy? I believe that it is useless to stress about what has already happened. Instead of staying back and clawing at all the doors that have already been closed, I am more focused on looking forward and not letting myself lose to life. Even if my pride is hurt today, it will be me who will have the last laugh in the end. Therefore, I will remain focused and dedicated to the goals before me.

Vivian Zhou, Period 8, 04/01/2022

 Vivian Zhou, Period 8, 04/01/2022

Modern Mythology 2022

Write about your thoughts regarding any of the fiction or non-fiction covered in class.

Growing up, I was never really fascinated with vampires. Occasionally, I will find them cool, but I never tried to learn more about vampires. The fascination for vampires never stuck with me most of the time. After finding out that we would be reading Interview with a Vampire, I thought it would be a unique topic and something new that I could read and possibly enjoy. This book shone a new light on vampires for me. Usually, vampires are displayed as monsters and villains in society. This story showed the monster aspect of vampires, but it also questioned this and gave many character layers and depth for Louis, Lestat, and Claudia. I found the connections and symbolism interesting. Vampires symbolizing homosexuality never occured to me in the past. However, after reading some parts of the book, I realized the connection and understood why vampires were displayed as monsters. Since homosexuality was viewed negatively in the past, vampires were used to be portrayed as monsters and villainous creatures in the past. 

Reflect on any new information you have learned in English class by considering how that learning influences your critical perception.

Morals and ethics were big topics during class. The question of whether Louis or Lestat was evil was brought up. Most of the class stated that in some shape and form, Louis and Lestat are evil because they killed many humans. Lestat went out during nights, hunting down humans and getting them attached to him before killing them off. Based on our standards, this is morally incorrect. However, vampires have their own morals. To them, killing humans is ethical. Humans are a source of food for them, and since they are superior to them, it will only be right for them to be able to feed off humans. This can also be applied to humans and all organisms in general. We kill animals for food because we need them to survive, but also since we have implanted a superiority over them. Morally speaking, we would not be ethical, too, making me question my own morals and ethics. However, Louis had turned a child into a vampire, without her consent. This is equivalent to sexual abuse. I believe this would be morally wrong for everyone. His action made me question his morals now. He was displayed at first, as a vampire that displayed good morals. He did not feed on humans, but instead on rats. However, after this action, I cannot help but view this book in a different perspective, where I continue to question Louis’s morals while we continue to read the story.

How is what you’re learning applied to any other classes/the world around you?

During class, we were talking about Louis’s mourning for the morning guide. After becoming a vampire, Louis was never able to experience a sunrise again. His last sunrise was the only sunrise he remembered in detail. While traveling in Europe, Louis wanted to be able to experience the morning again and see the sunrise again. This hints at the theme that we do not show gratitude about something, until it is taken from us. This guided us to a class discussion about something we took for granted during childhood. For me, it was being able to have fun. Back in elementary school and middle school, I remember I always came home and just did homework and never really went out to enjoy myself. Now, I regret this, since it is busier in high school, which makes it harder to find time to do what I want now. Moving forward, it will be better if I am more appreciative of everything around me. Once in a while, I should show appreciation for my parents over everything they have done for my sister and me. When I find the time to do what I want, I should spend that time doing what I want, instead of studying or doing academic work.

Vanessa Tam, Period 1, 3/25/22

Vanessa Tam

Period 1

3/25/22

Modern Mythology


Literacy & Learning


Write about your thoughts regarding any of the fiction or nonfiction covered in class. Reflect on any new information you have learned in English class by considering how that learning influences your critical perception. How is what you’re learning applied to any other classes/the world around you?


Twilight by Stephenie Meyers was my gateway to the supernatural world. Though it was my first introduction to vampires, it wasn’t quite what drew me in. Fast forward to freshman year, when I started (but never finished) watching The Vampire Diaries, I was finally lured into the wondrous world of vampires, werewolves, and witches. When Ms. Fusaro announced that our new topic was focused on vampires, I was ecstatic. However, I have to admit Anne Rice’s Interview with the Vampire is nothing like what I anticipated. Rather than the typical romance narrative presented in every supernatural show and movie, this novel dealt with more serious issues such as homosexuality, religion, ethics, and morality.


As we continue to explore more works of literature, I found myself oftentimes drawing connections to previous stories we’ve read. In class, I was making parallels between Lestat and the Dragon in Grendel, both of whom have a nihilistic attitude toward life and serve as omnipotent figures to their respective main character, and between Louis and Grendel, both of whom are trying to find purpose and meaning in life. On the topic of Grendel, not only did I learn how to draw connections between the pieces of literature themselves but also to the world around me. Spirituality has always been a topic that piqued my interest. Thus, while we were analyzing Grendel, I thoroughly enjoyed correlating the characters and the plot with the distinct characteristics of each astrological sign.


Moreover, I noticed that I was also drawing connections between the historical and Louis’s portrayal of vampires in the Interview with the Vampire and the vampires depicted in The Vampire Diaries. For example, in our first lesson on vampires, we discovered that Estir translates to “child killer,” and in The Originals, a character named Esther is a mother of seven who likewise seeks to kill her vampire children to put an end to their immortal lifestyle. Also, in the novel, Lestat explains that vampires can feed on animal blood but it will never compare to the pleasure they get from feeding on humans. Similarly, in The Vampire Diaries, Stefan, one of the main vampires, had to feed off of animal blood for a period of time, which did not provide him with the same enjoyment as feeding on human blood and weakened him as a vampire. This also brought up the debate of morals versus ethics – a recurring theme across the story. While it may seem ethical to feed on and kill humans from Lestat's perspective as a vampire, Louis is still adapting to his vampirism and clinging to his humanity, thus he regards this behavior as immoral and sinful. Despite the many similarities, there are some differences. Unlike the story, vampires in The Vampire Diaries can roam freely during the day due to the witches' creation of a daylight ring. If this invention is incorporated into the novel, it may grant vampires far too much power, as one of their key weaknesses, as Louis noted, is their inability to fully appreciate the beauty of the world. Vampires in the novel also lack the ability to compel humans, a gift that vampires in The Vampire Diaries possess, which is reasonable given that doing so would entirely tip the balance of power between humans and vampires, rendering vampirism more desirable. While Julie Plec (writer of The Vampire Diaries) tried to make vampirism more desirable and appealing to her younger audience, Anne Rice tried to illustrate the dark reality of vampirism.

Daniela Yevdaev, Period 8, 3/31/22

Literacy & Learning

Write about your thoughts regarding any of the fiction or non-fiction covered in class.

Our current read, Interview With The Vampire by Anne Rice, has introduced us to the character of Louis, a vampire who “converted” only because he deemed it to be the only viable option left. Rice created his characterization in such a way that readers can’t help but be… intrigued by him is the best way to put it. We are six chapters into the book and Louis is still the only vampire we have met that has had a say in this new “life” of his, yet he is the one that seems to be struggling the most. Out of all three main vampires that we have met (Louis, Lestat, and Claudia), Louis is easily identified as the most “human” out of all of them. He spent the first four years of his vampirism being “vegetarian,” refusing to kill humans because of his own moral code. He developed obsessions with people like Babette in a way that is akin to humans forming relationships out of a need for something, or someone, to tether themselves to during their existence. However, Louis is so greatly ostracized from humanity as a whole. His choice to become a vampire has forced him to be on the outskirts of human interaction, left to watch his own sister’s grief from afar while she visited his grave. Without the enjoyment that Claudia and Lestat got from killing, without the illusion of family now that Lestat was gone, Louis is portrayed as having a kind of miserable existence in the world. While reading, I went so far as to compare his life to a self-imposed purgatory, stuck in an in-between state between human and monster, not able to fully commit to either one without receiving some form of consolation, a reprieve from “the torment of [his] ignorance” from none other than Satan himself. This constant indecisiveness in his own identity is what draws readers to Louis from the start, making him relatable even with all of his “monstrous” actions and intentions. The need to know whether this character settles on damning himself because of a part of his identity is what keeps us engaged, following his path right alongside the interviewer.

Reflect on any new information you have learned in English class by considering how that learning influences your critical perception. How is what you’re learning applied to any other classes/the world around you?

Right at the start of this unit, we discussed the fact that sexuality is a topic that is associated with vampirism. More specifically however, we approached the first chapter of Interview With The Vampire through the critical perspective of queer theory. The overtones, as my class liked to say, of homosexuality that were present in the first few interactions between Louis and Lestat set up an opportunity to evaluate a book through a perspective that I do not often use in my own reading. And although queer theory has taken a backseat in our class discussions during the most recent chapters, the introduction from that first lesson has stayed with me throughout the reading nonetheless. 

Going back to Louis’s own feelings surrounding his identity as a vampire, it is clear how negative his perspective is. His bloodthirst as a result of his vampirism is something he believes should be hidden. In his own words, he loathed what he was with every impulse in him… he held it locked inside of himself like an unclean passion (paraphrased from pg 197). While reading this chapter, these few sentences had neon signs surrounding them, making me pause for a moment in order to fully digest and evaluate what I read. Yes, in a totally literal sense, Louis is talking about his ability to turn humans into vampires. However! This type of self-loathing and the belief that certain aspects of your identity are “unclean” is very common among those who are part of the LGBTQ+ community. Society puts forth these rules, such as don’t convert people into vampires! or marry the person you are “supposed” to marry! and expects everyone to blindly follow. Those who stray from the norm are forced to hide away anything that sets them apart deep into the back of a metaphorical closet. Choosing whether or not we are going to to follow society’s ideals is something that Louis and the rest of us have to figure out for ourselves.

Rachel Yang, Period 7, 3/30/22

Rachel Yang Period 7 3/30/22

Literacy & Learning

Write about your thoughts regarding any of the fiction or nonfiction covered in class.

Currently, we are reading Interview With A Vampire by Anne Rice. Growing up, I’ve never really had a fascination for vampires, but I also can’t say I necessarily dislike them. While iconic vampire shows/films including The Vampire Diaries, Twilight, and The Originals were all the craze, I never found myself interested in them. In fact the only vampire films I’ve watched (if you would even consider it one), were part of the Transylvania franchise. However, after reading thus far into the book, each chapter has captured my interest time and time again. Rice’s choice to tell the story through a conversation between Louis and the boy, and through Louis’ lens is what originally drew my interest. The decision to tell the story this way rather than a narration, adds more depth and life into the book. In a way, it feels like we are also a part of the conversation between Louis and the boy, and this new structure of writing definitely made reading the book a lot more engaging. In addition to the structure, it’s really interesting to see the way Rice hints at taboo topics throughout the book; from subtly incorporating homosexuality through the relationship of Lestat and Louis to the converstion of power imbalnce as seen through Claudia.

Reflect on any new information you have learned in English class by considering how that learning influences your critical perception.How is what you’re learning applied to any other classes/the world around you?

A common lesson that has been shared among every unit we’ve had is that we should keep an open mind when interpreting any scenario. One particular instance that this especially came about, was the one lesson where we had to debate if Louis or Lestat were evil. While you might quickly say “YES! They are! They’re killing people!”, a deeper dive into both characters challenges the answer. Through human ethics, you would probably consider both to be evil, but through the vampire lens and ethics, their actions are not really seen to be evil. At the same time, we have to consider what does evil really mean? Evil is subjective, just like how good is subjective. The answer is not as black and white as it initially seems. This lesson has influenced the way I continue to read the novel. Rather than staying enclosed in my human bubble, I try to step out of it, which has led to a stronger understanding for Louis’ and Claudia’s character.  It’s important that we bring the mindset of taking a look at scenarios outside our own lens in everyday life. As every culture and lifestyle have different values, morals, and ethics. For instance, if we take a quick flashback to our Norse Mythology unit, Norse culture does not view killing to be wrong… that is as long as you are not betraying your own tribe. In contrast, we might see any form of killing to be wrong, regardless of whomever one has killed. This demonstrates the difference between perspectives, and how it is crucial to constantly take in the consideration of other views outside of what we are used to. 

Stella Vayner, Period 7, 3/29/22

 Stella Vayner

Period 7

3/29/22

Modern Mythology 2022

Literacy & Learning

Write about your thoughts regarding any of the fiction or non-fiction covered in class.

Ever since I was younger, I have had an interest in the paranormal. I was pleased to learn that we would read Interview With The Vampire by Anne Rice, but also equally apprehensive about its controversial nature. After reading the first 200 pages, I can understand why some people try to steer clear of it. Our lesson about Claudia came with many trigger warnings, but also many many important insights that were integral to the book and to Lestat and Louis’s character. I was surprised and impressed to uncover the many symbols and euphemisms Anne Rice cleverly hides in this novel. From homosexuality (considered taboo at the time of the book’s publishing) to conversations around consent, Rice touches on a plethora of important, timely topics. Additionally, I love the fact that I am able to draw connections between any work of literature and Grendel so easily now. Grendel was certainly a special book, and the lessons of the dragon and immortality tie in heavily with the theme of vampires. Therefore, it was easy to see Lestat’s behavior through the lens of the Dragon’s philosophy, while Louis tried to follow Grendel's lead in the beginning of the novel by trying to find the purpose and beauty of the world during all his spare time. In Ms. Fusaro’s Mythology class, the more we read and more we learn, the easier it is to connect to the outside world and outside works of fiction.

Reflect on any new information you have learned in English class by considering how that learning influences your critical perception.

One day when we came into class, Ms. Fusaro asked us to consider which teacher we would turn into a vampire if we could. The whole class, and my team in particular, had a field day with this activity. We concluded that we would turn a plethora of teachers in vampires, from Mr. Markoe to Mr. Wantowski. As we laughed, explaining our choices to the class, the hidden agenda behind the activity became quite clear. We had turned an unsuspecting person, teacher or not, into a monster without any consideration of how they would feel. We made assumptions about their personalities and their lives and made the life-changing choice for them. With that decision, we effectively took away their livelihood and autonomy. Their consent. The parallel became crystal clear then. That was how Claudia was treated in the book by Louis and Lestat. She was nothing less than a doll, a five year old girl to dress up and ensnare Louis into Lestat’s wicked trap. However, as she grew older, nearing 70 years old, she became resentful of her ‘fathers’ and demanded to be free. Claudia’s position, a euphemism for children of abuse, was a turning point in how I viewed the novel and the relationship of every character in the book. Considering the hidden meanings behind the obvious characterization made me view Claudia is a more holistic, understanding way. It also made me reconsider the sympathy I felt for Louis and all his inner turmoil. Overall, my critical perception of the characters and novel in its entirety was altered by this particular revelation.

How is what you’re learning applied to any other classes/the world around you?

Very often, Ms. Fusaro asks us to look back and consider how different symbols and themes are represented in our own cultures. I find these activities especially exciting because it gives me a chance to share my culture with my classmates and similarly hear my classmates' own stories. During one lesson, we had to find examples of apotropaics from our cultures. I shared images and stories of the evil eye and Golem of Prague. In exchange, I heard stories about jade bracelets and incense sticks. It was refreshing to hear the many different examples of apotropaics and be able to become a more well-rounded, knowledgeable person. In a similar lesson, Ms. Fusaro asked us to consider the many manifestations of vampires or ‘demons’ from different cultures and time periods. Learning about other cultures only shows me how similar we truly are, and how our differences only serve to enrich our understanding of the surrounding world. 

Jackalin Shvidky, Period 1, 3/28/2022

 Creativity & Fiction

Craft a piece of fiction that addresses one or more of the following: 

Literary elements (i.e. structure, tone, diction, mood, irony, and figurative language) to craft a narrative and/or poetry.

Structural features of drama (stage directions, character attributions/tags, dialogue, monologues, and/or soliloquies) to craft a script.

Multidimensional characters to develop themes and create socio-political metaphors. 

 

Not Just A Dress

 

A single sparkle on a gown

Turned into a sea of splashdown… shiny mash.

A single memory to pass down

Not in history, just white ash.

 

A wedding dress.

A formal gown.

A prom dress.

A night gown.

 

Racing time through history books

That is, if you can run,

Managing to shuffle by, unshook

By the tight-fitting, constraining, restricting, coercive bottom of your mermaid tail…

Well, what does it matter, I am supposed to be having - fun!

 

An A-line.

A ballgown.

An empire waist.

A simple, non-appealing suit.

 

For what is wrong and what is right?

“Do not keep your elbows on the table,” a mother would yell.

And hers before that for generations, all showing sleight

Of hand in the telltale tell.

 

Pink.

White.

Rose.

Blue.

 

These are all feminine colors that follow the standards of purity we must abide by.

Who is to say the decorum of a hundred years ago at a debutante ball is correct?

A dress is far more a statement of outward appearance, but an ages’ outcry!

And all that has passed is remnants of society and folklore all wrecked.

 

The Met Gala.

A Ball.

The Opera.

A Concert.

 

They tell stories, now hidden behind metaphors in works of art we call books.

They no longer refer to us as they did, but in we find the words they meant to write.

We are no longer pawns but rooks,

Using our femininity and gender to set the scale balance right.

 

A sparkle.

A sequin.

A feather.

A strap.

 

I quite like the shine of all things on this dress.

A dress is so much more than something to impress

With the history, it holds upon its own address

But like and embrace it I will with all the finesse and fluoresce that I may express.

 

Analysis

 

Although this piece is open to interpretation, I would like to explain my though process as I wrote this poem. The first stanzas of the poem of actual substance are short, and as the poem progresses, they grow longer, as the character of the poem is expressing her thoughts and thinking for herself. The first stanzas of the poem express a girl, not wanting to try on any dresses, and honestly being disgusted by them because of what she initially thinks they stand for. This character only sees dresses as the restrictive and forceful objects placed on women, especially in history past. By the 7th stanza the girl realizes that standards have changed and that the purity and femininity dresses used to stand for is no more, but now she is conflicted with feeling as if this was almost taken away from the people of the past. She soon realizes that she likes the shine and sparkle of the dresses and that they can be used to embrace who she is rather than fighting it; clothing is just clothing, nothing more, and will not define who someone is. The interjecting stanzas are used to highlight just how many dresses, options, occasions, etc. there are and the overwhelming scene of it all to this young girl. I also included some play on words such as “sea of splashdown” throughout the poem.

Bradley Vaval, Period 1, 3/29/22

Modern Mythology 2022


Bradley Vaval, Period 1, 3/29/22


    With college letters rolling in and the crippling responsibility of having to make a decision slowly following, there are a lot of unprecedented worries to be had, despite what is typically said of a senior year in high school. Nevertheless, I’ve done a scarily good job of ignoring it to put it simply, and I figured it’s about time that changes. The fear of growing up and dawning on new responsibilities as an adult fuels my current outlook on life a lot more than I’d like to admit. And where my view of the future is affected, so are my goals.

    But before one sets goals, they must first have an idea of where they currently are, as goals are where you’d like to see yourself in relation to where you are now. My perception of myself, is rather fluid, depending especially on the context and what’s on my mind at the time. For example, when at school, I’m a student, a high school senior, applying for college, trying to keep going because there are only a couple of months left until I graduate. So in that sense, my goal would be to graduate high school with a good grade and get into a college I like. But that’s not all of me. There is the me who tries his best at the gym, watches what he eats, and tries to get a good amount of sleep, and that me wants to maintain a healthy lifestyle so I don’t neglect my health in the future. Lastly, the me that likes to create, whether it be drawing or making music in my free time or making a video game with a friend, hopes that I continue to find time for my hobbies and that in the future I find a profession that makes me just as happy as my hobbies do.

    But as for an all-inclusive goal that encompasses all current aspects of my life and potential areas for growth, it couldn’t be anything but making sure I don’t lose a part of me during the massive change my life is about to undergo. I cherish being a multi-faceted person who has the mental space to recognize and pursue multiple areas of growth in their life. So as I wrap my high school life up and begin the transition into college, in a hopefully new area, my goal is to continue to watch my health, pursue my hobbies, strive for academic success, and even keep in touch with my friends and loved ones who have helped me get this far. It feels like a tall order in retrospect, however, it is definitely something I am willing to fight for.

    It’s not an uncommon sight to see people completely change while they’re in college, and sadly, it is on occasion not for the better. And it is not that I’m not open to change, because change is undoubtedly healthy, but setting boundaries for how much you let your environment shape you is also important so you don’t lose yourself. For example, seeing senioritis kick into peers at this time of year, whether it is skipping school or not doing assignments, has really made me hone in a lot more on keeping up my academic rigor. Others and older relatives are being lax with their spending habits and partying a lot more, and while I’m not against having fun every once in a while, there’s definitely a limit and due to this exposure, I’m roughly aware of what that is. And god forbid I let myself gain the “freshman fifteen”.

    All in all, while my goal isn’t the most specific of goals, and there isn’t much to do right now besides keeping up my self-discipline, I am extremely passionate about this goal and I think that it will truly make sure that I continue to be a me that I’m proud of.

Brandon Wu, Period 8, 3/29/22

 Brandon Wu, Period 8, 3/29/22

If the events in Eastern Europe have taught me anything, it’s that nobody wins in war. Not the innocent Ukrainian civilians shelled in their own homes. Not the Russian conscripts forced to fight others’ battles. But as this war has raged on for the past month, with thousands dead and millions of more lives displaced, a common theme emerges from the rubble: oppression. The oppression of Ukrainian civilians, who live in a constant state of instability. A sense of hopelessness, knowing that death may be just around the corner. The oppression of Ukrainian soldiers, who are compelled to leave their lives and families behind to fight in a war nobody called for, but in the end, came calling for them. Oppression of Russian civilians, knowing they cannot voice their opinions without the threat of being beaten and imprisoned. At the same time, the government manipulates its citizens into believing that this war was justified - a mere operation to rid Ukraine of its Nazis. And the oppression of Russian soldiers, many conscripted into a war they didn’t ask for and didn’t know where they were going. Young men, not much older than myself, being sent to their deaths for seemingly no reason - their lives ended at the whim of a tyrant. Nobody ever wins in war. Every death is a family broken. Every building burnt is a future upended.

It pains me to know that people are losing their lives, families, and livelihoods over an unnecessary war. Although I can never understand what it is like to be in their shoes, I can still reflect upon my own life and the idea of oppression. The relative stability and freedom I experience here in America is a far cry from what those in Ukraine are facing. As bombs are raining down those thousands of miles away, I am sitting here at my table, surrounded by the quietness of peace. As people hunker down in their basements, waiting for the explosions to end, I can look out my window to the view of pristine trees and buildings untouched by the horrors of war. I can go on the internet to read about anything I want, free from government censorship. Perhaps I have been blind to these privileges for most of my life, or perhaps, I can never truly comprehend them until they’re gone. Either way, I know I won’t take this peace for granted because, as seen in Ukraine, freedom is no guarantee.

Shengrui Shao, Period 1, 3/21/22

 Recently, we finished reading the book Grendel by John Gardner. It is a story written from the perspective of Grendel, the monster from Beowulf. Along with the incorporation of different ideologies, symbols are heavily used throughout the book. As the first view of Grendel that was presented to us was this monster, seeing Grendel’s character development and internal feelings. Grendel was like a teenager, trying to find his purpose within a world that he doesn’t fit in. In class discussions, there is always something that I would miss when I read it myself. One example I really liked was the hidden zodiac signs within the chapters. 

    With the different symbols that were discussed in How to Read Literature like a Professor, there is a list of the different symbols that a text may have. Before we started reading Interview with the Vampire, I had not really paid attention to the text. However, now taking a closer look into this text, I have realized that there are many hidden symbols in different texts. For example, there was a bible reference in the recent chapter of Interview with the Vampire, when Claudia, using a Bible reference, called Lestat the devil. Another example was the whole character of Grendel of him being a monster because he was a descendant of Cain. 

    In one of the Interview with the Vampire lessons, we emphasized on Louis “mourning for the morning”. We talked about how we should appreciate how we are now. By sharing pictures, we are brought back to that moment that makes us truly happy. In the modern day, the pace of life has picked up, with browsing through social media and fast-paced days, we should take some time to slow down on life, remember the little things that brings joy. 

Andrew Ruinshteyn, Period 8, 3/18/22

 Andrew Rubinshteyn Period 8

3/18/22

1) I have a family history of some medical conditions that are prevalent from both sides of my family. Around this age was when certain members of my family got these conditions, so fairly recently I started worrying about them. More recently, I went to a doctor and was told that I have a few things, primarily hypertension. I think I developed that partially because of predisposition and family history, but I think the fact that I gained weight over the last year or two contributed, and having high blood pressure is indicative that it’s also fairly likely that I have hyperglycemia and hypercholesterolemia too. Because of that, my goal at the moment is to lose weight through exercise. While I don’t think that losing weight will completely solve the problem, since I do have a family history of all three, I think losing significant amounts of weight will help curb the issues.

2) This is something of a two-sided coin for me. On one hand, I haven’t really changed my diet, in the sense of what food I consume. I still eat the same food, just less of it, which isn’t ideal because I don’t generally eat healthy. For me specifically, I don’t think it’s realistic to, for example, start eating a lot less animal products and more vegetables for the sake of improving my diet. However, on the other hand, I have actually shown some resilience in a few ways. First of all, I’ve cut my daily calorie intake to less than half of what I ate in a day just three months ago, even if I am eating the same unhealthy food. I’ve also started exercising daily, whether it be tennis team practices or going to the gym for cardio on days with no practice. The result of that is that I’ve already lost just upwards of 15 pounds, and am still on track to lose more. I still want to lose more, but I think I’m on the right track.

3) All things considered, the people around me have been pretty supportive. I think aside from people though, I personally feel during my day to day than I did two months ago, in terms of being able to play tennis longer before feeling too tired, or even just during walking up stairs feeling slightly less out of breath in the morning. I think the response towards me has been positive in essentially every sense of the word.

Annie Liang, Period 1, 3/9/22

 Annie Liang, Period 1, 3/9/22

Socio-political Consciousness

What are your thoughts and feelings about issues of inequity, oppression, and/or power? How do you reflect critically on your own beliefs, assumptions, values, and experiences, and how these can influence your perception of self and others?

I’ve always thought of inequality and oppression as never-ending cycles that were impossible to break out of. Quite honestly before quarantine, I never took the time to really research the deep rooted racism present in the U.S. as I always thought that it didn’t exactly pertain to me. However, COVID-19 and the lockdown pushed me to think about such issues and reevaluate my own biases as Asians were quickly becoming demonized as many saw them being the ones at fault for the pandemic. 

At the core of the issue with my own preconceived biases is the fact that I grew up in a relatively sheltered environment. My entire school life has included a majority White and Asian student population so I never quite felt as if I was all alone or the odd one out. It was only during quarantine when I had an ample amount of time to myself did I truly realize how sheltered and ignorant I was. As the outbreak of COVID-19 worsened, the fingers were pointed to Asians all over the world and those living in countries such as the U.S., Canada, Britain, and Australia became victims of hate crimes. Outrage built up among the Asian American community as more and more reports of attacks on Asians around the world came in. In particular, the targeted victims were senior citizens who were the most vulnerable to any sort of attack. I had this pool of fear and anxiousness swirl in my stomach as I feared for the safety of my own family who still had to go about their days as if everything was normal. I realized the only way that I could personally help was by educating myself on racism in the U.S. 

In particular, I learned about redlining which is racial discrimination in real estate. It was absolutely saddening to see the racial segregation in real estate as agents deemed certain areas to be poor investments and outlining those areas in red, hence the term redlining. This tactic steered Black Americans into certain areas and away from other areas which contributed to racial segregation that influences how America looks today. You can still very much see this in the neighborhoods today in NYC as certain areas remain as low-income neighborhoods with higher rates of crime. To continue being able to contribute and make change occur, I’ll have to do more research and speak to more people of different walks of life to grow from my sheltered and privileged upbringing.

William Olsen, Period 7, 3/23/22

 Write about your thoughts regarding any of the fiction or non-fiction covered in class.

We are currently reading Interview With the Vampire by Anne Rice, and I have found it to be one of the most interesting topics we have discussed this year. Vampire and other monster media such as zombies are and have been very prevalent in popular culture during the time I was growing up. I remember reading a series called “The Vladimir Tod Chronicles” in middle school and being very intrigued by it, despite knowing that it was just some cheesy middle-schooler/young adult series. I don’t really remember much about the series, other than that the main character, Vladimir Tod, was a vampire who was trying to live a normal life in school and with friends. He didn’t want to eat humans, despite his thirst for blood, since his mom, who died, was a human and he had human friends. He got his blood from his aunt who smuggled home blood bags from her job as a nurse. The premise of a vampire that is plagued by their resistance to feeding off humans is obviously paralleled in Louis, who also tries to resist his natural urges and thirst for innocent human blood. Although this concept is probably present in many other pieces of vampire media, in Interview With The Vampire, it provides many layers for Louis’ character and many opportunities for metaphors and symbolism, also sometimes as a result of his comparison with Lestat. Louis questions his existence and purpose as the monster he has become, also feeling at odds with his own nature at times. This can also relate to some of the conversations we had during Grendel regarding human nature and philosophies on life. That is what I find interesting about the book. On the surface, it’s an interesting story about vampires that you don’t really need to think hard about to understand and enjoy(even though it is very uncomfortable most of the time). However, everything has a symbolic meaning behind it, and you need to absorb everything and think deeply to understand what Anne Rice was trying to portray.  Although oftentimes I get lost trying to think of this symbolism, thinking critically and challenging myself while reading makes me enjoy the experience of reading the book better. In addition, I have found the class discussions for this book very interesting. Despite the topic of the conversations often being awkward because of their serious nature, discussing these topics through the symbolism in the book and talking about issues such as surviving abuse has been very thought-provoking. I often find myself thinking about the readings and the discussions outside of class throughout my day.

Reflect on any new information you have learned in English class by considering how that learning influences your critical perception.

Another novel we have recently read in class was John Gardner’s “Grendel”. I found it very difficult to read and digest at times, but the themes and class discussions about the philosophical ideologies portrayed through the shaper, the dragon, and Grendel were extremely intriguing and thought-provoking. Like most people, and like Grendel, I often find myself questioning my life, my purpose, and my existence. Also, like Grendel as he is influenced by the dragon, I sometimes find myself in nihilistic thought, especially during the heart of the COVID pandemic. That is why our discussions in class and learning about these different philosophies constantly led to me thinking about my own philosophies, and I learned about myself as a result. I learned that it doesn’t really matter to me if we have a purpose or if our lives hold meaning because our lives are what we make of them and it is up to us to find the beauty in the small things in our lives.

How is what you’re learning applied to any other classes/the world around you?

Philosophical thought has been around since the dawn of time. It is in our human nature to question everything, especially our existence and the meaning of life. Learning about nihilism and existentialism through “Grendel” has lead me to really think deeper about my own philosophies, as I mentioned before. Ever since reading Grendel I have made a conscious effort to go about my day in the ways that will make me happy and create situations that will benefit me in the way I want to live my life.

Veronica Royzen, Period 7, 03/24/2022

Modern Mythology 2022

Creativity & Fiction

Craft a piece of fiction that addresses one or more of the following: Literary elements (i.e. structure, tone, diction, mood, irony, and figurative language) to craft a narrative and/or poetry; structural features of drama (stage directions, character attributions/tags, dialogue, monologues, and/or soliloquies) to craft a script; multidimensional characters to develop themes and create socio-political metaphors.

How do you tell someone you love them?

Do you just say those three godforsaken words?

Do you show your love through actions?

Or do you keep those feelings hidden?

I feel like I’m just making things up.

Maybe I don’t love you, but love the idea of you.

Maybe I love your wooden scented cologne 

Or the sweetness in your eyes when you laugh.

Your eyes tell so many stories when I pay close attention.

A raging ocean glimmering in one, and a beautiful forest sleeping in the other.

It seems like a war waging in your eyes,

As if you are on the front lines.

I wonder if it's the demons in your head,

Howling, twisting, and poisoning your mind.

Your battle scars on your body would bleed every now and then,

But the look of rage on your face never seemed to leave my mind.

With every day that’s passed

I notice more about you.

Your ears turn pink when you lie,

And your hands fidget when you are nervous.

You always color coordinate your shirt with your shoes,

And your bracelets with your pants.

You can look like a colorful Jackson Pollock painting

Or a mysterious Pierre Soulages.

Every month you change your hair color

And the color suits you every time.

The only hair color that suits my porcelain white face is

The platinum blonde splattered in red.

I envy you more than you realize.

I wish I knew sooner

Before you took everything from me

And left my body rotting.

Julia Song, Period 8, 3/24/22

 Julia Song, Period 8, 3/24/22

A child sits on the lap of her aunt, her dangling feet adorned with sparkly light up

sneakers. They are riding the crowded bus to her aunt’s house for a sleepover after buying

groceries at the Chinese supermarket. The child seems happy, clutching a pack of gummy

hamburgers in her gloved hands. The aunt on the other hand, is wondering what she should put

into the sushi that she is making for dinner. Sushi: her niece’s favorite food and what the aunt has

promised her niece she would make. The sound of the rain pattering on the bus is drowned out

by the sound of the aunt’s voice singing to her niece, “Good little princess.”

A child sits at her aunt’s dinner table, her dangling feet adorned with house slippers. She

is watching her aunt carefully place shrimp, cucumbers, avocado, and yellow radish onto rice

doused in rice vinegar and seaweed. She secretly dislikes yellow radish but does not have the

heart to tell her aunt, who is meticulously wrapping up sushi rolls and cutting them into perfect

pieces. The aunt lets her niece have the heartiest pieces while she herself eats the end pieces with

the least amount of fillings. The sound of the plastic gloves crinkling as the aunt rolls up sushi is

drowned out by the sound of the aunt’s voice singing to her niece, “Good little princess.”

A child sits snuggled up next to her aunt on the couch, her dangling feet adorned with

fuzzy socks. They are watching her aunt’s favorite Chinese drama before they head to bed. The

light from the television being the only source of light in the living room. This darkness scares

the child and a soy sauce commercial with a dark background causes her to cry. The aunt, feeling

bad, turns the television off and guides her niece to bed. They lay under the covers together and

make shadow puppets with their hands. Shadows of bunnies, dogs, and rabbits glide across the

white walls. Finally, with the child on the verge of sleep the aunt sings the same familiar melody,

“Good night little princess.”

Nicholas Sirota, Period 1, 3/23/22

 At this current point in time, what specific goal(s) do you have for yourself? Why?

    My current goal is to become more engaged in the classroom and during discussions in not only Modern Mythology but also all of my other classes that I have this semester . Earlier in the year was one of the most important times for many seniors, including myself. We were all busy with the college application process by writing essays and maintaining a high GPA in order to make us strong applicants for our top choice schools. However, now is the period of time where seniors have finished applying for college and are receiving their college acceptances. This period of time can cause seniors to feel like they have finished high school and as a result they feel less motivated to do well in their second semester. I myself have been experiencing this lately, and although I do feel proud of my accomplishments in getting accepted into my top choice schools such as Northeastern, I noticed lately that I have not been able to achieve the same motivation towards my schoolwork that I had in previous semesters. It is not that I have not been giving any effort in school, but I recognized that lately I have been more mentally exhausted from school, especially after having lived through one of my most busiest high school semester, and that I focused more of my energy towards other things such as working out and spending time with my friends and family before I go away to college. Although I knew most seniors experience the same phenomenon that I am currently experiencing, I did not anticipate that I would also experience this lack of motivation, since I have never had an issue with a lack of motivation. One way that I am trying to return to the level of motivation I had previously is by actively being engaged in class lessons. Through active participation, I feel more confident in my academic abilities, and ultimately a greater level of engagement can help me leave a better lasting impression on the school that I have helped build up in my previous 3.5 years as a student at Staten Island Technical High School. 

How do you demonstrate resilience towards achieving this goal? (or these goals?)

    One of the first instances where I noticed that I needed to be more engaged in my classes was actually from my Modern Mythology course. As I was checking my course grades for the second semester, I noticed that my Modern Mythology grade was surprisingly lower than I expected. When I further checked my grades for this course, I noticed that my engagement grade was a B in that class, which originally caught me by surprise since I have never had problems with engagement level in any of my previous classes. At first, I felt concerned that my engagement level was low, however I recognized that it was still very early into the second semester and that this problem could easily be fixed. Since the Modern Mythology course I am currently taking is primarily focused on classroom discussions, I made it my goal to build on my classmates’ ideas and contribute some of my own ideas to the discussions at least once during every class. Although my course instructor Ms. Fusaro recognized my raised level of engagement and changed my grade in that aspect to an A+, I make sure to continue to be involved in class discussions for not only this class but also for all of my other classes as well.

How does the world around you affect your perception of this goal? (or these goals?)

I noticed that around this time all of my other classmates also experience feelings of mental exhaustion from school and less motivation to succeed during this time of year. However, most of the time they have succumbed to these feelings and as a result grades have been significantly dropping.  What keeps me motivated to pursue my goal is to make sure that my grades do not drop to a significantly high extent and also to make sure I do not gain feelings of laziness during my final months of high school, since I do not respond very well to those feelings. I have had many role models that have continuously helped me realize the value of hard work. Kobe Bryant is one of these role models, and one of his famous quotes that stuck with me is to “never rest in the middle”. Although I am about to embark on a new personal journey heading into college, my high school journey is still not over yet, and one of the most significant hurdles that I along with many others have to overcome is to recognize that our high school journey is not over and to keep making an effort towards our academics in high school, no matter how challenging it may be with all the hard work we put into our previous years of high school. One aspect that has also affected my perception of this goal is the teachers and faculty at our school, and they are significantly influencing me to be more engaged in the classroom since they are all very supportive of the students and are understanding of the situation that most senior students have in common. All of my teachers, including, Ms. Fusaro, are very open to questions and are willing to give feedback whenever possible, which encourages me to ask more questions and ultimately influences my learning by increasing my level of participation.