Naruto and Pinocchio

Both graphic novels were pretty good in my opinion; however, it never occurred to me to think about all of the minor similarities and differences between them. First off, the narration for Naruto is non-existent. All story development is done through other dialogue and illustrations. And in Pinocchio there are no narrations save for two interludes of alternate storyline that advance the story a bit more by providing back-story. Thought and word balloons are also the same in each graphic novel. Pinocchio seemed to have no thought-bubbles, though, while Naruto had quite a few more instances where the characters would speak to themselves. Both graphic novels were lacking in captions as well. Emnata are far more prevalent in Naruto where characters will always exhibit an emanata during excitement or confusion. Expressions dominate the majority of Pinocchio instead of emanata. The lettering that each comic uses fits the feel of the story. Pinocchio's text is small and somewhat shaky, which better conveys the dark feel to the comic. Naruto has a very simple and plain text except for when characters have extreme outbursts of emotion. At that point, the text becomes bold and large and exaggerated. The sound effects in both comics are similar, simply being bolded and more exciting statements applied to extreme action.

In a more visual look at each comic, we see that the characters in Naruto are made with lots of soft lines and excessive detail, except when any character becomes exasperated or filled with lots of emotion, at which point they will over-exaggerate the size of their heads and facial features which are all made of simple shapes. In Pinocchio, the characters are made of hard lines and angles with dark shading and expressionless eyes and faces. In Pinocchio, the presence of an object is his ever-growing nose, which he uses to fight the vampires. In the beginning portion of Naruto, this object was the scroll of lessons that was stolen, and throughout the entire comic it was the hitai-ate or headband that signified that Naruto was a full-fledged ninja. Characters in both comics had no icons to signify them or to show their presence all through the stories. Scenery in Pinocchio was limited to whatever was right around the characters and it was filled with shadow and made of simple shapes. Naruto was highly detailed and filled with descriptive illustrations and lots of very fine, minute drawings. The depicted action in each was very similar, however. Both used busy panels and blurred movement lines, as well as descriptive facial expressions and lots of illustrations of carnage such as spewing blood or ripped clothing. All action depictions were external, though, since no characters had the time alone in the books to make internal conflict with themselves.

The borders and gutters in Naruto are always thin and thick, respectively. In Pinocchio it is the same, but due to the dark in the panels, the gutters stand out as whiter and more defined. The panels in Pinocchio are always perfect squares and arranged in geometric patterns. In Naruto, the panels are the same, though there are more open panels. Pinocchio only has a very few open panels, as well as only having a very few splashes. In Naruto, splashes that even span two pages are far more abundant. The presence of bleeds in both comics is very few to none, most characters are kept to the action inside one frame at a time. Naruto focuses on having more close-ups, head shots, and head-shoulder shots than Pinocchio does. The characters in Naruto have more detail and expression to show in each closeup as opposed to the mostly blank expressions and empty eyes of the Pinocchio characters. Full-figure shots are more prevalent in Pinocchio as opposed to Naruto, where full-figure shots only make dominant appearances in panels depicting fight scenes. Naruto also holds more long shots, which help to display the intense detail and multitude of characters. In Pinocchio, long shots are less present because there are fewer characters, thus no need to use a long shot to fit them all together. Being very rare, there are no reverses in either comic, though in the scenes in the forest with Naruto and his fellow characters, there are times that it can be misconstrued.

In Naruto, the characters all elicit the same methods of exaggeration with their faces and bodies, as well as the size and font of the text when speaking. Pinocchio's characters don't exaggerate anything much besides a few nonchalant facial features and very smart one-line quips. In Naruto there is empathizing that is done with Naruto from his master Iruka because they were both orphans. There is also empathy given to Naruto from the Lord Hokage. In Pinocchio, our main character is essentially always alone because no one can empathize with him, nor does any other character express a wish to do so. The mood set in Pinocchio is that of darkness and revenge. We also catch a sense of loneliness and despair. In Naruto, the mood is that of adventure and trial, as well as undertones of secrecy and wishfulness. The simplicity in Pinocchio is the idea of “Find vampires; kill vampires.” The complexity is that Pinocchio's father has become a vampire and now plots against his son. In Naruto, the simple ideas are that of becoming a ninja and fulfilling a worthwhile life. The complex is that Naruto is the embodiment of an evil-monster-spirit that once terrorized the village he lives in. The irony in Naruto is that he is fighting to become the same kind of ninja that once fought and embodied the fox-spirit that resides within him. The irony in Pinocchio is that he is fighting against monsters who are controlled by his father and can offer him a life since they, too, are not human. The realism in Pinocchio is that we all have battles we must fight alone and even if we are given help from others, it is still our battle and must be faced by only us. The realism in Naruto is that we all have demons inside of us that we must fight to control, and hopefully we can do so enough that one day we may rise far above the depths that the demon can threaten to pull us to. The order in Naruto is in the form of the ninja order of his village, the Shinobi. The disorder comes mostly from Naruto with the inclusion of his fellow Shinobi-in-training. They are not as skilled or structured as the rest of the Shinobi would wish, and thus, they are a form of chaos to the world around them. In Pinocchio, he is his own order, having a set doctrine of being a just savior of the town by slaying the vampires. But he is also a form of disorder for the vampires. They, too, have their own order that they adhere to, and by killing them, Pinocchio disrupts that. In Pinocchio there is a juxtaposition with the characters whom fight against the vampires. Considering that Pinocchio is made of wood and can kill the vampires with his nose, he is vastly different from Canpanella, the magical fairy. Different from both of the others is Cherry, the only human. He not only lacks any significant powers, but he is also drastically taller than the other two party members. In Naruto the three students, Naruto, Sasuke and Sakura, all have vast differences while being forced to work together. Naruto is wild and unpredictable, as well as being unserious and untethered to important things. Sasuke is dark and brooding, but always cool-headed and witty. He is never quick to act and seems to care about nothing. Sakura is bubbly and very girly, but also tormented by her love for Sasuke and her hate for Naruto. The relationships present in both are oddly similar. Naruto and Pinocchio both have no family and very few friends, if any. They are both outcasts from the societies that they have been thrown into, but are ultimately good people and unsung heros. The comics and their protagonists also share the same points of view. They follow a social outcast as they try to connect to society around them in even a small way, all while doing what they can to protect them and find who they are. Both are orphans with plots in life that they must deal with alone. Most importantly, they both believe that they must accomplish something great and important in order to have a complete life.

Reflection

The best way I can describe my experience in this class is “mild.” I was really excited to start this class and learn more about how to use multi-modals in the classroom. I really enjoyed coming to the class, and the experiences we had in class. I loved the Cleveland Film Festival, but I think that was because I really liked my film rather than the experience as a whole. I hated Little Brother and the graphic novels. Although they would be good to use as a reading choice or to keep in the classroom, but personally I would not enjoy teaching them at all. I LOVED OUR FILM TEXT. It was a simple and enjoyable read. While reading, I constantly kept finding videos that related to the text. (Clearly, as seen with the quotes and videos on my blog.) I really enjoyed the LOST class lesson, and how we could apply multiple films, or television shows in the classroom and discuss them with the technology, or critique them in a technological perspective. I thought that many of the articles we read for blog posts were very repetitive. Although how Facebook was created, there is only so much about Facebook and how the technology surge is changing lesson plans without reading similar information. Although I thought the amount of blogging we needed to do was extremely tedious, I did enjoy reading everyone’s “Pleasure Reading” or extra posts. Most interestingly, I liked watching the spoken word poetry from Sarah and Mat’s musical history. Also when discussing LOST, I love that many of us posted blogs about that as well. When it comes to incorporating technology into the class, I kept thinking to myself  “We learned a lot of this in Educational Technology,” but like any other great class and teacher multi-modals offer us now a choice. We learned the different sites, and capabilities a classroom can have in order to a student to learn. As of now, I would like to use a wiki in order to post assignments, and notes for those who are absent in class. I really enjoyed the wiki project and out of all of our multi-modal adventures this semester, this is the main one I would like to continue to use.  I feel the main problem of using a lot of technology in the classroom, is the fact that use of multi-modals is fully dependent on the area. If students are from a poorer area, laptops, films etc are not as available as other schools. As educators, we need to make sure that although teachers can use multi-modals as a way to connect to students, but we must make sure that they are learning.

Shake the Dust (Spoken Poetry)

The following links are my favorite spoken word poets. Spoken word poetry is a something that is sparking interests again but most forget that this is how most stories and language were told and passed on. Old English and Middle English literature became a major movement of epic poetry performed out loud. The Anglo-Saxon time frame brought many oral traditions such as biblical sermons, epic poetry such as the heroic poem Beowulf, and biblical paraphrases such as The Lord’s Prayer. Back then this was the norm. It did not have a specific title, or people did not expect a standing ovation when finished. This is how people were educated and entertained. Now we call it Spoken Word Poetry. Spoken word poetry refers to works or performances that consist solely or mostly of one person speaking as if naturally, but yet most tend to have a musical tone to them. Spoken word poetry really came onto a modern map is when spoken word became more correlated to narration or speaking as the person would in conversation, as shown in the song "Everybody's Free (to Wear Sunscreen)" by Baz Luhrmann. As they became more popular, spoken word poetry became an outlet for those who wrote poetry and created a way to express it. I really enjoy the fact that all the poem I have came across are topics or discusses material that seem to jump off the page and hits the emotions of any person. Not only does it entertain, but it also informs, educates and inspires. What I really like is the difference between the two poets is how they perform their work. For example: Shake the Dust by Anis Mojgani rarely every speaks with his hands unless he is really making a point or he has come to the highest, most intense moment in the poem. On the other hand, Sarah Kay’s If I Should Have a Daughter is more theatrical and motions and defines each verse with her body. It is when she stands still and speaks slower is when the poem becomes more intense. In both videos, they discuss that their writing is a piece of themselves like a body part. Their writing is a part of themselves that becomes gifts to the world that are to shape how people think. During the times of epic poetry, again, their works were parts of themselves but as our professor said in class, the authors were using it to shape literature. In the end, all poetry will be remembered by someone. Words, spoken, written, performed or all three affect someone.

Twisted.....

I am a part of a Twisted group for the Facebook project and I just finished the book last night. The beginning and the middle were both very interesting and kept my interest, but I HATED the ending. It was so abrupt and sudden, it seemed like Anderson wasn't sure how to end the novel so she simply just cut it off.

What I really liked about the novel is that it was one of the first books I read, that had the point of view from a male character. There were points in the novel I stopped and asked my boyfriend "Do 16 year-old boys like this way?" In case you were wondering, they do. I really liked that dramatics and intense plot that kept the book an easy read until a part in the novel where Tyler has his world begin to crash....again. I can't decide whether this is poor writing, Anderson wanted the reader to feel the same anguish that Tyler has when suffering through this, or if the Anderson likes to dwell in her character's pity.

Musicals!

So lately I've been watching a ton of musicals or watching shows with music in them. Right now it is The Sound of Music. I love everything about this movie: Julie Andrews, the time period, and the strength of the family as the world crumbles around them with the birth of WWII. And I think it's really interesting that music becomes so timeless. Even today, a 1965 movie is still loved and watched by all generations. Also just finished season six of Grey's Anatomy! It is quite clear that any artist that gets to have one of their songs on Grey's is starting their breakthrough! Whoever is the soundtrack director of that show defiantly gets a round of applause. I began thinking about my Wiki and Romeo and Juliet and I'm starting to like the lesson plan of having the students make soundtracks of the novel or unit more and more! It's a great way for them to connect to a text in a way that reaches to their lives personally.

Public or Perish

I really enjoyed this article but I was have to reiterate the fact that I hate reading a screen constantly. I need to have the physical relationship with a book (touch, hold it, turn the pages.) But with electronic books on the rise, will books get cheaper? This makes me think that more and more books will become cheaper for a student or teacher to buy for a classroom library. Also as technology increases in the classroom, clearly teachers are going to have to learn how to use them, and is this going to go into interviews when hiring new teachers. Yes, they need to be equip with the latest technology, but let's not forget the tools that can help a student's reading level and even further test taking skills. Because as of right now, government tests are still coming into classrooms on paper.

Firestone

In a previous class we discussed that there are four main ways of constructing a lesson plan and using learning theories. In a perfect educational world, all four of the theories combined in the classroom would create the ideal lesson. It can accommodate each type of learner that could walk in the classroom. However, as the education system rise and fall towards economic standpoints and government decisions, a learning process must be narrowed down. In my mind I see test preparations in one learning theory and using multi-modals in another.

As English language arts is a subject with multiple components, it can be quite difficult for students to grasp. Language as Expression learning theory seems like to most beneficial way to accommodate all students. This type of learning style focuses solely on them, and how they want to focus on the class. Choice is such a strong element for students today, and Language of Expression emphasizes this more than any other theory. Multi-modals can be a major piece in this. Students can choose how they want to learn by using the technology they grew up on. This can be such a strong tool for a teacher simply because multi-modals and choice is already being used as an ally in the classroom to get the students’ attention, but then adding on choice they can immerse themselves fully causing them to learn so much more. Students are much more likely to make themselves more engaged in the topic or book because it is something that they are interested in. If this theory would be taken even further to the grading policy, if students create their own rubric they tend to grade themselves much harder than teachers do. If they fully engage themselves in a project, by creating their own rubric not only do they understand what they are being graded on, they can expand their critical thinking. This theory is very versatile, for any type of writing style or function. Countless lesson plans can be created because students can create their own lessons and use the teachers as guides. Students can express themselves as a learning process individually or as a group effort. Multi-modals can be easily thought about in trying to connect a book with a greater idea, furthermore bringing those idea to life. But when multi-modals can a student’s writing ability, that is when multi-modals are being used to their full extent. Language as Expression incorporates previous models, so teachers can see what students have already learned, what they are learning, and what they need to focus on in the future because of their choices.  Furthermore, in my experience, students tend to work better when they are given choices, because it seems that teachers trust them and believe in their intelligence.

Language as Artifact is a learning theory, as a student, I really enjoy. I like to be talked to, where I can take notes and answer homework questions. Multi-modals can be used in this learning theory but not in the same aspect as Language as Expression. In my experience, multi-modals are used in this theory as a resource to prove a point or give examples. But there is no greater thinking that what they are watching. This theory may be beneficial for students who need a bigger push into the written world. Language as Artifact helps students get to a certain point in the English critical thinking. This theory is very formulaic and works towards standardized teaching. As we, as teachers, are told to teach toward a test and with tests there is only one correct answer.  This is exactly what the Language of Artifact is; lectures in which there is only one correct answer.  The main problem to this theory is that this is the theory that is most commonly used, and in result the reason why students cannot adapt critical thinking skills. Most college freshmen have more problems in College Writing courses because they were not taught how to come up with critical ideas on their own and prove them through text resources. Teachers make writing formulaic for our students to remember to ensure the maximum amount of points for the students in the writing sections. We, as teachers, are fully at the wall when it comes to creative teaching. To prove we are good teachers we much teach towards a test.

For me the challenge is combining test preparation and multi-modals. As stated above, it can be done but personally a teacher needs to think about their students learning styles and how they like to learn. Test preparation is very formulaic, and therefore using multi-modals can be a great tool that teachers use in order to keep the student’s attention. In my classroom I would rather use multi-modals to help the students learn the information and then transfer test preparation as a good test taking skills. When combining the two I would want the students to critique other students in their test taking abilities by watching videos for example. Have the students answer questions such as: What did they do right? What should they have done to help them learn?  

I did not see much test preparation at Firestone. They taught for what the students were learning right now, rather than for what the government is looking for in a standardized test. When tutoring my student, it was quite evident that he was taught test taking skills but when I was observing I did not see teachers going over said skills.  My student knew about underlining important pieces of text, and he began to learn about reading questions before reading the related text. But if I were his teacher I would have used multi-modals as a way to help him expand his knowledge on thinking critically about the text. I would like to use songs, movies, and TV shows they he (or my students) enjoys that way it will hold their attention but then I as an educator can expand their thinking. 

Standardized Test Tips for Teachers 

Video Games in the Classroom

The entire time I was reading this I kept thinking about all the computer games I would play in my spare time, usually Saturday mornings. The two that kept coming to mind was the Carmen Sandiago computer game and one other that I cannot remember the title for the life of me. I remember the game took you into a large house of some sort and there was a guy trying to destroy the town below and it was the gamer's job to find their way into the secret laboratory and stop him. For me, the learning video games did not necessarily teach me new information but it did hone skills that I had already learned. They were there to entertain rather than to teach. This was the main difference from the article. Doyal uses video games to get a grasp on the student's attention, keep it, then teach.

"All this goes back to the debate over what constitutes '21st-century skills.' How do schools manage to teach new media without letting go of old media? Is it possible to teach game design and still find time for 'The Catcher in the Rye'?" This is the question that all high school teachers need to ask themselves before fully engaging all games or canon curriculum. I feel like video games are great as supplemental material, and a good way introduce a new idea.

The Children of Chabannes Review

Personal Issues: This film was incredible. I have always been very interested in the World War II period, and combining that with an untold story of a school that helps Jewish refugee children in France is a great way to grab a future teacher's attention. So much about this film hit home for me. What I really appreciated is that one of the co-directer's father and uncle are children of Chabannes. This film meant so much to her and it was very evident throughout the film. Not only does the film relfect on the fact that the small town in France opted to save over 400 jewish children. The film describes the everyday life of these children and teachers, and shows the fact that during this tragic and very dangerous time for the children that still enjoyed to laugh and simply be children. A main moment in the film is when a jewish teacher stands up for the school and what she believes and gets dismissed from the school by order of the French government. But this same teacher gives the school a tip off when the Germans come knocking on the school's doors with three buses ready to take the children to their assigned internment or death camps.

Technique: As the film was mostly interviews of historians, or adults who were children that survived during the war. There were so many great quotes and stories in this film, but my favorite was from a teacher who was speaking of the man who created the school: Felix Chevrier explaing why he chose to save these childrens' lives. "They are jewish. But before they are jewish they are children." There was no special effects, just simply interviews and the camera focusing on certain people speaking in pictures. I really liked the music they used when discribing the city of Chabannes. It seemed very country, and simple which is very similar to how the town his described. The films major strength is the story itself. Knowing that this story full focuses around children who had different stories and still learned to cooperate with each other.

Acting:The principle roles were not actual roles. They were simply interviews of people telling their stories of their past. Because most of the interviews were of survivors who were at Chabannes during its prime throughout the war their roles were very crucial and creditable.

Plot:This film is both very original and compelling. "A tale of courage, resilience and love set during WWII, The Children of Chabannes tells the story of how the people of Chabannes, a tiny village in unoccupied France, chose action over indifference and saved the lives of 400 Jewish refugee children. Filmmaker Lisa Gossels returns to Chabannes with her father and uncle, two of the 400 children who were saved. Through intimate interviews with her father and the other "children" of Chabannes, the filmmakers recreate the joys and fears of daily life in that village. We see how this oasis of hope is shattered in August of 1942, when the war reaches the doorsteps of the chateau where the children lived. Through accounts by the extraordinary teachers who taught and loved these children, this lyrical and moving film shows the remarkable efforts made by the citizens of Chabannes, who risked their lives and livelihoods to protect these children, simply because they felt it was the right thing to do." (http://www.childrenofchabannes.org/)

Themes: Clearly the main theme through the film is the saving of Jewish people, and how a small town in "unoccupied" France stands against Nazi Germany. But another theme laced throughout the movie is the fact the it is possible for humans to be so different and live together peacefully. Many of the children came from various places of the world all being taught by the same teacher and they ended up at the same place to be saved. Another hidden message in the film that makes a great stamp at the end of the film is how much one person can change the lives of others. Felix Chevrier chose to save these children, therefore he saved the lives of 400 children, many who went on to become very successful after the war. Also the teacher who was dismissed from the school by order of the French government, helped saved the children by tipping off the school with information of the next Nazi raid that was going to come to Chabannes.

Genre: This film has won multiple award as a historical documentry and as a Jewish film. I feel that many documentries are created the same way this was made: a narrator, interviews of those who were involved, historians and pictures that the camera focuses in and out on while listening to the plot. Although I am not sure of films it resembles, but Felix Chevrier's bravery of being a non-jewish man going against German beliefs is very similar to Oskar Schindler in the movie Schindler's List.

Represenation: The main focus of this film is to show the differences of decision people make throughout this dangerous time of war. I fully believe that the film was not created to show people is a dark or encouraging light on purpose but it tells facts.  

Ideology: Obviously the cultural beliefs is saving Jewish children from the Nazi death camps. This was confirmed and accomplished by telling their stories about their experiences before, during and after their time at Chabannes.

Film Festival Adventures

I traveled up to Cleveland on see the film The Children of Chabannes on Sunday afternoon. First of all, I still haven't decided if I was technology unintelligent that day or the site was down but the first time I tried to order my ticket online it wouldn't work. So over break I kept fighting with their website and losing... but in the end I ended up with a ticket. Then going there I used the address on the website with led myself and another girl, Sarah, into a bad part of Cleveland. But yet again, we made it to the Tower City Center. I was very impressed of how smooth the process was of getting my ticket from will call. Note to the World: ALWAYS BRING YOUR CONFORMATION NUMBER! When I went to will call, they didn't have my ticket but since I had my conformation number they gave me no trouble in giving my ticket. Then we proceeded to get in line and waited for the volunteers to take our entire group to the theatre. It was very crowded and seemed very busy. Being used to Kent campus where most people know where they are going, it was a little stressful for me to see everyone running around trying to make sure everything runs smoothly. Overall, I was very impressed with the expreience even with the minor kinks.

The Runways

As spring break is only a week, and between work, catching up on school work, and hanging out with friends I don't have time to read as often as I'd like. But I am a big movie person. (Netflix saves my brain sometimes.) But this is my most recent watch. The Runaways, starring Kirsten Stewart and Dakota Fanning, are teenage girls in an all girl rock band in the 1970's. Because this movie is based off of Joan Jett's storyline of becoming famous, the ending is pretty depressing. But surprisingly, Kirsten Stewart is not awkward in this movie. Personally, I think she did pretty well in playing the determined Joan Jett. As we have watching Dakota Fanning grow up on the silver screen since the age of 6, she is all grown up now in this movie taking on the role of Cherie Currie, the band's 15 year old lead singer forced into the lifestyle of rock and roll: including sex and drugs in full force. Although I tried to not think about the lighting, shots, or technical aspects of this movie based on our readings from the text, it is becoming more and more noticeable with each chapter.

Using Facebook and YouTube in the classroom

In a previous blog post I mentioned how I would like to use twchnology in the classroom, but I wanted to take the opportunity to expand on my thinking. I discussed how my friend used Facebook in a lesson plan she used in student teaching. It was actually a really cool concept. She did a project in the mythology class she was student teaching in where the student created a Facebook page for their assigned greek god. This is used as a formal assessment of the entire chapter of the students learning about the gods. To show their critical thinking, and still giving the students a chance to be a bit more creative a part of their assignment was to associate their god to popular mediaes of today. For example: a student who had the godges of love connect the movie that that god would like is romantic movies and love songs.

I really like this idea so I began to think a little further of how to expand this away from Facebook seeming how most schools have that site blocked from their server. I began thinking about how people begin to show themselves and their personalities online as said in the article "I'm so digitally close to you!" but yet still not using social networking sites. So I thought about YouTube. People show their likes and dislikes through videos they post and other sites that they subscribe to. This way if a student needs to present their Facebook or YouTube site from their god it will be easier for them to immediately show their proof of their critical thinking with videos then just likes on other Facebook pages.

You're Leaving A Digital Trail

When thinking about collective intelligence there are many positive and negatives to the idea.

"Propelled by new technologies and the Internet’s steady incursion into every nook and cranny of life, collective intelligence offers powerful capabilities, from improving the efficiency of advertising to giving community groups new ways to organize." The first thing I thought about when I read this was the following clip. Although this is not exactly what the article had in mind, it is a decent representation of the idea that with collective intelligence advertising companies can focus solely on those more likely to buy.

 

When it comes to privacy I do agree with the statement that we give up privacy settings of ourselves once we go on the internet. Between Facebook, blogs, e-mails and instant messaging it is very easy for a person to get any information they need. 

As I continued reading I was blown away by all that Google and Sense can do: tracking flu trends, finding when financial employees go to work... the amount of detail is astounding. Technology feeds off of details, therefore we as a civilization are surviving off of details as well.  This article makes me begin thinking about Little Brother. As the young adult novel was based of this same idea, I can't help but think that privacy paranoia may come back to haunt us. The government is already taking heat for privacy setting with taps and bugs, but will a "Big Brother" sense fully emerge with collect intelligence. I wonder if people will be more lenient because this type of intelligence could work towards their benefit such as finding main areas that the flu symptoms are appearing, or easy filter systems to finding information that a person wants.

i heart novels (and those who inspire them)

There are a few things in the beginning of this article that amaze me. First of all I have always want to write something of this magnitude but most of the time inspiration hits when I first wake up or just when I'm about to fall asleep and I can never get myself to get up and write something down. But writing 10,000 words a day is simply amazing to me. Getting inspired like that, then running with inspiration must be an amazing feeling.

"The cell-phone novel, or keitai shosetsu, is the first literary genre to emerge from the cellular age. For a new form, it is remarkably robust. Maho i-Land, which is the largest cell-phone-novel site, carries more than a million titles, most of them by amateurs writing under screen handles, and all available for free." Honestly this is evolution is no surprise to me. As technology progresses to become more and more advanced, newer creations are being distributed with a greater purpose than just the ease of personal matters and organization. Cell phones, iPad, and smartphones are progressing to become so much more than what they were used for even 3 years ago. The fact someone can write an entire novel from a cell phone screams how much technology has advanced. On a personal matter, I'm not much an author but anytime I think of a song lyric or when I hear a quote or saying I quickly reach for my phone and type it in my notes.

I really liked the point that was stated that women authors tend to write autobiographically. Translating that to works and female authors I have focused on I fully believe that this is true all over the world, and not just in Japan. J.K. Rowling, the famous author to the Harry Potter series uses many of her past experiences and spins them into the famous wizard series. A great example would be that Harry is an orphan, and parts of the novels focus on his search for me information and details about his parents. Could this be from the fact that she had a newborn when she began writing the series? Did Rowling begin wondering what would life be like for her child if it was left with evil relatives and wondering what their mother was like? Authors fully feel for their characters, and there is no question that when female authors write from personal experiences they feel much more.

"The words are combinations of characters drawn from three sources—hiragana, a syllabary thought to have been developed for upper-class women, some twelve hundred years ago; katakana, a syllabary used mostly for words of foreign origin; and kanji, Chinese characters whose mastery is the measure of literary accomplishment." How the Japanese write is so interesting: right to left, top to bottom. But the fact that there is a different style of writing based on education reminds me of how the United States speak. Yes, our written language is based on educational standpoint as well, but it is easier for a person to distinguish their intelligence by speaking. I feel that there is stronger notice of female cell-phone authors in Japan because females distinguishing themselves with writing and educational sources is brand new.

"Printed, the books announce themselves as untraditional, with horizontal lines that read left to right, as on the phone. “The industry saw that there was a new readership,” one publishing executive said. “What happens when these girls get older? Will they ever grow up and start reading literature that is vertical? No one knows."  Well, I'm glad this is becoming a world phenomenon not just in the United States. With the Kindle and other technologies printed books are becoming more uncommon. Even as college assignments, most of our reading material is online. And the same questions still remain for the United States. Will our children who grew up on technology learn proper grammar and spelling. Elementary schools have even now stopped teaching cursive. Will this continue to writing print rather than learning how to type on the computer?