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Final Portfolio

In my first blog, I stated I wanted my writing “ to refrain from the structure of essays taught in my previous education, and focus on creating smoothly flowing trains of thought that make my composition a coherent ‘whole,’ where the beginning invites the reader in and carries them along a journey to end with my final sentence.” And I’m glad to say this course allowed me to move forward in this direction.

Let the glow of the sun and shimmer of the stars carry you to find yourself.

Let the glow of the sun and shimmer of the stars carry you to find yourself.

Along the way I learned this course is grounded in rhetorical theory, and it has taught me to work on the craft of writing in a way that will translate into more effective compositions in other classes and in the world outside of the classroom. The theme of writing the mind was not just writing about the mind, it was writing from the mind. Throughout this semester, I learned how to  achieve clarity within my writing to enlighten my audience with my propositions and conclusions and ultimately make a rememberable impression on readers. With each proceeding project, I was able to discover more inspiration in my writing and achieve expertise with communicating my thoughts in my mind exactly as presented in the text within this blog.

Reflection and evidence of my development as a writer can be expressed through my assignments for this course.  In my second blog, analyzing the “Letter from Birmingham Jail” by Martin Luther taught me about the power of the self in rhetorical writing, and how to distinguish one’s essential being from the nature of others through expression of one’s own interests, hopes, dreams, and ambitions. I developed into more effective rhetoric writer when I realized my essence in my writing should address various constraints that shape my response depend on several factors, such as, the people, events, and objects associated with the power to shape decision through my words. In my third blog post, I learned not only what I stood for but how to stand for what’s important to me. Writing this blog entry taught me how to add emotion and enthusiasm in my writing, and looking back at this post I have more passion expressed in my writings.

In regards to other interests invoked from theories of rhetoric and the mind, I have nurtured an attentiveness on how to engage in inquiry and complete research on various topics. In my fourth blog post, I examined the the movie Being John Malkovich by Charlie Kaufman. This was the one assignment that raised the most interesting questions about the mind. I was intrigued and wanted to learn more about the influence of others, so I wrote about how Carl Jung proposed concepts of the collective unconscious, and also read into the impact of archetypes. Additionally, I attempted understood the mind in a more specific view of psychology, philosophy by exploring Sigmund Freud’s writings to understand the relationship between the unconscious and conscious mind. By these various theories of the mind, I also considered an interest in theories of rhetoric. For instance, I pondered on how to become creative with my writings to express my process of inquiry. I fabricated the perfect rhetoric, such that instead of connecting the film to concepts of the mind, I drew connections between concepts of the mind and related them to the film. I thought this approach did not limit my connection between theory/critical sources and the film, but rather expanded my thinking “outside the box” to discover new correlations between the film and theory that were not discussed in the previous class periods.


This course emphasized the relationship between rhetoric and the mind in various aspects. One aspect was the interaction between both. My fifth blog post utilized this aspect to connect concepts of the mind to literature and film in an effort to become better a rhetorician when writing about the mind.  I not only raised intriguing questions about the concepts of the mind but captured my research process as I explored psychology and attempt to discover answers to my curiosity in prezi I created. After completing this project, I realized rhetoric and the mind go hand in hand. In particular, I can not express what conclusions I have gathered in my mind without exercising rhetoric to help others grasp my notions.

In general, this course has helped my become a better writer, and Lloyd Bitzer would express I was able to alter the reality of my readers. My sixth blog post describes my self-reflection on the process of inquiry that allowed me to reflect on the endeavors and attainment I confronted during my research process. As with this project and the other assignments this semester, I became inspired and wanted to grow and expand my curiosity by undertaking additional research projects with a rhetorical approach. I only hope my audience was able to get in touch with this curiosity and understand the passion I attempted to manifest in my writings.

Beyond this course, I plan to purse several interests in these genres pertaining to the mind. My eighth blog post explored Freud and Jung interprets dreams, which inspired me to assign meaning to all my dreams through their dream analysis. My ninth blog post went beyond The Collector by John Fowles to not only analyze the story but immerse myself in the novel. From this assignment, my perspective has been widen and I plan gain knowledge across subjects ranging from the broader context of intertextuality to a narrower view on the structure of literary works I read in the future.


Writing the Mind is a course that assisted me with distinguishing the components of the mind not only on paper, but actually within myself.  Additionally, the professor of this course prepared and guided me through a journey to arrive at my goals. This course prompted me to reach my goals by bridging the gap between what I am truly thinking and what I am conveying on paper.  Moreover, I can now construct my “voice” to resemble a more thoughtful and imaginative character, whom recreates daydreams as if they are reality.




A Scientist’s Manifesto

Science is the intellectual and practical activity encompassing the systematic study of the structure and behavior of the physical and natural world through observation and experiment.  Without science, we lack a systematically organized body of knowledge in many particular subjects (McKean, 2005).


One specific subject, genetics, studies heredity and the variation of inherited characteristics.  My biology classes provided a basic understanding of the widely-known knowledge on genotype and phenotype, however my philosophy of science class exposed me to two conflicting articles about whether genetic information encodes for phenotypic traits. The different uses of language and dissimilar interpretations lead me to experience a moment of realization:

Scientists do not communicate in a concise language or share technological advances among members, thus not achieving absolute potential as scientists. Additionally, scientists fail to see nothing is 100% true and forget there can be several correct conclusions for the same hypothesis. Also, scientists shouldn’t lack the courage to stand against the norms in society or even engage with media about their findings in fear of rejection. As scientists, we should aspire to embrace our originality and be proud of our discoveries because each contribution gives rise to the significance of science. 

Science should inspire the discovery of unknowns, and society should not limit a person from the possible discoveries in the world. This Scientist’s Manifesto aims to establish standards for evaluative inquiry and accredit the evaluation of science (Pawson, 2013). I challenge scientists to think about their work in a different context, and to engage more with their own ideas and ultimately stand to be impacted by society – for good or bad. The following suggestions should be considered and immediately applied to the practice of science:

Communicate in the same language. To expand knowledge and developments within the science community, we need to strive for clarity not only when making statements or publishing work for scientific colleagues, but also in making our work intelligible to the average person. Learning to communicate more effectively will improve the quality of the science conducted and make science more relevant to the problems we are attempting to solve.

For example, consider the study of genetic information within an organism: an organism’s entire DNA (its genome) and how the products of regions of DNA interact with each other and the environment (Dunston, 2012). With a coherent and structured language in the study of genomics, many scientists can more effectively and efficiently investigate both the genetic differences between species and the genetic variation within a single species (Hickman, 2012).


Share technological advances. In order to effectively communicate within the scientific community, there must be a common application of science. Practices, methods, and technologies within science must be uniform so different interpretations of information and data do not arise. As scientists, we need to be on the same page and communicate about recent advancements and the latest technology to promote a more coherent practice of science. In particular, sharing new technological innovation can allow for massive amounts of data from various individuals to be collected and analyzed (Frankel & Reid, 2008). In most cases, the combination of results from several individuals can be pieced together and have greater implications.

Modern genetics research can result in an increasing understanding of how the development and functioning of an organism is influenced by its genome. This updated knowledge can provide a current understanding of the world and provide opportunities for scientists to engage with the wealth of genomic information they are likely to encounter in the future. Furthermore, more developments in genomics research can result from the communication and combination of scientific, technological, engineering and mathematical ingenuity (Hickman, 2012).



Welcome new technologies to learn about the current world. The pace of progress can significantly impact our future lives – from how we understand human health, preventing and treating diseases, feeding a growing population, and tackling pollution. To become educated about the current world and prepare for the future, we as scientists must encourage the division of new technological advances.

With the allocation of new technologies and a better understanding of genetics, genomic approaches can soon be applied across a wide range of biology, including evolutionary biology, anthropology, forensics, and many aspects of human health and disease. For example, framing genetics education in these contexts would provide society with a superior understanding of the nature and action of genomes (Hickman, 2012). Students everywhere would become more intrigued and thrilled, thus showing a greater interest in scientific advancements in the future.


Nothing is 100% true. Reflect findings not simply as ‘the truth’ but merely a version of it because nothing is absolute true.  A scientific experiment may well ‘prove’ something, but a ‘proof’ may change with the passage of time as we gain better understanding.  Consider that sometimes two well-conducted experiments can have different pathways but the same results equally valid.  Science is not absolute, but often about uncertainty.

For example, the relationship between genes and phenotypic traits.  In the article Genes encode information for phenotypic traits, Sahotra Sarkar claims “genes are privileged over other factors as carriers of semiotic information involved in the etiology of traits.” He argues “genes encode sufficient information to specify a unique protein (in prokaryotes)” however his argument is limited by the information in genes because it does not provide a sufficient etiology for a trait (Sarkar, 2004).  In contrast, Peter Godfrey-Smith argues the common way of talking about genes is not a straightforward and concise summary of how genes work (Godfrey-Smith, 1999).  In the article Genes do not encode information for phenotypic traits he claims “it is indeed a mistake to say that genes encode information for phenotypic traits,” yet his argument lacks explanation and involves a distortion of what biologists have actually learned. Each explanation on the relationship between genes and phenotype is not 100% because there are limitations and weaknesses.


Don’t let the norms of society construct science. Many scientists may be afraid to present a radical idea that rejects the norms in society. Don’t fear fellow scientists! By speaking our minds, we can offer new notions about scientific issues. Society does not aim to launch us into failure, but rather questions and encourages us to stand strong in our concepts. With good engagement that involves listening and responding to the ideas, questions, hopes and concerns within society we can more appropriately pitch our own ideas and notions. As mentioned above, Godfrey-Smith went against the norms to argue genes do not encode information for phenotypic traits and still was well respected for bringing something new to the scientific community. If he can do it, so can we!


Collaborate values and incorporate them into science. Our science educators and classroom teachers often present idealized descriptions of science and religion in generalizations that are often over-simplified and inaccurate and can lead to misunderstandings of both domains (Smith, 2013). To have a superior understanding of the influence of religion on science,  try to better understand the role of scientific and religious authority in instruction and in practice. As scientists, are main goal is to do science. Religion may seem as a deterrent or obstacle that stands in the way, however be mindful of religious values and try to present findings to join forces with religion instead of colliding with major religious morals in science. Provide conclusions with only good intentions to contribute to advancements of knowledge for the world.

In particular, we should participate in understanding practices and inform discussions about how to manage research integrity, conflict of interest, and the challenge of modern genetics to human research ethics. Society cannot have the benefits of research without the risks. However, through the practices of science and religion as reflective of two different types of faith we can model together a framework within which they dynamically interact (Grinnell, 2008).


Embrace originality and individuality within science. Just because other scientists travel in a specific direction to find conclusions to support their hypothesis, that doesn’t mean there is only one way to get to the that conclusion. It has been shown individuals behave, learn, and develop in distinctive ways, showing patterns of variability. Regardless of age and across all cultures, a person changes dramatically over time, and even moment-to-moment as a function of context (Fischer & Bidell, 2006). This dynamic systems perspective offers multiple pathways to the same outcome that are expected. Because science is based in dynamic systems and centered on individual patterns of variability, not adhering to the norms in society provides an opportunity to analyze a multitude of methods to obtain results (Rose et al. 2013). As scientist, we must embrace our individuality and uniqueness within science instead of letting the norms and standards of science take priority over completing science. We must be creative and innovative and embrace what you can develop within the scientific community!

One way to embrace individuality is to bring our own interests and passions to our work. By engaging in the dynamics between researchers and the research community, contextual understanding of science in place of the linear model found in textbooks with its singular focus on “scientific method” will emphasized and ultimately encourage future scientists to step outside from the conventions taught in science (Grinnell, 2008).


Don’t fear engagement with media and society. With an increasingly complicated technological world, the media can bombard stories about the threat of genetic engineering, the threat of cancer from food additives and electromagnetic fields, the threat of biological warfare. We must encourage an education that teaches science as the need to make basic decisions about health, instead of complex scientific issues we read about in newspapers or watch on news-reports.

The book Science Matters proposes to solve this problem by helping its readers achieve scientific literacy. In particular, the chapter on genetics describes mutations and cancer in a basic sense that can provide society with a general understanding so no judgements or discriminations appear within the practice of science (Evans 1992).


Be proud of discoveries, science is importantWe should be immensely proud of what we discover! The knowledge obtained from the unknown is significantly important within the scientific community and has major impacts on the world. Particularly, science touches all aspects of life from the homes we live in, the food we eat, our parents, and our health. For instance, science is important because it provides the framework for any improvements we hope to make to our economy, infrastructure, energy supply, communications, entertainment and indeed the operation of the many institutions on which a civil society depends (A Science Manifesto, 2008).

This Scientist’s Manifesto calls all of you to think, feel, read, and take action in the field of science so we can lead a more harmonious and advantageous society (Helmut Reich, 2012). If there is a widespread participation and engagement in emphasizing the significance of science, then there will be a creative advancement towards improving life.


Conclusion. In order to end the depreciating of science, science needs to be noticed for its endless capacity to enliven, engage, and enrich peoples across all cultures. As scientists from various backgrounds, we should communication a multitude of hypothesizes, procedures, and conclusions in a concise and coherent language.  We should encourage exploration of various pathways and procedures, because a more efficient route may exist and greater impact the world from its discovery. We should confront the norms of society without and not fear rejection from society. We should believe in the impacting power of original ideas and embrace our contributions to the scientific community. If these changes are not implemented, the disconnect between the vision and reality of science in the world will prompt science into a worthless, indecent, and meaningless approach within life. As scientist we must act to make society fully recognize and realize the significance of science so scientists everywhere can pursue scientific and technological advancements to better the world.



A Science Manifesto Or Plan For The Recovery Of New Zealand Science. n.p.: Royal Society of New Zealand, 2008. Publications New Zealand Metadata. Web. 1 Dec. 2013.

Dunston, Georgia M. “A Passion For The Science Of The Human Genome.” Molecular Biology Of The Cell23.21 (2012): 4154-4156. MEDLINE. Web. 4 Dec. 2013.

Evans, James. “Science Matters: Achieving Scientific Literacy.” American Journal Of Physics 9 (1992): 861. Academic OneFile. Web. 1 Dec. 2013.

Fischer, K. W., & Bidell, T. R. (2006). Dynamic development of action and thought. In W. Damon & R. M. Lerner (Eds.), Theoretical models of human development. Handbook of child psychology (vol. 1, 6th ed., pp. 313–399). New York, NY: John Wiley & Sons.

Godfrey-Smith, P., 1999, “Genes and Codes: Lessons from the Philosophy of Mind?”, in V. G. Hardcastle (ed.), Biology Meets Psychology: Constraints, Conjectures, Connections, Cambridge, MA: MIT Press, 305-11.

Helmut Reich, K. “How Could We Get To A More Peaceful And Sustainable Human World Society? The Role Of Science And Religion.” Zygon: Journal Of Religion & Science 47.2 (2012): 308-321. Academic Search Premier. Web. 4 Dec. 2013.

Hickman, Matthew. “Modern Genetics Education in School Science – Nowgen.” Nowgen Modern Genetics Education in School Science Comments. Nowgen, 12 Mar. 2012. Web. 01 Dec. 2013. <>.

McKean, Erin. The New Oxford American Dictionary. New York, N.Y: Oxford University Press, 2005. Print.

Pawson, Ray. The Science of Evaluation: A Realist Manifesto. London: SAGE, 2013. Print.

Rose, Todd, Parisa Rouhani, and Kurt Fischer. “The Science of the Individual.” Wiley Online Library. Imboes, 16 Aug. 2013. Web. 01 Dec. 2013. <>.

Sarkar, S. 2004. Genes encode information for phenotypic traits. In C. Hitchcock (ed.) Contemporary Debates in Philosophy of Science. Oxford, Blackwell, pp. 259-274.

Smith, Mike U. “The Role Of Authority In Science And Religion With Implications For Science Teaching And Learning.(Report).” Science & Education 3 (2013): 605. Academic OneFile. Web. 4 Dec. 2013.

Horizons of Influence

As a current undergraduate student majoring in biochemistry, I have a passion for examining the essential processes necessary for life. Intrigued by the natural world, my interests for how organisms and things function manifested into a immersing myself in various biological themes.

One topic in particular, whether genetic information encodes for phenotypic traits, has been the center of biological debate. I first learned about this issue in my PHIL 321 (Philosophy of Science) course after reading articles by Godfrey-Smith and Sarkar.  I experienced a moment of realization when I became informed of the debate and decided it made more sense to think genes encode for phenotypic traits.

The knowledge gained from past experience and previous instructors shaped my opinions to presume genes encode information for phenotypic traits. For instance, my AP Biology course presented a basic understanding of the relationship between genotype and phenotype:

  • Genes are inheritable units that may influence a trait.
  • A visible trait is the final product of many molecular and biochemical processes.
  • Proteins go through complex processes to yield the expression of genes in an observable way.
  • Portions of chromosomes have genes with very long and compacted string of DNA and proteins.
  • Genetic make-up of the organism and environmental pressures on the organism subject to change control phenotype.
  • The genotype is comprised of the underlying genes that control phenotypic traits, while the actual phenotypic trait we observe is noted as the phenotype.


This image represents genotype (B and b)  and phenotype (purple and white color) relationship. 

Furthermore, my BIO 208 course (Intro to Molecular Genetics) emphasized the significance of the central dogma discovered by Francis Crick.


DNA —–>RNA——>Proteins (ultimately affecting organism structure and function)

The professor for this course, Dr. RG, stressed the notion of “one gene, one enzyme.” This concept constructed my beliefs that one gene is responsible for producing one enzyme that ultimately controls a trait. Until presented with a counter argument in my PHIL 321 class, I assumed the language and thought processes were concise in biology. I’m interested in defining the relationship between genes and phenotypic traits to a greater degree that provides a comprehensive understanding on this biological topic.

Beyond The Collector by John Fowles

The Collector by John Fowles presents the “story of the abduction and imprisonment of Miranda Grey by Frederick Clegg, told first from his point of view, and then from hers by means of a diary she has kept, with a return in the last few pages to Clegg’s narration of her illness and death.”  For those who have not read this novel yet, I would encourage you to do so as soon as possible!


The Collector is an example of literature that reflects multiple points of view in a broader cultural discourse where its use of intertextuality and structure of the novel each reveal different points of view. By immersing yourself in this novel, your perspective will be widen and your knowledge across subjects ranging from the broader context of intertextuality to a narrower view on the structure of literary works.

My perceptions on point of view through my experience, voice, and authorial presence act as strong, mediating rhetorical tools.  My attempt is to affect positive change and persuade those all of you who haven’t read The Collector. I want to aspire you to not only read but interpret the rhetoric of literature and concepts of mind present in the novel. The following questions developed as I deciphered points of view in The Collector through literary inquiry:

Why did Fowles structure the novel in parts that reflect the mind?


The structure of the novel presents the notion of the unconscious mind, conscious mind, and interaction of both through the different parts in the novel. In “Freud And The Unconscious,” the Freudian theory of the unconscious is described as this part of the mind with exposed memories that lie outside of awareness yet continue to influence behavior (Erwin, 2009).  As a viewer, this first part of the novel ties together the mind of Clegg and how he struggles in his daily life with a lack of love. In contrast, the conscious mind describes an awareness of and responding to one’s surroundings (McKean, 2005). The second part expresses an alertness through Miranda, as she documents everything from her thoughts to actions in her diary.  The third part of the novel conveys the wishes, desires, hopes, and urges of Clegg revealed in his unconscious while interacting with the conscious mind. Uri Zilbersheid in “The Historical Character Of Human Nature In Freud’s Theories,” explored how Freud’s psychoanalysis investigates unconscious conflict with the repression on some tendencies of pleasure for gratification, which can become excessive and make individuals “ill.” From this reference, Freud’s psychoanalysis would conclude Clegg’s repression of this memory may contribute to what is making him “ill.”  The fourth part of the novel correlations to the third part, however Clegg’s wishes, desires, and hopes to resemble within the unconscious become controlled by the conscious.  The following paragraphs will further describe how the four parts of the novel are structured as parts that reflect the mind.

Part one suggests the unconscious mind by exposing Clegg’s memories that lie outside of awareness yet continue to influence his behavior.  Furthermore the wishes, desires, hopes, and urges of Clegg are revealed in his unconscious. David Wesley expresses his thoughts Clegg’s urges in the “Symbolism of Butterflies in John Fowles’ Novel The Collector.” He conveys Miranda is furious with Clegg for keeping the butterflies trapped in his cabinets, that he is “hoard(ing) up all the beauty in these drawers,” (52). Clegg then refuses and sadistically plucks their wings, forever taking away their ability to fly away. I think Miranda should be furious with the way Clegg treats the butterflies because they are a direct reflection of herself, however this is not enough to stop the urges of the unconscious, Clegg.  This specific urge to trap the beauty in the world illustrates a psychological battle where the unconscious overpowers the conscious, and nothing stands a chance at gaining liberation.

Part two illustrates the conscious mind by depicting an awareness of and responding to the surroundings through Miranda’s diary, which keeps a daily record of events and experiences. Annie Myers describes Miranda’ writing style in “sharp contrast to Frederick’s narration, as flowing and emotional, artistic and evocative, a very noticeable departure from the stilted, clinical fact-telling that characterized the first part of the book. I agree with Myers and think Miranda manifests a new characters in the novel that discovers a voice of awareness and consciousness to the surrounding world. Miranda presents an alert mindset, for instance, she declares an accurate version of Clegg when she writes in her diary, “The devil wouldn’t be devilish and rather attractive, but like him.” The statement expressed by Miranda describes the world or the state of things as they actually exist, as opposed to an idealistic or notional idea of them though Clegg’s point of view, construct reality.

Part three portrays the interactions between the unconscious and conscious mind. One example is Clegg’s impulse to find a doctor for Miranda influences him to go to the doctor’s office. He becomes conscious and is aware of the world around him he represses the interactions with the peopl in the waiting room. In the novel, Clegg states “it felt strange … they all seemed to look at me, one old woman wouldn’t her their eyes off me, I thought I must look peculiar in some way (p 289).” This moment ties together the mind of Clegg through how he struggles in his daily life with failing to interactive and be aquatinted with other individuals. Furthermore, the lack of awareness demonstrates the unconscious mind controlling the conscious mind.

In the fourth part of the novel, the interaction between the conscious and unconscious mind is reflected through Clegg’s thoughts about kid napping another girl. He says “I have not made up my Marian … , this time it won’t be love, it would just be for the interest of the thing to compare them (p 305).” This remark prompts Clegg as becoming aware and considering his surroundings. Even though this kidnapping would be for a comparison, this abduction could motivate Clegg to imagine the possibilities of fulfilling his forgoing urges and desires. The fourth part introduces the structure of the mind and explains how the conscious is not completely inaccessible to the unconscious mind, because it can the affects behavior and emotions of the unconscious mind.

The structure of the novel divides Miranda and Clegg’s interpretations into four different parts, which each convey a different point of view on the situation and encourage readers to think in a similar manner.

How does intertextuality impact the characters and the audience?

The disclosed intertextuality reveals a particular attitude or way of considering a matter.  The relationship between text utilizes dialogism, or text of different tones or viewpoints to describe interactions or contradictions important to the text’s interpretation.  Miranda connects to the following novels as she searches for her identity and validity, however becomes lost in the Gran Narratives that are not depicting reality:

Emma by Jane Austen prompts Miranda to explore youthful hubris and the perils of misconstrued romance.  Austen introduces the title character as “Emma Woodhouse, handsome, clever, and rich.” As Miranda writes in her diary, she calls herself Emma and refers to her headstrong and self-satisfied. Without realizing the underlying connection, Miranda and Emma are rather spoiled and greatly overestimates their own matchmaking abilities, and blind to the dangers of meddling in other people’s lives, both have imaginations and perceptions that often lead them astray.  In contrast, Beatrix communicates if the heroine of a novel directly states while reading Jane Austen that sometimes she feels just like Emma, and sometimes like Marianne, then it’s no big deal to notice the literary parallels (Beatrix, 2010).  I disagree and think Fowles is direct and obvious to with Miranda’s personality to allow the audience to fully comprehend the main character.


Shakespeare’s The Tempest reveals that beautiful life and human love disappear in Fowles’s text as he suppresses human nature and a dissatisfying postmodern life.  Caliban, the son of the former king on the island, is considered an outcast and monster as he torments the people. Miranda refers to Clegg as Caliban, however Clegg refers to himself as Ferdinand, whom Miranda falls in love with. Furthermore, Yorum Gönder communicates Miranda in The Tempest reaches to happiness and gets married to man she loves, while Miranda in The Collector dies because of malaria without seeing the light (Gönder, 2013). Fowles’ references to each character allude the audience into the latest in literary theory. This undertaking encourages the reader stand back and comment on the action, which further prevents the reader from “losing himself in the story.”


Nabokov’s Lolita portrays Humbert’s crazy possession of the nymphet Lolita. Liles further communications this crazy possession resembles Clegg’s fascination to Miranda and imprisonment of her (Liles, 2013).  I agree and believe this plot is similar to the plot of The Collector, whichalso shows the objectification and dehumanization of women.  A distinct intertextual relationship develops as Clegg’s narration and Miranda’s progress. The misunderstanding and absence of traditional values imprisons and restricts Clegg and Miranda on each other’s opinionated understandings.


Sinbad the Sailor describes the story of an old man of the sea who embarked on seven adventures to find wealth.  On the fifth adventure he encounters an old man who bosses him around so he gives the old man wine to get him drunk and then kills him with a rock. Yorum Gönder communicates Clegg is like Old Man of the Sea because he doesn’t let her go (Gönder, 2013). I agree with acquisition because n the novel Miranda states, “I know what you are. You’re the Old Man of the Sea. The horrid old man Sinbad had to carry on his back. That’s what you are. You get on the back of everything vital, everything trying to be honest and free, and you bear it down.” This story inspires Miranda to get Clegg drunk in an attempt to escape, however Clegg is ignorant and selfish and doesn’t fall for Miranda’s schemes.



I hope these intertextual interpretations will enrich your understanding of the main characters and the diverse themes of the novel, and also deepen the novel’s social significance and aesthetic values. Additionally, I hope to have the deconstruction of the main characters and structure of the novel provide readers with an altering reality, where the relationship Fowles connects to Freud’s concepts of the mind.

Works Cited:

Acheson, James. Modern Novelists: Johns Fowles. New York: St. Martin’s Press, 1998. Print

Aubrey, James R. John Fowles: A Reference Companion. New York: Greenwood Press, 1991. Print.

Beatrix. “Books, My Ego and Entropy.” Books My Ego and Entropy. WordPress, Jan. 2010. Web. 09 Dec. 2013. <>.

Carpenter, Barbara. “ Epoch and Archetype: Metaphors of Transcendence in the Fiction of John Fowles.” Diss. Tulane University, 1982. Print.

Erwin, Edward. “Freud And The Unconscious.” The Routledge companion to philosophy of psychology. 59-70. New York, NY US: Routledge/Taylor & Francis Group, 2009. PsycINFO. Web. 7 Oct. 2013

Fowles, John. “An Interview with John Fowles.” James Campbell. Contemporary Literature. Autumn 1976, 17:4. 455-469. Print

Gönder, Yorum. “Survey of The Life.” : Intertextuality in Fowles’ The Collector. N.p., 2013. Web. 09 Dec. 2013. <>.

Grine, Fakhri Ahmed. “ From Isolation to Whole Sight: A Study of Humanist Existentialism in John Fowles, Albert Camus, and Jean-Paul Sartre.” Diss. The Pennsylvania State University, 1987. Print.

Huffaker, Robert. John Fowles. Boston: Twayne Publishers, 1980. Print.

Johnston, Kenneth G. “Hemingway And Freud: The Tip Of The Iceberg.” The Journal Of Narrative Technique 1 (1984): 68. JSTOR Arts & Sciences VIII. Web. 8 Oct. 2013.

Liles. “An Intertextual Interpretation of the Collector.” -Research-Degree-Thesis. Researh-Degrees Thesis, 2013. Web. 09 Dec. 2013. <>.

Lenz, Brooke. “Voyeurism and Other Visual Pleasures in the Works of John Fowles.” Diss. University of North Carolina at Chapel Hill, 2005. Print.

Lynch, Richard. “ Symbolic Narratives: The Dangers of Being an Intertextually Inclined Character.” Studies in the Novel. Summer 2009, 41:2. 224-240. Print.

McKean, Erin. The New Oxford American Dictionary. New York, N.Y: Oxford University Press, 2005. Print.

Myers, Annie. “The Collector by John Fowles (1963).” The Phantom Project: Reviews & Research /. Annie Myers, 2011. Web. 8 Dec. 2013. < Collector by John Fowles (1963)>.

Salami, Mahmoud. John Fowles’s Fiction and the Poetics of Postmodernism. London: Associated University Presses, 1992. Print.

Wesley, David E. “Symbolism of Butterflies in John Fowles’ Novel “The Collector””Yahoo Contributor Network. David E. Wesley, 23 Nov. 2010. Web. 09 Dec. 2013. <>.

Zilbersheid, Uri. “The Historical Character Of Human Nature In Freud’s Theories.” American Journal Of Psychoanalysis 73.2 (2013): 184-204. Academic Search Premier. Web. 7 Oct. 2013.

How can you assign meaning to dreams?

Last Thursday night, I dreamt the following:

I was sitting in the living room of my grandparents house with my mom, brother, sister, cousins, and uncle. There was a white board and I was trying to study, but my uncle was making it seem like I had to help him clean up. I was stuck picking up pieces of gum all over the carpet floor that were placed there from my younger cousins. 

As Freud and Jung interprets dreams, I also intend on assigning meaning to my dream through the following dream analysis:

The location of my grandparents’ house represents a still motion, not in a relaxing way where time seems to be frozen whenever I’m at their house. Seated on the couch, I view as being in a rut because I’m motionless and not heading in any direction.  Surrounded by my intermediate family, I felt supported and loved to do what my heart desires and accomplish challenging obstacles.

In regards to Jungian archetypes, I believe my mother represented the mother archetype because she embodies a nurturing, caring, and positive attitude that calms me and encourages me to relax. In contrast, the presence of my uncle and cousins made me feel uneasy because I’ve never had good relations with them.  I think my uncle and cousins represent the people holding me back from accomplishing what I desire to finish.  They represent the shadow that’s placing a negative, deadly boredom that makes everything seem meaningless and empty.

Myself with my  sister, grandma and mother.               Shadow Archetype

The act of picking up gum can’t be explained through my own experience, yet through Jung’s collective unconscious this actions can seem innate and inherited in the human mind as being stuck to something. Picking up the pieces of gum all over the room signify being stuck to little meaningless tasks that deter me from accomplishing my goals. The failed attempt at studying illustrates my distraction and lack of focus I have to concentrate at study. This dream influences me to push aside the distractions and focus to study, because I have been putting study off this week to deal with other trivial matters.

After analyzing my dream and understanding what my unconscious may have been telling me, I have been attempting to remain more focused and devote my attention to studying for my Organic Chemistry midterm on Friday. Through this focused mind set, Freud could conclude my personal unconscious has seemed at rest with attempting me to remain focused because this dream has not been reoccurring.  Since I comprehend the meaning of my dream and changed my actions, I am no longer threatened by my inability to remain focused and feel empowered avoid distractions and study for my midterm.

Reflection On the Process of Inquiry

The process of research and inquiry, particularly on how I approached the Cinematic Inquiry Project, has guided me to find answers to my curiosity.  The various concepts of the mind pertaining to the film, Being John Malkovich by Charlie Kaufman, were explored through several types of references: books, articles, and webpages.  Starting with established, reviewed, and credited sources I was able to find details on one element and dig into a specific topic.The questions of inquiry I proposed lead me in the direction of interesting concepts that prompted me to ask additional questions. My prezi presentation allowed me to display those connections and the order of my developmental process of inquiry.

Instead of connecting the film to concepts of the mind, I drew connections between concepts of the mind and related them to the film. This approach did not limit my connection between theory/critical sources and the film, but rather expanded my thinking “outside the box” to discover new correlations between the film and theory that were not discussed in the previous class periods.

My approach to research differs in this project compared to other research-based projects, because I learned how to make ideal connections to the film through various aspects of the mind. My conclusion was not summing-up what I learned and ending the process of my inquiry, instead I developed multiple questions to further the research process.  It was not easy to find an endpoint for my presentation because I consistently added additional details to make more connections between concepts.

As a visual person, the Prezi effected how I was able to arrive with the final outcome of your research on my approach of exploring concepts of the mind. The ability to visualize the connections between similar concepts with different sources prompted me to construct a pathway of exploratory and rhetorically developed presentation to depict my process of inquiry

This project has taught me various customs I can apply to the next and final project for this class (or other research projects in other classes). For instance, I developed and advanced an exploratory outlook on completing research.  A greater ease of access was achieved as I learned how to correlate similar ideas in a logic connection that would be of higher quality.  The logic of the presentation prompted the process of inquiry to flow between various ideas and notions. Prior to this Prezi presentation, I struggle with positioning and identifying notions in a simple manner to express logical order of my research process.  The final outcome of my presentation was a written argument because this visual presentation provided propositions on the various concepts of the mind with multiple connections to ideas in the film.

This self-reflection my the process of inquiry has allow me to reflect on the endeavors and attainment I confronted during my research process, which will inspire me to grow with curiosity as I undertake additional research projects.

Concepts of the Mind

Being John Malkovich by Charlie Kaufman illustrates several scenes that have raised intriguing questions about the concept of the mind.  I’ve created a prezi for the Writing the Mind class to capture my research process as I explore psychology and attempt to discover answers to my curiosity.










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