ZIP Doc of Learning #1

The biographical novel sets out to document this truth, for character is plot, character development is action, and character fulfillment is resolution.

Irving Stone

Last Friday was a ZIP work block and a not so productive one at that. I knew my inquiry question, and I was starting to read my first book. However, I couldn’t concentrate amid all the noises that crept up during the block. After 20 or so minutes and only finishing the prologue, I gave up and started to do some research. It might be bad luck, it might be just research skills, but I couldn’t find a website that has comprehensive information about PEE (PQS) or character building (list of key points to a successful character). Having no extensive knowledge, I spent the rest of the block, a short chunk of time, brainstorming what makes a good character.

The moral of this story is that we shouldn’t expect to find everything online. Something that is easy enough to do on our own should really be done on pen and paper. This way, we also have a more thorough understanding of the information.

For my next ZIP focus block, I will try to use different strategies such as going to a quieter corner/ library, listening to music (immerse myself in my own world), or doing things that don’t require as much focus (taking notes or brainstorming some more, perhaps). One goal to set might be to finish the first third of the book, or in case that is not working,  finalize a list of character traits and create an outline where I can fill out book and movie analysis.

ZIP pidee doo dah, ZIP pideeday. I love writing, and Zip seems okay…

Hello TALONted readers, (although there may only be one of you… I don’t actually know who reads these.)

So, we have started Zip again this year, as I’m sure you got from the last post. I am researching how Freytag’s pyramid affects a readers understanding of a story. During our last work block, I started writing my first short story for this project! yipeee

During Zip, I hope to completely write two short stories, one with a Freytagged plot, and the other following a completely different structure. Since all of the research that I needed to do, was completed by Friday, I got the whole block to just write. I didn’t have much of a plan for what my story was going to be about, or who the characters were or anything, because most of my planning happens when my pen hits the paper (or my fingers to the keyboard in this situation.) I knew that it would be an adventure story, so that starting at the climax for my second story, would be easy to see. However, because I don’t read adventure novels, I found it really hard to find an original idea that wasn’t a direct copy of another book I’ve read. By the end of the block, I had written some 2000 unedited words about a young girl who gets kidnapped. I liked the plot of the story, and how it naturally grew suspenseful, but my words required a TON of editing. At this point, my first story is roughly completed, as I want to write both versions of the short story before fine-tuning more details. This is all so exciting to me!

I missed truly creative writing; this much freedom with my writing is bringing back a few memories of short stories that I wrote in grade five, and was so proud of! I wonder if I can find them in any of the old files on my mom’s computer… perhaps that would be a good part of my presentation, to compare deliberate rebellion against Freytag’s pyramid, versus naiveness, and see if it makes a difference in the overall flow of the story. Although there might be too many grammatical errors to even know what I was trying to say… We shall see.

Zip – Document of Learning 1

This Friday for  our focus block, I wrote one 10 minute free write and one 20 minute free write. I had to write two free writes during that focus block because on a previous nights I didn’t have as much time as I would have liked to, to work on zip. However, I am still up to date on everything I planned to have finished by the first week in my zip project. The 10 minute free write was based off of the prompt, “My best friend is a pomelo”. This was fairly easy to write about for 10 minutes because there are many different ways I could go with that prompt but not so many that I have troubles picking one. The 20 minute free write that I wrote was about the duality of human kind. This was harder to write about because there were too many different ways I could go with this prompt. Which is why I made it a longer free write because there were more things to cover because my brain had a rush of ideas. By the end of the free write, the topic sort of shifted to the faults of our society, such as how we use comparison as our basis of good and bad. After writing those two free writes I went back and read all my free writes from that week and I made duplicates and started lightly editing the duplicates for things like spelling mistakes, basic grammar, and removing sentences that have nothing to do with the topic. When I free write I turn my computer screen off to try and avert my eyes from wanting to edit words with an underline, however this is still much harder than I thought. If I know that I spelt a word wrong it is hard to resist the temptation to turn on my screen for even just 2 seconds to edit. I am still working on turning off my self critic so that I can fully delve into the free writing technique.

My plan for the next focus block is to fill out my rubric so that I have a better idea of what goals I need to set for myself throughout the course of this project as well as doing another 20 minute free write. I find that 20 minute free writes are very long and a lot of the time I run out of ideas before the free write is over. But so far, my zip project is going well and I’m excited to start piecing my free writes together to form a short story.

ZIP Proposal

The area that I want to focus on for this ZIP project is character development and characterization in different medias. Characters are at the heart of any story (without them nothing will be happening!), and they have the power to move readers through connections. The effective characterization of characters is something that may indicate a good story, whether conveyed through books or other mediums. It raises the question, then, of:

What are the criterias for a successful character in stories, and how does different media (film, book) differ in their ability to develop characters?

I hope to get out of this project a thorough understanding of the elements in creating an intriguing story through vivid characters, as well as the knowledge of how written and visual works differ in their ability affect the audience and convey meaning. I will also have acquired more analytical skill in literature. I plan on reading at least 2-3 titles.

I cannot say that I am a seasoned reader and movie critic, but I love reading and know how to use various strategies to aid in my reading. I also have access to a lot of movies, since we have many subscriptions to various services, so it will be easier for me to find movie adaptations. I may need the librarian to recommend to me good books, focusing on character, with film adaptations.

I am not exactly sure right now, but I think I will demonstrate my learning by doing a presentation (more likely), or by writing a compare and contrast essay. I probably have to write something during the course of the project, but I don’t want to make that my final, simply because I will probably have to do another ZIP on essay writing.

Below is a rough draft of my plan: (subject to change)

  1. Dec 8-13: background research, select the first book and finish reading. Write character notes, analysis
  2. Dec 13-15: watch film/others and collect notes (compare/contrast)
  3. Dec 16-18: select second book and finish reading
  4. Dec 19: watch film, notes
  5. Dec 20-22: presentation/final project

ZIP Proposal: Tackling ‘The Hardest Read in the English Language’

Question: To what extent does James Joyce’s Ulysses deserve the critique of being the most challenging text in the English language?

Big Ideas: Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.

Curricular Competencies:

  1. Apply appropriate strategies to comprehend written, oral, visual, and multimodal texts.
  2. Recognize and appreciate how different forms, formats, structures, and features of texts enhance and shape meaning and impact.
  3. Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts.

Tasks:

  1. Read 190 pages of Ulysses (Episode 1-7).
  2. Read four different reviews of Ulysses.
    1. Three academic, one informal.
  3. Write a research essay answering my inquiry question.
  4. Decide whether I want to read the rest of the book.

 

Questions:

  1. What would you like to learn to do/what question would you like to pursue in your inquiry? Why did you choose this skill/question? What motivates or excites you in pursuing this line inquiry?

I would like to investigate James Joyce’s Ulysses by reading a section of the book, and then reading and analyzing multiple reviews of the book and deciding whether they are fair assessments of Ulysses. My question is the following:

To what extent does James Joyce’s Ulysses deserve the critique of being the most challenging text in the English language?

I chose this question because Ulysses is a very formidable part of the English literature. I haven’t read many early-20th century novels, and am interested in the stream-of-consciousness narrative style that James Joyce is renowned (and scorned) for. I am excited to take on the challenge of reading it, and being able to determine for myself what makes it so controversial.

  1. What do you currently know about this topic/skill, and what skills do you currently have that will help you succeed in your work?

I currently know very little about James Joyce and his writing style, or Ulysses. Most of the prior knowledge I know about the book is from this Guardian article. However, I am a fairly avid reader, and can read at a pace of 473 words per minute (according to a Staples.com comprehension test).

  1. What is a specific list of skills that you hope to have expanded on / learned by the end of this assignment?
    1. Learning how to read quickly (this project is only three weeks long), but also with comprehension.
    2. The ability to interpret a text and translate it into something that makes sense for me.
    3. The ability to critique reviews (ex. finding places of personal bias).
    4. The ability to properly identify characteristics that make a book difficult to read.
  2. Who can you approach for support during your work / research?

Mr. Morris, first and foremost. Ms. Walstrom (she has studied the book before). If necessary, other teachers in the English department?

  1. What are some other resources that might be useful in helping you complete your inquiry?
    1. The library copy of Ulysses I am using for the project has a whole section of notes that help explain the meaning of the prose.
    2. This website, which has a complete page-by-page analysis of Ulysses.
    3. A dictionary, to look up vocabulary I do not understand.
  2. How might you demonstrate your learning at the end of your inquiry?

I will write a research paper (around 5-6 pages) detailing my own reading of Ulysses and comparisons with other reviews of the book. For an in-class lesson, I could give groups different passages from the book and ask them to try and interpret its meaning, and write their own condensed version of the passage.

  1. What is your schedule for learning?

December 5th – Finish proposal.

December 5th – Begin reading, annotating, creating a list of words I don’t know, and summaries of chapters.

December 15th – Finish reading, write a review.

December 18th – Read four other reviews of Ulysses and make an essay outline.

  • Approve outline with Mr. Morris.

December 22nd – Begin writing essay.

Here We Go… Back at it Again With The Freytagging of 3D Triangles

Zip Proposal

Question:

“To what extent are the points on Freytag’s pyramid vital in the creation of a short story?”

Propose and Plan

I have always loved creative writing, so when the zip project was introduced, I saw it as an opportunity to pursue a passion of mine. I want to study short story writing, and the effect that Freytag’s pyramid has on the success of a plot. Specifically, I want to know: to what extent are the points on Freytag’s pyramid vital in the creation of a short story?

I have always loved reading, but when a book starts at the climax, I get particularly interested. I’ve only ever followed the structured pyramid that we are given in class, without question. However, I want to gain the skill of starting a plot at different points on the pyramid, or skipping over them entirely, and view the difference that it makes in a readers understanding of the story.

I have never been taught anything about starting at different parts of the pyramid, so I am walking on uncharted territory here. I know that books which start at the climax, drag readers in quicker, and are typically action or adventure genre stories. I don’t generally write action stories, because I prefer slower paced reading, and savouring the words on the page. It will be a challenge to write in a new style, and a different plot order, but I am up to it! I do a lot of creative writing, so that should help. I have also spent years studying Freytag’s pyramid, and thoroughly understand the structure. You must know the rules before you break them!

By the end of my Zip project, I hope to improve my short story writing skills, including but not limited to concision, and free writing. I also hope to better my understanding of the short story structure.

I will need help in the completion of my Zip project, mostly from my laptop,  but also from other living breathing humans. If need be, I can always contact my mentor from last year, Emma Fields, who is a skilled creative writer. Besides her, I can look to Mr. Morris for help, or even some of my past English teachers. I may also contact an author in our community to perhaps conduct an interview.

As for items that will be on my desk, my laptop and a copy of Freytag’s pyramid will definitely be present. And perhaps a cup of hot tea may join them occasionally. In all seriousness, I can look to the internet, or books for resources. Like during the Eminent person project, the library will be my new home.

For my final presentation, I think that I am going to record myself reading over the final draft of my short story. Depending on how long the story takes to read, I might also record the other story, which has a different Freytag structure to it. I may also include short video clips of my progress, without sound.

 

Schedule

Thursday, November 30th: Choose my zip inquiry question, and begin proposal.

Monday, December 4th: Complete the proposal, and begin researching Freytag’s pyramid and alterations to it.

Friday, December 8th: Begin writing the short story with the regular format. Finish writing it over the weekend.

Monday, December 11th: Write the second short story using the same plot, but start at the climax, followed by the exposition/inciting incident/rising action, then the falling action, and the resolution.

Friday, December 15th: Edit both of the stories, and have three peer reviews completed on each story.

Monday, December 18th: Have three people who have yet to read my short stories, read the irregular format one and write a short summary about it. Have them read the second one and write another short summary. They will compare their understanding of each story, and which one was more effective at:

a) interesting them from the beginning

b) explaining all of the information needed to understand the plot

c) rank the stories on a scale of 1-10, choosing which one they prefer and why.

Friday, December 22nd: Reflect on my audiences choices, and consider why they made them. Did they prefer the story which I expected, or did they choose the other story? Is this because of my writing/would it change with other stories, or is this the general preference and understanding of our population?

Zip Proposal

For my ZIP project, I would like to learn about the process of free writing and to what extent it affects the quality of finished writing pieces. Along with this, discovering how I can use multiple free writing pieces to create one short story piece. The reason I chose this topic is because free writing is very enjoyable to me and I want to learn more about how it can affect the finished piece of writing.

When I was at a musical theatre camp in the summer they told me something very interesting, stop trying to evaluate and analyze while creating. This really resonated with me because I never realized that these were separate steps. First you must create without judgement and just keep going with whatever you can think of. Only after that should you be analyzing and evaluating how that went. If you do the 2 steps at the same time, your judgement will impact your creativity and not allow you to explore. I find this similar to writing. I tend to write a first draft that is close to being a free write. Although, I usually edit things along the way if I catch them, I like to just write and see what happens, not worrying about grammar and such.

The topic of free writing, I don’t know too much about how it helps our writing, I just know that you don’t stop writing for an allotted time frame and you don’t edit your piece during that time either. If you run out of ideas, you can write anything on your mind even, “I have no ideas” is an idea on paper.

Some skills I would like to improve on for during ZIP this year are:

  • Learning how to pick sections of writing that I like and use them (In my writing, I often spend so long trying to edit down everything I wrote because I am way over word limits. Through this zip project I hope to learn how to pick sections/components of pieces that I want to use to make a short story).
  • Creativity in story writing (through free writing I hope to let my mind go where it pleases and see what kinds of stories I can come up with).
  • Turning off my self critic (through free writing I hope to learn how to turn off the critic inside myself and just write down any ideas that are going through my head).

Throughout this project if I need further help outside of books or the internet, I can contact Ms. Walstrom for any further questions I may have because it was mentioned to me on Thursday that she taught a class about prewriting. As for other resources I would mainly rely on the internet for most of my research and the studies that have been done on free writing to show why many people use it as a writing technique.

For my final presentation I am thinking about, first sharing my final product in oral form by reading my a part of or my whole finished short story aloud, my short story will be approximately around 5 pages long. Then making a small lesson about free writing and getting the class to do a short free write.

Here is a tentative schedule for my ZIP project:

Week: Date: Tasks:
1 Monday, December 4th *work block*

Research about why free writing is used/how it’s helpful.

10 minutes of free writing

1 Tuesday, December 5th 15 minutes of free writing
1 Wednesday, December 6th 20 minutes of free writing
1 Thursday, December 7th 20 minutes of free writing
1 Friday, December 8th *work block*

Look back on free writing from the week, edit.

Write blog post number 1

20 minutes of free writing

1 Saturday, December 9th 20 minutes of free writing

Research why free writing is more or less effective than other techniques.

Finish blog post number 1

1 Sunday, December 10th 20 minutes of free writing
2 Monday, December 11th *work block*

Fill out other components of rubric.

20 minutes of free writing

2 Tuesday, December 12th 20 minutes of free writing
2 Wednesday, December 13th 20 minutes of free writing

Edit free writes for that week.

2 Thursday, December 14th Start picking apart free writes and choosing pieces to use in final short story.
2 Friday, December 15th *work block*

Write blog post number 2

Continue picking apart free writes, start forming a story line with the free write parts, filling in the story with new writing.

2 Saturday, December 16th Continue to write story
2 Sunday, December 17th Continue to write story
3 Monday, December 18th *work block*

Continue to write story, start editing.

3 Tuesday, December 19th Edit story, peer edits, new draft.

Start lesson plan

3 Wednesday, December 20th Edit story, peer edits, new draft.

Start final draft

3 Thursday, December 21st Continue final draft

Continue lesson plan

3 Friday, December 22nd *work block*

Finish final draft. Finish lesson plan.

Write blog post number 3

Winter Break Practice ZIP presentation

 

BiBLOGraphy

Hello TALONted folks, here is my final eminent post, ever… my biBLOGraphy enjoy, and feel free to use these awesome resources for your future projects, or Julia CHILDish endeavours. Okay I’ll stop.

Works Cited

AreYouSavingDaylight. “Julia Child Burns Food.” YouTube, YouTube, 5 Aug. 2009, www.youtube.com/watch?v=tGg4njImm0Y.

This is another video of Julia Child making mistakes, which helped with my speech. However at the end, another man comes on the show, which didn’t really add to my presentation much. It did help me capture her joking behaviour though.

Bell, Emily. “The Legacy of Julia Child.” The Legacy of Julia Child | StarChefs.com, May 2010, www.starchefs.com/cook/features/julia-child-legacy.

This page, again had some baseline information, but also invited the idea of Julia Child’s humbleness, by referencing the quote “If pressed she would say ‘I guess I’m a pretty good teacher.’” Despite all of the accomplishments that Julia had made in the cooking world, she never referred to herself as a chef.

Child, Julia, et al. As Always, Julia: the Letters of Julia Child and Avis DeVoto. Houghton Mifflin Harcourt, 2010.

This book contained the letters which Julia Child and Avis DeVoto sent back and forth to each other for years! This book spares no details, and let me meet Julia Child in a very personal way, along with one of her closest friends.

Child, Julia, et al. Mastering the Art of French Cooking. Vol.2. A.A. Knopf, 1983.

This recipe book was a collection of Julia and Simone Beck’s favourite dishes. I browsed it when trying to choose which dishes to make for my learning centre.

Child, Julia. Mastering the Art of French Cooking Vol. 1. Alfred A. Knopf, 2001.

Being the first of Julia Child’s cookbooks, I simply had to have this. It is a collection of some of her favourite recipes, in her classic longhand style. This book was on feature at my learning centre, and I used it when trying to find recipes to showcase.

denisbehr. “Julia Child – Favorite Moments from The French Chef.” YouTube, YouTube, 28 June 2015, www.youtube.com/watch?v=M9AITdJBTnQ.

This video is a whole “The French Chef” episode, on how to roast chickens, and it was extremely helpful. This was the turning point in my project. After watching this on repeat, my accent improved a ton, and so did my knowledge on cooking chickens.

DeRevolutionibus. “Meryl Streep vs. Julia Child.” YouTube, YouTube, 13 Dec. 2009, www.youtube.com/watch?v=vNfSJIyFMVw.

This was yet another video, comparing Julia Child to Meryl Streep, because I wanted to see how people of the past had imitated Julia Child in a way which was considered respectful.

GotGarlic, et al. “Omelet Ideas? – Discuss Cooking – Cooking Forums.” Discuss Cooking Cooking Forums RSS, 1 Aug. 2014, www.discusscooking.com/forums/f22/omelet-ideas-88558-5.html.

This was “The Omelette Show” on “The French Chef”. I watched this video to gain some insight on Julia Child’s mannerisms and accent, as well as to have some classic Julia authenticity in my speech. I however, also had much better omelette skills after watching this.

Greenspan, Dorie, and Julia Child. Baking with Julia: Based on the PBS Series Hosted by Julia Child. Morrow, 1996.

This book had some of Julia Child’s recipes that were sweeter. I consulted it during some practice cooking for my learning centre.

Hunt, Kristin. “15 Fascinating Facts About Julia Child.” Mental Floss, 16 Aug. 2017, mentalfloss.com/article/84256/15-delicious-facts-about-julia-child.

This was a beautiful article containing fifteen hard to find facts about Julia Child. From her cancer, to her years as a spy, this went in to great detail about my Eminent person and was greatly appreciated to refresh my brain before Night of the Notables.

Jordan, Ellen. “Julia Child.” Coping with Cancer, 1997, copingmag.com/cwc/index.php/celebrities/celebrity_article/julia_child.

This website brought up the commonly avoided topic of Julia Child’s life, her cancer. Julia lived past her cancer, and didn’t mention it much because she had a “don’t let it feed on my attention” kind of mind frame. This helped me get to know my eminent person better.

“Julia Child.” Biography.com, A&E Networks Television, 28 Apr. 2017, www.biography.com/people/julia-child-9246767.

Biography provided an extensive summary of Julia Child’s life, and her principle accomplishments. It was a great starting point for my research, being similar to a concise wikipedia page. This page introduced the idea that Julia had originally wanted to become a writer, and was eventually able to reach that goal.

pierqueer. “Julia Flubs Her Flip.” YouTube, YouTube, 14 Sept. 2011, www.youtube.com/watch?v=iR64GGyEv_o.

This is a clip from Julia Child’s potato pancake show, where she messes up when attempting to flip the pancake. It helped me master her “oh well” attitude that I had to embody a few times in my speech. I wanted to make my reaction to burning myself authentic, and this helped.

Shapiro, Laura. Julia Child: a Life. Lipper/Penguin, 2009.

This book was like Julia Child’s biography. It helped me learn more about her and Paul’s relationship, and I actually found it oddly entertaining.

slatester. “The Many Voices of Meryl Streep.” YouTube, YouTube, 7 Aug. 2009, www.youtube.com/watch?v=aPUedwHP_Ro.

This youtube clip contains a variety of different accents that Meryl Streep has done in various movies, including a how-to for beginners. It was helpful for some Julia insight, but I only listened when she started using Julia’s accent. The rest I just tuned out.

TheVladbocean. “Julia Child The French Chef- Your Own French Onion Soup.” YouTube, YouTube, 12 Feb. 2013, www.youtube.com/watch?v=dw0Ij1Fxgq4.

This is another “French Chef” episode, on Julia’s all-time favourite recipe, french onion soup. This video improved my accent, and helped me perfect the Julia mannerisms which I had to capture during my speech and learning centre. I made this recipe for my family, and I can understand why she loved this dish so much!

TVLEGENDS. “Julia Child – Archive Interview Excerpts w/ Kitchen Tour.” YouTube, YouTube, 7 Aug. 2009, www.youtube.com/watch?v=K_418FzVaRI.

This is an interview with Julia Child from later on in her career. It helped me gain insight about the later parts of her life, and improved the validity of the information that I was able to share at my learning centre.

XxMerylStreepxX. “Julie & Julia: Meryl Streep Interview.” YouTube, YouTube, 3 Aug. 2009, www.youtube.com/watch?v=Zn6zlbCE9SE.

This is an interview with Meryl Streep, who played Julia Child in the movie “Julie and Julia.” I wanted to see if she ever gave tips on perfecting the accent of Julia, as I was terrified that I was doing it wrong. Unfortunately, she only occasionally switched into the iconic voice, so it wasn’t much help.

 

-Mackenzie

ps, enjoy the new layout of my blog, and savour the aesthetic!

Julia’s gateau

Now I have a story, which I would like to share, about an eminentish experience which I had.

As some of you may know, I have a younger sister, who has Celiac disease. Celiac, is an extreme intolerance to gluten; gluten can be found in wheat, rye, barley, and similar products. Because of her Celiac, my house is entirely gluten free and dairy free. If you’ve ever tried to bake gluten free, you understand the challenges of flat cakes, crumbly brownies, and dry goods which are supposed to be moist.

As a sister of a Celiac, you might think that I would know better than to choose Julia Child as my eminent person, and choose to bake as my final presentation. But, I chose Julia Child, and I chose to make crepes for my learning centre, because why not challenge myself. Because of the gluten free challenges, I knew that I would have to alter the recipes a little bit, but little did I know how much.

I used a crepe recipe which I found online, requiring four different kinds of gluten free flour, none of which might I add, are bleached. So I made these crepes, and dealt with the challenges which I had, while learning how to make crepes (it was only my second time ever seeing a crepe). The crepes were gritty, and had an overall bland taste. I wasn’t sure exactly what crepes were supposed to taste like, but I couldn’t quite understand the hype for anything that tasted like that. Especially considering the multicolour brown spectrum of the crepes, due to the flours which I used. I got my mom to try it, but she was hesitant due to their appearance. After one bite, she cringed and told me to try a different dish. I however, was determined to make my crepe cake succeed.

So, I spent more time on the internet, searching for a  recipe, especially when the reviews contained words like moist, beautiful, and “almost like gluten,” I also required that the flours were bleached, so that the people who visited my station weren’t turned off by the appearance. Finally, I came across a recipe which looked perfect. I made the batter, left it refrigerating overnight as the recipe suggests, and made my first crepe with the new batter, the next morning. I was so excited, but then the crepe came out of the pan, thicker than most pancakes. I tried a bite, and it tasted awesome, so I figured that I just needed to improve my crepe skills. After six more that I produced came out looking like pancakes, I figured something was wrong. My dad helped me when he came in the kitchen, and saw how thick my batter was. I forgot to add a whole cup of milk! So after some alterations, my batter looked like thick cream, which was perfect according to my parents.

I tried again, and the crepe turned out a lot thinner. I continued to make the crepes, and each time they turned out thinner and thinner as my skills improved, until they were nearly paper thin. I took a break for lunch, came back, and realized that every one of my crepes had turned solid as rocks. They were like taco shells, crunchy, and definitely not what I was looking for. After some research online, I came back with no results. No one had ever complained of anything like this happening to their crepes… Where had I gone wrong? Because of my drive to succeed, I continued to try different techniques. Finally, I tried continuously pouring water on the crepe while it cooked, so that it almost looked soggy. This somehow worked, as after an hour or so sitting, all of the moisture was gone and the crepe looked normal. I made fifty six crepes in total, but only used twelve in the final recipe, because I wanted my crepe cake to look attractive, taste good, and have an appealing texture.

Finally, the crepes were ready, and I began making the altered filling for the cake, using apples and cinnamon, trying to accommodate for our current diet. I layered the crepes with the filling, and put butter all over it, trying to keep those crepes moist. Julia wanted me to cook the cake within an hour of serving, but I couldn’t quite do so. Instead, I completely prepared it, then my mom put it in the oven an hour before she came to the speeches. As I was downstairs getting ready, she dropped it off at my learning centre, all ready for the guests.

It was warm, which the guests liked, and they all enjoyed the texture and flavour. The crepe cake was completely finished halfway through the night because it was so popular. I only received one complaint about the cake, claiming that the crepes were slightly crunchy, which I expected. However, I didn’t expect that same man to come back to my station three times to have more of the cake… Perhaps that is why it was gone so soon. The point of this story, is how important perseverance is towards your success. I spent nearly sixteen hours working on this cake alone (although there were two other dishes which I was monitoring at the same time) and without those hours, my cake would not have tasted as good, but my family probably also wouldn’t have been as sick as we were of crepes. No pain, no gain I suppose.

Night of the Notables Evaluation

This year, I set out to educate myself and others on Gordon Ramsay’s eminence and influence and to battle his reputation as a lunatic chef who’s only talent is weaving colourful insults.

I met my goal to understand what Gordon has contributed to our world. He is an incredibly hardworking chef who has acquired a number of Michelin Stars most chefs could only dream of. He manages these businesses while filming TV shows, documentaries, and the like which all work towards educating the public on the world inside the kitchen, and in some cases, outside (in shows such as The F Word where he investigates where food comes from). He has written multiple books. He influences a vast number of people all around the globe with his ideas, recipes, and shows. He has participated in a wide variety of charity work. Gordon and his wife have established the Gordon and Tana Ramsay Foundation to support seriously ill children in the UK. He speaks out against shark fin hunting, drug addiction, and more. The Queen has awarded him an OBE for his services to the culinary industry. Of course, Gordon is not a perfect person who has made some problematic statements in the past, but I believe I have educated a few people about how Gordon is not just a television personality.

I could improve by taking more notes. This project, I found that I wasn’t taking many notes because I would write my notes down on a post-it note and stick in inside his biography for reference. I would also like to do more research on the darker side of Gordon and why many people may not find him to be an inspirational figure. I glanced over some questionable stuff he has said in the past (sexist remarks, other generally rude and disrespectful remarks) but I mainly focused during this project to prove why he is eminent.

What I will remember about Night of the Notables was my speech. I had a lot of fun formulating and performing my speech this year. It felt amazing to have people laughing at the humorous words I wrote. I’ll also remember how smoothly the project seemed to run for me this year. Likely this was because I began planning my grade 10 eminent project the summer of grade 9. I would recommend grade 9s to give Eminent a little bit of thought during the summer to prepare. In grade 9, I chose someone I was not passionate about, but only chose because she was like me. This year, I chose someone I was interested in and was excited to learn about.

I’m thankful for my interviewees who took time out of their schedules to speak to me for my project. I really appreciate Jiwon’s help with my learning centre, because she went out of her way to bring me the electric element for my learning centre. I would love to thank and recognize Mr. Morris for taking on such a large project for the first time this year. I really appreciate how l be created new criteria to make the project easier to follow. He was also gracious in accepting critiques and suggestions about the project. 

Overall, this year’s Eminent was *litty* :)