Wednesday, December 12, 2012
Fall Semester Reflection
Do you read your colleagues’ work online? How often? What is it like to read their work? How does being able to see everyone’s work online at any given time change the way you do your work?
Yes, I read colleague's work online, about once a week. I often only go to those blogs I know well, or those of my friends. If anything, this approach makes me put a slight bit more effort into creativity, for anyone to read and enjoy, and not directly for a grade.
How has the publicly and always visible course blog made this course different from one without a blog? How would the course change if the course blog disappeared tomorrow?
When it's visible to everyone, the first thing I think of is not to bust through for points, but to offer something valuable, or evocative for everyone else, and it would lose this slight edge.
Has publishing your work for the public to see changed your approach to completing an assignment? How so? How would your feelings about the course change if you couldn’t publish your work that way?
I would most likely be working more out of a points formula. Involve all points off of a checklist, and continue.
Has your experience of the physical classroom changed because of the open & online aspects? Where does your learning actually happen?
A majority of my learning comes through free flow thinking. Beginning with one aspect of a subject and allowing interest to continue the education, followed by reflection and work onto these interests.
You were described in the Macarthur Foundation/DML interview as “a pioneer”-- how do you describe the experience on the edge to people who haven’t been there (friends and family)?
This experience is not for everyone. It's not. Then again, no one approach will be able to fit a hundred AP students. It does allow for innovation that other courses can not, and we try to promote innovation as much as we can.
How do they respond when you describe the brave new world in which you’re working?
Generally they are very interested in the whole process and how it works.
What do their responses mean to you? What effect(s) (if any) do they have on you?
It has an interesting effect on perspective on me. There is no way to actually understand the process without participating in my own opinion.
Monday, December 10, 2012
Links from final presentation
http://drprestonsrhsenglitcomp12.blogspot.com/2012/11/watching-brain-with-200-er-300-legs.html
http://drprestonsrhsenglitcomp12.blogspot.com/2012/08/decision-making-fatigue-fact-or.html
http://drprestonsrhsenglitcomp12.blogspot.com/2012/10/cory-doctorow.html
http://www.netvibes.com/privatepage/1#my_life_news
http://paper.li/f-1355187725#
http://rhsglobalperspective.blogspot.com/
http://drprestonsrhsenglitcomp12.blogspot.com/2012/08/decision-making-fatigue-fact-or.html
http://drprestonsrhsenglitcomp12.blogspot.com/2012/10/cory-doctorow.html
http://www.netvibes.com/privatepage/1#my_life_news
http://paper.li/f-1355187725#
http://rhsglobalperspective.blogspot.com/
Sunday, December 9, 2012
Slaughterhouse-Five Literature Analysis
Slaughterhouse Five Analysis Questions
Version: Slaughterhouse-Five or The Children's Crusade A Duty-Dance with Death (A Dial Press Trade Paperback) (E-Book)
GENERAL
1. Slaughterhouse-Five by Kurt Vonnegut is told from a third person perspective looking onto Billy Pilgrim's life. Billy is looking to write a book on his experience in the fire bombing of Dresden during the second world war. He travels back (and forward) in time and re-experiences the war, his marriage, his trip to the planet Trulfamadore, an airplane crash, and his death. Before going through these things it is important to note Vonnegut gestured many times that these "trips" are a symptom of the war, and some of the instances are real and some are not. On the real side of things Billy was in the war as a soldier, very cowardly and clumsy, and gets captured by the Germans. He gets sent to an prisoner of war camp, then to a holding place in Dresden, Germany. The holding place is the fifth house at the slaughterhouse, which ends up saving him from the bombing. He is married to a girl named Valencia, and has a son and a daughter. He gets in a plane crash, and his wife dies trying to get to the hospital to see him. On the fake side of things, he gets abducted by Trulfamadorians, and put into a zoo for display, as well as sees his own death in the future.
2. Why? That is the question that the novel incites. Why do things happen. Its answer, is that things indeed happen, and they will continue to happen. So it goes.
3. This book is filled with dark humor. It utilizes short sentences to tell the story, and many short witty comments or side stories to fill the book. ""Why me?" he asked the guard. The guard shoved him back into ranks. "Vy you? Vy anybody?" he said."
"Billy got off his lounge chair now, went into the bathroom and took a leak. The crowd went wild."
"Why don't you go f*** your yourself?
Don't think I haven't tried," the Blue Fairy Godmother answered."
4. Literary Elements:
1. Motif: The repeated phrase which signifies the theme of the story is "So it goes." "Now, when I myself hear that somebody is dead, I simply shrug and say what the Tralfamadorians say about dead people, which is 'So it goes." Page 23
2. Metonymy: The third bullet was for the filthy flamingo, who stopped dead center in the road when the lethal bee buzzed past his ear. Page 27
3. Allusion: "Weary looked like Tweedledum or Tweedledee, all bundled up for battle. He was short and thick." Page 30-31
4. Illustrations: Vonnuget actually provided three or four small illustrations to add to the writing. (Page 79)
5. Dark Humor: "Billy coughed when the door was opened, and when he coughed he shit thin gruel. This was in accordance with the Third Law of Motion according to Sir Isaac Newton...This can be useful in rocketry."
6. Aphorism: "There is no why."
7. Juxtaposition of attitudes: When Billy was stuck on a boxcar to be sent off to a German camp, he had a hobo is his car who stated, "I been hungrier than this. I been in worse places than this. This ain't so bad."
8. Symbolism: "But, lying on the black ice there, Billy stared into the patina of the corporal's boots, saw Adam and Eve in the golden depths. They were naked. They were so innocent, so vulnerable, so eager to behave decently. Billy Pilgrim loved them"
9. Irony: "The dog, who had sounded so ferocious in the winter distances, was a female German shepherd. She was shivering. Her tail was between her legs.She had been borrowed that morning form a farmer. She had never been to war before. She had no idea what game was being played. Her name was Princess." Page 39.
10. Perspective: "The soldiers' eyes were filled with a bleary civilian curiosity as to why one American would try to murder another one so far from home, and why the victim should laugh." Page 38
11. Repetition: "The congregation had been theoretically spotted from the air by a theoretical enemy. They were all theoretically dead now. The theoretical corpses laughed and ate a hearty noontime meal."
CHARACTERIZATION
1. Direct Characterization:
"He had been unpopular because he was stupid and fat and mean, and smelled like bacon no matter how much he washed." Page 28
"All this responsibility at such an early age made her a bitchy flibbertigibbet." Page 24
"Bill didn't want to marry ugly Valencia. She was on of the symptoms of his disease. He knew he was going crazy when he heard himself proposing marriage to her, when he begged her to take the diamond ring and be his companion for life." Page 71
Indirect Characterization:
"They supposed that he was a splendid specimen. This had a pleasant effect on Billy, who began to enjoy his body for the first time." Page 74
""Anybody ever asks you what the sweetest thing in life is-" said Lazzaro, "it's revenge."" Page 88
2. Yes the authors diction changes from character to character. Billy overall is fairly plain. The Englishmen are very proud. The American prisoners are very vulgar. Valencia is very apologetic about her appearance.
3. The protagonist is static. The only reason for this being that he seems to have already lived his life before the story had begun. The whole story is his memories of things before, and therefore he does not change his mind.
4. No. Although the whole story was based on Billy, the story was not told from his perspective. It was third person looking into his life. It mainly described the actions around him, rather than the character himself.
Note: I recommend this book highly
Version: Slaughterhouse-Five or The Children's Crusade A Duty-Dance with Death (A Dial Press Trade Paperback) (E-Book)
GENERAL
1. Slaughterhouse-Five by Kurt Vonnegut is told from a third person perspective looking onto Billy Pilgrim's life. Billy is looking to write a book on his experience in the fire bombing of Dresden during the second world war. He travels back (and forward) in time and re-experiences the war, his marriage, his trip to the planet Trulfamadore, an airplane crash, and his death. Before going through these things it is important to note Vonnegut gestured many times that these "trips" are a symptom of the war, and some of the instances are real and some are not. On the real side of things Billy was in the war as a soldier, very cowardly and clumsy, and gets captured by the Germans. He gets sent to an prisoner of war camp, then to a holding place in Dresden, Germany. The holding place is the fifth house at the slaughterhouse, which ends up saving him from the bombing. He is married to a girl named Valencia, and has a son and a daughter. He gets in a plane crash, and his wife dies trying to get to the hospital to see him. On the fake side of things, he gets abducted by Trulfamadorians, and put into a zoo for display, as well as sees his own death in the future.
2. Why? That is the question that the novel incites. Why do things happen. Its answer, is that things indeed happen, and they will continue to happen. So it goes.
3. This book is filled with dark humor. It utilizes short sentences to tell the story, and many short witty comments or side stories to fill the book. ""Why me?" he asked the guard. The guard shoved him back into ranks. "Vy you? Vy anybody?" he said."
"Billy got off his lounge chair now, went into the bathroom and took a leak. The crowd went wild."
"Why don't you go f*** your yourself?
Don't think I haven't tried," the Blue Fairy Godmother answered."
4. Literary Elements:
1. Motif: The repeated phrase which signifies the theme of the story is "So it goes." "Now, when I myself hear that somebody is dead, I simply shrug and say what the Tralfamadorians say about dead people, which is 'So it goes." Page 23
2. Metonymy: The third bullet was for the filthy flamingo, who stopped dead center in the road when the lethal bee buzzed past his ear. Page 27
3. Allusion: "Weary looked like Tweedledum or Tweedledee, all bundled up for battle. He was short and thick." Page 30-31
4. Illustrations: Vonnuget actually provided three or four small illustrations to add to the writing. (Page 79)
5. Dark Humor: "Billy coughed when the door was opened, and when he coughed he shit thin gruel. This was in accordance with the Third Law of Motion according to Sir Isaac Newton...This can be useful in rocketry."
6. Aphorism: "There is no why."
7. Juxtaposition of attitudes: When Billy was stuck on a boxcar to be sent off to a German camp, he had a hobo is his car who stated, "I been hungrier than this. I been in worse places than this. This ain't so bad."
8. Symbolism: "But, lying on the black ice there, Billy stared into the patina of the corporal's boots, saw Adam and Eve in the golden depths. They were naked. They were so innocent, so vulnerable, so eager to behave decently. Billy Pilgrim loved them"
9. Irony: "The dog, who had sounded so ferocious in the winter distances, was a female German shepherd. She was shivering. Her tail was between her legs.She had been borrowed that morning form a farmer. She had never been to war before. She had no idea what game was being played. Her name was Princess." Page 39.
10. Perspective: "The soldiers' eyes were filled with a bleary civilian curiosity as to why one American would try to murder another one so far from home, and why the victim should laugh." Page 38
11. Repetition: "The congregation had been theoretically spotted from the air by a theoretical enemy. They were all theoretically dead now. The theoretical corpses laughed and ate a hearty noontime meal."
CHARACTERIZATION
1. Direct Characterization:
"He had been unpopular because he was stupid and fat and mean, and smelled like bacon no matter how much he washed." Page 28
"All this responsibility at such an early age made her a bitchy flibbertigibbet." Page 24
"Bill didn't want to marry ugly Valencia. She was on of the symptoms of his disease. He knew he was going crazy when he heard himself proposing marriage to her, when he begged her to take the diamond ring and be his companion for life." Page 71
Indirect Characterization:
"They supposed that he was a splendid specimen. This had a pleasant effect on Billy, who began to enjoy his body for the first time." Page 74
""Anybody ever asks you what the sweetest thing in life is-" said Lazzaro, "it's revenge."" Page 88
2. Yes the authors diction changes from character to character. Billy overall is fairly plain. The Englishmen are very proud. The American prisoners are very vulgar. Valencia is very apologetic about her appearance.
3. The protagonist is static. The only reason for this being that he seems to have already lived his life before the story had begun. The whole story is his memories of things before, and therefore he does not change his mind.
4. No. Although the whole story was based on Billy, the story was not told from his perspective. It was third person looking into his life. It mainly described the actions around him, rather than the character himself.
Note: I recommend this book highly
Saturday, December 8, 2012
No Exit Literary Analysis
No Exit, by Jean Paul Sartre, Analysis Questions
Version: http://vtheatre.net/script/doc/sartre.html
GENERAL
1. The play is about three people stuck in hell, in an unconventional manner. They are simply put into a room together, and forced to be like that for all eternity. Inez, Garcin, and Estelle have individually created hell for one another. Each one with a character flaw which the others exploit. Inez is cruel and jealous, and envies Estelle's beauty. Estelle is lustful and desires only the attention of Garcin. Garcin is cowardly, and only wants the respect of Inez. At first they don't find the pain or torture in the situation. Then slowly they tell why they were sent to hell. They try to ignore one another, but eventually the inevitable happens, and they slowly start tearing each other apart. Garcin finds a way out of the room, but is stuck there in an effort to change his flaw, which will never happen. The three are trapped, forever.
2. As Sartre is famously quoted for, "Hell is other people."
3. The author has a dark tone in his writing. It grows progressively throughout the story as the hell unfolds itself and shows the terror of human company later in the story. "Estelle: Oh, leave me in peace. You haven't any eyes. Oh, damn it, isn't there anything I can do to get rid of you? I've an idea. (Spits in Garcin's face.) There! Inez: Garcin, you shall pay for this."
4. Literary devices
1. Symbolism: The room is symbolic as hell, and is treated as such. "In hell! Damned souls-- that's us, all three"
2. Dialogue: Since this is a play, dialogue reigns. The interactions between the characters makes the plot what it is. "GARCIN: To help ME. It only needs a little effort, Inez; just a spark of human feeling.
INEZ: Human feeling. That's beyond my range. I'm rotten to the core."
3. Theme: The story reveals that the true torture that we must face is the company of one another. "Hell is other people."
4. Setting: "Then it's by chance this room is furnished as we see it. It's an accident that the sofa on the right is a livid green, and that one on the left's wine-red. Mere chance? Well, just try to shift the sofas and you'll see the difference quick enough. And that statue on the mantelpiece, do you think it's there by accident? And what about the heat here? How about that? I tell you they've thought it all out. Down to the last detail. Nothing was left to chance. This room was all set for us"
5. Allegory: The whole story is an allegory, as it can be seen on different levels of understanding. The room itself is understood to stand for hell itself, and each of the characters stand for a different trait. The whole situation also signifies how humans torture one another.
6. Metaphor: "Of course, I used to spend my nights in the newspaper office, and it was a regular Black Hole, so we never kept our coats on."
7. Mood: The mood in the story drastically shifts from a light one, to an incredibly tense, hateful mood as they delve into each others faults.
8. Foreshadowing: The story from the beginning gives slight indications of what the room is going to be all about. "GARCIN: Quite so. But I say, where are the instruments of torture?
VALET: The what?
GARCIN: The racks and red-hot pincers and all the other paraphernalia?"
9. Conflict: The three main characters create conflict for one another. "ESTELLE: Kiss me, darling---then you'll hear her squeal.
GARCIN: That's true, Inez. I'm at your mercy, but you're at mine as well.
INEZ: Oh, you coward, you weakling, running to women to console you!"
10. Diction: The diction is fairly straightforward, switching slightly from character to character slightly, as explained in part two of the analysis. "ESTELLE: You looked so--so far away. Sorry I disturbed you.
GARCIN: I was setting my life in order. You may laugh but you'd do better to follow my example.
INEZ: No need. My life's in perfect order. It tidied itself up nicely of its own accord. So I needn't bother about it now."
CHARACTERIZATION
1.Direct Characterization:
"I'm Joseph Garcin, journalist and man of letters by profession."
"You're lucky. I'm always conscious of myself-- in my mind. Painfully conscious."
Indirect Characterization:
"But really! Everything here's so hideous; all in angles, so uncomfortable. I always loathed angles"
" So it's you whom I have to convince; you are of my kind. Did you suppose I meant to go? No, I couldn't leave you here, gloating over my defeat, with all those thoughts about me running in your head."
The author uses direct characterization to explain the basics of the characters backgrounds, and how each views the other, and indirect characterization to show their fatal flaws.
2. Yes, the author's diction changes from character to character. Inez has a very strict tone, with lots of harsh words. "If you could see his big paw splayed out on your back, rucking up your skin and creasing the silk." Estelle tries to act innocent, and often apologizes, or asks for others attention. "You looked so--so far away. Sorry I disturbed you". Lastly Garcin progressively grows weary about himself, and asks questions. " What do you want of me?"
3.The three protagonists are all flat characters. They do not change in the story, just the way that the audience views each one of them.
4. No, I did not feel as if I had met a particular person, as the play was fairly short, and the inner thoughts of the characters were not put on display for the audience.
Version: http://vtheatre.net/script/doc/sartre.html
GENERAL
1. The play is about three people stuck in hell, in an unconventional manner. They are simply put into a room together, and forced to be like that for all eternity. Inez, Garcin, and Estelle have individually created hell for one another. Each one with a character flaw which the others exploit. Inez is cruel and jealous, and envies Estelle's beauty. Estelle is lustful and desires only the attention of Garcin. Garcin is cowardly, and only wants the respect of Inez. At first they don't find the pain or torture in the situation. Then slowly they tell why they were sent to hell. They try to ignore one another, but eventually the inevitable happens, and they slowly start tearing each other apart. Garcin finds a way out of the room, but is stuck there in an effort to change his flaw, which will never happen. The three are trapped, forever.
2. As Sartre is famously quoted for, "Hell is other people."
3. The author has a dark tone in his writing. It grows progressively throughout the story as the hell unfolds itself and shows the terror of human company later in the story. "Estelle: Oh, leave me in peace. You haven't any eyes. Oh, damn it, isn't there anything I can do to get rid of you? I've an idea. (Spits in Garcin's face.) There! Inez: Garcin, you shall pay for this."
4. Literary devices
1. Symbolism: The room is symbolic as hell, and is treated as such. "In hell! Damned souls-- that's us, all three"
2. Dialogue: Since this is a play, dialogue reigns. The interactions between the characters makes the plot what it is. "GARCIN: To help ME. It only needs a little effort, Inez; just a spark of human feeling.
INEZ: Human feeling. That's beyond my range. I'm rotten to the core."
3. Theme: The story reveals that the true torture that we must face is the company of one another. "Hell is other people."
4. Setting: "Then it's by chance this room is furnished as we see it. It's an accident that the sofa on the right is a livid green, and that one on the left's wine-red. Mere chance? Well, just try to shift the sofas and you'll see the difference quick enough. And that statue on the mantelpiece, do you think it's there by accident? And what about the heat here? How about that? I tell you they've thought it all out. Down to the last detail. Nothing was left to chance. This room was all set for us"
5. Allegory: The whole story is an allegory, as it can be seen on different levels of understanding. The room itself is understood to stand for hell itself, and each of the characters stand for a different trait. The whole situation also signifies how humans torture one another.
6. Metaphor: "Of course, I used to spend my nights in the newspaper office, and it was a regular Black Hole, so we never kept our coats on."
7. Mood: The mood in the story drastically shifts from a light one, to an incredibly tense, hateful mood as they delve into each others faults.
8. Foreshadowing: The story from the beginning gives slight indications of what the room is going to be all about. "GARCIN: Quite so. But I say, where are the instruments of torture?
VALET: The what?
GARCIN: The racks and red-hot pincers and all the other paraphernalia?"
9. Conflict: The three main characters create conflict for one another. "ESTELLE: Kiss me, darling---then you'll hear her squeal.
GARCIN: That's true, Inez. I'm at your mercy, but you're at mine as well.
INEZ: Oh, you coward, you weakling, running to women to console you!"
10. Diction: The diction is fairly straightforward, switching slightly from character to character slightly, as explained in part two of the analysis. "ESTELLE: You looked so--so far away. Sorry I disturbed you.
GARCIN: I was setting my life in order. You may laugh but you'd do better to follow my example.
INEZ: No need. My life's in perfect order. It tidied itself up nicely of its own accord. So I needn't bother about it now."
CHARACTERIZATION
1.Direct Characterization:
"I'm Joseph Garcin, journalist and man of letters by profession."
"You're lucky. I'm always conscious of myself-- in my mind. Painfully conscious."
Indirect Characterization:
"But really! Everything here's so hideous; all in angles, so uncomfortable. I always loathed angles"
" So it's you whom I have to convince; you are of my kind. Did you suppose I meant to go? No, I couldn't leave you here, gloating over my defeat, with all those thoughts about me running in your head."
The author uses direct characterization to explain the basics of the characters backgrounds, and how each views the other, and indirect characterization to show their fatal flaws.
2. Yes, the author's diction changes from character to character. Inez has a very strict tone, with lots of harsh words. "If you could see his big paw splayed out on your back, rucking up your skin and creasing the silk." Estelle tries to act innocent, and often apologizes, or asks for others attention. "You looked so--so far away. Sorry I disturbed you". Lastly Garcin progressively grows weary about himself, and asks questions. " What do you want of me?"
3.The three protagonists are all flat characters. They do not change in the story, just the way that the audience views each one of them.
4. No, I did not feel as if I had met a particular person, as the play was fairly short, and the inner thoughts of the characters were not put on display for the audience.
Our Town Literature Analysis
Our Town Literature Questions:
Version: Our Town by Thornton Wilder Harper Perennial Modern Classics
GENERAL
1. Our Town is a play split into three parts that takes place in New Hampshire during a period of about twenty years. The play actually includes the stage manager which in a way directs and control the characters in the town itself. The book includes stage actions, as well as having the setting on an actual stage. The town represented on stage is fairly typical with a standard set of characters, in a way perfectly ordinary. Everything is slightly shaken up with the marriage of two members of the town, George and Emily, three years after the start of the play. They doubt themselves and if they are truly ready for commitment or not, but go through with it. Nine years later the play cuts to a cemetery where the characters who have died in the last nine years preside. Among the characters is Emily who still feels attached to the living. However, on looking back on life via stage manager, she sees how much she and those around her had not fully appreciated life. Emily can't stand this and returns among the dead, where her final line about the living is, "They don't understand, do they?".
2. The theme of the novel is to not take life for granted. Enjoy the pleasures of which you come upon, and just because things may be common, and monotonous, doesn't mean that they are not to be appreciated any less.
3. The characters in the play seem very ordinary for the time period, but there is always a sense of uncertainly and passiveness about them. They lack conviction and passion for life, which shows in Emily's comments at the end of the play.
"Ye-e-s. I never thought of that."
"Well, Mr. Webb...I don't think I could...""Uncle Luke's never been much interested, but I thought-"
"Ma, I don't want to grow old. Why's everybody pushing me so?" "Listen, Ma, -for the last time I ask you...All I want to do is to be a fella-"
4. 1. Point of View: The stage manager presents a completely different point of view than the other characters, and points out different actions in an objective way. "Here comes Howie Newsome, deliverin' the milk." Page. 10
2. Foreshadowing: The all knowing stage manager knows the character's fates beforehand, and shares some with the audience. "But the war broke out and he died in France.-All that education for nothing." Page 9
3. Flashbacks: Along with looking forward into time, the stage manager allows Emily to look back in time onto her old life. "Yes, it's 1899. This is fourteen years ago." Page 101
4. Allusion: "What was it about?" "The Louisiana Purchase. It was like silk off a spool."
5. Dialect: The characters have distinct accents, all similar. "Life's awful funny! How could I have known that? Why, I thought-" Page 31
6. Symbolism: The town itself can be seen as a character. It's very standard, but enjoyable, look, and feel signify how the characters acted in life, and regretted in death. "Good-by to clocks ticking...and Mama's sunflowers. And food and coffee. And new-ironed dresses and hot baths...and sleeping and waking up. Oh, earth, you're too wonderful for anybody to realize you." Page 108
7. Dialogue. Very little of the book is characters thinking to themselves, or long speeches. A vast majority of it is simply characters talking to one another. Even stage direction simply explains the actions of the characters. "She breaks down sobbing. The lights dim on the left half of the stage. Mrs. Webb disappears." Page 108
8. Plot twist. During the third act, the play goes from being very standard, to opening up into a new world, a world of the deceased. "Live people don't understand, do they?" Page 96
9. Setting. The setting of each scene is described by the stage manager before the scene begins. "This is certainly an important part of Grover's Corners. It's on a hilltop- a windy hilltop- lots of sky, lots of clouds, -often lots of sun and moon and stars." Page. 86
10. Resolution. It comes with Emily's realization of waste in life. As the story ends it cuts off to the stage manager which neatly wraps up the play with the line, "Hm...Eleven o'clock in Grover's Corners. -You get a good rest, too. Good Night." Page 112
CHARACTERIZATION
1. Direct Characterization:
"Mrs. Webb, a thin, serious, crisp woman, has entered her kitchen, left, tying on an apron." Page 6
"Howie Newsome, about thrity, in overalls, comes along Main Street..." Page 10
Indirect Characterization:
"I'll come and slap the both of you, -that's what I'll do." Page 14
"Gee, it's funny, Emily. From my window up there I can just see your head nights when you're doing your homework over in your room." Page 28
The author uses direct characterization to introduce the characters in the play briefly, and their actions are really what define them throughout the book.
2. The author's diction does not change too significantly between characters. Since they live in a small town, that is fairly flat as a whole, all of them think, and talk alike. Some are more positive, and others negative, but as a whole they are significantly similar.
3. Is the protagonist static or dynamic? Flat or round? Explain. The protagonist is dynamic and round. Through the majority of the book, Emily stays quite the same, until the revelation in the third act. Through her death and looking back on her life, she realizes what she could've enjoyed more, and what she took for granted, changing her view on life.
4. I did not feel as if I had really got into a character's heart and soul. There was not a significant look into any one of the character's personal feelings on a consistent basis throughout the book, so it was hard to truly relate.
Version: Our Town by Thornton Wilder Harper Perennial Modern Classics
GENERAL
1. Our Town is a play split into three parts that takes place in New Hampshire during a period of about twenty years. The play actually includes the stage manager which in a way directs and control the characters in the town itself. The book includes stage actions, as well as having the setting on an actual stage. The town represented on stage is fairly typical with a standard set of characters, in a way perfectly ordinary. Everything is slightly shaken up with the marriage of two members of the town, George and Emily, three years after the start of the play. They doubt themselves and if they are truly ready for commitment or not, but go through with it. Nine years later the play cuts to a cemetery where the characters who have died in the last nine years preside. Among the characters is Emily who still feels attached to the living. However, on looking back on life via stage manager, she sees how much she and those around her had not fully appreciated life. Emily can't stand this and returns among the dead, where her final line about the living is, "They don't understand, do they?".
2. The theme of the novel is to not take life for granted. Enjoy the pleasures of which you come upon, and just because things may be common, and monotonous, doesn't mean that they are not to be appreciated any less.
3. The characters in the play seem very ordinary for the time period, but there is always a sense of uncertainly and passiveness about them. They lack conviction and passion for life, which shows in Emily's comments at the end of the play.
"Ye-e-s. I never thought of that."
"Well, Mr. Webb...I don't think I could...""Uncle Luke's never been much interested, but I thought-"
"Ma, I don't want to grow old. Why's everybody pushing me so?" "Listen, Ma, -for the last time I ask you...All I want to do is to be a fella-"
4. 1. Point of View: The stage manager presents a completely different point of view than the other characters, and points out different actions in an objective way. "Here comes Howie Newsome, deliverin' the milk." Page. 10
2. Foreshadowing: The all knowing stage manager knows the character's fates beforehand, and shares some with the audience. "But the war broke out and he died in France.-All that education for nothing." Page 9
3. Flashbacks: Along with looking forward into time, the stage manager allows Emily to look back in time onto her old life. "Yes, it's 1899. This is fourteen years ago." Page 101
4. Allusion: "What was it about?" "The Louisiana Purchase. It was like silk off a spool."
5. Dialect: The characters have distinct accents, all similar. "Life's awful funny! How could I have known that? Why, I thought-" Page 31
6. Symbolism: The town itself can be seen as a character. It's very standard, but enjoyable, look, and feel signify how the characters acted in life, and regretted in death. "Good-by to clocks ticking...and Mama's sunflowers. And food and coffee. And new-ironed dresses and hot baths...and sleeping and waking up. Oh, earth, you're too wonderful for anybody to realize you." Page 108
7. Dialogue. Very little of the book is characters thinking to themselves, or long speeches. A vast majority of it is simply characters talking to one another. Even stage direction simply explains the actions of the characters. "She breaks down sobbing. The lights dim on the left half of the stage. Mrs. Webb disappears." Page 108
8. Plot twist. During the third act, the play goes from being very standard, to opening up into a new world, a world of the deceased. "Live people don't understand, do they?" Page 96
9. Setting. The setting of each scene is described by the stage manager before the scene begins. "This is certainly an important part of Grover's Corners. It's on a hilltop- a windy hilltop- lots of sky, lots of clouds, -often lots of sun and moon and stars." Page. 86
10. Resolution. It comes with Emily's realization of waste in life. As the story ends it cuts off to the stage manager which neatly wraps up the play with the line, "Hm...Eleven o'clock in Grover's Corners. -You get a good rest, too. Good Night." Page 112
CHARACTERIZATION
1. Direct Characterization:
"Mrs. Webb, a thin, serious, crisp woman, has entered her kitchen, left, tying on an apron." Page 6
"Howie Newsome, about thrity, in overalls, comes along Main Street..." Page 10
Indirect Characterization:
"I'll come and slap the both of you, -that's what I'll do." Page 14
"Gee, it's funny, Emily. From my window up there I can just see your head nights when you're doing your homework over in your room." Page 28
The author uses direct characterization to introduce the characters in the play briefly, and their actions are really what define them throughout the book.
2. The author's diction does not change too significantly between characters. Since they live in a small town, that is fairly flat as a whole, all of them think, and talk alike. Some are more positive, and others negative, but as a whole they are significantly similar.
3. Is the protagonist static or dynamic? Flat or round? Explain. The protagonist is dynamic and round. Through the majority of the book, Emily stays quite the same, until the revelation in the third act. Through her death and looking back on her life, she realizes what she could've enjoyed more, and what she took for granted, changing her view on life.
4. I did not feel as if I had really got into a character's heart and soul. There was not a significant look into any one of the character's personal feelings on a consistent basis throughout the book, so it was hard to truly relate.
Thursday, November 29, 2012
No Exit
I've found this piece of literature particularly interesting. A vast change from the usual view on people, in an allegorical manner. Three people are in a room, Inez, Garcin, and Estelle. The room is hell. Hell is other people. Ergo, the motley crew interacts with one another in such a fashion. Each person has done something deserving of the fate they had reached, and each with their own personalities.
-Inez cruel overall and has a very bitter outlook on human being in general. She is vastly jealous of Estelle's looks and judges Garcin for being cowardly
-Estelle is self indulged. She is conceited to a very sinful point, and is lustful towards Garcin, and wishes to ignore Inez.
-Garcin is a coward who constantly looks for self validation. He wants nothing more than for Inez to accept him as a person and grant him compliments, but she is non complient, and Estelle's moves don't make too much of an impact
Each one of the members wants something they can't get from someone else, so each is trapped in the room, even with access out. As it has been said "Hell is other people"
My hell:
Yea both pain and company. Pain can be adjusted to "eventually" I'd assume. However, it seems the pain of a mistake doesn't seem to leave so easily. But no, no couches anywhere. Couches would make me happy no matter who was with me. And in a hellish environment, it is your own situation in which no peace can be found.
Too much of anything without a break:
I'd have to disagree that this is truly bad. Very possibly it loses enjoyment, but it can't be the worst thing you imagine. Too much sleep doesn't seem like hell to me.
Setting:
The setting of the play is in a very ordinary room. However, the room doesn't seem to be comfortable, and in fact seems to be combating the individuals in it the whole time do to its limitations. Garcin seems to simply want to leave at first, but it trapped by his own undoing. Daily habits, when they seem to be pointless beyond all means, can seem to be hellish.
-Inez cruel overall and has a very bitter outlook on human being in general. She is vastly jealous of Estelle's looks and judges Garcin for being cowardly
-Estelle is self indulged. She is conceited to a very sinful point, and is lustful towards Garcin, and wishes to ignore Inez.
-Garcin is a coward who constantly looks for self validation. He wants nothing more than for Inez to accept him as a person and grant him compliments, but she is non complient, and Estelle's moves don't make too much of an impact
Each one of the members wants something they can't get from someone else, so each is trapped in the room, even with access out. As it has been said "Hell is other people"
My hell:
Yea both pain and company. Pain can be adjusted to "eventually" I'd assume. However, it seems the pain of a mistake doesn't seem to leave so easily. But no, no couches anywhere. Couches would make me happy no matter who was with me. And in a hellish environment, it is your own situation in which no peace can be found.
Too much of anything without a break:
I'd have to disagree that this is truly bad. Very possibly it loses enjoyment, but it can't be the worst thing you imagine. Too much sleep doesn't seem like hell to me.
Setting:
The setting of the play is in a very ordinary room. However, the room doesn't seem to be comfortable, and in fact seems to be combating the individuals in it the whole time do to its limitations. Garcin seems to simply want to leave at first, but it trapped by his own undoing. Daily habits, when they seem to be pointless beyond all means, can seem to be hellish.
Sunday, November 25, 2012
Allegory of the Cave Sonnet
Shackled by the restraints of your own mind
In the darkness where only shadows dwell
Trying to break the chains so you might find
A freedom of which you are proud to tell
Others are scared to break out of the mold
Their fears lye in the unknown of the light
Where presides things that are worth more than gold
Such as the knowledge of power and might
The journey may be difficult to take
Light may burn and rain may chill to the bone
But the comfort in the cave is but a fake
Only on the outside can freedom be shown
With some help you can make your way out
To find what this world is truly about
In the darkness where only shadows dwell
Trying to break the chains so you might find
A freedom of which you are proud to tell
Others are scared to break out of the mold
Their fears lye in the unknown of the light
Where presides things that are worth more than gold
Such as the knowledge of power and might
The journey may be difficult to take
Light may burn and rain may chill to the bone
But the comfort in the cave is but a fake
Only on the outside can freedom be shown
With some help you can make your way out
To find what this world is truly about
Tuesday, November 20, 2012
Allegory of the Cave Questions
1. According to Socrates, what does the Allegory of the Cave represent?
The allegory of the cave represents the search for knowledge and things unknown to people. The struggle for people to get out of their own comfort zone and learn from "the outside."
2. What are the key elements in the imagery used in the allegory?
Key parts of imagery were the shadows, the cave, and the sun. The shadows represented the reality that the prisoners had imagined, the cave represented their own shelter world, and the sun represented the outside world and unknown knowledge.
3. What are some things the allegory suggests about the process of enlightenment or education?
Education and enlightenment can seem new and scary at first, but are very rewarding and freeing in the end.
4. What do the imagery of "shackles" and the "cave" suggest about the perspective of the cave dwellers or prisoners?
The prisoners believed that their world may have been better than what could be on the outside, but the shackles make it obvious that the outside is seen in a very positive light in the mind of Plato.
5. In society today or in your own life, what sorts of things shackle the mind?
Only a person's own mental state can shackle their mind, and I firmly believe in this concept.
6. Compare the perspective of the freed prisoner with the cave prisoners?
The freed prisoner got the enjoy and experience a whole new world than the prisoners inside the cave, and even though scary at first, was definitely the right decision.
7. According to the allegory, lack of clarity or intellectual confusion can occur in two distinct ways or contexts. What are they?
The two ways that Plato describes were going into the light, and exciting the light. Entering a world of new and free opportunities, and getting stuck into a world in which you know of too well already.
8. According to the allegory, how do cave prisoners get free? What does this suggest about intellectual freedom?
The prisoners only get out with the help of other prisoners, which suggests that we need others in order the be intellectually free.
9. The allegory presupposes that there is a distinction between appearances and reality. Do you agree? Why or why not?
Yes, appearances and reality are different, and yes they are the same. The perception that you have of others becomes your own personal reality, yet when you realize that their reality has something to offer yours, there new appearance is part of your reality. Really a complex subject.
10. If Socrates is incorrect in his assumption that there is a distinction between reality and appearances, what are the two alternative metaphysical assumptions?
That each person both has their own reality, as their own appearance to others.
The allegory of the cave represents the search for knowledge and things unknown to people. The struggle for people to get out of their own comfort zone and learn from "the outside."
2. What are the key elements in the imagery used in the allegory?
Key parts of imagery were the shadows, the cave, and the sun. The shadows represented the reality that the prisoners had imagined, the cave represented their own shelter world, and the sun represented the outside world and unknown knowledge.
3. What are some things the allegory suggests about the process of enlightenment or education?
Education and enlightenment can seem new and scary at first, but are very rewarding and freeing in the end.
4. What do the imagery of "shackles" and the "cave" suggest about the perspective of the cave dwellers or prisoners?
The prisoners believed that their world may have been better than what could be on the outside, but the shackles make it obvious that the outside is seen in a very positive light in the mind of Plato.
5. In society today or in your own life, what sorts of things shackle the mind?
Only a person's own mental state can shackle their mind, and I firmly believe in this concept.
6. Compare the perspective of the freed prisoner with the cave prisoners?
The freed prisoner got the enjoy and experience a whole new world than the prisoners inside the cave, and even though scary at first, was definitely the right decision.
7. According to the allegory, lack of clarity or intellectual confusion can occur in two distinct ways or contexts. What are they?
The two ways that Plato describes were going into the light, and exciting the light. Entering a world of new and free opportunities, and getting stuck into a world in which you know of too well already.
8. According to the allegory, how do cave prisoners get free? What does this suggest about intellectual freedom?
The prisoners only get out with the help of other prisoners, which suggests that we need others in order the be intellectually free.
9. The allegory presupposes that there is a distinction between appearances and reality. Do you agree? Why or why not?
Yes, appearances and reality are different, and yes they are the same. The perception that you have of others becomes your own personal reality, yet when you realize that their reality has something to offer yours, there new appearance is part of your reality. Really a complex subject.
10. If Socrates is incorrect in his assumption that there is a distinction between reality and appearances, what are the two alternative metaphysical assumptions?
That each person both has their own reality, as their own appearance to others.
Monday, November 5, 2012
Performative Utterance Essay
The correlation between words and actions directly relates to the level of unison a mental state is in with universally accepted reality. The separation between what one hopes to be real and what actually is either shows a complex relation of the mind and the physical world. This struggle is exhibited by us all, and can be seen through the character of Hamlet in one of Shakespeare's most famous plays. From the depths on his mind Hamlet's quest of revenge is heated with inner rage until it bubbles over into the characters' lives. Each step is carefully plotted out within his mental facility and creeps its way into every scene. The relation is not only limited to the world of Shakespeare, but can be seen in each of us. The loss of material between thoughts, words, and actions, plays a critical role in life, as I have seen myself. Performative utterance plays a major role in both the world of Hamlet and our own.
Hamlet's words directly correspond to each action he commits. They lead to his tragic death along with many of the other main characters in the play. Note that it is important to distinguish Hamlet's actions as a character in such a play. In a way he is forced to do what he says in order to stay true to a character, and if he didn't the play wouldn't flow in such a way to entice its audience. That said Hamlet's words concoct what his does. The beginning of the play ushers in the first example with his talk to his father's ghost. His verbal commitment to avenge the murder of which he hears is taken in full seriousness and sets the stage for the plot. He again reconfirms this commitment when he judges Claudius's guilty reaction to the play he planned. Hamlet's actions become increasing complex when he comes into interaction with characters he cares not of. When he talks to Polonius, Claudius, Rosencrantz, or Guildenstern, his true intent stays a mystery to the other. He reaffirms his sanity at the beginning of the play in the reveal of his plan to act such in order to keep his true intents hidden and therefore keeping to his words the whole play, and his words stay true to his actions the whole play.
The world as we know it however distinguishes greatly between what is said and what is done. It is of great importance to divide such breaks of connection into different categories. The first of which is to say something of which you have no intent of doing in the first place. This form is looked down upon the most as it is said to undermine the integrity of the words that the individual says from then on. Second, is having the intent to do something you say but never actually doing that act. This form gains more empathy than the first, but ends up having the same overall miscommunication as the first. The third situation is the most complex of the possibilities. Saying that you are going to do something , and believing that you have indeed completed this task without doing so. This example takes on complexity in judging if something has been completed,which is often varied between perspectives. Take for example someone who says they will contribute money to those in need after a natural disaster. They donate it to a foundation, and this foundation spends the money on luxuries for their company rather than on others. The result of this case are exactly the same as the first example, but shows the power of personal perspective between words and actions.
Performative utterance can also be seen within my own life. Examples as of yet have all been a part of outside observation. However, simply by observing events you change the outcomes of those events. Self reflection on learning the famous soliloquy To Be or Not To Be has yielded a variety of results. One of the most interesting points I found in the recital was a mistake I had made. A simple slip of the word scorn in place of spurn. What makes this minute subject a study of interest is that I had truly thought that was the wording at the time of the recital. Having studied it wrong the whole time, that had become my new reality, and I would have gladly accepted this reality, if everyone else's didn't directly conflict with my own. My words had affected my mental patterns, and had altered my reality. Therefore I have learned that our words become intertwined in what we do and think, and help shape our personal reality.
Performative utterance is a very powerful idea. It relates themes of truth, insanity, honor, and reality. Hamlet used it to entice readers through the ages. To make fools of some, and to create truth of words through what he did. His talk of revenge consumed both his words and actions and helped combine the two into a tragedy that this revenge lead to. The use of words must be taken to heart in each of us. They must be used with care, and taken to heart, lest we get trapped within our own sense of reality.
Hamlet's words directly correspond to each action he commits. They lead to his tragic death along with many of the other main characters in the play. Note that it is important to distinguish Hamlet's actions as a character in such a play. In a way he is forced to do what he says in order to stay true to a character, and if he didn't the play wouldn't flow in such a way to entice its audience. That said Hamlet's words concoct what his does. The beginning of the play ushers in the first example with his talk to his father's ghost. His verbal commitment to avenge the murder of which he hears is taken in full seriousness and sets the stage for the plot. He again reconfirms this commitment when he judges Claudius's guilty reaction to the play he planned. Hamlet's actions become increasing complex when he comes into interaction with characters he cares not of. When he talks to Polonius, Claudius, Rosencrantz, or Guildenstern, his true intent stays a mystery to the other. He reaffirms his sanity at the beginning of the play in the reveal of his plan to act such in order to keep his true intents hidden and therefore keeping to his words the whole play, and his words stay true to his actions the whole play.
The world as we know it however distinguishes greatly between what is said and what is done. It is of great importance to divide such breaks of connection into different categories. The first of which is to say something of which you have no intent of doing in the first place. This form is looked down upon the most as it is said to undermine the integrity of the words that the individual says from then on. Second, is having the intent to do something you say but never actually doing that act. This form gains more empathy than the first, but ends up having the same overall miscommunication as the first. The third situation is the most complex of the possibilities. Saying that you are going to do something , and believing that you have indeed completed this task without doing so. This example takes on complexity in judging if something has been completed,which is often varied between perspectives. Take for example someone who says they will contribute money to those in need after a natural disaster. They donate it to a foundation, and this foundation spends the money on luxuries for their company rather than on others. The result of this case are exactly the same as the first example, but shows the power of personal perspective between words and actions.
Performative utterance can also be seen within my own life. Examples as of yet have all been a part of outside observation. However, simply by observing events you change the outcomes of those events. Self reflection on learning the famous soliloquy To Be or Not To Be has yielded a variety of results. One of the most interesting points I found in the recital was a mistake I had made. A simple slip of the word scorn in place of spurn. What makes this minute subject a study of interest is that I had truly thought that was the wording at the time of the recital. Having studied it wrong the whole time, that had become my new reality, and I would have gladly accepted this reality, if everyone else's didn't directly conflict with my own. My words had affected my mental patterns, and had altered my reality. Therefore I have learned that our words become intertwined in what we do and think, and help shape our personal reality.
Performative utterance is a very powerful idea. It relates themes of truth, insanity, honor, and reality. Hamlet used it to entice readers through the ages. To make fools of some, and to create truth of words through what he did. His talk of revenge consumed both his words and actions and helped combine the two into a tragedy that this revenge lead to. The use of words must be taken to heart in each of us. They must be used with care, and taken to heart, lest we get trapped within our own sense of reality.
Thursday, November 1, 2012
Hamlet Resources
1. http://aplove.blogspot.com/search?q=hamlet
This resource is very helpful as it briefly goes over every scene in Hamlet. There may not be any deep analysis, but for a quick review, is more helpful than many of the other blogs I looked at.
2. http://aplove.blogspot.com/search?q=hamlet
More links and sources of information, including videos and things to look for throughout the play. Easy to navigate as well.
3. http://domingoaplitblog2010.blogspot.com/2010/03/embassy-of-death-essay-on-hamlet.html
A very interesting discussion about a very specific topic in Hamlet and comparison to an external essay. This source actually reveals another class's conversation of the topic through the eyes of the students, which was unique to the blogs that I looked at.
4. http://2011apenglish.blogspot.com/search?q=hamlet
This source gives you a way to quiz yourself on all the current information up to date. It allows you to self assess your level of comprehension and study for possible quiz questions.
5. http://millsenglish.com/wordpress/?cat=16
Last resource which I found. Presents a few animated videos on Hamlet from BBC.
This resource is very helpful as it briefly goes over every scene in Hamlet. There may not be any deep analysis, but for a quick review, is more helpful than many of the other blogs I looked at.
2. http://aplove.blogspot.com/search?q=hamlet
More links and sources of information, including videos and things to look for throughout the play. Easy to navigate as well.
3. http://domingoaplitblog2010.blogspot.com/2010/03/embassy-of-death-essay-on-hamlet.html
A very interesting discussion about a very specific topic in Hamlet and comparison to an external essay. This source actually reveals another class's conversation of the topic through the eyes of the students, which was unique to the blogs that I looked at.
4. http://2011apenglish.blogspot.com/search?q=hamlet
This source gives you a way to quiz yourself on all the current information up to date. It allows you to self assess your level of comprehension and study for possible quiz questions.
5. http://millsenglish.com/wordpress/?cat=16
Last resource which I found. Presents a few animated videos on Hamlet from BBC.
Sunday, October 28, 2012
Literature Analysis: Moby Dick
GENERAL
1. Briefly summarize the plot of the novel you read, and explain how the narrative fulfills the author's purpose (based on your well-informed interpretation of same).
Moby Dick begins with the famous line, "Call me Ishmael.". The story is narrated by Ishmael, a young man with his mind set on whaling. On the way to the whaling capital he meets up with Queequeg, a native looking man with tattoos who is a "cannibal". Although at first Ishmael is scared of Queequeg as he has a tomahawk and eats with a harpoon, he soon learns to embrace him. The two travel together to the whaling capital Nantucket and get jobs on a spooky ship called the Pequod. Decorated with whale bones, a spooky captain, and an international crew, they set out in the search for gaining wealth through killing whale's for oil. The captain of the ship, Captain Ahab, is consumed with the thought of revenge against one particular whale. A great white whale called Moby Dick ate the captains leg when the captain jumped at it to stab it in the heart. Queequeg nearly dies from illness on the boat, and a coffin is made, but he pulls through. Eventually the boat finally meets with the deadly albino whale for the final showdown. Despite several days of fighting and harpooning the whale, the whale succeeds. Ahab gets caught in a harpoon and sent to his death, and the boat is destroyed by the whale along with the crew. Ishmael alone survives, floating atop Queequeg's coffin.
2. Succinctly describe the theme of the novel. Avoid cliches.
There are many themes in this book, but the one that I will focus on is sealing your own fate. Captain Ahab's fate was sealed through he unstoppable desire to get revenge on Moby Dick. He didn't heed any of the prophets warnings. In fact, the entire crew was warned to stop trying to find the great white whale. There were some thought of killing the captain, but words are just words without action. By staying the course, the characters in this book sealed their fate.
3. Describe the author's tone. Include a minimum of three excerpts that illustrate your point(s).
The author had a very direct tone. It flows with the story. With times of action, the mood intensified, and in times of just sailing it calmed down quite a bit. There was the underlying of doom that was shown throughout the book and through the tone. "It was Moby Dick's open mouth, yawning beneath Ahab's boat, looking like a marble burial room." "Must we chase this murderous fish till he drags every last on of us to the bottom of the sea?" "He studied the currents of all four oceans and the habits of all whales in order to reach on burning goal- to find and kill Moby Dick!"
4. Describe a minimum of ten literary elements/techniques you observed that strengthened your understanding of the author's purpose, the text's theme and/or your sense of the tone. For each, please include textual support to help illustrate the point for your readers. (Please include edition and page numbers for easy reference.)
Great Illustrated Classics: Moby Dick
1. Metaphor- When discussing the prophet Fedallah (page 136) "....the reason we don't see his devil tail is because he coils it up and tucks it in his pocket."
2. Onomatopoeia (Page 114): The crew shouting "Woo-hoo! Wa-hee! Kee-Hee! Koo-Loo!".
3. Foreshadowing (Page 130): "Think of Macey- the God-insulter, dead, and down there! Beware of the same end!"
4. Direct characterization: (Page 18) "The face was of a dark-purplish color, stuck all over with large blackish-looking squares."
5. Dialect: (Page 24) "This man sleepee you- you sabbee? "Me sabbee."
6. Simile: (Page 114) "...his tail forty feet into the air and sank out of sight, like a swallowed-up tower."
7. Allusion: (Page 50) "Yes, but wasn't the biblical Ahab a wicked king who was killed."
8. Flashback (Page 84) "Seeing his men spinning about in little whirlpools of the sea, the captain grabbed a small knife with a six-inch blade and dashed at Moby Dick's heart like some wild man in a duel. That captain was Ahab."
9. Hyperbole (Page 216): "This whole act was decreed a billion years before this ocean rolled."
10. Symbolism (Page 232) The boat Pequod was a symbol of death in the story. "O Pequod, my death-glorious ship. Must ye then perish and sink without me?"
CHARACTERIZATION
1. Describe two examples of direct characterization and two examples of indirect characterization. Why does the author use both approaches, and to what end (i.e., what is your lasting impression of the character as a result)?
Direct Characterization:
"The face was of a dark-purplish color, stuck all over with large blackish-looking squares."
"A thin white scar threaded its way out from his gray hair and continued right down his face and neck till it disappeared inside his clothing."
Indirect Characterization
"No, for me the way to escape the closeness of my home town of Manhatto, New York, was to go to sea as a plain seaman."
"He'd often pace the deck unsteadily. Sometimes the restless pounding of his leg upon upon the wooden deck at night would keep us awake."
2. Does the author's syntax and/or diction change when s/he focuses on character? How? Example(s)?
Yes the author's diction changes when he focuses on a character. Queequeg is usually seen in a bright light, sometimes mysterious, but overall a nice guy. While the mood always gets darker whenever captain Ahab is being talked about of described.
3. Is the protagonist static or dynamic? Flat or round? Explain.
Ishmael is a dynamic character. You can see this simply through his relationship with Queequeg. When he first meets him he is scared for his life, and isn't accepting of him as a person. However, as the story goes along they become closer and closer friends, and real bonds are made.
4. After reading the book did you come away feeling like you'd met a person or read a character? Analyze one textual example that illustrates your reaction.
I actually did not feel as if I'd met a person. Ishmael was never a particularly deep character, and the story more followed the action of the plot rather than get into the inner workings of any of the characters minds.
1. Briefly summarize the plot of the novel you read, and explain how the narrative fulfills the author's purpose (based on your well-informed interpretation of same).
Moby Dick begins with the famous line, "Call me Ishmael.". The story is narrated by Ishmael, a young man with his mind set on whaling. On the way to the whaling capital he meets up with Queequeg, a native looking man with tattoos who is a "cannibal". Although at first Ishmael is scared of Queequeg as he has a tomahawk and eats with a harpoon, he soon learns to embrace him. The two travel together to the whaling capital Nantucket and get jobs on a spooky ship called the Pequod. Decorated with whale bones, a spooky captain, and an international crew, they set out in the search for gaining wealth through killing whale's for oil. The captain of the ship, Captain Ahab, is consumed with the thought of revenge against one particular whale. A great white whale called Moby Dick ate the captains leg when the captain jumped at it to stab it in the heart. Queequeg nearly dies from illness on the boat, and a coffin is made, but he pulls through. Eventually the boat finally meets with the deadly albino whale for the final showdown. Despite several days of fighting and harpooning the whale, the whale succeeds. Ahab gets caught in a harpoon and sent to his death, and the boat is destroyed by the whale along with the crew. Ishmael alone survives, floating atop Queequeg's coffin.
2. Succinctly describe the theme of the novel. Avoid cliches.
There are many themes in this book, but the one that I will focus on is sealing your own fate. Captain Ahab's fate was sealed through he unstoppable desire to get revenge on Moby Dick. He didn't heed any of the prophets warnings. In fact, the entire crew was warned to stop trying to find the great white whale. There were some thought of killing the captain, but words are just words without action. By staying the course, the characters in this book sealed their fate.
3. Describe the author's tone. Include a minimum of three excerpts that illustrate your point(s).
The author had a very direct tone. It flows with the story. With times of action, the mood intensified, and in times of just sailing it calmed down quite a bit. There was the underlying of doom that was shown throughout the book and through the tone. "It was Moby Dick's open mouth, yawning beneath Ahab's boat, looking like a marble burial room." "Must we chase this murderous fish till he drags every last on of us to the bottom of the sea?" "He studied the currents of all four oceans and the habits of all whales in order to reach on burning goal- to find and kill Moby Dick!"
4. Describe a minimum of ten literary elements/techniques you observed that strengthened your understanding of the author's purpose, the text's theme and/or your sense of the tone. For each, please include textual support to help illustrate the point for your readers. (Please include edition and page numbers for easy reference.)
Great Illustrated Classics: Moby Dick
1. Metaphor- When discussing the prophet Fedallah (page 136) "....the reason we don't see his devil tail is because he coils it up and tucks it in his pocket."
2. Onomatopoeia (Page 114): The crew shouting "Woo-hoo! Wa-hee! Kee-Hee! Koo-Loo!".
3. Foreshadowing (Page 130): "Think of Macey- the God-insulter, dead, and down there! Beware of the same end!"
4. Direct characterization: (Page 18) "The face was of a dark-purplish color, stuck all over with large blackish-looking squares."
5. Dialect: (Page 24) "This man sleepee you- you sabbee? "Me sabbee."
6. Simile: (Page 114) "...his tail forty feet into the air and sank out of sight, like a swallowed-up tower."
7. Allusion: (Page 50) "Yes, but wasn't the biblical Ahab a wicked king who was killed."
8. Flashback (Page 84) "Seeing his men spinning about in little whirlpools of the sea, the captain grabbed a small knife with a six-inch blade and dashed at Moby Dick's heart like some wild man in a duel. That captain was Ahab."
9. Hyperbole (Page 216): "This whole act was decreed a billion years before this ocean rolled."
10. Symbolism (Page 232) The boat Pequod was a symbol of death in the story. "O Pequod, my death-glorious ship. Must ye then perish and sink without me?"
CHARACTERIZATION
1. Describe two examples of direct characterization and two examples of indirect characterization. Why does the author use both approaches, and to what end (i.e., what is your lasting impression of the character as a result)?
Direct Characterization:
"The face was of a dark-purplish color, stuck all over with large blackish-looking squares."
"A thin white scar threaded its way out from his gray hair and continued right down his face and neck till it disappeared inside his clothing."
Indirect Characterization
"No, for me the way to escape the closeness of my home town of Manhatto, New York, was to go to sea as a plain seaman."
"He'd often pace the deck unsteadily. Sometimes the restless pounding of his leg upon upon the wooden deck at night would keep us awake."
2. Does the author's syntax and/or diction change when s/he focuses on character? How? Example(s)?
Yes the author's diction changes when he focuses on a character. Queequeg is usually seen in a bright light, sometimes mysterious, but overall a nice guy. While the mood always gets darker whenever captain Ahab is being talked about of described.
3. Is the protagonist static or dynamic? Flat or round? Explain.
Ishmael is a dynamic character. You can see this simply through his relationship with Queequeg. When he first meets him he is scared for his life, and isn't accepting of him as a person. However, as the story goes along they become closer and closer friends, and real bonds are made.
4. After reading the book did you come away feeling like you'd met a person or read a character? Analyze one textual example that illustrates your reaction.
I actually did not feel as if I'd met a person. Ishmael was never a particularly deep character, and the story more followed the action of the plot rather than get into the inner workings of any of the characters minds.
Tuesday, October 23, 2012
Notes on Hamlet
Act 3 of Hamlet opened up a very interesting question to me, particularly about the ghost of Hamlet's deceased father. Up until now all of the characters were able to see the ghost, that had viewed it. Now suddenly Hamlet's mother can't view the ghost. As the play is written the ghost is definitely an entity, and appears to guide Hamlet. However, Hamlet and his mother are the only two present when his ghost comes along the second time. This could mean one of two different things. Either the queen's wrongdoings and getting with Claudius have blinded her to only see what she really wants to view, or that Hamlet have fallen so deeply into anguish that he is justifying his heinous actions by creating the entity in his own mind. Just something to note going on into the story.
Who Was Shakespeare?
-Shakespeare was born 1564
-Married Ann Hathaway
-Had 3 children including twins
-Around 1588 moved to London
- "Shakespeare became a charter member of a theatrical company, the Lord Chamberlain's Men, in 1594"
- Died in 1616 at age 52
-Wrote approximately 38 plays, as well as many poems. His most famous pieces of work are his tragedies and include Othello, Romeo and Juliet, Macbeth, Hamlet, and King Lear
Information from:
http://www.pbs.org/wgbh/masterpiece/merchant/shakespeare.html
-Married Ann Hathaway
-Had 3 children including twins
-Around 1588 moved to London
- "Shakespeare became a charter member of a theatrical company, the Lord Chamberlain's Men, in 1594"
- Died in 1616 at age 52
-Wrote approximately 38 plays, as well as many poems. His most famous pieces of work are his tragedies and include Othello, Romeo and Juliet, Macbeth, Hamlet, and King Lear
Information from:
http://www.pbs.org/wgbh/masterpiece/merchant/shakespeare.html
To Facebook or Not to Facebook
My personal experience with Facebook is a fairly positive one. I view it as if almost a modern day bazaar online. The system as a whole is actually a company meant to make money through social networking. Some people do click on the adds, but the majority are involved for social reasons. Some go to vent. Others to keep people updated on current news. Even others to bash friends reputations. But negative comments are easily avoided. Simply unfriend and the problem seamlessly disappears (online at least). As a benefit, you are able to reach others you may not have been able to reach. However this can also be done through calling them. Facebook offers a unique ambiguity, to take a small peak into others lives, and be able to reach people when time is most convenient for yourself. Although trivial, this has allowed connections such as those in the Middle East when starting up revolutionary methods. On the negative side, time spent considering what others really truly are judging you for, spending loads of time on it, and a simple place with all information you decide to post to find for any possible employers.
Monday, October 22, 2012
Vocab List
Abortive: failing to produce the intended result
Economics faces a certain set of circumstances and when not met, the entire theory is abortive in practice.
Bruit: spread a report or rumor widely
Publishing often has to innovate rather than confirm, so in order to bruit their findings the scientists set their finding awry.
Contumelious: scornful and insulting behavior
While politicians aren't allowed to be contumelious to one another, during a debate there facial expressions signify this sort of emotion.
Dictum: a formal pronouncement from an authoritative source; a short statement that expresses a general truth or principle
Politicians when faced with a disaster or terrorist attack offer a dictum in order to mollify public outcry.
Ensconce: establish or settle
To ensconce a document brings it into law.
Iconoclastic: characterized by attack on established beliefs or institutions
Unfortunately current political campaigning is iconoclastic.
In medias res: a narrative that begins somewhere in the middle of a story rather than the beginning
Keynes theory on economics was an in medias res during the Great Depression.
Internecine: destructive to both sides in a conflict
Facts seem to be internecine to political campaigns.
Maladroit: ineffective or bungling; clumsy
Improper allocation of resources seems quite maladroit but can lead to a greater margin of gains for a monopoly.
Maudlin: self-pitying or tearfully sentimental, often through drunkenness
All the maudlin of the Great Depression was due to the stock market crash following the economoic booms of the early 1920's.
Modulate: exert a modifying or controlling influence on
The Keynesian theory on the market is that it needs to be modulated by government in order for money velocity to be efficient.
Portentous: of or like a portent; done in a pompously or overly solemn manner
Markets seem to be portentous of future outcomes of stocks.
Prescience: the power to foresee the future
Economists have no prescience, but simply look at equations and market patterns in order to predict the future.
Quid pro quo: a favor or advantage granted in return for something
Now Hayek's model is quite different. He suggests a boom in economy is quid pro quo and sows the seeds of a depression.
Salubrious: health-giving, healthy; pleasant, not run-down
In his model a salubrious economy is not created through government spending, low interest rates, or bailout, but through having market rules and less strict control over the capitalist model.
Saturnalia: the ancient Roman festival of Saturn in December; an occasion of wild revelry
In short the thrust of this theory is that large growth shouldn't cause a saturnalia, but instead a harbinger of ominous things to be.
Touchstone: a standard or criterion by which something is judged or recognized
Now due to the great recession of '08 both models are touchstones of economic studies.
Traumatic: emotionally disturbing or distressing; relating to or causing psychological trauma
This traumatic event has opened this discussion, and has opened up a debate of ideology.
Vitiate: spoil or impair the quality or efficiency of; destroy or impair the legal validity of.
At this point the choice is up to us whether we vitiate each plan through slander, or we analysis each free of bias to show which needs to be put into use.
Waggish: humorous in a playful, mischievous, or facetious manner
Sorry about the serious talk. But sometimes the greatest means of effective lacks a waggish quality.
Economics faces a certain set of circumstances and when not met, the entire theory is abortive in practice.
Bruit: spread a report or rumor widely
Publishing often has to innovate rather than confirm, so in order to bruit their findings the scientists set their finding awry.
Contumelious: scornful and insulting behavior
While politicians aren't allowed to be contumelious to one another, during a debate there facial expressions signify this sort of emotion.
Dictum: a formal pronouncement from an authoritative source; a short statement that expresses a general truth or principle
Politicians when faced with a disaster or terrorist attack offer a dictum in order to mollify public outcry.
Ensconce: establish or settle
To ensconce a document brings it into law.
Iconoclastic: characterized by attack on established beliefs or institutions
Unfortunately current political campaigning is iconoclastic.
In medias res: a narrative that begins somewhere in the middle of a story rather than the beginning
Keynes theory on economics was an in medias res during the Great Depression.
Internecine: destructive to both sides in a conflict
Facts seem to be internecine to political campaigns.
Maladroit: ineffective or bungling; clumsy
Improper allocation of resources seems quite maladroit but can lead to a greater margin of gains for a monopoly.
Maudlin: self-pitying or tearfully sentimental, often through drunkenness
All the maudlin of the Great Depression was due to the stock market crash following the economoic booms of the early 1920's.
Modulate: exert a modifying or controlling influence on
The Keynesian theory on the market is that it needs to be modulated by government in order for money velocity to be efficient.
Portentous: of or like a portent; done in a pompously or overly solemn manner
Markets seem to be portentous of future outcomes of stocks.
Prescience: the power to foresee the future
Economists have no prescience, but simply look at equations and market patterns in order to predict the future.
Quid pro quo: a favor or advantage granted in return for something
Now Hayek's model is quite different. He suggests a boom in economy is quid pro quo and sows the seeds of a depression.
Salubrious: health-giving, healthy; pleasant, not run-down
In his model a salubrious economy is not created through government spending, low interest rates, or bailout, but through having market rules and less strict control over the capitalist model.
Saturnalia: the ancient Roman festival of Saturn in December; an occasion of wild revelry
In short the thrust of this theory is that large growth shouldn't cause a saturnalia, but instead a harbinger of ominous things to be.
Touchstone: a standard or criterion by which something is judged or recognized
Now due to the great recession of '08 both models are touchstones of economic studies.
Traumatic: emotionally disturbing or distressing; relating to or causing psychological trauma
This traumatic event has opened this discussion, and has opened up a debate of ideology.
Vitiate: spoil or impair the quality or efficiency of; destroy or impair the legal validity of.
At this point the choice is up to us whether we vitiate each plan through slander, or we analysis each free of bias to show which needs to be put into use.
Waggish: humorous in a playful, mischievous, or facetious manner
Sorry about the serious talk. But sometimes the greatest means of effective lacks a waggish quality.
Sunday, October 21, 2012
Hamlet Act 3: Remix
Txt Talk
Shakespeare may be a foreign language to some, but texting language seems to appeal to many. Here is my attempt at making Shakespeare simpler for comprehension purposes only. Take this as a surface analysis, and take it personally on yourself to look into the literature slightly deeper after reading this. Enjoy.Scene 1:
Claudius: Guys we gotta figure out y Hamlet's acting crazy. Polonius and me r gonna spy on him when he's with Ophelia.Gertrude: Kk, good luck. Hope u figure it out.
Polonius: Lets go hide.
Hamlet: Should I live or die? Death is probably scary...nah im good livin. Oh heyyyy Ophelia.
Ophelia: I have letters that from you that say ily <3
Hamlet: Welllllll.... Turns out I don't. I did, but you know stuff happens...
Ophelia: Oh... D:
Hamlet: Y would you love someone, just to have a baby in this stupid world...don't marry....ever.
(Hamlet leaves)
Ophelia: Yep, Hamlet is crazy T_T
Claudius: Let's send him to England!
Polonius: Let me spy on him again, then you can send him off.
Scene 2:
Hamlet: Actor, U better act well!First player: Kk.
Hamlet: But not too well, just right. Perfect. The king will see this right?
Polonius: Yep, and the queen
Hamlet: Horatio, you the bomb
Horatio: :o
Hamlet: You really are. The play is like how my father was murdered, so check out the king's reaction to see if he actually killed my dad.
Horatio: Sure
(Claudius, Gertrude, Polonius, Ophelia, Rosencrantz, and Guildenstern enter)
Claudius: Hows it goin Hamlet?
Hamlet: Im like a chameleon : D
Claudius: ok...
Hamlet: Oh hey Ophelia
Ophelia: Oh hi Hamlet
(Play starts)
Player King: Im going to die, and you will leave meeee
Player Queen: Me? Pshhh never.
Lucianus: Ima poisoning the king >: D
Claudius: Get me outa here D :
(Everyone exit but Hamlet and Horatio)
Hamlet: You saw that right
Horatio: Yep
(Rosencrantz and Guildenstern Enter)
Guildenstern: Tell us whats wrong.
Rosencrantz: Yea do tell.
Hamlet: No, you guys are traitors >: (
(Polonius Enters)
Polonius: Hamlet go see the queen
Hamlet: Ok. (I'll get my revenge soon.)
Scene 3:
Claudius: Hamlet is still crazy D :Polonius: I'm going to spy on him again when he talks to his mom. I'll let ya know how it goes.
Cladius: Ok...(Polonius leaves) I feel guilty about killing the king D : I'll pray about it.
Hamlet: Oh look Cladius. I could kill him >: D O wait he's praying. Can't kill him yet.
Scene 4:
(Polonius hides behind the tapestry)(Hamlet enters)Hamlet: Oh hey mom, why'd you call to talk to me?
Gertrude: You insulted your dad D :<
Hamlet: No u!
Gertrude: Stop it! Do you know who i am?
Hamlet: My Mom! But i don't want you to be.
Gertrude: Then will you kill me? HELP!!!
Polonius: (From behind tapestry): HELP HELP HELP HELP HELP!
Hamlet: AHA! (stab)
Polonius: Oh, I am slain.
Gertrude: WTF?!?!
Hamlet: Oh, that wasn't the king was it. He still deserved it for spying...and mother how could you marry a murderer?
Gertrude: Hamlet stop!!!
(Ghost enters)
Hamlet: Oh what can i do for you dad?
Gertrude: Who are you talking too???
Hamlet: Well dad of course. Or at least his ghost.
Gertrude: There is nothing there! You're crazy!
Hamlet: No I'm not! Stay away from Claudius. Sorry about Polonius. I have to go to England!
Vocab Final Analysis
Did you do as well as you expected/hoped?
Yes, I actually did better than I expected. A perfect grade is not something to complain about.
To what do you attribute the outcome?
I attribute cognitive ability and studying each list week by week to this outcome. Studying for a straightforward memorization test such as vocab was such like a building. By studying more intensively for each individual list before the final, the reviewing process needed only to be brief to recall the words.
How can you improve for the final?
Well, I suppose I can double my efforts of the same studying to continue this trend on the final.
Yes, I actually did better than I expected. A perfect grade is not something to complain about.
To what do you attribute the outcome?
I attribute cognitive ability and studying each list week by week to this outcome. Studying for a straightforward memorization test such as vocab was such like a building. By studying more intensively for each individual list before the final, the reviewing process needed only to be brief to recall the words.
How can you improve for the final?
Well, I suppose I can double my efforts of the same studying to continue this trend on the final.
Sunday, September 30, 2012
Hamlet Resources
This has a bunch of information on it. It breaks the different parts of the play up by section, and dissects each part and uses easy to understand language. It goes over the different themes and controversies and is really a good website all and all.
http://www.pathguy.com/hamlet.htm
A basic study guide with characters, analysis, and essays on Hamlet
http://absoluteshakespeare.com/guides/hamlet/hamlet.htm
The last one is a page of links dedicated to Hamlet
http://www.tk421.net/hamlet/hamlet.html
http://www.pathguy.com/hamlet.htm
A basic study guide with characters, analysis, and essays on Hamlet
http://absoluteshakespeare.com/guides/hamlet/hamlet.htm
The last one is a page of links dedicated to Hamlet
http://www.tk421.net/hamlet/hamlet.html
Thursday, September 27, 2012
a) What do you know about Hamlet, the "Melancholy Dane"?
Hamlet is a play by Shakespeare, a tragedy at that. I believe most of the main character die at the end due to a poisoned sword. It is a classic and one of Shakespeare's most famous pieces. Also, the main characters name is Hamlet. And yahoo answers tells me that Hamlet himself was a Danish king famous for his melancholy humor.
b) What do you know about Shakespeare?
Shakespeare was an old English writer. Limited to few words he was able to reach the general public through very poetic, and sometimes lewd language. Often writing in iambic pentameter his plays such as Romeo and Juliet, and Macbeth entices audiences for centuries.
c) Why do so many students involuntarily frown when they hear the name "Shakespeare"?
Shakespeare's language does not seem to flow in today's youth. Already reluctant to read, having a much more difficult to understand format leaves dread in the students his work awaits.
d) What can we do to make studying this play an amazing experience we'll never forget?
The more involved the experience the better. Never truly a Shakespeare fan in the past we'll see if we can indeed make this an unforgettable experience.
Hamlet is a play by Shakespeare, a tragedy at that. I believe most of the main character die at the end due to a poisoned sword. It is a classic and one of Shakespeare's most famous pieces. Also, the main characters name is Hamlet. And yahoo answers tells me that Hamlet himself was a Danish king famous for his melancholy humor.
b) What do you know about Shakespeare?
Shakespeare was an old English writer. Limited to few words he was able to reach the general public through very poetic, and sometimes lewd language. Often writing in iambic pentameter his plays such as Romeo and Juliet, and Macbeth entices audiences for centuries.
c) Why do so many students involuntarily frown when they hear the name "Shakespeare"?
Shakespeare's language does not seem to flow in today's youth. Already reluctant to read, having a much more difficult to understand format leaves dread in the students his work awaits.
d) What can we do to make studying this play an amazing experience we'll never forget?
The more involved the experience the better. Never truly a Shakespeare fan in the past we'll see if we can indeed make this an unforgettable experience.
Monday, September 24, 2012
Vocabulary List #7
aberration - (noun) an optical phenomenon resulting from the failure of a lens or mirror to produce a good image; a disorder in one's mental state; a state or condition markedly different from the norm
Ad hoc- (adverb) for the special purpose or end presently under consideration
bane - (noun) something causes misery or death
bathos - (noun) triteness or triviality of style; a change from a serious subject to a disappointing one; insincere pathos
cantankerous - (adj.) having a difficult and contrary disposition; stubbornly obstructive and unwilling to cooperate
casuistry - (noun) moral philosophy based on the application of general ethical principles to resolve moral dilemmas; argumentation that is specious or excessively subtle and intended to be misleading
de facto - (noun) in fact; in reality
depredation - (noun) an act of plundering and pillaging and marauding; (usually plural) a destructive action
empathy - (noun) understanding and entering into another's feelings
harbinger - (noun) an indication of the approach of something or someone; verb foreshadow or presage
hedonism - (noun) an ethical system that evaluates the pursuit of pleasure as the highest good; the pursuit of pleasure as a matter of ethical principle
lackluster - (adj.) lacking luster or shine; lacking brilliance or vitality
malcontent - (adj.) discontented as toward authority; noun a person who is discontented or disgusted
mellifluous - (adj.) pleasing to the ear
nepotism - noun favoritism shown to relatives or close friends by those in power (as by giving them jobs)
pander - (noun) someone who procures customers for whores (in England they call a pimp a ponce); verb arrange for sexual partners for others; yield (to); give satisfaction to
peccadillo - (noun) a petty misdeed
piece de resistance - (noun) the most noteworthy or prized feature, aspect, event, article, etc., of a series or group; special item or attraction.
remand - (noun) the act of sending an accused person back into custody to await trial (or the continuation of the trial); verb refer (a matter or legal case) to another committee or authority or court for decision; lock up or confine, in or as in a jail
syndrome - (noun) a complex of concurrent things; a pattern of symptoms indicative of some disease
Friday, September 21, 2012
Literature Analysis: Frankenstein by Mary Shelley
Frankenstein: Literature Analysis Questions
1. Briefly summarize the plot of the novel you read, and explain how the narrative fulfills the author's purpose.
The story opens on a man sending letters to his sister. He is on a trip in the Pacific Ocean for research when he finds a man among the ice in the northern part of the Pacific Ocean. This mysterious man captures the explorer's fascination, and this man seems very troubled, very mysterious, and very ill. This stranger, Victor Frankenstein, soon tells his life story to the explorer ( Robert Walton). Victor tells of his parents and childhood, especially of growing up with the lovely Elizabeth. Interested in science and alchemy from an early age he becomes deeply involved in learning about life and how it works. How to create it in fact. He isolates himself and creates a living being from his work after two years. However his creation turns out grotesque to a point he can't stand it, and runs away from the "monster" which he created. Victor is haunted by his creation, and eventually, the monster comes to kill his younger brother William. Another (Justine) takes the blame and is executed, further driving guilt into Victor. Victor and the monster finally meet and the monster tells his side of the story. The monster was very gentle at his core, not meaning any harm. He worked to understand English and to understand the troubles of the village folk, while understanding that they shunned him due to his physical appearance. Soon after he becomes literate and begins reading and understanding life. He finds a note from Victor left behind describing the content and horror in which he holds the monster. He simply asks for a mate and to be left in isolation. Victor agrees, but still disgusted by the monster destroys the making for his monster's mate leading the monster to vow revenge. A few more deaths pass by. On his wedding day the monster murders Victor's wife, leading Victor to vow revenge on the monster. Victor dies on the trip with Walton several days after telling the story, and Frankenstein comes to weep the loss of his creator.
I researched the meaning of writing this book, and it was in a horror story contest it was compiled. It is a wonderful horror story, as well as talks about the true humanity of people in a deep way.
2. The theme of the story was the true monstrosity of human nature. All the monster ever wanted was to be loved and to care for those around him and important to him. However, he is shunned by all, especially the one who he loves most, Victor. Victor becomes consumed in the thought of the horror of the creation, and leaves it alone out of spite. Victor grows iller and iller throughout the book and it leaves it to be seen who the true monster was in this story, Victor or his creation.
3. The author had an extremely dark mood to the story considering it was a horror story. This helped set up the monstrosity of Victor, and the decadence of morale seen in the book.
Some examples are:
Like one, on a lonesome road who,
Doth walk in fear and dread,
And, having once turned round, walks on,
And turns no more his head;
Because he knows a frightful fiend
Doth close behind him tread
"This was then the reward of my benevolence! I had saved a human being from destruction, and as a recompense I now writhed under the miserable pain of a wound which shattered the flash and bone. The feelings of kindness and gentleness, which I had entertained but a few moments before, gave place to hellish rage and gnashing of teeth. Inflamed by pain, I vowed eternal hatred and vengeance to all mankind. But the agony of my wound overcame me; my pulses paused, and i fainted."
"Why did I not die? More miserable than man ever was before, why did I not sink into forgetfulness and rest? Death snatches away many blooming children, the only hopes of their doating parents: how many brides and youthful lovers have been one day in the bloom of health and hope, and the next a prey for worms and the decay of the tomb! Of what materials was I made, that I could thus resist so many shocks, which, like the turning of the wheel, continually renewed the torture?
4. Ten literary elements: Edition: Republication of a standard text of the 1831 edition. Dover Thrift Edition
1. Direct characterization: "His yellow skin scarcely covered the work of muscles and arteries beneath; his hair was of a lustrous black, and flowing; his teeth of pearly whiteness; but these luxuriances only formed a more horrid contrast with his watery eyes, that seemed almost of the same colour as the dun-white sockets in which they were set, his shrivelled complexion and straight black lips." Page 35 in chapter 5
2. Prologue: Robert Walton's four letters concerning his discovery of Victor Frankenstein, setting up the tone of the story. Page 1-14
3. Personification: "Sleep fled from my eyes." "Yet my heart overflowed with kindness, and the love of virtue." Both Page 61, start of chapter 6
4. Foil: Justine's innocence and taking the blame for the murder she did not commit contrasted with Victor's inability to face the injustice he has committed. Page 60 end of chapter 8.
5. Juxtaposition: When the monster kills William he says: "As I fixed my eyes on the child, I saw something glittering on his breast. I took it; it was a portrait of a most lovely woman. In spite of my malignity, it softened and attracted me."
6. Point of View: The author changes the point of view from Victor to Frankenstein in chapter eleven in order to show the monster's side of the story. To show how innocent the monster truly was at its core.
7. Simile: "Sometimes he commanded his countenance and tones, and related the most horrible incident with a tranquil voice, suppressing every mark of agitation; then, like a volcano bursting forth, his face would suddenly change to an expression of the wildest rage, as he shrieked out imprecations on his persecutor.
8. Situational Irony: When Frankenstein's monster comes to weep over his creators grave at the end of the story, even though it is thought all he wanted to do was destroy Victor in the first place. Chapter 24 page 163
9. Setting: Mary Shelley used vast open landscapes for much of the story to help create the mournful tone. Walton sails on the freezing Pacific, Victor isolates himself in his castle, and eventually Frankenstein isolates himself there, along with in the forest. Seen throughout the book.
10. Stream of Consciousness: Frankenstein's monster actually ends up being a very complex thoughtful character, and very literate. This vastly contrasts from the views on him in society today. He anguishes just a a human would, and has very complex feelings. Example: Page 97 chapter 16
1. Briefly summarize the plot of the novel you read, and explain how the narrative fulfills the author's purpose.
The story opens on a man sending letters to his sister. He is on a trip in the Pacific Ocean for research when he finds a man among the ice in the northern part of the Pacific Ocean. This mysterious man captures the explorer's fascination, and this man seems very troubled, very mysterious, and very ill. This stranger, Victor Frankenstein, soon tells his life story to the explorer ( Robert Walton). Victor tells of his parents and childhood, especially of growing up with the lovely Elizabeth. Interested in science and alchemy from an early age he becomes deeply involved in learning about life and how it works. How to create it in fact. He isolates himself and creates a living being from his work after two years. However his creation turns out grotesque to a point he can't stand it, and runs away from the "monster" which he created. Victor is haunted by his creation, and eventually, the monster comes to kill his younger brother William. Another (Justine) takes the blame and is executed, further driving guilt into Victor. Victor and the monster finally meet and the monster tells his side of the story. The monster was very gentle at his core, not meaning any harm. He worked to understand English and to understand the troubles of the village folk, while understanding that they shunned him due to his physical appearance. Soon after he becomes literate and begins reading and understanding life. He finds a note from Victor left behind describing the content and horror in which he holds the monster. He simply asks for a mate and to be left in isolation. Victor agrees, but still disgusted by the monster destroys the making for his monster's mate leading the monster to vow revenge. A few more deaths pass by. On his wedding day the monster murders Victor's wife, leading Victor to vow revenge on the monster. Victor dies on the trip with Walton several days after telling the story, and Frankenstein comes to weep the loss of his creator.
I researched the meaning of writing this book, and it was in a horror story contest it was compiled. It is a wonderful horror story, as well as talks about the true humanity of people in a deep way.
2. The theme of the story was the true monstrosity of human nature. All the monster ever wanted was to be loved and to care for those around him and important to him. However, he is shunned by all, especially the one who he loves most, Victor. Victor becomes consumed in the thought of the horror of the creation, and leaves it alone out of spite. Victor grows iller and iller throughout the book and it leaves it to be seen who the true monster was in this story, Victor or his creation.
3. The author had an extremely dark mood to the story considering it was a horror story. This helped set up the monstrosity of Victor, and the decadence of morale seen in the book.
Some examples are:
Like one, on a lonesome road who,
Doth walk in fear and dread,
And, having once turned round, walks on,
And turns no more his head;
Because he knows a frightful fiend
Doth close behind him tread
"This was then the reward of my benevolence! I had saved a human being from destruction, and as a recompense I now writhed under the miserable pain of a wound which shattered the flash and bone. The feelings of kindness and gentleness, which I had entertained but a few moments before, gave place to hellish rage and gnashing of teeth. Inflamed by pain, I vowed eternal hatred and vengeance to all mankind. But the agony of my wound overcame me; my pulses paused, and i fainted."
"Why did I not die? More miserable than man ever was before, why did I not sink into forgetfulness and rest? Death snatches away many blooming children, the only hopes of their doating parents: how many brides and youthful lovers have been one day in the bloom of health and hope, and the next a prey for worms and the decay of the tomb! Of what materials was I made, that I could thus resist so many shocks, which, like the turning of the wheel, continually renewed the torture?
4. Ten literary elements: Edition: Republication of a standard text of the 1831 edition. Dover Thrift Edition
1. Direct characterization: "His yellow skin scarcely covered the work of muscles and arteries beneath; his hair was of a lustrous black, and flowing; his teeth of pearly whiteness; but these luxuriances only formed a more horrid contrast with his watery eyes, that seemed almost of the same colour as the dun-white sockets in which they were set, his shrivelled complexion and straight black lips." Page 35 in chapter 5
2. Prologue: Robert Walton's four letters concerning his discovery of Victor Frankenstein, setting up the tone of the story. Page 1-14
3. Personification: "Sleep fled from my eyes." "Yet my heart overflowed with kindness, and the love of virtue." Both Page 61, start of chapter 6
4. Foil: Justine's innocence and taking the blame for the murder she did not commit contrasted with Victor's inability to face the injustice he has committed. Page 60 end of chapter 8.
5. Juxtaposition: When the monster kills William he says: "As I fixed my eyes on the child, I saw something glittering on his breast. I took it; it was a portrait of a most lovely woman. In spite of my malignity, it softened and attracted me."
6. Point of View: The author changes the point of view from Victor to Frankenstein in chapter eleven in order to show the monster's side of the story. To show how innocent the monster truly was at its core.
7. Simile: "Sometimes he commanded his countenance and tones, and related the most horrible incident with a tranquil voice, suppressing every mark of agitation; then, like a volcano bursting forth, his face would suddenly change to an expression of the wildest rage, as he shrieked out imprecations on his persecutor.
8. Situational Irony: When Frankenstein's monster comes to weep over his creators grave at the end of the story, even though it is thought all he wanted to do was destroy Victor in the first place. Chapter 24 page 163
9. Setting: Mary Shelley used vast open landscapes for much of the story to help create the mournful tone. Walton sails on the freezing Pacific, Victor isolates himself in his castle, and eventually Frankenstein isolates himself there, along with in the forest. Seen throughout the book.
10. Stream of Consciousness: Frankenstein's monster actually ends up being a very complex thoughtful character, and very literate. This vastly contrasts from the views on him in society today. He anguishes just a a human would, and has very complex feelings. Example: Page 97 chapter 16
Monday, September 17, 2012
Vocabulary Week #6
beatitude- Supreme blessedness
bete noire- a detested person (disliked or avoided)
bode- Be an omen of a particular outcome
dank- Disagreeably damp, musty, and typically cold
ecumenical- Promoting or relating to unity among the world's Christian churches
fervid- Intensely enthusiastic or passionate
fetid- Smelling extremely unpleasant
gargantuan- of great mass
heyday- The period of a person's or thing's greatest success or popularity
incubus- A cause of distress or anxiety like a nightmare
infrastructure- The basic physical and organizational structures and facilities needed for the operation
inveigle- Persuade (someone) to do something by means of deception or flattery
kudos- Praise and honor received for an achievement
lagniappe- Something given as a bonus or extra gift
prolix- Using or containing too many words; tediously lengthy
protege- a person who receives support and protection from an influential patron who furthers the protege's career
prototype- A first or preliminary model of something, esp. a machine, from which other forms are developed or copied
sycophant- A person who acts obsequiously toward someone in order to gain advantage; a servile flatterer
tautology- The saying of the same thing twice in different words
truckle- Submit or behave obsequiously
bete noire- a detested person (disliked or avoided)
bode- Be an omen of a particular outcome
dank- Disagreeably damp, musty, and typically cold
ecumenical- Promoting or relating to unity among the world's Christian churches
fervid- Intensely enthusiastic or passionate
fetid- Smelling extremely unpleasant
gargantuan- of great mass
heyday- The period of a person's or thing's greatest success or popularity
incubus- A cause of distress or anxiety like a nightmare
infrastructure- The basic physical and organizational structures and facilities needed for the operation
inveigle- Persuade (someone) to do something by means of deception or flattery
kudos- Praise and honor received for an achievement
lagniappe- Something given as a bonus or extra gift
prolix- Using or containing too many words; tediously lengthy
protege- a person who receives support and protection from an influential patron who furthers the protege's career
prototype- A first or preliminary model of something, esp. a machine, from which other forms are developed or copied
sycophant- A person who acts obsequiously toward someone in order to gain advantage; a servile flatterer
tautology- The saying of the same thing twice in different words
truckle- Submit or behave obsequiously
Wednesday, September 12, 2012
AP Rubric Notes
All essays are on a nine point scale
9-8: Persuasive analysis with a range of interpretations. Convincing, complex, and appropriate. Demonstrate clear and sophisticated writing. All bright : D
7-6: Reasonable analysis. Still complex, but less convincing. Clearly express ideas. Developed analysis and effective composition on the bright side.
5: Use some analysis, but more superficial. Misinterpret some parts. Minimal support. Still show control of language however, on the bright side
4-3: Fail to offer adequate analysis. Unconvincing, possibly even irrelevant. Only slight or misused evidence. Lack of control of composition. Significant misreading or inept writing. But still not a 0-2 on the bright side.
2-1: Well...compound weakness. Some effort made, but little success in organization, grammar, or mechanics. Little coherent discussion of the topic. But some points still earned.
0: Make an effort to make a reference to the task. An effort. On the bright side, at least you get a number of some sort.
----: Blank or completely off topic. Do not earn a score of 0. Do not pass go, do not get AP exam credit.
9-8: Persuasive analysis with a range of interpretations. Convincing, complex, and appropriate. Demonstrate clear and sophisticated writing. All bright : D
7-6: Reasonable analysis. Still complex, but less convincing. Clearly express ideas. Developed analysis and effective composition on the bright side.
5: Use some analysis, but more superficial. Misinterpret some parts. Minimal support. Still show control of language however, on the bright side
4-3: Fail to offer adequate analysis. Unconvincing, possibly even irrelevant. Only slight or misused evidence. Lack of control of composition. Significant misreading or inept writing. But still not a 0-2 on the bright side.
2-1: Well...compound weakness. Some effort made, but little success in organization, grammar, or mechanics. Little coherent discussion of the topic. But some points still earned.
0: Make an effort to make a reference to the task. An effort. On the bright side, at least you get a number of some sort.
----: Blank or completely off topic. Do not earn a score of 0. Do not pass go, do not get AP exam credit.
Tuesday, September 11, 2012
Notes: Page 64-82
The Epic:
- Long narrative poem that celebrated the adventures of legendary heroes. Heroes were role models.
Gilgamesh and the Iliad:
-Gilgamesh Near Eastern poem about 4,000 years old
-Iliad a Greek poem almost 3,000 years old
Gilgamesh: The Prologue
-The Story
Fight over Helen of Troy. Achilleus-greatest Greek warrior, Hecktor- the best Trojan warrior. Hecktor kill Achilleus' friend Patroklos
-Athene: Protects the Greeks (Achaians) and Achilleus, and gives him his spear when lost
-Achilleus challenges Hecktor to fight. They fight, Achilleus stabs Hecktor and kills him.
-Hecktor with his dying breath asks Achilleus to give his body back to the Trojans for a proper burial, yet Achilleus denies him
Bede-
Born in Wearmouth in northeastern England. Wrote A History of the English Church and People.
-Britain was formerly known as Albion
-Scarlet dye is extracted from Cockles and is more beautiful the older it is.
-Ireland is seen as a rather unhelpful nation with a better climate, with more natural resources
Anglo-Saxon Chronicle:
-Anglo-Saxons had to protect large spans of coast against invaders
-Giving the list of deceased members Anglo-Saxons gave the people common threads to tie back to their evolving country, such as America did with presidents such as Abe Lincoln and George Washington.
- Long narrative poem that celebrated the adventures of legendary heroes. Heroes were role models.
Gilgamesh and the Iliad:
-Gilgamesh Near Eastern poem about 4,000 years old
-Iliad a Greek poem almost 3,000 years old
Gilgamesh: The Prologue
-The Story
- Built Uruk (City of Gilgamesh) and keeping place of Anu and Ishtar (Father of the Babylonian gods, Babylonian goddess of love). He vanquished evil, knew great secrets beyond Utnapishtim (Mesopotamia), two-thirds a god, one-third a man, and a king.
Fight over Helen of Troy. Achilleus-greatest Greek warrior, Hecktor- the best Trojan warrior. Hecktor kill Achilleus' friend Patroklos
-Athene: Protects the Greeks (Achaians) and Achilleus, and gives him his spear when lost
-Achilleus challenges Hecktor to fight. They fight, Achilleus stabs Hecktor and kills him.
-Hecktor with his dying breath asks Achilleus to give his body back to the Trojans for a proper burial, yet Achilleus denies him
Bede-
Born in Wearmouth in northeastern England. Wrote A History of the English Church and People.
-Britain was formerly known as Albion
-Scarlet dye is extracted from Cockles and is more beautiful the older it is.
-Ireland is seen as a rather unhelpful nation with a better climate, with more natural resources
Anglo-Saxon Chronicle:
-Anglo-Saxons had to protect large spans of coast against invaders
-Giving the list of deceased members Anglo-Saxons gave the people common threads to tie back to their evolving country, such as America did with presidents such as Abe Lincoln and George Washington.
Monday, September 10, 2012
Vocabulary Fall List #5
acumen (noun)-
keen insight.
Spiderman's spidey senses gave him an acumen to where danger would strike next
adjudicate (verb)-
to settle or determine.
Unfortunately Spiderman's insight lead him to attack a young lad holding scissors upside down, and breaking his leg, leading him to pay his salary to the young man's parents after they adjudicated the matter in court.
anachronism (noun)-
something or someone that is not in its correct historical time.
This lead Spiderman to try to find a more effective way of finding danger, such as video cameras, but being in his original comics, to find technology like that would be an anachronism.
apocryphal (adj)-
of doubtful authorship or authenticity.
So he continued harassing the public over minor situations, which lead people to find his "heroic deeds" of apocryphal value.
disparity (noun)-
inequality
Thor however was saving maidens in distress, and Captain America had once again saved his beloved town, causing quite a disparity between Spiderman and the other super heroes.
dissimulate (verb)-
to disguise or conceal under a false appearance.
It wasn't long until instead of Peter Parker dissimulating as Spiderman, it was Spiderman dissimulating as Peter Parker.
empirical (adj)-
derived from or guided by experience or experiment
Spiderman comics took a huge hit in sales, and the comic book author created an empirical plan to sell comic cooks as he once had.
flamboyant (adj)-
He started by giving Spiderman a flamboyant new outfit, in order to attract the female audience.
fulsome (adj)- offensive to good taste, especially as being excessive;overdone or gross
Next, he took out Spiderman's fulsome attacks on the innocent.
immolate (verb)-
to sacrifice
In order to get a larger audience, he had to immolate Spiderman's flaws and make him into the perfect superhero.
imperceptible (adj)-
very slight, gradual, or subtle.
Spiderman's new flaws were imperceptible to the audience, and profits flowed.
lackey (noun)-
a servile follower
The series once again had lackeys who would buy the next edition of the comic no matter the quality, just to follow Spiderman's great deeds.
liaison (noun)-
a person who initiates and maintains such a contact or connection.
The comics grew so popular the public hired a liaison as a reporter into the author's life.
monolithic (adj)-
consisting of one piece; solid or unbroken
Although Spiderman's legacy was not monolithic, it had flourished in this new remake of the series.
mot juste (noun)-
the exact, appropriate word
However, other superheroes started to become jealous, as a recent poll had shown Spiderman to be the mot juste for hero.
nihilism (noun)-
total rejection of established laws and institutions.
They knew the new Avengers movie was coming up, and in complete nihilism, prevented Spiderman from being in the movie due to their jealousy.
patrician (noun)-
a person of noble or high rank; aristocrat.
With their earnings, the heroes paid of patrician Nick Fury to ban him from their endeavor.
propitiate (verb)-
to make favorably inclined; appease; conciliate.
Nick Fury thought at first Spiderman could be a great help to his cause, quickly changed his mind after Black Widdow propitiated to him to ban Spiderman.
sic (verb)-
to incite to attack, or to attack
The other heroes had sicced Spiderman's reputation in this action, but Spiderman choose to be the bigger superhero.
sublimate(adj)-
(adjective/ verb with object) to divert the energy of (a sexual or other biological impulse) from its immediate goal to one of a more acceptable social, moral, or aesthetic nature or use
In fact, in not replying to these attacks on his reputation, Spiderman sublimated this negative energy to help him become the most noble of all of the Marvel superheroes.
Sunday, September 9, 2012
Beowulf and Godsylla
Beowulf ond Godsylla
Meanehwæl, baccat meaddehæle, monstær lurccen;
Fulle few too many drincce, hie luccen for fyht.
Ðen Hreorfneorhtðhwr, son of Hrwærowþheororthwl,
Æsccen æwful jeork to steop outsyd. Þhud! Bashe! Crasch! Beoom! Ðe bigge gye
Eallum his bon brak, byt his nose offe;
Wicced Godsylla wæld on his asse.
Monstær moppe fleor wyþ eallum men in hælle.
Beowulf in bacceroome fonecall bamaccen wæs;
Hearen sond of ruccus sæd, "Hwæt ðe helle?"
Graben sheold strang ond swich-blæd scharp
Stond feorth to fyht ðe grimlic foe. "Me," Godsylla sæd, "mac ðe minsemete."
Heoro cwyc geten heold wiþ fæmed half-nelson
Ond flyng him lic frisbe bac to fen
Beowulf belly up to meaddehæle bar,
Sæd, "Ne foe beaten mie færsom cung-fu."
Eorderen cocca-cohla yce-coeld, ðe reol þyng.
Translation:
Meanwhile, back at the mead-hall, the monster lurked
Full few too many drinks, he was looking for a fight
Then Hreorfneorhtðhwr, son of Hreorfneorhtðhwr asked the awful jerk to step outside
Thud, Bash, Crash, boom, the big guy
All of his bones broke, bit his nose off;
Wicked Godzilla wailed on his ass
Monster mopped the floor with all the men in the hall
Beowulf in the backroom making a phone call
Hearing sounds of ruckus said, "What the hell?"
Grabbed his strong shield and sharp switch blade
Stood forth to fight the grimlic foe
"Me," Godzilla said, "Make the mince-meat"
Hero ? quickly got (getting) held with the famed half-nelson
And flying him like a frisbee back and forth
Beowulf belly up to the mead-hall's bar,
said, "No foe has beaten my fearsome kung-fu."
He ordered coca-cola, ice cold, the real thing
Meanehwæl, baccat meaddehæle, monstær lurccen;
Fulle few too many drincce, hie luccen for fyht.
Ðen Hreorfneorhtðhwr, son of Hrwærowþheororthwl,
Æsccen æwful jeork to steop outsyd. Þhud! Bashe! Crasch! Beoom! Ðe bigge gye
Eallum his bon brak, byt his nose offe;
Wicced Godsylla wæld on his asse.
Monstær moppe fleor wyþ eallum men in hælle.
Beowulf in bacceroome fonecall bamaccen wæs;
Hearen sond of ruccus sæd, "Hwæt ðe helle?"
Graben sheold strang ond swich-blæd scharp
Stond feorth to fyht ðe grimlic foe. "Me," Godsylla sæd, "mac ðe minsemete."
Heoro cwyc geten heold wiþ fæmed half-nelson
Ond flyng him lic frisbe bac to fen
Beowulf belly up to meaddehæle bar,
Sæd, "Ne foe beaten mie færsom cung-fu."
Eorderen cocca-cohla yce-coeld, ðe reol þyng.
Translation:
Meanwhile, back at the mead-hall, the monster lurked
Full few too many drinks, he was looking for a fight
Then Hreorfneorhtðhwr, son of Hreorfneorhtðhwr asked the awful jerk to step outside
Thud, Bash, Crash, boom, the big guy
All of his bones broke, bit his nose off;
Wicked Godzilla wailed on his ass
Monster mopped the floor with all the men in the hall
Beowulf in the backroom making a phone call
Hearing sounds of ruckus said, "What the hell?"
Grabbed his strong shield and sharp switch blade
Stood forth to fight the grimlic foe
"Me," Godzilla said, "Make the mince-meat"
Hero ? quickly got (getting) held with the famed half-nelson
And flying him like a frisbee back and forth
Beowulf belly up to the mead-hall's bar,
said, "No foe has beaten my fearsome kung-fu."
He ordered coca-cola, ice cold, the real thing
Thursday, September 6, 2012
Hero's Journey
The hero that I chose was that of Link from the game the Legend of Zelda: The Wind Waker.
Departure.
- Link is first called to action by his grandmother who gives him hero garb. On his birthday he became of age to help protect the people and at that point his journey has begun as the protagonist. His sister is soon after captured and he is called to leave his quaint life and save her.
- Link is afraid to leave him grandmother behind in order to save his sister, but she urges him to go, and he sets off on the open sea on his quest.
- The captain of the pirates who take Link with them is named Tetra, and she becomes Link's guide on his journey, leaving him a charm in order to talk with him.
- Link sets off to the Forsaken Fortress, with his sister at the top, in order to save her. His adventure officially starts here.
- Once at the top of the tower, a giant bird picks him up and tosses him across the land, ending any hope of a small adventure. He now leaves everything he has, and must forage and slay his way back to his sister in order to bring her back safely.
B Inititation
- Link now goes through a series of quests in order to help the villagers around him accomplish different tasks. He slays a dragon, a large giant killer plant, moths, statues, and various other beasts. There are tons of things that come in threes in his journey, three pearls of wisdom just being one example.
- Tetra and Link are reunited when Link goes back to the tower and saves his sister as well as Tetra. She is shocked to see he has the master sword. He thinks he may be the hero of legend, but dismisses the idea. It is presumed that Link likes her.
- Having just saved his sister he could have just stopped right there in his quest. Instead he pushes on to do what is right, to fight for all that is good in the world.
- Once Link is able to reconstruct the Triforce he must take his final step on his journey. There is no going back now, and after a talk with Zelda he becomes the hero he was made to be, and sails off into the light at the Tower of the Gods.
- Link has become the hero of legend. He has lived up to the standards set by society. He has grown through he journey, and at this point has done all but defeat the ultimate evil, Ganondorf.
- Link teams up with Zelda and ultimately destroys Ganondorf, completing his journey.
C Return
- Link returns back to his family as his is very attached to them. The king of Hyrule convinces him to live a life of hope.
- There is no adventure back, but just a pleasant cruise...at least until the second time through, but that's a different journey.
- Simply having Tetra by his side and returning to his family lets Link integrate back into regular life.
- He does not share his wisdom with the world, but rather uses it to protect it.
- Link is able to be confident, to believe in good, and to protect that of which he loves most.
- His return back gives him peace, and that peace stays within him. The after journey is not very elaborate in this story.
Vocabulary Week 4
apostate: a person who forsakes his religion, cause, party, etc.
effusive: unduly demonstrative; lacking reserve.
impasse: a position or situation from which there is no escape.
euphoria: a state of intense happiness and self-confidence.
lugubrious: mournful, dismal, or gloomy, especially in an affected, exaggerated, or unrelieved manner.
bravado: a pretentious, swaggering display of courage.
consensus: majority of opinion
dichotomy: division into two parts
constrict: to slow or stop the natural course or to contract or shrink
gothic: noting or pertaining to a style of architecture, originating in France in the middle of the 12th century and existing in the western half of Europe through the middle of the 16th century, characterized by the use of the pointed arch and the ribbed vault, by the use of fine woodwork and stonework, by a progressive lightening of structure, and by the use of such features as flying buttresses, ornamental gables, crockets, and foils.
punctilio: a fine point, particular, or detail, as of conduct, ceremony, or procedure.
metamorphosis: a complete change of form, structure, or substance, as transformation
raconteur to tell
sine qua non: an indispensable condition, element, or factor; something essential
quixotic: extravagantly chivalrous or romantic; visionary, impractical, or impracticable
vendetta: any prolonged and bitter feud, rivalry, contention
non sequitur: an inference or a conclusion that does not follow from the premises.
mystique: a framework of doctrines, ideas, beliefs, or the like, constructed around a person or object, endowing the person or object with enhanced value or profound meaning
quagmire: anything soft or flabby
parlous: perilous; dangerous
effusive: unduly demonstrative; lacking reserve.
impasse: a position or situation from which there is no escape.
euphoria: a state of intense happiness and self-confidence.
lugubrious: mournful, dismal, or gloomy, especially in an affected, exaggerated, or unrelieved manner.
bravado: a pretentious, swaggering display of courage.
consensus: majority of opinion
dichotomy: division into two parts
constrict: to slow or stop the natural course or to contract or shrink
gothic: noting or pertaining to a style of architecture, originating in France in the middle of the 12th century and existing in the western half of Europe through the middle of the 16th century, characterized by the use of the pointed arch and the ribbed vault, by the use of fine woodwork and stonework, by a progressive lightening of structure, and by the use of such features as flying buttresses, ornamental gables, crockets, and foils.
punctilio: a fine point, particular, or detail, as of conduct, ceremony, or procedure.
metamorphosis: a complete change of form, structure, or substance, as transformation
raconteur to tell
sine qua non: an indispensable condition, element, or factor; something essential
quixotic: extravagantly chivalrous or romantic; visionary, impractical, or impracticable
vendetta: any prolonged and bitter feud, rivalry, contention
non sequitur: an inference or a conclusion that does not follow from the premises.
mystique: a framework of doctrines, ideas, beliefs, or the like, constructed around a person or object, endowing the person or object with enhanced value or profound meaning
quagmire: anything soft or flabby
parlous: perilous; dangerous
Monday, September 3, 2012
Literary Analysis Choice
The book that I choose for my literary analysis is Mary Shelley's Frankenstein. I chose this book because bought it a few months ago in order to read it, but never got to it. I personally enjoy the dark overcast of the tone for Frankenstein, and I also enjoy the horror that comes along with it. It seems like a suspenseful book, and one that I look forward to reading.
Monday, August 27, 2012
Vocab Sentences
1. The man who worked his whole life for civil rights eventually got the accolade of the Nobel Peace Prize.
2. The lemon was quite acerbity.
3. The battle had lead to quite an attrition of troops, forcing the general to surrender the few remnants of his army.
4. While seeming like quite the bromide, the office accountant Tim was actually quite wild once you got to know him.
5. The chauvinist father draped his baby in the American flag and promised to himself that someday his son would protect America from terrorism.
6. The chronic itching had only worsened the man's rash.
7. The government didn't expound their budget until it was too late and they were in a financial emergency.
8. The factionalism of the Greek city-states helped birth democracy.
9. We all wish for an immaculate role model to look up too, however, to be human is to error.
10. The young curmudgeon's imprecation shocked their parents, who soon washed his mouth out with soap.
11. The impending car was ineluctable, and poor Fluffles was no more.
12. The mercurial nature of the man made him a natural born leader due to his charisma.
13. The ice could only palliate the pain of braces, not eliminate it.
14. When the kindergartener broke the sharing protocol he was swiftly punished with a time out.
15. Five resplendent ringssssssss.
16. The Holocaust stigmatized the Nazi party.
17. The suspect asked to be interviewed sub rosa, for his own safety.
18. The vainglory Beowulf ended up being his downfall.
19. The dinosaurs vestige is their fossils.
20. The act of choosing who to vote for is a volition.
2. The lemon was quite acerbity.
3. The battle had lead to quite an attrition of troops, forcing the general to surrender the few remnants of his army.
4. While seeming like quite the bromide, the office accountant Tim was actually quite wild once you got to know him.
5. The chauvinist father draped his baby in the American flag and promised to himself that someday his son would protect America from terrorism.
6. The chronic itching had only worsened the man's rash.
7. The government didn't expound their budget until it was too late and they were in a financial emergency.
8. The factionalism of the Greek city-states helped birth democracy.
9. We all wish for an immaculate role model to look up too, however, to be human is to error.
10. The young curmudgeon's imprecation shocked their parents, who soon washed his mouth out with soap.
11. The impending car was ineluctable, and poor Fluffles was no more.
12. The mercurial nature of the man made him a natural born leader due to his charisma.
13. The ice could only palliate the pain of braces, not eliminate it.
14. When the kindergartener broke the sharing protocol he was swiftly punished with a time out.
15. Five resplendent ringssssssss.
16. The Holocaust stigmatized the Nazi party.
17. The suspect asked to be interviewed sub rosa, for his own safety.
18. The vainglory Beowulf ended up being his downfall.
19. The dinosaurs vestige is their fossils.
20. The act of choosing who to vote for is a volition.
Vocabulary Fall List #3
Accolade: any award, honor, or laudatory notice
Acerbity: sourness, with roughness or astringency of taste.
Attrition: a reduction or decrease in numbers, size, or strength
Bromide: a person who is platitudinous and boring.
Chauvinist: a person who is aggressively and blindly patriotic, especially one devoted to military glory.
Chronic: constant; habitual; inveterate:
Expound: to set forth or state in detail:
Factionalism: of a faction or factions.
Immaculate: free from fault or flaw; free from errors
Imprecation: the act of imprecating; cursing.
Ineluctable: incapable of being evaded; inescapable
Mercurial: animated; lively; sprightly; quick-witted.
Palliate:to relieve or lessen without curing; mitigate; alleviate.
Protocol: the customs and regulations dealing with diplomatic formality, precedence, and etiquette.
Resplendent: shining brilliantly; gleaming; splendid
Stigmatize: to set some mark of disgrace or infamy upon
Sub rosa: confidentially; secretly; privately.
Vainglory: excessive elation or pride
Vestige: a mark, trace, or visible evidence of something that is no longer present or in existence
Volition: the act of willing, choosing, or resolving
Acerbity: sourness, with roughness or astringency of taste.
Attrition: a reduction or decrease in numbers, size, or strength
Bromide: a person who is platitudinous and boring.
Chauvinist: a person who is aggressively and blindly patriotic, especially one devoted to military glory.
Chronic: constant; habitual; inveterate:
Expound: to set forth or state in detail:
Factionalism: of a faction or factions.
Immaculate: free from fault or flaw; free from errors
Imprecation: the act of imprecating; cursing.
Ineluctable: incapable of being evaded; inescapable
Mercurial: animated; lively; sprightly; quick-witted.
Palliate:to relieve or lessen without curing; mitigate; alleviate.
Protocol: the customs and regulations dealing with diplomatic formality, precedence, and etiquette.
Resplendent: shining brilliantly; gleaming; splendid
Stigmatize: to set some mark of disgrace or infamy upon
Sub rosa: confidentially; secretly; privately.
Vainglory: excessive elation or pride
Vestige: a mark, trace, or visible evidence of something that is no longer present or in existence
Volition: the act of willing, choosing, or resolving
Sunday, August 26, 2012
Beowulf Answers
Prelude
1.
Shield became the ruler of the Danes despite being an orphan. He got
the throne through the strength in battle. When he died he was cast out
to sea on a boat filled with treasure, and everybody mourned his death.
Shield is Hrothgar's great-grandfather.
Heorot is attacked
1.
Hrothgar's magnificent achievement was the hall that he had
constructed, Heorot. It was attacked by Grendel with horrible results.
Grendel the nightmarish beast would attack the hall every night killing
the men inside, and terrorized Hrothgar's rule for twelve years. The
Danes tried to offer him gold to stop, but he still continued as the
Danes prayed to Pagan gods for the attacks to stop.
The Hero Comes to Heorot
1. When Beowulf hears of Grendel he decided to go try to stop him, so he sailed off with a group of warriors to help Hrothgar.
2.
When the Geats first reach Denmark they meet one of Hrothgar's guards
on the coast. He questions the group of armed warriors and they say that
they will help Hrothgar, so they are allowed to land.
3.
Hrothgar's herald is Wulfgar who tells them that they are very brave
men. He tells to same to Hrothgar, specially mentioning Beowulf's
strength. Hrothgar is very happy to hear the news and trusts Beowulf to
help him. Yes, it is surprising that Hrothgar knows Beowulf since they
come from different cultures separated by the sea.
4. Beowulf tells Hrothgar that he will kill Grendel with his bare hands. Hrothgar settled a feud that Beowulf's dad had started.
Feast at Heorot
1.
Unferth accuses Beowulf of vanity and losing to Breca in a contest.
Beowulf explains that he was busy killing nine sea monsters, and
declares his strength. Then he accuses Unferth of being responsible for
the death on his family. This does indeed show Beowulf's arrogance and
will to prove himself to others.
2. During the feast Queen Wealhtheow greeted everyone including Beowulf, and she thanked god he had come.
The Fight with Grendel
1. Instead of arming for battle Beowulf disarms for battle, removing his armor and putting away his sword.
2.
Grendel kills a man grotesquely when he enters the room then goes after
Beowulf. Beowulf grabs Grendel and Grendel thrashes around trying to
break free. Beowulf tore off Grendel's arm as he tried to escape. He
does escape, but loses his arm, a fatal wound.
Celebration at Heorot
1.
Beowulf is like Sigemund because he is a hero who saved others from a
monster and he's not like Heremod because Heremod was a selfish king who
never protected his people, unlike Beowulf.
2.
Hrothgar considers Beowulf as a son, and gives him a sword, a shield, a
golden set of armor, and a helmet. Unferth has nothing more to say as
Beowulf is clearly a hero.
3.
Finn's (leader of the Frisians) step brother (leader of the Scyldings)
dies in battle, and his second in command makes truce in the war with
the Frisians. With the truce the Scyldings stayed with Finn over winter,
eventually killing him and leaving back with his sister Hildeburh.
Using a woman to heal relations is not a good idea.
4. Wealhtheow asks Hrothgar not to give the throne to Beowulf.
5.
The necklace Beowulf is given, Beowulf eventually gives to his uncle
Hygelac. Wealhtheow asks Beowulf to look after and care for her sons.
6.
So many men remain in the beer hall because they don't know the danger
to come, that Grendel's mother is soon coming to find revenge.
Another Attack
1.
Grendel's mother has come to Heorot because she is angry about the
death of her son. It is not for the same reason that Grendel had, she
has come in anger and vengeance for her son.
2.
Hrothgar is in great sorrow after Grendel's mother takes the kings
advisor and close friend, Aeschere. Hrothgar offers Beowulf chests of
gold and riches to slay the evil monster and free them yet again from
evil.
3.
The mere is like a lake, except it has water that boils and is full of
sea serpents and dragons. No man has ever reached the bottom of the mere
and very few have ever gone near it. It is where Grendel and his mother
have their den.
Beowulf Fights Grendel's Mother
1. Beowulf tells Hrothgar
to respond to Grendel's mother by sending Beowulf and his men to slay
her so that they can be free from the demons.
2.
The warriors find the severed head of the adviser for the king, who had
been killed the previous night by Grendel's Mother. This puts the
soldiers into an uneasy and frightened state of mind.
3. Beowulf puts on mail and takes the sword Hrunting into battle, which was the sword of Unferth, which he had said that he will shape glory with the sword, and not fail until death.
4. As Beowulf enters the mere, Beowulf is grabbed by Grendel's Mother and there is a fight between the two. He swings Hrunting into the side of the Mother's head, to no effect, then discards the sword to fight bare-handed. After Beowulf finds the massive sword to slay the Mother, he notices that the realm is filled with treasure and artifacts, in which would lay much riches, but Beowulf cared not.
5. The sword of Unferth is cast aside and then retrieved after the battle with Grendel's Mother because it is not strong enough to pierce her skin.
6. The Woven mail that he had put on himself before the battle had deflected the blow from the knife of Grendel's Mother. Then he got back on his feet and found the extremely large sword that would slay Grendel's Mother.
3. Beowulf puts on mail and takes the sword Hrunting into battle, which was the sword of Unferth, which he had said that he will shape glory with the sword, and not fail until death.
4. As Beowulf enters the mere, Beowulf is grabbed by Grendel's Mother and there is a fight between the two. He swings Hrunting into the side of the Mother's head, to no effect, then discards the sword to fight bare-handed. After Beowulf finds the massive sword to slay the Mother, he notices that the realm is filled with treasure and artifacts, in which would lay much riches, but Beowulf cared not.
5. The sword of Unferth is cast aside and then retrieved after the battle with Grendel's Mother because it is not strong enough to pierce her skin.
6. The Woven mail that he had put on himself before the battle had deflected the blow from the knife of Grendel's Mother. Then he got back on his feet and found the extremely large sword that would slay Grendel's Mother.
7.
Beowulf decapitated Grendel’s mother with an enormous sword too large
for any ordinary man that he grabbed from the hall. He chops off
Grendel’s head and takes it with him as a trophy for his victory. When
he does this, the sword melts from Grendel’s poison blood.
8.
When Beowulf returns to the surface, only his loyal followers remained
as the rest had assumed he had died fighting the beast and returned to
Heorot. His men had not expected him to return and they rejoiced with
joy when he did.
Further Celebration at Heorot
1. When Beowulf decides to leave, he gives Hrothgar the sword he had discovered in the hall while fighting Grendel’s mother.
2.
Hrothgar has a message for Beowulf about Heremod. He tells us that
Heremod is the father of Scyld and that he had died in battle while
trying to defend his people, which is something that Beowulf had just
succeeded in. The whole point of bringing up Heremod seems to compare
and contrast Beowulf and Heremod.
3. He returns Unferth’s sword to him as he leaves, the swords name was Hrunting and it was ineffective against Grendel’s mother.
Beowulf Returns Home
1. He will be the king of Geats, receive many treasures, and make peace with other nations. It’s a very hopeful future.
2. Hygd is very young and beautiful. She is wise while Modthryth is very evil and merciless.
3.
He wants to end the feud between the Danes and Ingeld. Ingled will
devoice the daughter and attack Hrothgar. An old warrior will convince
Ingeld to fight. No because hero’s are supposed to be always act with
honor.
4.
He reports his adventures in a very exaggerated way. He’s honest about
the story but he explains it in a way that builds himself up more. It’s
not that expected because he’s supposed to a noble hero but he is
concerned about glory so it makes sense.
5. Beowulf gives most of his treasure to Hygelac and Hygd and in return Hygd gives him treasure and land for himself.
The Dragon Wakes
1. Part 2 takes place forty winters (forty years) later. Hygelac has died and there is now a dragon.
2. Thief has stolen his gold (cup). The
man was poor and hungry. It was left there by a man from an ancient race
who realized he like his ancestors would die and therefore buried the
treasure.
3. The dragon just rampaged through the land trying to find the thief and destroys his throne hall.
4. He believes he has angered God. He makes a new shield to fight the dragon. He will fight it alone. He will die.
5. He dies against the Frisians. Beowulf was able to get away but he mourned for his death. He was offered the thrown. He did not out of respect for Hygelac.
6. Heardred is killed while fighting the Swedes. Beowulf avenges him by killing Onela, the Swedish king.
7. Beowulf brings eleven men (he is “one of twelve”) with him to meet the dragon.
8.
Hygelac’s oldest brother Herebeald was killed by a relative
(Haethcyn). An arrow missed its target and him Herebeald, killing him.
King Hrethel was devastated. There is a lengthy portion detailing his
lamentations. War breaks out between the Swedes and the Geats. Beowulf
avenges Hygelac’s death by defeating Daeghrefn in front of “the
legions”.
Beowulf Attacks the Dragon
1. Beowulf
tells his companions to wait back while he fights the dragon. He
reasons that he is the only one among them that has any hope of killing
it.
2.
The first time Beowulf faces the dragon, his shield, helmet, and sword
fail him, and he is wounded. His companions all flee the dragon, except
for Wiglaf, who stays to help. He tells the others that Beowulf chose
them as his companions because he believed them to be great warriors,
and that they should not abandon him now in his time of need. He rushes
in to aid Beowulf.
3.
The second time Beowulf meets the dragon, the dragon bites him on the
neck—leaving a mortal wound. Wiglaf ultimately impales the dragon.
4.
Beowulf tells Wiglaf to bring the dragon’s treasure to him. Beowulf
thanks God for the treasure. Beowulf wants to be buried in tower on a
high cliff by the water. He wants sailors to see the tower and remember
his name.
Beowulf’s Funeral
1.
The warriors see Wiglaf trying to reviveBeowulf. Wiglaf gets mad at
them for leaving Beowolf. Wiglaf expects the Geatsto be attacked and
their nation destroyed.
2.
The messenger announces that Beowulf is dead.Ongentheow and his men
make fun of the Geats. Hygelac comes to the Geats withreinforcements.
Ongentheow retreated once he saw more men. Ongentheow wascornered by
Hygelac and was killed. The messenger says that the treasure iscursed.
Beowulf can’t be cursed because he had never been greedy. The finalimage
is of a dragon.
3. Wiglaf tells the crowd how great Beowulf was atfighting.
4. The dragon was pushed off the edge of the cliffinto the ocean because it was evil.
5. The Geats mourned and sung and everyone was sadduring the ten day burial.
6.
The Geats say that Beowulf was a kind man. It isnot something you would
usually call a war hero who is killing a lot of people.
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