Ch 1
Writer's Checklist:
- Have you achieved your purpose?
- Have you considered ur audience?
- Have you clearly stated ur thesis?
- Have you supported ur pt. w/ enof reliable evidence to persuade ur audience?
- Have you arranged your ideas LOGICALLY so that each follows, supports or adds to the one before?
- Have you made connections among ideas clear to a reader?
- Have u established an appropriate tone?
GETTING STARTED
Think about what u want 2 accomplish as a writer and how u want to appeal 2 thy audience.
Plan
*Identify ur purpose and audience
*decide on one main point
*state a thesis
*Organize ideas by grouping or outlineing
Develop
*Explain + support
*Add def.s, ex.s, and details
*Supply evidence such as facts, stat.s, expert testimony, and observations
Draft
*Start and Restart
*Build paragraphs
*Open and conclude
*Create coherence
___________________________________________________________________________________
Ch 2
Think critically whilst reading
Actively think
Ask yourself:
What is the subject of the reading, what is the writer's stand, what are the main points,
do you agree with the writer, what conclusions did you draw from the reading?
Building Blocks of Thought
1) Knowing: Once you read the passage try to recollect any backround you might already have
2) Comprehending: Understand the passage
3) Applying: Connect the knowledge in the text to things you already know
4) Analyzing: Scrutinize from various angles. Break ideas into parts
5) Synthesizing: Recombining information, pulling together facts and opinions, identifying evidence, and drawing conclusions that evidence seems to support
6) Evaluate: Evaluate the significance of the knowledge you have
When trying to write on a topic use info u already have, summarize complex ideas, read articles on the topic so as to gain more perspective
Read things online and concentrate whilst reading, view different types of media, bookmark, and make sure the information is valid.
Monday, August 26, 2013
New Realm of Learning
Why, hullo there!
Today was my first at Pellessippi State Community College and quite honestly it wasn't everything I had expected. Maybe it's because I woke up late, it was a hot day, and I didn't meet many new people, but in a way it felt like I was back in high school, just with a few mom students scattered about. I'm not letting this get me down, however. My attitude is as it was yesterday: ecstatic. Now let me explain why I am back. I figured that it would be a great way to keep track of everything I do for my NEW English class. There will be a lot of writing, reading, and note taking. I remember how easy it was to take notes and things on this blog, so that's what I'm aiming to do!
Today was my first at Pellessippi State Community College and quite honestly it wasn't everything I had expected. Maybe it's because I woke up late, it was a hot day, and I didn't meet many new people, but in a way it felt like I was back in high school, just with a few mom students scattered about. I'm not letting this get me down, however. My attitude is as it was yesterday: ecstatic. Now let me explain why I am back. I figured that it would be a great way to keep track of everything I do for my NEW English class. There will be a lot of writing, reading, and note taking. I remember how easy it was to take notes and things on this blog, so that's what I'm aiming to do!
Monday, May 6, 2013
Reviewing for the AP Test
The main thing I was working on this week was incorporating literary devices and techniques into my essays. That is something that I never really understood how or why I had to do it, so I never did. This whole week I have been training my brain to try and pick out elements that I could put into an essay if I had to. Re-reading a couple chapters of Frankenstein I set my brain on critical thinking mode and tried to do it as fast as I could. It sounds simple and not up to scratch with all this heavy duty essay writing we've been doing, but I know my brain. It's comfy with multiple choice and essay writing, but I can't be in contact with anything Doctor Who related for 3 days before the test. Otherwise, my essays get riddled with aliens and Jammy Dodgers.
Anyway, the one thing I wasn't familiar with was integrating lit facts into my writing. Now that I have practiced with them, I'm like:
BRING IT ON
and then the AP Test is like:
you're not half as clever as you think you are
but then I yell:
Come At Me Bro
and finally the test will know that it is defeated:
quiver quiver
This will be me in class the next day:
No biggy
Anyway, the one thing I wasn't familiar with was integrating lit facts into my writing. Now that I have practiced with them, I'm like:
BRING IT ON
and then the AP Test is like:
you're not half as clever as you think you are
but then I yell:
Come At Me Bro
and finally the test will know that it is defeated:
quiver quiver
This will be me in class the next day:
No biggy
Saturday, April 27, 2013
AP Essay #2 Poe and H.D.
[1994] Poems: “To Helen” (Edgar Allan Poe) and “Helen” (H.D.)
Prompt: The following two poems are about Helen of Troy. Renowned in the ancient world for her beauty, Helen was the wife of Menelaus, a Greek King. She was carried off to Troy by the Trojan prince Paris, and her abduction was the immediate cause of the Trojan War. Read the two poems carefully. Considering such elements as speaker, diction, imagery, form, and tone, write a well-organized essay in which you contrast the speakers’ views of Helen.
Poe
imagery speaker diction
HD
speaker structure motif
As the daughter of Zeus and the owner of a face that launched a thousand ships it is no surprise that we still tell stories about Helen of Troy. Poets such as Edgar Allan Poe and H. D. found themselves writing about this beauty, but they did so in their own ways. Both used certain literary elements to write from different perspectives of history.
Beauty was always a welcome feature to Poe and it shows in “To Helen.” Writing from the perspective of a “weary, wayworn wanderer,” Poe uses imagery to accentuate her beauty. Phrases such as “hyacinth hair” and “Nicean barks of yore” help the reader visualize her grandeur and understand the speaker’s obsession with Helen. Many allusions are often referred to as well. “Thy Naiad airs have brought me home,” relates her to nymphs of the springs, which in turn shows her noble disposition. Poe also uses an adoring tone to show how much the speaker likes Helen.
Unlike Poe’s admiration for Helen, H.D.’s admiration for Helen is shown in a different light. The speaker is not just one person but a body of people that H.D. always refers to as “All Greece.” In H.D.’s version, Greece “reviles” Helen and the speaker is made into a country to show how oppressive the society was at the time. H.D. also uses a motif through out the poem. The color white at first symbolizes beauty, but then is synonymous to death towards the end.
Although both poets have a different perspective of Helen one similarity they share is their use of a speaker. In Poe’s he uses a weary traveller and in H.D.’s she uses a country. Each approach gets the theme across which is either Poe’s glorification of her beauty or H.D.’s admiration for a woman in a suppressive society.
The different perspectives are what drive the two poet’s stories. Through the use of different literary devices and techniques they portray Helen of Troy in separate lights although similarities can be found between them.
Prompt: The following two poems are about Helen of Troy. Renowned in the ancient world for her beauty, Helen was the wife of Menelaus, a Greek King. She was carried off to Troy by the Trojan prince Paris, and her abduction was the immediate cause of the Trojan War. Read the two poems carefully. Considering such elements as speaker, diction, imagery, form, and tone, write a well-organized essay in which you contrast the speakers’ views of Helen.
Poe
imagery speaker diction
HD
speaker structure motif
As the daughter of Zeus and the owner of a face that launched a thousand ships it is no surprise that we still tell stories about Helen of Troy. Poets such as Edgar Allan Poe and H. D. found themselves writing about this beauty, but they did so in their own ways. Both used certain literary elements to write from different perspectives of history.
Beauty was always a welcome feature to Poe and it shows in “To Helen.” Writing from the perspective of a “weary, wayworn wanderer,” Poe uses imagery to accentuate her beauty. Phrases such as “hyacinth hair” and “Nicean barks of yore” help the reader visualize her grandeur and understand the speaker’s obsession with Helen. Many allusions are often referred to as well. “Thy Naiad airs have brought me home,” relates her to nymphs of the springs, which in turn shows her noble disposition. Poe also uses an adoring tone to show how much the speaker likes Helen.
Unlike Poe’s admiration for Helen, H.D.’s admiration for Helen is shown in a different light. The speaker is not just one person but a body of people that H.D. always refers to as “All Greece.” In H.D.’s version, Greece “reviles” Helen and the speaker is made into a country to show how oppressive the society was at the time. H.D. also uses a motif through out the poem. The color white at first symbolizes beauty, but then is synonymous to death towards the end.
Although both poets have a different perspective of Helen one similarity they share is their use of a speaker. In Poe’s he uses a weary traveller and in H.D.’s she uses a country. Each approach gets the theme across which is either Poe’s glorification of her beauty or H.D.’s admiration for a woman in a suppressive society.
The different perspectives are what drive the two poet’s stories. Through the use of different literary devices and techniques they portray Helen of Troy in separate lights although similarities can be found between them.
AP Essay on "A Barred Owl" and "The History Teacher"
Poems “A Barred Owl” (Richard Wilbur) and “The History Teacher” (Billy Collins)
Prompt: In the following two poems, adults provide explanations for children. Read the poems carefully. Then write an essay in which you compare and contrast the two poems, analyzing how each poet uses literary devices to make his point.
teacher
Irony Rhyme Juxtaposition
owl
Aphorism Rhyme assonance
Words, which can make our terrors bravely clear,
Can also thus domesticate a fear,
When I was six years old the one thing in the world that scared me the most was pirates, but when my mom told me they were really just silly scalawags who roamed the seas in search of adventure and gold, my perspective changed. She softened the truth so that my childhood fears wouldn’t keep me from enjoying Disneyland and soon all I could think about was becoming a pirate myself. Looking back, my mother’s explanation was a tool used to influence my behavior.
In comparing “The Barred Owl” by Wilbur and “The History Teacher” by Collins each poet incorporates their own literary devices to show just how easily young children can be influenced.
Ignorance plays a large part in Billy Collins’ poem as he tells the story of this naive history teacher and his students. Unlike Wilbur’s poem, Collins’ use of irony clearly reveals that the bullies on the playground are doomed to repeat history because they know nothing about the past. For example, “the children would leave his classroom for the playground to torment the weak and the smart...” this quote shows the ironic comparison between the bullies and the knowledge of past events. (lines13-15) Another ironic situation is the history teacher’s idea that his students are still innocent and in need of protection. Collins also uses juxtaposition within his poem to highlight the theme of ignorance between his students and people in the past. This comparison reinforces his ideas about the importance of not being ignorant to history’s lessons, right up to the end as the teacher walks home amidst “flower beds and white picket fences,” completely unaware of his influence on the children. (line 18)
In contrast to Collins’ poem, Richard Wilbur wrote “A Barred Owl” to show how lying to children can sometimes yield its own benefits. His use of assonance gives off a more calm tone than that of “The History Teacher.” The repetition of certain consonants and sounds such as, “the warping night air having brought the boom of an owl’s voice into her darkened room,” emphasizes Wilbur’s idea that calming words will sooth a child’s fears. (lines1-2) Aphorisms are another literary device that is found within the poem. “Words, which can make our terrors bravely clear,
can also thus domesticate a fear,” this clear statement shows how well words can calm a child’s fears. (lines7-8) So instead of lying to children and teaching them to be ignorant, as we saw in the first poem, Richard Wilbur has shown how a simple lie can sometimes “send a small child back to sleep at night.” (line 9)
While the two poems are different in many ways, similarities can be found between their makers. For example, both used rhyme to keep the reader interested and to help their stories flow. “A Barred Owl” had a more effortless rhyming scheme, whereas “The History Teacher” incorporated a more rigid one to make the reader feel uneasy, but both poems used rhyme to accentuate their points.
Both Richard Wilbur and Billy Collins wrote about how children are always learning and they learn the most from the adults around them. Through the uses of different literary devices they are able to show just how easily a child can be manipulated.
Prompt: In the following two poems, adults provide explanations for children. Read the poems carefully. Then write an essay in which you compare and contrast the two poems, analyzing how each poet uses literary devices to make his point.
teacher
Irony Rhyme Juxtaposition
owl
Aphorism Rhyme assonance
Words, which can make our terrors bravely clear,
Can also thus domesticate a fear,
When I was six years old the one thing in the world that scared me the most was pirates, but when my mom told me they were really just silly scalawags who roamed the seas in search of adventure and gold, my perspective changed. She softened the truth so that my childhood fears wouldn’t keep me from enjoying Disneyland and soon all I could think about was becoming a pirate myself. Looking back, my mother’s explanation was a tool used to influence my behavior.
In comparing “The Barred Owl” by Wilbur and “The History Teacher” by Collins each poet incorporates their own literary devices to show just how easily young children can be influenced.
Ignorance plays a large part in Billy Collins’ poem as he tells the story of this naive history teacher and his students. Unlike Wilbur’s poem, Collins’ use of irony clearly reveals that the bullies on the playground are doomed to repeat history because they know nothing about the past. For example, “the children would leave his classroom for the playground to torment the weak and the smart...” this quote shows the ironic comparison between the bullies and the knowledge of past events. (lines13-15) Another ironic situation is the history teacher’s idea that his students are still innocent and in need of protection. Collins also uses juxtaposition within his poem to highlight the theme of ignorance between his students and people in the past. This comparison reinforces his ideas about the importance of not being ignorant to history’s lessons, right up to the end as the teacher walks home amidst “flower beds and white picket fences,” completely unaware of his influence on the children. (line 18)
In contrast to Collins’ poem, Richard Wilbur wrote “A Barred Owl” to show how lying to children can sometimes yield its own benefits. His use of assonance gives off a more calm tone than that of “The History Teacher.” The repetition of certain consonants and sounds such as, “the warping night air having brought the boom of an owl’s voice into her darkened room,” emphasizes Wilbur’s idea that calming words will sooth a child’s fears. (lines1-2) Aphorisms are another literary device that is found within the poem. “Words, which can make our terrors bravely clear,
can also thus domesticate a fear,” this clear statement shows how well words can calm a child’s fears. (lines7-8) So instead of lying to children and teaching them to be ignorant, as we saw in the first poem, Richard Wilbur has shown how a simple lie can sometimes “send a small child back to sleep at night.” (line 9)
While the two poems are different in many ways, similarities can be found between their makers. For example, both used rhyme to keep the reader interested and to help their stories flow. “A Barred Owl” had a more effortless rhyming scheme, whereas “The History Teacher” incorporated a more rigid one to make the reader feel uneasy, but both poems used rhyme to accentuate their points.
Both Richard Wilbur and Billy Collins wrote about how children are always learning and they learn the most from the adults around them. Through the uses of different literary devices they are able to show just how easily a child can be manipulated.
Sunday, April 21, 2013
Response to Lit Cirlces
Slaughterhouse 5
1) b 2) d 3) a 4) a 5) d 6) c 7) c 8) d 9) b 10) a
Kafka on the Shore
1) c 2) d 3) d 4) a 5) b 6) a 7) c 8) b 9) a 10) c
Life of Pi
1) c 2) c 3) b 4) b 5) c 6) b 7) b 8) b 9) c 10) c
Slaughterhouse 5:
Time travel is a propionate part of the novel. Putting the science of time travel aside, how does this mix-up of chronology affect the story. Why is the proper order so important? Why must things be in order?
Prewrite
people assume that time is a strict progression of cause to effect, when it's actually this big ball of wibbly-wobbly, timey-wimey... stuff.
Kafka on the Shore:
Explain how the author develops a character through the use of relationships and encounters with others.
Thoughts (cuz that last one was just a thought)
Indirect + direct characterization. The reader can understand relations and main characters this way. This helps make a character more 3 dimensional, not just a cardboard cutout from a book.
Life of Pi:
Write an essay about a novel (Life of Pi) that reveals a sense of self identity through a momentous plot of hardships and obstacles. Identify the self awareness, and explain its significance to the work as a whole.
Thoughts
Pi's family is wiped out and he is alone on a boat with a tiger. He is alert, bold, cunning and smart about how he will try and survive. Also, his experiences in his father's zoo means he is already accustomed to the animals' ways which makes it easier for him to adjust.
1) b 2) d 3) a 4) a 5) d 6) c 7) c 8) d 9) b 10) a
Kafka on the Shore
1) c 2) d 3) d 4) a 5) b 6) a 7) c 8) b 9) a 10) c
Life of Pi
1) c 2) c 3) b 4) b 5) c 6) b 7) b 8) b 9) c 10) c
Slaughterhouse 5:
Time travel is a propionate part of the novel. Putting the science of time travel aside, how does this mix-up of chronology affect the story. Why is the proper order so important? Why must things be in order?
Prewrite
people assume that time is a strict progression of cause to effect, when it's actually this big ball of wibbly-wobbly, timey-wimey... stuff.
Kafka on the Shore:
Explain how the author develops a character through the use of relationships and encounters with others.
Thoughts (cuz that last one was just a thought)
Indirect + direct characterization. The reader can understand relations and main characters this way. This helps make a character more 3 dimensional, not just a cardboard cutout from a book.
Life of Pi:
Write an essay about a novel (Life of Pi) that reveals a sense of self identity through a momentous plot of hardships and obstacles. Identify the self awareness, and explain its significance to the work as a whole.
Thoughts
Pi's family is wiped out and he is alone on a boat with a tiger. He is alert, bold, cunning and smart about how he will try and survive. Also, his experiences in his father's zoo means he is already accustomed to the animals' ways which makes it easier for him to adjust.
Thursday, April 11, 2013
Macbeth Active Reading Notes
The battle is won and the king rides to Macbeth's castle for a victory dinner. Beth rides ahead and warns his wife, she tells him what he has been thinking all along. They must kill Duncan and obtain the crown to get the power they seek. It must be done that night for the king departs in the morning...
Sunday, April 7, 2013
Open Essay Prompts Life of Pi
Josh Montero has the other half of the assignment:
http://jmonterorhsenglitcomp.blogspot.com/
1) How do the humans in your life reflect the animal behavior observed by Pi? What did Pi's strategies for dealing with Richard Parker teach you about confronting the fearsome creatures in your life?
2) Is there a relationship between religion and storytelling? Is religion a form of storytelling? Is there a theological dimension to storytelling?
3) Besides the loss of his family and possessions, what did Pi loose when the Tsimtsum sank? What did he gain?
10 Multiple Choice Questions
1. The main character grew up in what country?
a) Canada
b) Mexico
c) India
d) United States
2. What was the main character named after?
a) A famous landmark
b) His grandfather
c) His father
d) A swimming pool
3. What did the main character think about the animals in the zoo?
a) They were happy living in the zoo
b) They were fearful of the other animals in the zoo
c) They would like to return to the wild
d) They were not happy living in the zoo
4. Who is Mamji?
a) A person who studied in England for two years
b) A person who worked for Pi's father at the zoo
c) A person who used to be a competitive swimmer
d) A respectful, affectionate term for an older person
5. In Chapter 1, the main character tells about his experience in which location?
a) A Canadian hospital
b) A Mexican hospital
c) A Mexican restaurant
d) An English restaurant
6. The main character's father loved to talk about what subject?
a) Swimming
b) History
c) Zoology
d) Animals
7. What animal do zookeepers think of as the most dangerous animal in the zoo?
a) Lions
b) Hippos
c) Man
d) Tigers
8. When Pi's father takes his sons on a tour of the zoo, which of the following statements is not true?
a) They watch a tiger eat a goat
b) His father shows them how quickly animals could kill them
c) His father tells them not to try and pet a tiger
d) His father tells them none of the animals could be touched
9. Who was Mr. Satish Kumar?
a) Mr. Kumar was the reason Pi studied theology
b) Mr. Kumar was a good looking man who believed in God
c) Mr. Kumar was an agnostic
d) Mr. Kumar was a Communist and atheist
10. When have successful zookeepers created a healthy environment for the animals?
a) When the animals reproduce
b) When the animals get along with humans
c) When the animals don't try to get out
d) When the animals eat well
http://jmonterorhsenglitcomp.blogspot.com/
1) How do the humans in your life reflect the animal behavior observed by Pi? What did Pi's strategies for dealing with Richard Parker teach you about confronting the fearsome creatures in your life?
2) Is there a relationship between religion and storytelling? Is religion a form of storytelling? Is there a theological dimension to storytelling?
3) Besides the loss of his family and possessions, what did Pi loose when the Tsimtsum sank? What did he gain?
10 Multiple Choice Questions
1. The main character grew up in what country?
a) Canada
b) Mexico
c) India
d) United States
2. What was the main character named after?
a) A famous landmark
b) His grandfather
c) His father
d) A swimming pool
3. What did the main character think about the animals in the zoo?
a) They were happy living in the zoo
b) They were fearful of the other animals in the zoo
c) They would like to return to the wild
d) They were not happy living in the zoo
4. Who is Mamji?
a) A person who studied in England for two years
b) A person who worked for Pi's father at the zoo
c) A person who used to be a competitive swimmer
d) A respectful, affectionate term for an older person
5. In Chapter 1, the main character tells about his experience in which location?
a) A Canadian hospital
b) A Mexican hospital
c) A Mexican restaurant
d) An English restaurant
6. The main character's father loved to talk about what subject?
a) Swimming
b) History
c) Zoology
d) Animals
7. What animal do zookeepers think of as the most dangerous animal in the zoo?
a) Lions
b) Hippos
c) Man
d) Tigers
8. When Pi's father takes his sons on a tour of the zoo, which of the following statements is not true?
a) They watch a tiger eat a goat
b) His father shows them how quickly animals could kill them
c) His father tells them not to try and pet a tiger
d) His father tells them none of the animals could be touched
9. Who was Mr. Satish Kumar?
a) Mr. Kumar was the reason Pi studied theology
b) Mr. Kumar was a good looking man who believed in God
c) Mr. Kumar was an agnostic
d) Mr. Kumar was a Communist and atheist
10. When have successful zookeepers created a healthy environment for the animals?
a) When the animals reproduce
b) When the animals get along with humans
c) When the animals don't try to get out
d) When the animals eat well
Literary Techniques Life of Pi
flashback:
The whole story is a flashback told by Francis Adirubasamy who is trying to get another man to believe in God.
genre:
Pi's story is fictional one, but it never the less speaks truths about our "real world." Storytelling is not meant to entertain it is meant to bring us out of our mundane lives and teach about the world around us.
irony:
The dominant factor in the story reveals itself as ironic because Pi manages to prove to Richard Parker that he is the more alpha of the two, when obviously the normal situation would be Pi is not able to assert dominance and is therefore eaten.
synesthesia:
"I wish I could convey the perfection of a seal slipping into water... or a lion merely turning its head. But language founders on such seas. Better to picture it in your head if you want to feel it." pg 15
motif:
A re-occurring concept is the fact that Pi keeps telling us in the first 100 pages that all animals are creatures of habit, humans too. Like Bilbo we are comfortable in our hobbit holes. Routines never change and when they do we get horribly perturbed.
symbol:
The color orange is a re-occurring color. The tiger, the orange whistle on Pi's life jacket, and on page 92, Pi's daughter is holding an orange cat.
narrative:
Francis Adirubasamy and the author, Yann Martel are putting together a collection of events which tell a story.
narrator:
Parts 1 and 2 of the book is narrated by Piscine and the last section is told by Pi, the author and two other people.
personification:
Animals are given human traits in this story or are humans given animal traits?
protagonist:
Piscine Molitor Patel also known as Pi. He was on the boat for 227 days.
dialogue:
When Pi speaks to other characters he uses dialogue.
didactic:
This book incorporates Hinduism, Christianity, and Muslim practices. It informs you about all of these religions and how Pi came to want to be all three.
allusion:
there were many in Life of Pi some of which included Robinson Crusoe and Sir Conan Doyle books.
conflict:
The conflict of the story begins when the ship Pi and his family are on, the Tsimtsum, sinks. Then Pi spends 227 days on a small boat with a 3 year old tiger.
stream of consciousnesses:
The author Yann Martel jumps into the story sometimes, as it is, he is retelling it to the reader.
foil:
Pi's older brother Ravi is his foil. Ravi likes sports and never paid attention to religion, whereas Pi was the opposite.
foreshadowing:
In the scene where we see Pi and his daughter we know that Pi will live through his ordeal with no fatal damage.
resolution:
Pi lives, but the author leaves us wondering about what really happened. Were the animals animals or humans?
round character:
Pi changes throughout the book experimenting with religions and then moving, loosing his family, and the mental strain of being on a boat with a tiger makes Pi a changed character by story's end.
pathos:
Many chapters are of Pi reminiscing about life, death, religion, and human nature. I found myself becoming engrossed in somethings Pi would comment on.
The whole story is a flashback told by Francis Adirubasamy who is trying to get another man to believe in God.
genre:
Pi's story is fictional one, but it never the less speaks truths about our "real world." Storytelling is not meant to entertain it is meant to bring us out of our mundane lives and teach about the world around us.
irony:
The dominant factor in the story reveals itself as ironic because Pi manages to prove to Richard Parker that he is the more alpha of the two, when obviously the normal situation would be Pi is not able to assert dominance and is therefore eaten.
synesthesia:
"I wish I could convey the perfection of a seal slipping into water... or a lion merely turning its head. But language founders on such seas. Better to picture it in your head if you want to feel it." pg 15
motif:
A re-occurring concept is the fact that Pi keeps telling us in the first 100 pages that all animals are creatures of habit, humans too. Like Bilbo we are comfortable in our hobbit holes. Routines never change and when they do we get horribly perturbed.
symbol:
The color orange is a re-occurring color. The tiger, the orange whistle on Pi's life jacket, and on page 92, Pi's daughter is holding an orange cat.
narrative:
Francis Adirubasamy and the author, Yann Martel are putting together a collection of events which tell a story.
narrator:
Parts 1 and 2 of the book is narrated by Piscine and the last section is told by Pi, the author and two other people.
personification:
Animals are given human traits in this story or are humans given animal traits?
protagonist:
Piscine Molitor Patel also known as Pi. He was on the boat for 227 days.
dialogue:
When Pi speaks to other characters he uses dialogue.
didactic:
This book incorporates Hinduism, Christianity, and Muslim practices. It informs you about all of these religions and how Pi came to want to be all three.
allusion:
there were many in Life of Pi some of which included Robinson Crusoe and Sir Conan Doyle books.
conflict:
The conflict of the story begins when the ship Pi and his family are on, the Tsimtsum, sinks. Then Pi spends 227 days on a small boat with a 3 year old tiger.
stream of consciousnesses:
The author Yann Martel jumps into the story sometimes, as it is, he is retelling it to the reader.
foil:
Pi's older brother Ravi is his foil. Ravi likes sports and never paid attention to religion, whereas Pi was the opposite.
foreshadowing:
In the scene where we see Pi and his daughter we know that Pi will live through his ordeal with no fatal damage.
resolution:
Pi lives, but the author leaves us wondering about what really happened. Were the animals animals or humans?
round character:
Pi changes throughout the book experimenting with religions and then moving, loosing his family, and the mental strain of being on a boat with a tiger makes Pi a changed character by story's end.
pathos:
Many chapters are of Pi reminiscing about life, death, religion, and human nature. I found myself becoming engrossed in somethings Pi would comment on.
Tuesday, March 19, 2013
Brainstorming Brave New World Essay
I couldn't write much tonight, there is many a thing to do scholarship wise and I have another essay due tomorrow. I know the book well, so I'm prioritizing.
Writers often highlight the values of a culture or a society by using
characters who are alienated from that culture or society because of gender,
race, class, or creed. Choose a play or novel (BRAVE NEW WORLD)
in which such a character plays a significant role, and show how that
character’s alienation reveals the surrounding society’s assumptions and
moral values.
John is the outcast of the World State and was not raised within the consumer conveyor belt. Brought up by the Savages he holds the relationship between a man and a woman in the highest regards.
"There is a holiness to the heart's affections." ---Keats
When he begins to have feelings for Lenina he tries to subdue them, but when she seduces him in chapter 13 all of these idea he has had about her being a pure creature worthy of his affections cease and he calls her an impudent strumpet.
Lenina doesn't see anything wrong with what she did. That's how she was taught to act. Instant gratification. Herein lies the contrast. Lenina is open about her desires, where as John reflects the normality of Huxley's society.
Soma is the drug of the people but John would rather learn from his mistakes and BE A HUMAN BEING. He sticks out so much and we see this when he goes to the world state, when his mother is dying and near the end when he is trying to "cleanse" himself of the society he deems as horrible.
Writers often highlight the values of a culture or a society by using
characters who are alienated from that culture or society because of gender,
race, class, or creed. Choose a play or novel (BRAVE NEW WORLD)
in which such a character plays a significant role, and show how that
character’s alienation reveals the surrounding society’s assumptions and
moral values.
John is the outcast of the World State and was not raised within the consumer conveyor belt. Brought up by the Savages he holds the relationship between a man and a woman in the highest regards.
"There is a holiness to the heart's affections." ---Keats
When he begins to have feelings for Lenina he tries to subdue them, but when she seduces him in chapter 13 all of these idea he has had about her being a pure creature worthy of his affections cease and he calls her an impudent strumpet.
Lenina doesn't see anything wrong with what she did. That's how she was taught to act. Instant gratification. Herein lies the contrast. Lenina is open about her desires, where as John reflects the normality of Huxley's society.
Soma is the drug of the people but John would rather learn from his mistakes and BE A HUMAN BEING. He sticks out so much and we see this when he goes to the world state, when his mother is dying and near the end when he is trying to "cleanse" himself of the society he deems as horrible.
Tuesday, February 26, 2013
Epitome of Imagination
"We feel nothing. We Think the same. We are uniform."
Reading Brave New World made me think instantly of the Cybermen from Doctor Who season 2. Now I bet you're thinking, "Ugh! There Sarah goooessss again," and yes... indeed, BUT hear me out. The Cybermen say the above quote right before they begin their quest to rid the human race of emotion. Therefore becoming cold, no-feeling beings that compartmentalize the galaxy into numbers and equations. Sound familiar? Ha! See there is a method to my madness! This is a very interesting topic for me. I believe Steampunk has also touched on this thought many times. The idea that people can be made better, whether it's making us all the same or giving everyone a mechanical arm, would it really make us so?
There is a movie called Serenity which if you ever get the chance to watch it, please do, but start with the Television series it spawned from Firefly. In this story the government is experimenting on young individuals and trying to make them smart and deadly weapons, but it really messes with the person's mind and health. Along with experiments like this one, they tried to create an airborne chemical that would calm a person down, make them not want to fight or sleep or eat or drink or live. Indeed this chemical backfired and instead of mellowing everyone out it went to the extreme and people began not wanting to do anything anymore. (kinda sounds like this senioritis shindig I'm going through... apart from the death bit. Ain't nobody got time for that.) In the end the entirety of the planet's population was wiped out. Once the cowboy space captain Malcolm Reynolds found out he said this:
"Sure as I know anything, I know this - they will try again. Maybe on
another world, maybe on this very ground swept clean. A year from now,
ten? They'll swing back to the belief that they can make people...
better."
There's something to be said in my mind about the human race staying this constant embodiment of imagination and I don't believe we can do that if are all the same. After all as Shakespeare said, "We are such stuff as dreams are made on."
Brave New World ch. 2-3
"The case of Little Reuben occurred only twenty-three years after Our Ford's first T-Model was put on the market." (Here the Director made a sign of the T on his stomach and all the students reverently followed suit.)
You can't learn a science unless you know what it's all about.
Not so much like drops of water, though water, it is true, can wear holes in the hardest granite; rather, drops of liquid sealing-wax, drops that adhere, incrust, incorporate themselves with what they fall on, till finally the rock is all one scarlet blob.
Chapter 3
by 7 years old, they still haven't been able to train out the natural tendencies
in the past there were to be no sexual thoughts until at least 20 years of age.
This is the Controller; this is his fordship, Mustapha Mond.
Shows how influential Mustapha is:
He waved his hand; and it was as though, with an invisible feather wisk, he had brushed away a little dust, and the dust was Harappa, was Ur of the Chaldees; some spider-webs, and they were Thebes and Babylon and Cnossos and Mycenae. Whisk. Whisk–and where was Odysseus, where was Job, where were Jupiter and Gotama and Jesus? Whisk–and those specks of antique dirt called Athens and Rome, Jerusalem and the Middle Kingdom–all were gone. Whisk–the place where Italy had been was empty. Whisk, the cathedrals; whisk, whisk, King Lear and the Thoughts of Pascal. Whisk, Passion; whisk, Requiem; whisk, Symphony; whisk …
Having a family is an absolutely appalling idea
The world was full of fathers–was therefore full of misery; full of mothers–therefore of every kind of perversion from sadism to chastity; full of brothers, sisters, uncles, aunts–full of madness and suicide.
every one belongs to every one else
if you let people feel all at once, then you are over it, but when you have to do things in secret or moderately, things come out sideways
Wheels must turn steadily, but cannot turn untended. There must be men to tend them, men as steady as the wheels upon their axles, sane men, obedient men, stable in contentment.
Sane men must lead society
Impulse arrested spills over, and the flood is feeling, the flood is passion, the flood is even madness: it depends on the force of the current, the height and strength of the barrier. The unchecked stream flows smoothly down its appointed channels into a calm well-being.
We always throw away old clothes. Ending is better than mending, ending is better than mending, ending is better …" CONSUME
Holy Ford the end of the chapter spirals into the this crazy conglomeration of dialogue
Characters remain constant throughout a whole lifetime.
"Suffer little children" Jesus said this and Mustapha quoted it, he is the story's Jesus.
Sunday, February 24, 2013
Lit Terms 109-End
Satire: ridicules or condemns the weakness and wrong doings of individuals, groups, institutions, or humanity in general
^one of the funniest things!
Scansion: the analysis of verse in terms of meter
Scansion: the analysis of verse in terms of meter
Simile: a figure of speech comparing two essentially unlike things through the use of a specific word of comparison
Life is like a box of chocolates.
Soliloquy: an extended speech, usually in a drama, delivered by a character alone on stage
Hamlet's To Be or Not to Be Speech
Spiritual: a folk song, usually religious theme
DEATH
Speaker: a narrator, the one speaking
Watson narrates Sherlock's cases
Stereotype: cliche, a simplified, standardized conception with a special meaning and appeal for members of a group; a formula story
GEEK AND PROUD
Stream of Consciousness: the style of writing that attempts to imitate the natural flow of a character's thoughts, feelings, reflections, memories, and mental images, as the character experiences them
Structure: the planned framework of a literary selection; its apparent organization
__^__
I I I <------it's a house
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Style: the manner of putting thoughts into words; a characteristic way of writing or speaking
Subordination: the couching of less important ideas in less important structures of language
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Surrealism: a style of literature and painting that stresses the subconscious or the non-rational aspects of man's existence characterized by the juxtaposition of the bizarre and banal
Suspension of Disbelief: suspend not believing in order to enjoy it
Symbol: something which stands for something else, yet has a meaning of its own
Synesthesia: the use of one sense to convey the experience of another sense
Synecdoche: another form of name changing, in which a part stands for the whole
Syntax: the arrangement and grammatical relations of words in a sentence
Theme: main idea of the story; its message(s)
Thesis: a proposition for consideration, especially one to be discussed and proved or disproved; the main idea
Tone: the devices used to create the mood and atmosphere of a literary work; the author's perceived point of view
Tongue in Cheek: a type of humor in which the speaker feigns seriousness; aka "dry" or "dead pan"
Tragedy: in literature any composition with a somber theme carried to a disastrous conclusion; a fatal event; protagonist usually is heroic but tragically (fatally) flawed
Romeo + Juliet
Understatement: opposite of hyperbole; saying less than you mean for emphasis
War is cruel.
Vernacular: everyday speech
Yo my homeskillet, what be up wit yo fine self today?
Voice: the textual features, such as diction and sentence structures, that convey the writer's or speaker's persona
Zeitgeist: the feeling of a particular era in history
Wednesday, February 20, 2013
BOB1
I didn't really rank them in order from best to worst... but I don't like this method of grading.
Sara: Your lit terms had so much Harry Potter! I loved the David Tennant for incongruity!
Hayden: very up to date and I like your writing style, your thoughts are clear.
Ruth: I really liked how I could see the comments people have made, that makes things a lot simpler
Michelle: very simplistic and wordy
Justice: Your lit terms were in order, that's nice.
E'Ana: my computer froze twice when I tried to go to your blog, but it looked very tranquil from what I could see.
Landon: I like your facts of the day!
Beka: your voice is clear through your blog. I read the stuff in your voice.
Kathryn: I liked your blog, but mayyybe make the text a larger font? That would help my poor blind eyes a lot.
Kelli: Your blog has your style in it and you have a lot of interesting ideas.
Kasie: I like your remixes
Jenna: I liked you Sonnet, but maybe update a little more.
Owen: I liked your blog, and your Understanding Gertrude post was very intriguing.
Paul: update more
Ubi: your lite terms are fun and your blog gives off a very serious vibe to it.
Madison: Your blog was very bright and nice to look at and you're pretty well updated.
Josh: I like your back round and your quotes
Ryan: updated and I like your SOB post and your musica
Katelyn: very generic
Rocio: good lit terms and I liked your back round
Kayla: mostly updated and a lot of posts
Jackie: I like the back round music :)
Ryland: I like your back round and you're pretty up to date
Laura: updated and good thoughts through out your blog
Will: Fairly up to date
Jessica: needs to be updated more and overall a bit plain
Dylan: ......
I AM HERE
Please explain your progress in this course
during the first grading period. Have you made progress toward your
SMART goal? Have you begun thinking/working on your senior project, big
question, collaborative working group, or other endeavor/venture that
shows how you're putting this course to work for you? Document and
explain your performance.
Yes I've made significant progress in my smart goal and my senior project. My song for my senior project with Josh Montero is done and I'm going to be handling the music for SNL night. I am having to jolt myself out of this funk that I seem to have landed in, but we'll make it through won't we, my preccccioussssss? I want to get back on track. I do feel under a lot of pressure right now, so my English class has started to take a backseat. There's just soooooo much going on it's quite difficult to disperse my attention evenly.
Yes I've made significant progress in my smart goal and my senior project. My song for my senior project with Josh Montero is done and I'm going to be handling the music for SNL night. I am having to jolt myself out of this funk that I seem to have landed in, but we'll make it through won't we, my preccccioussssss? I want to get back on track. I do feel under a lot of pressure right now, so my English class has started to take a backseat. There's just soooooo much going on it's quite difficult to disperse my attention evenly.
Tuesday, February 12, 2013
Lit Terms 80-100
Omniscient Point of View: knowing all things, usually the third person.
Onomatopoeia: use of a word whose sound in some degree imitates or suggests its
meaning.
Oxymoron: a figure of speech in which two contradicting words or phrases are combined to produce a rhetorical effect by means of a concise paradox.
Pacing: rate of movement; tempo.
Parable: a story designed to convey some religious principle, moral lesson, or general truth.
Paradox: a statement apparently self-contradictory or absurd but really containing a possible truth; an opinion contrary to generally accepted ideas.
Parallelism: the principle in sentence structure that states elements of equal function should have equal form.
Parody: an imitation of mimicking of a composition or of the style of a well-known artist.
Pathos: the ability in literature to call forth feelings of pity, compassion, and/or sadness.
Pedantry: a display of learning for its own sake.
Personification: a figure of speech attributing human qualities to inanimate objects or abstract ideas.
Plot: a plan or scheme to accomplish a purpose.
Poignant: eliciting sorrow or sentiment.
Point of View: the attitude unifying any oral or written argumentation; in description, the physical point from which the observer views what he is describing.
Postmodernism: literature characterized by experimentation, irony, nontraditional forms, multiple meanings, playfulness and a blurred boundary between real and imaginary.
Prose: the ordinary form of spoken and written language; language that does not have a regular rhyme pattern.
Protagonist: the central character in a work of fiction; opposes antagonist.
Pun: play on words; the humorous use of a word emphasizing different meanings or applications.
Purpose: the intended result wished by an author.
Realism: writing about the ordinary aspects of life in a straightfoward manner to reflect life as it actually is.
Refrain: a phrase or verse recurring at intervals in a poem or song; chorus.
Requiem: any chant, dirge, hymn, or musical service for the dead.
Resolution: point in a literary work at which the chief dramatic complication is worked out; denouement.
Restatement: idea repeated for emphasis.
Rhetoric: use of language, both written and verbal in order to persuade.
Rhetorical Question: question suggesting its own answer or not requiring an answer; used in argument or persuasion.
Rising Action: plot build up, caused by conflict and complications, advancement towards climax.
Onomatopoeia: use of a word whose sound in some degree imitates or suggests its
meaning.
Oxymoron: a figure of speech in which two contradicting words or phrases are combined to produce a rhetorical effect by means of a concise paradox.
Pacing: rate of movement; tempo.
Parable: a story designed to convey some religious principle, moral lesson, or general truth.
Paradox: a statement apparently self-contradictory or absurd but really containing a possible truth; an opinion contrary to generally accepted ideas.
Parallelism: the principle in sentence structure that states elements of equal function should have equal form.
Parody: an imitation of mimicking of a composition or of the style of a well-known artist.
Pathos: the ability in literature to call forth feelings of pity, compassion, and/or sadness.
Pedantry: a display of learning for its own sake.
Personification: a figure of speech attributing human qualities to inanimate objects or abstract ideas.
Plot: a plan or scheme to accomplish a purpose.
Poignant: eliciting sorrow or sentiment.
Point of View: the attitude unifying any oral or written argumentation; in description, the physical point from which the observer views what he is describing.
Postmodernism: literature characterized by experimentation, irony, nontraditional forms, multiple meanings, playfulness and a blurred boundary between real and imaginary.
Prose: the ordinary form of spoken and written language; language that does not have a regular rhyme pattern.
Protagonist: the central character in a work of fiction; opposes antagonist.
Pun: play on words; the humorous use of a word emphasizing different meanings or applications.
Purpose: the intended result wished by an author.
Realism: writing about the ordinary aspects of life in a straightfoward manner to reflect life as it actually is.
Refrain: a phrase or verse recurring at intervals in a poem or song; chorus.
Requiem: any chant, dirge, hymn, or musical service for the dead.
Resolution: point in a literary work at which the chief dramatic complication is worked out; denouement.
Restatement: idea repeated for emphasis.
Rhetoric: use of language, both written and verbal in order to persuade.
Rhetorical Question: question suggesting its own answer or not requiring an answer; used in argument or persuasion.
Rising Action: plot build up, caused by conflict and complications, advancement towards climax.
Wednesday, January 30, 2013
Great Expectations
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).
A young orphan named Pip is taken in by his sister and her husband who is a blacksmith. Great Expectations is the story of how Pip grows up encountering many unforgettable people. Some good, some bad, and some dynamic, they all change the way Pip sees the world.
2. Succinctly describe the theme of the novel. Avoid cliches.
Dreams are but a step away from delusion... so is loyalty for that matter. Pip is so devoted to his childish view of the world that he comes close to never realizing his fallacy.
3. Describe the author's tone. Include a minimum of three excerpts that illustrate your point(s).
Dickens is always very descriptive when he writes. He uses imagery to relay what his characters are seeing at the time. A few examples of this are:
1) The convict coming out of the marshes. "... as if he were a pirate come to life, come down, and going back to hook himself up again. It gave me a terrible turn when I thought so; and as I saw the cattle lifting their heads to gaze at him , I wondered whether they thought so too." pg. 5
2) Upon describing a room in Satis House. "I crossed the staircase landing, and entered the room she indicated. From that room, too, the daylight was completely excluded, and it had an airless smell that was oppressive. A fire had been lately kindled in the damp old-fashioned grate, and it was more disposed to go out than to burn up, and the reluctant smoke which hung in the room seemed colder than the clearer air - like our own marsh mist." p. g71
3)Describing the Magwitch. "Moving the lamp as the man moved, I made out that he was substantially dressed, but roughly; like a voyager by sea. That he had long iron-grey hair. That his age was about sixty. That he was a muscular man, strong on his legs, and that he was browned and hardened by exposure to weather. As he ascended the last stair or two, and the light of my lamp included us both, I saw, with a stupid kind of amazement, that he was holding out both his hands to me." pg. 270
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.)
Foreshadowing: through out the story Magwitch's return is imminent. Why would Dickens have started the book with giving Pip such a strong impression of the convict?
Metaphor: The metaphor of the mists is resolved on the last page, "... as the morning mists had risen long ago when I first left the forge, so, the the evening mists were rising now." pg. 417
Motifs: the reoccuring doubles through out the novel are a way that Dickens shows how connected Pip's world is. For example, Magwitch and Miss. Havisham both want to shape a child to do their bidding in life. Magwitch makes Pip a gentleman and Havisham makes Estella a heart breaker.
Point of View: The whole story is told through Pip's eyes. "Herbert received me with open arms, and I had never felt before, so blessedly, what it is to have a friend." pg. 293
Foil: Orlick is a foil for Joe Gargery. Joe is kind and loves Pip, whereas Orlick is a spiteful slime ball who cripples Mrs. Joe and blames Pip for ruining his life.
Doppelganger: I would argue that Miss. Havisham is the ghostly figure of her former self. In this case she is her own haunted counter part.
Aphorism: "... life is made of ever so many partings welded together, as I may say, and one man’s a blacksmith, and one’s a white-smith, and one’s a goldsmith, and one’s a copper-smith. Divisions among such must come, and must be met as they come." pg. 192 Wise statements are given by different characters through out the story.
Imagery:"He looked in my young eyes as if he were eluding the hands of dead people, stretching up cautiously out of their graves , to get a twist upon his ankle and pull him in." pg. 5
Syntax: "... who appeared to have now become constitutionally green and yellow by reason of me." pg. 201
Allusion: The allusion to Shakespeare was in chapter 31 when Herbert and Pip attend Mr. Wopsle's Hamlet play. "The joy attended Mr. Wopsle through his struggle with Laertes on the brink of the orchestra and the grave." pg. 219
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?
Direct:
1) Joe's blue eyes turned a little watery; he rubbed, first one of them, and then the other, in a most uncongenial and uncomfortable manner." pg. 39
2) "I found him to be a dry man, rather short of stature, with a square wooden face... " pg. 145
Indirect:
1) "That girl's hard and haughty and capricious to the last degree."Herbert to Pip about Estella pg150
2)"Is HE changed?" Miss Havisham asked her.
"Very much," said Estella, looking at me.
pg. 203 Estella describes Pip.
2. Does the author's syntax and/or diction change when s/he focuses on character? How? Example(s)?
Yes, Pip's dialogue changes through out the story as he becomes more and more educated, but Orlick was one whose diction and syntax were dramatically different from those of other characters. "... afore I kill you like any other beast -- I'll have a good look at you and a good goad at you. Oh, you enemy!" pg. 363
3. Is the protagonist static or dynamic? Flat or round? Explain.
Definitely dynamic, just like Magwitch, Herbert, and Estella Pip's character is formed as he grows up. A head-in-the-clouds child becomes a fully aware of himself adult.
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 felt as though Dickens exaggerated Pip's character in order to get his points across. I did feel like I had just read a character, but his mate Herbert was my favorite character, I felt like he could've been an actual person. "Herbert Pocket had a frank and easy way with him that was very taking. I had never seen any one then, and I have never seen any one since, who more strongly expressed to me, in every look and tone, a natural incapacity to do anything secret and mean. There was something wonderfully hopeful about his general air, and something that at the same time whispered to me that he would never be successful or rich. I don't know how this was."pg 151
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).
A young orphan named Pip is taken in by his sister and her husband who is a blacksmith. Great Expectations is the story of how Pip grows up encountering many unforgettable people. Some good, some bad, and some dynamic, they all change the way Pip sees the world.
2. Succinctly describe the theme of the novel. Avoid cliches.
Dreams are but a step away from delusion... so is loyalty for that matter. Pip is so devoted to his childish view of the world that he comes close to never realizing his fallacy.
3. Describe the author's tone. Include a minimum of three excerpts that illustrate your point(s).
Dickens is always very descriptive when he writes. He uses imagery to relay what his characters are seeing at the time. A few examples of this are:
1) The convict coming out of the marshes. "... as if he were a pirate come to life, come down, and going back to hook himself up again. It gave me a terrible turn when I thought so; and as I saw the cattle lifting their heads to gaze at him , I wondered whether they thought so too." pg. 5
2) Upon describing a room in Satis House. "I crossed the staircase landing, and entered the room she indicated. From that room, too, the daylight was completely excluded, and it had an airless smell that was oppressive. A fire had been lately kindled in the damp old-fashioned grate, and it was more disposed to go out than to burn up, and the reluctant smoke which hung in the room seemed colder than the clearer air - like our own marsh mist." p. g71
3)Describing the Magwitch. "Moving the lamp as the man moved, I made out that he was substantially dressed, but roughly; like a voyager by sea. That he had long iron-grey hair. That his age was about sixty. That he was a muscular man, strong on his legs, and that he was browned and hardened by exposure to weather. As he ascended the last stair or two, and the light of my lamp included us both, I saw, with a stupid kind of amazement, that he was holding out both his hands to me." pg. 270
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.)
Foreshadowing: through out the story Magwitch's return is imminent. Why would Dickens have started the book with giving Pip such a strong impression of the convict?
Metaphor: The metaphor of the mists is resolved on the last page, "... as the morning mists had risen long ago when I first left the forge, so, the the evening mists were rising now." pg. 417
Motifs: the reoccuring doubles through out the novel are a way that Dickens shows how connected Pip's world is. For example, Magwitch and Miss. Havisham both want to shape a child to do their bidding in life. Magwitch makes Pip a gentleman and Havisham makes Estella a heart breaker.
Point of View: The whole story is told through Pip's eyes. "Herbert received me with open arms, and I had never felt before, so blessedly, what it is to have a friend." pg. 293
Foil: Orlick is a foil for Joe Gargery. Joe is kind and loves Pip, whereas Orlick is a spiteful slime ball who cripples Mrs. Joe and blames Pip for ruining his life.
Doppelganger: I would argue that Miss. Havisham is the ghostly figure of her former self. In this case she is her own haunted counter part.
Aphorism: "... life is made of ever so many partings welded together, as I may say, and one man’s a blacksmith, and one’s a white-smith, and one’s a goldsmith, and one’s a copper-smith. Divisions among such must come, and must be met as they come." pg. 192 Wise statements are given by different characters through out the story.
Imagery:"He looked in my young eyes as if he were eluding the hands of dead people, stretching up cautiously out of their graves , to get a twist upon his ankle and pull him in." pg. 5
Syntax: "... who appeared to have now become constitutionally green and yellow by reason of me." pg. 201
Allusion: The allusion to Shakespeare was in chapter 31 when Herbert and Pip attend Mr. Wopsle's Hamlet play. "The joy attended Mr. Wopsle through his struggle with Laertes on the brink of the orchestra and the grave." pg. 219
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?
Direct:
1) Joe's blue eyes turned a little watery; he rubbed, first one of them, and then the other, in a most uncongenial and uncomfortable manner." pg. 39
2) "I found him to be a dry man, rather short of stature, with a square wooden face... " pg. 145
Indirect:
1) "That girl's hard and haughty and capricious to the last degree."Herbert to Pip about Estella pg150
2)"Is HE changed?" Miss Havisham asked her.
"Very much," said Estella, looking at me.
pg. 203 Estella describes Pip.
2. Does the author's syntax and/or diction change when s/he focuses on character? How? Example(s)?
Yes, Pip's dialogue changes through out the story as he becomes more and more educated, but Orlick was one whose diction and syntax were dramatically different from those of other characters. "... afore I kill you like any other beast -- I'll have a good look at you and a good goad at you. Oh, you enemy!" pg. 363
3. Is the protagonist static or dynamic? Flat or round? Explain.
Definitely dynamic, just like Magwitch, Herbert, and Estella Pip's character is formed as he grows up. A head-in-the-clouds child becomes a fully aware of himself adult.
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 felt as though Dickens exaggerated Pip's character in order to get his points across. I did feel like I had just read a character, but his mate Herbert was my favorite character, I felt like he could've been an actual person. "Herbert Pocket had a frank and easy way with him that was very taking. I had never seen any one then, and I have never seen any one since, who more strongly expressed to me, in every look and tone, a natural incapacity to do anything secret and mean. There was something wonderfully hopeful about his general air, and something that at the same time whispered to me that he would never be successful or rich. I don't know how this was."pg 151
AP LIT TERMS #31-56
Denouement: loose ends tied up in a story after the climax, closure, conclusion
Dialect: the language of a particular district, class or group of persons; the sounds, grammar, and diction employed by people distinguished from others.
Dialectics: formal debates usually over the nature of truth.
Dichotomy: split or break between two opposing things.
Diction: the style of speaking or writing as reflected in the choice and use of words.
Didactic: having to do with the transmission of information; education.
Dogmatic: rigid in beliefs and principles.
Elegy: a mournful, melancholy poem, especially a funeral song or lament for the dead, sometimes contains general reflections on death, often with a rural or pastoral setting.
Epic: a long narrative poem unified by a hero who reflects the customs, mores, and aspirations of his nation of race as he makes his way through legendary and historic exploits, usually over a long period of time (definition bordering on circumlocution).
Epigram: witty aphorism.
Epitaph: any brief inscription in prose or verse on a tombstone; a short formal poem of commemoration often a credo written by the person who wishes it to be on his tombstone.
Epithet: a short, descriptive name or phrase that may insult someone’s character, characteristics
Euphemism: the use of an indirect, mild or vague word or expression for one thought to be coarse, offensive, or blunt.
Evocative (evocation): a calling forth of memories and sensations; the suggestion or production through artistry and imagination of a sense of reality.
Exposition: beginning of a story that sets forth facts, ideas, and/or characters, in a detailed explanation.
Expressionism: movement in art, literature, and music consisting of unrealistic representation of an inner idea or feeling(s).
Fable: a short, simple story, usually with animals as characters, designed to teach a moral truth.
Fallacy: from Latin word “to deceive”, a false or misleading notion, belief, or argument; any kind of erroneous reasoning that makes arguments unsound.
Falling Action: part of the narrative or drama after the climax.
Farce: a boisterous comedy involving ludicrous action and dialogue.
Figurative Language: apt and imaginative language characterized by figures of speech (such as metaphor and simile).
Flashback: a narrative device that flashes back to prior events.
Foil: a person or thing that, by contrast, makes another seem better or more prominent.
Folk Tale: story passed on by word of mouth.
Foreshadowing: in fiction and drama, a device to prepare the reader for the outcome of the action; “planning” to make the outcome convincing, though not to give it away.
Free Verse: verse without conventional metrical pattern, with irregular pattern or no rhyme.
Genre: a category or class of artistic endeavor having a particular form, technique, or content.
Gothic Tale: a style in literature characterized by gloomy settings, violent or grotesque action, and a mood of decay, degeneration, and decadence.
Hyperbole: an exaggerated statement often used as a figure of speech or to prove a point.
Imagery: figures of speech or vivid description, conveying images through any of the senses.
Dialect: the language of a particular district, class or group of persons; the sounds, grammar, and diction employed by people distinguished from others.
Dialectics: formal debates usually over the nature of truth.
Dichotomy: split or break between two opposing things.
Diction: the style of speaking or writing as reflected in the choice and use of words.
Didactic: having to do with the transmission of information; education.
Dogmatic: rigid in beliefs and principles.
Elegy: a mournful, melancholy poem, especially a funeral song or lament for the dead, sometimes contains general reflections on death, often with a rural or pastoral setting.
Epic: a long narrative poem unified by a hero who reflects the customs, mores, and aspirations of his nation of race as he makes his way through legendary and historic exploits, usually over a long period of time (definition bordering on circumlocution).
Epigram: witty aphorism.
Epitaph: any brief inscription in prose or verse on a tombstone; a short formal poem of commemoration often a credo written by the person who wishes it to be on his tombstone.
Epithet: a short, descriptive name or phrase that may insult someone’s character, characteristics
Euphemism: the use of an indirect, mild or vague word or expression for one thought to be coarse, offensive, or blunt.
Evocative (evocation): a calling forth of memories and sensations; the suggestion or production through artistry and imagination of a sense of reality.
Exposition: beginning of a story that sets forth facts, ideas, and/or characters, in a detailed explanation.
Expressionism: movement in art, literature, and music consisting of unrealistic representation of an inner idea or feeling(s).
Fable: a short, simple story, usually with animals as characters, designed to teach a moral truth.
Fallacy: from Latin word “to deceive”, a false or misleading notion, belief, or argument; any kind of erroneous reasoning that makes arguments unsound.
Falling Action: part of the narrative or drama after the climax.
Farce: a boisterous comedy involving ludicrous action and dialogue.
Figurative Language: apt and imaginative language characterized by figures of speech (such as metaphor and simile).
Flashback: a narrative device that flashes back to prior events.
Foil: a person or thing that, by contrast, makes another seem better or more prominent.
Folk Tale: story passed on by word of mouth.
Foreshadowing: in fiction and drama, a device to prepare the reader for the outcome of the action; “planning” to make the outcome convincing, though not to give it away.
Free Verse: verse without conventional metrical pattern, with irregular pattern or no rhyme.
Genre: a category or class of artistic endeavor having a particular form, technique, or content.
Gothic Tale: a style in literature characterized by gloomy settings, violent or grotesque action, and a mood of decay, degeneration, and decadence.
Hyperbole: an exaggerated statement often used as a figure of speech or to prove a point.
Imagery: figures of speech or vivid description, conveying images through any of the senses.
Tuesday, January 29, 2013
Tale of Two Cities ARNs
Dickens: A Tale of Two Cities - Dr Tony Williams - Gresham College Lectures
Actually, 3 cities:---->
London, Paris, and Manchester
Preface --> it had a close connection to Dickens himself
In 1857 Charles helped write a play called The Frozen Deep. This ended up having a close connection with To2Cs.
-Dickens later met the Turnons and fell in love with their daughter Ellen.
Lucie is Ellen
-Sidney Carton: talented man who sacrifices himself for the woman he loved
----->Double sets of characters (double faces)
pnt of crisis 1857
-marriage was rough, Little Dorit had been published.
-he profited from public readings + became very popular
Jun 1858 was when he made it official that he had separated from his wife, starting journals that could be profited from
---London
---Dickens was brought there as a boy
---he saw many unsettling sights
---he described the city as his magic lantern
---a city of extremes
---Paris
---extraordinary to dickens
---city had its own lively character
---every person he walked past inspired him
---900,000 people in the city at the time
---1850s-60s changed the city a lot, but Dickens described the old parts that had been changed
---1844-1868 he visited paris 15 times
---Vibrant, modernizing city
Dickens had the attraction of repulsion and an eye for detail.
The two worlds of London and Paris are alike in many ways
Dickens didn't like to rebel, but everyone feared that the french revolution ideas would come to England.
#cliffhangers
Dickens was very happy with To2Cs
1860 was the first time the book had been made into a play.
He built up suspense even though we know how the history resolved itself.
Dickens and friend Carlyle were great mates
He builds and builds the emotions of the surroundings. We ride this wave of description that Dickens creates for us.
People are mysteries to other people.
Actually, 3 cities:---->
London, Paris, and Manchester
Preface --> it had a close connection to Dickens himself
In 1857 Charles helped write a play called The Frozen Deep. This ended up having a close connection with To2Cs.
-Dickens later met the Turnons and fell in love with their daughter Ellen.
Lucie is Ellen
-Sidney Carton: talented man who sacrifices himself for the woman he loved
----->Double sets of characters (double faces)
pnt of crisis 1857
-marriage was rough, Little Dorit had been published.
-he profited from public readings + became very popular
Jun 1858 was when he made it official that he had separated from his wife, starting journals that could be profited from
---London
---Dickens was brought there as a boy
---he saw many unsettling sights
---he described the city as his magic lantern
---a city of extremes
---Paris
---extraordinary to dickens
---city had its own lively character
---every person he walked past inspired him
---900,000 people in the city at the time
---1850s-60s changed the city a lot, but Dickens described the old parts that had been changed
---1844-1868 he visited paris 15 times
---Vibrant, modernizing city
Dickens had the attraction of repulsion and an eye for detail.
The two worlds of London and Paris are alike in many ways
"best of times"
"worst of times"
With his opening he takes us back to the time. The story takes place between 1757-1794.Dickens didn't like to rebel, but everyone feared that the french revolution ideas would come to England.
#cliffhangers
Dickens was very happy with To2Cs
1860 was the first time the book had been made into a play.
He built up suspense even though we know how the history resolved itself.
Dickens and friend Carlyle were great mates
He builds and builds the emotions of the surroundings. We ride this wave of description that Dickens creates for us.
People are mysteries to other people.
Tuesday, January 22, 2013
AP Lit Terms #1-30
1) Allegory: a tale in prose or verse in which characters, actions, or settings represent abstract ideas or moral qualities; a story that uses symbols to make a point
Alliteration: the repetition of similar initial sounds, usually consonants, in a group of words
Allusion: a reference to a person, a place, an event, or a literary work that a writer expects a reader to recognize
Ambiguity: something uncertain as to interpretation
Analysis: a method in which a work or idea is separated into its parts, and those parts given rigorous and detailed scrutiny
Anaphora: a device or repetition in which a word or words are repeated at the beginning of two or more lines, phrases, clauses, or sentences
Anecdote: a very short story used to illustrate a point
Antagonist: a person or force opposing the protagonist in a drama or narrative
Scar, Loki, Joker, Hotspur, etc.
Antithesis: a balancing of one term against another for emphasis or stylistic effectiveness
Aphorism: a terse, pointed statement expressing some wise or clever observation about life
"Know thyself?" If I knew myself I would run away.
Apologia: a defense or justification for some doctrine, piece of writing, cause, or action; also apology
Apostrophe: a figure of speech in which an absent or dead person, an abstract quality, or something inanimate or nonhuman is addressed directly
Argument(ation): the process of convincing a reader by proving either the truth or the falsity of an idea or proposition; also, the thesis or proposition itself
Your mother was a hamster and you father smelt of elderberries!
You lie!
No I don't!
Yes you do!
Assumption: the act of supposing, or taking for granted that a thing is true
Audience: the intended listener or listeners
Characterization: the means by which a writer reveals a character’s personality
Chiasmus: a reversal in the order off words so that the second half of a statement balances the first half in inverted word order
Circumlocution: a roundabout or evasive speech or writing, in which many words are used but a few would have served
Classicism: art, literature, and music reflecting the principles of ancient Greece and Rome: tradition, reason, clarity, order, and balance
Cliché: a phrase or situation overused within society
"Go home, Sarah. You're drunk."
"I just tripped over a backpack, it's a perfectly clumsy yet normal thing to do!"
Climax: the decisive point in a narrative or drama; the pint of greatest intensity or interest at which plot question is answered or resolved
Colloquialism: folksy speech, slang words or phrases usually used in informal conversation
Comedy: originally a nondramatic literary piece of work that was marked by a happy ending; now a term to describe a ludicrous, farcical, or amusing event designed provide enjoyment or produce smiles and laughter
hahahhahhaaaa. Ehehehhehehehhe! Mwahahhahahahahahaha!
Conflict: struggle or problem in a story causing tension
I can't find my bull dosser. Me thinks it must have dozed off in yonder forest. Get it? Get it? ha.
Connotation: implicit meaning, going beyond dictionary definition
Contrast: a rhetorical device by which one element (idea or object) is thrown into opposition to another for the sake of emphasis or clarity
Denotation: plain dictionary definition
Denotation: plain dictionary definition
Ambiguity: something uncertain as to interpretation
Anachronism: something that shows up in the wrong place or the wrong time
A TROLL FACE
Analogy: a comparison made between two things to show the similarities between them
Analysis: a method in which a work or idea is separated into its parts, and those parts given rigorous and detailed scrutiny
Anaphora: a device or repetition in which a word or words are repeated at the beginning of two or more lines, phrases, clauses, or sentences
Anecdote: a very short story used to illustrate a point
Antagonist: a person or force opposing the protagonist in a drama or narrative
Scar, Loki, Joker, Hotspur, etc.
Antithesis: a balancing of one term against another for emphasis or stylistic effectiveness
Aphorism: a terse, pointed statement expressing some wise or clever observation about life
"Know thyself?" If I knew myself I would run away.
Apologia: a defense or justification for some doctrine, piece of writing, cause, or action; also apology
Apostrophe: a figure of speech in which an absent or dead person, an abstract quality, or something inanimate or nonhuman is addressed directly
Argument(ation): the process of convincing a reader by proving either the truth or the falsity of an idea or proposition; also, the thesis or proposition itself
Your mother was a hamster and you father smelt of elderberries!
You lie!
No I don't!
Yes you do!
Assumption: the act of supposing, or taking for granted that a thing is true
Audience: the intended listener or listeners
Characterization: the means by which a writer reveals a character’s personality
Chiasmus: a reversal in the order off words so that the second half of a statement balances the first half in inverted word order
Circumlocution: a roundabout or evasive speech or writing, in which many words are used but a few would have served
Classicism: art, literature, and music reflecting the principles of ancient Greece and Rome: tradition, reason, clarity, order, and balance
Cliché: a phrase or situation overused within society
"Go home, Sarah. You're drunk."
"I just tripped over a backpack, it's a perfectly clumsy yet normal thing to do!"
Climax: the decisive point in a narrative or drama; the pint of greatest intensity or interest at which plot question is answered or resolved
Colloquialism: folksy speech, slang words or phrases usually used in informal conversation
Comedy: originally a nondramatic literary piece of work that was marked by a happy ending; now a term to describe a ludicrous, farcical, or amusing event designed provide enjoyment or produce smiles and laughter
hahahhahhaaaa. Ehehehhehehehhe! Mwahahhahahahahahaha!
Conflict: struggle or problem in a story causing tension
I can't find my bull dosser. Me thinks it must have dozed off in yonder forest. Get it? Get it? ha.
Connotation: implicit meaning, going beyond dictionary definition
Contrast: a rhetorical device by which one element (idea or object) is thrown into opposition to another for the sake of emphasis or clarity
Denotation: plain dictionary definition
Denotation: plain dictionary definition
Sunday, January 20, 2013
Henry V
Tuesday, January 15, 2013
LIT TERMS 1-5
Synesthesia:
Why can't words be tasty and letters colorful?
Refrain:
Why can't words be tasty and letters colorful?
Refrain:
Paradox:
Fable:
Vernacular:
Monday, January 14, 2013
SPRING SEMESTER PLAN 1
My goal is to get ready for college and that means walking away from the hovering instruction of the teachers that surround me. Becoming an independent will help me now and later on as I get older. My long term goal is to become a nurse. Whether I stay in California or go to Tennessee has not been decided yet, but I'm pretty sure what God is pulling me towards. Anyway, doing some hospital work, some traveling, and then becoming a nurse practitioner is the main plan Jackie Chan.
Saturday, January 12, 2013
St. Crispin's Day Speech
“All things are ready, if our mind be so.”
As Henry gives this speech to his soldiers he realizes that they are scared to
fight the French who have a larger army.
Westmoreland wishes for more men and the king counters his statement,
Westmoreland wishes for more men and the king counters his statement,
O that we now had here
But one ten thousand of those men in England
That do no work to-day!
by telling his men that if they die, they will die in honor and if they live?
Here's a link to the speech from the 2012 BBC television production of "The Hollow Crown.""The fewer men the greater share of honor."
Thursday, January 10, 2013
Ode To A Nightingale by John Keats
My heart aches, and a drowsy numbness pains
My sense, as though of hemlock I had drunk,
Or emptied some dull opiate to the drains
One minute past, and Lethe-wards had sunk:
'Tis not through envy of thy happy lot,
But being too happy in thine happiness, -
That thou, light-winged Dryad of the trees,
In some melodious plot
Of beechen green and shadows numberless,
Singest of summer in full-throated ease.
O, for a draught of vintage! that hath been
Cool'd a long age in the deep-delved earth,
Tasting of Flora and the country green,
Dance, and Provençal song, and sunburnt mirth!
O for a beaker full of the warm South,
Full of the true, the blushful Hippocrene,
With beaded bubbles winking at the brim,
And purple-stained mouth;
That I might drink, and leave the world unseen,
And with thee fade away into the forest dim:
Fade far away, dissolve, and quite forget
What thou among the leaves hast never known,
The weariness, the fever, and the fret
Here, where men sit and hear each other groan;
Where palsy shakes a few, sad, last gray hairs,
Where youth grows pale, and spectre-thin, and dies;
Where but to think is to be full of sorrow
And leaden-eyed despairs,
Where Beauty cannot keep her lustrous eyes,
Or new Love pine at them beyond to-morrow.
Away! away! for I will fly to thee,
Not charioted by Bacchus and his pards,
But on the viewless wings of Poesy,
Though the dull brain perplexes and retards:
Already with thee! tender is the night,
And haply the Queen-Moon is on her throne,
Cluster'd around by all her starry Fays;
But here there is no light,
Save what from heaven is with the breezes blown
Through verdurous glooms and winding mossy ways.
I cannot see what flowers are at my feet,
Nor what soft incense hangs upon the boughs,
But, in embalmed darkness, guess each sweet
Wherewith the seasonable month endows
The grass, the thicket, and the fruit-tree wild;
White hawthorn, and the pastoral eglantine;
Fast fading violets cover'd up in leaves;
And mid-May's eldest child,
The coming musk-rose, full of dewy wine,
The murmurous haunt of flies on summer eves.
Darkling I listen; and, for many a time
I have been half in love with easeful Death,
Call'd him soft names in many a mused rhyme,
To take into the air my quiet breath;
Now more than ever seems it RICH to die,
While thou art pouring forth thy soul abroad
In such an ecstasy!
Still wouldst thou sing, and I have ears in vain -
To thy high requiem become a sod.
The voice I hear this passing night was heard
In ancient days by emperor and clown:
Perhaps the self-same song that found a path
Through the sad heart of Ruth, when, sick for home,
She stood in tears amid the alien corn;
The same that oft-times hath
Charm'd magic casements, opening on the foam
Of perilous seas, in faery lands forlorn.
Forlorn! the very word is like a bell
To toll me back from thee to my sole self!
Adieu! the fancy cannot cheat so well
As she is fam'd to do, deceiving elf.
Adieu! adieu! thy plaintive anthemfades
Past the near meadows, over the still stream,
Up the hill-side; and now 'tis buried deep
In the next valley-glades:
Was it a vision, or a waking dream?
Fled is that music: - Do I wake or sleep?
My sense, as though of hemlock I had drunk,
Or emptied some dull opiate to the drains
One minute past, and Lethe-wards had sunk:
'Tis not through envy of thy happy lot,
But being too happy in thine happiness, -
That thou, light-winged Dryad of the trees,
In some melodious plot
Of beechen green and shadows numberless,
Singest of summer in full-throated ease.
O, for a draught of vintage! that hath been
Cool'd a long age in the deep-delved earth,
Tasting of Flora and the country green,
Dance, and Provençal song, and sunburnt mirth!
O for a beaker full of the warm South,
Full of the true, the blushful Hippocrene,
With beaded bubbles winking at the brim,
And purple-stained mouth;
That I might drink, and leave the world unseen,
And with thee fade away into the forest dim:
Fade far away, dissolve, and quite forget
What thou among the leaves hast never known,
The weariness, the fever, and the fret
Here, where men sit and hear each other groan;
Where palsy shakes a few, sad, last gray hairs,
Where youth grows pale, and spectre-thin, and dies;
Where but to think is to be full of sorrow
And leaden-eyed despairs,
Where Beauty cannot keep her lustrous eyes,
Or new Love pine at them beyond to-morrow.
Away! away! for I will fly to thee,
Not charioted by Bacchus and his pards,
But on the viewless wings of Poesy,
Though the dull brain perplexes and retards:
Already with thee! tender is the night,
And haply the Queen-Moon is on her throne,
Cluster'd around by all her starry Fays;
But here there is no light,
Save what from heaven is with the breezes blown
Through verdurous glooms and winding mossy ways.
I cannot see what flowers are at my feet,
Nor what soft incense hangs upon the boughs,
But, in embalmed darkness, guess each sweet
Wherewith the seasonable month endows
The grass, the thicket, and the fruit-tree wild;
White hawthorn, and the pastoral eglantine;
Fast fading violets cover'd up in leaves;
And mid-May's eldest child,
The coming musk-rose, full of dewy wine,
The murmurous haunt of flies on summer eves.
Darkling I listen; and, for many a time
I have been half in love with easeful Death,
Call'd him soft names in many a mused rhyme,
To take into the air my quiet breath;
Now more than ever seems it RICH to die,
To cease upon the midnight with no pain,
While thou art pouring forth thy soul abroad
In such an ecstasy!
Still wouldst thou sing, and I have ears in vain -
To thy high requiem become a sod.
Thou wast not born for death, immortal Bird!
No hungry generations tread thee down;
The voice I hear this passing night was heard
In ancient days by emperor and clown:
Perhaps the self-same song that found a path
Through the sad heart of Ruth, when, sick for home,
She stood in tears amid the alien corn;
The same that oft-times hath
Charm'd magic casements, opening on the foam
Of perilous seas, in faery lands forlorn.
Forlorn! the very word is like a bell
To toll me back from thee to my sole self!
Adieu! the fancy cannot cheat so well
As she is fam'd to do, deceiving elf.
Adieu! adieu! thy plaintive anthem
Past the near meadows, over the still stream,
Up the hill-side; and now 'tis buried deep
In the next valley-glades:
Was it a vision, or a waking dream?
Fled is that music: - Do I wake or sleep?
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