Monday, November 5, 2012

Vocabulary # 11

Affinity- relationship by marriage
Bilious- of or indicative of a peevish ill nature disposition
Cognate- of the same nature
Corollary- A proposition inferred Immediately from a proved proposition with little or no additional proof
Cul-de-sac- a pouch
Derring-do- a daring action
Divination- The art or practice that seeks to foretell future events or discover hidden knowledge due to the interpretation of omens
Elixir- A substance capable of prolonging life indefinitely
Folderol- a useless accessory
Gamut- an entire range or series
Hoi polloi- the General populace
Ineffable- incapable of being expressed in words
Lucubration- to study by night
Mnemonic- intended to assist memory
Obloquy- abusive language
Parameter- an independent variable used to express the coordinates of variable point and functions of them
Pundit- a learned man
Risible- provoking laughter
Symptomatic- having the characteristics of a certain disease but arising of a different cause
Volte-face- a reversal in policy

Friday, November 2, 2012

Sonnet


Sonnet VII


By Hartley Coleridge

Is love a fancy, or a feeling? No.
It is immortal as immaculate Truth,
'Tis not a blossom shed as soon as youth,
Drops from the stem of life--for it will grow,
In barren regions, where no waters flow,
Nor rays of promise cheats the pensive gloom.
A darkling fire, faint hovering o'er a tomb,
That but itself and darkness nought doth show,
It is my love's being yet it cannot die,
Nor will it change, though all be changed beside;
Though fairest beauty be no longer fair,
Though vows be false, and faith itself deny,
Though sharp enjoyment be a suicide,
And hope a spectre in a ruin bare.



GROWING MY PLAN



This is the blog fellow students and I contacted. It hasn't been active for some time, but we hope they look back and respond.




Thursday, November 1, 2012

AP HAMLET PLAN

1) http://itintegrationsg.blogspot.com/2009/01/hamlet-study-chart.html
This website offers a lot of information on Hamlet. It gives a better insight on the play and lets the audience dig deeper on Hamlet.
This is a quiz that helps the reader test their knowledge on Hamlet. I'm planing to use this website as a reference because it asks questions that Dr. Preston might consider to asks our class.  
This website gives examples of  past AP questions and it mentions things the audience should be aware of. It's a a great resource to look back to because it has a lot to offer. 
This website has notes on Hamlet and can be used by comparing other notes to see if everything's the same or if something important was missed. It's a great resource to refresh the memory and be on tract.   
This is another website I might look back to because it has a lot to offer. When one plays around with the website they find 4 quizzes and essay topics to look to if they need further understanding of the play.

Monday, October 29, 2012

Vocabulary #10


aficionado- A person who is very knowledgeable and enthusiastic about an activity, subject, or pastime
browbeat- Intimidate (someone), typically into doing something, with stern or abusive words
commensurate- able to be measured by a common standard
diaphanous- Of such fine texture as to be transparent or translucent
emolument- Payment for an office or employment
foray- A sudden raid or military advance
genre- A realistic style of painting that depicts scenes from everyday life
homily- An inspirational saying or platitude
immure- To confine within or as if within walls; imprison
insouciant- carefree or unconcerned; light-hearted
matrix- a substance, situation, or environment in which something has its origin, takes form, or is enclosed
obsequies- A funeral rite or ceremony
panache- A bunch of feathers or a plume, especially on a helmet.
persona- The role that one assumes or displays in public or society
philippic- a bitter or impassioned speech of denunciation; invective
prurient- unusually or morbidly interested in sexual thoughts or practices
sacrosanct- Regarded as sacred and inviolable
systemic- Of or relating to systems or a system
tendentious- Marked by a strong implicit point of view; partisan
vicissitude- A change or variation

Sunday, October 28, 2012

Literary Analysis # 2 The Awakening by Kate Chopin

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.)
- Edna starts off as the wonderful wife who fulfills the role of a proper mother. They take a vacation as a family and spend their time in Grand Isle. There she meets a man named Robert and a romance begins. They end up declaring their love in the novel and we see the two grow and fall apart. Robert seeks a marriage but couldn't find it in Edna. Edna also became intimate with another man named Alcee. That connection Alcee and she had seemed like pure lust because he awoke feelings in her that lead to other realizations but no attachment  Edna learns about her independence while being with these men and she tries to become the woman she always wanted to be. Her marriage seems to be fading away as she spends more and more time with her new persona. As her family is away she moves into her own home persueing her new lifestyle. Times goes by and her past is awaken when her friend Adele goes through a birth. Adele reminds Edna of the life she left behind and this leads Edna to think about things. Edna realized that in the end she was left alone, because Robert had walked out on her. She then decides to return where everything began and end her life there.

2. Succinctly describe the theme of the novel. Avoid cliches.
- The theme revolves around marriage and Edna's involvement within her life. During their time period marriage, money and security was all society cared for. Love wasn't a favored characteristic in relationships because then they had different priorities and beliefs. Edna underwent a dramatic change that lead to her marriage's collapse. She became a wild and disobedient women as the novel progresses letting her true colors free. Her decision to start her life over with her lover helped the audience see that marriage wasn't of great importance for her.

3. Describe the author's tone. Include a minimum of three excerpts that illustrate your point(s).
- The author's tone is gloomy and direct. She addresses Edna's feeling on marriage in the story but reveals that Edna isn't the caring, loving person a mother's supposed to be. The tone is shown when Edna speaks to her husband or when she reveals Edna's thoughts on marriage. It sounded like the relation they had faded away as Edna found herself and let her past fade away. 
1) "Before dinner in the evening Edna wrote a charming letter to her husband, telling him of her intention to move for a while into the little house around the block, and to give a farewell dinner before leaving, regretting that he was not there to share it.." (Chapter 26)
2) “They were women who idolized their children, worshiped their husbands, and esteemed it a holy privilege to efface themselves as individuals and grow as ministering angels.” (Chapter 4)
3) "Her marriage to Leonce Pontellier was purely an accident, in this respect resembling many other marriages which masquerade as the decrees of Fate." (Chapter 7)

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.)
*Symbolism: “The voice of the sea is seductive; never ceasing, whispering, clamoring, murmuring, inviting the soul to wander for a spell in abysses of solitude.” (Chapter VI) For the first time she feels free and is reborn. 
*Dialogue: "The water must be delicious; it will not hurt you. Come." (Chapter V) He tries to convince her that she should trust in him.
*Setting: “They were women who idolized their children, worshiped their husbands, and esteemed it a holy privilege to efface themselves as individuals and grow as ministering angels.” (Chapter IV) She's surrounded by the ideal mothers.
*Diction: “He pleased her; his absolute devotion flattered her. She fancied they was a sympathy of thought and taste between them..” (Chapter VII) It reveals how she feels about the situation. 
*Foreshadowing: "She is not one of us; she is not like us. She might make the unfortunate blundder of taking you seriously." (Chapter VIII) Adèle Ratignolle warns Robert that Edna might take his affections seriously.
*Imagery: "A feeling of exultation overtook her, as if some power of significant import had been given her to control the working of her body and her soul. She grew daring and reckless, overestimating her strength."  (Chapter X) It shows Edna’s rebellious side. 
*Irony: "She remembered the night she swam far out, and recalled the terror that siezed her at the fear of being unable to regain to shore. She did not look back now, but went on and on..." (Chapter XXXIX) Edna's death in the ocean.
*Forshadowing: "He thought it very discouraging that his wife, who was the sole object of his existence, evinced so little interest in things which concerned him, and valued so little his conversation" (Chapter 17) Shows Edna losing interest in her husband.

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)? 
- The author uses both direct and indirect characterization because it helps the reader understand who each character is and how they are. Every reader takes in a story differently and characterization helps in developing a visual image for those who need it. 
- DIRECT CHARACTERIZATION:
1) "I would give up the unessential; I would give my money, I would give my life for my children; but I wouldn't give myself." (Chapter 16) She tells that she is in it for herself and her needs. That she wouldn't give herself up for her children. 
2) "That she was seeing with different eyes and making the acquaintance of new conditions in herself that colored and changed her environment, she did not yet suspect." (Chapter 14) Edna has changed and this is being stated by showing a new person masked behind the old Edna.

2. Does the author's syntax and/or diction change when s/he focuses on character?  How?  Example(s)?
- The diction does change because the author is adding emotional appeal to it. As you read about her romance with Robert the diction changes adding an atmosphere of mystic. She experiments many things with her lover thus changing the way she thinks, sees and feels the world. For every action she made her character changed as well as how she spoke or acted.  

3. Is the protagonist static or dynamic?  Flat or round?  Explain.
- Edna is a dynamic and round character because she shows change from the beginning of the novel to the end. Every time she encounters new people her persona changes and we see her feelings change as well. The reader was able to pick this up as they saw how she treated her husband and her lover Robert.

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 read a character because not everyone is as open as Edna was. She underwent a dramatic change which is understandable considering the time period, but she wasn't all there. Emotionally I saw a woman who needed to find herself and experiment the only way she could. Not everyone will see or think the way she did because putting oneself in her shoes would make you think otherwise. The ocean is where Robert and she spent some time and it's ironic how she spent her last hours there. Only a character would end there life where their grief starts not an actual person.

Wednesday, October 24, 2012

tools that change the way we think

How does extensive Internet/media/technology use change the way you think? 
Focus on your memory, your ability to concentrate, your sense of time and priorities, and the subjects/topics that interest you most. If you find "thinking about your thinking" difficult to assess, try the following strategies: compare yourself with older people who did most of their formal learning before smart phones and 2.0 existed; compare yourself with contemporaries who don't use those tools much today; read up on what education leaders and thinkers have to say about generational differences in thinking (and remember to cite your sources).

Internet/media/technology changes the way I think by interfering with my personal life. As I'm doing homework for classes I find myself wasting more and more time on Facebook. With only one click I can distract myself and enter a world of pure gossip. After thinking I've been on for only 5 minutes I find it's been 3 hours and I freak out because there goes another night of saying I'll cut back on "Facebook Time." My memory has been greatly affected by the technology advantage we have now and I see no point in memorizing anything if we can find it with the click of a button. Cheating also happens as internet and technology are within reach. It could be an unfair advantage to those who try without help. Older generations are and always will be wiser than our future generations. "In my generation, if something was broken we'd fix it.. not throw it away." Ironically, that is a quote I came across while being on Facebook and I tried to wonder why it was being said. Then I realized that we rely so much on internet/media/technology that we replace ANYTHING that can be replaced. Compared to older people our generation doesn't use the original encyclopedia and dictionary. Although the internet has developed an even lazier generation, I find it as a useful tool but only when the time is right.

Tuesday, October 23, 2012

Notes on Hamlet.

Explain how your thinking about the play has evolved from the time we began reading to the end of Act III. Has anything changed your mind about the plot or characters since the ghost showed up at midnight? Where do you see things going from here?

I expected the worse to come once Dr. Preston said we had to recite the soliloquy because I knew Hamlet was hard to understand. I thought I wasn't going to understand Hamlet but Samantha Garrison and a few others made the learning easy. I took more from the play the times we read together as a class and went over it. Little things like that were able to make a difference for myself and for others as well. I thought that Claudius was going to be the worst character ever, but as you read the text his villainous ways don't pop like they're supposed to. His tone is calmer than that of a murderer but it's still interesting seeing all the character's interact with one another. I can see things unraveling and Hamlet having another reason to kill King Claudius.

Who Was Shakespeare?


Do a quick search and see if you can piece together who Shakespeare was. What do we know about him, and what are we left to wonder? Write about how Shakespeare is perceived by students-- the name alone inspires strong feelings-- and how you have progressed in your understanding of his work over the years. What do you "get" now that you didn't before? What still causes you to struggle? 

His birthday is a guess and his identity itself is sometimes argued. Shakespeare was born in 1564, the third child and first son of John Shakespeare and his wife Mary Arden, in England. William was baptized in Stratford-upon-Avon on April 23, 1564. John Shakespeare was a landowner, a merchant, a glovemaker, and a man on a political track. In 1567 he became "high bailiff," the highest elected office in Stratford, equivalent to a mayor today. He wrote 36 plays and 154 sonnets. He married a young lady named Anne Hathaway, and lost his son Hamnet to the plague. Shakespeare died on his 52nd birthday in 1616.


http://www.pbs.org/wgbh/masterpiece/merchant/shakespeare.html

To Facebook or Not to Facebook?


Write about your initial impressions of Facebook, the benefits and risks associated with using Facebook, and an explanation of how reading the article and discussing in class informed your thinking.
I think Facebook is a resource not just for communicating, but also for advertising. I usually post something asking my friends to comment on the blog or to say what I missed in class. It's a good way to have reminders, invite people to events or even create groups. The bad part is that it's not as private as one may think. If you post something and someone that's not supposed to see it does, then they could steal your idea or use it against you. I think the article confirmed my thoughts on privacy. I don't trust Facebook that much and I'm only using it to promote my blog, ideas and opportunities.