Wednesday, December 4, 2013
Tuesday, November 19, 2013
Blog Post #22: "The Rainbow" Essay
Part I:
In The Rainbow, D.H. Lawrence describes two contrasting worlds, one in which the woman lives, and one where the woman aspires to be. Lawrence characterizes the woman as unhappy in her current situation and her want for "knowledge" through the use of polysyndeton, imager and metaphors; however, the world she desires to be a part of depends on the world she is trying to leave.
The woman's current situation isolates her from the rest of the world. Not only is her physical location far from the "world of cities and governments' her mental capabilities are dwarfed by the "dominant and creative men" that live in these cities (Lawrence 20,23). Lawrence uses polysyndeton to describe her world as having "so much warmth and generating and pain and death" to contrast both the negatives and positives of where the woman is (Lawrence 7-8).
She is also isolated in her own family as the men are content that the "earth heaved and opened its furrow to them" and needed no extra explanation. The woman, on the other hand, needs more. She is not happy with where she is and what she is doing. By describing her feelings of others in contrast with her own, Lawrence characterizes the woman as both isolated and unsatisfied.
The woman knows there are "worlds beyond" her own and she envies the "vicar" who has more understanding (Lawrence 40, 43-44). Lawrence's use of imagery shows the vicar's true power because although it is "dark and dry and small" it sill has dominion over the Brangwen's no because of its physical prowess, but because of its "knowledge" (Lawrence 48, 66).
This, the woman realizes, is the difference between their two worlds. The two worlds, however, cannot live independently of each other. Even though it may seem to the woman that the knowledge others possess give them more power, without the woman, the vicar would not have the things it needed to survive. Without the physical actions of the woman and her family, there would be no knowledge to gain. The "life of creation, which poured unresolved into their veins" is equally as important as the knowledge she wants to achieve.
Lawrence's use of literary devices in The Rainbow shows that although the woman's own knowledge and actions are important, she fails to recognize this fact, aspiring to have the knowledge of others.
(Edited by: Katie Carr)
Part II:
1. My initial essay score was a seven. My essay provided a "reasonable analysis of how Lawrence employs literary devices" and it touched on some of the complexity of the piece. I examined the contrasting views of the woman and the men around her and how their complacency and the woman's desire to gain more knowledge isolated her. I presented my ideas with "clarity and control and refer to the text" for my evidence to support my claims and my thesis. Although I had these components to my essay, I would disagree with this score and give my essay a six. Although I touched on some of the complexity of the piece, I did not recognize the overall theme of the piece. Also, my support and analysis examined literary devices for their meaning within certain parts of the text but failed to connect back to the meaning of the passage as a whole. I had the "consistent command of the elements of effective composition", but I believe my essay lacked a "better developed analysis" that is required to receive a score of a seven.
2. One of the areas which I could improve upon in my essay is the analysis of the complex relationship between the men and women in the passage. Through class discussion, we learned that D.H. Lawrence believed that there was a clear distinction between the "spirit of purpose" of men in contrast with the "sacredness of feeling" in women. By incorporating this aspect of Lawrence's philosophy in my essay, I could offer a more in depth analysis of how he portrays the two groups in the passage. In the third paragraph of my essay, I reference this relationship, but fail to offer a complex analysis of the topic. More textual evidence is needed in my essay to prove that the woman is the one that desires something more than what she has while the men are complacent with their current situation. Not only does the quantity of the evidence need to increase, the quality needs to as well. The quotes I used in my original essay were long and did not fully support my claim. Shorter and higher quality evidence would improve my essay by providing support from the text while also keeping the focus on my own analysis instead of the words of the passage. This analysis would help to explain Lawrence's characterization of the woman which I also feel that I did not adequately analyze in my essay.
A huge part of the complexity I missed in the essay was D.H. Lawrence's belief that the body was just as important, if not more, than the mind. This belief, called Blood Knowledge, was an important influence of Lawrence's works so the incorporation of this topic in my essay would add to my analysis of the complexity of the passage. In my essay, I talked about the separation of the two worlds in the passage but I did not define these two worlds. Defining the two worlds in the context of the Blood Knowledge, opens up more avenues of analysis and proves to readers that I understand the influences on Lawrence's work and how he incorporates them to create meaning. This relationship between physicality and mental ability is important in the second section of the text with the descriptions of the vicar. My analysis of the power that the vicar has over her husband should have been more in depth because this is one of the most important aspects of the piece.
The paradoxical relationship I found in the piece is not necessarily incorrect but is based on assumptions and is not well supported by evidence from the text. The actual complexity lies in the fact that Lawrence believed that the body was more powerful than the mind, yet, the woman desired to have the knowledge of the vicar instead of staying in the current situation she was in, being a farmer, which is a physically dependent profession. I acknowledged the difference between the physical and mental aspects of the two worlds but I did not talk about the irony of the way Lawrence portrays it in this passage. This ironic relationship should be the thesis of my essay because all of the previously mentioned arguments relate back to this. The use of more textual evidence that relates specific literary devices to this complexity would have improved the overall analysis of my essay.
In The Rainbow, D.H. Lawrence describes two contrasting worlds, one in which the woman lives, and one where the woman aspires to be. Lawrence characterizes the woman as unhappy in her current situation and her want for "knowledge" through the use of polysyndeton, imager and metaphors; however, the world she desires to be a part of depends on the world she is trying to leave.
The woman's current situation isolates her from the rest of the world. Not only is her physical location far from the "world of cities and governments' her mental capabilities are dwarfed by the "dominant and creative men" that live in these cities (Lawrence 20,23). Lawrence uses polysyndeton to describe her world as having "so much warmth and generating and pain and death" to contrast both the negatives and positives of where the woman is (Lawrence 7-8).
She is also isolated in her own family as the men are content that the "earth heaved and opened its furrow to them" and needed no extra explanation. The woman, on the other hand, needs more. She is not happy with where she is and what she is doing. By describing her feelings of others in contrast with her own, Lawrence characterizes the woman as both isolated and unsatisfied.
The woman knows there are "worlds beyond" her own and she envies the "vicar" who has more understanding (Lawrence 40, 43-44). Lawrence's use of imagery shows the vicar's true power because although it is "dark and dry and small" it sill has dominion over the Brangwen's no because of its physical prowess, but because of its "knowledge" (Lawrence 48, 66).
This, the woman realizes, is the difference between their two worlds. The two worlds, however, cannot live independently of each other. Even though it may seem to the woman that the knowledge others possess give them more power, without the woman, the vicar would not have the things it needed to survive. Without the physical actions of the woman and her family, there would be no knowledge to gain. The "life of creation, which poured unresolved into their veins" is equally as important as the knowledge she wants to achieve.
Lawrence's use of literary devices in The Rainbow shows that although the woman's own knowledge and actions are important, she fails to recognize this fact, aspiring to have the knowledge of others.
(Edited by: Katie Carr)
Part II:
1. My initial essay score was a seven. My essay provided a "reasonable analysis of how Lawrence employs literary devices" and it touched on some of the complexity of the piece. I examined the contrasting views of the woman and the men around her and how their complacency and the woman's desire to gain more knowledge isolated her. I presented my ideas with "clarity and control and refer to the text" for my evidence to support my claims and my thesis. Although I had these components to my essay, I would disagree with this score and give my essay a six. Although I touched on some of the complexity of the piece, I did not recognize the overall theme of the piece. Also, my support and analysis examined literary devices for their meaning within certain parts of the text but failed to connect back to the meaning of the passage as a whole. I had the "consistent command of the elements of effective composition", but I believe my essay lacked a "better developed analysis" that is required to receive a score of a seven.
2. One of the areas which I could improve upon in my essay is the analysis of the complex relationship between the men and women in the passage. Through class discussion, we learned that D.H. Lawrence believed that there was a clear distinction between the "spirit of purpose" of men in contrast with the "sacredness of feeling" in women. By incorporating this aspect of Lawrence's philosophy in my essay, I could offer a more in depth analysis of how he portrays the two groups in the passage. In the third paragraph of my essay, I reference this relationship, but fail to offer a complex analysis of the topic. More textual evidence is needed in my essay to prove that the woman is the one that desires something more than what she has while the men are complacent with their current situation. Not only does the quantity of the evidence need to increase, the quality needs to as well. The quotes I used in my original essay were long and did not fully support my claim. Shorter and higher quality evidence would improve my essay by providing support from the text while also keeping the focus on my own analysis instead of the words of the passage. This analysis would help to explain Lawrence's characterization of the woman which I also feel that I did not adequately analyze in my essay.
A huge part of the complexity I missed in the essay was D.H. Lawrence's belief that the body was just as important, if not more, than the mind. This belief, called Blood Knowledge, was an important influence of Lawrence's works so the incorporation of this topic in my essay would add to my analysis of the complexity of the passage. In my essay, I talked about the separation of the two worlds in the passage but I did not define these two worlds. Defining the two worlds in the context of the Blood Knowledge, opens up more avenues of analysis and proves to readers that I understand the influences on Lawrence's work and how he incorporates them to create meaning. This relationship between physicality and mental ability is important in the second section of the text with the descriptions of the vicar. My analysis of the power that the vicar has over her husband should have been more in depth because this is one of the most important aspects of the piece.
The paradoxical relationship I found in the piece is not necessarily incorrect but is based on assumptions and is not well supported by evidence from the text. The actual complexity lies in the fact that Lawrence believed that the body was more powerful than the mind, yet, the woman desired to have the knowledge of the vicar instead of staying in the current situation she was in, being a farmer, which is a physically dependent profession. I acknowledged the difference between the physical and mental aspects of the two worlds but I did not talk about the irony of the way Lawrence portrays it in this passage. This ironic relationship should be the thesis of my essay because all of the previously mentioned arguments relate back to this. The use of more textual evidence that relates specific literary devices to this complexity would have improved the overall analysis of my essay.
Wednesday, November 13, 2013
Blog Post #21: Final Portfolio Reflection
One of the assignments I am most proud of in my portfolio is my Comparison/Contrast Summer Reading Paper. Out of all of my essays written this trimester, I believe that this is my best in terms of analyzing literature. In both the Mis En Scene and textual analysis, I found the complexity and paradoxical relationship between the author and director's choices and the themes of the literature. Not only is my thesis strong, the evidence I used to support it fits well and adds new layers to my original claim. Although this was a well written essay, there were areas for improvement; I struggled with the organization of my claims and the final product reflects this obstacle. The transitions between each paragraph is choppy at times and hurts the fluidity of the paper. This paper helped with my analysis of small passages of literature and their purpose in relation to the entirety of the work. Before this assignment, I was able to analyze parts of a film from a similar project in Honors English IIIA; however, the aspects of Mis En Scene gave a more in depth explanation of directorial choices and the effects they create.
My second assignment I am most proud of is my second Hamlet blog post. I chose the movie Gladiator to parallel to the events in Act II. I addressed the obvious similarities between the two works (both stories of revenge) but also looked for more subtle parallels. For example, the two characters both use forms of entertainment to advance their revenge schemes, Maximus uses the gladiator games and Hamlet uses the play. Also the contrast I addressed between the two characters helped lead into my character's, Horatio, connection to Act II. An area of weakness in this post is the quote integration. When using evidence from the play, I need to use shorter more meaningful quotes that provide sufficient support while not being the focus of the sentence.
Throughout this trimester I have actively participated in both group discussion and group projects. In group discussions, I attempt to answer questions, although not always correctly, to test my understanding of the topic. When I answer a question correctly, it increases my confidence in the subject and when I answer incorrectly, it confirms that I need to review those topics. My motivation to read and complete the homework comes from the desire to participate in these discussions effectively. Personally, I participated more in discussion when we broke up into smaller groups because I felt more comfortable sharing my opinions. Within these smaller groups, I was also able to help other classmates in and out of school with editing papers, reviewing concepts, or working through a difficult text.
In group projects, I contributed greatly to ensure that the final product had all of the required items and was done in the right way. However, I did not control each part of the projects. If someone had a specific job, I let them complete it instead of trying to do everything myself. This helped to keep a peaceful working environment within the group and also allowed for each group member to contribute to the project without feeling left out. Occasionally in certain projects, I felt that I was doing a majority of the heavy lifting. For example, coming up with the thesis and specific evidence to support it while other group members completed informational slides. Instead of everyone contributing to our analysis it was only me, or me and one other group member. This made it difficult to come up with arguments on a couple of occasions because we didn't have the entire group's ideas contributing to the thesis. In my individual projects and papers, I did a good job managing my time so that I didn't have to do all of the work on one day.
At the beginning of this trimester, my goals were to expand my knowledge of literary devices, study more poetry, and read more literature. Throughout the poetry unit, I learned and studied more than seven new literary devices and analyzed specific examples in all types of poetry and prose. Specifically, the PowerPoint presentations expanded my understanding of literary devices and stylistic choices and how they created meaning in relation to the overall message of the work. I can always expand upon my knowledge of literary devices, and as I transition into the second trimester, I need to continually look for devices in our reading. One way I can improve this outside of the classroom is in my own personal reading, whether it is Sports Illustrated or the newspaper, I can look for literary devices and see how they create meaning within topics which I am interested in. Before the second trimester ends, I want to learn at least 10 new types of literary devices and be able to explain how each can create meaning in a piece of literature.
As I previously stated, the poetry presentations helped immensely in my understanding of this type of literature. Throughout the trimester, I have carefully analyzed more than 10 poems. The studying of the Foster chapters, literary archetypes, literary periods, and literary theory all compounded and aided in my learning. However, I am still struggling with expanding upon the complexity of the poem. Some of my initial thesis statements before they were reviewed still failed to address how the author uses literary devices to create meaning. A way to improve upon this skill in the future is to continue studying all of the aspects that contribute to the complexity of a piece of literature. By knowing these concepts by heart, I can identify more subtle influences within the passages revealing more complexity, thus improving my analytical and open ended essay writing. Before the second trimester ends, I want to complete in depth analyses of at least four different poems.
I do not feel like I accomplished my final goal as thoroughly as I had hoped. This trimester focused primarily on poetry, although some literature was sprinkled in throughout. We analyzed both of our summer reading books, which was helpful in finding how small events or scenes in a book can contribute to the meaning as a whole, and some other short passages on a variety of topics The amount of literature I read and analyzed this trimester, however, was not enough. For second trimester, I need to focus on the analysis of prose and dial back a bit on poetry. Although I am comfortable with this type of analysis from taking AP Language and Composition, there are nuances with regards to AP Literature that need to be learned to excel in these types of essays. Before second trimester ends, I want to complete in depth analyses of at least six pieces of prose.
This class has been one of the most insightful English classes I have taken in my high school career. I will carry the skills I have learned into part B of the class and expand upon my current knowledge with new concepts. I will admit, this class has been extremely difficult and frustrating at times but I am glad I stuck it out and am looking forward to another challenge second trimester.
My second assignment I am most proud of is my second Hamlet blog post. I chose the movie Gladiator to parallel to the events in Act II. I addressed the obvious similarities between the two works (both stories of revenge) but also looked for more subtle parallels. For example, the two characters both use forms of entertainment to advance their revenge schemes, Maximus uses the gladiator games and Hamlet uses the play. Also the contrast I addressed between the two characters helped lead into my character's, Horatio, connection to Act II. An area of weakness in this post is the quote integration. When using evidence from the play, I need to use shorter more meaningful quotes that provide sufficient support while not being the focus of the sentence.
Throughout this trimester I have actively participated in both group discussion and group projects. In group discussions, I attempt to answer questions, although not always correctly, to test my understanding of the topic. When I answer a question correctly, it increases my confidence in the subject and when I answer incorrectly, it confirms that I need to review those topics. My motivation to read and complete the homework comes from the desire to participate in these discussions effectively. Personally, I participated more in discussion when we broke up into smaller groups because I felt more comfortable sharing my opinions. Within these smaller groups, I was also able to help other classmates in and out of school with editing papers, reviewing concepts, or working through a difficult text.
In group projects, I contributed greatly to ensure that the final product had all of the required items and was done in the right way. However, I did not control each part of the projects. If someone had a specific job, I let them complete it instead of trying to do everything myself. This helped to keep a peaceful working environment within the group and also allowed for each group member to contribute to the project without feeling left out. Occasionally in certain projects, I felt that I was doing a majority of the heavy lifting. For example, coming up with the thesis and specific evidence to support it while other group members completed informational slides. Instead of everyone contributing to our analysis it was only me, or me and one other group member. This made it difficult to come up with arguments on a couple of occasions because we didn't have the entire group's ideas contributing to the thesis. In my individual projects and papers, I did a good job managing my time so that I didn't have to do all of the work on one day.
At the beginning of this trimester, my goals were to expand my knowledge of literary devices, study more poetry, and read more literature. Throughout the poetry unit, I learned and studied more than seven new literary devices and analyzed specific examples in all types of poetry and prose. Specifically, the PowerPoint presentations expanded my understanding of literary devices and stylistic choices and how they created meaning in relation to the overall message of the work. I can always expand upon my knowledge of literary devices, and as I transition into the second trimester, I need to continually look for devices in our reading. One way I can improve this outside of the classroom is in my own personal reading, whether it is Sports Illustrated or the newspaper, I can look for literary devices and see how they create meaning within topics which I am interested in. Before the second trimester ends, I want to learn at least 10 new types of literary devices and be able to explain how each can create meaning in a piece of literature.
As I previously stated, the poetry presentations helped immensely in my understanding of this type of literature. Throughout the trimester, I have carefully analyzed more than 10 poems. The studying of the Foster chapters, literary archetypes, literary periods, and literary theory all compounded and aided in my learning. However, I am still struggling with expanding upon the complexity of the poem. Some of my initial thesis statements before they were reviewed still failed to address how the author uses literary devices to create meaning. A way to improve upon this skill in the future is to continue studying all of the aspects that contribute to the complexity of a piece of literature. By knowing these concepts by heart, I can identify more subtle influences within the passages revealing more complexity, thus improving my analytical and open ended essay writing. Before the second trimester ends, I want to complete in depth analyses of at least four different poems.
I do not feel like I accomplished my final goal as thoroughly as I had hoped. This trimester focused primarily on poetry, although some literature was sprinkled in throughout. We analyzed both of our summer reading books, which was helpful in finding how small events or scenes in a book can contribute to the meaning as a whole, and some other short passages on a variety of topics The amount of literature I read and analyzed this trimester, however, was not enough. For second trimester, I need to focus on the analysis of prose and dial back a bit on poetry. Although I am comfortable with this type of analysis from taking AP Language and Composition, there are nuances with regards to AP Literature that need to be learned to excel in these types of essays. Before second trimester ends, I want to complete in depth analyses of at least six pieces of prose.
This class has been one of the most insightful English classes I have taken in my high school career. I will carry the skills I have learned into part B of the class and expand upon my current knowledge with new concepts. I will admit, this class has been extremely difficult and frustrating at times but I am glad I stuck it out and am looking forward to another challenge second trimester.
Tuesday, November 12, 2013
Monday, November 11, 2013
Blog Post #19: Character Post #5
The song I choose for Horatio is "You've Got a Friend in Me" by Randy Newman. This song represents Horatio role within the whole scheme of events: as Hamlet's friend who supported his actions to the end.
At the very beginning of the play, Horatio and Hamlet's friendship was encompassed with Horatio immediately telling his friend about the "apparition" he observed while on watch (1.2.211). This trust between the two characters establishes their relationship and shows Horatio's loyalty towards Hamlet. Even when Hamlet refused to heed Horatio's warnings that the ghost would "tempt [him] toward the flood" or to a "dreadful summit of the cliff" he still wanted to follow Hamlet to ensure his safety (1.4.69, 70). And when Hamlet withholds the information about his encounter with the ghost and makes him pledge to "never make known what you have seen to-night" (1.5.142).
Horatio is continually at the "service" of Hamlet throughout the play which parallels to the main chorus of my song choice (3.2.36). Not only are the two friends, but Horatio still has an immense amount of respect for Hamlet calling him "my lord" whenever they speak (5.1.82). When Hamlet returns from England, Horatio is the first to see him and they travel together to the graveyard. When Laertes attacks Hamlet, Horatio is the first to offer advice to his friend urging him to "be quiet" as Laertes threatens his life (5.1.212). Horatio stands by Hamlet in many forms. After someone knocks on the door when both characters are speaking with each other he demands to know the identity of the person at the door asking, "Peace! who comes here?" to ensure that whoever is entering does not present a threat to Hamlet (5.2.80).
In the end, Horatio shows his friendship towards Hamlet by offering to kill himself because he cannot live without his friend. But Hamlet wants Horatio to be his "dying voice", to tell his story (5.2.320). Horatio must then move on by himself and say farewell to Hamlet as he joins the "flights of angels" (5.2.324). It is a moment of immense sadness for Horatio because all of his actions in the play up until this moment were to support Hamlet. Horatio's willingness to end his own life along with Hamlet shows that "there isn't anything [Horatio] wouldn't do for" Hamlet (Newman).
As a character, Horatio's actions speak louder than his words. His actions in support of Hamlet shows his true nature although he may only speak a few words in the scenes he is in. Horatio's loyalty to Hamlet was never in question even when Hamlet questioned his own actions. Hamlet truly has a "friend in" Horatio (Newman).
Sunday, November 10, 2013
Blog Post #18: Character Post #4
I have just heard some unsettling news about the dear Ophelia. With all of the madness occurring within Denmark, she has suffered a psychological breakdown of sorts, troubling many who care about her. These episodes have caused people to commentate about her deranged state.
Growing up without a mother, Ophelia has been influenced by male figures her entire life. Her love, my dear friend Hamlet, turned on her suggesting she go to a "nunnery' and questioning her "honesty" (3.1.107.118). It is ironic that in this instance, Hamlet as seen as the one that is insane but as events progress, Ophelia becomes deranged as well. Some believe that this verbal attack coupled with the death of her father Polonious, produced "a shock to her gentle nature" with regards to the men she relied upon throughout her life (Seng 220). The only male she has left to rely upon is her brother Laertes, but instead of being there for his sister, he is concerned with the duty of finding the man who killed his father and "[cutting] his throat" (4.7.124). I agree that without this foundation, Ophelia has no one left to turn to resulting in her madness.
Because of the compounding of all of these events within such a short period of time, Ophelia descends into a state of mental anguish where she continually asks herself how "she could have been so mistaken in Hamlet" (Seng 221). This came after the many warnings from both Laertes and Polonious that she would "lose [her] heart, or [her] chaste treasure open to his unmast'red importunity" (1.3.31-32). Although I consider Hamlet a friend, his actions and decisions in pursuit of revenge have clouded his judgement making him toxic to those around him. It is not Ophelia's fault, however, because without this dangerous task thrust upon him, I believe he and Ophelia could have been very happy together.
Unfortunately, this is not the case and I anticipated that Hamlet's "antic disposition" would soon backfire; as a result, Ophelia now lies a hollow shell of her previous self (1.5.172). To both Ophelia and Hamlet, "Denmark is a prison" (2.2.231). However, the key difference is that Hamlet still has a mission, an objective, to complete inspiring his actions and giving him purpose. Ophelia, on the other hand, is "all alone at Elsinore" and has no one left (Seng 218). I do not know what actions to take to aid poor Ophelia. I fear that she is too far gone to bring back from the mental prison in which she resides.
These alarming facts have me questioning the actions of Hamlet. The secrecy with which he kept his mission from me initially has now turned into a distrust of everyone around him, even his beloved. As he continues down this path, I fear that he will find revenge, but destroy himself and everything he once stood for in the process.
Thursday, November 7, 2013
Blog Post #17: Blog Assignment #3
1. In Hamlet's soliloquy the "sleep of death" and the "dreams" represent the uncertainty of death because Hamlet is unsure of which happens in the afterlife (3.1.66). The negative experiences of life are the "slings and arrows of outrageous fortune" that one can either endure and do nothing, or fight against the adversity (3.1.58). Hamlet uses pathos when describing the uncertainty of death through his imagery as state before and also describing it as an "undiscover'd country" (3.1.79). He also appeals to logos when describing the death, as the uncertainty "puzzles the will" (3.1.80).
The paradox of this passage is that Hamlet is questioning these topics with regards to himself although his revenge causes him to take a life bringing up this same subject. Hamlet parallels the uncertainty of death with sleep and the image of it being aland that has not been discovered. The infinitive is present in the first line, "to be", as well as throughout the rest of the soliloquy "to grunt" (3.1.56, 77). The synecdoche present is "to take arms against the sea" (3.1.59).The tone in this soliloquy, reflective and unsure, reflects Hamlet's emotion toward the actions he is instructed to take against Claudius. The diction, with all of the imagery and comparisons, reflects the train of thought that this soliloquy represents.The two main metaphors in this passage are the comparison between the uncertainty of death and sleep as well as the fear of death as "the pale cast of thought" (3.1.86). The life on earth are the two images in lines 58 and 59 describing the trials of experienced throughout one's life. The afterlife is the "sleep of death" and "undiscover'd country" (3.1.66, 79). Death is the "pale cast" (3.1.86). Humans are "cowards" (3.1.83). Thinking is put in a negative light being described as "dread" as one ponders the afterlife (3.1.78).
Three oppositions to Hamlet's arguments are that: 1. Some belief systems have possible answers for the afterlife lessening one's fear; 2. Hamlet's speculations should be answered somewhat by the appearance of his father as a ghost; 3. He assumes that the fear of death causes a change in action which is not always the case.
Hamlet ponders the reasons for continuing in life and what happens to someone after they die. Hamlet draws that everyone is afraid of death because no one really knows what is after.
2. In the first scene, there is no cutting to other camera angles excluding the quick cut to Claudius in the middle of the speech. This allows for the scene to focus solely on Hamlet, and him alone. Non diegetic is also excluded from the scene so the only noise coming from Hamlet's own dialogue. This has the same effect as the lack of cutting, focusing on Hamlet has his words in the scene. The setting is in the castle and the prop used is a mirror to vary the camera angle from a straight on shot of Hamlet to him looking in the mirror and saying his soliloquy. He wears the same costume and makeup as he does in the rest of the movie and has a knife he holds throughout the scene which represents death. The camera angle is over his shoulder focusing on the mirror, which shows Hamlet's gestures and facial expressions.
The second scene cuts frequently from close-ups to shots of the water below, and medium shots of Hamlet sitting on the rock. The splashing of the water below and the music throughout the scene are the non-diegetic sounds and the diegetic sound is Hamlet's own dialogue. The setting is close to a cliff overlooking water, this emphasizes Hamlet's uncertainty of life and death since a cliff is where one could commit suicide. The only prop is the rock where he is sitting. The camera angles serve to emphasize specific emotions on Hamlet's face as well as emphasize the setting which thus emphasizes one of the main themes of the soliloquy, death.
The third scene cuts to different camera angles throughout the soliloquy to emphasize certain emotions or props. All non-diegetic sound is excluded from this scene to emphasize the diegetic sound which is Hamlet's dialogue. The setting is in the tomb where his father is buried. This emphasizes the theme of death in Hamlet's soliloquy. He wears dark clothing and since he is in a tomb he encounters the coffin of his deceased father. The camera angle switches frequently in this scene emphasizing Hamlet at some times, and the setting at others. The lighting is dark as well except for an opening in the ceiling. This darkness parallels the tone of the subjects which Hamlet discusses.
The final scene is different from the others in that it takes place in a modern setting. The scene cuts to different angles on occasion to emphasize the setting but mostly remains on Hamlet's face and body. Eerie music plays in the background to illustrate the tone of Hamlet's words. The setting is in a movie store too emphasize the reflective and unsure tone of the soliloquy. Hamlet wears a jacket, pants, and a winter hat and the props present in the scene include typical movie store items: movies, televisions, shelves, etc. The camera angle is straight on the body of Hamlet and switches every once and a while to the movie store itself emphasizing the setting of the scene.
The scene which most effectively illustrates this soliloquy is the first scene. The other scenes add too many outside distractions that take away from the soliloquy itself. The first scene includes props, the dagger, to emphasize the tone and subject of Hamlet's words but it is not so big that it takes away from what he is saying. The camera angle that this scene uses is also the most unique.
I would change the second scene by not focusing as much on the scenery and the setting. It is important to emphasize the underlying themes of the passage but like the dialogue, it needs to be under the actual words and not in the audience's face. I would also change what Hamlet is doing in the scene. In this passage he is extremely conflicted about what he is thinking and instead of sitting still throughout the dialogue, he should be up walking around anxiously.I liked how the Mel Gibson scene incorporated dark lighting effects and this same approach should be taken in scene two to emphasize the tone of the passage.
The paradox of this passage is that Hamlet is questioning these topics with regards to himself although his revenge causes him to take a life bringing up this same subject. Hamlet parallels the uncertainty of death with sleep and the image of it being aland that has not been discovered. The infinitive is present in the first line, "to be", as well as throughout the rest of the soliloquy "to grunt" (3.1.56, 77). The synecdoche present is "to take arms against the sea" (3.1.59).The tone in this soliloquy, reflective and unsure, reflects Hamlet's emotion toward the actions he is instructed to take against Claudius. The diction, with all of the imagery and comparisons, reflects the train of thought that this soliloquy represents.The two main metaphors in this passage are the comparison between the uncertainty of death and sleep as well as the fear of death as "the pale cast of thought" (3.1.86). The life on earth are the two images in lines 58 and 59 describing the trials of experienced throughout one's life. The afterlife is the "sleep of death" and "undiscover'd country" (3.1.66, 79). Death is the "pale cast" (3.1.86). Humans are "cowards" (3.1.83). Thinking is put in a negative light being described as "dread" as one ponders the afterlife (3.1.78).
Three oppositions to Hamlet's arguments are that: 1. Some belief systems have possible answers for the afterlife lessening one's fear; 2. Hamlet's speculations should be answered somewhat by the appearance of his father as a ghost; 3. He assumes that the fear of death causes a change in action which is not always the case.
Hamlet ponders the reasons for continuing in life and what happens to someone after they die. Hamlet draws that everyone is afraid of death because no one really knows what is after.
2. In the first scene, there is no cutting to other camera angles excluding the quick cut to Claudius in the middle of the speech. This allows for the scene to focus solely on Hamlet, and him alone. Non diegetic is also excluded from the scene so the only noise coming from Hamlet's own dialogue. This has the same effect as the lack of cutting, focusing on Hamlet has his words in the scene. The setting is in the castle and the prop used is a mirror to vary the camera angle from a straight on shot of Hamlet to him looking in the mirror and saying his soliloquy. He wears the same costume and makeup as he does in the rest of the movie and has a knife he holds throughout the scene which represents death. The camera angle is over his shoulder focusing on the mirror, which shows Hamlet's gestures and facial expressions.
The second scene cuts frequently from close-ups to shots of the water below, and medium shots of Hamlet sitting on the rock. The splashing of the water below and the music throughout the scene are the non-diegetic sounds and the diegetic sound is Hamlet's own dialogue. The setting is close to a cliff overlooking water, this emphasizes Hamlet's uncertainty of life and death since a cliff is where one could commit suicide. The only prop is the rock where he is sitting. The camera angles serve to emphasize specific emotions on Hamlet's face as well as emphasize the setting which thus emphasizes one of the main themes of the soliloquy, death.
The third scene cuts to different camera angles throughout the soliloquy to emphasize certain emotions or props. All non-diegetic sound is excluded from this scene to emphasize the diegetic sound which is Hamlet's dialogue. The setting is in the tomb where his father is buried. This emphasizes the theme of death in Hamlet's soliloquy. He wears dark clothing and since he is in a tomb he encounters the coffin of his deceased father. The camera angle switches frequently in this scene emphasizing Hamlet at some times, and the setting at others. The lighting is dark as well except for an opening in the ceiling. This darkness parallels the tone of the subjects which Hamlet discusses.
The final scene is different from the others in that it takes place in a modern setting. The scene cuts to different angles on occasion to emphasize the setting but mostly remains on Hamlet's face and body. Eerie music plays in the background to illustrate the tone of Hamlet's words. The setting is in a movie store too emphasize the reflective and unsure tone of the soliloquy. Hamlet wears a jacket, pants, and a winter hat and the props present in the scene include typical movie store items: movies, televisions, shelves, etc. The camera angle is straight on the body of Hamlet and switches every once and a while to the movie store itself emphasizing the setting of the scene.
The scene which most effectively illustrates this soliloquy is the first scene. The other scenes add too many outside distractions that take away from the soliloquy itself. The first scene includes props, the dagger, to emphasize the tone and subject of Hamlet's words but it is not so big that it takes away from what he is saying. The camera angle that this scene uses is also the most unique.
I would change the second scene by not focusing as much on the scenery and the setting. It is important to emphasize the underlying themes of the passage but like the dialogue, it needs to be under the actual words and not in the audience's face. I would also change what Hamlet is doing in the scene. In this passage he is extremely conflicted about what he is thinking and instead of sitting still throughout the dialogue, he should be up walking around anxiously.I liked how the Mel Gibson scene incorporated dark lighting effects and this same approach should be taken in scene two to emphasize the tone of the passage.
Tuesday, November 5, 2013
Blog Post #16: Character Post #2: Written Response
"In this life or the next, I will have my vengeance" (Gladiator).
In Gladiator, Maximus Decimus Meridius is a Roman general whose family is murdered. He is forced into being a slave and eventually a gladiator. Throughout the entire film, Maximus is motivated to avenge his family's death and kill Commodus, who became Emperor after killing his own father. Maximus eventually gets his revenge, kills Commodus, and joins his family in the afterlife.
I feel for my dear friend Hamlet whose situation is eerily similar to that of Maximus. While Hamlet lost his "dear father", Maximus lost his wife and son (2.2.511). I have been carefully observing the events that are taking place but I removed myself from the conflict for a small amount of time.
Both Hamlet and Maximus use entertainment as a form to achieve their goals. The "masters" and "friends" of Hamlet perform a scene which parallels the murdering of Hamlet's father in front of Claudius (2.2.367-368). Maximus uses his position as a gladiator to gain respect from the people and turn them against Commodus helping him gain his revenge. For both Hamlet and Maximus they are in a prison. Hamlet's is more emotional/psychological because the "prison" he is in formed because of the people and events taking place in the play (2.2.231). Maximus, on the other hand, is physically imprisoned and forced to be a slave and a gladiator.
When Commodus first encounters Maximus after thinking he is already dead, Maximus does not reveal to him his true identity. He is only "gladiator", not the man he once was (Gladiator). Hamlet's facade he creates to make him seem unstable is seen through the conversation between him and Polonius. According to Hamlet he is reading "words, words, words" alerting Polonius that Hamlet isn't who he used to be (2.2.89).
There is a key difference between Maximus and Hamlet. While Hamlet describes himself as a "muddy-mettled rascal" for his lack of action, Maximus continually acts on his plan and has confidence that what he is doing is just (2.2.493). Throughout his entire journey Maximus focuses on the fact that he has "one more life to take" before his life can be over (Gladiator).
As Hamlet's plan continues, I hope that he begins to take action instead of questioning what he is doing. If he was more like Maximus he could both avenge his father's death while also turning Denmark against Claudius as Maximus turned Rome against Commodus.
In Gladiator, Maximus Decimus Meridius is a Roman general whose family is murdered. He is forced into being a slave and eventually a gladiator. Throughout the entire film, Maximus is motivated to avenge his family's death and kill Commodus, who became Emperor after killing his own father. Maximus eventually gets his revenge, kills Commodus, and joins his family in the afterlife.
I feel for my dear friend Hamlet whose situation is eerily similar to that of Maximus. While Hamlet lost his "dear father", Maximus lost his wife and son (2.2.511). I have been carefully observing the events that are taking place but I removed myself from the conflict for a small amount of time.
Both Hamlet and Maximus use entertainment as a form to achieve their goals. The "masters" and "friends" of Hamlet perform a scene which parallels the murdering of Hamlet's father in front of Claudius (2.2.367-368). Maximus uses his position as a gladiator to gain respect from the people and turn them against Commodus helping him gain his revenge. For both Hamlet and Maximus they are in a prison. Hamlet's is more emotional/psychological because the "prison" he is in formed because of the people and events taking place in the play (2.2.231). Maximus, on the other hand, is physically imprisoned and forced to be a slave and a gladiator.
When Commodus first encounters Maximus after thinking he is already dead, Maximus does not reveal to him his true identity. He is only "gladiator", not the man he once was (Gladiator). Hamlet's facade he creates to make him seem unstable is seen through the conversation between him and Polonius. According to Hamlet he is reading "words, words, words" alerting Polonius that Hamlet isn't who he used to be (2.2.89).
There is a key difference between Maximus and Hamlet. While Hamlet describes himself as a "muddy-mettled rascal" for his lack of action, Maximus continually acts on his plan and has confidence that what he is doing is just (2.2.493). Throughout his entire journey Maximus focuses on the fact that he has "one more life to take" before his life can be over (Gladiator).
As Hamlet's plan continues, I hope that he begins to take action instead of questioning what he is doing. If he was more like Maximus he could both avenge his father's death while also turning Denmark against Claudius as Maximus turned Rome against Commodus.
Sunday, November 3, 2013
Blog Post #15: Horatio Character Post #1
This is an account of the supernatural events I have recently experienced. Outside of the people in this retelling, this is the first I have told anyone else about my encounter. During routine sentry duty, myself, Marcellus, and Bernardo experienced an event. A supernatural entity with the resemblance of our past king appeared before us. I attempted to communicate with it inquiring upon its "fair and warlike form" and commenting on its association to the dead king (1.1.47). Without responding it vanished. Both Marcellus and Bernardo agreed that the ghost looked eerily similar to the late king. The ghost returned and not even Marcellus striking "at it with [his] partisan" could get a response (1.1.140). After psychologically recovering from the events the three of us agreed to alert Hamlet.
I still could not believe what I saw. A ghost in any form would be rattling but a ghost of Hamlet's father was even more unnerving. Hamlet was even more surprised than the three of us. But, he was willing to "speak to it, though hell itself should gape", and I admire his courage (1.2.243). We all traveled back out that night to see if the ghost would appear again. Just as the night before, it appeared. Only this time, Hamlet addressed the ghost calling it "King, father, Royal Dane" and it responded to his beckoning (1.4.45). The ghost motioned to Hamlet to follow it but why should he? He doesn't even know if the ghost is his father, let alone what it had in store for my good friend.
I pleaded with Hamlet warning of everything that could go wrong from it tempting him "toward the flood" to "the dreadful summit of the cliff that beetles o'er his base into the sea" (1.4.69-71). Yet, Hamlet did not heed my warning and went with the ghost. After returning he seemed extremely rattled about something the ghost had told him; however, he did not share the information with us. I have to say, I was very annoyed by his behavior considering that, without me, he would have never had contact with his dead father. As Hamlet's friend, I am happy that he now has a purpose and and I will support him throughout. I just hope that he doesn't do anything to endanger himself. I will not change his actions, only provide counsel for his decisions.
I still could not believe what I saw. A ghost in any form would be rattling but a ghost of Hamlet's father was even more unnerving. Hamlet was even more surprised than the three of us. But, he was willing to "speak to it, though hell itself should gape", and I admire his courage (1.2.243). We all traveled back out that night to see if the ghost would appear again. Just as the night before, it appeared. Only this time, Hamlet addressed the ghost calling it "King, father, Royal Dane" and it responded to his beckoning (1.4.45). The ghost motioned to Hamlet to follow it but why should he? He doesn't even know if the ghost is his father, let alone what it had in store for my good friend.
I pleaded with Hamlet warning of everything that could go wrong from it tempting him "toward the flood" to "the dreadful summit of the cliff that beetles o'er his base into the sea" (1.4.69-71). Yet, Hamlet did not heed my warning and went with the ghost. After returning he seemed extremely rattled about something the ghost had told him; however, he did not share the information with us. I have to say, I was very annoyed by his behavior considering that, without me, he would have never had contact with his dead father. As Hamlet's friend, I am happy that he now has a purpose and and I will support him throughout. I just hope that he doesn't do anything to endanger himself. I will not change his actions, only provide counsel for his decisions.
Friday, November 1, 2013
Blog Post #14: Character Selection
For this assignment, I am choosing the perspective of Horatio when writing in my blog. I find Horatio an interesting character because the conversations he has with Hamlet reveal emotions or trains of thought that would have otherwise been excluded from the play. As the events of the play progress, I believe that as the play progresses this relationship will be pivotal to the actions taken by Hamlet. The character introduction describes their relationship and that Horatio is willing to commit suicide “so that he will not have to live without his beloved friend” (Shakespeare Online). With all of the wild and crazy events taking place throughout the play, this relationship is unchanging and reliable. It will be interesting seeing the encounters through the eyes of someone who has “virtue and self-control” in contrast with the personality of Hamlet (Shakespeare Online). This character is definitely social media worthy because he is aware of all of the events happening in the play but is not directly affected. As a result he is able to comment and give an impartial perspective.
Tuesday, October 29, 2013
Wednesday, October 9, 2013
Blog Post #11: Creative Project
Cloud Atlas Evidence
Prompt:
One
of the strongest human drives seems to be a desire for power. Write an essay in
which you discuss how a character in a novel or a drama struggles to free
himself or herself from the power of others or seeks to gain power over others.
Be sure to demonstrate in your essay how the author uses this power struggle to
enhance the meaning of the work.
Thesis:
In
Cloud Atlas, David Mitchell uses the
relationships between the characters in each of the stories to illustrate their
own power and who has power over them. This allows for the exploration of
“variations on the theme of predatory behavior -- in the political, economic
and personal arenas” throughout different time periods proving the endurance of
this aspect of humanity.
Evidence:
1. Henry Goose stole Ewing’s
“emerald from von Weiss” as well as “the buttons from [his] waistcoat” after
poisoning him for an extended period of time (Mitchell 504).
2. Both the Maori and the Moriori
people are the “mongrel race” in the
eyes of the white males (Mitchell 504).
3. The “Maori conquistadores”
asserted their dominance over the Moriori people through brutal violence
leaving “men & women impaled in rows on beaches” and “less than an hundred
pureblooded Moriori” alive (Mitchell 504).
4. Although Ayrs allows him to stay
at his home, Frobisher searches through the “library for treasure” to sell for
his personal gain (Mitchell 60).
5. The apartment manager seeks
Frobisher out to settle the “hefty balance” he owes, causing Robert to leave
the city to escape his own debt (Mitchell 44).
6. Frobisher engages in an affair
with Jocasta, Ayrs’s wife, fulfilling each character’s sexual desires. Almost
every night “J. came to [Frobisher’s] bed at midnight” leading to conflict
between the characters.
7. Frobisher respects Ayrs’s musical
ability and considers him “one of the few men in Europe whose influence [he
wants his] own creativity informed by” (Mitchell 61).
8. Because Sixsmith has information
that threatens the business practices of Seaboard Inc., the company sends an
assassin to put a “silenced bullet […] through the scientist’s skull” (Mitchell
112).
9. Luisa investigates both Seaboard’s
business practices and the death of Sixsmith leading to her “VW’s front bumper
[vanishing] into the hollow sea” (Mitchell 141).
10. Corporations bred fabricants and
certain “embryos […] to labor in uranium tunnels under the Yellow Sea” or work
for Papa Song (Mitchell 324).
11. After attacking and capturing
Zachary, the Kona claimed the land and the “bodies [as] Kona b’longin’s”
establishing their dominance over the Valleysmen (Mitchell 291).
12. The Prescients withheld the
knowledge “’bout what lay b’yonder the
ocean” keeping the Valleysmen isolated and retaining their power over the less
civilized people (Mitchell 249).
Works
Cited:
Mitchell,
David. Cloud Atlas. New York: Random House Trade Paperbacks, 2004. Print.
"Q&A:
Book World Talks With David Mitchell." Washingtonpost..com. N.p., 22 Aug.
2004. Web. 7 Oct. 2013.
<http://www.washingtonpost.com/wp-dyn/articles/A17231-2004Aug19.html>.
Friday, September 27, 2013
Friday, September 20, 2013
Blog Post #9: AP Poetry Essay
I
have read and understand the sections in the Student Handbook regarding Mason
High School's Honesty/Cheating Policy. By affixing this statement to the title
page of my paper, I am certifying that I have not cheated or plagiarized in the
process of completing this assignment. If it is found that cheating and/or
plagiarism did take place in the writing of this paper, I understand the
possible consequences of the act, which could include a "0" on the
paper, as well as an "F" as a final grade in the course.
Rickey
Terrell
AP
English and Literature
Ms.
Wilson
20
September 2013
Diving
into the Wreck Analysis
In literature, the rise from a body of water, or
baptism, represents the rebirth or awakening of a character. In Diving into the
Wreck, Adrienne Rich alludes to The
Little Mermaid to contrast this archetype using vivid imagery and
metaphors, thus proving that there is value in learning from the past.
Rich uses imagery and symbolism to illustrate the
speaker’s descent into the ocean which immediately establishes the paradox she
uses throughout the rest of the piece. As she makes her way down the ladder
“[her] flippers cripple [her]” (Rich l. 29). The symbol of the flippers
directly parallels the feet given to the mermaid in the fairy tale and both the
mermaid and the speaker have difficulty adjusting to the new experience.
The difference, however, is that the mermaid emerges
from the ocean while the speaker in Rich’s poem journeys into the ocean. The
experience is not just venturing somewhere new; it is the acceptance of a new
way of thinking.
The speaker describes the overwhelming ecosystem of
the ocean and how “it easy to forget what [she] came for” because of all of the
creatures “swaying their crenellated fans between the reefs” (Rich ll. 44, 45).
The mermaid in the fairy tale, on the other hand, had a similar experience
encountering with the surface world even though she had a goal (finding the
prince) as well. This inversion of the water archetype shows that the
acquisition of knowledge can occur anywhere and doesn’t necessarily have to
follow the same course. The knowledge in both the fairy tale and the poem,
however, is valuable.
Using metaphors, Rich connects the present to the
past emphasizing the importance of this knowledge. Instead of seeing history or
the past as just words on a page, the speaker sees that “the words are
purposes” and “the words are maps”. These metaphors show the beginning of the
realization that the past isn’t just a “book of myths” but something tangible
and useful.
This realization comes full circle when the speaker
enters the shipwreck and is able to observe their surroundings. The
understanding that they “are the half destroyed instruments” and the “fouled
compass” illustrates that the speaker is finally appreciating what history has
to offer. That it is something to learn from. Even though “our names do not
appear” we can still understand the patterns and similarities between events
from history and ones that are occurring in the present.
The allusion to the Little Mermaid enforces this theme; even though it is a myth, there
are lessons that can be learned from the story and Rich uses these lessons to
support her own argument: history offers valuable lessons that can be applied
to the world of the present.
Wednesday, September 18, 2013
Friday, September 13, 2013
Monday, September 9, 2013
Thursday, September 5, 2013
Tuesday, September 3, 2013
Thursday, August 29, 2013
Blog Post #3: Group Roles
My tasks roles within our group are initiator/contributor and evaluator/critic, and my social role is the gatekeeper. My job is to contribute ideas and suggestions, analyze my group's accomplishments and suggest ways to do better, and to draw quieter members of the group into the conversation. My roles create a group member that others may not inherently like but is necessary for the group to be successful. Because of these traits and my perception, I most closely resemble Moses regarding the task roles I have within the group and Aaron, Moses's brother regarding my social roles within our working groups.
Like Moses, I guide my group by starting them off in the right direction with meaningful ideas and help keep them on track by evaluating and critiquing their performance. Moses warned Ramses and gave him ideas and suggestions to avoid the destruction of Egypt by the plagues but his ideas went unheard. Similarly, If my evaluations or contributions are not considered and go unheard it can lead to disaster for the group because it would be easy for us to get off task or start on the wrong path. It is my responsibility to begin the journey as well as evaluate how far we've been and how we can go farther. Although we may not want to continue working, I have to make sure that we reach our daily goals.
Similar to Aaron, my social role requires me to provide a voice for the silent and include them in the conversations and discussions if they are not willing to speak themselves. Instead of Moses speaking at large gatherings and encouraging the Israelite people, Aaron was the voice for Moses and conveyed his ideas to the audience. My social role requires me to do the same. By doing this, a greater number of ideas can be shared and productivity will increase because of the greater number of people working towards the same goal.
Monday, August 26, 2013
Blog Post #2: Test Reflection
The practice AP English and Literature exam had many more similarities to the Composition exam than I expected. Both give samples of text, ask you to analyze writing techniques, and evaluate how they relate to the author's purpose. The questions feel similar and the wording is also familiar. The English and Literature exam, however, throws a curveball at the test taker in the form of poetry.
Analyzing the other pieces of writing was not overwhelmingly difficult and the I could use the same test taking strategies used on the Composition exam. I had a fundamental understanding of the types of questions that were on the exam based on keywords within the question. For example, questions 37 and 39 were examples of determining the author's meaning because of key phrases like "According to Shelley". Because of my previous knowledge of writing techniques, when close reading the selections, I was able to mark these devices and easily find them when needed. The general questions, asking author's meaning or purpose, I found easier than questions that asked specific details or characteristics of the writing.
As I stated previously, the most difficult part of the exam was the poetry. Multiple times questions were asked regarding what type of poem was presented. A "Spenserian sonnet", "Petrarchan sonnet", and "sestina" don't currently have any meaning to me and I was not able to differentiate between these answer choices. In addition to the types of poem, I was unfamiliar with some of the literary devices as well (ex: "caesura"). Even though we learned these terms during Language and Composition, I definitely need to relearn these concepts and their application not only in prose writing, which I am somewhat familiar, but also poetry. Since I don't have a full understanding of some of these terms, I could not find them during the first close reading of the piece. When asked later about their function, I neither understood what was being asked nor knew where to find it within the piece.
To perform my absolute best on this exam come May, there are numerous things I need to learn and do. First, I need to expand my knowledge of literary devices. I can accomplish this in two ways. By memorizing the definitions of these terms and by finding examples within literature. In addition to marking devices I already know when reading, I need to seek out those that I don't know so that I can understand the application of these literary devices and strategies. Second, I need to study more poetry. My current knowledge of this type of writing is no where near sufficient to excel on the exam. Specifically, I need to learn the different types of poetry and how to sift through the metaphors and allusions to determine the author's purpose. Third, I need to read more literature. Like it says in How to Read like a Professor, the more you expose yourself to text, the easier it is for patterns to be seen and connections to be made. With this knowledge, I can find connections between the text on the test and the text read in class. From there, the author's purpose and meaning will become more clear and some of the allusions made will also make more sense.
Analyzing the other pieces of writing was not overwhelmingly difficult and the I could use the same test taking strategies used on the Composition exam. I had a fundamental understanding of the types of questions that were on the exam based on keywords within the question. For example, questions 37 and 39 were examples of determining the author's meaning because of key phrases like "According to Shelley". Because of my previous knowledge of writing techniques, when close reading the selections, I was able to mark these devices and easily find them when needed. The general questions, asking author's meaning or purpose, I found easier than questions that asked specific details or characteristics of the writing.
As I stated previously, the most difficult part of the exam was the poetry. Multiple times questions were asked regarding what type of poem was presented. A "Spenserian sonnet", "Petrarchan sonnet", and "sestina" don't currently have any meaning to me and I was not able to differentiate between these answer choices. In addition to the types of poem, I was unfamiliar with some of the literary devices as well (ex: "caesura"). Even though we learned these terms during Language and Composition, I definitely need to relearn these concepts and their application not only in prose writing, which I am somewhat familiar, but also poetry. Since I don't have a full understanding of some of these terms, I could not find them during the first close reading of the piece. When asked later about their function, I neither understood what was being asked nor knew where to find it within the piece.
To perform my absolute best on this exam come May, there are numerous things I need to learn and do. First, I need to expand my knowledge of literary devices. I can accomplish this in two ways. By memorizing the definitions of these terms and by finding examples within literature. In addition to marking devices I already know when reading, I need to seek out those that I don't know so that I can understand the application of these literary devices and strategies. Second, I need to study more poetry. My current knowledge of this type of writing is no where near sufficient to excel on the exam. Specifically, I need to learn the different types of poetry and how to sift through the metaphors and allusions to determine the author's purpose. Third, I need to read more literature. Like it says in How to Read like a Professor, the more you expose yourself to text, the easier it is for patterns to be seen and connections to be made. With this knowledge, I can find connections between the text on the test and the text read in class. From there, the author's purpose and meaning will become more clear and some of the allusions made will also make more sense.
Thursday, August 22, 2013
Blog Post #1: Design
I designed my blog to have both an informal and formal tone. I wanted viewers to feel comfortable opening my blog by having an informal title font and also informal titles for the individual posts. But, I also wanted viewers to know that the actual posts are professional pieces of writing by using the Times New Roman font for the writing in the blog posts. The background also clearly and immediately identifies that the majority of writing will be about literature.
The oranges used to design the blog catch the viewers attention and promote a mood of warmth and excitement while the browns reiterate the warmth but also create a mood of comfort. These colors remind me of a library or coffee shop where both writing and reading take place. I did not want extremely bright colors on my blog because it draws the viewer away from the focus of the page, which is the writing. The colors I selected make the design interesting an inviting without being overwhelming or intrusive.
The oranges used to design the blog catch the viewers attention and promote a mood of warmth and excitement while the browns reiterate the warmth but also create a mood of comfort. These colors remind me of a library or coffee shop where both writing and reading take place. I did not want extremely bright colors on my blog because it draws the viewer away from the focus of the page, which is the writing. The colors I selected make the design interesting an inviting without being overwhelming or intrusive.
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