This week I decided to experiment and use dictionary.com for finding the definitions. (http://dictionary.reference.com/browse/accoutrements)
Occasionally at lunch I sit and groak.
accoutrements: An accessory item of equipment or dress. Often used in the plural.
apogee: the farthest or highest point
apropos: at an opportune time, by way of interjection or further comment : with regard to the present topic
bicker: To engage in a petty, bad-tempered quarrel; squabble
coalesce: to grow together or into one body
contretemps: an inopportune or embarrassing occurrence or situation
convolution: a rolled up or coiled condition
cull: remove somebody or something as worthless: to remove an inferior person or thing from a group
disparate: very different: describes people or things so completely unlike one another that they cannot be compared
dogmatic: expressing rigid opinions: prone to expressing strongly held beliefs and opinions
licentious: sexually immoral: pursuing desires aggressively and selfishly, unchecked by morality, especially in sexual matters
mete: to give out by measure
noxious: physically harmful: harmful to life or health, especially by being poisonous
polemic: an aggressive attack on or refutation of the opinions or principles of another
populous: full of residents or inhabitants, as a region; heavily populated
probity: adherence to the highest principles and ideals
repartee: a quick and witty reply
supervene: follow unexpectedly: to follow or come about unexpectedly, usually interrupting or changing what is going on
truncate: shorten something by removing part: to shorten something by cutting off or removing a part
unimpeachable: impossible to discredit: impossible to discredit or challenge
Vocabulary Practice:
1. The young girl's outfit contained many accoutrements items.
2. After hiking for what seemed like hours, I finally reached the apogee of the mountain.
3. The king's speech to his subjects was apropos, and well matched the current state of the country.
4. It is obvious that Jon and Jill will not stay a couple for long based on their constant bickering, over the most trivial things.
5. The pastor called for his congregation to coalesce through prayer.
6. The young girls fall off the stairs was not simply badly timed, it was contretemps and utterly embarrassing.
7. When snakes are about to strike they form convolution.
8. The gardener removed all the cull branches from the tree, that would hinder the production of sweet apples.
9. June and Grace are not only polar opposite, they are completely disparate, it is nearly impossible to compare their qualities.
10. The old woman was incredibly dogmatic and demanded that the school not be torn down, even though she was the only one to oppose the action.
11. I am not going to call her a woman of the night, but calling her licentious, would hardly suffice.
12. Mete: to give out by measure. A very difficult word to include in sentences, but since Dr. Preston has decided to mete the vocabulary words by week, it is only fair I do my part.
13.The hideous chemical was not only toxic, but it was also noxious and was dangerous to be near.
14. The protestors were incredibly polemic towards one another, and I was sure a fight was about to break out.
15. The island was incredibly populous, despite its former status as a penal colony.
16. Heroes are expected to be probity and follow a code of conduct.
17. Repartee type conversations are not only incredibly informative, but they can also be quite fun
18. People that come to supervene conclusions are often difficult to understand.
19. She was able to truncate her speech through solid editing.
20. Although many times we attempt to impeach our Presidents, many times we find them unimpeachable.
Monday, August 26, 2013
Saturday, August 24, 2013
Beowulf Comprehension Questions
Acknowledgements:
Also I have to thank Breanna Timmons, Whitney Houg, Sarah Stevens, Rachel Nolan, and Connor Albright who put in a great deal of work and were amazing group members!
Also, please ignore the random highlights, BlogSpot can be a pain to work with.
BEOWULF AND GRENDEL (lines 1-1250, pp. 32-60)| [Prologue: The Rise of the Danish Nation] (lines 1-85, pp. 33-34) Breanna Timmons | |
| 1. | Realize that this prologue introduces the Danes, not Beowulf or his people the Geats. What was unusual about the way Shield came to be ruler of the Danes? What was his funeral like? What relation is Hrothgar to Shield? |
| [Heorot is Attacked] (lines 86-188, pp. 34-36) Breanna Timmons | |
| 1. | What magnificent work did Hrothgar undertake? Who attacked it, and with what result? How long did the attacks last? What was the response of the Danes? |
| [The Hero Comes to Heorot] (lines 189-490, pp. 36-42) Breanna Timmons | |
| 1. | What does Beowulf do when he hears of Hrothgar's problems with Grendel? |
| 2. | Whom do the Geats first meet when they arrive in Denmark? What does he do, and what do they do? |
| 3. | They next meet Hrothgar's herald. Who is he? What does he tell them? What does he tell Hrothgar? What does Hrothgar respond? Are you surprised that Hrothgar knows Beowulf so well? |
| 4. | What does Beowulf tell Hrothgar when he enters? What did Hrothgar do for Beowulf's father? |
| [Feast at Heorot] (lines 491-661, pp. 42-46) Breanna Timmons | |
| 1. | What does Unferth accuse Beowulf of? How does Beowulf answer him? How is this episode relevant to the poem as a whole? What does Beowulf accuse Unferth of? |
| 2. | What is Queen Wealhtheow doing during the feasting? |
| [The Fight with Grendel] (lines 662-835, pp. 46-49) Amara Sharp | |
| 1. | Heroic poetry normally has a scene in which the hero arms for battle. What is different about Beowulf's preparations for his fight with Grendel? -Seeing as Beowulf actually unarms himself for battle actually goes against the norms for epics, which removes the element of having an extended scene in which Beowulf prepares himself for battle. Personally I feel that by having Beowulf actually remove his armor and say he will fight honestly and fairly and let God decide the outcome, actually provides a great look into the culture and times in which Beowulf was written. By not having Beowulf 'suit up' the author(s) give the modern reader the impression that strength and honor are the only armor and weapons one needs to do great things. |
| 2. | What happens when Grendel enters Heorot? How does Beowulf fight with him? What happens when Grendel tries to leave? Does Grendel escape? What does he leave behind? |
| -As Grendel enters Heorot he again snatches one of the sleeping warriors and begins to devour him. After finishing off one warrior Grendel goes to eat Beowulf next, but is surprised by Beowulf's strength and determination. Beowulf manages to get Grendel in a strong hold and begins to kill Grendel. As Grendel realizes his end is near he cries out and attempts to escape, but not before Beowulf manages to rip of Grendel's arm as Grendel wriggles free and runs past the other warriors who try in vain to rip him open with their swords. As Grendel runs out of Heorot and to his cave in the swamp it is revealed that not only did Beowulf survive but he managed to rip off Grendel's arm/shoulder and Beowulf and the other warriors learn that Grendel's skin cannot be damaged by swords. | |
| [Celebration at Heorot] (lines 836-1250, pp. 49-60) Amara Sharp | |
| 1. | When the Danes and Geats return from following Grendel's tracks to the mere, someone sings in Beowulf's presence, comparing him to Sigemund and saying that he was not like Heremod (lines 883-914). How is Beowulf like Sigemund? How is he not like Heremod? (Be alert for inserted stories such as this one. Beowulf contains many of them, most much more complex that this one.) -Sigemund is apparently a hero such as Beowulf who managed to defeat many tribes of giants and also best a dragon. And like Beowulf, Sigemund became a legend known for his deeds of courage, bravery, and strength. But unlike Heremod, a man of war, Beowulf is not solely interested in the glory that comes with great deeds and the physical rewards that could come (gold, kingdoms). Beowulf fights and does these great deeds for the benefit of his own honor and for the admiration of his men. |
| 2. | How does Hrothgar respond to Beowulf's deed? What does he offer to do for him? What does Unferth have to say now? -Hrothgar is ecstatic at the news of Grendel's destruction and is completely ready to hand over his entire kingdom to Beowulf after his death. In fact Hrothgar proclaims and accepts Beowulf as his son and promises to give him much treasure, even though it would not fully repay the deed that Beowulf did. Unferth, who prior to Beowulf's battle with Grendel openly challenged Beowulf's claims of all his feats, stays silently in the corner, now having nothing to say. |
| 3. | The singer sings of Finn during the feasting (lines 1070-1158). The exact details of the Finn story are not clear, but in general, what happens? What does it suggest about the wisdom of using a woman as bride to heal enmity between tribes? -Saying that the exact details of the Finn story are not clear, is complete understatement. But I was able to pull from the story of Finn is that Finn was a warrior (perhaps even leader) that raided villages. On one such raid he happened upon Hnaef who's daughter had lost her husband, son and brother. Finn had also lost a good portion of his army and in order to avoid further conflict with Hnaef, agrees to marry his daughter, which suggesting that the bond of marriage (and possibly of love) can unite enemies and heal old wounds. |
| 4. | When the feasting resumes, what does Wealhtheow ask Hrothgar not to do? -While the feasting continues Wealtheow asks Hrothgar to not neglect their children and their inheritance by giving the kingdom to Beowulf. |
| 5. | Wealhtheow gives Beowulf a large, broad necklace. What later happens to it? What does Wealhtheow ask Beowulf to do? -Wealtheow asks Beowulf to help her sons should they ever need it. |
| 6. | Why do so many men remain in the beer hall to sleep? Why is it a mistake? -The drunken men fall asleep in the hall after a night of feasting and drinking, thinking it is safe to sleep and reside in the hall now that Grendel is dead and the danger is past. But in the night it becomes clear that this move of arrogance was a mistake as Grendel's mother enters Heorot in order to enact revenge. |
| [Another Attack] (lines 1251-1382, pp. 60-62) Amara Sharp | |
| 1. | Why has Grendel's mother come to Heorot? Is it the same reason Grendel had? -Unlike Grendel, GM (Grendel's Mother) enters Heorot to seek revenge for the death of her son, while her son decided to enter Heorot to kill without reason. |
| 2. | What is Hrothgar's response? Whom has Grendel's mother killed? -Hrothgar is outraged that GM exists and, deeply saddened that GM has killed Hrothgar's close friend Aeschere. And like his earlier promise to Beowulf, Hrothgar promises to repay him if he is able to kill GM. |
| 3. | What sort of place is the mere? -The mere is a violent dark place full of danger and horrors. The mere expands for miles upon miles and is covered in a thick mist that even contains lakes on fire. |
| [Beowulf Fights Grendel's Mother] (lines 1383-1650, pp. 63-68) Whitney Houg | |
| 1. | How does Beowulf tell Hrothgar to respond? -He tells Hrothgar to respond as though a blood feud has been started. He told him that he should be revengeful and not feel sorrow. Beowulf tells him that killing Grendel’s mother is the only way to truly avenge Aeschere. |
| 2. | What happens at the mere before Beowulf enters it? -Beowulf and his men kill a sea monster in the water, and then Hrothgar and his men find Aeschere’s severed head on the shore. Hrothgar now is completely for Beowulf killing Grendel’s mother. |
| 3. | How does Beowulf prepare for the battle? What sword does he take with him? -He put on his new armor from Hrothgar. Unferth, the man who doubted Beowulf’s abilities, gives Beowulf his sword called, Hrunting, to fight with. |
| 4. | What happens when Beowulf enters the mere? What is surprising about where Grendel and his mother live in the mere? -Grendel’s mother grabs him and pulls him down as other monsters are trying to attack him. They do no harm to him, because of his armor. It’s surprising where Grendel and his mother live because it takes half a day to arrive there. |
| 5. | What happens to the sword Beowulf borrowed from Unferth? -As Beowulf strikes Grendel's mother, the sword borrowed from Unferth breaks. |
| 6. | At one point Beowulf is on the floor, with Grendel's mother sitting on him and drawing her knife. How does Beowulf escape? -Beowulf’s armor saves him from the knife Grendel’s mother has. He was able to use his strength to throw Grendel’s mother off of himself. |
| 7. | How does Beowulf kill Grendel's mother? What weapon does he use? What happens when she dies? What does Beowulf take with him from her home? What happens to the sword he used to kill her? -Beowulf uses the sword of Eotens, that was forged by giants long ago, and cuts the mother’s throat. Beowulf brings the decapitated head home for vengeance of those killed by Grendel. Beowulf's sword melts from the Grendel's mother’s acidic blood leaving only the hilt. |
| 8. | What happens when Beowulf returns to the surface? Did his men expect him to return? -Beowulf swims back to the surface safely, but none of his men are there because they doubted his ability to beat Grendel’s mother. |
| [Further Celebration at Heorot] (lines 1651-1798, pp. 68-71) Sarah Stevens | |
| 1. | What does Beowulf give to Hrothgar? |
| 2. | What message does Hrothgar have for Beowulf? What and why does he tell us about Heremod? Why and how did Heremod die? What lesson does Hrothgar teach with the Heremod example? |
| 3. | What does Beowulf give to Unferth as he leaves? |
| [Beowulf Returns Home] (lines 1799-2199, pp. 71-79) Sarah Stevens | |
| 1. | What future does Hrothgar predict for Beowulf? |
| 2. | Who is Hygd and why is she not like Modthryth? |
| 3. | Beowulf reports to Hygelac that Hrothgar may marry his daughter Freawaru to Ingeld. Why does he plan to do that? What does Beowulf expect the result will be? (Remember the Finn story, lines 1070-1158.) How does Beowulf think the peace will be broken? Is this the type of report we expected from the hero Beowulf, or are we seeing a new side of him? |
| 4. | How does Beowulf report about his own adventures? Does he report accurately? |
| 5. | What does Beowulf do with the treasure he was given? What does Hygelac give him? |
| [The Dragon Wakes] (lines 2200-2509, pp. 79-86) Rachel Nolan | |
| 1. | How much later does Part 2 take place? What kings have died in the meanwhile? What danger now exists? -Part 2 takes places 50 years later. King Hygelac and his son Heardred have both died. The danger that now exists is the dragon that is attacking the kingdom. |
| 2. | Why is the dragon angry? Why did the man take a cup? How did the treasure come to be there in the first place? (The speech of the lone survivor, the one who put the gold in the barrow, is in a typically Old English elegiac tone.) -The dragon is angry because a man stole a cup from his treasure. The man stole the cup from the treasure to honor his lord. The treasure was there because ancient people hid it there. |
| 3. | What did the dragon destroy that evening? -The dragon destroyed buildings and homes in the kingdom. |
| 4. | Why does Beowulf think his home was burnt? Why does he order a new shield? How will he fight this battle? What will happen to him? -Beowulf thinks his home was burnt because he did something to anger god. He orders a new iron shield so that it can’t be burned like his old wood one would be against the dragon. Beowulf plans to fight this battle until the death. |
| 5. | How did Hygelac die? (The description in lines 2354-2379 begins one of several versions of Geatish history and Hygelac's death we will get.) What did Beowulf do after Hygelac's death? What happened when he returned home? Did he accept Hygd's offer to become king? -Hygelac was killed by the Frankish king in a battle. Beowulf killed the Frankish king and refused to become king in loyalty to his cousin. |
| 6. | What happened to Hygelac's son Heardred? (That's the story in lines 2380-2390.) How did Beowulf plan to revenge Heardred's death (lines 2391-2396)? -Heardred was killed by the Swedish. Beowulf planed on revenge by befriending the man that killed Heardred. |
| 7. | How many men accompany Beowulf as he goes to meet the dragon? -Eleven men accompany Beowulf to meet the dragon. |
| 8. | What happened to Hygelac's oldest brother Herebeald? Who killed him? What did this do to his father King Hrethel? (This passage, lines 2425-2509, is the second account of Geatish history and of the death of Hygelac.) What happened between the Swedes and Geats after Hrethel's death? What happened to Haethcyn? How die Beowulf revenge Hygelac's death? |
| -Herebeald was killed by Heathcyn (the younger brother). King Hrethel went into a depression and then died. After Hrethel’s death the Swedes and Geats continued having their conflicts. Heathcyn died and Beowulf revenged Hygelac’s death by killing a lot of the Swedes. | |
| [Beowulf Attacks the Dragon] (lines 2510-2820, pp. 86-92) Connor Albright | |
| 1. | What does Beowulf tell his companions to do? |
| 2. | What happens the first time Beowulf and the dragon fight? What do his companions do? How is Wiglaf different? What does he tell the others? What does he then do? |
| 3. | What happens the second time Beowulf meets the dragon? What happens to Beowulf? Who kills the dragon? |
| 4. | What does the dying Beowulf ask Wiglaf to do? What happens when Beowulf sees the gold? How does Beowulf want to be buried? |
| [Beowulf's Funeral] (lines 2821-3182, pp. 92-99) Connor Albright | |
| 1. | What happens when the companions return? What does Wiglaf say to him? What does he expect will happen in the future? |
| 2. | What does the messenger tell the city? (This passage, lines 2900-3027, is the third account of the history of the Geats and the death of Hygelac. These are the enemies that will attack the Geats when they learn of Beowulf's death.) What happened overnight in Ravenswood after Ongentheow killed Haethcyn? What happened the next morning? What happened to Ongentheow? What does the messenger say to do with the gold? What is the final image (animal) of the messenger's speech? |
| 3. | What does Wiglaf tell the crowd that comes to see the dragon and Beowulf? |
| 4. | What happens to the dragon? |
| 5. | What happens during and after the funeral celebration? |
| 6. | What did the Geats say about Beowulf in the last three lines of the poem? Are these the terms one would expect to be used to describe a military hero? |
Beowulf Question Group/Peer Assignments:
Okay guys here are the reading assignments they include titles, number of questions and the pages. Please comment below what you want. Also please ignore the strange formatting I have no idea why BlogSpot is doing that!
1.
|
[Prologue: The Rise of the Danish Nation] (lines 1-85, pp. 33-34)
[Heorot is Attacked] (lines 86-188, pp. 34-36)
[The Hero Comes to Heorot] (lines 189-490, pp. 36-42)
[Feast at Heorot] (lines 491-661, pp. 42-46)
8 Questions Pages 33-46
2.
[The Fight with Grendel] (lines 662-835, pp. 46-49)
[Celebration at Heorot] (lines 836-1250, pp. 49-60)
|
Wednesday, August 21, 2013
REFLECTIONS ON WEEK 1
1. Are there any factors that you think are going to affect your participation or experience in this class? Access to a computer? Mobile/smart phone? Transportation? Friends/family? Schedule?
-Luckily I have access to multiple computers and have a smart phone so accessing technology shouldn't present a problem, and thankfully I don't believe transportation will hinder my participation in this class either. Although when it comes to friends/family and schedule I may run into some difficulties. Senior year is a big year for everyone, and with added responsibilities it can present a challenge. I am taking three other AP/Honors level classes that do require a significant amount of my time and dedication, but I have taken full course loads the other three years of high school with greater responsibilities. And I believe that if I can stick it out and just keep working I can pull through this year.
2. Think of an awesome best ever learning experience that changed you. What did you learn? Where were you? What happened? Who else was there? Did it teach you anything about how you learn (or pay attention... or remember, or think?) How did you know what was happening?
-My greatest learning experience was a summer program that dealt with speech pathology and a few small experiences into ASL. I went into the program with little understanding of what speech therapists do and how important good speech really is, but then after spending five weeks of my summer and hands on work with 27 other teenagers (28 campers, and a few speech therapists), I realized that I had just naturally picked up several tips and lessons about speech pathology that have really gotten me interested in a possible career in audiology or speech pathology. Ironically I didn't even know how much I had learned until one of the last days when I found my self in a funny situation and had to use the little ASL I had picked up to work with some deaf campers. And for me, learning experiences that I don't realize are happening are the best possible ones.
3. What are you most [excited/concerned] about in this class? What do you look forward to in learning? How do you think it can/will make a practical difference in your life?
-To tell you the truth I am simply looking forward to reading. These last few school years I have been too busy to even pick up a book for a few minutes and just start reading so my biggest goal for this class (besides pass the AP exam) is to just read! On a more practical level I hope this class can help me prepare for taking college level courses starting next year and learn more about internet literacy.
-Luckily I have access to multiple computers and have a smart phone so accessing technology shouldn't present a problem, and thankfully I don't believe transportation will hinder my participation in this class either. Although when it comes to friends/family and schedule I may run into some difficulties. Senior year is a big year for everyone, and with added responsibilities it can present a challenge. I am taking three other AP/Honors level classes that do require a significant amount of my time and dedication, but I have taken full course loads the other three years of high school with greater responsibilities. And I believe that if I can stick it out and just keep working I can pull through this year.
2. Think of an awesome best ever learning experience that changed you. What did you learn? Where were you? What happened? Who else was there? Did it teach you anything about how you learn (or pay attention... or remember, or think?) How did you know what was happening?
-My greatest learning experience was a summer program that dealt with speech pathology and a few small experiences into ASL. I went into the program with little understanding of what speech therapists do and how important good speech really is, but then after spending five weeks of my summer and hands on work with 27 other teenagers (28 campers, and a few speech therapists), I realized that I had just naturally picked up several tips and lessons about speech pathology that have really gotten me interested in a possible career in audiology or speech pathology. Ironically I didn't even know how much I had learned until one of the last days when I found my self in a funny situation and had to use the little ASL I had picked up to work with some deaf campers. And for me, learning experiences that I don't realize are happening are the best possible ones.
3. What are you most [excited/concerned] about in this class? What do you look forward to in learning? How do you think it can/will make a practical difference in your life?
-To tell you the truth I am simply looking forward to reading. These last few school years I have been too busy to even pick up a book for a few minutes and just start reading so my biggest goal for this class (besides pass the AP exam) is to just read! On a more practical level I hope this class can help me prepare for taking college level courses starting next year and learn more about internet literacy.
My Opinion Isn't (A) Right
Overall I thought the conversation was interesting and had its valid points. Personally I struggled with the topic and had a tough time understanding it overall. Ironically I managed (on my second time through) to read the last page of the text before reading the first, which actually helped me understand what the essay was about.
When we got into our class discussion I thought it was great when Dr. Preston let us work out our interpretations and then gave his insight. And from our discussion we pulled out the idea that people have a right to an opinion, but they aren't entitled to one. That distinction between right and entitled is what I think the point the essay was trying to get at. Since entitlement implies that people are granted the right to be correct, if we were to break that entitlement we would be destroying their rights by simply possessing an opinion different from theirs.
Over the next couple of weeks, when I have the time I will attempt to come back to the text and when I come up with new ideas I will post them here.
When we got into our class discussion I thought it was great when Dr. Preston let us work out our interpretations and then gave his insight. And from our discussion we pulled out the idea that people have a right to an opinion, but they aren't entitled to one. That distinction between right and entitled is what I think the point the essay was trying to get at. Since entitlement implies that people are granted the right to be correct, if we were to break that entitlement we would be destroying their rights by simply possessing an opinion different from theirs.
Over the next couple of weeks, when I have the time I will attempt to come back to the text and when I come up with new ideas I will post them here.
Monday, August 19, 2013
Vocabulary #1
“So avoid using the word ‘very’ because it’s lazy. A man is not very tired, he is exhausted. Don’t use very sad, use morose. Language was invented for one reason, boys - to woo women - and, in that endeavor, laziness will not do."
-N.H. Kleinbaum, Dead Poets Society
(http://www.goodreads.com/work/quotes/1207563-dead-poets-society)
Vocab List #1
adumbrate: to foreshadow vaguely
apotheosis: elevation to divine status (perfect example/epitome)
ascetic: practicing strict self denial as a measure of personal or spiritual discipline
bauble: trinket, trifling object
beguile: to lead by deception or trickery
burgeon: to grow or expand rapidly
complement: something that fills up, completes, or makes perfect
contumacious: stubbornly disobedient, rebellious
curmudgeon: miser, (typically used to describe an old man) ill-tempered
didactic: intended to convey instruction and information as well as pleasure and entertainment. Designed or intended to teach.
disingenuous: lacking in brilliance (or candor) or lack of integrity
exculpate: to clear from fault or guilt
faux pas: blunder (social blunder)
fulminate: to utter, explode, or send out with denouncement
fustian: written or spoken with pretentiousness or pomposity
hauteur: arrogance
inhibit: to prohibit from doing something
jeremiad: a prolonged lamentation or complaint
opportunist: unprincipled resourceful person: somebody who takes advantage of something, especially somebody who does so in a devious, unscrupulous, or unprincipled way
unconscionable: not guided or controlled by conscience
Special shout out to Merriam Webster Online Dictionary for the definitions!
(http://www.merriam-webster.com/dictionary)
Practice Paragraph:
By no means do I intend to sound pretentious and hauteur or to beguile my fellow peers, but I feel ready to take senior year by the horns and like any good opportunist, make the most of it so that when we look back on our time at Righetti we can say our senior year was the apotheosis of our high school career. Let us not be like those curmudgeon and depressed freshmen. Rather we should run and avoid all things that could inhibit making our senior year anything less than brilliant. But to make the most of our opportunity we need to be both vigilant and diligent like ascetic monks and limit our contumacious streaks as to avoid outright punishment by our superiors. Please don't misunderstand my plea to the class of 2014 as disingenuous or even some strange jeremiad from that weird girl in your class. I am not trying to fulminate my opinion on our year, rather I am trying to bring out a didactic approach to what is usually a failed bucket list item for students entering their senior year. So before our classes begin to burgeon us down with homework and bauble, let us work on avoiding unconscionable decisions that won't complement and add to the overall experience of our senior year. Class of 2014, lets do this!
1. In the novel "The Grapes of Wrath" by John Steinbeck the death and 'burial' of Rose of Sharon's stillborn baby in to the flood waters can be viewed as an adumbrate and even allusion to the Biblical story of Moses, that things will eventually improve.
2. Exculpating our enemies, is a great way to start the new year with a clean slate.
3. I find it strange that burping in public isn't always view as a faux pas, especially as it is a social norm that shouldn't be broken.
4. His speech was filled with fustian language, over the top and completely unnecessary to prove his point.
-N.H. Kleinbaum, Dead Poets Society
(http://www.goodreads.com/work/quotes/1207563-dead-poets-society)
adumbrate: to foreshadow vaguely
apotheosis: elevation to divine status (perfect example/epitome)
ascetic: practicing strict self denial as a measure of personal or spiritual discipline
bauble: trinket, trifling object
beguile: to lead by deception or trickery
burgeon: to grow or expand rapidly
complement: something that fills up, completes, or makes perfect
contumacious: stubbornly disobedient, rebellious
curmudgeon: miser, (typically used to describe an old man) ill-tempered
didactic: intended to convey instruction and information as well as pleasure and entertainment. Designed or intended to teach.
disingenuous: lacking in brilliance (or candor) or lack of integrity
exculpate: to clear from fault or guilt
faux pas: blunder (social blunder)
fulminate: to utter, explode, or send out with denouncement
fustian: written or spoken with pretentiousness or pomposity
hauteur: arrogance
inhibit: to prohibit from doing something
jeremiad: a prolonged lamentation or complaint
opportunist: unprincipled resourceful person: somebody who takes advantage of something, especially somebody who does so in a devious, unscrupulous, or unprincipled way
unconscionable: not guided or controlled by conscience
Special shout out to Merriam Webster Online Dictionary for the definitions!
(http://www.merriam-webster.com/dictionary)
Practice Paragraph:
By no means do I intend to sound pretentious and hauteur or to beguile my fellow peers, but I feel ready to take senior year by the horns and like any good opportunist, make the most of it so that when we look back on our time at Righetti we can say our senior year was the apotheosis of our high school career. Let us not be like those curmudgeon and depressed freshmen. Rather we should run and avoid all things that could inhibit making our senior year anything less than brilliant. But to make the most of our opportunity we need to be both vigilant and diligent like ascetic monks and limit our contumacious streaks as to avoid outright punishment by our superiors. Please don't misunderstand my plea to the class of 2014 as disingenuous or even some strange jeremiad from that weird girl in your class. I am not trying to fulminate my opinion on our year, rather I am trying to bring out a didactic approach to what is usually a failed bucket list item for students entering their senior year. So before our classes begin to burgeon us down with homework and bauble, let us work on avoiding unconscionable decisions that won't complement and add to the overall experience of our senior year. Class of 2014, lets do this!
1. In the novel "The Grapes of Wrath" by John Steinbeck the death and 'burial' of Rose of Sharon's stillborn baby in to the flood waters can be viewed as an adumbrate and even allusion to the Biblical story of Moses, that things will eventually improve.
2. Exculpating our enemies, is a great way to start the new year with a clean slate.
3. I find it strange that burping in public isn't always view as a faux pas, especially as it is a social norm that shouldn't be broken.
4. His speech was filled with fustian language, over the top and completely unnecessary to prove his point.
Sunday, August 18, 2013
Essay Assignment #2 (austen/montaigne essay)
Reflection:
Well to be completely honest I struggled with this essay. Something about quotes being used to introduce the prompt freaks me out and makes it nearly impossible for me to write a decent essay, but it is something I need to work on (so bring it on quotes!!!). Although I enjoyed the quote itself and thought to my self, "Wow Sharp, this looks like it could lead to great discussion." I fell short, but thankfully by my last count we still have just over 259 days until AP Testing Begins for 2014. Any who without any further ado:
"What goes on inside is just too fast and huge and all interconnected for words to do more than barely sketch the outlines of at most one tiny little part of it at any given instant."-David Foster Wallace. Intellectuals such as David Foster Wallace and others, state that our minds and beings are so complex but yet our words can only just scratch the surface of what we truly mean and feel. But if that statement is actually true, why do we as humans still attempt to express ourselves through the written word? Perhaps it is because we feel that even though our best attempts will never quite do the job, we still need to express our ideas. Authors and intellectuals such as Victor Hugo, Joseph Heller, and Stephen Hawking are actual proof support Wallace's idea that our minds are so complex in a way that words can never express. Other authors such as Montaigne, who's essays set the pace and template for future essay writing throughout the world, and Jane Austen who's novels impacted the modern novel and forever changed the way books were written, also support Wallace's claim. And while it is much more obvious in Montaigne's essays, this claim also comes full circle within "Pride and Prejudice" by Jane Austen although in different ways.
Montaigne is round a bout writer, his essays revolve around one topic and yet in attempt to discuss his opinion he begins following tangents, while Austen is more direct within her writing, she like all writers before and after, she can only do so much when it comes to expressing her own opinion. And quite simply that's just human nature. Michel de Montaigne inadvertently expressed this through his work, for example in his essay titled "Of Custom, and That We Should Not Easily Change a Law Received" most of his writing is tangents and his attempt to express his ideas on a certain subject actually provides his opinions on other issues such as chastity and education. And it isn't a bad thing that he does this, for it also provides the readers a glimpse into what Montaigne was really thinking when he was writing his essays, and perhaps even his attitude and personality in a manner that isn't fully seen in "Pride and Prejudice" with Jane Austen for the sole reason of format. If Austen were to express tangents and personal opinions in her book, based solely on the time period of which the book was written, very few would read it. But as far as the idea of what goes on inside of us being far too complex to express both Montaigne's and Austen's writing support that. Austen's work was instrumental in shaping how the modern novel is written, but at the same time portions of "Pride and Prejudice" exhibit a struggle to express what Austen is really feeling. And it is the same exhibit with Montaigne, but where Montaigne begins to follow tangents, Austen adds dialogue or abruptly ends the chapter.
Even further than format and overall diction, Jane Austen's and Montaigne's writing styles differ drastically. Austen's syntax, or sentence structure, employs a greater use of description and stylistic flourishes while Montaigne's syntax is straightforward and even at times mildly brash. Perhaps the time period in which each book was written is what makes each authors approach to writing so different but yet even through all their differences both authors have similarities within their writing and their writing styles. For example it is obvious that both authors are educated and aren't afraid to show their knowledge, as many allusions and metaphors that aren't noticed by the reader the first time it is read eventually become clear and obvious during the second or third time the piece is read.
"What goes on inside is just too fast and huge and all interconnected for words to do more than barely sketch the outlines of at most one tiny little part of it at any given instant."-David Foster Wallace. It is just human nature, we struggle to accurately express our selves. Yet through the template of literature we perhaps scratch the surface of meaning and ingenuity. Authors such as Montaigne and Jane Austen prove that. Though they lived almost 200 years apart and their writing styles are distinctively different they both somehow share similarities and manage to some point express their opinions through their works. And while like all other authors and human beings their writing can be powerful at times, they still seems to struggle with what they really mean.
Well to be completely honest I struggled with this essay. Something about quotes being used to introduce the prompt freaks me out and makes it nearly impossible for me to write a decent essay, but it is something I need to work on (so bring it on quotes!!!). Although I enjoyed the quote itself and thought to my self, "Wow Sharp, this looks like it could lead to great discussion." I fell short, but thankfully by my last count we still have just over 259 days until AP Testing Begins for 2014. Any who without any further ado:
"What goes on inside is just too fast and huge and all interconnected for words to do more than barely sketch the outlines of at most one tiny little part of it at any given instant."-David Foster Wallace. Intellectuals such as David Foster Wallace and others, state that our minds and beings are so complex but yet our words can only just scratch the surface of what we truly mean and feel. But if that statement is actually true, why do we as humans still attempt to express ourselves through the written word? Perhaps it is because we feel that even though our best attempts will never quite do the job, we still need to express our ideas. Authors and intellectuals such as Victor Hugo, Joseph Heller, and Stephen Hawking are actual proof support Wallace's idea that our minds are so complex in a way that words can never express. Other authors such as Montaigne, who's essays set the pace and template for future essay writing throughout the world, and Jane Austen who's novels impacted the modern novel and forever changed the way books were written, also support Wallace's claim. And while it is much more obvious in Montaigne's essays, this claim also comes full circle within "Pride and Prejudice" by Jane Austen although in different ways.
Montaigne is round a bout writer, his essays revolve around one topic and yet in attempt to discuss his opinion he begins following tangents, while Austen is more direct within her writing, she like all writers before and after, she can only do so much when it comes to expressing her own opinion. And quite simply that's just human nature. Michel de Montaigne inadvertently expressed this through his work, for example in his essay titled "Of Custom, and That We Should Not Easily Change a Law Received" most of his writing is tangents and his attempt to express his ideas on a certain subject actually provides his opinions on other issues such as chastity and education. And it isn't a bad thing that he does this, for it also provides the readers a glimpse into what Montaigne was really thinking when he was writing his essays, and perhaps even his attitude and personality in a manner that isn't fully seen in "Pride and Prejudice" with Jane Austen for the sole reason of format. If Austen were to express tangents and personal opinions in her book, based solely on the time period of which the book was written, very few would read it. But as far as the idea of what goes on inside of us being far too complex to express both Montaigne's and Austen's writing support that. Austen's work was instrumental in shaping how the modern novel is written, but at the same time portions of "Pride and Prejudice" exhibit a struggle to express what Austen is really feeling. And it is the same exhibit with Montaigne, but where Montaigne begins to follow tangents, Austen adds dialogue or abruptly ends the chapter.
Even further than format and overall diction, Jane Austen's and Montaigne's writing styles differ drastically. Austen's syntax, or sentence structure, employs a greater use of description and stylistic flourishes while Montaigne's syntax is straightforward and even at times mildly brash. Perhaps the time period in which each book was written is what makes each authors approach to writing so different but yet even through all their differences both authors have similarities within their writing and their writing styles. For example it is obvious that both authors are educated and aren't afraid to show their knowledge, as many allusions and metaphors that aren't noticed by the reader the first time it is read eventually become clear and obvious during the second or third time the piece is read.
"What goes on inside is just too fast and huge and all interconnected for words to do more than barely sketch the outlines of at most one tiny little part of it at any given instant."-David Foster Wallace. It is just human nature, we struggle to accurately express our selves. Yet through the template of literature we perhaps scratch the surface of meaning and ingenuity. Authors such as Montaigne and Jane Austen prove that. Though they lived almost 200 years apart and their writing styles are distinctively different they both somehow share similarities and manage to some point express their opinions through their works. And while like all other authors and human beings their writing can be powerful at times, they still seems to struggle with what they really mean.
1987 AP Exam Essays
Quick Note:
I finished the essays this morning, and for the practice timed myself (around 45 minutes) and wrote the essays out in hand. My hard copy will be in class tomorrow, but hopefully when I get the time I will post it here.
Update here are my essays for the 1987 AP Exam I timed my self for both which explains why essay #2 suddenly cuts off:
Essay#1
Leisure, what we do when we think we have the time. But, like everything it changes and evolves to match the times. What was once a relaxing and treasured event has become a thing of pomp and an unsubtle attempt to "keep up with the Jones," so to speak. Which is what George Elliot is attempting to express in her piece appropriately titled, "Leisure". Through her reflective style, seen through the habits of an elderly man, Elliot is able to create a piece which cleverly and stylistically condemns the new "leisurely" practices of her time, in want of the ones of old.
It doesn't take long to get a feel for George Elliot's style an approach to writing, in her piece titled "Leisure". And while she doesn't openly condemn the newer and distinctively vain styles of new leisure until the end of her piece, she does openly condemn it stylistically through metaphors. For example in lines 11-16 she begins by describing what she considers what leisure once was as an old man by calling him Old Leisure. She writes that he was a "stout gentleman" with "...quiet perceptions" and who cared not about knowing how everything happened, rather he simply enjoyed the events. Her extended metaphor of "Old Leisure" as an old man is a motif that she continues throughout the piece. Even before she creates the metaphor of "Old Leisure" George Elliot is able to attach allusions to historical events which the readers would have been aware of. For example within the first 12 lines Elliot alludes to industrialization, the boom of big business, and even the incredible increase in science during the late 19th century. Her allusions add levels to her writing and even increase the meaning and the depth of her work, and further condemns what she believes is the change of leisure. And even more so Elliot is also suggesting that the overall change in pace of everyday life is also unnecessary.
The body and largest part of George Elliot's work "Leisure" is her longing reflection of what she calls "Old Leisure". In it, "Old Leisure" is described as an old man, wise in years and dedicated in his simple but meaningful practices. And through her skillful and stylistic approach Elliot allows the readers to sympathize with old leisure. To do this she employs diction and syntax. Her overall diction, or word choice, reflects what leisure used to be, simple yet purposeful and powerful. While her syntax reflects the same values.
Further more George Elliot's piece titled "Leisure" isn't just a reflection, it is an outlet for her to share her views on the change of pace, and it can also be seen as a stylistic warning for our own lives.
Essay #2
Novels are one of the best and most powerful tools for instigating social change. They've brought political and social issues to the forefront since their inception, and in some cases have moved nations to action. One such novel is "The Grapes of Wrath" by Californian writer John Steinbeck. The novel whose gritty and often explicative language and content has been criticized almost more than it has been praised. But that is exactly what makes it great. Steinbeck's narrative of the Joad family's migration from Dust Bowl Oklahoma to the hard life of migrant farmers in California was one of the first novels to accurately describe the life of migrant farmers during the great depression and bring their plight to the forefront.
The novel "The Grapes of Wrath" by John Steinbeck describes the journey of the Joad family as they are forced to leave their family and lifestyle behind in Oklahoma in search of work in California. Steinbeck was known for his gritty, realistic, and almost brutally honest approach to his subjects, a method he continues in "The Grapes of Wrath". In his novel he not only recounts the true horrors an hardships of migrant farmers during the Great Depression, he brings about the idea of mankind's inhumanity to others. While the Joads struggle on their journey many of their problems come not only from their situation, but also from other people. Throughout their journey it is as if Steinbeck isn't wanting his readers to feel sorry for the Joads and others in their situation, rather he wants to raise awareness about the human condition.
Reflection:
Even with the added time I struggled. The first prompt I connected to better and as essay #2 came along I was running on empty. I picked "The Grapes of Wrath" because I thought I could pull the most from it, but looking back I would have been better off possibly picking "The Jungle", "Uncle Tom's Cabin" or even "1984" whose plots I am not as familiar with but I might have been able to work with more.
I finished the essays this morning, and for the practice timed myself (around 45 minutes) and wrote the essays out in hand. My hard copy will be in class tomorrow, but hopefully when I get the time I will post it here.
Update here are my essays for the 1987 AP Exam I timed my self for both which explains why essay #2 suddenly cuts off:
Essay#1
Leisure, what we do when we think we have the time. But, like everything it changes and evolves to match the times. What was once a relaxing and treasured event has become a thing of pomp and an unsubtle attempt to "keep up with the Jones," so to speak. Which is what George Elliot is attempting to express in her piece appropriately titled, "Leisure". Through her reflective style, seen through the habits of an elderly man, Elliot is able to create a piece which cleverly and stylistically condemns the new "leisurely" practices of her time, in want of the ones of old.
It doesn't take long to get a feel for George Elliot's style an approach to writing, in her piece titled "Leisure". And while she doesn't openly condemn the newer and distinctively vain styles of new leisure until the end of her piece, she does openly condemn it stylistically through metaphors. For example in lines 11-16 she begins by describing what she considers what leisure once was as an old man by calling him Old Leisure. She writes that he was a "stout gentleman" with "...quiet perceptions" and who cared not about knowing how everything happened, rather he simply enjoyed the events. Her extended metaphor of "Old Leisure" as an old man is a motif that she continues throughout the piece. Even before she creates the metaphor of "Old Leisure" George Elliot is able to attach allusions to historical events which the readers would have been aware of. For example within the first 12 lines Elliot alludes to industrialization, the boom of big business, and even the incredible increase in science during the late 19th century. Her allusions add levels to her writing and even increase the meaning and the depth of her work, and further condemns what she believes is the change of leisure. And even more so Elliot is also suggesting that the overall change in pace of everyday life is also unnecessary.
The body and largest part of George Elliot's work "Leisure" is her longing reflection of what she calls "Old Leisure". In it, "Old Leisure" is described as an old man, wise in years and dedicated in his simple but meaningful practices. And through her skillful and stylistic approach Elliot allows the readers to sympathize with old leisure. To do this she employs diction and syntax. Her overall diction, or word choice, reflects what leisure used to be, simple yet purposeful and powerful. While her syntax reflects the same values.
Further more George Elliot's piece titled "Leisure" isn't just a reflection, it is an outlet for her to share her views on the change of pace, and it can also be seen as a stylistic warning for our own lives.
Essay #2
Novels are one of the best and most powerful tools for instigating social change. They've brought political and social issues to the forefront since their inception, and in some cases have moved nations to action. One such novel is "The Grapes of Wrath" by Californian writer John Steinbeck. The novel whose gritty and often explicative language and content has been criticized almost more than it has been praised. But that is exactly what makes it great. Steinbeck's narrative of the Joad family's migration from Dust Bowl Oklahoma to the hard life of migrant farmers in California was one of the first novels to accurately describe the life of migrant farmers during the great depression and bring their plight to the forefront.
The novel "The Grapes of Wrath" by John Steinbeck describes the journey of the Joad family as they are forced to leave their family and lifestyle behind in Oklahoma in search of work in California. Steinbeck was known for his gritty, realistic, and almost brutally honest approach to his subjects, a method he continues in "The Grapes of Wrath". In his novel he not only recounts the true horrors an hardships of migrant farmers during the Great Depression, he brings about the idea of mankind's inhumanity to others. While the Joads struggle on their journey many of their problems come not only from their situation, but also from other people. Throughout their journey it is as if Steinbeck isn't wanting his readers to feel sorry for the Joads and others in their situation, rather he wants to raise awareness about the human condition.
Reflection:
Even with the added time I struggled. The first prompt I connected to better and as essay #2 came along I was running on empty. I picked "The Grapes of Wrath" because I thought I could pull the most from it, but looking back I would have been better off possibly picking "The Jungle", "Uncle Tom's Cabin" or even "1984" whose plots I am not as familiar with but I might have been able to work with more.
Saturday, August 17, 2013
1987 AP Lit Exam
Some tips for taking this exam:
-We are in the privacy of our own homes, listen to some serious pump up music! You will need it to keep from slapping a baby kitten in your unfeigned anger.
-Have a big thing of water nearby. It keeps you awake.
-Time yourself so it doesn't take you six hours in front of the TV, and if you are with friends make it a race. (It only took me 30 mins. I want a challenge)
Now for my answers...
Just kidding, blogspot is being stupid and will not let me post pictures, and since I am too stubborn to simply give up and manually type in my answers I will be turning in my hard copy. But to actually supplement and prove that I did this assignment I will be posting my results and whatnot.
Overall I would have epically failed this AP exam, but for how fast I finished the exam my results aren't actually that bad. Seeing as questions 33-46 were missing from the packet there were only 47 total questions that we could have answered. Overall my score was a 23/47 which is about a 50%, and my overall time was 30 mins.
I didn't find any questions remarkably easy, in fact I felt that a majority of the questions were difficult but yet not impossible if you had enough time to think and reflect on them. But yet that's the problem, time. The AP Exam Board expects for us to read new material and answer the questions that they deem relevant to the text in a set amount of time. But I personally feel that we would be better off showing our understanding of literature with a spoken exam. For example they could ask us questions or prompts about current events or ideas and we could respond using relevant text and life experiences to prove our point. Sadly this is a pipe dream but I think it would be a good experience to at least attempt.
But back to the exam. I am not a big fan of AP Exams. And now that many colleges no longer accept AP Scores I don't that AP Exams are even relevant. Please don't misunderstand me, I think AP Classes are incredibly beneficial, and in fact are a great place to start studying what you want and what you are interested in high school. But for AP Exams, I'm just not a big fan. But seeing as you did as what will specifically haunt our dreams until we take the exam ourselves, for me the entire exam will haunt me!
-We are in the privacy of our own homes, listen to some serious pump up music! You will need it to keep from slapping a baby kitten in your unfeigned anger.
-Have a big thing of water nearby. It keeps you awake.
-Time yourself so it doesn't take you six hours in front of the TV, and if you are with friends make it a race. (It only took me 30 mins. I want a challenge)
Now for my answers...
Just kidding, blogspot is being stupid and will not let me post pictures, and since I am too stubborn to simply give up and manually type in my answers I will be turning in my hard copy. But to actually supplement and prove that I did this assignment I will be posting my results and whatnot.
Overall I would have epically failed this AP exam, but for how fast I finished the exam my results aren't actually that bad. Seeing as questions 33-46 were missing from the packet there were only 47 total questions that we could have answered. Overall my score was a 23/47 which is about a 50%, and my overall time was 30 mins.
I didn't find any questions remarkably easy, in fact I felt that a majority of the questions were difficult but yet not impossible if you had enough time to think and reflect on them. But yet that's the problem, time. The AP Exam Board expects for us to read new material and answer the questions that they deem relevant to the text in a set amount of time. But I personally feel that we would be better off showing our understanding of literature with a spoken exam. For example they could ask us questions or prompts about current events or ideas and we could respond using relevant text and life experiences to prove our point. Sadly this is a pipe dream but I think it would be a good experience to at least attempt.
But back to the exam. I am not a big fan of AP Exams. And now that many colleges no longer accept AP Scores I don't that AP Exams are even relevant. Please don't misunderstand me, I think AP Classes are incredibly beneficial, and in fact are a great place to start studying what you want and what you are interested in high school. But for AP Exams, I'm just not a big fan. But seeing as you did as what will specifically haunt our dreams until we take the exam ourselves, for me the entire exam will haunt me!
Wednesday, August 14, 2013
Poetry #1
1. From what poem/author does this commercial borrow (without credit)?
The 2011 Levi's commercial titled "Go Forth" utilizes the poem "The Laughing Heart" written by Charles Bukowski.
2. Why might the use of this poem by a corporation be considered ironic?
The use of the poem can be considered ironic for multiple reasons. For example line one and two of the poem read, "your life is your life/ don’t let it be clubbed into dank submission...", and being that the commercial is trying to convince people to submit and buy their product, the Levi's brand is simply ignoring the poem it is trying so hard to utilize.
3. Does the poem reflect the reputation of the author? Why/why not?
I do feel that "The Laughing Heart" is an accurate representation of Charles Bukowski's reputation as a poet. Charles Bukowski was considered a "hard-lived" poet who accurately represented the lack of hope in urban life and the downtrodden and defeated working class in American society, and although this poem represents hope and possibilities it still contains the gritty and realistic style that Bukowski was famous for.
4.How did you find the answers to #1 & #3? Describe your research process and your sources in detail.
My first attempt at trying to discover the title and author of the poem was an epic fail. At first I tried to listen to the audio in the commercial itself and after searching for the poem I thought it was titled "Go Forth", but that turned out to be poetry by Walt Whitman. Thankfully I searched a second line in attempt to verify my results and instead found the correct poem which turned out to be "The Laughing Heart" by Charles Bukowski.
Then trying to discover Bukowski's reputation as a poet I read a few samples of his poetry and read an article on him from the site Poetry Foundation, which described his poetic style in great detail.
Sources Utilized:
The Poetry Foundation
http://www.poetryfoundation.org/bio/charles-bukowski
Just Poetry BlogSpot
http://milan-poetry.blogspot.com/2007/03/laughing-heart-charles-bukowski.html
The 2011 Levi's commercial titled "Go Forth" utilizes the poem "The Laughing Heart" written by Charles Bukowski.
2. Why might the use of this poem by a corporation be considered ironic?
The use of the poem can be considered ironic for multiple reasons. For example line one and two of the poem read, "your life is your life/ don’t let it be clubbed into dank submission...", and being that the commercial is trying to convince people to submit and buy their product, the Levi's brand is simply ignoring the poem it is trying so hard to utilize.
3. Does the poem reflect the reputation of the author? Why/why not?
I do feel that "The Laughing Heart" is an accurate representation of Charles Bukowski's reputation as a poet. Charles Bukowski was considered a "hard-lived" poet who accurately represented the lack of hope in urban life and the downtrodden and defeated working class in American society, and although this poem represents hope and possibilities it still contains the gritty and realistic style that Bukowski was famous for.
4.How did you find the answers to #1 & #3? Describe your research process and your sources in detail.
My first attempt at trying to discover the title and author of the poem was an epic fail. At first I tried to listen to the audio in the commercial itself and after searching for the poem I thought it was titled "Go Forth", but that turned out to be poetry by Walt Whitman. Thankfully I searched a second line in attempt to verify my results and instead found the correct poem which turned out to be "The Laughing Heart" by Charles Bukowski.
Then trying to discover Bukowski's reputation as a poet I read a few samples of his poetry and read an article on him from the site Poetry Foundation, which described his poetic style in great detail.
Sources Utilized:
The Poetry Foundation
http://www.poetryfoundation.org/bio/charles-bukowski
Just Poetry BlogSpot
http://milan-poetry.blogspot.com/2007/03/laughing-heart-charles-bukowski.html
Tuesday, August 13, 2013
ESSAY ASSIGNMENT #1
Our experiences, our actions, our victories and defeats
define who we are as people, and are common themes within literature itself.
Following this suit is the idea of separation or exile from home and its total
impact. One book that follows this idea is “The Poisonwood Bible” by Barbara
Kingsolver. The novel, written in a first person narrative form and based on
the perspective of its five protagonists, follows the Southern Baptist
missionary Price family on their missionary journey in the Congo. And while the
entire family travels and becomes separated from home, they all experience exile
differently, but none more so than Leah Price. Who turns from a young
idealistic 14-year-old teenage girl into a woman whose ideals have changed from
religious conversion to social justice for the people of Africa.
Prior
to her great conversion, Leah Price’s ideologies were identical to her father’s
and her whole goal in life was pleasing him. And by the end of the novel Leah’s
exile from her father is both metaphorical and literal. Prior to the beginning
of the novel and well into the middle Leah, whose character is idealistic yet highly
compassionate and devotional, follows her father’s religious fallacies to a
fault and in fact strives solely to please him. Yet unlike her father, Leah's compassionate nature begins to wear down as she begins to see the horrors of the Congo and her father's indifference towards the struggle of the Congo and lack of respect for tribal customs and religion. The final breaking point for Leah begins when both her mother Orleanna and her younger sister Ruth May become sick with Malaria. While mother and sister lay sick Leah's father Nathan again remains indifferent to their condition and continues his sole goal of an African revival, which leaves Leah, her older sister Rachael, and her physically impaired twin sister Adah to care for a breaking household. It is here when Leah and her sisters have reached their breaking point and the full weight of separation from the United States hits, the compassion of her poor Congolese neighbors begins Leah's metaphorical separation from her father's ideals and religious zeal, eventually coming full circle as Leah abandons the faith she once clung to and exiles her father in the Congo to live with and marry Anatole to adopt a new religion of loving her new family and striving for African freedom and independence.
Leah Price's independence from her father and from the religion she once followed can be viewed as an allusion to not only African independence but also white imperialism a motif and white elephant seen throughout most of the novel. Being as the novel takes place during the Congolese freedom from Belgium through the CIA involvement in replacing Patrice Lumumba with Joseph Kasa-Vubu Leah's separation and eventual exile from her father and family acts as a metaphor.
From former religious zeal and complete suppression to her father, Leah Price's transformation to an independent idealist comes straight from the exile and separation from her family and the United States and serves as both a metaphor and allusion to the struggle for African Independence within the novel.
(around 40 mins timed)
Sunday, August 11, 2013
BIG QUESTION
No big deal, it only took me an entire summer to come up with a big question, but here it is anyways.
What do we, as humans, believe is perfection? How did we did we come up with the idea of good speech? Because when it comes down to it, the way someone pronounces their /s/ blends or /th/ sounds, is because it is what they are used to and what sounds good to them. They have been saying it that way for what seems like a long time and then suddenly they are told to correct it. And although I have no problems with speech therapy and have personally seen the positive changes and outcomes that have come from good speech, I wonder what and who first set the bar for good communication and good articulation?
What do we, as humans, believe is perfection? How did we did we come up with the idea of good speech? Because when it comes down to it, the way someone pronounces their /s/ blends or /th/ sounds, is because it is what they are used to and what sounds good to them. They have been saying it that way for what seems like a long time and then suddenly they are told to correct it. And although I have no problems with speech therapy and have personally seen the positive changes and outcomes that have come from good speech, I wonder what and who first set the bar for good communication and good articulation?
Thursday, August 8, 2013
Update on Summer
So let's face it, I didn't post anything or for that matter even work on any of my summer assignments for a good 5 weeks. And the reason for that is Summer Projects. Besides my typical summer experience of occasionally score keeping youth basketball games for my family I decided this summer to start my college applications and do something special.
Earlier this year I applied for a summer program called Camp Hapitok, and it was without a doubt one of the best decisions of my life. But now for the bad news, during that 5 weeks I did absolutely no note taking on the summer reading novels. But thankfully I finished "The Poisonwood Bible" (Kingsolver) early and I have already read "Pride and Prejudice" (Austen) so typing up notes for that should be easy.
So this post is basically a warning and reason for why I haven't been posting and for why my English notes for summer work may seem short.
Earlier this year I applied for a summer program called Camp Hapitok, and it was without a doubt one of the best decisions of my life. But now for the bad news, during that 5 weeks I did absolutely no note taking on the summer reading novels. But thankfully I finished "The Poisonwood Bible" (Kingsolver) early and I have already read "Pride and Prejudice" (Austen) so typing up notes for that should be easy.
So this post is basically a warning and reason for why I haven't been posting and for why my English notes for summer work may seem short.
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