ACT 4

• witches prediction
• Macbeth visits them
• none of woman born shall harm Macbeth?
• Macduff fled to England

Act 3 MACBETH NOTES

• Banquo suspicious of Macbeth
• Macbeth hires murderers to kill Banquo and Fleance
• Nightmares? trouble sleeping?
• Mentions plans to Lady Macbeth
• Banquo dies, Fleance flees.
• Banquo's ghost appears.
• Macbeth is shaken up by it
• Lady Macbeth covers up his behavior and lies to guests.
• Macbeth wants to visit witches again
• New witch. 

ACT 2 MACBETH NOTES

• Fleance is Banquo's son.
• Macbeth sees a dagger? going insane? Foreshadowing? Sign to kill king?
• guilty conscience
• Macbeth can carry out murder; they are asleep
• Lady Macbeth says she's unable to kill Duncan
• Macbeth brings back daggers that are supposed to be used to frame
• unnatural disturbances
• lady Macbeth faints.

WHAT ABOUT MY MASTERPIECE

Around this time I have still doodled some things using Sai paint tool and Photoshop. I've done mostly side projects and small drawings that compile up to my entire project.

LOVE IS BLIND

explain the difference in the way Macbeth sees Lady Macbeth and how the audience sees Lady Macbeth.

Macbeth ultimately see his wife trying to do all these things for him like assist him in becoming king because she's his wife. Clearly she wants the best for him right? WRONG. The audience sees her as a horrible woman who's manipulative in order to get what she wants even if its using her own husband for her own doing.

MacBeth Resources!

1. http://www.gradesaver.com/macbeth/study-guide/

2. Tons of great tools in here and analysis of speeches and such.
http://www.shakespeare-online.com/plays/macbeth/macbethresources.html

3. Plain English easy to understand.
NO SWEAT SHAKESPEARE.
http://www.sd43.bc.ca/secondary/gleneagle/Parents/LearningLab/Shakespeare%20Resources/Macbeth/Macbeth%20in%20Plain%20English.pdf.pdf

http://www.nosweatshakespeare.com/plays/modern-macbeth/

is linked to 3~ ^

Resource of the day #5

This lady does such beautiful pieces, her imagination and color scheme just amazing. Its typically the purple-ish colors with pinks and/or blues.
https://www.youtube.com/watch?v=3vB4OZJLNtc


Just one of her pictures.. :o

Resource of the day #4

again, that feel good type of music. ♥
https://www.youtube.com/watch?v=BjiEaSInikE

Seeing is deceiving, dreaming is believing.

Art related portion; simply beautiful!!
https://www.youtube.com/watch?v=EWKcQ4MUEiY

Resource of the day #3

Her beautiful artwork and just the colors. Would be cool to get some tips from her.
https://www.youtube.com/watch?v=pcM4QHo1Z_8

But her speed painting will do ♥

Resource of the day #2

Watercolor Painting. What better way to learn that to watch?
https://www.youtube.com/watch?v=CYFdrIsqFDw

Resource of the day #1

Music for my draw feel good-vibeee!


https://www.youtube.com/watch?v=CHk5SWVO4p8


Also a tutorial on mouths and lips~
 https://www.youtube.com/watch?v=HgUBPfvN_G0

THIS IS ONLY A TEST

I was distracted a lot during my masterpiece work. I was drawing nearly everyday. But when I wasn't I was participating In multi-editor projects,  editing random things for fun and attempting to animate still images. Side things that required collaboration, imagination and art! ♥

What's a soul mate? Just a random video.. Then practicing still images for the first time.

Masterpiece Essay;

To return to my subject, there is nothing like alluring the appetite and affections; otherwise you make nothing but so many asses laden with books; by dint of the lash, you give them their pocketful of learning to keep; whereas, to do well you should not only lodge it with them, but make them espouse it. (1580)
The word espouse originally meant "to marry" and took on connotations like "embrace," "love," and "advocate."  Have you espoused learning?  Explain your growth in this course via a narrative that portrays you as the dynamic protagonist in your own bildungsroman.  Please include the following elements.



 ELEMENT 2: Fiction has been called "the lie that tells the truth."  Which works, authors, or characters rang true enough to make you feel like they described parts of you and/or your journey? (Please mention at least three.  It makes them sad when we forget them.)


 ELEMENT 4: [Something about literature or this course that made you laugh out loud.]

ELEMENT 5: [A unifying theme that runs through a minimum of five (5) presentations; a quality of the content, or the speakers, or their communication techniques that strikes you as something important that we have in common.]  Please illustrate/support your point with specific examples from the presentations.

ELEMENT 6: Evaluate whether you completed the hero's journey.  Are you a hero?  To what extent did you respond to the call of adventure?  Did you find a mentor, conquer a challenge, and return enlightened?A hero's journey is a quest. A quest is

a long or arduous search for something. During the masterpiece process we all were on a quest to find something of value and that we enjoyed. This thing of value was our passion and outside the norm of school curriculum. I responded to my quest in finding value in the thing I adore, art. I went beyond the traditional art form of pencil and paper, moved into paints, computer animation, and video editing without intentionally doing so. For a mentor I had my peers who are also interested in several types of art such as graphic drawing, and painting.

I am a strong advocate for anything art-related, videos, animation, typography or simply picking up a pen and paper. Why am I an advocate for anything art-related? When an AVID learner within any type of setting such as a classroom, art studio or a kitchen has the freedom to choose their own curriculum, so the specific individual finds value in what they are learning the outcome is bound to be unbelievable. Trust is a must when freedom is given. All the classes combined earned, and deserved this freedom. By following OTHER people's curriculum for years and years, the class has earned the trust that comes with this freedom. The display of masterpieces that involve going out and actually putting their words into actions demonstrates how every individual honored it. Art helps enhance the learning experience in a creative way that allows the individual to check their improvement over time.

Along the process of discovering "What am I passionate about?" the obvious option came up, drawing. I've always doodled during the school days in my notebooks, but not too often when I sat down seriously, and attempted to finish a bigger piece. My showcasing of art allowed me to recreate some of the more serious projects while I got to reconnect and dabble in some animation, and video editing. The learning is constant with drawing, simply watching a video of another artist doing a neat trick and mimicking it can improve my own skills. The process over learning to edit and animate will only halt if I stop opening the software. Where as the drawing will be constant, I am always bored, pen and paper are always at easy access.

Marisol.

Who Am I?

SUPER 5!

My experts would have to be some of my friends who also are extremely good at art. I like certain things that each one of them does.

-Bianca
- Ashley
- Miki
- My dad
- My mother

Look Inside My Brain

describe how your masterpiece and/or work in general reflects your inner thinking and capability for creativity, critical thinking, and collaboration.

My masterpiece involved free hand drawing and painting using acrylics. It demonstrates how my mind works through the way I learn, how I comprehend things on a deeper level,  and how I connect words/thoughts into pictures to benefit myself. My imagination and creativity are easily to be expressed through images, using color, the idea itself that is demonstrated in the picture. My capability for creativity is endless since anything can be created using a blank canvas. Collaboration can be done through art using techniques from watching other painters on youtube or simply asking my friends who also enjoy art.

MEET MACBETH.

Through the use of indirect characterization, Macbeth is described as a brutal killer who slices off heads. The witches predict about the fortune of Macbeth and his cousin. They say Macbeth will be a king and his cousin, Banquo's children will be children. The witches prediction pretty much lead us to the ending of the play. Shakespeare uses the witches as an exposition, they help introduce characters that are not formally "introduced" to the story, but the audience is aware. The foreshadowing leads the audience to the conclusion, but how Macbeth gets there isn't revealed, and what happens beyond coming king.

Literature Analysis #6 I KNOW WHY THE CAGED BIRD SINGS

1. Briefly summarize the plot of the novel you read according to the elements of plot you've learned in past courses (exposition, inciting incident, etc.).  Explain how the narrative fulfills the author's purpose (based on your well-informed interpretation of same).

The story introduces a girl nicknamed Maya, who already sets up the difference between whites and blacks when she wishes she wasn't "a big ugly black girl" and would rather be a blonde white woman. Her parents move her along with Bailey her brother to the town stamps where they meet Ms. Henderson, whom they start to call Momma.  Maya says her brother is her exact opposite, graceful, attractive etc. Momma is a character who is respected well in the community despite being a black woman. Maya has always been conservative, would rather curl up reading a book, but aware of the social standings within stamps. Maya and Bailey get shifted around to their mothers home, whom Bailey adores. It is during this time Maya is molested and raped by Mr. Freeman, Vivian's boyfriend. He threatens to kill bailey if she tells. Maya was confused and didn't understand. Eventually Mr. Freeman is killed by being beat to death and Maya feels like she condemned him for lying about there being no other incidents. Bailey and Maya drift apart as he tries to be like vivian's taste. She goes moved back to stamps, then with her father then back to stamps, and back to Vivian.

The story is an autobiography, so I think her purpose is to let her story be known to other not only for her audience's benefit to serve as an inspiration through tough times but also to help her vent what has went on in her life.

 2. Succinctly describe the theme of the novel. Avoid cliches.
The story is a lot of racism, when Maya first wished to not be a black ugly woman but a blonde white woman. The whites were treated better. Losing of innocence occurred in the story as well. Maya was aware of the line between whites and blacks from a young age. As well as her incident with Mr. Freeman, which she had no clue was going on at the time, demonstrates her innocence.

 3. Describe the author's tone. Include a minimum of three excerpts that illustrate your point(s).
Maya's tone is very personal and open throughout it, sharing her most personal experiences right from the start of the book. Within the 3rd page, "I ran, peeing and crying, not toward the toilet but back to our house." Pg. 3 " He threw me on the blankets and his "thing" stood up like a brown ear of corn. He took my hand and said "feel it."" pg 73. This was so personal, to the point I felt uncomfortable reading the part about Mr. Freeman raping and molesting her.

 4. Describe a minimum of ten literary elements/techniques you observed that strengthened your understanding of the author's purpose, the text's theme and/or your sense of the tone. For each, please include textual support to help illustrate the point for your readers. (Please include edition and page numbers for easy reference.)

CHARACTERIZATION
1. Describe two examples of direct characterization and two examples of indirect characterization.  Why does the author use both approaches, and to what end (i.e., what is your lasting impression of the character as a result)?
The author uses both indirect and direct
"The age-faded color made my skin look dirty like mud, and everyone in church was looking at my skinny legs." pg. 2
 
2. Does the author's syntax and/or diction change when s/he focuses on character?  How?  Example(s)?
 
3. Is the protagonist static or dynamic?  Flat or round?  Explain.
Maya could be considered both static and dynamic to me. I feel as if she's always noticed the things around her being not right, but not until later she doesn't know why. So with that respect for always noticing, she's static but when she ends up finding out why and what's truly going on with the racism, the changes in Bailey, she's a dynamic protagonist. Maya is a round character because she undergoes some development, and she had a fully developed personality with flaws and strengths.
 
4. After reading the book did you come away feeling like you'd met a person or read a character?  Analyze one textual example that illustrates your reaction.
I feel like I met a character. The character had struggles like everyone else does, as well as insecurities about her own physical appearance like many teenage girls do. I could relate to that, which established a connection with me early on the book. She has her flaws of not being much of a social person, but also was able to be an AVID reader due to this.

IS THERE AN EXPERT IN THE HOUSE?

For my project, the experts would be some of my friends for the art part such as Miki, and Ashley. They would be capable of drawing tips, assisting with the art, or assisting with the details of faces, objects, hair and etc.

Other experts would be everyone in the senior class! who else better to help me with reflecting on their senior experiences than individuals who are currently in their most difficult, and memorable times! Asking senior to reflect on their senior year so far, some expectations they had for it and why it has been memorable. Anyone who has experienced senior year is able to assist me!

Themes in literature.. Well pretty much EVERYONE. Dr. Preston could assist me with some of the themes involved in novels or other things that apply to life in books read but not easily found. But just about every student find th

HUXLEY'S BRAVE NEW WORLD

please explain how listening/watching the author himself changed your perspective on the work and the essay you turned in.


Well upon first reading Brave New World, I thought of John the savage more like our society now, where we read, we learn, we practice religion, we aren't made in hatcheries, no castes, no conditioning and so on and so forth. I found us to be the opposite of world state, since we aren't ruled under one, but after the interview I question if we were more like World State's beliefs than John the savage's beliefs.Aldous Huxley brings up technology, overpopulation, and drugs, which are for the most part present in World state. He predicts the world with these things ill come to world state.
Overpopulation would diminish out our resources until it would create, new classes just as castes. The higher Castes would be able to obtain what is needed, and lower ones would be left to fend. Only problem is would the lower castes comply to this new world state after having the freedom? That aspect I found harder to believe within the book, but with the presence of conditioning that could alter that.

  explain what you've done and what you need to do next, share what you need so others can respond, and take the opportunity to reflect on your topic.  If that last part seems like something you've done before, consider (a) these are snapshots in time that reflect how your thinking deepens and changes, and (b) new readers on your blog will be seeing this information for the first time.  Hope that helps, please let me know if you have any questions.


a.) First my thinking just began of drawing on paper. I had no clue what to draw, but I knew it was going to be colorful and big. Then I had the idea of relating it to senior year since it is a "Senior" project. As my thinking evolved, I incorporated more things into the meaning of pictures how it helps a visual learner like myself and others. I went to incorporate how reflection helps an individual, tried to find how expression helps, how art helps an individuals with other aspects. I then connected senior year to the course I'm taking senior, to the things I've learned in that course, to the literature the lit to the experiences made a circle.

Literature Analysis # 5

I read the book online.There weren't any page numbers. :(


1. Briefly summarize the plot of the novel you read according to the elements of plot you've learned in past courses (exposition, inciting incident, etc.).  Explain how the narrative fulfills the author's purpose (based on your well-informed interpretation of same).

The book starts off by introducing a girl named Hazel. Her mother believes she is depressed which could be from the factor that Hazel has thyroid cancer that has come down to her lungs, and her lungs fill up with fluid. She attends these support meetings for people with cancer, and happens to meet a boy named Isaac and a boy named Agustus. Agustus had a from of cancer from the bone, but was cancer free (until it comes back later...) Hazel and Agustus share a connection with books, and exchange titles. They often talk about suffering, discover the fear of oblivion, and themes around death such as after life. Hazel and Agustus travel to Amsterdam to meet an author, who ends up being especially rude to them. Hazel doesn't want to be with Agustus to end up leaving him alone when she dies, but anyways they end up as a couple. More moments pass in the novel, good times, sick times and Agustus gets cancer again. After that his health begins deteriorating (he's clearly thought about it before, having a tux for his funeral already). The deteriorating Agustus changes, and ends up dying. He asks the rude author to write a eulogy for Hazel, with the final words of "I do."

 2. Succinctly describe the theme of the novel. Avoid cliches.

One of the major themes of the novel is life after death, and what is beyond that. From early on in the novel, Agustus asks Hazel if she believes in the afterlife, and she's claims no, but unsure. Where I believe Agustus believes in the afterlife. Beyond the suffering done by everyone, he finds the one worth suffering for, and ends final letter with "I do." Even after he is gone, I do is supposed to be a commitment, a binding even though he is gone, after life ties into the I do.

 3. Describe the author's tone. Include a minimum of three excerpts that illustrate your point(s).

The author's tone is genuine and sincere. He establishes this tone because has wants to make the characters believable and connect with the audience.

 4. Describe a minimum of ten literary elements/techniques you observed that strengthened your understanding of the author's purpose, the text's theme and/or your sense of the tone. For each, please include textual support to help illustrate the point for your readers. (Please include edition and page numbers for easy reference.)

CHARACTERIZATION
1. Describe two examples of direct characterization and two examples of indirect characterization.  Why does the author use both approaches, and to what end (i.e., what is your lasting impression of the character as a result)?
2. Does the author's syntax and/or diction change when s/he focuses on character?  How? 
Example(s)?



 3. Is the protagonist static or dynamic?  Flat or round?  Explain.
I would say Hazel is partially dynamic and partially static, only because the change she goes through isn't because of herself but, its a small change. Hazel's character changes due to how she devotes her time. Her parents before remarked how she never got out and after Agustus entered her life, she devoted more time with him. I believe Hazel is more of a flat character, little development but there still is some
 
4. After reading the book did you come away feeling like you'd met a person or read a character?  Analyze one textual example that illustrates your reaction. 
After reading the book, I felt like I met a person when it came to Hazel. She seemed apathetic towards some concepts, like most teens which made me establish a connection with her. Along with the apathetic factor, she was pretty much like every teenage girl. Another relatable part is she always (along with Agustus) always seems to question their purpose in life, what were they put here for, and me personally I question my purpose.

JURY I

Marisol: description of Bernard is dead on and I like the way you presented it. As Ashley said, some grammatical mistakes and such, as well as the use of I. "I would characterize Bernard's motivations" But you directly addressed every part of the prompt

Kylie: I like how you demonstrated Bernard was an outcast not by comparing him to others such as Hemholtz, but you described the norms of the society within the world state to demonstrate it. You identify another way Bernard is distinct, by using examples like the part "piece of meat " back up how Bernard is different mentally. Over all, I think your Essay was really good since you presented your information and backed it up with some textual examples.

Miki: I agree with Ashley and Allyson, some sentences seemed awkward. "...but still often alienated by his appearance." I also had trouble responding to this prompt due to only knowing the 5 chapters. I feel like you did a good job of answering it though.

Erica: You addressed the prompt thoroughly like a lot of people said above, but I would have to say, "A good example of this " not to use this in an essay, because its like i'm going to show this.. just say it. Other than that, you did very good describing Bernard and capturing the novel.

Teanna:   I didn't see the connection between soma to pain killers. You need more evidence to back up how pain killers are like the soma, most of it seemed like opinions. Personally I would not use "we" in an essay either. My favorite paragraph of yours though would be the 4th paragraph about the castes and discrimination and relating it to the middle class, homeless etc was really good. I was able to see clearly what you were trying to get it.

Lesther: I really love your prompt, its different compared to the others I have read, different is good.
"Their society dictates how they act, talk, listen, think, etc." My favorite line in your essay for some reason it stands out to me.
Your essay has one or two grammatical mistakes, like one in the first paragraph.
You did a good job of addressing the prompt, and adding questions within the middle of your paragraphs was a nice touch too. Incorporating modern day technology to BNW about the purpose of cloning was good. I also agree with Mia for more examples historical ones would be great evidence.

When reading the essays I was able to see some different approaches to my topic and how some were able to elaborate more on the prompt I had trouble talking about. Although, some did have unique topics like Lesther's. In a few I found some uses of "I" or "we" in formal writing, would be something not to use, but in many I found different ways to directly approach the prompt and relate it to different things.

MY TEAM

Today in class I was able to know what my class is passionate about or also what they are unsure about. For example, my friend is still unsure of what to do for their project, but they want to connect it to positivity. I was able to help her connect positivity to community service.  From the feed back I got in class, I got ideas about connecting art to thing things I've taken from literature, by using art to demonstrate themes in major things I have read or anyone else has, which these themes are a lot of the time present in my and everyone else's senior year. So my project will go from themes in novel, taken from reading alone/ lecture notes from Preston > Senior connection > pictures.

Launch

 Recipe: start with your answers to those six questions; stir in the feedback you've gotten in class and on your blog; cook until the idea is complete enough for you to commit to; check in with peers and/or Preston if you need to; write.]



 I am passionate about art, drawing, sketching, doodling, whatever you want to call it. I want to be able to relate art with my senior experiences with learning and also with the things I've been able to take from this course. I don't want it to be a traditional research paper, since I am a visual learning and I learn well reading associated with pictures. I want to get other students involved in it as well.

The internet can help me to connect art with learning, and associative learning, where an individuals associates a sign/image with another (learned from Biology). It can assist me to go more in depth about associative learning, how to relate my drawings to literature and the impact of art and learning. The tools I learned from last semester will help me connect literature, art, learning. One thing I've been able to take from last semester is things are connected always, and there will be a connection.



In order to feel accomplished and no regrets by June, I want to have fun doing my project, and fill the entire project up with drawings/doodles that will make me remember pieces of my senior year and my time spent in the course. If I can associate my pictures with literature, my passion, and my experiences, I accomplished my goal.







I will be able to impress others with my ability to connect and compare my contemporary life of senior year to modern art, translate it into drawings, explain how I've been able to get my own take on it is from the course.

 In order to make this a reality, I need to incorporate friends as soon as possible. I have to figure out how to connect the dots between my senior year > Literature > the course. Once I make these connections the art should come easy. Beyond those connections and information, the materials I would need would be markers, paints, color pencils, color crayons, and lots of paper or a really big piece of paper. And Also, a few long days after school/weekends

















My peers, and experts will be everyone who participates/collaborates with me even in the smallest way. The public will be pretty much everyone who is exposed to my project, I will try to leave pictures and explanations of it on my blog before the course is over.


















http://cwestrhsenglitcomp.blogspot.com/2013/06/interdisciplinary-education.html
^ that's Dr. Preston. :)

Brave New Essay

To choose an essay topic, I looked at the blogs of Erica, Marisol, Kelly, Amara, Maddi, Miranda, Javi, Maria, Allyson, Miki



Select a novel, play, or epic in which a character experiences such a rift and becomes cut off from “home,” whether that home is the character’s birthplace, family, homeland, or other special place. Then write an essay in which you analyze how the character’s experience with exile is both alienating and enriching, and how this experience illuminates the meaning of the work as a whole. You may choose a work from the list below or one of comparable literary merit. Do not merely summarize the plot.
 - I like this prompt the best out of the ones founds but lacking the meaning of the work as a whole because I have not read the entire book

     In Brave New World by Aldous Huxley, several characters are distinct from the others within their castes such as Hemholtz and Bernard within the Alphas. To be in exile, a character can be physically separated from their birth place, or can be cut off mentally and emotionally from the people within their birthplace. Bernard experiences an exile without being removed from home due to his differences that lead to alienation as well as benefits.

 The normal for Alphas is big in height and stature, while you have the easy authority of the lower castes. Soma was eaten regularly for content and controllable individuals. From very early on within Brave New World, the author, Aldous Huxley makes the distinction of Bernard to others in his caste (alphas). His physical appearance differs from the other castes such as Hemholtz who is the ideal Alpha in stature and size. Bernard's size deficiency leads to lower castes not giving him obedience that an Alpha should have. This becomes alienating for Bernard since  he is set apart from other alphas are given respect while some of the lower castes do not see him as superior.
  
 Another experience that sets Bernard apart from the rest of the alphas, is him "enjoying" soma. Bernard must pretend he is affected by the soma and fit in with the others. Bernard's alienation demonstrates the humanity left in him, while the others have lost theirs. Bernard's ability to express emotions demonstrates that he is human and sets him apart from the others, but it also enriches him. Because Bernard isn't taking the soma that everyone is taking to be controlled and happy, he is granted an ability others lack. The ability to have independent thoughts and ability to express emotions

Huxley uses characters such as Hemholtz to compare the humanity that lays within the "normal" alphas as opposed to outcast Bernard. He is cut off from his home because is size, and physical appearance. His humanity created independent thoughts and thinking which made him distinct from the other alphas who had no independent thoughts.

 

BRAVE NEW WORLD AP QUESTION APPROACH

To address this question I would:
1) identify the character I would use first and I would personally use Bernard.
2) Identify his "birthplace / homeland " etc. I would use where he lives in the beginning along with the other Alphas.
3) Identify some experiences that are alienating for Bernard such as him attending the meeting required of the other alphas every other week. He felt unaffected by the soma, so he often has to lie about it in order to not be even more of an outcast. Other people don't take orders from him easily since he's smaller than most alphas. So his physical appearance alienates him since alphas from his home are tall etc.
4. Identify how the experiences are enriching. Bernard is more human than other, own independent thought, makes him distinct from other alphas

HERE I AM

please explain your progress in this course during the first grading period.  Have you begun thinking/working on your senior project, big question, collaborative working group, or other endeavor/venture that shows how you're putting this course to work for you? Document and explain your performance.

To be completely and blatantly honest, I experienced a low this first grading period. Where I was so over whelmed and I just put things off and took a mental vacation, also known as senioritis, but I have finally recovered and I'm starting to catch up and get back into my old habits of completing my work on time. So in the beginning I started out pretty rocky.
I have began thinking about my big senior project and wondering who to include, or if not specific people, why not everyone? If I chose some people I would probably get my closer friends who are really into art and do a project with loads of art materials and how art is incorporated into literature. Or doing thing things we have taken from each literary piece and illustrate it. Or simply tying in what senior year means to us as individuals. I put this course to work for me by having this course affect my way of approaching my senior project. I knew that nearly everything was connected to literature so it didn't have to formally in words.

Lit terms #5

Parallelism:     the principle in sentence structure that states elements of equal function should have equal form
 
Parody:           an imitation of mimicking of a composition or of the style of a well-known artist.
 
Pathos:            the ability in literature to call forth feelings of pity, compassion, and/or sadness.
 
Pedantry:        a display of learning for its own sake.
 
Personification: a figure of speech attributing human qualities to inanimate objects or abstract ideas.
 
Plot:     a plan or scheme to accomplish a purpose.
 
Poignant:         eliciting sorrow or sentiment.
 
Point of View:   the attitude unifying any oral or written argumentation; in description, the physical point from which the observer views what he is describing.
 
Postmodemism: literature characterized by experimentation, irony, nontraditional forms, multiple  meanings, playfulness and a blurred boundary between real and imaginary
 
Prose:              the ordinary form of spoken and written language; language that does not have a regular rhyme pattern.
 
Protagonist:     the central character in a work of fiction; opposes antagonist
 
Pun:                 play on words; the humorous use of a word emphasizing different meanings or applications.
 
Purpose:          the intended result wished by an author.
 
Realism:          writing about the ordinary aspects of life in a straightforward manner to reflect life as it actually is.
 
Refrain:           a phrase or verse recurring at intervals in a poem or song; chorus.
 
Requiem:        any chant, dirge, hymn, or musical service for the dead.
 
Resolution:      point in a literary work at which the chief dramatic complication is worked out; denouement.
 
Restatement: idea repeated for emphasis.
 
Rhetoric:         use of language, both written and verbal in order to persuade.
 
Rhetorical Question: question suggesting its own answer or not requiring an answer; used in argument or persuasion.
 
Rising Action: plot build up, caused by conflict and complications, advancement towards climax.
 
Romanticism: movement in western culture beginning in the eighteenth and peaking in the nineteenth century as a revolt against Classicism; imagination was valued over reason and fact.
 
Satire:              ridicules or condemns the weakness and wrong doings of individuals, groups, institutions, or humanity in general.
 
Scansion:        the analysis of verse in terms of meter.
 
Setting:            the time and place in which events in a short story, novel, play, or narrative poem occur.

credit to Ms. Dolan's forms to help define the words.
 

Lit terms # 4

Interior Monologue:   a form of writing which represents the inner thoughts of a character; the recording of the internal, emotional experience(s) of an individual; generally the reader is given the impression of overhearing the interior monologue.
 
Inversion:        words out of order for emphasis.
 
Juxtaposition: the intentional placement of a word, phrase, sentences of paragraph to contrast                                         with another nearby.
 
Lyric:               a poem having musical form and quality; a short outburst of the author's innermost thoughts and feelings.
 
Magic(al) Realism: a genre developed in Latin America which juxtaposes the everyday with the marvelous or magical.
 
Metaphor:        an analogy that compare two different things imaginatively directly.
            Extended: a metaphor that is extended or developed as far as the writer wants to take it.
            Controlling: a metaphor that runs throughout the piece of work.
            Mixed: a metaphor that ineffectively blends two or more analogies.
 
Metonymy:      literally "name changing" a device of figurative language in which the name of an attribute or associated thing is substituted for the usual name of a thing.
 
Mode of Discourse: argument (persuasion), narration, description, and exposition.
 
Modernism:     literary movement characterized by stylistic experimentation, rejection of tradition, interest in symbolism and psychology
 
Monologue:     an extended speech by a character in a play, short story, novel, or narrative poem
 
Mood:             the predominating atmosphere evoked by a literary piece.
 
Motif:              a recurring feature (name, image, or phrase) in a piece of literature.
 
Myth:               a story, often about immortals, and sometimes connected with religious rituals, that attempts to give meaning to the mysteries of the world.
 
Narrative:        a story or description of events.
 
Narrator:          one who narrates, or tells, a story.
 
Naturalism:      extreme form of realism
 
Novelette/Novella: short story; short prose narrative, often satirical.
 
Omniscient Point of View: knowing all things, usually the third person.
 
Onomatopoeia: use of a word whose sound in some degree imitates or suggests its meaning
 
Oxymoron:      a figure of speech in which two contradicting words or phrases are combined to produce a rhetorical effect by means of a concise paradox.
 
Pacing:            rate of movement; tempo.
 
Parable:           a story designed to convey some religious principle, moral lesson, or general truth.
 
Paradox:         a statement apparently self-contradictory or absurd but really containing a possible truth; an opinion contrary to generally accepted ideas.
 

Lit Terms #3

Exposition:      beginning of a story that sets forth facts, ideas, and/or characters, in a detailed explanation.
 
Expressionism:   movement in art, literature, and music consisting of unrealistic representation of an inner idea or feeling(s).
 
Fable:              a short, simple story, usually with animals as characters, designed to teach a moral truth.
 
Fallacy:           from Latin word "to deceive", a false or misleading notion, belief, or argument; any kind of erroneous reasoning that makes arguments unsound.
 
Falling Action: part of the narrative or drama after the climax.
 
Farce:              a boisterous comedy involving ludicrous action and dialogue.
 
Figurative Language: apt and imaginative language characterized by figures of speech (such as metaphor and simile).
 
Flashback:      a narrative device that flashes back to prior events.
 
Foil:                 a person or thing that, by contrast, makes another seem better or more prominent.
 
Folk Tale:        story passed on by word of mouth.
 
Foreshadowing: in fiction and drama, a device to prepare the reader for the outcome of the action; "planning" to make the outcome convincing, though not to give it away.
 
Free Verse:     verse without conventional metrical pattern, with irregular pattern or no rhyme.
 
Genre:             a category or class of artistic endeavor having a particular form, technique, or content.
 
Gothic Tale:    a style in literature characterized by gloomy settings, violent or grotesque action, and a mood of decay, degeneration, and decadence.
 
Hyperbole:      an exaggerated statement often used as a figure of speech or to prove a point.
 
Imagery:          figures of speech or vivid description, conveying images through any of the senses.
 
Implication:      a meaning or understanding that is to be arrive at by the reader but that is not fully and explicitly stated by the author.
 
Incongruity:     the deliberate joining of opposites or of elements that are not appropriate to each other.
 
Inference:        a judgment or conclusion based on evidence presented; the forming of an opinion which possesses some degree of probability according to facts already available.
 
Irony:               a contrast or incongruity between what is said and what is meant, or what is expected to happen and what actually happens, or what is thought to be happening and what is actually happening.

LIT TERMS # 6

simile: a figure of speech involving the comparison of one thing with another thing of a different kind, used to make a description more emphatic or vivid (e.g., as brave as a lion, crazy like a fox ).

 
Soliloquy:        an extended speech, usually in a drama, delivered by a character alone on stage.
 
Spiritual:          a folk song, usually on a religious theme.
 
Speaker:         a narrator, the one speaking.
 
Stereotype:     cliché; a simplified, standardized conception with a special meaning and appeal for members of a group; a formula story.
 
Stream of Consciousness: the style of writing that attempts to imitate the natural flow of a character's thoughts, feelings, reflections, memories, and mental images, as the character experiences them
 
Structure: the planned framework of a literary selection; its apparent organization.
 
Style:               the manner of putting thoughts into words; a characteristic way of writing or speaking.
 
Subordination: the couching of less important ideas in less important structures of language.
 
Surrealism       a style in literature and painting that stresses the subconscious or the irrational aspects of man's existence characterized by the juxtaposition of the bizarre and the banal.
 
Suspension of Disbelief:         suspend disbelief in order to enjoy something.
 
Symbol:           something which stands for something else, yet has a meaning of its own.
 
Synesthesia: the use of one sense to convey the experience of another sense.
 
Synecdoche:   another form of name changing, in which a part stands for the whole.
 
Syntax:            the arrangement and grammatical relations of words in a sentence.
 
Theme:            main idea of the story; its message(s).
 
Thesis:             a proposition for consideration, especially one to be discussed and proved or disproved; the main idea
 
Tone:               the devices used to create the mood and atmosphere of a literary work; the author's perceived point of view.
 
Tongue in Cheek: a type of humor in which the speaker feigns seriousness; also called "dry" or "dead pan"
 
Tragedy:          in literature: any composition with a somber theme carried to a disastrous conclusion; a fatal event; protagonist usually is heroic but tragically (fatally) flawed
 
Understatement: opposite of hyperbole; saying less than you mean for emphasis
 
Vernacular:     everyday speech
 
Voice:              The textual features, such as diction and sentence structures, that convey a writer's or speaker's pesona.
 
Zeitgeist:          the feeling of a particular era in history

STUFF FOR PROJECT. (project Idea still in progress)

Importance of reflection:
http://www2.bgsu.edu/departments/english/cconline/irvin/Importance.htm

Benefits of art  for high school students:
http://www.artsedsearch.org/students/research-by-age-level/high-school

http://jimkitzmiller.net/self-expression-benefits/

http://www.youtube.com/watch?v=P07Fk1woCQI

LAUNCH/DRAFT

What am I passionate about?  What do I want to do?
I am passionate about all things cartoon, animated, or simply just drawn. Chemistry would have to be another one of my passions only because of the hand on experience and the chemicals. Simply I would have fun doing something related to art, not the history of it though.

How can I use the tools from last semester (and the Internet in general)?

Tools from last semester I can use would probably be the connections part and connect with all my peers online to have them all take part in my project. My peers would be able to help in the one big art project where they can express what senior year means to them.

What will I need to do in order to "feel the awesomeness with no regrets" by June?

I need to keep putting my best food forward and actually keep up and maintain doing my homework since I have been falling behind.

What will impress/convince others (both in my life and in my field)?

- not sure.. It would be cool to see all the comparisons of what people's take on senior year would be in an artistic way though.

How will I move beyond 'What If' and take this from idea --> reality?

Well I will have to get a reaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaallllllllllllllllly Long piece of paper and Have people continue to fill it up throughout all my classes as well as have teachers willing to allow some time for students to do the art in a class period.

Who will be the peers, public, and experts in my personal learning network?

The peers will be everyone in their current senior year, as well as the adults remembering back to what their senior year was like. I don't think there would be any "Experts" In this project.

LIT TERMS #2

circumlocution:   many words to attempt to be vague or evasive

classicism:  a traditional style of literature, art, or music that is usually graceful and simple with parts that are organized in a pleasing way

cliche:  an unoriginal saying, hackneyed.

climax: The high point of a story.

colloquialism:  a word or phrase that is used mostly in informal speech

comedy:  dealing with drama of light amusing character and typically a happy ending

conflict: the problem in a story

connotation:  meaning beyond dictionary definition

contrast: word   with another for emphasis or clarity

denotation:  dictionary definition

denouement:  loose ends tied up after the climax; ending; conclusion

dialect:  the language specific to a certain region, or class of people

dialectics:  formal debate

dichotomy:  a split or break between two opposing things

diction:   word choice

didactic:  tending to instruct

dogmatic:  rigid in beliefs and principles

elegy:  song for the dead

epic:  long narrative focused around a hero and his feats

epigram:  a terse, sage, or witty or often paradoxical saying

 epitaph:   brief writing on a tombstone

epithet:  an insulting word or phrase following a person's name

euphemism:  the use of a mild word in the place of an offensive or blunt word

evocative:  bringing forth emotions

Lit analysis # 4

1. Briefly summarize the plot of the novel you read according to the elements of plot you've learned in past courses (exposition, inciting incident, etc.).  Explain how the narrative fulfills the author's purpose (based on your well-informed interpretation of same).
2. Succinctly describe the theme of the novel. Avoid cliches.
3. Describe the author's tone. Include a minimum of three excerpts that illustrate your point(s).
4. Describe a minimum of ten literary elements/techniques you observed that strengthened your understanding of the author's purpose, the text's theme and/or your sense of the tone. For each, please include textual support to help illustrate the point for your readers. (Please include edition and page numbers for easy reference.)

CHARACTERIZATION
1. Describe two examples of direct characterization and two examples of indirect characterization.  Why does the author use both approaches, and to what end (i.e., what is your lasting impression of the character as a result)?
2. Does the author's syntax and/or diction change when s/he focuses on character?  How?  Example(s)?
3. Is the protagonist static or dynamic?  Flat or round?  Explain.
4. After reading the book did you come away feeling like you'd met a person or read a character?  Analyze one textual example that illustrates your reaction. 

Lit terms # 1

allegory: a story, poem, or picture that can be interpreted to reveal a hidden meaning, typically a moral or political one.

"Pilgrim's Progress is an allegory of the spiritual journey"

 alliteration:

the occurrence of the same letter or sound at the beginning of adjacent or closely connected words

Brenda's Bat Bakes Buttered Bread

 

 allusion: an expression designed to call something to mind without mentioning it explicitly; an indirect or passing reference.

Bless me Ultima has a reference to the bible

 ambiguity: open for interpretation

Hamlet's character

 anachronism: a thing belonging or appropriate to a period other than that in which it exists, esp. a thing that is conspicuously old-fashioned.

"everything was as it would have appeared in centuries past apart from one anachronism, a bright yellow construction crane"

 analogy:

a comparison between two things, typically on the basis of their structure and for the purpose of explanation or clarification.

"an analogy between the workings of nature and those of human societies

 analysis:  detailed examination of the elements or structure of something, typically as a basis for discussion or interpretation
An analysis of a poem includes deeper meaning, translation of it, theme etc.

 

Anaphora: the repetition of a word or phrase at the beginning of successive clauses.

ex: “O LORD, rebuke me not in thine anger, neither chasten me in thy hot displeasure.
Have mercy upon me, O LORD; for I am weak: O LORD, heal me; for my bones are vexed.
My soul is also sore vexed: but thou, O LORD, how long?”

 anecdote:  short and amusing or interesting story about a real incident or person.

ex: grandpa telling you about the good old days where the movies were a quarter

 antagonist: a person who actively opposes or is hostile to someone or something; an adversary

ex: Grendel Beowulf

 antithesis: balancing of one term against another for emphasis or stylistic effectiveness

"love is the antithesis of selfishness"

 aphorism:

a pithy observation that contains a general truth.

ex: early to bed, early to rise, makes a man health and wise.

 

apologia: a justification for some doctrine, piece of writing, cause, or action

 Richard Nixon's speech discussing the Watergate Scandal and his resignation.

apostrophe:  figure of speech in which an absent or dead person, an abstract quality, or something inanimate or nonhuman is addressed directly

Oh great grandmother, if you were still alive..

 argument: the process of convincing a reader by proving either the truth or the falsity of an idea or proposition; also, the thesis or proposition itself


 assumption: the act of supposing

ex: The butler always is the murder in the old movies!
 

audience: intended listeners

ex: people at a play
 chiasmus: a reversal in the order of words so that the second half of a statement balances the first half in inverted word order

Ex: "Bad men live that they may eat and drink, whereas good men eat and drink that they may live." - Socrates

what's in this for me?

I want to become more outgoing and engaged in connecting with others. This includes participating in class, and in just regular discussion with my peers.  By connecting with others I can have opportunities shared with me due to my connections, other than me not being involved. Me sitting and being quiet won't do me any good, its better to raise my hand and get the answer wrong than just sit without raising my hand. I want to work on participating and putting myself out there, outside of my comfort zone.

Applying knowledge I've learned into other areas other than course can benefit me and connect things in ways I never thought possible. I want able to take skills from a course and relate it to life would be extraordinary.

H@CK!N9 MY E)UC@7I0N

*MORE CONTEMPORARY VS OLD (themes, values, etc.)

I would want to learn more about literature of then and now. How we compared Beowulf's idea of a hero vs. a hero in today's society. This makes it more easy for me to comprehend, and I can relate the themes and ideas of the literature (Beowulf in this case) to today, comparing and contrasting helps me know the basics so I am able to tell whether I know what I'm talking about or not.

We can accomplish this by adding question to the lit analysis such as, "Are the ideals, values, themes of your novel match modern society's?" This would ensure that we are drawing these connections and comparisons to at least the 3 books per semester, if not more due to an extra credit literature analysis.


* Learning about why innocence is tied with youth, and old is tied with the wise.
The old isn't always the wiser ones, and the youth isn't always necessarily innocent.

Bullet Train AMV

Song : Bullet Train - Stephan Swartz

Anime: bakemonogatari