Hedda Gabler. Ibsen's great social drama of a caged woman in the late nineteenth century explores her tormented desire for escape and her yearning for individual and spiritual freedom.
Hairy Ape. The play tells the story of a brutish, unthinking laborer known as Yank, as he searches for a sense of belonging in a world controlled by the rich. At first Yank feels secure as he stokes the engines of an oceanliner, and is highly confident in his physical power over the ship's engines. However, when the weak but rich daughter of an industrialist in the steel business refers to him as a "filthy beast," Yank undergoes a crisis of identity.
Plays by Bernard Shaw
The Adding Machine - Elmer L. Rice. This constantly interesting play shows in outline the life history and, in its later scenes, the death history of Mr. Zero, a cog in the vast machine of modern business.
Our Town - Thornton Wilder. Described by Edward Albee as “…the greatest American play ever written,” the story follows the small town of Grover’s Corners through three acts: “Daily Life,” “Love and Marriage,” and “Death and Eternity.” Narrated by a stage manager and performed with minimal props and sets, audiences follow the Webb and Gibbs families as their children fall in love, marry, and eventually—in one of the most famous scenes in American theatre—die.
Streetcar Named Desire - T. Williams. Widely considered a landmark play, A Streetcar Named Desire deals with a culture clash between two iconic characters, Blanche DuBois, a relic of the Old South,[5] and Stanley Kowalski,[6] a rising member of the industrial, urban working class. The play presents Blanche DuBois, a fading but still-attractive Southern belle whose pretensions to virtue and culture only thinly mask alcoholism and delusions of grandeur. Her poise is an illusion she presents to shield others (but most of all, herself) from her reality, and an attempt to make herself still attractive to new male suitors.
Glass Menagerie – Tennessee Williams. The Glass Menagerie is a memory play, and its action is drawn from the memories of the narrator, Tom Wingfield. Tom is a character in the play, which is set in St. Louis in 1937. He is an aspiring poet who toils in a shoe warehouse to support his mother, Amanda, and sister, Laura. Mr. Wingfield, Tom and Laura’s father, ran off years ago and, except for one postcard, has not been heard from since.
Death of a Salesman – A. Miller. Death of a Salesman made both Arthur Miller and the character Willy Loman household names. The play endeavors to raise a counterexample to Aristotle's characterization of tragedy as the downfall of a great man: though Loman certainly has Hamartia, a tragic flaw or error, his downfall is that of an ordinary man (a "low man"). Like Sophocles' Oedipus in Oedipus the King, Loman's flaw comes down to a lack of self-knowledge; unlike Oedipus, Loman's downfall threatens not the city but only a single household.
Oresteia Trilogy (only need to read one play)
Desire under the Elms – O’Neill. A fiercely energetic drama of Oedipal lust and yearning involving a rebellious farm boy, his tyrannical father, and the father's slatternly new wife.
Strange Interlude – O’Neill. O'Neill forges a theatrical vehicle for the discoveries of modern psychology, giving outward form to his characters' inexpressible thoughts and feelings.
Mourning Becomes Electra – O’Neill. The Nobel and Pulitzer Prize-winning dramatist transplants the themes of Aeschylus's ORESTEIA into Civil War-era New England.
Friday, December 18, 2009
Tuesday, December 15, 2009
Guest Blogger: Lauren W.
In class we have just finished reading Oedipus Rex, the story of a man whose prophecy from the oracles as a child was that he would kill his father and marry his mother. The boy was chained on the mountain and rescued be a sheep herder who gave the child to a couple who raised him as their own. Oedipus tries the best that he can to avoid making the prophecy come true. I think that the more you try to avoid your fate, the faster it comes after you. I don't blame Oedipus for what happens in the story, because for all he knew his parents were the Corinthians and he did not want to hurt them which is why he left. Although he had good reason to leave, it may have been possible for him to avoid the prophecy if he would have not left, for he may not have ever come into contact with his real parents.
Throughout everything that happens, I respect Oedipus. He says that the man who is responsible for Laius' murder will be exiled. When Oedipus starts to connect the dots about the murder, instead of hiding from the truth and blaming it on somebody else Oedipus continues to investigate his involvement in the murder. When the truth is out not only does Oedipus gouge out his eyes, he orders to be sent to exile and begs for his children/siblings to be taken care of and not be punished for the situation that he and his mother put them in. Oedipus proves to be a man of his words and is truly sorry for all of the trouble he has caused and he really cannot be blamed for marrying his mother because he honestly had no idea, nobody had any idea who he was.
Throughout everything that happens, I respect Oedipus. He says that the man who is responsible for Laius' murder will be exiled. When Oedipus starts to connect the dots about the murder, instead of hiding from the truth and blaming it on somebody else Oedipus continues to investigate his involvement in the murder. When the truth is out not only does Oedipus gouge out his eyes, he orders to be sent to exile and begs for his children/siblings to be taken care of and not be punished for the situation that he and his mother put them in. Oedipus proves to be a man of his words and is truly sorry for all of the trouble he has caused and he really cannot be blamed for marrying his mother because he honestly had no idea, nobody had any idea who he was.
Wednesday, December 9, 2009
Guest Blogger: Jessica S.
So in class we have just finished the play Hamlet by William Shakespeare. Throughout the work, Shakespeare touches on many different themes that can further deepen the meaning of the play. One of the themes explored is death. Hamlet ponders the act of killing himself for the entire play and eventually takes action on his plan at the end of the play, taking his life and the life of the king/ his uncle as well as the life of Polonius; the father of his girlfriend.
Shakespeare also incorporates the theme of insanity. In the begging of the play Hamlet tells his friend Horatio that he may act strangely. He was not kidding. By the end of the play Hamlet has almost everyone convinced that he has truly lost his mind. He speaks nonsense and eventually ends up killing two people by the end of the novel. Although Hamlet planned on only acting crazy, I believe that by the end of the novel he had truly lost his mind but Horatio did not realize it because he still believed he was acting.
The third motif explored in Hamlet is that of revenge. The ghost tells Hamlet that he needs to avenge him. Hamlet wholeheartly agrees, thus showing his respect for his dead father. Although when Hamlet does have the perfect opportunity he chooses not to kill his uncle because he was praying and Hamlet did not want him to go to heaven because he had confessed his sins. This act also adds suspense to the play because the audience later finds out that Claudius finds that he cannot pray, so Hamlet could of killed him, thus saving himself ALOT of trouble in the final scenes of the play
Shakespeare also incorporates the theme of insanity. In the begging of the play Hamlet tells his friend Horatio that he may act strangely. He was not kidding. By the end of the play Hamlet has almost everyone convinced that he has truly lost his mind. He speaks nonsense and eventually ends up killing two people by the end of the novel. Although Hamlet planned on only acting crazy, I believe that by the end of the novel he had truly lost his mind but Horatio did not realize it because he still believed he was acting.
The third motif explored in Hamlet is that of revenge. The ghost tells Hamlet that he needs to avenge him. Hamlet wholeheartly agrees, thus showing his respect for his dead father. Although when Hamlet does have the perfect opportunity he chooses not to kill his uncle because he was praying and Hamlet did not want him to go to heaven because he had confessed his sins. This act also adds suspense to the play because the audience later finds out that Claudius finds that he cannot pray, so Hamlet could of killed him, thus saving himself ALOT of trouble in the final scenes of the play
Monday, November 30, 2009
Guest Blogger: Jeanne D.
Since a blog has not been done yet about Tragedy, I am going to do it. William Shakespeare’s Hamlet is a perfect example of a tragedy. I used to think that a tragedy had only to do with the end being sad. Little did I know that there was more to it! A tragedy has to have a main character who is at a royal status, or at least pretty high up there. Hamlet happens to be a prince, so that works out perfectly. He has a long ways to fall during his tragic downfall. Basically everyone in a tragedy dies and so far in Hamlet we have seen the death of Old Hamlet, Polonius, and Ophelia. A tragedy also is a house for supernatural incidents. At the beginning of the play, Hamlet sees a ghost of his late father, who tells Hamlet to avenge him. Revenge, not surprisingly, is also a common element among tragedies.
In class these past few days we have been in the midst of reading one of Shakespeare's most famous tragedies, Hamlet. Since the last blogger wrote, we haven't learned much additional information in class. Today we talked a bit about theme and what the theme is in Hamlet. Theme is expressible in the form of a statement, and should have a subject. Theme is also a generalization about life and should not generalize life outside of the story. And under no circumstances should theme be a cliché. Common themes in Hamlet are death, revenge and madness/insanity.
The reader can pick up some of the major themes in Hamlet by the poetic structures that Shakespeare uses. He ends most scenes or soliloquies with a heroic couplet, which signals to the reader that it is an important part. At the end of scene 3 act 1, Hamlet uses a heroic couplet to talk about his revenge that he is to take on his uncle. "Foul deeds will rise, Though all the earth o'erwhelm them, to men's eyes." Revenge happens to be a major theme throughout Hamlet.
In class these past few days we have been in the midst of reading one of Shakespeare's most famous tragedies, Hamlet. Since the last blogger wrote, we haven't learned much additional information in class. Today we talked a bit about theme and what the theme is in Hamlet. Theme is expressible in the form of a statement, and should have a subject. Theme is also a generalization about life and should not generalize life outside of the story. And under no circumstances should theme be a cliché. Common themes in Hamlet are death, revenge and madness/insanity.
The reader can pick up some of the major themes in Hamlet by the poetic structures that Shakespeare uses. He ends most scenes or soliloquies with a heroic couplet, which signals to the reader that it is an important part. At the end of scene 3 act 1, Hamlet uses a heroic couplet to talk about his revenge that he is to take on his uncle. "Foul deeds will rise, Though all the earth o'erwhelm them, to men's eyes." Revenge happens to be a major theme throughout Hamlet.
Tuesday, November 24, 2009
Guest Blogger: Cadie E.
Currently in class we are studying poetic structure and how deeply it can affect literature. We have been looking at examples of prose and poetry to understand the contrast between them. Prose is an ordinary form of language, it’s more straightforward, and poetry’s language is more artistic. William Shakespeare has a unique way of writing, everything he writes has a meaning to it, and some may be hard to define.
For example, he often times writes Shakespearean sonnets with heroic couplets. Sonnets are fourteen lines long with the first twelve having a pattern and the last two being heroic couplets. The pattern is A B A B C D C D E F E F, and the heroic couplet is G G, meaning the last words of A and A rhyme, B and B rhyme and so on. But, when you get to the last two lines of G and G, they rhyme together, rather than rhyming with every other line. It seems as though he uses the last two lines of sonnet as heroic couplets to give a greater impact or to end the poem with a bang. William Shakespeare may also use this technique to show an evident ending to the writing or to emphasize it.
Hamlet frequently changes his poetic structure from prose to poetry depending whom he is talking with are what he is speaking of. When speaking to peasants or people under him, he usually speaks in prose but when speaking romantically, thoughtfully or in his soliloquy he is much more poetic. Prince Hamlet is short speaking and does not reveal much of his feelings to others. However, when he has his soliloquy it reaches into his emotions and his truest thoughts, which is why it may be more sensitive and poetic. Some readers ponder whether Hamlet has honestly gone mad, or if it’s all for show. The audience needs to see this side of Hamlet to try to comprehend and analyze his thought process, which even with the soliloquy may still be unclear.
For example, he often times writes Shakespearean sonnets with heroic couplets. Sonnets are fourteen lines long with the first twelve having a pattern and the last two being heroic couplets. The pattern is A B A B C D C D E F E F, and the heroic couplet is G G, meaning the last words of A and A rhyme, B and B rhyme and so on. But, when you get to the last two lines of G and G, they rhyme together, rather than rhyming with every other line. It seems as though he uses the last two lines of sonnet as heroic couplets to give a greater impact or to end the poem with a bang. William Shakespeare may also use this technique to show an evident ending to the writing or to emphasize it.
Hamlet frequently changes his poetic structure from prose to poetry depending whom he is talking with are what he is speaking of. When speaking to peasants or people under him, he usually speaks in prose but when speaking romantically, thoughtfully or in his soliloquy he is much more poetic. Prince Hamlet is short speaking and does not reveal much of his feelings to others. However, when he has his soliloquy it reaches into his emotions and his truest thoughts, which is why it may be more sensitive and poetic. Some readers ponder whether Hamlet has honestly gone mad, or if it’s all for show. The audience needs to see this side of Hamlet to try to comprehend and analyze his thought process, which even with the soliloquy may still be unclear.
Tuesday, November 17, 2009
Guest Blogger: Elizabeth P.
In class we have recently begun to read William Shakespeare’s “Hamlet” now that our study of poetry is over. I was faintly surprised to find that certain literary devices, namely connotation and denotation, from poetry are still applicable to “Hamlet.” According to Perrine’s Sound and Sense: An Introduction to Poetry, denotation is, “the dictionary meaning or meanings of the word” whereas connotation is what a word, “suggests beyond what it expresses: its overtones of meaning … acquire[d] … from its past history and associations, from the way and the circumstances in which it has been used.” More simply put, connotation is what we believe the word to mean or represent despite the fact that our supposed definition of the word is unlike anything in its actual definition. Take the word ‘home’ for example. Its dictionary definition is a building in which people live, but its connotation to most people is along the lines of love, comfort, and security.
In poetry the reader must distinguish whether the author intended the denotation, connotation, or both to be used and then understand why and how it contributes to the author’s central purpose. The use of the word frigate in the poem “There is no Frigate like a Book” by Emily Dickenson is one example. A frigate is a type of ship, but its connotation suggests exploration and adventure. Imagine if in place of the word frigate, Dickenson used the word steamship or boat; either of these choices do not supply the same connotative purpose that frigate does.
In “Hamlet,” the denotative and connotative purposes are used slightly differently than they are in poetry. The character Hamlet often makes jests, relying on the multiple denotative or connotative definitions words have. In the first scene Gertrude, the queen and Hamlet’s mother, is speaking with Hamlet on his father’s death. She is attempting to explain to him that it is common, usual, that people die; everyone will eventually. Hamlet replies by saying that it is common, but uses the word in such a way that common in this instance means those of the lower class. In the next line Gertrude uses the word ‘seems’ to ask Hamlet why he is acting as if his father’s death is a particularly awful occurrence. However, Hamlet twists the meaning to make it seem as if she is asking him why he is putting on an act of grief; he then replies that he is not acting, answering his own twisted question. Before the above conversation Hamlet, calls Claudius, “A little more than kin and less than kind.” Because it is Hamlet the word ‘kind’ has a double meaning. It could have the meaning of being one of Hamlet’s kindred, which is also implied by the statement, “A little more than kin.” It could also mean, when paired with less than, that Hamlet is referring to Claudius as one who is heartless and ruthless. The way that Hamlet uses both the denotative and connotative meanings of certain words help to make clear a portion of Hamlet’s character: that he likes to jest, has an education, and frowns upon his stepfather.
In poetry the reader must distinguish whether the author intended the denotation, connotation, or both to be used and then understand why and how it contributes to the author’s central purpose. The use of the word frigate in the poem “There is no Frigate like a Book” by Emily Dickenson is one example. A frigate is a type of ship, but its connotation suggests exploration and adventure. Imagine if in place of the word frigate, Dickenson used the word steamship or boat; either of these choices do not supply the same connotative purpose that frigate does.
In “Hamlet,” the denotative and connotative purposes are used slightly differently than they are in poetry. The character Hamlet often makes jests, relying on the multiple denotative or connotative definitions words have. In the first scene Gertrude, the queen and Hamlet’s mother, is speaking with Hamlet on his father’s death. She is attempting to explain to him that it is common, usual, that people die; everyone will eventually. Hamlet replies by saying that it is common, but uses the word in such a way that common in this instance means those of the lower class. In the next line Gertrude uses the word ‘seems’ to ask Hamlet why he is acting as if his father’s death is a particularly awful occurrence. However, Hamlet twists the meaning to make it seem as if she is asking him why he is putting on an act of grief; he then replies that he is not acting, answering his own twisted question. Before the above conversation Hamlet, calls Claudius, “A little more than kin and less than kind.” Because it is Hamlet the word ‘kind’ has a double meaning. It could have the meaning of being one of Hamlet’s kindred, which is also implied by the statement, “A little more than kin.” It could also mean, when paired with less than, that Hamlet is referring to Claudius as one who is heartless and ruthless. The way that Hamlet uses both the denotative and connotative meanings of certain words help to make clear a portion of Hamlet’s character: that he likes to jest, has an education, and frowns upon his stepfather.
Wednesday, November 11, 2009
Brian R.
The last week of AP Literature has been dedicated to the exploration of poetry. It is no secret that many of us detest this form of literature, perhaps because many of us do not know how to attack a poem, and therefore are left for dead from the get-go. So, in class, we have looked at how to find a way in, to have a way of getting to the core of what the poem really means. So in my blog post I will explore these methods and how I attempt to make them successful.
The first thing we learned to do after reading a poem is try to answer four essential questions, which were presented in Perrine’s “Sound and Sense”. The questions are: Who is the speaker? What is the occasion? What is the Central Purpose of the Poem? How does the author portray that purpose? These questions provide the reader with a few main topics to get to the main point of a poem. So let’s take a closer look.
The first question, “Who is the Speaker?” gives us a few important things, among them perspective in the poem, the tone, the mood, and the diction. Understanding the perspective in the poem is very important in gaining an understanding of the poem. Understanding the speaker’s background, personality, and beliefs allow the reader to make inferences about the character’s actions. Next, by understanding the occasion of the poem, a reader can gain further understanding of why the speaker says what he says or does what he does in a poem (or she, I just used he for convenience). For example, in the poem “The History Teacher” the occasion is that a teacher is trying to shield his students from the harsh realities of history. If one didn’t understand this, the poem would be a complete blur and would not be enjoyable to read whatsoever. Finally, the last two questions are related but are very important. The third question, “What is the central purpose?” is vital in understanding a poem. This question can often have several answers, which in my opinion is one of poetry’s redeeming qualities. It is up to the reader to decide what the purpose is, and answering the fourth question can often help find that answer. By looking at how the author conveys his or her purpose through the usage of literary techniques, a reader can see symbols, motifs, and finally, discover the poems central purpose, and with that can conquer any poem they are faced with.
Understanding poetry is a difficult task, but by answering the four essential questions it can be made much less difficult.
The first thing we learned to do after reading a poem is try to answer four essential questions, which were presented in Perrine’s “Sound and Sense”. The questions are: Who is the speaker? What is the occasion? What is the Central Purpose of the Poem? How does the author portray that purpose? These questions provide the reader with a few main topics to get to the main point of a poem. So let’s take a closer look.
The first question, “Who is the Speaker?” gives us a few important things, among them perspective in the poem, the tone, the mood, and the diction. Understanding the perspective in the poem is very important in gaining an understanding of the poem. Understanding the speaker’s background, personality, and beliefs allow the reader to make inferences about the character’s actions. Next, by understanding the occasion of the poem, a reader can gain further understanding of why the speaker says what he says or does what he does in a poem (or she, I just used he for convenience). For example, in the poem “The History Teacher” the occasion is that a teacher is trying to shield his students from the harsh realities of history. If one didn’t understand this, the poem would be a complete blur and would not be enjoyable to read whatsoever. Finally, the last two questions are related but are very important. The third question, “What is the central purpose?” is vital in understanding a poem. This question can often have several answers, which in my opinion is one of poetry’s redeeming qualities. It is up to the reader to decide what the purpose is, and answering the fourth question can often help find that answer. By looking at how the author conveys his or her purpose through the usage of literary techniques, a reader can see symbols, motifs, and finally, discover the poems central purpose, and with that can conquer any poem they are faced with.
Understanding poetry is a difficult task, but by answering the four essential questions it can be made much less difficult.
Guest Blogger: Asel K.
Asel Kul.
Finally the dreaded poetry unit has arrived. Every student’s eyes widen and the room fills with heavy sighs at the thought of diving into such dense literature. It’s quite hard to find a student who loves and is eager to analyze poetry, but everyone has to learn the basic tools to understand poetry because it will come in handy in the future… eventually.
Poetry is a condensed and enhanced literature which may depict a story, an image, or emotion. Now there are several ways you can better understand poetry. There are the basic literal devices which we have already learned like imagery, syntax, personification, etc. The poem “Ballad of Birmingham” uses diction, imagery, and paradox to share one of the tragic stories of the freedom march. The author’s word choices are very simple and yet they hold a great meaning. The little girl may not understand the way the real world works yet when her mother says “For the dogs are fierce and wild,/ And clubs and hoses, guns and jails/ Aren’t good for a little child”, meaning that she wouldn’t be safe out there because white men will punish her for her skin color. Imagery is used when describing the innocence of the daughter before she leaves for church and the wildness of the mother when she has heard the explosion. The paradox of the story is that the daughter would have been better off marching into danger than going to the sacred church in which she perished.
One of the most important literal devices used in poetry is diction. A great tip learned from reading Sound and sense, which I’m sure will help all of us, is to always have a dictionary nearby when reading poetry. Mr.Decker used a great example of the word sleazy because it has a different definition than the modern meaning. These two different definitions are called denotation and connotation. Denotation is the dictionary meaning of the word while connotation is the emotional attachment to the word or a meaning that is implied. The denotation of the word “sleazy” is lacking firmness of texture and carelessly made of inferior materials, but over time the connotation has meant to mean a promiscuous cheap woman. However, some connotations may become denotations overtime like the word “cool”.
Finally the dreaded poetry unit has arrived. Every student’s eyes widen and the room fills with heavy sighs at the thought of diving into such dense literature. It’s quite hard to find a student who loves and is eager to analyze poetry, but everyone has to learn the basic tools to understand poetry because it will come in handy in the future… eventually.
Poetry is a condensed and enhanced literature which may depict a story, an image, or emotion. Now there are several ways you can better understand poetry. There are the basic literal devices which we have already learned like imagery, syntax, personification, etc. The poem “Ballad of Birmingham” uses diction, imagery, and paradox to share one of the tragic stories of the freedom march. The author’s word choices are very simple and yet they hold a great meaning. The little girl may not understand the way the real world works yet when her mother says “For the dogs are fierce and wild,/ And clubs and hoses, guns and jails/ Aren’t good for a little child”, meaning that she wouldn’t be safe out there because white men will punish her for her skin color. Imagery is used when describing the innocence of the daughter before she leaves for church and the wildness of the mother when she has heard the explosion. The paradox of the story is that the daughter would have been better off marching into danger than going to the sacred church in which she perished.
One of the most important literal devices used in poetry is diction. A great tip learned from reading Sound and sense, which I’m sure will help all of us, is to always have a dictionary nearby when reading poetry. Mr.Decker used a great example of the word sleazy because it has a different definition than the modern meaning. These two different definitions are called denotation and connotation. Denotation is the dictionary meaning of the word while connotation is the emotional attachment to the word or a meaning that is implied. The denotation of the word “sleazy” is lacking firmness of texture and carelessly made of inferior materials, but over time the connotation has meant to mean a promiscuous cheap woman. However, some connotations may become denotations overtime like the word “cool”.
Guest Blogger: Kristine B.
Response for the Prompt from Feasting, Fasting
Sometimes when two people from different cultures interact with one another, cultural differences cause conflict. The passage from Anita Desai’s Feasting, Fasting is a perfect example of a cultural clash. Arun, the main character, is a foreign exchange student living in America with his host family. In this passage the host family decides to go to the beach. Several literary techniques are used to show how this experience is awkward for Arun as he struggles with the unfamiliar American customs.
To start with, the third person limited point of view used mostly throughout the novel shows how Arun is clearly not comfortable going to the beach. The first two lines are, “It is Saturday. Arun cannot plead work.” (Line 1) The short syntax and simple diction used in these two sentences gives a sense of the hopelessness that Arun feels as he struggles to find a way not to go to the beach. He wildly tries to find excuses (Line 5) not to go when he sees Melanie, a member in his host family, dressed only in her bathing suit and a large shirt. Arun feels awkward with Melanie’s American way of dressing. Later while walking in the forest to the beach readers are let into Arun’s mind to find that he dreads going to the beach so much that he and Melanie are competing on whom can lag behind better. The fact he is trying to delay the arrival to the beach clearly shows that the going to the beach is an uncomfortable situation for Arun. Finally, readers find out that Arun does not understand, “Why must people live in the vicinity of such benighted wilderness and become a part of it,” (Lines 46-47). Arun states that he prefers the small town and the shops that probably remind him of his home back in India. The third person point of view used in the passage allows readers to see that Arun is obviously uncomfortable with going to the beach by allowing readers to see what Arun is thinking throughout the whole experience.
Vivid imagery combined with negative connotation shows what Arun thinks of his surroundings and adds to his negative experience. While preparing to leave for the beach Mrs. Patton packs “equipment” (Line 15) for the trip. The use of the word equipment gives the sense of Arun getting ready for battle instead of a pleasant trip to the beach, demonstrating Arun’s reluctance for the beach trip. Later, one typically pictures a walk though a forest as peaceful and relaxing, Arun only hears the shrilling of cicadas and the shrieking of birds, “… the ugly jarring note that does not vary.” (Line 37). The houses in the woods “intrude” and, “… the hair on the back of his neck begins to prickle,” (lines 43-44). The negative use of speech paints the gloomy image that Arun sees further exemplifying his treacherous experience of going to the beach.
A trip to the beach is typically thought as a fun and relaxing experience in America. However, for Arun and his cultural back ground, a trip to the beach is an awkward experience for him. Desai uses many literary techniques throughout the whole passage to characterize Arun’s overwhelming experience of going to the beach, as he steps out of his comfort zone and tries to involve himself in American customs.
Sometimes when two people from different cultures interact with one another, cultural differences cause conflict. The passage from Anita Desai’s Feasting, Fasting is a perfect example of a cultural clash. Arun, the main character, is a foreign exchange student living in America with his host family. In this passage the host family decides to go to the beach. Several literary techniques are used to show how this experience is awkward for Arun as he struggles with the unfamiliar American customs.
To start with, the third person limited point of view used mostly throughout the novel shows how Arun is clearly not comfortable going to the beach. The first two lines are, “It is Saturday. Arun cannot plead work.” (Line 1) The short syntax and simple diction used in these two sentences gives a sense of the hopelessness that Arun feels as he struggles to find a way not to go to the beach. He wildly tries to find excuses (Line 5) not to go when he sees Melanie, a member in his host family, dressed only in her bathing suit and a large shirt. Arun feels awkward with Melanie’s American way of dressing. Later while walking in the forest to the beach readers are let into Arun’s mind to find that he dreads going to the beach so much that he and Melanie are competing on whom can lag behind better. The fact he is trying to delay the arrival to the beach clearly shows that the going to the beach is an uncomfortable situation for Arun. Finally, readers find out that Arun does not understand, “Why must people live in the vicinity of such benighted wilderness and become a part of it,” (Lines 46-47). Arun states that he prefers the small town and the shops that probably remind him of his home back in India. The third person point of view used in the passage allows readers to see that Arun is obviously uncomfortable with going to the beach by allowing readers to see what Arun is thinking throughout the whole experience.
Vivid imagery combined with negative connotation shows what Arun thinks of his surroundings and adds to his negative experience. While preparing to leave for the beach Mrs. Patton packs “equipment” (Line 15) for the trip. The use of the word equipment gives the sense of Arun getting ready for battle instead of a pleasant trip to the beach, demonstrating Arun’s reluctance for the beach trip. Later, one typically pictures a walk though a forest as peaceful and relaxing, Arun only hears the shrilling of cicadas and the shrieking of birds, “… the ugly jarring note that does not vary.” (Line 37). The houses in the woods “intrude” and, “… the hair on the back of his neck begins to prickle,” (lines 43-44). The negative use of speech paints the gloomy image that Arun sees further exemplifying his treacherous experience of going to the beach.
A trip to the beach is typically thought as a fun and relaxing experience in America. However, for Arun and his cultural back ground, a trip to the beach is an awkward experience for him. Desai uses many literary techniques throughout the whole passage to characterize Arun’s overwhelming experience of going to the beach, as he steps out of his comfort zone and tries to involve himself in American customs.
Tuesday, October 27, 2009
Guest Blogger: Emily R.
In class, we finished our Hero’s Journey unit last week, leaving many options for my blog post. Over the past weeks, while working with the hero’s journey, we compared different elements of the journey between different stories and texts we worked with. Although “Beowulf,” “Grendel,” “Canterbury Tales,” and “Inferno” were all part of the unit, most of our work dealing with the stages was based off of the first two texts. Most of our work with “Inferno” was trying to comprehend the text, so I’m going to explore Dante’s heroic journey.
Dante’s story begins in a forest, where Dante has been exiled. His life isn’t going the way he wanted it to go, and he certainly doesn’t seem to have any special circumstances with his birth or early life. In what seems to be his midlife crisis, Dante meets Virgil, who seems to be his helper throughout his journey, his guide through the circles of Hell. Virgil is helping Dante because of Beatrice, who awaits Dante in Heaven. Dante accepts his call to adventure because of his love for Beatrice, and the journey begins with Virgil guiding him.
The pair enters Hell in Vestibule, before the first circle of Hell. Virgil leads and comforts Dante through, and the two begin to move from circle to circle. Although the text is clearly organized by which circle or which part of each circle the pair travels through, Dante’s tests are not physical, but mental: understanding and handling each sin and punishment makes Dante feel mentally strained. Dante witnesses many great historical figures and people he has met or remembered, making more of a strain to understand some of the sins and why they are punishable. Some of the people Dante meets are helpers on their own, preaching to Dante or arguing why they shouldn’t be in Hell. Dante listens to everyone who speaks to him, gaining more from some than others.
It is hard to give the story a “final battle” type climax, but Dante made his way all the way down to the ninth circle of Hell and witnessed the devil with his own eyes. Dante and Virgil’s flight is very interesting and confuses Dante, where the two quickly ascend from Hell in minutes when it took them three days to explore Hell in its entirety. Returning to the normal world is not explored in detail, as the story ends, but Dante’s elixir is his knowledge gained from exploring Hell and understanding all of the possible sins he may commit. Dante emerges a new man, on Easter Sunday, ready to live the second half of his life.
Dante’s story begins in a forest, where Dante has been exiled. His life isn’t going the way he wanted it to go, and he certainly doesn’t seem to have any special circumstances with his birth or early life. In what seems to be his midlife crisis, Dante meets Virgil, who seems to be his helper throughout his journey, his guide through the circles of Hell. Virgil is helping Dante because of Beatrice, who awaits Dante in Heaven. Dante accepts his call to adventure because of his love for Beatrice, and the journey begins with Virgil guiding him.
The pair enters Hell in Vestibule, before the first circle of Hell. Virgil leads and comforts Dante through, and the two begin to move from circle to circle. Although the text is clearly organized by which circle or which part of each circle the pair travels through, Dante’s tests are not physical, but mental: understanding and handling each sin and punishment makes Dante feel mentally strained. Dante witnesses many great historical figures and people he has met or remembered, making more of a strain to understand some of the sins and why they are punishable. Some of the people Dante meets are helpers on their own, preaching to Dante or arguing why they shouldn’t be in Hell. Dante listens to everyone who speaks to him, gaining more from some than others.
It is hard to give the story a “final battle” type climax, but Dante made his way all the way down to the ninth circle of Hell and witnessed the devil with his own eyes. Dante and Virgil’s flight is very interesting and confuses Dante, where the two quickly ascend from Hell in minutes when it took them three days to explore Hell in its entirety. Returning to the normal world is not explored in detail, as the story ends, but Dante’s elixir is his knowledge gained from exploring Hell and understanding all of the possible sins he may commit. Dante emerges a new man, on Easter Sunday, ready to live the second half of his life.
Guest Blogger: Sarah S.
In the last week or so, we have now started to work on essay writing and the skills with it in preparation for our AP exams in May. So far, I have found it interesting what all goes into a well-written essay. We have now gotten the opportunity to score some essays, just look at others, start the process ourselves (without actually writing a whole essay), and now, finally try writing our own in a limited amount of time. It has definitely been a growing process so far.
What I find interesting is that all of the prompts we have looked at so far have always related to how literary devices and techniques are used by the author to get a certain point across to their audience. Therefore, we have had to learn more literary techniques. Now we know that diction is word choice, syntax is how those words are put together, tone is the feeling of the piece, and imagery uses the senses to put the reader into what the characters are going through. We have also looked at figurative language devices such as similes, metaphors, personification, apostrophes, symbols, allegory, paradox, and irony. All of these help a writer convey their thoughts and feelings to their readers in different ways. I am starting to find out how beneficial knowing what these techniques do really is. Out of curiosity, I got onto the College Board Website (they help with AP testing), and I found a list from them which includes even more techniques, some that I have never heard of before. I am not going to list all of them, but a few of them include “…rhetoric, attitude… atmosphere, voice, speaker, thesis, ideology, persuasion, paradox, allusion, ambivalence… and aphorism” (Study Skills: Writing).
Besides just what we have seen in the prompts, we are also learning how to write effectively and, in addition, in a specified amount of time. It is definitely a skill that, I am sure many of us need work on. Another fact I found out on the College Board site is that the AP English Literature test itself is comprised of 55 multiple choice questions and three essays that we have to write in two hours (Sample Questions…). By the end of this unit, we will all definitely feel very prepared for the AP exam and any other times we will get to write essays.
Works Cited
“Sample Questions and Scoring Guildlines.” College Board. 2009. 27 October 2009. < http://www.collegeboard.com/student/testing/ap/english_lit/samp.html?englit>
“Study Skills: Writing.” College Board. 2009. 27 October 2009. < http://www.collegeboard.com/student/testing/ap/english_lit/writing.html?englit>
What I find interesting is that all of the prompts we have looked at so far have always related to how literary devices and techniques are used by the author to get a certain point across to their audience. Therefore, we have had to learn more literary techniques. Now we know that diction is word choice, syntax is how those words are put together, tone is the feeling of the piece, and imagery uses the senses to put the reader into what the characters are going through. We have also looked at figurative language devices such as similes, metaphors, personification, apostrophes, symbols, allegory, paradox, and irony. All of these help a writer convey their thoughts and feelings to their readers in different ways. I am starting to find out how beneficial knowing what these techniques do really is. Out of curiosity, I got onto the College Board Website (they help with AP testing), and I found a list from them which includes even more techniques, some that I have never heard of before. I am not going to list all of them, but a few of them include “…rhetoric, attitude… atmosphere, voice, speaker, thesis, ideology, persuasion, paradox, allusion, ambivalence… and aphorism” (Study Skills: Writing).
Besides just what we have seen in the prompts, we are also learning how to write effectively and, in addition, in a specified amount of time. It is definitely a skill that, I am sure many of us need work on. Another fact I found out on the College Board site is that the AP English Literature test itself is comprised of 55 multiple choice questions and three essays that we have to write in two hours (Sample Questions…). By the end of this unit, we will all definitely feel very prepared for the AP exam and any other times we will get to write essays.
Works Cited
“Sample Questions and Scoring Guildlines.” College Board. 2009. 27 October 2009. < http://www.collegeboard.com/student/testing/ap/english_lit/samp.html?englit>
“Study Skills: Writing.” College Board. 2009. 27 October 2009. < http://www.collegeboard.com/student/testing/ap/english_lit/writing.html?englit>
Sunday, October 25, 2009
Wednesday, October 14, 2009
Process Paper due Oct. 20
Process Paper – Unit One “The Hero’s Journey”
Choose one of the following options and compose a well organized essay.
1. Explore Grendel as the archetypal Anti-Hero. How does he fit into this character archetype. What aspects of his character contradict this archetype? Use examples and quotes from the text to support your answer. Do not merely summarize the plot.
2. Compare/contrast the Miller and the Wife of Bath from Canterbury Tales. How does Chaucer characterize these two pilgrims? How do their views of life differ from one another? Use examples and quotes from the text to support your answer. Do not merely summarize the plot (you must address BOTH characters).
3. Numbers often have significant meanings (lucky number 7, unlucky number 13, etc.) Explore the motif of the number 3 throughout Dante’s Inferno. Where is it used, how is it used and why is it used? What significance does that number have to the overall message of the poem? Use examples and quotes from the text or outside research sources to support your statement. Do not merely summarize the plot.
This paper is to be completed entirely outside of class. As with all process papers, you will be expected to adhere to standard MLA formatting and citations. Any source that you use (including the text) needs to be cited. The length requirement for this paper is as long as you need to make your statement and support it using examples from the text…probably around 3 pages. This paper must be submitted to Safe Assign on Blackboard and a hard copy is due in class on Monday, October 20th.
Choose one of the following options and compose a well organized essay.
1. Explore Grendel as the archetypal Anti-Hero. How does he fit into this character archetype. What aspects of his character contradict this archetype? Use examples and quotes from the text to support your answer. Do not merely summarize the plot.
2. Compare/contrast the Miller and the Wife of Bath from Canterbury Tales. How does Chaucer characterize these two pilgrims? How do their views of life differ from one another? Use examples and quotes from the text to support your answer. Do not merely summarize the plot (you must address BOTH characters).
3. Numbers often have significant meanings (lucky number 7, unlucky number 13, etc.) Explore the motif of the number 3 throughout Dante’s Inferno. Where is it used, how is it used and why is it used? What significance does that number have to the overall message of the poem? Use examples and quotes from the text or outside research sources to support your statement. Do not merely summarize the plot.
This paper is to be completed entirely outside of class. As with all process papers, you will be expected to adhere to standard MLA formatting and citations. Any source that you use (including the text) needs to be cited. The length requirement for this paper is as long as you need to make your statement and support it using examples from the text…probably around 3 pages. This paper must be submitted to Safe Assign on Blackboard and a hard copy is due in class on Monday, October 20th.
Tuesday, October 13, 2009
Guest Blogger: Chris B.
In AP literature, we are currently finishing the last cantos (chapters) of Dante’s Inferno, a famous piece of literature showing the sins, punishments, and overview of hell through the eyes of Dante. He is traveling with a poet spirit named Vigil, who helps him get to the top of a mountain by traveling through Hell. The Stages of Hero’s Journey are extremely difficult to find in this piece and almost completely inapplicable. The best stage I could find is the Crossing the Threshold, shown by Dante and Virgil entering Hell. “Then he moved on, and I behind him kept.” This is the last line of the first Canto, basically telling the audience that Dante and Virgil are making their way to the Gates of Hell.
Dante’s depiction of hell is very complex, making the chart in the back of the packet very beneficial. There are a total of nine circles, with many different complicated sub categories, most of which I personally find either unnecessary or prominent enough to be its own circle. For instance, the eighth circle has quite a long list of sins, ranging from flattery to theft to even sorcery! Also, I find little difference between the lustful and the seducers, let alone why they each deserve their own circle. Regardless, Dante manages to adequately cover all sins mentioned in the Ten Commandments, so I no right to judge/complain.
The message of the story isn’t entirely clear, but I believe that it has something to do with scaring people into behaving properly. I also think that the tale of Santa Claus has an analogous relationship with Dante’s Inferno, in that they both have the same message, but deliver it in a very different way. While Santa Claus rewards good behavior, Dante’s Inferno condemns bad behavior. Dante’s text is littered with poetic justices; for example, the flatterers are submerged in poop, because in life everything they said was bull crap. Although in the end, both Dante and the creator of Santa Claus are mainly trying to encourage admirable actions. AP Lit is a class that I like for its difficult work, as well as the amount of help received for it. I hope this class continues in this manner.
Dante’s depiction of hell is very complex, making the chart in the back of the packet very beneficial. There are a total of nine circles, with many different complicated sub categories, most of which I personally find either unnecessary or prominent enough to be its own circle. For instance, the eighth circle has quite a long list of sins, ranging from flattery to theft to even sorcery! Also, I find little difference between the lustful and the seducers, let alone why they each deserve their own circle. Regardless, Dante manages to adequately cover all sins mentioned in the Ten Commandments, so I no right to judge/complain.
The message of the story isn’t entirely clear, but I believe that it has something to do with scaring people into behaving properly. I also think that the tale of Santa Claus has an analogous relationship with Dante’s Inferno, in that they both have the same message, but deliver it in a very different way. While Santa Claus rewards good behavior, Dante’s Inferno condemns bad behavior. Dante’s text is littered with poetic justices; for example, the flatterers are submerged in poop, because in life everything they said was bull crap. Although in the end, both Dante and the creator of Santa Claus are mainly trying to encourage admirable actions. AP Lit is a class that I like for its difficult work, as well as the amount of help received for it. I hope this class continues in this manner.
Friday, October 9, 2009
Guest Blogger: Senia L.
For the past week, we’ve been reading the adventures through hell. I’m not positive on what Dante’s message about his passages, but it is organized in a nicely fashioned way. He splits hell into 9 circles, some containing rings and bolgias. Every structure is basically the setting, sin committed, and their punishments for their actions. Although sometimes hard to understand, this story isn’t all too bad. The chart in the back of the packet makes things really easy to fallow. Dante uses many literacy devices like diction. On Canto XII 4th stanza down, “The infamy of Crete was stretched along…” instead of saying it was far. Also I would like to put my opinion towards the two main characters, Dante and Vergil. It never really mentions the sin Dante committed. So what are some possible things he could have done? He displays a variety of emotions ranging from pleasure, to pity, to sympathy, to horror and revulsion when going to circle to circle. For example, when the wrathful person, whether it is a demon or spirit, strikes at him, Dante has no pity and would strike back. Something that I still have a hard time figuring out is how Dante seems to know so many people in hell. Apparently there are a lot of famous people from Italy and other parts of the world. Why has Dante included some of characters from Greek mythology, the bible, etc? I am still uncertain on his Dante’s opinion of hell and the structure of hell. Virgil on the other hand displays virtues that appear to a Roman. I think he is the Dante’s perfect guide considering that he has wisdom and reason. He explains things to Dante easily. Sometimes he wants Dante for his sympathy towards the sinners, but at the same time telling him that their soul is there to be punished for their bad deeds. I wonder what Virgil’s opinion on hell and the structure of hell.
When reading each canto, turning after turning each page, I realized this rising action and feel that the climax is coming close. Maybe the climax has already passed. In any case, I think that the climax is going to be near the last circle. With a suitable story structure, comes the structure of the whole plot. In a surprising way, hell seems very organized from Dante’s point of view. It probably gives the reader the option to see what would happen if they were to create a sinful event. When Dante and Virgil travel through the circles, you see the repetition of setting, sin, punishment, and others. It points out that the reader knows what is to be expected in the next canto but in a different manner. Although the reading is hard to understand, the structure makes it easier to follow.
Now that we have talked about Dante’s message or motif about the inferno, I have my thoughts on that subject. I would agree with Sarah S. and Quinn J. about how it’s sort of a warning to the reader, especially at that period of time, not to commit sins or they would have to pay a price. This was probably very effective back then and a help for churches. Also it gives the reader a chance to see what they can change or prevent themselves from being in a situation like the sinners in the Inferno. I’m looking forward to see what happens next!
When reading each canto, turning after turning each page, I realized this rising action and feel that the climax is coming close. Maybe the climax has already passed. In any case, I think that the climax is going to be near the last circle. With a suitable story structure, comes the structure of the whole plot. In a surprising way, hell seems very organized from Dante’s point of view. It probably gives the reader the option to see what would happen if they were to create a sinful event. When Dante and Virgil travel through the circles, you see the repetition of setting, sin, punishment, and others. It points out that the reader knows what is to be expected in the next canto but in a different manner. Although the reading is hard to understand, the structure makes it easier to follow.
Now that we have talked about Dante’s message or motif about the inferno, I have my thoughts on that subject. I would agree with Sarah S. and Quinn J. about how it’s sort of a warning to the reader, especially at that period of time, not to commit sins or they would have to pay a price. This was probably very effective back then and a help for churches. Also it gives the reader a chance to see what they can change or prevent themselves from being in a situation like the sinners in the Inferno. I’m looking forward to see what happens next!
Poetic Justice
As a comment (you may do so anonymously, but include your name somewhere so I can give you credit), describe a specific sin with a suggested, detailed punishment that ought to be included in Dante's Inferno but isn't. Perhaps you might include a sin more evident in our modern world than the ones Dante knew 700 years ago!
Due Monday, October 12, 8am.
ps - I encourage you to read a student blog and comment!
Due Monday, October 12, 8am.
ps - I encourage you to read a student blog and comment!
Go to Hell (as Dante in his Inferno)
Coming out February 10, 2009,you can be Dante diving through the depths of Hell to rescue Beatrice while battling sins, punishments, and yourself.
Wednesday, October 7, 2009
Guest Blogger: Conner M.
After reading a few of the Canterbury Tales, I came to realize that the text of the translation of its text was much more similar than that of Beowulf (which, in its case, was Old English). And after discussion of the importance of the story itself, as well as note-taking techniques, we had only taken a short amount of time to discuss the language itself, which, depending on your view, can be (mostly) interesting. I, however, did not want to discuss that. Instead, I wanted to talk more about Latin and French, which was more common for story-writing before Chaucer’s time.
As we have learned, because of the large control that Catholics had on society, Latin was mostly the language for writing stories (which I’m assuming was for its classical and traditional significance in older tales), as well as French. This brings about a great question. Why would anyone continue to use a language that was not spoken significantly for the publishing of massive works of literature if few spoke it (let alone teach entire classes in the language)? Even today, there is debate between Catholics whether church masses should be entirely in Latin (Pope Benedict the 16th, anyone? Read the news someday), and more and more traditions between cultures continue to be pressured to conform to standards which may seem more popular (for example, many countries are trading in their cultural clothing for the more widely recognizable casual clothes accredited to the western Hemisphere. Many South Koreans now have their weddings in U.S. style tuxedoes and white dresses as opposed to more ethnic ceremonial attire). Though, there should be a fine line between tradition and plain ridiculousness, right? I mean, Latin has been the tradition of it’s time for years! But few even speak it… does that mean that the current language of English is much inferior to an older language which has proven its worth? Who likes change? Apparently Chaucer, who obviously knocked everyone into a new sensibility for the modern age when he wrote his Canterbury Tales -in the language of the people. This was, of course, much easier to read for the common person, and had the potential for a wider variety of readers. Why didn’t I think of it? Haha.
What if it had become completely acceptable, no, unwritten law, to formulate major and popular web pages (I.e. Google, Wikipedia, Facebook) in an obsolete language that no one would recognize? Say-I don’t know- Sanskrit. It would, needless to say, be a very niche market the developers would be aiming for. Because the language is obsolete to the common person, who are the majority of web surfers, this would just not be acceptable today, in a time when ideas travel as fast as you can hit the “submit” button (who has the time to learn that crap, anyway?). Isn’t it fair to say that the British were holding back in the same way? Granted, the languages were, and are still, considered very fine, and have continued to be passed down from the original respective countries where they completely permeated the entire culture. But because transport to other countries wasn‘t widely available in the time of more ancient languages, was it even relevant at the time for them to worry about whether others other cultures consider themselves “fine“? Well, aside from the war, and the slaves, and the… okay, but you get the point. But whether it was or the 1300s or the current day, cultural differences will always continue to be a much debated topic, and their mystique may continue to be a reason others try to hold on and “borrow” separate aspects.
As I would hope you may understand, language structure has a huge influence on our society, and especially in our media. Of course, it makes it very hard to exchange thoughts if no one can understand the basis of your words, so conformism is important in some aspects. Though, why can’t we all just learn Latin and have a better understanding of older literature. Heck, why don’t we all learn Spanish? Why should others have to go through the trouble of learning our language, and not vice versa? What would be the difference, anyway? Does tradition vs. sensibility even seem like a worthy fight? Find out next time… or not.
As we have learned, because of the large control that Catholics had on society, Latin was mostly the language for writing stories (which I’m assuming was for its classical and traditional significance in older tales), as well as French. This brings about a great question. Why would anyone continue to use a language that was not spoken significantly for the publishing of massive works of literature if few spoke it (let alone teach entire classes in the language)? Even today, there is debate between Catholics whether church masses should be entirely in Latin (Pope Benedict the 16th, anyone? Read the news someday), and more and more traditions between cultures continue to be pressured to conform to standards which may seem more popular (for example, many countries are trading in their cultural clothing for the more widely recognizable casual clothes accredited to the western Hemisphere. Many South Koreans now have their weddings in U.S. style tuxedoes and white dresses as opposed to more ethnic ceremonial attire). Though, there should be a fine line between tradition and plain ridiculousness, right? I mean, Latin has been the tradition of it’s time for years! But few even speak it… does that mean that the current language of English is much inferior to an older language which has proven its worth? Who likes change? Apparently Chaucer, who obviously knocked everyone into a new sensibility for the modern age when he wrote his Canterbury Tales -in the language of the people. This was, of course, much easier to read for the common person, and had the potential for a wider variety of readers. Why didn’t I think of it? Haha.
What if it had become completely acceptable, no, unwritten law, to formulate major and popular web pages (I.e. Google, Wikipedia, Facebook) in an obsolete language that no one would recognize? Say-I don’t know- Sanskrit. It would, needless to say, be a very niche market the developers would be aiming for. Because the language is obsolete to the common person, who are the majority of web surfers, this would just not be acceptable today, in a time when ideas travel as fast as you can hit the “submit” button (who has the time to learn that crap, anyway?). Isn’t it fair to say that the British were holding back in the same way? Granted, the languages were, and are still, considered very fine, and have continued to be passed down from the original respective countries where they completely permeated the entire culture. But because transport to other countries wasn‘t widely available in the time of more ancient languages, was it even relevant at the time for them to worry about whether others other cultures consider themselves “fine“? Well, aside from the war, and the slaves, and the… okay, but you get the point. But whether it was or the 1300s or the current day, cultural differences will always continue to be a much debated topic, and their mystique may continue to be a reason others try to hold on and “borrow” separate aspects.
As I would hope you may understand, language structure has a huge influence on our society, and especially in our media. Of course, it makes it very hard to exchange thoughts if no one can understand the basis of your words, so conformism is important in some aspects. Though, why can’t we all just learn Latin and have a better understanding of older literature. Heck, why don’t we all learn Spanish? Why should others have to go through the trouble of learning our language, and not vice versa? What would be the difference, anyway? Does tradition vs. sensibility even seem like a worthy fight? Find out next time… or not.
Guest Blogger: Christian C.
| As I was copying the description of my perfectly imperfect grandmother from my Literary Techniques packet to my Writer’s Notebook after school today, the importance of diction really hit me. Diction may be defined simply as word choice. However, this element of an author’s style is responsible for quite a bit. It is diction’s duty to convince the reader; to change one’s perspective. Although extra baggage is not generally viewed as an attractive feature, Garrison Keillor describes sagging stomachs in such a way that makes one prideful of his or her weight in Home. “Most men wear their belts low here, there being so many outstanding bellies, some big enough to have names of their own, and be formally introduced. Those men don’t suck them in or hide them in loose shirts; they, let them hang free, pat them, they stroke them as they stand around and talk.” Likewise, the abilities of my Grandma’s wart to smile and her slow, limp-like hobble to be friendly and welcoming are due to diction. The word choice creates characters and molds the reader’s opinions of those characters. Another example which is hopefully familiar to our AP Lit Class is the portrayal of characters in Grendel versus those in Beowulf; the most obvious being Grendel. In both works he is a human-hunting beast. However, in Grendel, the reader feels sorry for the misunderstood monster, and even if he or she doesn’t agree with Grendel’s nihilist outlook on life, may like his character.. Unferth shows another sample of differing diction. In Beowulf, he is merely a mouthy jerk, and in Grendel, he is an under-appreciated yet still disliked by at least Grendel) persevering, loyal hero. The diction in Dante’s Divine Comedy, The Inferno, however, varies greatly with that in the works mentioned above. There are no fun twists included to glorify the circles of Hell.. Instead, the word choice is used to reveal how horrible every detail of each circle really is. For instance, Cerberus is described as more than a dog-like, flesh-feeding, beast: “Red eyes he has, and unctuous beard and black,/ And belly large, and armed with claws his hands;/ He rends the spirits, flays, and quarters them.” These lines also show the complexities Longfellow decided to use in the syntax of his translation. The unusual structure makes for a reading experience in which one can only hope to refrain from pulling one’s hair from his or her head.
|
Tuesday, September 29, 2009
Tuesday, September 29, 2009
Today, we:
1. Powerpoint overview of Middle Ages (link here)
2. Powerpoint overview of Chaucer (link here)
3. Close reading of knight's character from pages 3-5 of prologue
For Wed: finish Wife of Bath. Note on the "Margin Notes" Powerpoint from yesterday, the directions of what you should be looking for when taking margin notes.
1. Powerpoint overview of Middle Ages (link here)
2. Powerpoint overview of Chaucer (link here)
3. Close reading of knight's character from pages 3-5 of prologue
For Wed: finish Wife of Bath. Note on the "Margin Notes" Powerpoint from yesterday, the directions of what you should be looking for when taking margin notes.
Monday, September 28, 2009
Monday, September 28th
Here's the daily update, which I'll be doing as we work through Link Crew week:
1. Allusion test back, Beo/Grendel test back
2. Discussed margin notes, including specific assignment of how to use for Canterbury Tales
(powerpoint available here).
3. Did first page (Keillor) of Diction in Lit Tech packet, assigned second page (Buckley)
4. Did Writer's notebook by expanding writing at the bottom of the first page (Keillor) into 1/2 to 2/3 of a page entry.
1. Allusion test back, Beo/Grendel test back
2. Discussed margin notes, including specific assignment of how to use for Canterbury Tales
(powerpoint available here).
3. Did first page (Keillor) of Diction in Lit Tech packet, assigned second page (Buckley)
4. Did Writer's notebook by expanding writing at the bottom of the first page (Keillor) into 1/2 to 2/3 of a page entry.
Guest Blogger: Sam M.
Over the last week, we’ve learned about the story of Grendel and the philosophies contained in John Gardner’s portrayal of the epic Beowulf. Before we got very far into the book, we talked about the philosophies of existentialism, nihilism, and solipsism. Near the end, we talked about humanism. In my mind, the book was about the battle between the Shaper’s humanism, which gave the humans’ lives meaning, and existentialism, which made Grendel’s life meaningless. The dragon’s nihilist philosophy came into play sometimes, when Grendel was thinking that the humans are nothing, and that he was alone. Solipsism played the smallest role of all; Grendel’s use of it could be included in his nihilist thoughts. There was one unanswered question, though: what is Gardner trying to make the reader think? One could make arguments for both the existentialist viewpoint and the humanist viewpoint based on the book’s content.
Existentialism is the philosophy that Grendel clearly follows. He has the thought that if he died, it wouldn’t matter, several times. He believes that everything is meaningless, and he goes so far as to attempt to destroy the meaning of others, Unferth in particular when he, instead of killing Unferth, brings him back unscathed to the hall. Despite being a gloomy existentialist, Grendel is actually a fairly likeable character. He acts like a small child a lot, and many of his actions are amusing. He has a good mind, though, and coupled with the first person point of view, this fact makes the reader identify with Grendel. So, John Gardner could be trying to promote existentialism.
The other side of the argument, the humanist argument, also has good points. The strongest evidence in favor of humanism is the meaning of characters. In the end, Grendel has no meaning, and typical loved protagonists have a deeper meaning than being an accident to the world. However, the humans have meaning and purpose, often given to them by the shaper, who seems to lead the way in the quest for deeper meaning. Also, the humanists seem to be the defenders: Grendel as an existentialist is trying to destroy them and all that they stand for. Humanism’s argument is as strong as existentialism.
My final thought is that Gardner isn’t trying to take a side. He makes points for both arguments for one simple reason: to make us think about both philosophies.
Existentialism is the philosophy that Grendel clearly follows. He has the thought that if he died, it wouldn’t matter, several times. He believes that everything is meaningless, and he goes so far as to attempt to destroy the meaning of others, Unferth in particular when he, instead of killing Unferth, brings him back unscathed to the hall. Despite being a gloomy existentialist, Grendel is actually a fairly likeable character. He acts like a small child a lot, and many of his actions are amusing. He has a good mind, though, and coupled with the first person point of view, this fact makes the reader identify with Grendel. So, John Gardner could be trying to promote existentialism.
The other side of the argument, the humanist argument, also has good points. The strongest evidence in favor of humanism is the meaning of characters. In the end, Grendel has no meaning, and typical loved protagonists have a deeper meaning than being an accident to the world. However, the humans have meaning and purpose, often given to them by the shaper, who seems to lead the way in the quest for deeper meaning. Also, the humanists seem to be the defenders: Grendel as an existentialist is trying to destroy them and all that they stand for. Humanism’s argument is as strong as existentialism.
My final thought is that Gardner isn’t trying to take a side. He makes points for both arguments for one simple reason: to make us think about both philosophies.
Friday, September 25, 2009
Guest Blogger: Quinn J.
Elements of the hero’s journey, also known as “monomyth,” is a phenomenon of human psychological nature that has been going on for thousands of years and is still going on now. The seventeen stages that make up the monomyth have appeared in countless narratives from around the globe, from the epic ballads “Beowulf” and the story of Hua Mulan (which Disney made into a 1998 movie), to the myths of the Greeks and parables in the Bible, to blockbuster movie series like “Harry Potter,” “James Bond,” and the “Matrix.”
The monomyth keeps reappearing around the world for a number of reasons. In every culture, children are taught morals and behavior by their elders; using experience from their own lives and remembering their faults, the elders weave stories to teach the children how to behave.
Before the printing press and other writing technology, people told stories through oral tradition and passed them down, using the stories to entertain as well as teach. It’s widely believed that all humans have a collected way of thinking, despite all of the differences between cultures. Situations like a hero rescuing a damsel in distress using an item of magic proportions can be identified in narratives from throughout history.
One example of the monomyth is the supernatural aide; whether this aide is a creature or an object, it accompanies the hero on the hero’s journey. Examples include the magic sword Hrunting in “Beowulf,” the lightsaber in the “Star Wars” series, the wand in the “Harry Potter” series, and the various gadgets James Bond acquires in his series. One stage that is less common than others in the elements is the woman as a temptress; two examples from the Bible include Adam being tempted by Eve and Samson tempted by Delilah; another example includes the witch Circe tempting Odysseus in “The Odyssey.”
There are many reasons why the monomyth is still around; religions use their parables, filmmakers and authors recreate old stories, and politicians tell stories to relate to the public. Civilizations may come and go, but stories following the hero’s journey will always be around.
The monomyth keeps reappearing around the world for a number of reasons. In every culture, children are taught morals and behavior by their elders; using experience from their own lives and remembering their faults, the elders weave stories to teach the children how to behave.
Before the printing press and other writing technology, people told stories through oral tradition and passed them down, using the stories to entertain as well as teach. It’s widely believed that all humans have a collected way of thinking, despite all of the differences between cultures. Situations like a hero rescuing a damsel in distress using an item of magic proportions can be identified in narratives from throughout history.
One example of the monomyth is the supernatural aide; whether this aide is a creature or an object, it accompanies the hero on the hero’s journey. Examples include the magic sword Hrunting in “Beowulf,” the lightsaber in the “Star Wars” series, the wand in the “Harry Potter” series, and the various gadgets James Bond acquires in his series. One stage that is less common than others in the elements is the woman as a temptress; two examples from the Bible include Adam being tempted by Eve and Samson tempted by Delilah; another example includes the witch Circe tempting Odysseus in “The Odyssey.”
There are many reasons why the monomyth is still around; religions use their parables, filmmakers and authors recreate old stories, and politicians tell stories to relate to the public. Civilizations may come and go, but stories following the hero’s journey will always be around.
Friday, September 11, 2009
Prompt
Joseph Campbell defined elements of the hero’s journey, which can be applied to a wide range of texts spanning hundreds of years. Identify common elements of the hero’s journey while discussing the universal aspects of it, perhaps including why this pattern remains evident today. Examples will help illustrate your ideas. Avoid mere summary.
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