LIFE AFTER THIS BLOG POST

I will be receiving my email on December 9, 2014, exactly a year from today. I honestly hope that when I receive my letter, life has improved. In my letter, I told myself how proud I was of myself and what I've managed to overcome so far. I also listed a few things which I hope to improve on by the time I receive my letter. I told myself to believe in myself, love myself, and be myself. Writing my email gave me the opportunity to reflect on my life and express my many thoughts and ideas that I've kept bottled in. In my letter, I also told myself to stop stressing out and continue to move forward in life no matter what may cross my path. This assignment was very therapeutic, thank you Dr. Preston. (:   

PRACTICE ESSAY

Characters are perceived based on how they respond to certain situations. In "No Exit" by Jean Paul Sartre and "The Allegory of the Cave" by Plato, characters are characterized based on their actions and reactions to specific events. Imagine one of the prisoners from "The Allegory of the Cave" going on a backpacking expedition in the wilderness. Throughout the backpacking expedition the prisoner is to do everything for himself in order to have a successful trip. How exactly would he adapt to his new environment? How would he handle this adventure?

 Based on the prisoner's surroundings in "The Allegory of the Cave," he would not only have a challenging time adapting to the wilderness physically, but mentally as well. Due to the darkness of the cave, the prisoner would have an extremely difficult time adjusting to the bright sky of the outside world. As shadows as the only form of the prisoner's knowledge regarding the outside world, the prisoner would also encounter a variety of obstacles along the way. Due to the very fact that the prisoner is unaware of how anything actually looks in the outside world, he would have a fairly difficult time identifying poisonous plants, clean drinking water, as well as a safe campground. He would not even have the ability to distinguish a plant from a tree, let alone know how a leaf looks, or even feels.  In "The Allegory of the Cave," Plato's characters are characterized to be fearful of the outside world. The slaves were unwilling to leave the cave because they were afraid of the unknown. The prisoner would ultimately struggle to do anything which requires leaving the cave. The prisoners of the cave were afraid of what they did not recognize, therefore, overcoming this fear, breaking out of their comfort zone, and exploring new paths would be an overwhelming situation for a prisoner.

However, Garcin from "No Exit" would respond to the backpacking expedition in a slightly different manner. Although Garcin wouldn't struggle to recognize anything from the outside world, he would have a difficult time exploring different paths on his own. Like the prisoner, he would be uncomfortable leaving the room and choose to stay because he would refuse to explore a different environment, even when given the opportunity. Garcin would much rather stay in an atmosphere he is unhappy with, than be independent and do something on his own.

Based on their characterization's, characters will respond differently to similar situations. Plato's characterization of the prisoners demonstrates the fear which the prisoners dealt with. The prisoner were afraid of everything that was not in the cave; everything that they did not know. Sartre, however, characterizes his characters to be somewhat dependent. In "No Exit," the characters are given the opportunity to leave the hell, but they all decide to remain in the room because they do no wish to go on all on their own and ultimately discover beyond their surrounding.

I CAN READ!

My time was 6 minutes and 27 seconds and I made a total of 16 mistakes.

THINKING OUTSIDE THE BOX

QUESTIONS:
Think about the place you have chosen as your hell. Does it look ordinary and bourgeois, like Sartre's drawing room, or is it equipped with literal instruments of torture like Dante's Inferno? Can the mind be in hell in a beautiful place? Is there a way to find peace in a hellish physical environment? Enter Sartre's space more fully and imagine how it would feel to live there endlessly, night and day:
- My hell is similar to the hell in Dante's Inferno. In my hell, there is fire everywhere, it's extremely loud, and you're surrounded by people you dislike. In my hell, you are always angry, continually tortured, and you are unhappy no matter what. I believe that the mind can be in hell while in a beautiful place. If one's mind is filled with negative thoughts and ideas, a beautiful surrounding does not make a difference. When one is in a negative state of mind a surrounding has no positive impact on them, negativity is the only thing on their mind and nothing can fix their state of mind, only they have the power to do so. There is a way to find peace in a hellish physical environment. I believe that if a person is in a hellish atmosphere, but has a positive state mind they will have the ability to find peace.
Could hell be described as too much of anything without a break? Are variety, moderation and balance instruments we use to keep us from boiling in any inferno of excess,' whether it be cheesecake or ravenous sex?
- I believe that hell could be described as too much of anything without a break. Variety, moderation and balance are instruments used to keep individuals from boiling in any inferno of excess. Too much of anything eventually gets tiring and when one has too much of something they do not function very well and grow frustrated. Breaks keep people sane, without breaks people would not be able to get through life.
How does Sartre create a sense of place through dialogue? Can you imagine what it feels like to stay awake all the time with the lights on with no hope of leaving a specific place? How does GARCIN react to this hell? How could you twist your daily activities around so that everyday habits become hell? Is there a pattern of circumstances that reinforces the experience of hell?
- Sartre creates a sense of place through Garcin and Valet's conversation. Based off of their conversation, one is able to imagine this hell through Garcin's questions and Valet's answers. I don't wish to imagine what is feels like to stay awake all the time with the lights on with no hope of leaving a certain place, it seems like torture and a situation of great misery and frustration. Garcin is curious yet confused about this hell. This hell is nothing compared to what he expected, therefore his question asking demonstrates his curiosity. School can become hell. No passing periods, no lunch, and remaining in one class room with constant lesson could become hell.


COMPARISON:
Compare how Plato and Sartre describe the limitations of our thinking and imply solutions to the problem.  Be sure to analyze their literary techniques, especially their use of allegory and extended metaphor.
Plato
- The cave is a prison.
- Prisoners are chained up in the cave.
- Hellish physical environment: darkness, chains, fire, shadows.
- Leaving the cave is the only way to become educated and gain knowledge.
- Knowledge sets prisoners free.
- Enlightenment is gained from knowledge of the outside world.
- Voices outside the cave represent the reality of life.
- Imagery: the cave, fire, shadows, and prisoners.

Sartre
- The room is a prison (hell).
- Prisoners are Inez, Garcin, and Estelle.
- Hell is an ordinary room.
- Hell is other people.
- Can leave, choose not to.
- Learning about each other is the only way to "avoid torture."
- The voices they are able to hear are from real life (their past life).
- Imagery: the room, furniture, light.
- Indirect Characterization: we learn about the characters through dialogue.

ALLEGORY OF THE CAVE SONNET

Humans are living in an underground cave,
Where they have their necks and legs chained
Unable to turn their heads, they remain restrained.
Down in the cave they are enslaved,
Life outside of the cave, they've never craved.
In their eyes darkness has been ingrained.
For shadows are the only form of the outside world which they've obtained.
In the cave, their knowledge will continue to be waived.
A prisoner is then released.
Outside of the cave, the light he will see.
The reality of life his eyes will feast.
The outside world has set him free.
His knowledge of reality will increase.
For enlightened he will soon be.

BRAIN WITH [8] LEGS

As a group, we decided to read Great Expectations by Charles Dickens. In order to collaborate regarding our reading, we plan on discussing our readings during class and creating a Facebook group message to continue discussing our book online. We also plan to meet up at one of our houses' during the break in order to clarify any confusion and discuss our understanding of the readings. We will start reading our book on November 21 and read about 37 pages each day. 

PLATO'S ALLEGORY OF THE CAVE

1. According to Socrates, what does the Allegory of the Cave represent?
- According to Socrates, the Allegory of the Cave represents confinement and imprisonment, and the restriction of freedom.
2. What are the key elements in the imagery used in the allegory?
- The prisoners, darkness, chains, the fire behind the prisoners, the cave itself, and the shadows are the key elements in the imagery used in the allegory.
3. What are some things the allegory suggests about the process of enlightenment or education?
- The allegory suggests that the process of education is a process which is never questioned. Individuals believe what it is that they hear and never question what they are told, suggesting that people don't take advantage of their opportunities to learn. 
4. What do the imagery of "shackles" and the "cave" suggest about the perspective of the cave dwellers or prisoners?
- The shackles suggests that there is a restraint from knowledge and reality. The cave suggests that it is what confines the prisoners and what keeps them from viewing reality with their very own eyes.
5. In society today or in your own life, what sorts of things shackle the mind?
- In my own life, fear shackles my mind. I have a difficult time voicing my thoughts and opinions. "I don't want to sound dumb," is the statement that truly keeps me from expressing myself.
6. Compare the perspective of the freed prisoner with the cave prisoners?
- The freed prisoner is enlightened and understands reality and the outside world. The caved prisoners, on the other hand, lack understanding and knowledge regarding everything that is outside of the cave.
7. According to the allegory, lack of clarity or intellectual confusion can occur in two distinct ways or contexts. What are they?
- If you're in the cave you won't understand anything other than what you already know from being in that cave. Whereas, if you're from the outside world you already understand the reality of life and the cave will only be a restraint in knowledge.
There are two types of people in the world; those who always agree with you, and those who question you.
8. According to the allegory, how do cave prisoners’ get free? What does this suggest about intellectual freedom?
- Prisoners' become free by leaving the cave. It suggests that knowledge is out there, you just have to be willing to learn. If you wish to become enlightened, you must enlighten yourself.
9. The allegory presupposes that there is a distinction between appearances and reality. Do you agree? Why or why not?
- Yes, I agree that there is a distinction between appearances and reality. Just because you are unable to see something, doesn't mean that it doesn't exists. Also, the way one views something isn't always real.
10. If Socrates is incorrect in his assumption that there is a distinction between reality and appearances, what are the two alternative metaphysical assumptions?

- If Socrates is incorrect in his assumption that there is a distinction between reality and appearances, everything that is seen will be believed to be real. Nobody will question anything, but only believe what they see to be reality.

WE HANG TOGETHER

The Role of Interdependence in Strategic Collaboration 

- Interdependence: the underlying key to any strategic alliance, community partnership, or interpersonal collaboration.

- Inter-organizational relationships can be competitive, dependent, or both.

- "Strategic alliance" refers to collaborative relationships and endeavors.
- We depend on other people for our own existence and survival.
- Business endurance is mistakenly characterized as competition, rather than dependence.   

SURVIVAL OF THE INTERDEPENDENT
- Companies and executives "fight the drought" rather than find way to "attract moisture."
- Darwin's model of evolution illustrates the natural tendencies to create relationships, networks, and communities. 
- Human factors play a major role in the successful implementation of any independent effort.
- One must have an understanding of the qualities of collaboration and how people and culture within the organization will be perceived in order to use interdependence most efficiently.
-  Conducting and organizational audit is the first step to creating a strategic relationship.

AMERICAN CULTURE AND THE FALLACY OF "GOING IT ALONE"

 - The ideal of independence has help many people achieve great things and inspired freedom, creativity, innovation, and a high level of achievement and perceived self-worth.
- Deep down we need other people and strategic relationships. 
- Even the most powerful executive office functions best through interdependence (People rarely do it alone).
- "it isn't the money that sinks a partnership or an alliance - it's the people."
- Young individuals must unlearn what they think about individual performance.

VALUES OF STRATEGIC RELATIONSHIPS
- The values of strategic relationship are often tied to the values of the participating organizations (include: integrity, quality. and speed).
- Business relationships are more likely to be short and not loyal.
- Partners act out of self-interest rather than do what is right.
- Interdependence requires that one party do for the other and vice versa.
- Partners must agree to values that reflect their operations, rather than some utopian ideal.

CAPACITY BUILDING AND COMMUNITY
- Companies act strategically to be good corporate citizens and establish positive public relationships with communities.
- Internet presence a unique opportunity for companies to create an interdependent network.
- Companies maintain their integrity and their market share at the same time with interdependence.

THE TECHNIQUE OF THE MARKETPLACE
- We need each other.
- Interdependence works more effectively than independence.
- Effective interdependence not only facilitates business success, but the preservation of an environment.

A POETIC INQUIRY

A Sonnet on Insecurity

Author: Lost Griffin

A waterfall of russet-gold that shin'd,

But now does naught but sit upon her head.

Uncertainty that freezes heart and mind

Has ousted them and left a shell instead.

What can she do but wither in this shade

Of self unseen, and fear too well envision'd?

Without the sunlight, all she was will fade

And so the light and hope need be provision'd.

To crawl out of the well and face the day,

And speak the strength that words should never lack;

To give no care what other people say,

And feel the confidence come rushing back:

To do these things, then heart and mind return

And hair that ceased to shine will all be burn. 

My Big Question:
What causes insecurity? Why does insecurity have such a negative impact on people's lives? Why do people have such a hard time loving themselves and who they are? Why do individuals have such a difficult time being themselves? (These are only a few of my questions.)

My Interpretation/Thoughts:

- When you lack confidence you lack heart and mind.

- Always be yourself and never worry about what other people may think about you.

- Without confidence, you fade away (things are dark [negative] for you).

- You're not yourself when you're insecure.

- When you don't worry about what others think of you, you're a confident individual.
- Both heart and mind exist when you have confidence in yourself.
- The lack of confidence is something one must overcome.
- One shouldn't hid their insecurities/lack of self-confidence, but face them.
- Insecurity is a burden and affects individuals mentally (as well as physically).
- One tends to hid who they are when they are insecure.

SONNET ANALYSIS #1

- Sonnet comes from sonneto

- Sonneto: a little sound or song

- Two types of sonnets: Shakespearean and Petrarch (Italian)

Petrarch

- Composed of 14 lines

- One section of 8 lines followed by 6 lines

Shakespearean 

- Composed of 14 lines 

- Divided into 4 parts: 3 quatrains, 1 couplet

HAMLET REMIX

- "The description of reality which changes the reality being described."
This image represents the concept of performative utterance. With his words, Martin Luther King Jr. was able to make a change by ultimately turning his words into action, which relates to the performative utterance in Hamlet.


 

- "Hamlet often speaks but never seems to actually act."

This image represents the fact that Hamlet was all about the talk, but never truly seemed to act (until much later in the play).                                                                        

Locutionary Force
- The ability of language to deliver a message.
- Locutionary force occurs when King Claudius informs both Rosencrantz and Guildenstern about Hamlet's "transformation."

    

Illocutionary Force

- What is done in being said.

- Occurs when the ghost orders Hamlet to kill Claudius.

Perlocutionary Force

- What is achieved by being said (plays a major role in the play). 

- Occurs when Hamlet strives to follow the ghost's order to kill King Claudius.

Self-overhearing

 - Like in Hamlet, self-overhearing also occurs in everyday life. 

- Hamlet demonstrated self-overhearing through his soliloquies, where he expressed his innermost thoughts and feelings.

 

HAMLET ESSAY

Using what you've learned about Hamlet the character and Hamlet the play, evaluate the impact of performative utterance on Hamlet and your own sense of self. How does the way Hamlet speaks constitute action in itself? How does it impact the characters and the plot? How does this compare with your own "self-overhearing"? How does the way you reflect on your experience create a sense of memory, expectation, and real-world results? Use the text, your reading/lecture notes, the experience of memorizing the "To be, or not to be" soliloquy, de Boer's paper (and Bloom's/Austin's theoretical frameworks), and the many online and offline discussions we've had.

Performative utterance, the description of reality that changes the reality which is being described, is not only presented throughout William Shakespeare's Hamlet, but occurs in the real-world as well. The use of performative utterance in Hamlet helps Hamlet's language constitute action in itself. Throughout the entire play, Hamlet often speaks but never actually seems to act. Locutionary force, illocutionary force, perlocutionary force, and self-overhearing are the types of language which Hamlet utilizes when communicating with the other characters throughout the play.

Language is not only significant in one's everyday life, but is essential in every single piece of literature. Locutionary force, the ability of language to deliver a message, is demonstrated when King Claudius informs both Rosencrantz and Guildenstern that Hamlet has "transformed" and that he's different than he was before. In the play, Hamlet is considered to be "mad," due to the fact that he struggles to express himself. But wouldn't that make almost every human being "mad" as well? Illoctionary force which is what is done in being said, occurs when the ghost orders Hamlet to seek revenge and kill Claudius for murdering King Hamlet. However, perlocutionary force, the intended effect, plays a major role in the play. In Hamlet, Hamlet strives to follow the ghost's order and makes killing Claudius his main priority. Locutionary, illocutionary, and perlocutionary forces are key components utilized in Hamlet which ultimately help the audience characterize each and every character.

 The characters in Hamlet seem to evolve through self-overhearing. Hamlet demonstrates self-overhearing through his many soliloquies presented throughout the play. Through his soliloquies, Hamlet is able to express his very emotions where we, as an audience, are allowed into his mind, which gives us the opportunity to learn about his feelings through his words. I experience self-overhearing on a daily basis. My mind is drowning in thoughts about school, life, my future, and almost everything else that you could possibly think of. Once I begin to overhear my very thoughts through my speaking I often gain self-knowledge. This self-overhearing gives me the opportunity to learn about myself through my thoughts and help me understand every goal in which I strive to accomplish in life. 

Words are extremely powerful and it is often these words that lead to actions. The performative utterance in Hamlet allows us to ultimately understand the characters through the language in the play. Performative utterance isn't what is done with the language in Hamlet, but what this performative language tells us about the characters. 

TOOLS THAT CHANGE THE WAY WE THINK

"Back in 2004, I asked [Google founders] Page and Brin what they saw as the future of Google search. 'It will be included in people's brains,' said Page. 'When you think about something and don't really know much about it, you will automatically get information.'

'That's true,' said Brin. 'Ultimately I view Google as a way to augment your brain with the knowledge of the world. Right now you go into your computer and type a phrase, but you can imagine that it could be easier in the future, that you can have just devices you talk into, or you can have computers that pay attention to what's going on around them and suggest useful information.'

'Somebody introduces themselves to you, and your watch goes to your web page,' said Page. 'Or if you met this person two years ago, this is what they said to you... Eventually you'll have the implant, where if you think about a fact, it will just tell you the answer."

-From In the Plex by Steven Levy (p.67)

The use of internet and technology has greatly influenced the way that I think; both positively and negatively. Whether I'm struggling to understand a subject or I find myself wondering about a certain topic, my answers are only a search away. The use of technology has affected both my sense of time and priorities significantly. Why spend so much time trying to find an answer in a textbook, when you could simply find your answer in less than a minute on Google? As technology continues to advance, individuals are only becoming more and more dependent on it. I feel that technology has affected my memory in such a negative manner, due to the fact that everything that I need to remember is on my phone. Why even bother remembering contacts, upcoming events, deadlines or birthdays, when you could simply find all of that information on your phone. Yes, technology has made our lives easier, but technology has also made us lazy as well. As time goes on, we are only becoming much more reliant on the internet for almost everything and anything.
 However, Technology has opened up a door of opportunities for us. Technology has allowed us to expand our knowledge, view things through different perspectives, and has ultimately introduced us to resources that may be extremely beneficial. Let's all be honest here, every time you're on the internet you learn something new, whether it's a formula to help you complete your math homework or whether it's which celebrity is having a baby. Although the internet could be considered a negative factor, it is very helpful as long as it's being used for the right reasons.  

VOCABULARY #9

aficionado: (noun) fan, enthusiast.

- My cousin, who often spends her time painting, is an aficionado of art.

browbeat: (verb) to intimidate by overbearing words or looks; bully.

- The boys browbeat Stan into completing the rest of their project for them.

commensurate: (adjective) having the same measure; of equal extent, proportionate; having a common measure.

- The grade she earned in math was commensurate with the amount of time she spent completing her assignments.

diaphanous: (adjective) very sheer and light; almost completely transparent.

- Mari wore a floral printed skirt with a diaphanous blouse.

emolument: (noun) profit, salary, or fees from office or employment.

- Ana makes a decent emolument as a part time waitress.

foray: (noun) a quick, sudden attack; a quick raid.

- A tribe made a foray on the other tribe.

genre: (noun) a class or category of art, music or literature.

- Her favorite novels where those from the romantic genre. 

homily: (noun) a religious sermon or speech that is intended to provide spiritual education, or any moral lessons that are being imparted, especially when being imparted or taught in a tedious way.

- A homily can be heard at church.

immure: (verb) to enclose within walls; to seclude or confine; to imprison.

- The criminals were immured to their cells.

insouciant: (adjective) free from concern, worry, or anxiety; carefree; nonchalant.

- I want to have an insouciant life more than anything else at the moment.

matrix: (noun) an environment in which something is created.

 - The Constitution was a matrix from which democracy was born.

obsequies: (noun) funeral rite or ceremony.

- As his obsequies continued on his close relatives could not control their loud sobs.

panache: (noun) a grand or flamboyant manner; style; flair.

- Compared to all of the other girls at the party, Sue lacked panache.

persona: (noun) a person; the characters in a play or novel; a person's personality.

- He had a tough-guy persona.

philippic: (noun) a cruel attack of words.

- The boy received a philippic from his angry ex girlfriend.

prurient: (adjective) having or expressing lustful ideas or desires.

- Bob's prurient thoughts were disturbing.

sacrosanct: (adjective) extremely sacred or inviolable.

- There was a sacrosanct temple in the museum.

systematic: (adjective) having, showing, or involving a system, method, or plan.

- Kim always had a systematic approach to things.

tendentious: (adjective) Marked by a strong implicit point of view; having or showing a definite tendency, bias, or purpose.

- There had been a tendentious account of the recent elections.

vicissitude: (noun) a change or variation.

- Their friendship continued to grow through the vicissitudes of ten years.

FILTER BUBBLES

a) What new information did you learn from the video?
- I learned that Facebook, Google, and other search engines tailor search results for their users. I had no idea that search results differed for every person!
b) How does this information make you think differently about what you see online? 
- This information makes me feel like there is a whole lot that I'm missing out on. I do not like the idea of Google filtering what I do and do not get to see. What if I'm missing out on something that can potentially be useful or important?
c) What questions does this video raise about the Internet in general?
- How/Why does the Internet know so much about my preferences? Do I really control what I'm searching online? 
d) How can you improve the effectiveness of your searches?
- I can improve the effectiveness of my searches by using a variety of different search engines as well as by being more specific with my searches. 

THE PERFORMATIVE UTTERANCE IN HAMLET

- A play about a man who could not make real what was found in his mind, but a play about a man who could not make up his mind.

- Hamlet is convinced of his duty, yet he is unable to move that duty from the mental to the real.

- Hamlet is able to speak but not do.

- Certain language does not describe action but acts in being spoken. (What does this mean?)

- Austin divided the performative ability of language into three main forces: the locutionary force, the ability of language to deliver a message, the force of mutual intelligibility; the illocutionary force, what is done in being said, such as denying a request, giving an order, etc.; and the perlocutionary force, what is achieved by being said, the consequences of one's utterance, such as an order being followed (or refused).

 - Those who use performative utterance create new facts in the world in speaking.

- Performative utterance isn't because of what is done with language in the play, but what performative language tells us about characters.

- The central problem of the play is that people represent their feelings and their intentions in ways that are contrary to reality.

- Polonius is a vision of a premodern man, Hamlet is a modern man, Claudius is the man in between them.

- Hamlet's evolution is an evolution not towards action, but faith, closure, and acceptance.

THOUGHTS ON HAMLET (IN PROGRESS)

When we first began reading Hamlet, I knew very little regarding the play's plot and characters. However, as we continued to read the play, my thoughts on Hamlet's character changed completely. At the beginning of the play, I felt sort of sorry for Hamlet due to the fact that he had just lost his father and he was mourning greatly for his loss. As the play continued, I soon began to realize that Hamlet seemed to be doing everything in his power in order to seek revenge on Claudius. When Hamlet killed Polonius, an innocent man, and acted as if he didn't care my views on Hamlet's character changed significantly. Hamlet, once a young boy who was mourning for his father, changed into a boy who had "gone mad" and was doing everything in his power to kill his father's murderer. Based on Hamlet's change in character, I still cannot seem to figure him out as a character. As the play continues, I predict that more deaths will occur. I predict that both Hamlet and Claudius will die, I just do not seem to know when or how. 

WHAT I THINK ABOUT WHEN I THINK ABOUT ACT III

- Why do both Polonius and Claudius find the need to eavesdrop on Hamlet and Ophelia's conversation?

  - The play Hamlet came up with was amazing! It was a great way to determine Claudius's guilt.

- When Hamlet got the opportunity to kill Claudius, but didn't because Claudius was praying and Hamlet didn't want him to be forgiven I was like, "Nooooo! Just kill him!" However, by Hamlet's decision you could tell that He is taking his plan for seeking revenge very seriously.

- Gertrude is such a hypocrite! She's sort of annoying. Why is she so concerned with Claudius and his feelings rather than her own son's?

- When Hamlet accidentally killed the innocent Polonius all I could think was, "that's what he gets for not minding his own business."  

THE ART OF HOSTING GOOD CONVERSATIONS ONLINE

I had a fairly difficult time finding other learning communities that are studying Hamlet. However, I was able to find Open Source Education: Shakespeare, a student's blog who was taking courses at BYU. The student created his blog as part of a final where he was to have a group discussion regarding what he had learned and experienced in his course. Unfortunately, the blogger is no longer active on his blog, therefore, I didn't comment on any of the blogger's posts. I also found AP Literature 2010-2011 and 2011 A.P. English, two course blogs that contained information regarding Hamlet. Although the learning communities I found were no longer active, they did seem to contain a large amount of useful information. 

LITERATURE ANALYSIS #3

The House on Mango Street by Sandra Cisneros

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 novel begins with Esperanza talking about how much she has moved and all the other places she has lived before moving to Mango Street. Esperanza describes the neighborhood and house that her, Mama, Papa, Carlos, Kiki, and Nenny are currently living in; a neighborhood in which she doesn't view as a home. On Mango Street, Esperanza soon meets Rachel and Lucy, two sisters who teach her about womanhood. As time progresses, Esperanza's sexuality begins to grow. Esperanza then meets Sally, a girl who is often beat by her father. In order to escape Sally marries a salesman. Esperanza becomes upset by this occurrence, making it her goal to ultimately leave mango Street and get a home of her very own and come back for all the other individuals who were unable to escape Mango Street. We then learn that no matter how much she wants too, Esperanza cannot escape Mango Street. 
Exposition: Esperanza's descriptions of the neighborhood of Mango street.
Rising Action: Esperanza trying to escape the neighborhood.
Conflict: Esperanza learning to accept Mango Street.
Falling Action: Esperanza realizing that she does indeed belong on Mango Street.
2. Succinctly describe the theme of the novel. Avoid cliches.
- The theme of The House on Mango Street is maturity. Throughout the entire novel, Esperanza, Lucy, Nenny, and Rachel soon begin to learn about the things that they will soon experience in life, such as wearing high heels and lipstick. As times goes on, Esperanza begins to experience these very things. In the novel, Esperanza also overcomes her flaws and grows as a person.
3. Describe the author's tone. Include a minimum of three excerpts that illustrate your point(s).
- I feel that there is no actual tone presented in the novel. Since The House on Mango Street is made up of vignettes the author's tone varies from hopeful to frightened.
Hopeful "One day I'll own my own house, but I won't forget who I am or where I came from. Passing bums will ask, Can I come in? I'll offer them the attic, ask them to stay, because I know how it is to be without a house." (page 87)
Frightened "Sally, make him stop. I couldn't make them go away. I couldn't do anything but cry. I don't remember. I don't remember. Please don't make me tell it all." (page 100)
 Disillusioned "I am tired of looking at what we can't have. When we win the lottery... Mama begins, and than I stop listening. (page 86)
4. Describe a minimum of ten literary elements/techniques you observed that strengthened your understanding of the author's purpose, the text's theme and/or your sense of the tone. For each, please include textual support to help illustrate the point for your readers. (Please include edition and page numbers for easy reference.) 
- Symbolism: "Their strength is secret. They send ferocious roots beneath the ground. They grow up and they grow down and grab the earth between their hairy toes and bite the sky with violent teeth and never quite their anger. This is they keep." (page 74) The growing trees symbolize Esperanza's eagerness to grow up, like the trees do, and ultimately leave Mango Street.
- Rhetorical Questions: "I could've been somebody, you know?" (page 91) This demonstrates Esperanza's mother's shame for quitting school. She was a "smart cookie" and she had potential, but she quit because she didn't have nice clothes. 
- Foreshadowing: "I knew the i had to have a house. A real house. One i could point to. But this isn't it. The house on Mango Street isn't it. For the time being, Mama says. Temporary, says Papa. But I know how those those things go." (page 5) Esperanza foreshadows that in order for her to be happy and succeed in life she must leave the house on Mango Street."
- Imagery: "Out stepped a tiny pink shoe, a foot as soft as a rabbit's ear, then the thick ankle, a flutter of hips, fuchsia roses and green perfume." (page 76) Esperanza describes Mamacita's physical appearance as she watched Mamacita step out of the taxi.. 
- Simile: "The taxi door opened like a waiter's arm." (page 76) This quote describes how Mamacita (along with the baby boy) stepped out of the taxi when she arrived to live across the street from Esperanza. 
- Personification: "Four skinny trees with skinny necks and pointy elbows like mine." (page 74) The trees represent who Esperanza is. They are stuck in the ground just like Esperanza is stuck in the house on Mango Street.
- Repetition: "I hold and hold and hold him." (page 57) Esperanza reflects on death after finding out that her abuelito died. She holds her Papa in her arms because she's afraid of ever losing him.
- Metaphor: "There are clouds that look like big fields of sheep." (page 36) A metaphor is demonstrated when Rachel describes her favorite clouds.
- Anaphora: "Not a flat. Not an apartment in the back. Mot a man's house. Not a daddy's girl." (page 108) Esperanza lists all the things she doesn't want in her home. She wants a house to be all her own.
- Point of View: "By the time we got to Mango Street we were six-Mama, Papa, Carlos, Kiki, my sister Nenny and me." (page 3) The novel is narrated by Esperanza. Through her first person narration we learn about her and the people who surround her.

CHARACTERIZATION
1. Describe two examples of direct characterization and two examples of indirect characterization.  Why does the author use both approaches, and to what end (i.e., what is your lasting impression of the character as a result)?
- The author uses both direct and indirect characterization for readers to learn about characters through not only their appearances, but their thoughts and feelings as well.
Direct Characterization: 
"I would've liked to have known her, a wild horse of a woman, so wild she wouldn't marry." (page 11) Esperanza is describing her Grandmother.
"From our room we can hear them, but Nenny just sleeps and doesn't appreciate these things." (page 74) Esperanza tells us that her sister does not appreciate nature. 
Indirect Characterization:
"My Papa's hair is like a broom, all up in the air." (page 6) A reader can infer that Esperanza's dad as uptight.
""One day I'll own my own house, but I won't forget who I am or where I came from. Passing bums will ask, Can I come in? I'll offer them the attic, ask them to stay, because I know how it is to be without a house." (page 87) We can infer that Esperanza is a very caring and kind individual.
2. Does the author's syntax and/or diction change when s/he focuses on character?  How?  Example(s)?
- Yes, the author's syntax and diction does change when she focuses on character. When characterizing characters, Cisneros uses lengthy descriptions for certain characters, while much shorter descriptions for others. 
"My Papa, his thick hands and thick shoes, who wakes up tired in the dark, who combs his hair with water, drinks his coffee, and is gone before we wake, today is sitting on my bed." (page 57)
"I would've liked to have known her, a wild horse of a woman, so wild she wouldn't marry." (page 11)
3. Is the protagonist static or dynamic?  Flat or round?  Explain.
- I believe that Esperanza is a dynamic character due to the changes she experiences throughout the entire novel. Esperanza begins as an innocent girl who then changes into a woman after being rapped. Esperanza is a round character, in the novel she changes a great deal and seems to create her character as well as the person she strives to become.
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 came away feeling like I had actually met Esperanza. Learning about Esperanza's journey through life made me feel as if I'd experienced the entire journey with her. Esperanza was an extremely realistic character, which made connecting to her and her experiences very easy.  
"One day I will pack my bags of books and paper. One day I will say goodbye to Mango. I am too strong for her to keep me here forever. One day I will go away." (page 110) As time passed, Esperanza became aware of her own strength. In life, individuals often have a difficult time identifying their own inner strength, however, as they get older they soon realize how strong they truly are, it just takes time, which is something that every individual could relate to.

DEAR OPHELIA

Imagine that you write an advice column and you receive a letter that says, My name is O. and I'm trapped in this weird sort of dating thing-- a prince says he loves me, but my father & brother hate him and tell me to stay away. What should I do?

Dear O, 
I understand that you're in a conundrum at the moment, however, I strongly advise you to think this situation through thoroughly. There has to be a reason why both your father and brother hate this prince and you should do everything in your power to find out regarding their reasoning. O, do you honestly see yourself with this prince? Do you love this prince or are you only interested because you're finally receiving the attention you often strive to obtain? How are you so certain that he actually loves you? See O, love is extremely complicated and you can never be certain on whether someone truly loves you or not. I encourage you to do whatever it is that's best for you. Before you make your decision consider your Father and Brother's advice. Good luck, I hope you make the right decision!

VOCABULARY #8

abase: (verb) to reduce or lower, as in rank, office, reputation, or estimation; humble; degrade.
- Many individuals abased themselves before the King.

abdicate: (verb) to renounce, or relinquish a throne, right, power, claim, or responsibility.
- Kings tend to abdicate throughout their leadership.

abomination: (noun) anything that is greatly disliked; something or someone that is hated.
- The girl was seen as an abomination due to her snobby attitude. 

brusque: (adjective) abrupt in manner; blunt; rough. 
- The waitress seemed brusque and did everything in her power to avoid small talk.

saboteur: (noun) a person who commits or practices sabotage. 
- They accused me of being a saboteur and began to beat me.

debauchery: (noun) excessive indulgence in sensual pleasures.
- Because he no longer loves his wife, the man turns to debauchery. 

proliferate: (verb) to increase in number or spread rapidly.
- The usage of the internet has proliferated over the past couple of years.

anachronism: (noun) something or someone that is not in its correct historical or chronological time, especially a thing or person that belongs to an earlier time.
- Anachronism from the past era has slowly transported to 2013.

nomenclature: (noun) a set or system of names or terms, as those used in a particular science or art, by an individual or community.
- The choice of nomenclature was difficult to comprehend.

expurgate: (verb) to amend by removing words, passages.
- Writers often expurgate their work before publishing.

bellicose: (adjective) inclined or eager to fight.
- The boy's bellicose manner was not liked among his peers.

gauche: (adjective) lacking social grace, sensitivity, or acuteness; awkward.
- I tend to feel gauche when I'm around individuals I'm not comfortable with.

rapacious: (adjective) greedy.
- The rapacious owner refuses to pay his employs overtime.

paradox: (noun) a self-contradicting statement that may be true.
- A paradox is a truth that may seem false.

conundrum: (noun) situation where there is no clear answer or solution; anything that puzzles.
- Ophelia found herself in a conundrum.

anomaly: (noun) someone or something that is abnormal.
- Bob not showing up to school was an anomaly.

ephemeral: (adjective) lasting a very short time; short lived.
- Never spend your money on ephemeral items.

rancorous: (noun) bitter hate; deep spite.
- The audience became rancorous after the man's speech.

churlish: (adjective) rude; difficult to deal with.
- The girl had a churlish personality; no one wanted to be her friend.

precipitous: (adjective) extremely steep.
- The trail in which we hiked had many precipitous mountains.

GREEN EGGS AND HAMLET

a) What do you know about Hamlet, the "Melancholy Dane"?

- Honestly, I know absolutely nothing about Hamlet. The only thing that I know is that there is a character named Hamlet in the play.
b) What do you know about Shakespeare?

- Shakespeare wrote a number of plays which include: Romeo and Juliet, Hamlet, and Julius Caesar. I also know that Shakespeare wrote in iambic pentameter.
c) Why do so many students involuntarily frown when they hear the name "Shakespeare"?

- Many students tend to frown when they hear the name "Shakespeare" because of the language in which Shakespeare wrote his works in. His work is very difficult to comprehend and often intimidates many students.
d) What can we do to make studying this play an amazing experience we'll never forget? 

- I feel that in order to make studying this play an amazing experience we'll never forget, we must do everything in our power to actually understand it. Reading as a class and having class discussions would make this experience a good one for every student.

VOCABULARY #7

shenanigans: (noun) mischief; prank; trickery; deceive.

- Due to their shenanigans, Bob and his friends were always getting into trouble.

ricochet: (noun) rebound; the act of bouncing off of a surface. 

- When I shot a gun, the bullet ricocheted off a wall and hit the neighbor's cat. 

schism: (noun) division or disunion into mutually opposed parties.

- An unfortunate schism had occurred between the two basketball teams. 

eschew: (verb) to abstain or keep away from; shun or avoid.

- It's best to eschew from those children, they are said to be a bad influence. 

plethora: (noun) excess; overabundance.

- Kim was filled with a plethora of excitement after winning an academic award.

ebullient: (adjective) overflowing with enthusiasm or excitement; high spirited.

- The winter of 2000 had been an ebullient time in Ken's life.

garrulous: (adjective) excessively talkative; wordy and diffuse.

- The garrulous girl slowly began to annoy me as she babbled on about her life.

harangue: (noun) a scolding or a long or intense verbal attack.

- I began a harangue on my brother once I found out what his grades were.

interdependence: (noun) the quality or condition of being reliant on each other.

- The couple's relationship had reached an extreme level of interdependence.

capricious: (adjective) subject to, led by, or indicative of a sudden notion or unpredictable change.
- A capricious attitude will keep you from making friends. 

loquacious: (adjective) talking or tending to much or to freely; talkative; chattering.
- I'm quite loquacious when I'm around people I feel comfortable with. 

ephemeral: (adjective) lasting a very short time; short-lived.
- Don't spend your money on ephemeral items.

inchoate: (adjective) not organized; lacking order.
- The boy's room was an inchoate disaster.

juxtapose: (verb) to place together or side by side, especially for comparison or contrast.
- The two images were juxtaposed on the overhead.

perspicacious: (adjective) having keen judgement or understanding.
- She was perspicacious enough to acknowledge that missing school was not a wise idea.

codswallop: (noun) nonsense; rubbish.
- The girl's ideas were a load of codswallop.

mungo: (noun) a low-grade wool from felted rags or waste.
- The homeless man's attire was quite mungo.

sesquipedalian: (ajective) given to using long words.
- The President delivered a sesquipedalian speech regarding health care.

wonky: (adjective) unreliable; not trustworthy.
- The boy is not well liked by his peers due to his wonky behavior.   

dipthong: (noun) a complex speech sound or glide that begins with one vowel and gradually changes to another vowel within the same syllable.
- The -oi in boil is a dipthong; it makes a vowel sound by sliding from one vowel sound to the next.

LITERARY FICTION AND EMPATHY

How can reading fiction help you understand others? Use Hamlet as an example to explore your own thinking process and reactions to a character's innermost thoughts/struggles.

Reading fiction can ultimately help you understand others because it gives you the opportunity to not only connect to characters, but feel their very emotions. According to the article, literary fiction leaves more to the imagination, which encourages readers to make inferences regarding characters and creates sensitivity towards characters' emotional expressions. Literary fiction gives readers the chance to experience the emotions of a character. In Hamlet, readers are able to connect to and understand Hamlet based on his soliloquies presented throughout the entire play. These soliloquies capture Hamlet's inner thoughts and emotions which help readers really understand who Hamlet was based on his character.    

IF I JUST HAD MORE TIME

I honestly was not as prepared as I could have been for Friday's midterm. I had a lot going on this week and I kept pushing studying to the side. I could have improved my preparation for the midterm by actually studying my vocabulary instead of avoiding it all week long. Rather than studying one night and cramming as much as I could in, I could have studied periodically throughout the entire week. I could have also reviewed the Canterbury Tales and Chaucer's style, tone, use of techniques, etc., before the midterm. During the midterm, I found myself only able to remember definitions but not the actual vocabulary words which the definitions belonged to, therefore, listing and defining vocabulary words was a challenge. I plan on being much more prepared for next time's midterm as well as any other tests/quizzes in the future. I need to stop avoiding studying because in reality studying is only going to benefit me.  

THE COMPARISON'S TALE

The Miller's Tale was closely related to the Cook's Tale. Both tales consisted of a large amount of irony. The Miller's Tale was ironic in the sense that John, the rich carpenter was tricked into completing ridiculous tasks by Nicholas, a young student. The Cook's Tale was ironic due to the fact that the apprentice enjoyed his job, but put having fun before it. I feel that Chaucer's style of writing is both comical and satirical. The theme presented in both tales was that one isn't always what they seem to be. In The Miller's Tale, John was supposed to be much wiser in comparison to Nicholas due to their difference in age. However, John was outsmarted by Nicholas, a student who was supposed to be less intelligent. While in the Cook's Tale, the apprentice was a man who seemed to loved his job but in reality was lazy and always put having fun before work whenever given the chance.