Thursday, October 31, 2013

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.  

Wednesday, October 30, 2013

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.

Tuesday, October 29, 2013

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. 

Sunday, October 27, 2013

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. 

Friday, October 25, 2013

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.

Monday, October 14, 2013

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.

Sunday, October 13, 2013

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.

Thursday, October 10, 2013

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.    


Sunday, October 6, 2013

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.

Friday, October 4, 2013

LITERATURE ANALYSIS #2

The Kite Runner by Khaled Hosseini 

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 Kite Runner begins with a phone call from Rahim Khan. Rahim wants Amir to visit him in Afghanistan, but Amir doesn't want to due to the events that occurred in his past. Both Amir and Hassan were raised by Baba and Ali. Trying to please his father the way Hassan pleased him, Amir made it his goal to win a kite competition. After Hassan and Amir won the competition, Hassan was raped by Assef, while fetching the kite for Amir. Amir watched the entire thing and could not find a way to put a stop to it. Amir felt extremely guilty and the bond between Hassan and Amir had been broken forever. After a while, both Ali and Hassan moved away, and Amir and Baba soon moved to San Francisco. In San Francisco, Amir married Soraya, became a writer, and Baba died from cancer. When Amir went back to Afghanistan, Rahim informed Amir that Hassan was his half brother and told him to go find Sohrab, his nephew. Amir then began a search to go and find Sohrab. While on his search, Amir got into a fight with Assef, the master of the Taliban, and was saved by Sohrab. Amir took Sohrab to go live in San Francisco with him and his wife. We then learn that Sohrab is very timid and the first time he smiled f was when he and Amir flew a kite together.
Exposition: Amir, born in Kabul, Afghanistan, begins the novel by talking about his past and all the guilt he has dealt with due to the lack of courage he faced when he watched Hassan get raped.
Rising Action: Amir and Baba leave Afghanistan and go live in the United States.
Climax: Amir goes to Afghanistan, where he finds Sohrab and gets into a fight with Assef.
Falling Action: Sohrab goes to live with Amir in San Francisco.
Resolution: After being depressed for such a long time, Sohrab finally smiles when he and Amir fly a kite together.
2. Succinctly describe the theme of the novel. Avoid cliches.
- The theme of The Kite Runner is guilt. Throughout the entire novel, Amir is in search of redemption due to the fact that he feels extremely guilty for allowing Hassan to be raped.
3. Describe the author's tone. Include a minimum of three excerpts that illustrate your point(s).
- The author's tone is remorse. In the novel, Amir reflects on all of the occurrences that changed his life forever.
“I opened my mouth, almost said something. Almost. The rest of my life might have turned out differently if I had. But I didn't. I just watched. Paralyzed.” (page 73)
"I became what I am today at the age of twelve, on a frigid overcast day in the winter of 1975. I remember the precise moment, crouching behind a crumbling mud wall, peeking into the alley near the frozen creek. That was a long time ago, but it’s wrong what they say about the past, I’ve learned, about how you can bury it. Because the past claws its way out. Looking back now, I realize I have been peeking into that deserted alley for the last twenty-six years.” (page 1)
“I didn't remember what month that was, or what year even. I only knew the memory lived in me, a perfectly encapsulated morsel of a good past, a brushstroke of color on the gray, barren canvas that our lives had become. ” (page 123)
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.) 
- Flashback: Throughout the novel Amir has a series of flashbacks. In the book, Amir remembers exactly what Baba said about Pashtuns. "We may be hardheaded and I know we're far too proud, but, in the hour of need, believe me that there's no one you'd rather have at your side than a Pashtun." (page 160)
- Point of View: The novel is told in first person point of view. Amir tells the novel through his eyes and shares all the events that have changed his life forever. First person point of view allows readers to somehow experience all the guilt that Amir has dealt with. "I sat on a park bench near a willow tree. I thought about something Rahim Khan said just before he hug up, almost as an afterthought. There is a way to be good again. I looked at those twin kites. I thought about Hassan. Thought about Baba. Ali. Kabul." (page 2)
- Imagery: Imagery is used in The Kite Runner in order to portray life in Afghanistan. Through the use of imagery Hosseini describes characters and events that Amir has experienced throughout his life. "I ran. A grown man running with a swarm of screaming children. But I didn't care. I ran with the wind blowing in my face, and a smile as wide as the Valley of Panjsher on my lips. I ran." (page 371)
- Symbolism: Symbolism plays a huge factor in the novel. Kite fighting symbolizes happiness. "I looked down at Sohrab. One corner of his mouth had curled up just so. A smile" (page 370)
- Allusion: There are biblical allusions in the novel. "The snake in the grass," alludes to the snake who deceived Eve into eating the apple in the Garden of Eden. "He knew I had betrayed him and yet he was rescuing me once again, maybe for the last time. I loved him in that moment, loved him more than I'd ever loved anyone, and I wanted to tell them all that I was the snake in the grass, the monster in the lake." (page 105)
- Setting: The kite runner takes place mostly in Afghanistan, but the setting soon shifts to California. "Just one month after we arrived in the U.S., Baba found a job off Washington Boulevard..." (page 130)
- Foreshadowing: Foreshadowing is used at the beginning of The Kite Runner. The author foreshadows that he going to speak regarding his past in the beginning of the novel. "I became what I am today at the age of twelve, on a frigid overcast day in the winter of 1975. I remember the precise moment, crouching behind a crumbling mud wall, peeking into the alley near the frozen creek. That was a long time ago, but it’s wrong what they say about the past, I’ve learned, about how you can bury it. Because the past claws its way out. Looking back now, I realize I have been peeking into that deserted alley for the last twenty-six years.” (page 1)
- Simile: "The question hit me like a hammer between the eyes. I felt the color drain from my face. My legs went cold. Numb." (page 281)
- Metaphor: "Children aren't like coloring books. You don't get to fill them with your favorite colors." (page 21)
- Rhetorical Question: Rhetorical questions are used throughout the entire novel. Amir mainly asks himself rhetorical questions regarding his past. "What did you think? That you'd put on a fake beard and I wouldn't recognize you? (page 281)

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)?
- Khaled Hosseini uses both direct and indirect characterization in order for readers to not only learn about character's through their physical appearances, but also for readers to learn about characters through their inner thoughts and actions. 

Examples of direct characterization:
"He had greasy hair and a square-shaped little mustache speckled with gray. He smelled vaguely of some tropical fruit I couldn't quite recognize." (page 313) Amir gives a description of the hotel manager's appearance, when he talks to him regarding Sohrab.
"I can still see Hassan up on that tree, sunlight flickering through the leaves on his almost perfectly round face, a face like a Chinese doll chiseled from hardwood: his flat, broad nose and slanting, narrow eyes like bamboo leaves, eyes that looked, depending on the light, gold, green, even sapphire. I can still see his tiny low-set ears and that pointed stub of a chin, a meaty appendage that looked like it was added as a mere afterthought. And the cleft lip, just left of midline, where the Chinese doll maker's instrument may have slipped, or perhaps he had simply grown tired and careless." (page 3) Amir describes Hassan's physical appearance. 
Examples of indirect characterization:
"You promised you'd never put me in one of those places, Amir agha," he said. His voice was breaking, tears pooling in his eyes." (page 341) When Amir tells Sohrab that he may be put into an orphanage, we learn that Sohrab is a very emotional individual.
"After that kite tournament, he came home a little bloodied and his shirt was torn. I asked him what had happened and he said it was nothing, that he'd gotten into a little scuffle with some kids over the kite." (page 81) Hassan is the type of person who keeps things to himself and Ali is a very caring individual. 
2. Does the author's syntax and/or diction change when s/he focuses on character?  How?  Example(s)?
- Hosseini's syntax and diction does change when he focuses on different character's throughout the novel. Hosseini uses very descriptive language when he speaks of certain characters, however, when speaking regarding other characters his language isn't as descriptive.
 "Your father, like you, was a tortured soul, Amir jan." (page 301)
3. Is the protagonist static or dynamic?  Flat or round?  Explain.
- The protagonist, Amir, is a dynamic character because of his changing personality throughout the entire novel. During his childhood, he remained to be self-indulgent and treated Hassan differently when he was with others and when they were alone. As Amir grew up, he changed his views on things, regretting his actions towards Hassan. Once Amir became an adult and settled down, he changed from being cowardly, to courageous as he took up the offer to take in Sohrab as a foster child to make up for his mistakes during his childhood. His feelings were altered towards Hassan when he found out that he was actually his half-brother, which ultimately helped contribute to Amir's dynamic characterization.
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 gotten to know Amir as a person. Reading about his past and his journey for redemption gave me the opportunity to connect with Amir, and somehow feel all the guilt he had experienced. 
“A part of me was hoping someone would wake up and hear, so I wouldn't have to live with this lie anymore. But no one woke up and in the silence that followed, I understood the nature of my new curse: I was going to get away with it.” (page 86)

Tuesday, October 1, 2013

TALE OF A CANTERBURY TALE

The Cook's Tale

Summary: Perkin Reveler was an apprentice from the same town as the cook. Perkin Reveler was a short, dark man, who sold food and loved to dance. He enjoyed the tavern more than the shop. Every time there was a procession in Cheapside, he would leave the shop immediately to go dance, and not return back to the shop. Perkin Reveler was also a thief, who often stole from his master. One day Perkin Reveler's master decided to let him go due to the fact that Perkin Reveler was a bad apprentice. However, Perkin Reveler was happy to have been let go because he was now free and was able to do as he wished. Reveler then met a companion who he had a lot in common with. His companion loved to dice, kept a wife for show, and had a shop.


1. Explain the central character of the tale by analyzing five (5) examples of indirect characterization. (Maria Luna)
1. "At every wedding he would sing and hop" This characterizes Perkin as a person who is loud and that liked to have fun.
2. "He loved the tavern better than the shop" This is saying that Reveler was lazy and he would rather party thab do his job.
3. "there was no apprentice in the town who better rattled dice and threw them down than Perkin Reveler" This shows that he was a gambler.
4. "his master easily had learnt this in the shop, for that is where he often found his box completely bare." This characterizes him as a thief.
5. "Who loved dice. to revel and disport." This characteristicwas used to describe Perkin's ally but since the cook said they were the same, on can imply  that Perkin was like this too.


2. What is Chaucer's purpose in telling this character's tale? Is he satirizing society, giving the voiceless a voice, or trying to accomplish a different goal? [Support your argument with textual evidence]
Chaucer's purpose in telling this tale is to ultimately show that people aren't always what they seem to be. I believe that Chaucer is trying to demonstrate the fact that one's character is based on their characteristics. The way one acts and presents themselves is who they really are as an individual. "He love to tavern better than the shop," indicates that Reveler did not enjoy working, but only liked to have fun.