Thursday, November 29, 2012
Thinking Outside the Box
First of all Plato's allegory shows limitation in our society. We as people choose to stay with the status quo and what is already set out for us. This can be changed though if people change their mind set. It's a choice to stick with what people tell us to do or we can discover a new life on our own with no plan. Of course it's harder that way having no one telling you specifically what to do, but it helps to learn different things that you're limited to when set in a plan. Sartre on the other hand limits in a way that allows your mind to be driven crazy by others. "Hell is other people." This implies that our limitations are within other people. We allow other people to limit us. For example Garcin won't leave or feel okay until someone else confirms to him that he is not a coward and this drives him crazy. This can be changed though as well if we think as confident human beings. If we are confident in ourselves first and except all of our flaws then what other people say about you won't matter and torture you so badly.
Literary Analysis #3: No Exit
General
1. A brief summary of the plot would be that people are tortured by other people because we let them limit us. "Hell is other people." If we don't have the confidence in ourselves then we will be controlled by other people's opinions.
2. I think the theme is that we let other people control so much of us. We don't trust enough in ourselves so it makes us limited as others to take advantage.
3. The author's tone is a bit cruel. The way the three characters torture themselves. For example Estelle and Garcin almost getting together in front of Inez is mean and torture for Inez. Also to have them be trapped in a small room forever with the same people and the same old view would drive just about anyone crazy. Finally having them explain to each other why they're in hell even though they don't want to is cruel.
4. One literary element in the play is symbolism when Estelle uses Inez's eyes as a mirror. Also it uses an extended metaphor that hell is other people. Another element is the dialogue because they all talk to each other as if annoyed by each other except for when they want confirmation and opinion from one another. The action of the characters is another element. For example when Garcin won't leave the room because he thinks he's a coward and has no confirmation from anyone that he's not. Finally the setting because instead of it being "hell" it's a nice room with sofas. It's expected that there would be torture chambers, but instead it's just a drawing room.
Characterization
1. An example of indirect characterization is Garcin's lack of confidence. It's never admitted by him, but he keeps wanting other people's opinions and approval. Another example is the indirect characterization of the room that provides as torture because it makes all three characters trapped in that space. An example of direct characterization is that Inez is cruel. She admits that she is a cruel lady and that's what put her in hell. Another example is that they are driven crazy by each other. Garcin admits that he is disgusted by the two girls.
2. The diction changes when Estelle talks to Garcin compared to Inez because it's more sweet to Garcin since she wants him.
3. The protagonists are static because they never stop letting each other get into each other's minds. They just go crazy and eventually want to hurt themselves even though they are dead. They don't realize it can be avoided if they just changed their mind sets.
4. I felt like I had met a person because you realize you act as these people when around the people too long. You come out realizing though that it can be prevented if you don't let it get to you and gain confidence in your mind.
1. A brief summary of the plot would be that people are tortured by other people because we let them limit us. "Hell is other people." If we don't have the confidence in ourselves then we will be controlled by other people's opinions.
2. I think the theme is that we let other people control so much of us. We don't trust enough in ourselves so it makes us limited as others to take advantage.
3. The author's tone is a bit cruel. The way the three characters torture themselves. For example Estelle and Garcin almost getting together in front of Inez is mean and torture for Inez. Also to have them be trapped in a small room forever with the same people and the same old view would drive just about anyone crazy. Finally having them explain to each other why they're in hell even though they don't want to is cruel.
4. One literary element in the play is symbolism when Estelle uses Inez's eyes as a mirror. Also it uses an extended metaphor that hell is other people. Another element is the dialogue because they all talk to each other as if annoyed by each other except for when they want confirmation and opinion from one another. The action of the characters is another element. For example when Garcin won't leave the room because he thinks he's a coward and has no confirmation from anyone that he's not. Finally the setting because instead of it being "hell" it's a nice room with sofas. It's expected that there would be torture chambers, but instead it's just a drawing room.
Characterization
1. An example of indirect characterization is Garcin's lack of confidence. It's never admitted by him, but he keeps wanting other people's opinions and approval. Another example is the indirect characterization of the room that provides as torture because it makes all three characters trapped in that space. An example of direct characterization is that Inez is cruel. She admits that she is a cruel lady and that's what put her in hell. Another example is that they are driven crazy by each other. Garcin admits that he is disgusted by the two girls.
2. The diction changes when Estelle talks to Garcin compared to Inez because it's more sweet to Garcin since she wants him.
3. The protagonists are static because they never stop letting each other get into each other's minds. They just go crazy and eventually want to hurt themselves even though they are dead. They don't realize it can be avoided if they just changed their mind sets.
4. I felt like I had met a person because you realize you act as these people when around the people too long. You come out realizing though that it can be prevented if you don't let it get to you and gain confidence in your mind.
Wednesday, November 28, 2012
Literary Analysis #2: Ghosts
General
1. The conflicts in this play lead to the main plot that is for Mrs. Alving to choose to give her son his wishes and kill off the ghost of her husband or to keep her son in fear of living without him. Her son Oswald is living his life unhappy like her husband had in life too, which causes her to feel her husband's ghost in the presence of her son. She kept the secret from Oswald that she was miserable with Mr. Alving for him never being happy and doing hurtful things to her. When Mr. Alving died she thought there'd be no need to tell Oswald, but then when Oswald told of his unhappiness she thought he deserved to know. Later he asked his mother to kill him from his unhappiness, but she couldn't do it. When he faced with an attack from his unhappy illness she was put to the test to give him his wish to pass.
2. I think the theme is that secrecy can only result in a bad outcome. Mrs. Alving keeps the truth of her husband's life from everyone and lets everyone think that he was just a nice, well mannered man. She also keeps the secret that Oswald and Regina are actually practically related which drives Regina to leave. The final secret kept is that Oswald is unhappy and shares it with no one. By the time he admitted it it had been too late and he had already became ill by it. All of the secrets kept led to negative outcome for the characters.
3. The author's tone is kind of mysterious and really builds up a suspense of each secret shared. The way they talk they prolong actually saying the secret they want to share which creates a sense of suspension. For example when Mrs. Alving is about to reveal her husband's secret life the pastor walks in and interrupts. Then when she tries to say it again the orphanage burns down. As a reader you're so curious to hear her speak, but interruptions keep occurring. Also when Oswald tried to tell his mother that he wanted her to kill him he kept delaying telling her, and kept having Regina come in the room. He stalled it all the way until the end of the play.
4. One literary element is flashbacks because Mrs. Alving sees a flashback of her husband's ghost when Oswald is in the kitchen with Regina. She hears Regina tell Oswald to stop and let her go just as Mrs. Alving had heard Regina's mom say to Mr. Alving. Another element is the setting because people were more religious at that time and what Mr. Alving did by cheating would make people hate him in that time. Oswald also creates a some what of symbolism of the father. He portrays the husband to Mrs. Alving and just like Mr. Alving she doesn't know how to deal with it except for try to keep him. Also the syntax helped the tone because it's what caused the suspense by the way the play was organized. Without all of the stalls in between the secrets then the suspense wouldn't be there. Finally the dialogue used was helpful. The dialogue helped because when Mrs. Alving talked to the pastor she was very open about all of her secrets, but with Oswald she was more scared of hurting him with the truth so she spoke in a nice way to him.
Characterization
1. The author uses direct characterization in the dislike of Regina to her dad. In the beginning of the play they argue because she doesn't want to have to live with him. Another example of direct characterization was towards the end of the play when Oswald admits to the liking of Regina and wanting to marry her. An example of indirect characterization was that Pastor Manders was very opinionated. The way he spoke about his beliefs was very assertive. A final example of indirect characterization is Oswald's own fear of his unhappiness. He never admits it, but by him not every telling anyone about it shows he was scared.
2. The author's diction changes for Engstrand into more formal. Regina's diction also changes to more formal when speaking to Mrs. Alving because she has respect towards her.
3. The protagonist, Mrs. Alving, is a dynamic character in the play. She starts off as a women who just has to do her duties as a wife and mother. She thinks that she can't tell Oswald about his father's life because it would ruin his ideals. Also she doesn't tell him because she thinks her duty as a mother is to let her son think his parents were good people with no problems as a family. She changes because at the end she realizes that her son just deserves to know the truth whether it upset him or not.
4. I definitely felt like I'd met a character after reading this. At some points I felt as if I was in the scene with them listening and relating to them. Especially when they were in the conservatory speaking of Oswald's problems I felt sympathy for him and felt apart of the play.
1. The conflicts in this play lead to the main plot that is for Mrs. Alving to choose to give her son his wishes and kill off the ghost of her husband or to keep her son in fear of living without him. Her son Oswald is living his life unhappy like her husband had in life too, which causes her to feel her husband's ghost in the presence of her son. She kept the secret from Oswald that she was miserable with Mr. Alving for him never being happy and doing hurtful things to her. When Mr. Alving died she thought there'd be no need to tell Oswald, but then when Oswald told of his unhappiness she thought he deserved to know. Later he asked his mother to kill him from his unhappiness, but she couldn't do it. When he faced with an attack from his unhappy illness she was put to the test to give him his wish to pass.
2. I think the theme is that secrecy can only result in a bad outcome. Mrs. Alving keeps the truth of her husband's life from everyone and lets everyone think that he was just a nice, well mannered man. She also keeps the secret that Oswald and Regina are actually practically related which drives Regina to leave. The final secret kept is that Oswald is unhappy and shares it with no one. By the time he admitted it it had been too late and he had already became ill by it. All of the secrets kept led to negative outcome for the characters.
3. The author's tone is kind of mysterious and really builds up a suspense of each secret shared. The way they talk they prolong actually saying the secret they want to share which creates a sense of suspension. For example when Mrs. Alving is about to reveal her husband's secret life the pastor walks in and interrupts. Then when she tries to say it again the orphanage burns down. As a reader you're so curious to hear her speak, but interruptions keep occurring. Also when Oswald tried to tell his mother that he wanted her to kill him he kept delaying telling her, and kept having Regina come in the room. He stalled it all the way until the end of the play.
4. One literary element is flashbacks because Mrs. Alving sees a flashback of her husband's ghost when Oswald is in the kitchen with Regina. She hears Regina tell Oswald to stop and let her go just as Mrs. Alving had heard Regina's mom say to Mr. Alving. Another element is the setting because people were more religious at that time and what Mr. Alving did by cheating would make people hate him in that time. Oswald also creates a some what of symbolism of the father. He portrays the husband to Mrs. Alving and just like Mr. Alving she doesn't know how to deal with it except for try to keep him. Also the syntax helped the tone because it's what caused the suspense by the way the play was organized. Without all of the stalls in between the secrets then the suspense wouldn't be there. Finally the dialogue used was helpful. The dialogue helped because when Mrs. Alving talked to the pastor she was very open about all of her secrets, but with Oswald she was more scared of hurting him with the truth so she spoke in a nice way to him.
Characterization
1. The author uses direct characterization in the dislike of Regina to her dad. In the beginning of the play they argue because she doesn't want to have to live with him. Another example of direct characterization was towards the end of the play when Oswald admits to the liking of Regina and wanting to marry her. An example of indirect characterization was that Pastor Manders was very opinionated. The way he spoke about his beliefs was very assertive. A final example of indirect characterization is Oswald's own fear of his unhappiness. He never admits it, but by him not every telling anyone about it shows he was scared.
2. The author's diction changes for Engstrand into more formal. Regina's diction also changes to more formal when speaking to Mrs. Alving because she has respect towards her.
3. The protagonist, Mrs. Alving, is a dynamic character in the play. She starts off as a women who just has to do her duties as a wife and mother. She thinks that she can't tell Oswald about his father's life because it would ruin his ideals. Also she doesn't tell him because she thinks her duty as a mother is to let her son think his parents were good people with no problems as a family. She changes because at the end she realizes that her son just deserves to know the truth whether it upset him or not.
4. I definitely felt like I'd met a character after reading this. At some points I felt as if I was in the scene with them listening and relating to them. Especially when they were in the conservatory speaking of Oswald's problems I felt sympathy for him and felt apart of the play.
Sunday, November 25, 2012
Allegory of the Cave Sonnet
Some remain trapped in a cave
Knowing nothing more than shadows seen
Others go about free
Learning a new sense of human being
Few prisoners are let free
Meant to explore the outside
To view light and a sky
But to come back to teach prisoners still inside
To become free
Both frightful and exciting
To experience a new world
With a new mind expanding
The free prisoner saw what no other had seen
And was able to then break away from his prisoner routine
Plato's Allegory of the Cave
1. According to Socrates, what does the Allegory of the Cave represent?
It represents the way people don't believe in reality and don't understand it.
2. What are the key elements in the imagery used in the allegory?
The prisoners are individuals trapped in society, the shadows are all the prisoners know, and the freed prisoners were meant to be leaders.
3. What are some things the allegory suggests about the process of enlightenment or education?
It suggest that students are the prisoners who are stuck in a routine and once the routine is over we won't know what else there is in life once we're freed from "shackles".
4. What do the imagery of shackles and the cave suggest about the perspective of the cave dwellers or prisoners?
The shackles are to show that the prisoners are forced into a routine that is planned for them. The cave is to show the world that the prisoners know and nothing beyond it.
5. In society today or in your own life, what sorts of things shackle the mind?
I think school shackles our minds into keeping us in a routine of attending school for so long with certain classes and what not. When we finally leave school we're not going to know what to do without that routine that was set for us.
6. Compare the perspective of the freed prisoner with the cave prisoner.
The freed prisoner got to experience a new mind for themselves and the cave prisoner is still just thinking that the cave is all there is.
7. According to the allegory, lack of clarity or intellectual confusion can occur in two distinct ways or contexts. What are they?
8. According to the allegory, how do cave prisoners get free? What does this suggest about intellectual freedom?
9. The allegory presupposes that there is a distinction between appearances and reality. Do you agree? Why or why not?
Yes I agree because something could be completely different from looking at it, but later discovered as not what was expected by it's appearance. For example by looking at some houses you would think it would look like a masterpiece inside, but in reality it may not even be nice inside.
10. If Socrates is incorrect in his assumption that there is a distinction between reality and appearances, what are the two alternative metaphysical assumptions?
It represents the way people don't believe in reality and don't understand it.
2. What are the key elements in the imagery used in the allegory?
The prisoners are individuals trapped in society, the shadows are all the prisoners know, and the freed prisoners were meant to be leaders.
3. What are some things the allegory suggests about the process of enlightenment or education?
It suggest that students are the prisoners who are stuck in a routine and once the routine is over we won't know what else there is in life once we're freed from "shackles".
4. What do the imagery of shackles and the cave suggest about the perspective of the cave dwellers or prisoners?
The shackles are to show that the prisoners are forced into a routine that is planned for them. The cave is to show the world that the prisoners know and nothing beyond it.
5. In society today or in your own life, what sorts of things shackle the mind?
I think school shackles our minds into keeping us in a routine of attending school for so long with certain classes and what not. When we finally leave school we're not going to know what to do without that routine that was set for us.
6. Compare the perspective of the freed prisoner with the cave prisoner.
The freed prisoner got to experience a new mind for themselves and the cave prisoner is still just thinking that the cave is all there is.
7. According to the allegory, lack of clarity or intellectual confusion can occur in two distinct ways or contexts. What are they?
8. According to the allegory, how do cave prisoners get free? What does this suggest about intellectual freedom?
9. The allegory presupposes that there is a distinction between appearances and reality. Do you agree? Why or why not?
Yes I agree because something could be completely different from looking at it, but later discovered as not what was expected by it's appearance. For example by looking at some houses you would think it would look like a masterpiece inside, but in reality it may not even be nice inside.
10. If Socrates is incorrect in his assumption that there is a distinction between reality and appearances, what are the two alternative metaphysical assumptions?
Sonnet Analysis #1
HALL I compare thee to a summer's day?Big Question
Isn't senior year supposed to be our best year? Honestly I'm sad that high school is almost over and I'm super stressed in school of all years. So my question is why is it supposed to be considered our best year?
Vocabulary: Fall List #11
Affinity- relationship by marriage
Bilious- extremely unpleasant or distasteful, peevish
Cognate- allied or similar in nature or quality
Corollary- an immediate consequence or easily drawn conclusion
Cul-de-sac- dead end in a street
Derring-do - daring action
Divination- the practice of attempting to foretell future events or discover hidden knowledge by occult or supernatural means
Elixir- a substance capable of prolonging life indefinitely
Folderol- mere nonsense; foolish talk or ideas
Gamut- the entire scale or range
Hoi Polloi- the common people
Ineffable- incapable of being expressed or described in words
Lucubration- laborious work, study, thought especially at night
Mnemonic- intended to assist the memory
Obloquy- abusive language
Parameter- an independent variable used to express the coordinates of variable point and functions of them
Pundit- person who makes comments or judgments in an authoritative manner
Risible- causing or capable of causing laughter
Symptomatic- having the characteristics of a certain disease but arising of a different cause
Volte-face- a turnabout, especially a reversal of opinion or policy
Bilious- extremely unpleasant or distasteful, peevish
Cognate- allied or similar in nature or quality
Corollary- an immediate consequence or easily drawn conclusion
Cul-de-sac- dead end in a street
Derring-do - daring action
Divination- the practice of attempting to foretell future events or discover hidden knowledge by occult or supernatural means
Elixir- a substance capable of prolonging life indefinitely
Folderol- mere nonsense; foolish talk or ideas
Gamut- the entire scale or range
Hoi Polloi- the common people
Ineffable- incapable of being expressed or described in words
Lucubration- laborious work, study, thought especially at night
Mnemonic- intended to assist the memory
Obloquy- abusive language
Parameter- an independent variable used to express the coordinates of variable point and functions of them
Pundit- person who makes comments or judgments in an authoritative manner
Risible- causing or capable of causing laughter
Symptomatic- having the characteristics of a certain disease but arising of a different cause
Volte-face- a turnabout, especially a reversal of opinion or policy
Sonnet
SONNET #18
by: William Shakespeare
- HALL I compare thee to a summer's day?
- Thou art more lovely and more temperate.
- Rough winds do shake the darling buds of May,
- And summer's lease hath all too short a date.
- Sometime too hot the eye of heaven shines,
- And often is his gold complexion dimmed;
- And every fair from fair sometime declines,
- By chance, or nature's changing course, untrimmed:
- But thy eternal summer shall not fade
- Nor lose possession of that fair thou ow'st,
- Nor shall Death brag thou wand'rest in his shade
- When in eternal lines to time thou grow'st.
- So long as men can breathe or eyes can see,
- So long lives this, and this gives life to thee.
- http://www.poetry-archive.com/s/shakespeare_sonnet_018.html
AP Hamlet Plan
1.) http://www.shakespeare-online.com/plays/hamlet/hamletresources.html
This website provides a great study source for Hamlet. It includes a quiz, quotes, and questions to answer.
2.) http://www.artsvivants.ca/pdf/eth/activities/hamlet_guide.pdf
This website gives a lot of information on Hamlet the play with many facts to read and themes considered.
3.) http://shakespeare.about.com/od/hamlet/tp/Hamlet-Study-Guide.htm
This is also a good study website for Hamlet because it provides a summary with an analysis of the characters.
4.) http://www.gradesaver.com/hamlet/study-guide/
This website provides four different quiz options for Hamlet to help study the content. Also it lets you read about the major themes and much more.
5.) http://www.youtube.com/watch?v=CTk8ouvuHYo
This youtube link gives a summary of each act in the play.
This website provides a great study source for Hamlet. It includes a quiz, quotes, and questions to answer.
2.) http://www.artsvivants.ca/pdf/eth/activities/hamlet_guide.pdf
This website gives a lot of information on Hamlet the play with many facts to read and themes considered.
3.) http://shakespeare.about.com/od/hamlet/tp/Hamlet-Study-Guide.htm
This is also a good study website for Hamlet because it provides a summary with an analysis of the characters.
4.) http://www.gradesaver.com/hamlet/study-guide/
This website provides four different quiz options for Hamlet to help study the content. Also it lets you read about the major themes and much more.
5.) http://www.youtube.com/watch?v=CTk8ouvuHYo
This youtube link gives a summary of each act in the play.
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