Poem Remix- Video

"Everything is Going to be Alright"- Derek Mahon

The Love Song of J Alfred Prufrock

1. What is the role of Time in this poem?

Time, or the passing of time, seems to fuel the feelings of incompetence and disillusionment that take hold of Prufrock. He continues to reassure himself throughout the poem that there is still time remaining to take action and do what he wishes, however, we see time begin to affect Prufrock: “Though I have seen my head (grown slightly bald)”, “I grow old ... I grow old ...” Time and its consequences are a constant reminder of his indecision and inaction.

2. What is the significance of Eliot's allusions to Hamlet and the "eternal Footman"?

The allusion to Hamlet is significant because it demonstrates the manner in which Prufrock thinks about himself. “No! I am not Prince Hamlet, nor was meant to be,” he does not believe himself worthy enough to be compared to Hamlet, when in reality they share more similarities than what he believes. Both are burdened with the struggle of time and action and both question everything. Yes, their circumstances are different, but their struggle is similar.

3. Choose a moment in which Eliot uses figurative language and:

- interpret the image

- explain how the image and its meaning contribute to your understanding of the theme of the poem

“I have seen them riding seaward on the waves

Combing the white hair of the waves blown back

When the wind blows the water white and black.”

These lines tie back to the fact that time is rapidly passing by and before he knows it he will be gone, taking with him his isolation and fears. “Combing the white hair of the waves,” his white hair and his old age. He has spent so long worrying and fearing that now he finds himself closer to death. Beforehand he had stated that the mermaids would not sing to him, another reminder of his isolation. And he ends the poem on a solemn note, drowning once he has been awakened for it was too late.

Poem Remix

The remix we created to "Everything is Going to be Alright" can be found on Sophia's blog.


Group: Jisu, Edgar, Lupita, Millicent, Sophia, and Yesenia

Individuality?

Reminded me of "Another Brick in the Wall"...

Intro to Poetry

Everything is Going to be Alright

by Derek Mahon

How should I not be glad to contemplate

the clouds clearing beyond the dormer window

and a high tide reflected on the ceiling?

There will be dying, there will be dying,

but there is no need to go into that.

The poems flow from the hand unbidden

and the hidden source is the watchful heart;

the sun rises in spite of everything

and the far cities are beautiful and bright.

I lie here in a riot of sunlight

watching the day break and the clouds flying.

Everything is going to be all right.

What is the significance of the title?

- The title represents the theme of the poem, foreshadows at the overall message of the poem.

What is the tone of the poem?

- The author holds an optimistic and encouraging tone.

What is your mood as you read it?

- The poem gave me a sense of hope and tranquility.

Is there a Shift?  Where?  From what to what?

- One shift can be found after the lines, "There will be dying, there will be dying,

but there is no need to go into that."  The shift occurs from a place of uncertainty to one of conviction in the charm of life.

What is the theme of the poem?

- The theme of the poem is despite the hardships and cruelty that take place in this world, we must learn to observe the beauty around us and find happiness from it.

Hamlet Essay

Some of the greatest conflicts that one faces occur within, they are internal struggles that consume both the mind and soul. One of the most common internal conflicts we face is the struggle between being true to oneself and doing what is expected. In Shakespeare’s Hamlet, Polonius delivers many good pieces of advice to his son, Laertes, before he embarks to England. One of the most lasting phrases being, “To thine own self be true,” referring to the fact that Laertes would be exposed to many different thoughts, ideas, and temptations but that it was imperative that he didn’t lose sight of himself. This quote can easily be applied to all other characters in the play, especially Laertes and Hamlet. Hamlet is often depicted as a young man who cannot make up his mind, when in all reality he is a clever prince whom is debating whether or not to stay true to his morals, values, and himself.

Hamlet has a strong sense of loyalty towards his beloved father therefore when the true details of his death are revealed, he knows that he must take revenge. However, in his famous soliloquy ‘To be or not to be’ we are exposed to the great inner struggle that Hamlet is facing, whether to avenge his father’s death and murder Claudius or stay true to his morals for fear of what awaits him if he does not. We witness this debate throughout most of the play, as he continuously attempts to convince himself that the murder is necessary and as he calls himself a coward for not taking action. He is finding it difficult to remain true to himself and to his perception of what is morally right in the face of such treason and hypocrisy, yet we see a Hamlet who continues to follow his values. When he pardons Claudius’ life while he is praying we realize that the true Hamlet is one with a noble heart and a moral conscience.

 In a play filled with moral corruption, death, and revenge it is expected that feelings of hatred would drive the characters to action. We witness this not through Hamlet’s actions but through Laertes, as he discovers his father dead by Hamlet’s hand. The power of illocutionary and perlocutionary force Claudius is able to exert on Laertes is what blinds him to the truth and drives him to kill Hamlet. Despite this, we see him repent for what he has done for his dying words are, “Exchange forgiveness with me, noble Hamlet.” He loses sight of his true self and is manipulated by Claudius in the attempts to get rid of the threat that Hamlet poses, however in the he does seem to regain himself and his sense.

On the surface this play is about revenge and a tyrannical king, however when we truly understand Hamlet and his motives for prolonging his action we see a different side to the plot. The contemplative tone of this play invites us to question our own morals and values, to place ourselves in these situations and realize that we too are struggling to remain true to ourselves. We see, we witness, and we comprehend the fight between what we feel is our duty and what our instilled morals tell is right or wrong. Hamlet’s inaction sprouts not from childish indecisiveness but from the internal conflict between duty and self.

Act 3 Scene II- Notes

Act 3 Scene II

- Hamlet is giving instructions to his players; act naturally, don’t overplay emotions

- Polonius, Rosencrantz, and Guildenstern tell Hamlet that the king and queen will be attending the play

- Hamlet confides in Horatio, sees him as a good man; asks him to watch Claudius closely during a specific scene

- Wishes to see his guilt, both will compare what they have observed

- Party arrives; Hamlet makes his usual witty remarks

- Makes another reference to the short lapse of time that is given for the grief of his father’s death

- Scene unfolds, very similar to the happenings of King Hamlet’s murder

- Player King and Player Queen are eerily familiar; Gertrude and Claudius show their dislike

- Hamlet says that play is based on a murder done in Vienna, nonetheless they leave

- Horatio did perceive the guilt in Claudius

- Guildenstern returns with a request from Gertrude; Hamlet has struck her so much with “admiration” that she wants to speak to him in her closet

-Rosencrantz attempts to discover the reasons for Hamlets distemper; Hamlet bites back by saying that although they have already deceived him they cannot play him as they would an instrument

- Polonius arrives saying that Gertrude wants to speak to him now

- “now I could drink hot blood” Hamlet seems to be ready to take out his revenge

Act 3 Scene I- Notes

Act 3 Scene I

- Claudius now begins to see Hamlet as a potential threat; notices he’s witty/intelligent

- Claudius and Polonius will spy on Ophelia and Hamlet to find out is she is the true reason for his “madness”

- Polonius states that if one appears devoted and pious they can hide their true self

- Claudius (in his aside) agrees and makes a reference to the murder he enacted

- ‘To be or not to be’ soliloquy takes place; it is apparent his conscience prolongs the duty of murdering his uncle

- Throughout his encounter with Ophelia, Hamlet suspects that she has been put up for the conversation

- States that he no longer loves her; tells her to go to a nunnery as soon as possible

- Insinuates that he knows what Polonius is up to

- Touches on the subject of manipulation and the falseness of women

- “all but one, shall live” hint of the murder of Claudius

- Ophelia misinterprets Hamlet, thinks of him as noble

- Claudius no longer believes he is mad with love; he now fears and wants to send him off

- Polonius doesn’t let go of his “love” argument and asks that Gertrude talk to Hamlet while he spies

Notes- "The Performative Utterance in William Shakespeare's Hamlet"

The Performative Utterance in Hamlet

-          Hamlet knows what must be done yet he can’t bring himself to do it

-          We are exposed to Hamlet’s great influence with words but notice that he prolongs his revenge as he tries to convince himself to act

-          Performative language ‘acts’, through locutionary force (mutual intelligibility); illocutionary force (what is being said); and perlocutionary force (consequences of what was said)

-          Language can create reality if used correctly

-          Bloom argues revelation comes to characters from self-overhearing; is it revelation or creation?

-          Paper will discuss whether Hamlet realizes that his speech can actually create change

-          Reason for self-overhearing= presenting inner self to audience

-          Can only utilize what was written in the text to explore what was truly meant

-          Meeting between Hamlet and ghost= two oaths; demonstrate the effect of the illocutionary force on the perlocutionary force

-          The oaths (illocutionary) drive action and result in perlocutinary effect (success or failure)

-          Thought à language à action

-          Problem lies in the fact that Hamlet only swears to remember the foul crime, not to revenge it

-          Therefore the oaths contain no power and performative utterances are not as driving as they would’ve been

-          Playacting is said to only contain locutionary force but not illocutionary (b/c it lacks context)

-          Hamlet knows that he is unable to enact revenge therefore turns to words, creates a self-loathing

-           Hamlet feels the necessity to accompany words with a display of emotions; mechanism of performativity

-          Connection is established between language and emotion

-          Belief of presence of emotion leads to belief in authenticity (important)

-          Problem of play= misrepresentation of intentions; mimesis

-          Central mimetic act= when Hamlet plays mad to hide his intention of revenge

-          To overreact is to risk authenticity, to lose the visage of sincerity

-          Hamlet must make his madness appear natural, as he advises his players to do

-          In order to pretend you must actually do; therefore in playacting the locutionary value between when pretending and not pretending is identical

-          Only difference between two statements is the motivation behind the speaking

-          Constative value of utterance + manifestations of emotions = effective performative utterance

-          Hamlets utterances have illocutionary force of appearing mad

-          Polonius believes this because he represents the formal idea of self (pre-modern)

-          Through his madness he can explore his own identity; his previous identities being unreal

-          “all of us create ‘utterly different yet self-consistent’ visages of ourselves every day”

-          Lacking necessary thoughts/feelings causes performative utterance to fail

-          Hamlet knows he cannot determine fate, brings peace

-          Evolution Hamlet undertakes is only one of closure and acceptance

-          “man who uses that performative power in the unending task of the realization of the self” ; not to perform actions

-          Just as he is dying he realizes this

Hamlet- Act I Scene III

 Laertes and Ophelia= siblings
- Laertes warns Ophelia about Hamlet's "affection"; says that it is not permanent and will not last
- states that Hamlet, as a prince, has obligations that go beyond his feelings
- also says that Hamlet's decisions are governed by his family and not himself
- tells Ophelia to stay distant and control any desires
- wants her to follow his advice; she in return tells him to follow his own advice as well
*Polonius enters
- Polonius gives Laertes good advice before he departures (watch his tongue, be clever, be true, have integrity, etc)
- Polonius then has a very different interaction with Ophelia
- apparent that he does not think of Ophelia as an independent thinker
- states she doesn't know herself like he does; calls her "green girl", "baby"
- only seems to care about his own reputation when warning her to stay away from Hamlet
- tells her that passion is not longlasting; "do not believe his vows"
- tells her to stay away from Hamlet
**great contrast in the way he treats Laertes and Ophelia

Literary Fiction and Empathy

When one reads literary fiction they are required to use their imagination in order to gain a perception of the characters in the story. This imagination, which we learn to utilize in reading, later serves us with human interaction when we are faced with situations that are not explicitly clear. For example if I am trying to read the emotions on one’s facial expression, I will already have previous experience due to reading which will enable me to correctly assess the type of interaction before me. I will be acutely aware and empathetic of my companion.

During situations in which a character's innermost thoughts and feelings are expressed, we as readers begin to build connections with the characters themselves and discover more about them than actions can show. We find similarities in the experiences of others and incorporate these in our learning process, to help facilitate our overall understanding of them. For example when Hamlet delivers his first soliloquy we were exposed to his true thoughts on his situation and come to see him as one of us, a human being who is vulnerable to the events around him. We are given the opportunity to see him on different levels and gain an understanding on his later actions and their purpose. In the end his emotions are ours and his problems are ours.

Literature Analysis #2

Brave New World- Aldous Huxley

1.       The novel begins with the description of advanced technology that has seems to have taken control of society, replacing the natural birth of children and branding preconceived ideas into their brains. We also witness a rigid caste system consisting of Alphas, Betas, Gammas, Deltas, and Epsilons in which each of the members are preconditioned to join. We are introduced to one of the protagonists, Bernard, who is different from the rest not only due to his physical appearance but also because he refuses to take soma and to adopt all the habits that the rest of the Alphas have. Bernard is fond of Lenina, and invites her to go to the Savage Reservation with him in New Mexico. She accepts because she finds Bernard intriguing, different, and a little weird. While at the reservation they meet Linda and John, the Director’s lost companion and son, and decide to bring them back with them. The Savage (John) causes much commotion and interest among the Alphas however he finds it extremely difficult to accept everything that is happening around him. He is disgusted by the promiscuity, lack of love, brainwashing, and lack of willpower. In the end he creates havoc by trying to throw away the soma (the substance that anesthetizes and gives a false sense of happiness), they banish Bernard, and John commits suicide.

2.       The theme of the story lies in the fact that we cannot have true happiness and love without having pain, sadness, and destruction. And once we try to get rid of that and create a world with individuals whom live in blissful ignorance, then we lose everything that makes us human.

3.       The author conveys a satirical and tragic tone throughout the novel as he conveys a world in which humanity has been lost and individuals are brainwashed puppets.

4.       Repetition

“… and the Delta children wear khaki. Oh no, I don’t want to play with Delta Children. And Epsilons are still worse.” pg 27

Personification

“… a harsh thin light glared through the windows, hungrily seeking some draped lay figure…” pg 3

“The light was frozen, dead, a ghost.” pg 3

“Tears stood in the young man’s eyes…” pg 117

Imagery

“… lying along the polished tubes like butter, streak after luscious streak I long recession down the work tables.” pg 3

Simile

“Thousands of petals, ripe-blown and silkily smooth, like the cheeks of innumerable little cherubs…” pg 19

“Like the vague torsos of fabulous athletes, huge fleshy clouds lolled on the blue air above their heads.” pg 61

Rhyme

“Ending is better than mending. The more stitches, the less riches…” pg 49

Allusion

“And a man called Shakespeare. You’ve never heard of them of course.” pg 51

“On the white wonder of dear Juliet’s hand, may seize
And steal immortal blessing from her lips…” pg 144

Antithesis

“I am I, and I wish I wasn’t.” pg 64

“ – there she remained; and yet wasn’t there at all…” pg 155

Onomatopoeia

“An incessant buzzing of helicopters filled the twilight. Every two and a half minutes a bell and the screech of whistles…” pg 72

“… the whistle of the lash and its loud flat-sounding impact on flesh.” pg 115

Hyperbole

“Even Bernard felt himself a little melted.” pg 81

“The drums stopped beating, life seemed to have come to an end.” pg 114

Irony

“”Yes, and civilization is sterilization,” Bernard went on…” pg 110

 Symbolism

“She felt in her pocket for her soma --” pg 111

Paradox

“… the thunderous silence of the drums…” pg 113

Enumeration

“Twice, thrice, four times round he went… Five times round, six times round.” pg 115

Synecdoche

“The eagle and the man on the cross…” pg 116

Flashback

“It was very hot. They had eaten a lot of tortillas and sweet corn.” pg 123

Metaphor

“… alone, into this skeleton world of rocks and moonlight.” Pg 136

Characterization

1. Direct Characterization

“Tall and rather thin but upright, the Director advanced into the room. He had a long chin and big rather prominent teeth, just covered, when he was not talking, by his full, floridly curved lips.” Pg 4

“He was a powerfully built man, deep-chested, broad-shouldered, massive, and yet quick in his movements, springly and agile.” Pg 66

Indirect Characterization

“… asked once more for the friendship… Helmholtz gave it; and gave it without reproach…” pg 179

“”– they wouldn’t let me go with the others; they wouldn’t tell me any of the secrets. I did it by myself though,”” pg 137

Huxley utilizes both direct and indirect characterization in order to provide us readers with a better and complete understanding of the characters. Direct characterization serves the purpose of directly shaping the character with words and descriptions while through indirect characterization we are exposed to the inner person of the character and are able to observe their behaviors, thoughts, and responses.

3. John is a dynamic, round character for he undergoes much change. He is introduced as an outsider at the Savage Reservation fighting to be accepted by others and to prove himself worthy, however he ends the story purposefully disengaging himself from everyone for he is disgusted and does not agree with what he is seeing/ experiencing.  We also see a John that begins to embrace literature, specifically Shakespeare, and witness his knowledge and articulation flourish.

4. I definitely felt like I could understand John, his viewpoints, and his actions. He seemed like a real person, one I could connect with and one who also has many flaws. However the rest of the characters portrayed in this utopian future were so disturbing I would hope that they were never real people.

Hamlet- Act I Scene II

- Hamlet's death is recent, "green"
- grief + joy, cognitive dissodance; Claudius states life must continue
- Gertrude marries Claudius= continuity of state
- Hamlet's first line: "A little more than kin and less than kind" doesn't like the idea of sharing the same blood with Claudius
- Claudius insults Hamlet in more than one occasion (grieving is unmanly, sinful)
- Hamlet maintains his calm manner and tactfully returns the insults
- Claudius allows Laertes to continue his studies, doesn't allow Hamlet to return to Wittenberg
- Gertrude sides with Claudius

- Hamlet's monologue gives readers insight to true feelings and thoughts
- outburst of anger, frustration, indignation; at one point asks the point of it all
- demonstrates his admiration towards his father and his hate towards Claudius and his mother
- accuses and insults his mother of being weak and disloyal
- however he understands that much self-discipline is required

- Horatio and Marcellus arrive bearing news of his ghost father
- we observe a different Hamlet, one who asks direct questions and seems to show no emotions
- able to demonstrate different facets of personality according to each situation
- diplomatic, emotional, and direct (3 different Hamlets)
- Hamlet acts intentionally, he is clever and disciplined

Vocab #6

abase - verb cause to feel shame; hurt the pride of

-          The scandal fortunately did not abase the credibility of the young man.

abdicate - verb give up, such as power, as of monarchs and emperors, or duties and obligations

-          The king was willing to abdicate the power to his eldest son.

abomination - noun an action that is vicious or vile; an action that arouses disgust or abhorrence

-          He paid the consequences for the abomination he had enacted.

brusque - adj. marked by rude or peremptory shortness

-          The woman’s brusque manner caused the dislike in others to burgeon.

saboteur - noun someone who commits sabotage or deliberately causes wrecks

-          Everyone was on the watch for the potential saboteur who kept slinking away.

debauchery - noun a wild gathering involving excessive drinking and promiscuity

-          Due to his excessive partying and giving in to debauchery, his business suffered.

proliferate - verb cause to grow or increase rapidly; grow rapidly

-          The virus proliferated rapidly among the inhabitants of the village.

anachronism - noun an artifact that belongs to another time; a person who seems to be displaced in time;

-          The use of anachronism is present in literature and art.

nomenclature - noun a system of words used to name things in a particular discipline

-          Without the use of nomenclature many complex studies could not be divided into simpler subdivisions.

expurgate - verb edit by omitting or modifying parts considered indelicate

-          Before handing the text over to her children, the mother dutifully expurgated all vile language.

bellicose - adj. having or showing a ready disposition to fight

-          The bellicose player earned a suspension from the match.

gauche - adj. lacking social polish

-          The gauche adolescent committed many faux pas at the dinner party.

rapacious - adj. excessively greedy and grasping; devouring or craving food in great quantities

-          The rapacious children took advantage of the buffet to stuff themselves with food.

paradox - noun (logic) a statement that contradicts itself

-          A very common literary technique utilized in literature is the paradox.

conundrum - noun a difficult problem

-          A conundrum presented itself to the woman in the shape of her broken down vehicle.

anomaly - noun a person who is unusual; deviation from the normal or common order or form or rule

-          A circus will often take advantage of the anomalies of certain individuals.

ephemeral - adj. lasting a very short time; noun anything short-lived

-          The ephemeral presentation satisfied very few.

rancorous - adj. showing deep-seated resentment

-          One must learn to deal carefully with rancorous people so that no lasting resentments are left.

churlish - adj. having a bad disposition; surly; rude and boorish

-          Despite having had a pleasant childhood, the young woman came to develop a churlish personality.

precipitous - adj. extremely steep; done with very great haste and without due deliberation

  The precipitous event ran smoothly even though it had been organized a day before.

Hamlet- Act 1 Scene 1

Act 1 Scene 1

- outside of castle, Elsinore
- midnight at the guard post; Bernardo relieves Francisco from duty
- Horatio and Marcellus arrive to accompany Bernardo
- Horation and Bernardo have been seeing a "dreaded sight" for the past two nights; Marcellus doesn't believe them
- "ghost" appears before them; resembles a dead king
- Marcellus attempts to speak to it to no avail
- state that his characteristics match those of the dead king
- go into tale of when Hamlet slayed Fortinbras, received his lands
- young Fortinbras seeks revenge; reason for preparations and guard watch
- "prologue to the omen coming on"
- ghost returns and again they attempt to speak to it; cock crows, ghost disappears
- cock announces the awakening day and causes ghost to leave
- decide to leave their watch and bring the news to Hamlet

*Allusions to Julius Caesar and the type of writing used in that tragedy
*exit- singular   exeunt- plural

Unphotographable Moment

A picture I did not take, a lone figure laying on the roof of an orange house. The wide expanse of starry sky above her, encompassing her, within her. Stars close enough to grasp and as bright as her eyes. Had it not been for the light pouring from the many stars there would have been a pressing darkness. But for the moment, the light played and exposed. The familiar chirping of crickets drowned out all noise and a faint smile etched itself on her face. Her heart thumping to the beat of the moon and her skin covered with goose bumps. She was as a child reunited with her favorite blanket, a mother caressing the face of a distant son. The longing of her heart was, for the moment, appeased. 

Transmedia Draft

Intro
- Theme: Chaucer is able to expose the different threads of society and humanity alike through his Canterbury Tales. He is able to do so through his use of gentle satire and his analytical approach  to social classes, religion, and individual roles. By unmasking the truth many prevailing themes of hypocrisy, irony, and corruption can be observed.

1st Body Paragraph
- Introduce the cook and give a few of his characteristics
- Delve into further analysis of his actions and the irony behind them

2nd Body Paragraph
- Point out techniques used by Chaucer- humor, gentle satire, irony, etc
-State the fact that Chaucer utilizes different genres for each story
- Give examples of these and mention characters other than the Cook
-Friar, summoner, monk, etc

3rd Body Paragraph
- State the role that social classes and religion play in each story
- corruption is exposed and authority is questioned
- We are exposed to both good and bad qualities of humans and society in 
general

Conclusion
-Restate thesis and literary techniques utilized
- We all are hypocritical beings who should not be judged by the social classes in which we are placed

CANTERBURY OUTLINE

Guiding Questions:
1. What Tale did you choose?  Why?  What appealed to you?
I chose the Cook's Tale because it was a very interesting story that had that touch of comedy and dynamic demonstration. 
2. Describe the main character.
Perkin Reveler is an apprentice who has a "well-built and short" stature and possesses a brown complexion. He is a man who only lives life by partying and having with the ladies. Reveler doesn't take his apprentice role seriously because he just commits himself to gambling and stealing from his own master. He only wants to remember and experience a luxurious life because he was fired from his job and still married a rich, beautiful woman to show off to everyone else and live a stable life. 
 3. How do Chaucer's choices in diction and syntax create the tone of this Tale? 
Chaucer's puns and humorous remarks concerning the horribly-lived life of the shallow-minded Perkin Reveler creates his satirical tone used throughout the tale.
4. How does Chaucer characterize the protagonist (both in content and technique)?
Chaucer uses both indirect (for establishing the Cook as a shallow, arrogant, and ultimately worthless man whose life consists of meaningless events and achieves no authentic fulfillment) and direct characterization (for appearance in regards to wardrobe, facial expression, etc.).
 5. What storytelling genre does this Tale represent?  Why?
The Cook's tale is a fabliau because it is characterized by having a vast array of characters such as peasants and clergy, which are singled out for criticism. The common themes in a fabliau is often sexual and we are able to observe this in the fact that Perkin Reveler spent his time with joyful women and ends up moving in with a friend and his prostitute wife.
 6. How do the characterizations and events in this Tale represent the larger theme/s &/or purpose/s of Canterbury Tales?
The purpose of Canterbury Tales is to criticize and expose society and its many roles through satire. This is what he illustrates in the Cook's Tale, the hypocrisy and irony in the fact that the apprentice devotes himself to his wrongdoings and in a way betrays his master.
 7. How would you change/improve the Tale if you could?
 8. How would the Tale be different if the career, or SES, or gender of the title character were different?
 The tale would not be the same if it were a female because the cook lives somewhat of a reckless lifestyle full of dancing and robbery, and that wasn’t typical for a woman to do during that time period. If it were a woman, she would probably be heckled for her actions.
 9. As you analyze the Tale, what ideas or writing techniques make it especially effective in conveying its message?
The tone of this Tale seems merry, representing the Cook's (Perkin Reveler) lifestyle and easy going personality. Chaucer's poetic form of writing creates a less than serious tone, juxtaposing the seriousness that the used satire creates. The satire is used to show this married man's adultery lifestyle.
 10. How can you use any of the techniques you read to improve your own writing?
I would like to improve my way of conveying a message through satirical methods, as Chaucer does throughout his tales. Another thing that would be critical for my writing is being able to convey said message completely, without finishing the entire story. Chaucer was unable to complete this specific story, yet the message of the Cook's hypocrisy, his adultery lifestyle, and all his wrong-doing are clearly visible in the small fragment. Something that would be interesting to learn would be the rhyming pattern, and being able to recreate this form of writing with ease. 
Collaboration: Yesenia Beas, Lupita Pliego, Edgar Rodriguez, Jisu Yoon, Sophia Gomez and Millie Angulo

THE POINT OF CANTERBURY TALES IS...

Chaucer is able to expose the different threads of society and humanity alike through his Canterbury Tales. He is able to do so through his use of gentle satire and his analytical approach  to social classes, religion, and individual roles. By unmasking the truth many prevailing themes of hypocrisy, irony, and corruption can be observed.

GREEN EGGS AND HAMLET

a) What do you know about Hamlet?
I don't know much about Hamlet other that it is a popular and influential tragedy written by William Shakespeare whose protagonist is the young nephew, Hamlet. His father is murdered by his uncle and he seeks revenge for it.

b) What do you know about Shakespeare?
William Shakespeare holds the reputation of being the greatest writer in the English language and is responsible for the making of many tragedies and plays. Some famous works of his include Romeo and Juliet, Macbeth, Hamlet, etc.

c) Why do so many students involuntarily frown when they hear the name "Shakespeare"?
I believe it is a combination of the level of difficulty of his works in general, the preconceived ideas they hold of his literature, and the manner which they have been introduced to him in previous classes.

d) What can we do to make this play an amazing experience we'll never forget?
I believe the most important thing to do is relate our study of this particular piece of literature to our own lives/experiences. Also with the simple act of making sure that we all understand the play as we are reading will help us immensely.

Vocab #5

shenanigans – noun deceit, trickery, mischief

ricochet - noun a glancing rebound; verb spring back; spring away from an impact

schism - noun division of a group into opposing factions; the formal separation of a church into two churches or the withdrawal of one group over doctrinal differences

eschew - verb avoid and stay away from deliberately; stay clear of

plethora - noun extreme excess

ebullient - adj. joyously unrestrained

garrulous - adj. full of trivial conversation

harangue - noun a loud bombastic declamation expressed with strong emotion; verb deliver a harangue to; address forcefully

interdependence - noun a reciprocal relation between interdependent entities (objects or individuals or groups)

capricious - adj. determined by chance or impulse or whim rather than by necessity or reason; changeable

loquacious - adj. full of trivial conversation

ephemeral - adj. lasting a very short time; noun anything short-lived, as an insect that lives only for a day in its winged form

inchoate - adj. only partly in existence; imperfectly formed

juxtapose - verb place side by side

perspicacious - adj. acutely insightful and wise; mentally acute or penetratingly discerning

codswallop - noun nonsensical talk or writing

mungo – noun a low-grade wool from felted rags or waste

sesquipedelian – adj. given to using long, winding words

wonky - adj. inclined to shake as from weakness or defect; turned or twisted toward one side

diphthong - noun a vowel sound that starts near the articulatory position for one vowel and moves toward the position for another

CHARACTER STUDY (III)

Entwining her fingers between the soft blades of grass brought an inexplicable sense of calm to her soul. Yesenia enjoyed observing the different tones of blue in the sky and the occasional light breeze that caressed her cheekbones (which brought relief from the scorching heat). She preferred to complete her work and fry her brain studying outdoors, where she could feel the earth gently thumping beneath her. More than half of her time was spent in this way and a routine was already developing.  However, as her small hands clutched the thick textbook from which the studying was occurring, a snapshot of the last time she had seen her family flashed through her mind. Her slightly crooked nose scrunched up and she felt a small pang in her heart. The tear filled eyes of her mother and the too-tight hug of her father were still fresh in her memory. It had been yet another hot day when her parents helped her move into her apartment, and most of the packing was done in silence, for they knew that if the silence was broken the tears would begin. While her mother helped hang clothes inside the closet and fit the bed sheets on the hard mattress, her father was delivering his last few words of wisdom. “Nunca camines en la oscuridad, asegúrate de ir acompañada.  Cierra la puerta con llave todas las noches y no le pongas la espalda al peligro. Acuérdate que la grandeza de uno se mide con la inteligencia y no con la estatura.” (Never walk in the dark, always go accompanied by someone. Lock your door every night and never turn your back on danger. Remember that greatness is measured by intelligence and not ones stature.)

As Yesi, her preferred nickname, contemplated these memories with a twinge of nostalgia she realized that with sorrow came strength. After months of being at a university, not once had she regretted her decision of moving away from home. She did miss her family and friends dearly but she didn’t have high hopes of seeing them often. Erica with her lean figure, scathingly honest humor, and tender heart. Susel with her lovable chubby cheeks, compassionate personality, and resilient friendship. Lupita with her bright eyes, contagious laugh, and warm nature.  After a few more minutes of reminiscing on her recent past, she rose from the green hill and began strolling through the immense campus, losing herself amidst the moving bodies.

Just as Yesi was about to immerse herself in her own thoughts again, a tug on the back of her shirt announced an unexpected arrival. She turned around slowly, only to see the smirking face of Erica. After many hugs and a few biting jokes, Erica announced that the rest of the crew was already waiting. Yesi was perplexed at such an announcement, the crew waiting for what? However Erica only laughed and began shoving her in the direction of her apartment, she had to get her bags…

Apparently the crew had planned a last minute road trip through California and had piled inside a beat up, cozy van (which was currently parked outside her apartment). Yesi exclaimed in excitement as she saw all her close friends: Susel, Lupita, Jayce, and Janet. Erica simply rolled her eyes at such a display of emotions and continued to rush Yesi into the van while shoving a small duffel bag into her arms. Their journey soon commenced and they spent pleasantly long hours exchanging stories and enjoying the passing scenery. The last rays of sunlight were flickering behind the mountains when Erica exclaimed that she had booked all their nights’ at the most notoriously haunted hostels in California. The fun had yet to begin.

CANTERBURY TALES (II)- WHAT A CHARACTER

Friar

Both direct and indirect characterization is utilized when describing the friar with the purpose of contrasting the image and character of the friar. We not only learn how others would describe him but we also come to know that money is more important to him than his service for others.

Direct:

“A Friar there was, a wanton and a merry

A limiter, a very festive man.”

Indirect:

“It’s  unsuitable. as far as he could see,

To have sick lepers for acquaintances.”

Tone: Chaucer utilizes a satirical tone when describing the friar in order to analyze his role in society. He describes him using words such as “finest beggar” and “worthy man” at the same time as he is relating his actions when absolving sins with bribes/money. His reputation, or in that case the reputation of friars in general, is in great contrast with his behavior, tastes, and actions.

Humor: His humor is ironic and sarcastic. He illustrates the true character of the friar in a simple manner and paints an image of his hypocritical actions. His humor shows to demonstrate the fact that in reality the friar is failing at his ideal.

CHARACTER STUDY (I)

She lay in bed, looking up at the dark ceiling of the bedroom that had witnessed her growth over the last seven years. Her head turned slightly to the left and noticed the red blaring numbers on her night stand, 3:37 am. It was the last night in her old home and there was no way any sleep would invade her mind, she was much too absorbed with thoughts about her unknown future. Tomorrow she would embark on her adventure (such a trite word to describe events full of emotions, worries, excitement, and fears) and in less than 24 hours she would find herself in a completely new and jarring place. A place she must learn to love.

Yesenia was a young lady of short stature, a caramel complexion, and observant eyes. She was full of passion, had a big heart (perhaps too big for her own good), and tended to worry about little things. One of those little things that worried her the most was getting lost in the beautifully cruel city while going on errands to buy milk. However she was as ready as she would ever be to see the world. And she was ready to face the struggles of college students: the didactic lectures, the never ending research essays, the inevitable gaining/losing of weight, and the prospect of solitude. Solitude was a friend waiting to accompany her on her new journey, and she was eager to see what new things she could learn from this companion.  She was anxious to learn how to live her new life. A life which she would dedicate to the numerous sacrifices her family had made but which she must learn to live alone, for it was up to her to work towards growth and happiness.

CANTERBURY TALES (I)

Prepare to Read pg 90
Geoffrey Chaucer
-          Son of merchant, page, soldier, diplomat, clerk
-          Canterbury Tales= best contemporary picture of 14^th century England, glimpse at medieval society
Poet’s Beginning
-          Born into middle class, worked as page; introduced to aristocratic society
-          King Edward paid for his ransom when captured in army
-          Married a lady-in-waiting to the queen, Philipa Pan
Poet Matures
-          1^st book The Book of the Duchess 1369
-          With age came maturity, mature style= Troilus and Criseyde; displays insight on human character
Canterbury Tales
-          Possible inspiration from his own pilgrimage to Canterbury
-          Tales told from each character, encompass medieval society and literature; romance, comedy, rhyme, prose, crude humor, religious mysteries
-          24 of 120 tales actually finished
Father of English Poetry
-          In his time was considered greatest English poet, work provides inspiration/insight
-          Unique position in England’s literary tradition; Poet’s Corner
Tour of Medieval Life and Literature
The Journey Begins
-          Prologue= narrator (Chaucer) meets 29 pilgrims at Tabard Inn
-          Bailey’s challenge= two stories on the way to Canterbury, two stories back; treated to a feast
-          A story about stories, 24 diff. tales
Snapshots of an Era
-          Vivid portrait of pilgrims, sense of medieval life
-          Nobility: Chaucer’s Knight; middle rank: learned professional men; lower orders: craftsmen, peasants; various ranks of Church
A Literary Tour
-          Popular genres= romances, fabliaux (humorous stories), allegories ; each major form of medieval lit. is present
-          Chaucer’s own form= heroic couplet (pair of rhyming lines with 5 stressed syllables each)
Canterbury Tales- The Prologue
Background
-          Pilgrimages to express religious devotion; Canterbury= major destination
-          Cathedral was site of Archbishop Becket’s murder; people flocked to cathedral to pay respects
First 18 lines of prologue in Chaucer’s Middle English


The Canterbury Tales·
(Pages 102-108) [Notes By Susel Garcia]
Oxford Cleric : He had a hollow and a sober look. He only cared for reading. He only spoke what was needed and got strait to the point. He would gladly learn and teach.
Sergeant at the Law: He was often Justine in Assize. He had fame , an education, and a high position,; no one could compare. He knew every judgement, case and crime since King William’s time.
Franklin (wealthy landowner) : He lived for pleasure. Had the finest of the fine. He was Justice at the sessions, and none stood higher.

Haberdasher, a Dyer, a Carpenter, A Weaver and a Carpet –Maker. : They were trim and fresh. They had knives of purest silver. They were member of a legislative body.

Cook: He could distinguish London by flavor. He had an ulcer on his knee.

Skipper: Came from Far East. He was prudent in understanding and his beard had its shaking. He knew all the havens in Gottland to the Cape of Finisterre, and all the creeks in Brittany and Spain.

Doctor: No one could talk about medicine and of surgery as well as he did. H e was close to expenses and had a special love for gold.

Woman: She was somewhat deaf, had a bold face, handsome, and had a red hue. She was really good at making clothing.

Parson: He was rich in holy thought and work. He knew Christ’s Gospel, was a clerk and was educated. He disliked having to extract money from the poor people, but preferred to give the poor his own goods.

Plowman: An honest worker, good and true. He lived in peace and perfect charity. He helped the poor and would never take a penny from them.

Miller: He was a great stout fellow big in brawn and bone. He had a red broad beard and could heave any door from its hinges and posts. He was a wrangler and a buffoon, yet had a store of tavern stories. He stole grain and would play the bagpipes.


(Pages 109-115) [Notes by Edgar Rodriguez] -Manciple: in charge of buying food and centred the food as well at the College, said to be successful and bright

-Reeve: old and frail man with. Plenty of wealth who's wise and has good judgement on those around him, others new this and therefore were intimidated by him and had no intentions to pull tricks or bargain with him

-Summoner: large man with an unpleasant face to look which even scared some children away from him. Influential to those around him and carried a sort of power wherever he went.

-Host: Welcomed the Chaucer and everyone with full hospitality and was a bold and assertive man seeking good intentions to please his guests. Shared stories and jokes as time went on.

-In the end they went off on their journey after the host woke them up and wished them luck and success

MY DASHBOARD

I did sign up for a Netvibe account to check it out and play around with it but realized that it just wasn't for me. I already have a system that helps organize my websites and blogs in a orderly, simple fashion. I just bookmark my pages and have them lined up right on the top for me, ready for my eager fingers to pick one of them. Technology and I aren't the best of friends yet therefore I prefer something simple and easy. I constantly check my emails and hardly ever forget any assignments, I have pretty good memory as it is without any additional help. Also I am more of a pen and paper person and prefer to write down and organize my thoughts and to-do lists  in a way which is not complicated for me.

Silence

After reflecting on a conversation I had with a good friend on Friday I came to the conclusion that we must have an adequate dose of silence in our life. It is necessary to stimulate our thoughts and sharpen our senses but too much of it can be deafening.

PHONAR 14 VIDEO

What is phonar?
- photography narrative
- really about habits, establishing them
- thinking through doing

- photographers need passion
- are all camera bearers photographers?
- habits come to define us, we are slaves
- systems we have to abide by, someone else's solution
- systems don't want us to think for ourselves

- photographs= physical, ages, fixed in time, mono tonal color, bounded by edges of frame, etc.
- difference between photograph and image
- photograph is about experience rather than evidence
- most "photographers" keep photographs on media
- photographs are not necessarily rectangles/squares
- crop them to be able to ship them, to deliver
- mode of delivery (flawed) has shaped way we perceive mode of information
- we only understand new media in terms of old media
- "if you want to change the world, you have to start describing it differently"
- non-linear, decentralized media environment= both online and offline

- perspective makes one different
- transmedia: stories told of multiple platforms
- have to be a trusted source for people to listen to you
- challenge is to be heard, heard by those who are actually interested
- when you're trusted people will tell you their stories
- when you're connected you can build platforms, gives you ability to move beyond photography
- some images are to be believed, but questioned culturally
- how are others going to interpret images?
- photography has potential to change world
- collaborators, artisans, trusted sources, etc. we move to space were we are digitally fluent

Canterbury Notes: Bede 74-82 & Prologue 90-115

(Notes by Guadalupe Pliego)
Background:
•with the above sources he was able to generate his history of Britain
•although his fellow Britons were illiterate, he still wrote his account of Britain for such readers, starting at the beginning with the basics
The Situation of Britain & Ireland: Their Earliest Inhabitants
•Britain was formerly known as Albion, it is an island that faces between north and west, rich in grain/timber, good pasture, plenty springs/rivers, land full of rich metals (copper, iron, lead, silver), 5 books o divine law, 5 languages, and 4 nations (English, British, Scots, and Picts) united in the study of God's truth in Latin
•original inhabitants: Britons (occupied southern parts); Pictish people wanted to land on Ireland, Scots told them to settle in Britain; Scots eventually joined them, taking their land
•Vocabulary: promontories- peaks of high land sticking out of water
•text seems to ramble, going into multiple list type sentences, overall a lot of description
from The Anglo-Saxon Chronicle
•896 - Danish settlers/Vikings split up - some went to East Anglia others to Northumbria
•900 - Alfred king of all England except that under Danish rule, son Edward received the kingdom
•903 -
•Vocabulary: thanes- lords in Anglo-Saxon society
•hallowed- made holy, given over, in a ceremony, to religious purposes

Anglo Saxon Chronicle
903
-           East Aglian forces ravage Mercia; King Edward in return ravished their land
-          Kentish stayed on to battle and lost many lives
-          Fight at The Holme btwn Danes and Kentish
906
-          Alfred dies; peace fastened at Tiddingford with East Anglians and Northumbrians
Prepare to Read pg 90
Geoffrey Chaucer
-          Son of merchant, page, soldier, diplomat, clerk
-          Canterbury Tales= best contemporary picture of 14^th century England, glimpse at medieval society
Poet’s Beginning
-          Born into middle class, worked as page; introduced to aristocratic society
-          King Edward paid for his ransom when captured in army
-          Married a lady-in-waiting to the queen, Philipa Pan
Poet Matures
-          1^st book The Book of the Duchess 1369
-          With age came maturity, mature style= Troilus and Criseyde; displays insight on human character
Canterbury Tales
-          Possible inspiration from his own pilgrimage to Canterbury
-          Tales told from each character, encompass medieval society and literature; romance, comedy, rhyme, prose, crude humor, religious mysteries
-          24 of 120 tales actually finished
Father of English Poetry
-          In his time was considered greatest English poet, work provides inspiration/insight
-          Unique position in England’s literary tradition; Poet’s Corner
Tour of Medieval Life and Literature
The Journey Begins
-          Prologue= narrator (Chaucer) meets 29 pilgrims at Tabard Inn
-          Bailey’s challenge= two stories on the way to Canterbury, two stories back; treated to a feast
-          A story about stories, 24 diff. tales
Snapshots of an Era
-          Vivid portrait of pilgrims, sense of medieval life
-          Nobility: Chaucer’s Knight; middle rank: learned professional men; lower orders: craftsmen, peasants; various ranks of Church
A Literary Tour
-          Popular genres= romances, fabliaux (humorous stories), allegories ; each major form of medieval lit. is present
-          Chaucer’s own form= heroic couplet (pair of rhyming lines with 5 stressed syllables each)
Canterbury Tales- The Prologue
Background
-          Pilgrimages to express religious devotion; Canterbury= major destination
-          Cathedral was site of Archbishop Becket’s murder; people flocked to cathedral to pay respects
First 18 lines of prologue in Chaucer’s Middle English


The Canterbury Tales·
(Pages 102-108) [Notes By Susel Garcia]
Oxford Cleric : He had a hollow and a sober look. He only cared for reading. He only spoke what was needed and got strait to the point. He would gladly learn and teach.
Sergeant at the Law: He was often Justine in Assize. He had fame , an education, and a high position,; no one could compare. He knew every judgement, case and crime since King William’s time.
Franklin (wealthy landowner) : He lived for pleasure. Had the finest of the fine. He was Justice at the sessions, and none stood higher.

Haberdasher, a Dyer, a Carpenter, A Weaver and a Carpet –Maker. : They were trim and fresh. They had knives of purest silver. They were member of a legislative body.

Cook: He could distinguish London by flavor. He had an ulcer on his knee.

Skipper: Came from Far East. He was prudent in understanding and his beard had its shaking. He knew all the havens in Gottland to the Cape of Finisterre, and all the creeks in Brittany and Spain.

Doctor: No one could talk about medicine and of surgery as well as he did. H e was close to expenses and had a special love for gold.

Woman: She was somewhat deaf, had a bold face, handsome, and had a red hue. She was really good at making clothing.

Parson: He was rich in holy thought and work. He knew Christ’s Gospel, was a clerk and was educated. He disliked having to extract money from the poor people, but preferred to give the poor his own goods.

Plowman: An honest worker, good and true. He lived in peace and perfect charity. He helped the poor and would never take a penny from them.

Miller: He was a great stout fellow big in brawn and bone. He had a red broad beard and could heave any door from its hinges and posts. He was a wrangler and a buffoon, yet had a store of tavern stories. He stole grain and would play the bagpipes.


(Pages 109-115) [Notes by Edgar Rodriguez] -Manciple: in charge of buying food and centred the food as well at the College, said to be successful and bright

-Reeve: old and frail man with. Plenty of wealth who's wise and has good judgement on those around him, others new this and therefore were intimidated by him and had no intentions to pull tricks or bargain with him

-Summoner: large man with an unpleasant face to look which even scared some children away from him. Influential to those around him and carried a sort of power wherever he went.

-Host: Welcomed the Chaucer and everyone with full hospitality and was a bold and assertive man seeking good intentions to please his guests. Shared stories and jokes as time went on.

-In the end they went off on their journey after the host woke them up and wished them luck and success