Masterpiece Academy Question

            Over the past year, being part of a course that practices open source learning has made an impact on me. Having a teacher that trust us and given us a sense of importance and at the same time puts a great deal of responsibility on ourselves. Learning was practically placed into our own hands and whether we just brushed it off or made the most of it was left up to us. But I think we did deserve it. The past three years we were treated as children and were not able to take our own ideas and put them into practice. We had to follow a strict set of rules and everything had to be done in a certain way. And being put through all that, does mean we earn it. Sometimes, however, I think we did take advantage of the large amount of freedom we were given but all in all we did honor and I think every single student got at least one thing out of the course if not more.            

            One character we can all relate with to some extent is Bernard Marx in Brave New World. Although it might not be our entire life like him, at one point or another we all feel like the odd one out. But it’s normal. It’s high school. We are all trying to find ourselves while at the same time fit in, and somehow get decent grades between all of this. One work we can all relate to as well is the Allegory of the Cave. Before Preston’s class we didn’t know any better. We didn’t know we could take learning into our own hands and approach it in any way possible. And although we are slowly starting to turn our heads, we don’t know exactly what this “world” outside of college is going to be like. We all have a little ignorance just like the prisoners watching the shadows did.

            From my own masterpiece, I was able to reconnect with my passion for reading. This passion had gone stagnant once I entered high school and I was able to pick it back up some junior year, but not as much as I would have liked to because I was so busy, but centering my masterpiece around reading gave me the time to actually do what I love to do. From other group’s masterpieces and senior year itself, I discovered my passion for adventure and making memories in general. I’ve learned that it’s extremely important to make the most out of the time and things you have in front of you and not just wait around for something better. Because one day, you are going to wake up and realize it’s gone and your are going to wish you had done it differently.

            Videos have made me “laugh out loud” over the year in this course. For the final presentations last year, a group of us reenacted different scenes of the pieces of literature. And surprisingly, it didn’t even feel like work. We basically were hanging out, just being ourselves, but happened to thrown in some pieces of literature here and there. The scene we recorded where Ophelia drowns was one of the best. We were crying because we were laughing at Whitney so hard, and every time we watch the edit of it we snicker. I also “laughed out loud” at Breanna’s recording of her adventure of skydiving.

            A unifying theme between at least five of the presentations I have seen over the past two weeks is the idea of making memories and making the most out of the time you’re given. In the blink of an eye, high school was over for all of us and now we only have the memories we created to look back on. And we all have plenty to look back on but if we weren’t looking forward to college and our future as much we would have had that much more time to make more memories. In Hayley’s presentation, all the graduates that she interviewed said that they miss how close everyone was in high school and the memories that had created. And in Hannah, Taylor, and Meghan’s masterpiece they decided to document the memories they did create over the past year, and thankfully I am in a lot of it.

            I think I responded to the call of adventure whole-heartedly and made the most out of my senior year. I created memories with my friends that I will cherish for life and that brings a sense of relieve to me because I know that we won’t always be as close as we are now, but if we reconnect in the future or call each other up one day, we have created a strong foundation between all of us and that is something you can’t buy.  

Masterpiece Blog

http://www.tumblr.com/blog/inbetweenersunited

Gridlock

Poem #1

(Undecided by group so far)

Poem #2

Full Moon

No longer throne of a goddess to whom we pray,
no longer the bubble house of childhood's
tumbling Mother Goose man,

The emphatic moon ascends –
the brilliant challenger of rocket experts,
the white hope of communications men.

Some I love who are dead
were watchers of the moon and knew its lore;
planted seeds, trimmed their hair,

Pierced their ears for gold hoop earrings
as it waxed or waned.
It shines tonight upon their graves.

And burned in the garden of Gethsemane,
its light made holy by the dazzling tears
with which it mingled.

And spread its radiance on the exile's path
of Him who was The Glorious One,
its light made holy by His holiness.

Already a mooted goal and tomorrow perhaps
an arms base, a livid sector,
the full moon dominates the dark.
-Robert Hayden

Analysis (TP-CASTT)
Title: Going to be about the moon
Paraphrase: The moon used to be a goddess or a part of children's stories, and everyone used it like farmers for example. But now it is just a destination for astronauts.
Connotation: Used words to mourn over how the past is lost. For example, no longer.
Attitude: Hayden is dismal and gloomy over how society sees the moon now-a-days.
Shift: In the last stanza. Source of light to source of darkness.
Title Revisited: The moon will always be there but generations all look at it differently
Theme: Everything eventually loses its meaning or importance

Poem #3

A Summer's Dream

To the sagging wharf
few ships could come.
The population numbered
two giants, an idiot, a dwarf,

a gentle storekeeper
asleep behind his counter,
and our kind landlady—
the dwarf was her dressmaker.

The idiot could be beguiled
by picking blackberries,
but then threw them away.
The shrunken seamstress smiled.

By the sea, lying
blue as a mackerel,
our boarding house was streaked
as though it had been crying.

Extraordinary geraniums
crowded the front windows,
the floors glittered with
assorted linoleums.

Every night we listened
for a horned owl.
In the horned lamp flame,
the wallpaper glistened.

The giant with the stammer
was the landlady’s son,
grumbling on the stairs
over an old grammar.

He was morose,
but she was cheerful.
The bedroom was cold,
the feather bed close.

We were awakened in the dark by
the somnambulist brook
nearing the sea,
still dreaming audibly. 
-Elizabeth Bishop

Analysis (TP-CASTT):
Title: I assume that the writer is going to imagine how she'd like her summer to go
Paraphrase: The writer is talking about scenarios that could happen during the summer like the idiot picking berries and hearing the owl.
Connotation: Simple at first but then incorporates imagery in the fourth and fifth verse.
Attitude: Nostalgic
Shift: From first verse to second verse. Dark yet comical fairytale and then we learn that the dwarf is the lady's dressmaker
Title Revisited: She is capturing how the contents of a dream make sense.
Theme: Enjoy the simple things

Seventh Reading

My group: Annette, Ian, Tay, Hannah, & Meghan

3 Poems:

• Elizabeth Bishop
• Robert Hayden
• William C. Williams

Poem I read (7+ times)

A Summer’s Dream

To the sagging wharf
few ships could come.
The population numbered
two giants, an idiot, a dwarf,

a gentle storekeeper
asleep behind his counter,
and our kind landlady—
the dwarf was her dressmaker.

The idiot could be beguiled
by picking blackberries,
but then threw them away.
The shrunken seamstress smiled.

By the sea, lying
blue as a mackerel,
our boarding house was streaked
as though it had been crying.

Extraordinary geraniums
crowded the front windows,
the floors glittered with
assorted linoleums.

Every night we listened
for a horned owl.
In the horned lamp flame,
the wallpaper glistened.

The giant with the stammer
was the landlady’s son,
grumbling on the stairs
over an old grammar.

He was morose,
but she was cheerful.
The bedroom was cold,
the feather bed close.

We were awakened in the dark by
the somnambulist brook
nearing the sea,
still dreaming audibly.

Elizabeth Bishop

Macbeth Act 5 Notes

• Lady Macbeth sleeps walks talking about the murders of Banquo and Lady Macduff and claims she sees blood on her hands that will never wash off
• Outside the Scottish lords talk about the military situation, and then the English and Scottish decide to join forces. Macbeth has fortified Dunsinane Castle and is making his military preparations in a mad rage
• Macbeth comes into hall of Dunsinane saying he is not scared of the English or Malcolm army because "none of woman born" can harm him 
• Malcolm talks with English lord about Macbeth's plan. They agree to have each soldier cut down a branch to hide their numbers when they approach the castle
• Once outside the castle, Malcolm tells the soldiers to get rid of their boughs and draw their swords.
• Macbeth slays Lord Siward’s son and disappears in the fray
• Malcolm and Siward emerge and enter the castle
• Macbeth and Macduff are battling and Macbeth says he is invincible because of the witches' prophecy while Macduff says he was not woman born because his mother's womb was ripped and Macbeth is scared but says he will not surrender "to kiss the ground before young Malcolm's feed/ And to be baited with rabble's curse'
• Malcolm and Siward walk in the castle they have captured.
• Ross tells Siward that his son is dead
• Macduff enters with Macbeth's head and says Malcolm is King of Scotland
• Malcolm calls all those around his friends and invites them to see him crowned at Scone while cursing Macbeth and Lady Macbeth

Macbeth Act 4 notes

•  Hecate comes by and compliments the witches who are chanting in a circle
• "By the pricking of my thumbs/ something wicked comes this way"
• Macbeth asks the witches to reveal the prophecies: floating head says to beware Macduff, bloody child comes and "none of women born shall harm Macbeth", crowned child holding a tree says he is safe until Birnan Wood moves to Dunisane Hill, and lastly, eight crown kings walk by and the last one (Banquo's ghost) is holding a mirror
• The witches vanish before Macbeth can learn the meanings of the prophesies
• Macbeth learns through Lennox that Macduff has feld to England
• Macbeth sends murderers to Macduff's castle to kill his wife and children
• Lady Macbeth asks Ross why her husband has left and is ignoring her, he says he trusts Macbeth
• Lady Macduff tells her son Macduff is dead but he doesn't belive it
• Lady Macduff learns she is in danger but is confused as to why because she has done nothing wrong
• The murderers come and say Macduff is dead but the son calls him a liar so he stabs him and
• To test Macduff's loyalty Macolm says he is not fit to be king because he is greedy and violent and says he will be a good king 
• Macduff's loyalty to Scotland is proven when he agrees he's not fit to be king and he runs back
• A doctor comes in and says “crew of wretched souls” waits for King Edward so they may be cured, and Malcolm explains to Macduff that the king can cure diseases
• Ross tells Macduff that his wife an children are well and says he needs to return to his country
• Malcolm says he will return there with 10,000 soldiers lent from King Edward
• Ross breaks down and says his wife and children were actually murdered
• Malcolm says to turn grief to anger and inflict revenge upon Macbeth 

The Crossroad Between Should and Must

Articles like this one, or any "make you think" type things, always get to me, and make me re-evaluate what I am doing with my life. When I get older, I want to look back and see how the fun and memorable experiences I have created during my lifetime. Personally, I can say I have made some great ones so far, but I know there is plenty of time left on my clock and I'm not entirely sure what I want to do yet.

Currently, I have taken the "should" path with school, because everything seems pointless now. I know where I am going to college, I know what I want to major in, and what job I want, yet high school has trapped me from going out and doing what I want. However, I plan on taking the "must" path in college. I want to make the most out of those four years, before I really have to settle down and focus on my job. My job, however, will be what I love to do, spend time with kids. But in college, or the years right after, I want to travel and be adventurous.

However, after all that being said, I do want to take the "must" path now. Maybe not with school, but with other areas of my life. We are all young and should be enjoying life, and nothing can stop us.

Macbeth Act 3

• Banquo thinks that the prophecy about his children sitting on the throne will come true since Macbeth's did
• Macbeth wants to discuss disappearance of Malcolm and Donalbain, believes they are plotting against his crown
• Macbeth fears Banquo: sons might overthrow his family
• Macbeth hires two murderers to kill Banquo
• Kill Banquo, Fleance flees to avenge his death
• As Macbeth and Lady M are feasting, murderers come and share the news of his death but Macbeth is angry "the worm that's fled/ Hath nature that in time will venom breed"
• Macbeth goes to sit at head of the royal table and sees Banquo's ghost is sitting in his chair. However, no one else sees the ghost
• Lady Macbeth says to excuse her husband he sometimes has visions so they should just ignore his behavior but then urges Macbeth to snap out of it and questions his manhood 
• The ghost disappears and he tells the company "I have a strange infirmity which is nothing/ To those that know me"
• Ghost reappears
• Macbeth "I am in blood/ Stepped in so far that, should I wade no more,/ Returning were as tedious as go o'er"
• Lady Macbeth says to go to sleep
• Witches meet with Hecate the goddess of witchcraft
• Hecate is angry at them for meddling in business of Macbeth without her consent and says she will take over as supervisor of the mischief and when Macbeth comes the next day they will summon visions and spirits whose messages will fill him with a false sense of security and make him confused
• Fleance is blamed for Banquo's murder since he escaped
• Both men suspect Macbeth who they call a "tyrant" for the murders of Duncan and Banquo

Macbeth Act 2 Notes

• Fleance is Banquo's son
•  Banquo can't sleep and Macbeth is awake (they have a conversation about witches prophesies)
• Macbeth has a vision of the dagger in front of him, vision shows that he is uncertain of killing the king but continues with the plan
• Lady Macbeth imagines Macbeth killing Duncan and she heard him cry out and is scared he failed but doesn't understand how he could because she set everything out perfectly for him, says she should have killed the king herself
• Macbeth comes back and says he's killed the king, but still has dagger and fears chamberlains might have woken. Lady Macbeth takes dagger back
• Macbeth heard knocking and even when Lady Macbeth comes back he hears it again, it was the porter
• Macbeth enters and asks Macduff where king is and Macduff says he still sleeping so Macbeth offers to take him to him
• Macduff comes running back saying king has been murdered and Macbeth an Lennox run to look
• Lady Macbeth is hysterical and eventually faints
• Foreshadowing: an owl killed a falcon and Dancuns horses that were well trained were acting wildly and ate one another before all this
• Macduff enters and says Macbeth has been made king by other lords and is on his way to Scone to be crowned
• Macduff also tells them the chamberlains probably were paid to kill Duncon and people are suspicious of two kings Malcolm and Donalbain because they fled the scene

Look at my Brain

My masterpiece shows my viewers what I love to do, and what I am passionate about, reading and kids. If you were to look at the progress Annette and I have made so far, you can see how our thought process has changed. When we first began, we were just going to present our analyzes of the books we chose but now we have implemented tumblr, another thing we enjoy during our free time. Tumblr is a site where you can express exactly how you feel in any given moment and so allowing everyone into that part of our life, will help you see how we think and understand things. (We plan on giving you the site once Annette figures a problem out, its currently locked for some strange reason). Tumblr is a site where you can express yourself and create something completely different from any one person and that's what we both like about it. And finally, collaboration is a huge part of tumblr itself because everyone is constantly re-blogging each others post, and also simply because Annette and I are working on this masterpiece together.

What about my masterpiece?

This week, Annette and I decided that instead of just analyzing the books we enjoy reading, to also make a tumblr account. On the account we can post quotes, pictures or anything that relates to the books, that inspires us and our future audience. On our account, we will also post what we analyze and then when presentations come at the end of the year we will have a blog to show the class.

Love is Blind

There is a big difference between how the audience sees Lady Macbeth and Macbeth sees her. From the readers point of view she is the dominant character between the two, and extremely selfish and wicked. She schemes this whole plot to have Macbeth kill the king and he seems blinded by the horrible deed he has agreed to commit. As the play continues though, Macbeth begins to realize that it isn't a good idea and starts to back down. Lady Macbeth gets angry at this and convinces him to go through with the plan. The reader can see that she is very manipulative but Macbeth cant wrap his mind around it and just continues to do what she says.

Macbeth Act 1 Notes

• Duncan wants thane of Cawdor killed because he joined the enemy army
• King makes Macbeth Thane of Cawdor because he showed bravery and courage and was a ruthless killer
• This foreshadows: Macbeth will kill the king
• 3 witches say that: 1. Macbeth will be Thane of Glamis, 2. He will be the Thane of Cawdor, 3. He will be king, 4. Banquo's children will be king
• Macbeth tells wife he is the new Thane of Cawdor, and she decides she wants the king killed so Macbeth can be king, comes up with plan.
• Macbeth is very indecisive on whether to kill king or not

Meet Macbeth

How is Macbeth introduced through in/direct characterization?
Macbeth is introduced indirectly through a speech given by the sergeant. He is considered to be a brave and courageous war hero, looked highly upon.

What elements of foreshadowing do the witches provide?
"Fair is foul, and foul is fair." This quote spoken by the witches lays out the entire play for the reader. It is foreshadowing that good will not always be necessarily good and bad will not always be bad.

How does Shakespeare's approach to exposition give the reader background information about the setting and characters and a sense of what's to come without spoiling the play?
In the exposition the witches say that Macbeth will jump two positions from where he currently holds, that being said, the two holding those higher positions are somehow going to die as the play continues.

How does Shakespeare's characterization of Macbeth reflect a sense of tone (i.e., the author's attitude toward the character/s, audience, and/or subject matter)?
Shakespeare characterization of Macbeth gives the reader the sense that he thinks very highly of Macbeth but he wrote in a sense where it seemed like Macbeth will make a downfall and possibly become very disliked.

What themes appear evident in Macbeth's character and conduct?  To what extent do you think these themes will drive the rest of the play?
When he hears what the witches have to say of his future position he is shocked and appalled. However, I think this could turn into a sense of guilt in the future, and this idea of guilt will be evident throughout the play.

Literature Analysis: Brave New World

1. When the novel begins, some students are being given a tour through the World State. Henry Foster and Lenina Crowne, two employees of this center, have been dating each other a little too often, going against state rules. Lenina's friend Fanny warns her against such promiscuity. Lenina then decides to date Bernard Marx, who is not quite like the others of his caste. Lenina and Bernard decide to go on a vacation to a Savage Reservation. On the reservation, the inhabitants live in an almost primitive manner. Before Bernard leaves for his vacation, he is warned by the Director about his non-conformist ways and threatened with exile to Iceland.  Lenina and Bernard meet Linda and her son, John the Savage, on the Reservation. Bernard learns from John that long ago Linda had come to the Reservation with the Director, who had abandoned her there. When she realized she was pregnant, she knew that she could not return to the World State, and therefore stayed on the Reservation and raised John. Hearing this story, Bernard goes to the Controller and gains his permission to take John and his mother back. When Bernard presents the pair to the Director is humiliated and resigns from his position. Bernard no longer has to worry about being exiled to Iceland.  While living with Bernard, John becomes the man everyone is interested in. Bernard at first revels in the attention that he receives because of the Savage. Things, however, do not go smoothly. John soon grows repulsed by the ways of the New World and becomes unhappy. Despite his mood, Lenina finds herself terribly attracted to John and tries to seduce him. John, however, is disgusted bt the ways of the World State and ends it with her. When his mother dies, John goes crazy. Rebellion results and Bernard and Helmholtz Watson are blamed. When the two of them are taken to Mustapha Mond, along with John, Bernard and Helmholtz are exiled. John is retained for further experimentation. He resists and tries to flee into solitude, but the citizens of Utopia continue to hound him and eventually John commits suicide.
2. One main theme has to do with fitting in. Being a misfit, like John and Bernard, create much of the novel. They both are unhappy and not satisfied with their lives and it really takes a toll on themselves and the reader. Another important theme would be how technology has taken over the World State and how it affects everyone.
3. Huxley's tone changes with the character he is talking about. For example, Lenina is always a "go with the flow" type personality and Huxley makes sure his writing correlates with that. However, his tone changes when he talks about Bernard because Bernard tends to be depressed and negative toward the World State. The overall tone is dark and twisted.
4. Imagery: (specifically to animals) Huxley compares the humans to animals quite often. For example, "straight from the horse's mouth."
Narrator (Third Person): "He knew that what he was saying was absurd in its injustice… But in spite of this knowledge… Bernard continued perversely to nourish… a secret grievance against the Savage."
Allusion: To Shakespeare. "O wonder! ... How many goodly creatures there are here! How beauteous mankind is! ... O brave new world that has such people in it!"
Irony: The readers know certain things that the characters do not.
Parody:Utopian novels were about a happy future, this novel sets the idea on its head by being a dystopian novel.
Foreshadow: "What man has joined, nature is powerless to put asunder."
Metaphor: "For suddenly there had swarmed up from those round chambers underground a ghastly troop of monsters. Hideously masked or painted out of all semblance of humanity, they had tramped out a strange limping dance round the square..."


1. Direct Characterization: Bernard is described as short and mentally superior
Indirect Characterization: Bernard is considered a rebel cause his actions show that he does not want to participate in the World State events.
2. Huxley's syntax and diction change based on the character he is talking about. Each character is very different so he manipulates his writing to fit that. His syntax also changes from the beginning of the novel to the end. It was very descriptive at first but as the novel continued it seemed to speed up and the sentences got shorter.
3. John is a dynamic and round characters. The reader sees his personality change as he is placed in different environments and it gets to him and he eventually takes his life.
4. Because of the author's descriptive writing and focus on all of the characters, the reader learns a lot about each character, so yes I did feel like I met them, but I don't necessarily relate to them. There personalities seemed extreme to me.

Seeking Mentor

A mentor is someone who is a professional about something you are striving to improve in. Annette and I think it would be awesome to meet John Green, the author of "The Faults In Our Stars" and "Looking For Alaska," two of the books we are using in our masterpiece. However, our masterpiece isn't really focused on improving our writing skills, more on how we understood the novels. That being said, if we were able to reach John Green, it'd be more to say how much we appreciated his books, not needing help. Our plan is to make a blog on tumblr to show our progress and I'd say we are both experts in that, kind of.

My MacBeth Resources

Dr. Preston doesn't like spark notes, but they help me understand the text so much better.
http://www.sparknotes.com/shakespeare/macbeth/

http://www.cliffsnotes.com/literature/m/macbeth/macbeth-at-a-glance

http://www.gradesaver.com/macbeth/study-guide/

http://www.shakespeare-online.com/plays/macbeth/macbethresources.html

https://apsaunders.wikispaces.com/Macbeth

Resource of the Day

Why reading is important from the point of view of a teenager

http://www.teenink.com/opinion/school_college/article/382103/Benefits-of-Reading/

Masterpiece "Test"

A test is something to show what you know. And so I'm going to share with you what I know about my masterpiece that I haven't told you before in previous posts. Sorry this isn't very creative but I like the simple route that is easy to understand.

Currently, there is not much more to tell. Annette and I haven't found the time to sit down and start pulling apart techniques from the book, but I can tell you the ones I can think of off the top of my head. For example, in "Looking For Alaska" by John Green one main theme is that there is more to life than any one person can experience. This statement is so relatable for teenagers and it something that should be taught to them in school, but we aren't. Also, you can get so much from all the characters. They are so uniquely different yet they build relationships with each and change your perspective on everything.

I don't want to give away too much, cause I'm excited to share everything Annette and I find and I want it to be a surprise.

Huxley's Brave New World

I don't think we will ever be in this type of society Huxley talks about but we have made steps toward it. It is no possible for us to completely forget feelings and emotions but our world has been become more controlled over the past years. More and more regulations are being implemented by the government, restricting us from what we can and cannot do. The more rules that are placed in our society the more the people break them. This country was built upon the idea of freedom and slowly one law after another, the government is taking that away from us. In Brave New World, the world state is in full government control and they barely have any freedom. Thankfully, we still have some but we are increasingly taking steps toward that.

Another reason we are similar to the world state Huxley describes in Brave New World is the fact that even if our country hits a hard time it doesn't affect us greatly. Compared to 3rd world countries we float through life so easily and yet we still complain. In the novel, we see some of the characters complain but eventually the hypnosis will kick in and they return to their happy state. We are fortunate enough that our government didn't do that to us, and won't ever be able too.

Resource of the Day #5

A little advice for future teachers...

http://teaching.monster.com/benefits/articles/9250-advice-for-future-teachers

10 Questions

10 Questions I'd ask my expert...
1. What is the best part of being a teacher?
2. Would you do anything differently when preparing to become a teacher?
3. What is most needed when being a teacher?
4. Why did you become a teacher?
5. Is it difficult collaborating with other teachers?
6. Do you enjoy your job?
7. How do you benefit most from college with a tight budget?
8. What's does an average day look like?
9. It is hard to manage your time?
10. Do you have any advice for me?

Benchmark

Since I thankfully had 26 posts, I got the opportunity to remix this benchmark project. So instead of a 5-7 research and because I'm not creative whatsoever, I made a prezi.
Here's the link: http://prezi.com/924zrtzaandz/edit/#0_24309637

Resource of the Day #4

Is homework really necessary, or beneficial? Or should teachers reevaluate what they assign to students?

http://www.cnn.com/2013/09/05/living/parents-too-much-homework/

Resource of the Day #3

A couple weeks ago I had an interview and they were going to possibly ask about current events. That being said, I needed something that I could get the quick run down of what is going on in the world today. I asked my friend who is in the air force so he likes to know what going on, and he told me about this app called newser. This app takes stories from huge newspapers, summarizes the stories, and puts it all in the same place. It was very helpful for me and I still even use it every once in awhile.

Resource of the Day #2

Today is pancake day! Unfortunately I'm not getting any free pancakes from Ihop, but my friend is. So I guess I'm the resource of the day. If you didn't already know you could get free pancakes, now you can. Have a Happy Pancake Day!

Resource of the Day #1

http://www.barnesandnoble.com/u/teens-teen-books/379003056/

This website talks about a lot of books that would be a good read for teenagers. Personally, I have the list of books that I want to tackle, but in case you guys don't, now you have something to start with.

Lit Analysis: The Invisible Man

1. The Invisible Man by Ralph Ellison is about a black man who feels invisible. Because he feels invisible he shuts himself off from the world and lives underground stealing electricity from the Monopolated Light & Power Company. He is a young man from the 1920's who lived in the South. He gets invited to give a speech to an important group of white men, where they give him money to go to a prestigious black college but not before they humiliate him. Three years later, in college, he is told to drive Mr. Norton around. Through this series of events he eventually travels to Harlem where he tries to find work. After searching for work unsuccessfully, he meets Mr. Emerson who gets him a job at "Optic White." One day the narrator and his co-worker get in an argument and while leaving the paint unattended it explodes knocking the narrator unconscious, which temporarily gives him memory loss and loss of speech. The white doctor uses the unidentified black patient as an opportunity to conduct electric shock. When the narrator regains his memory he leaves the hospital but passed out in the street. Mary takes him home and while he is there he witnesses a black couple get evicted. He gives an impassioned speech, and Brother Jack overhears him and offers him a position as a spokesperson for the Brotherhood. The narrator holds a funeral for his friend Clifton, another member of the Brotherhood, who was shot by a police officer for selling Sambo dolls without a permit.  The Brotherhood, however, is mad that he held a funeral for Clifton, and he is furious at the Brotherhood. The Brotherhood then goes after the narrator to beat him up so he has to disguise himself.  In his disguise however, he is mistaken for a guy named Rinehart.  After a while, the narrator gets a call to come to Harlem and when he arrives there is a full-blown riot, and he sets a building on fire. While he is running from the scene he is set out to by lynched, and he runs into the police which while he is running from the police he falls down a manhole, and the police cover the manhole and trap him underground.  At the end of the novel, the narrator tells the audience that he has been underground since that day and he thinks that it is time to get out back into the world.

2. The theme of this novel is invisibility. Since the narrator is a black man in the 20's he is constantly treated like a "nobody" and therefore he feels all alone and invisible.

3. The author's tone is both pessimistic and optimistic. Throughout the novel the narrator goes through ups and downs and so his outlook on life is constantly changing between pessimism and optimism.

4. -Motif: Sight is common throughout the novel. Reverend Barbee gives a speech and then tells the crowd he is blind. Brother Jack has a false eye.
-Symbolism: The sambo doll represent the black stereotypes and the negative power of prejudice.
-Pathos: Throughout the novel, the author talks about the "invisibility" of African Americans and uses emotions to try and convince readers to change this prejudice
-Foil: Ras the exhorter is opposite of the narrator, he is very well known and believes in violence.
-Imagery: When the narrator went to the bar with Mr. Norton, he described the veterans as disturbed.
-Naturalism: When Ras the Destroyer started the riot in Harlem, New York and the city was destroyed, a fire started, windows to stores were broken and you link the destruction to Ras the Destroyer, and it was an example of realism because it could though extreme.
-Hubris: In the Brotherood, Clifton was filled with pride and so he eventually left and was got selling dolls which led to his death.
- Metaphor: The title compares societies narrow-minded and stereotypical views on black people and makes the narrator seem essentially, invisible.
Allegory: The optic white paint looked its best when some drops of black were added. This represents that our nation looks better when we include African Americans.
- Allusion: Throughout the book, the author alludes to Emerson, Jefferson and Washington.

Characterization
      Direct: "I am not ashamed for my grandparent having once been slaves. I am only ashamed of myself for having at one time been ashamed."
"    "What and how much had I lost by trying to do only what was expected of me instead of what I myself wished I do?"
      Indirect: "You right, but everything that looks good ain't necessarily good."
      2. When the white people talked, the diction was demanding and rude and the author focused on how two-faced they were. When he talks about himself he is thoughtful.
      3. The narrator is a dynamic and round character because throughout the novel he talked about the changes he went through. His personality changes as well; he becomes more thoughtful and analytical about his choices.
      4. Yes, I can relate with the narrator. Everyone at one point in their life feels alone and invisible, but that is a part of life. You eventually get through it you just have to stay strong and fight till you get there.  

Super 5

I know these people are not experts, but my potential experts the group that is beginning soon. The group is future teachers. That being said, one, that could be more like 5 people, and two, we don't know a lot but we are in the same boat and can work together to get where we all want to be. However, this group includes Dr. Preston who does have connections that we may need.

Launch

I think when people look at me and my life in general, they think "her life revolves around soccer." And if you look on instagram, twitter, basically any social media site I have, the main focus IS soccer. However, like most people, we don't express all of our passions equally. I love reading, but I don't share that with everyone I meet. I enjoy reading because it gives me a break from my chaotic life and I get to step into a different world for the time being. I completely forget about my surroundings and connect with the author and the characters he/she created. And that is why I don't share this part of my life so openly. It's something I enjoy doing alone. Don't get me wrong though, I love talking about what I've read, just don't interrupt me while I'm reading. Annette and I have gotten into some good conversations about some of the books we've both read. For our masterpiece, Annette and I plan to take those books we have both read, related to, and really understood the author and analyze them like we do with AP readings. We have both had difficulties relating to most of the books we've read this year in class, so I think we both want to prove that we do enjoy reading and can analyze a book in a way that would be worthy of an AP exam. The books we have chosen to complete this task are The Faults in Our Stars, Looking for Alaska, The Hunger Games, and The Host. The first two novels are by the same author and so our plan is to compare what literary techniques he tends to use in his writing. The other two are dystopia-like, similar to Brave New World which we are currently reading in class.

When I first completed the launch draft, I was leaning towards my passion for kids and what I was planning on doing in my future, becoming an elementary teacher. And on the surface, the masterpiece Annette and I have created doesn't focus on that at all. But I put some thought into it, and it actually does. Working and collaborating with Annette over these next few months is exactly what I will have to do with my fellow colleagues in the future. We will have to plan our lesson plans, that need to be similar so all the children get the most out of their schooling and that we follow the requirements. Finally, teaching the class on the books we have read is good practice for what I will be doing everyday as an elementary teacher.

Brave New World Essay

Prompt: Choose a novel or play in which cultural, physical, or geographical surroundings shape psychological or moral traits in a character. Then write a well-organized essay in which you analyze how surroundings affect this character and illuminate the meaning of the work as a whole.  Do not merely summarize the plot.

Essay:
       "If one's different, one's bound to be lonely." In every society, one is always striving to fit in because they want to be successful and in order to do that, it is important to be well liked. In Brave New World by Aldous Huxley, Bernard Marx is the outcast. Although he has been placed in the highest caste of the World State, he feels left out because he knows he different than everyone else. This is seen by the reader in the very early stages of the novel, and it will be a key element in the rest of the development of the novel.
        The first time the reader notices is when Huxley begins to describe his physical difference compared to the other Alphas. He is much smaller than them and feels like it would fit in better with some of the lower classes. It is said that there might have possibly been a mix up, and alcohol was placed in his egg when he was being created. And because of his physical difference, himself and other Alphas have labeled him as the outcast and so he feels like he doesn't belong.
        This label makes him keep to himself and therefore critics the World State, which furthers his distance from the others. In Brave New World, it is odd for others to keep to themselves, and because Bernard does this often, others tend to keep their distance from him as well, aiding in his insecurity. Because of his insecurity, he does not have a commanding voice where he can demand the lower castes to do things for him and this even furthers the idea of him being an outcast. An example of this is when he is preparing to leave in his helicopter and tries to get the lower castes to get it ready, but they refuse to do it right away.
        In the World State, stability and happiness are the main goals needed to maintain. And since Bernard is instable and unhappy because of his given label it affects his moral traits and how he acts as a character. Surroundings always affect a person, whether it's positive or negative, and this is definitely proven by Bernard in this novel.

Brave New World Essay Topic

Question 3

(Suggested time—40 minutes. This question counts as one-third of the total essay section score.)

Palestinian American literary theorist and cultural critic Edward Said has written that “Exile is strangely compelling

to think about but terrible to experience. It is the unhealable rift forced between a human being and a native place,

between the self and its true home: its essential sadness can never be surmounted.” Yet Said has also said that exile

can become “a potent, even enriching” experience.

Select a novel, play, or epic in which a character experiences such a rift and becomes cut off from “home,” whether

that home is the character’s birthplace, family, homeland, or other special place. Then write an essay in which you

analyze how the character’s experience with exile is both alienating and enriching, and how this experience

illuminates the meaning of the work as a whole. You may choose a work from the list below or one of comparable

literary merit. Do not merely summarize the plot.

I Am Here

I feel pretty confident in what I've done with this course so far this semester. I have completely almost if not everything required on the blog. I have also done well on the vocab quizzes and in-class essays. I may have not gone above and beyond on everything, but for my very busy schedule I have been impressed with what I have done. For my final project, Annette and I have just been reading our books like normal so far, and once it gets closer to the end we will begin to discuss how we will present it to the class. And finally, I am still interested in becoming involved in the future teacher group that Dr. Preston introduced to me, once that begins.

Lit Terms #6

Simile:  a figure of speech comparing two essentially unlike things through the use of a specific word of comparison.

Soliloquy: an extended speech, usually in a drama, delivered by a character alone on stage.

Spiritual: a folk song, usually on a religious theme.

Speaker: a narrator, the one speaking.

Stereotype: cliché; a simplified, standardized conception with a special meaning and appeal for members of a group; a formula story.

Stream of Consciousness: the style of writing that attempts to imitate the natural flow of a character’s thoughts, feelings, reflections, memories, and mental images, as the character experiences them.

Structure: the planned framework of a literary selection; its apparent organization.

Style:  the manner of putting thoughts into words; a characteristic way of writing or speaking.

Subordination: the couching of less important ideas in less important  structures of language.

Surrealism: a style in literature and painting that stresses the subconscious or the nonrational aspects of man’s existence characterized by the juxtaposition of the bizarre and the banal.

Suspension of Disbelief: suspend not believing in order to enjoy it.

Symbol: something which stands for something else, yet has a meaning of its own.

Synesthesia: the use of one sense to convey the experience of another sense.

Synecdoche: another form of name changing, in which a part stands for the whole.

Syntax: the arrangement and grammatical relations of words in a sentence.

Theme:  main idea of the story; its message(s).

Thesis: a proposition for consideration, especially one to be discussed and proved
or disproved; the main idea.

Tone: the devices used to create the mood and atmosphere of a literary work; the author’s perceived point of view.

Tongue in Cheek: a type of humor in which the speaker feigns seriousness; a.k.a. “dry” or “dead pan”

Tragedy: in literature: any composition with a somber theme carried to a disastrous conclusion; a fatal event; protagonist usually is heroic but tragically (fatally) flawed

Understatement: opposite of hyperbole; saying less than you mean for emphasis

Vernacular: everyday speech

Voice:  The textual features, such as diction and sentence structures, that convey a writer’s or speaker’s persona.

Zeitgeist: the feeling of a particular era in history

Welcome to the Interdisciplinarity

For our final project, Annette and I plan to take more modern books we enjoy reading, like The Faults In Our Stars for example, and analyze the book and find literary techniques and so we can therefore prove that modern books can be taught in a classroom just like the books from the AP reading list.

HAFTA/WANNA

       I don't see a huge difference between my life in high school and my life in college. Obviously, I grown and change as I get older but those changes are insignificant on a day to day basis. Your daily experiences increase your knowledge on life and the world itself. And I think one difference on this idea is that I will gain more knowledge in college. In high school, I feel like we are trapped and locked away from the world. But in college, we are allowed more freedom to explore, and we just have to choose to do that.  As the years go on, we are going to me new people, and have new surroundings but we are still going to be the same person, just with a few variations.  We are the person we are because of our past experiences and there is no way to change that even if we want to. So, no we are not going to magically transform the day after graduation.
      In high school and college, I believe that it is important to find time to do the things you want to do in between the things you have to do. Otherwise, you will have a complete breakdown. You need to find an outlet where you can give yourself a break when you are under all the stress of school and other obligations. Currently, I find my break right when I get out of school. Very rarely do I come straight home from school and begin homework. I eat lunch and watch some TV and give myself a breather before I continue with the things I need to do. And also I have soccer. Soccer is something I enjoy doing yet at the same time I am doing something productive. As I move on in the world, I want to make a good life for myself and at the same time be something useful for others.

Launch/Draft

-    What am I passionate about?  What do I want to do?
I am passionate about soccer. I've played since I was six and developed a love for it and I love to accomplish goals with my teammates like winning a game or getting first in a tournament and I think being able to work well with others will prepare me for my future. I also have a passion for babies and little kids so I plan on majoring in liberal studies to become an elementary teacher.

How can I use the tools from last semester (and the Internet in general)?

The internet is a great way to connect with other people who have connections with different people to get me to where I want to go. Technology is a definite advantage for this generation and all we have to do it take advantage of it ourselves.

What will I need to do in order to "feel the awesomeness with no regrets" by June?

I think my main goal is to just stay on top of everything and not fall behind, in school and for my future. I need to continue applying for scholarships so I have enough money to even begin to accomplish my goals.

What will impress/convince others (both in my life and in my field)?

As an elementary teacher it is important to have patience and good time management, and I possess both of those qualities.

How will I move beyond 'What If' and take this from idea --> reality?

Obviously, I need to go to college and get a degree which I am in the process of doing, so basically I need to just keep doing what I'm doing and have determination.

Who will be the peers, public, and experts in my personal learning network?

My peers, publics and experts will be the children I am teaching, other teachers and my boss (principal). Or from a college prospective, my professors, others desiring to be a teacher, and teachers I have internships with.

Lit Terms: List 5

Parallelism: the principle in sentence structure that states elements of equal function should have equal form.
ex) She likes cooking, jogging and reading.

Parody:  an imitation of mimicking of a composition or of the style of a well-known artist.

ex) SNL is a parody.

Pathos:  the ability in literature to call forth feelings of pity, compassion, and/or sadness. ex) Many authors involve pathos in their writing to bring out emotions of the readers.

Pedantry: a display of learning for its own sake.

Personification: a figure of speech attributing human qualities to inanimate objects or  abstract ideas.
ex) The trees branches created shade for the kids.

Plot: a plan or scheme to accomplish a purpose.
ex) The plot of Great Expectations follows Pip's life.

Poignant:  eliciting sorrow or sentiment.

Point of View: the attitude unifying any oral or written argumentation; in description, the physical point from which the observer views what he is describing.
ex) 1st person, third person

Postmodernism: literature characterized by experimentation, irony, nontraditional forms, multiple meanings, playfulness and a blurred boundary between real and imaginary.
ex) Catch-22

Prose:  the ordinary form of spoken and written language; language that does not have a regular rhyme pattern.

Protagonist: the central character in a work of fiction; opposes antagonist.
ex) Pip in Great Expectations

Pun:  play on words; the humorous use of a word emphasizing different meanings or applications.
ex) Can't keep beating a dead horse (Broncos)

Purpose: the intended result wished by an author.
ex) The purpose of school is to prepare us for our future.

Realism:  writing about the ordinary aspects of life in a straight forward manner to reflect life as it actually is.

Refrain:  a phrase or verse recurring at intervals in a poem or song; chorus.

Requiem:  any chant, dirge, hymn, or musical service for the dead.

Resolution: point in a literary work at which the chief dramatic complication is worked out; denouement.
ex) The resolution of CSI is when they caught the guy that murdered the girl.

Restatement: idea repeated for emphasis.

Rhetoric: use of language, both written and verbal in order to persuade.

Rhetorical Question: question suggesting its own answer or not requiring an answer; used in argument or persuasion.

Rising Action: plot build up, caused by conflict and complications, advancement towards climax.

Romanticism:  movement in western culture beginning in the eighteenth and peaking in the nineteenth century as a revolt against Classicism; imagination was valued over reason and fact.

Satire:  ridicules or condemns the weakness and wrong doings of individuals, groups, institutions, or humanity in general.
ex) The quote we talked about in class today contained satire.

Scansion: the analysis of verse in terms of meter.

Setting: the time and place in which events in a short story, novel, play, or narrative poem occur.
ex) Tale of Two Cities took place during the war.

 

Literature Analysis: The Crucible

1. The Crucible takes place in Salem, Massachusetts around the time of the Salem Witch Trials. It begins when a group of girls go dancing in the forest with a black slave, Tituba. The girls are caught by Reverend Parris, and one of the girls, his daughter, Betty, goes into a coma. A crowd gathers in the Parris home and rumors of witch-trials begin to unfold. Parris questions Abigail Williams, the ring-leader, but she admits to doing nothing but dancing. Abigail tells the girls not to admit anything. John Proctor, a farmer, talks to Abigail alone about ending everything with the girls. Abigail used to work for him but got fired by his wife, Elizabeth, because they were having an affair. Betty then wakes up screaming and the crowd begins to argue if she has been bewitched. Reverend Hale then questions Abigail and then wants to speak to Tituba. Tituba admits to communicating and accuses various people about consorting with the devil. Abigail and Betty join her in the accusations. Mary, a servant of John and Elizabeth have been accused, and then Giles Corey and Francis Nurse come over and say that their wives have been arrested as well. Elizabeth gets been arrested too. Proctor tells Mary to expose Abigail and the others as frauds. In court, Mary testifies and says the girls are lying, but they accuse her of bewitching them. Proctor then steps in and says he had an affair with Mary, but Elizabeth denies it, and then Mary breaks down and accuses him as a witch and he gets arrested. A summer passes, and Abigail has run away with Parris' money. Hale tells the accused witches to confess falsely but they refuse. John does confess, but when he is told that he has to say it in public, he retracts and they all go to the gallows.


2. One of the main themes in The Crucible is reputation. The town is focused on who is getting accused and being accused wrongly and that therefore puts a damper on everyone's view of them. For example, in court, when Elizabeth is asked if her husband did have an affair, she denies it so his reputation is not lowered. And once John is told he has to share his confession of guilt to the public he takes it back so his reputation is not ruined, costing all of the falsely accused lives to be taken.


3. Arthur Miller's tone changes based on the character being talked about. For example, he is sympathetic to those who have been falsely accused like the Proctors. He also has a serious tone because of the Salem witch trials and the toll it is taking on the town.


4. Falling Action- From John Proctor attempt to expose Abigail to his decision to die rather than confess. (Act IV)
Antagonist- Elizabeth Williams because she works against John Proctor.
Climax- John tells the court that he had an affair with Mary. (pg. 94)
Symbolism: The puppet that Mary makes for Elizabeth, because puppets were seen as voodoo dolls and basically Mary tricked everyone into thinking Elizabeth was a witch.
Metaphor: "the magistrate sits in your heart that judges you." Elizabeth says this to Proctor to suggest that she does not judge him for his actions, but he is judging himself. (pg. 55)
Allegory: The Salem Trials were meant to show how unfair the McCarthy Trials were.
Tragic Hero: John Proctor was an honorable man but he made one mistake and that led him to his tragic death. (pg. 144)
Biblical allusion: "I want to open myself! . . . I want the light of God, I want the sweet love of Jesus! I danced for the Devil; I saw him, I wrote in his book; I go back to Jesus; I kiss His hand. I saw Sarah Good with the Devil! I saw Goody Osburn with the Devil! I saw Bridget Bishop with the Devil!" (pg.48)
Irony: This quote from Mary Warren shows how serious society takes witchcraft. “Abby, we’ve got to tell. Witchery’s a hangin’ error, a hangin’ like they done in Boston two year ago! We must tell the truth, Abby! You’ll only be whipped for dancin’ and the other things!” Through this irony, we see the unjustness of witch trials. (pg. 19)
Simile: "His eyes were like coals." (pg. 107)

CHARACTERIZATION
1. Direct:
-Proctor was a farmer in his middle thirties. He need not have been a partisan of any faction in the town, but there is evidence to suggest that he had a sharp and biting way with hypocrites.(pg. 20)
-He was the kind of man- powerful of body, even-tempered, and not easily led- who cannot refuse support to partisans without drawing their deepest resentment. (pg. 20)
Indirect:
-In Proctor’s presence, a fool felt his foolishness instantly- and proctor is always marked for false statements therefore. But as we shall see, the steady manner he displays does not spring from an untroubled soul.
- "It's strange how I knew you, but I suppose you look as such a good soul should.  We have all heard of your great charities in Beverly."

2. Arthur Miller changes his syntax and diction when talking about certain characters. Like I said above, he is more sympathetic of those being accused for witchcraft than those who are actually committing the crime. By doing this, he is able to get the readers on the side he wants them on.

3. John Proctor is the protagonist in the story and he is a dynamic and round character. At the beginning of the play he did not think he was a good man but over the course of the play, he developed integrity and died feeling like a good man.

4. No, not as much as I had with others books. I haven't dealt with witchcraft and affairs so it didn't really "fit" with me, but I enjoyed reading it and gave me a new perspective on something.

Tale of Two Cities Lecture Notes

• Dicken's friend wrote a play called "The Frozen's Deep", similar to "Tale of Two Cities"
• Lucy, in the novel is meant to resemble the woman he left his wife for (Ellen)
• Many of his characters have his initials...or have them backwards "CD" or "DC'
• The novel revolves between France and England
• There were fears in 19th century Britain that there could be a revolution there, Dickens wrote about revolution to warn his modern society
• The novel was initially published by parts. The first three chapters were published first
• Came up with story while acting
• Dickens was very interested in Paris

What's The Story?

          Charles Dickens was very interested in the idea of social justice. He was constantly hearing about it in his everyday life throughout the industrial era and I think that's what really inspired him to write a large majority of his novels. His use of tone helped me determine this. His tone towards the lower class of society, like Pip and Joe, is drastically different that those of the upper, like Mrs. Havinsham. He writes in a way that makes Joe seem like a really sincere man, while Mrs. Havinsham is written in a way that shows how full of herself and how she looks down upon those in lower classes of society. Also, I think the theme of ambition proves this as well. Pip, as a lower class personnel, dreams of becoming one of the higher class. Since he met Estella he strived to become worthy of her. And finally, the last technique Dickens used foils to help readers understand his point, for example, Biddy to Estella. Biddy is a good judge of character, approachable, and a good friend to have while Estella does not care about anyone but herself and is coldhearted.

lit terms list 4

Interior Monologue: a form of writing which represents the inner thoughts of a character; the recording of the internal, emotional experience(s) of an individual; generally the reader is given the impression of overhearing the interior monologue.
ex. Used in "Only Human" by Tom Holt

Inversion: words out of order for emphasis.
ex. "Where in the world were you!"

Juxtaposition: the intentional placement of a word, phrase, sentences of paragraph to contrast with another nearby.
ex. "Heaven and in earth. I heard many things in hell." Poe's The Tell-Tale Heart

Lyric: a poem having musical form and quality; a short outburst of the author’s innermost thoughts and feelings.
ex. Sonnet Number 18 by William Shakespeare

Magic(al) Realism:  a genre developed in Latin America which juxtaposes the everyday  with the marvelous or magical.
ex. One Hundred Years of Solitude by Gabriel Garcia Marquez

Metaphor(extended, controlling, and mixed): an analogy that compare two different things imaginatively.

        - Extended: a metaphor that is extended or developed as far as the writer wants to take it.

        - Controlling: a metaphor that runs throughout the piece of work.

        - Mixed: a metaphor that ineffectively blends two or more analogies.

ex. The snow is a white blanket.

Metonymy:  literally “name changing” a device of figurative language in which the name of an attribute or associated thing is substituted for the usual name of a thing.
ex. the "pen" stands in for "the written word."

Mode of Discourse:  argument (persuasion), narration, description, and exposition.
ex. The mode of discourse can be very different between a fiction vs. nonfiction novel.

Modernism:  literary movement characterized by stylistic experimentation, rejection of tradition, interest in symbolism and psychology
ex. Immanuel Kant

Monologue:  an extended speech by a character in a play, short story, novel, or narrative poem.
ex. Hamlet's monologue

Mood:  the predominating atmosphere evoked by a literary piece.
ex. The mood of the novel went from dark to happy by the end.

Motif:  a recurring feature (name, image, or phrase) in a piece of literature.
ex. The motif in Great Expectations has to do with people's view on society.

Myth:  a story, often about immortals, and sometimes connected with religious rituals, that attempts to give meaning to the mysteries of the world.
ex. Gum will stay in your stomach for seven years.

Narrative:  a story or description of events.
ex. Of Mice and Men

Narrator:  one who narrates, or tells, a story.
ex. George is the narrator

Naturalism: extreme form of realism.
ex Stephen Crane

Novelette/Novella: short story; short prose narrative, often satirical.
ex. The Awakening by Kate Choppin

Omniscient Point of View:  knowing all things, usually the third person.
ex. War and Peace

Onomatopoeia: use of a word whose sound in some degree imitates or suggests its meaning.
ex. Pop!

Oxymoron: a figure of speech in which two contradicting words or phrases are combined to produce a rhetorical effect by means of a concise paradox.
ex. Great Depression

Pacing:  rate of movement; tempo.
ex. speed

Parable:  a story designed to convey some religious principle, moral lesson, or general truth. ex. Many parable are in the Bible

Paradox:  a statement apparently self-contradictory or absurd but really containing a possible truth; an opinion contrary to generally accepted ideas.
ex. Deep down, you're very shallow.

 

Lit Terms: List 3

exposition: beginning of a story that sets forth facts, ideas, and/or characters, in a detailed explanation.
 
expressionism: movement in art, literature, and music consisting of unrealistic   representation of an inner idea or feeling(s).

fable: a short, simple story, usually with animals as characters, designed to teach a moral truth.

fallacy: from Latin word “to deceive”, a false or misleading notion, belief, or argument; any kind of erroneous reasoning that makes arguments unsound.
 
falling action: part of the narrative or drama after the climax.

farce: a boisterous comedy involving ludicrous action and dialogue.

figurative language: apt and imaginative language characterized by figures of speech (such as metaphor and simile).

flashback: a narrative device that flashes back to prior events.

foil: a person or thing that, by contrast, makes another seem better or more prominent.

folk tale: story passed on by word of mouth.

foreshadowing: in fiction and drama, a device to prepare the reader for the outcome of the action; “planning” to make the outcome convincing, though not to give it away.

free verse: verse without conventional metrical pattern, with irregular pattern or no rhyme.

genre: a category or class of artistic endeavor having a particular form, technique, or content.

gothic tale: a style in literature characterized by gloomy settings, violent or grotesque action, and a mood of decay, degeneration, and decadence.

hyperbole: an exaggerated statement often used as a figure of speech or to prove a point.

imagery: figures of speech or vivid description, conveying images through any of the senses.

implication: a meaning or understanding that is to be arrive at by the reader but that is not fully and explicitly stated by the author.

incongruity: the deliberate joining of opposites or of elements that are not appropriate to each other.
 

inference: a judgement or conclusion based on evidence presented; the forming of an opinion which possesses some degree of probability according to facts already available.

irony: a contrast or incongruity between what is said and what is meant, or what is expected to happen and what actually happens, or what is thought to be happening and what is actually happening.

Lit Terms Remix 1-5

circumlocution: a roundabout or evasive speech or writing, in which many words are used but a few would have served


classicism: art, literature, and music reflecting the principles of ancient Greece and Rome: tradition, reason, clarity, order, and balance


cliche: a phrase or situation overused within society


climax: the decisive point in a narrative or drama; the pint of greatest intensity or interest at which plot question is answered or resolved


colloquialism: folksy speech, slang words or phrases usually used in informal conversation