Sunday, December 15, 2013

Food Memoir

A Lifelong Safari
When I was a child, I was quite the firecracker. If there were opportunity for any sort of adventure, I would charge toward it without consideration. The greatest adventure I have ever begun is an adventure I’m continuing to this day—and it all started when I was nine. My father took me to an Asian restaurant named Wasabi and introduced me to sushi. I decided against asking what it was, considering I was a bold and fearless little rebel. Good thing I didn’t ask (typically younger children are turned off by eating raw fish.) After my dad taught me how to properly hold the chopsticks, I took my first bite. So many flavors were captured in this tiny roll, and suddenly the moment was gone. Thankfully, I had seven more! After I finished and we left, I knew that exploring foreign flavors was more than a quick adventure; it was a continuous safari I would be on for the rest of my life, accompanied by my family.
My family and I have always treated dinner as a scared practice; we strongly agree with Thomas C. Foster that “the act of taking food into our bodies is so personal.” However, not everyone agrees with us. Over time, American families have displayed acts that belittle dinnertime, such as eating frozen dinners for the sake of saving time and eating separately. We do the opposite; we craft our meals from scratch and then enjoy those meals in each other’s company. Mervyn Claxton states, “People who eat different foods […] are often thought to be different.” Well, we are different and proud of it. We don’t stick to traditional American meals either; we believe that dinner should be an experience, a safari. As we open up various different types of cook books, our means of transportation into the jungle, we explore the pages as explorers would. The exotic flavors are shown through the recipes, and after we create these meals those flavors mingle in our mouths in perfect harmony.
Though my family and I love all types of food that originate from different cultures, we have a specific preference for Asian foods; often we make Thai dishes. They’re easy, quick, filling, and “healthy” as in there are vegetables, but the nutrients remaining are pretty slim. And, of course, we cannot get enough sushi. When I decided to stop eating meat, I became a pescetarian instead of a vegetarian because I knew I could not give it up. We love sushi so much that we decided to learn how to make it. Though it’s usually not as good as sushi in restaurants, it’s cheaper in price and richer in experience. I prepared a California roll today to avoid serving real raw fish, but we also make spicy tuna rolls.

My family doesn’t need a spectacular vacation to knit us closer together; we can experience safari-like bonding through dinnertime. Regardless of if it’s a busy week or laid-back weekend, we will always try to prepare proper and exploratory meals. Ruth Reichl feels “that if you watched people as they ate, you could find out who they really are.” If you watch how my family and I eat, you’ll find we are true explorers. I intend to continue this safari throughout my adult life. I owe so much to my parents, especially my father, for introducing me to this lifestyle of eating at such a young age. 

Glog


Monday, November 25, 2013

The Rainbow Blog Post Part 2

My initial score the grader of my essay gave me was a six. The explanation given for this score was that my analysis was "reasonable" and employed "literary devices" in my essay. My essay was "not error-free" but I did "refer to the text for support" often. I scored a six rather than a seven because my essay was not as "developed" as a seven essay would be. I completely agree with this grade, and considering I interpreted the excerpt incorrectly, the grade was generous. I was not aware of the author's background or even the gender of the author. The main problem I had while developing my essay was that I wasted too much time reading and internalizing the prompt and the excerpt.

A major way I could improve my essay would be to focus on the pastoral imagery and the real complexity of the passage. In my essay, I assumed the author was a women and I did not have any background knowledge of the author, so I wrote my essay from a feminist perspective. I didn't connect the pastoral imagery the author used with the men doing field work to their complacency. I also viewed their complacency in a negative way, when the author felt that "blood" knowledge was what everybody should strive for. The author felt that desire for knowledge outside of home was what prevents true happiness in women, and I did not analyze that correctly.

Another aspect I should have focused on in my essay was how the contrast between men and women negatively characterized the woman, when instead I said it positively characterized the woman. From my feminist perspective, I felt that striving for knowledge was a way for the woman to achieve self-fulfillment,  while the men only fulfilled the basic needs for survival. Men were happy with work and no extended knowledge, and according to Maslow's hierarchy of needs I felt this made men superficial and even ignorant. Though the woman was disappointed with not being able to extending her horizons, like the vicar, I felt that there wanting to extend her thinking beyond basics characterized the woman as equals to the men, and even their superior. However, the desire for knowledge making the woman upset contrasting with the men following their natural instincts and being complacent was the author saying that knowledge found within is the key to true happiness and self-fulfillment. If the woman didn't waste her days longing for more, then she would be as content as the working men are.

Overall, the main issue with my essay was incorrectly analyzing this prose piece. I should have focused on stronger literary devices, such as how the use of anaphora establishes the men's complacency "It was enough" (12). If I would have realized the pieces complexity lies within the vicar's learned knowledge balanced with his blood knowledge made him master of the men, but learned knowledge alone brings pain and blood knowledge brings contentment, then I could have accurately developed an essay that was an 8 or a 9. I didn't cite my quotations correctly and I spent too long analyzing the passage when I should have started writing using sophisticated language and stronger literary devices. If I would have realized women most likely weren't published in the early twentieth century, then I could have accurately analyzed this passage. I now know to take into consideration all aspects of the prompt, the passage, and the background information given to us during the AP Exam and when writing all essays. I feel that this reflection will help me to better my future analytical essays.

Tuesday, November 19, 2013

The Rainbow Blog Post Part 1

It is common knowledge that women have been battling for gender equality and are still battling to this day. In The Rainbow, D. H. Lawrence juxtaposes male and female life in the early twentieth century to characterize women as men's equals-if not their superiors.

Throughout the first two paragraphs, repetition and diction both characterize and juxtapose women and men to create an intellectual superiority of women. In the first paragraph, the men were completing farm work, using their "blood" (9) of manhood to survive and be content with life. For men, farm work and turning "to the heat of the blood" (12) is enough. The second paragraph, the author focuses on characterizing women and their "desires" (22) for knowledge. Women want more than just equality, or "blood-intimacy" (16) but to explore "the world beyond," (19).

The remainder of this excerpt utilizes symbolism to further the characterization of women, specifically their desire to expand their intellectual growth. The vicar represents a man who could "speak the other, magic language" (41) unlike other men she knew, such as her husband. This vicar is a symbol for the ultimate goal of women-to be considered equal to men. This is especially true in the following lines, when Lawrence writes that women could "perceive" the magic language, but could "never attain to" (42-43).

Ultimately, the vicar stands for the gender equal women deserve, while spotlighting the ignorance of men. The vicar was "the master" (64) because he had "knowledge" (66).

Thursday, November 14, 2013

Blog Post #18: Reflection

This trimester of AP Literature has been trying, but worth every minute. As both a writer and person, I have expanded and grown into an intelligent woman, and with every day my intellect seems to grow more. Blogging and reflecting on assignments has really impacted my learning positively. One of my favorite assignments I have posted is the first Hamlet blog post. I had to write from my character, Ophelia's point of view to her bloggers (yeah, Ophelia had a blog) about the conflict between listening to Polonius about not seeing Hamlet and listening to her heart. I am proud of this post because I decided to challenge myself and wrote in Shakespearean language. Somehow, I managed to make Ophelia sound as if she had time traveled from Shakespeare's time period to now, learning the ways of the future. The analogy I thought of was a foreign exchange student joining a new school, attempting to become culturally savvy in a new environment but never losing the hometown accent. That I made this challenge work while following the guidelines, even challenging myself at all gives me joy and is a reason for me to take pride in my blog work.

Another post I pride myself on is my comparison/ contrast paper. That paper was incredibly difficult to write, and at that point in my education I hadn't written a wide variety of papers. Nonetheless, I wrote it as best as I knew how to at the time, and I earned a B. Though an A gleaming in my rear view mirror would be a nice change of pace, I still pride myself on earning that grade with the little experience I've had with AP courses. The main reason I believe I did not receive an A was my MLA format and the two essays I had to write individually in order to create a decent comparison and contrast paper. If I had taken more time on my prose analysis and checked my MLA format with a magnifying glass, I honestly believe I could have earned an A. Improving the roots of a paper usually improves the paper as a whole, after all.

In class, I believe I am a very active participant. I get involved in discussions, I risk saying wrong answers and embarrassing myself for the sake of learning and helping my classmates learn. When I finally analyze a piece correctly in class, I pride myself and motivate myself to keep working up the ladder of my educational experience. During group assignments, I felt that I performed my role in the group well. I tried to be an energetic as possible, and when we got stuck or lazy, I urged everyone to try again. Sometimes my tactics worked and sometimes they didn't, but I feel that I tried as hard as I could whenever I was in class.

However, work at home is a different, less-motivated tune. Looking back on this trimester, I might have earned an A if I hadn't been so lazy when it came to homework. I am not saying I never did my homework, but sometimes I just couldn't get going. When my brain needed to jog, it would sometimes sit on the couch. I am disappointed in myself that I didn't try as hard at home as I did in school, but I have developed plans to change the way I operate for next trimester. I have planned a personal reward system, and I have done some research on how to keep myself from falling into old habits of not studying. Overall, this laziness is close to extinction.

Referring to my previous post about not doing as much homework as I should, I believe that would improve my work ethic and overall scores immensely. A goal I have in mind is to start off the trimester doing all of my homework and in addition doing extra work. This way, I can take off some work as the trimester moves along. Not only will this method improve my skills as an AP Literature student, but I will feel like I'm doing a less or even amount of work as the trimester progresses. To put a metaphorical time stamp on this, at the end of next trimester, I will be completing all of my work, creating better work, and not feel so stressed out about it.

When it comes to the AP exam, I have a few ideas as to how to reach the range in which I would like to score. I swear, I am going to read 8 and 9 essays before bed every night so that I can internalize what I've read while sleeping. I will write in the morning, afternoon, evening, mid day, every day. I know this is the most efficient way to improve my essay writing abilities. Maybe I won't write quite that often, but it'll be at least once every day. Another plan is to keep practicing the multiple choice portion of the exam. I will buy my own books if need be, but I will make it happen. For my second metaphorical time stamp, I will employ these techniques (as best as I can) until the exam. Though I do not have AP Lit for the third trimester, I will continue practicing these techniques so that I can achieve at a college scholar level and to earn a college credit from this class.

Extra Credit: Hamlet Blog Post #5



Don't try to explain your mind
I know what's happening here
One minute it's love and suddenly
It's like a battle-field
One word turns into a 
Why is it the smallest things that tear us down
My world's nothing when you're gone
I'm out here without a shield
Can't go back now

Both hands tied behind my back for nothing
Oh no
These times when we climb so fast to fall again
Why we gotta fall for it now

I never meant to start a war
You know I never wanna hurt you
Don't even know what we're fighting for

Why does love always feel like ...
a battlefield (battlefield)
a battlefield (battlefield)
a battlefield (battlefield)
[repeat]
Why does love always feel like

Can't swallow our pride,
Neither of us wanna raise that flag
If we can't surrender
then we both gonna lose what we had, oh no

Both hands tied behind my back with nothing
(nothing)
Oh no, these times when we climb so fast to fall again
I don't wanna fall for it now

I never meant to start a war
You know I never wanna hurt you
Don't even know what we're fighting for

Why does love always feel like ...
a battlefield (battlefield)
a battlefield (battlefield)
a battlefield (battlefield)
[repeat]

I guess you better go and get your armor
(get your armor)
Get your armor (get your armor)
I guess you better go and get your armor
(get your armor)
Get your armor (get your armor)
I guess you better go and get your

We could pretend that we are friends tonight
And in the morning we'll wake up and we'll be alright
Cause baby we don't have to fight
And I don't want this love to feel like

A battlefield (oh), a battlefield (oh), a battlefield,
Why does love always feel like a battlefield (oh),
A battlefield (oh), a battlefield

I guess you better go and get your armor
I never meant to start a war (start a war)
You know I never wanna hurt you
Don't even know what we're fighting for
(fighting, fighting for)

Why does love always feel like ...
a battlefield (battlefield)
a battlefield (battlefield)
a battlefield (battlefield)
[repeat]

I guess you better go and get your armor
(get your armor)
Get your armor (get your armor)
I guess you better go and get your armor
(get your armor)
Get your armor (get your armor)

[slowly fade]
Why does love always feel like
(whooaa ooow)
Why does love always feel like
(whooaa ooow)
A battlefield, a battlefield..

[(whooaa ooow) throughout to end]
I never meant to start a war
Don't even know what we're fighting for
I never meant to start a war
Don't even know what we're fighting for
(whooaa ooow)
[fade out]



I cannot take the madness inside my brain, 'tis the worst ache a mind or heart could bear. Even strangers think me "importunate,/Indeed distract. Her mood will needs be pitied." (4.5.2-3). O, song hath carried me through this trouble, cradling as 'twere I a child! "He is dead and gone, lady,/He is dead and gone,/At his head a grass-green turf,/At his heels a stone." (4.5.26-29). Beautiful tune, yet sad. Music in mine ear is as well pain in mine chest, for I miss my father dearly. Yet still, doubt, he hath filled me, why Laertes had taken part as well. A song! A song about my troubles of love to play at mine funeral, when after this I shall be no more. Battlefield, 'tis the winner! My father and brother, I loved them dear, and Hamlet "you promised me to wed."(4.5.46). O, but not he. Instead he battles my brother, and my brother says, "I will do ’t." (4.7.136). Battle and battle to death, they'll do. O how Laertes created a war when he filled mine head with doubts, such like "the trifling of his favor,/Hold it a fashion and a toy in blood." (1.3.5-6) alongside "Perhaps he loves you now,/And now no soil nor cautel doth besmirch/The virtue of his will, but you must fear." (1.3.14-16.) Fear I did, and now the field of battle hath arrived. Even crueler my late father hath said such like "Affection! Pooh, you speak like a green girl,/Unsifted in such perilous circumstance./Do you believe his “tenders,” as you call them?" (1.3.101-103) and "Think yourself a baby/That you have ta'en these tenders for true pay,/Which are not sterling." (1.3.105-107). How they could speak such cruel and false words is beyond the knowledge I possess. And Hamlet, worst of all, love in bounty one moment, the next his words turned to "I loved you not." (3.1.115) and "Go thy ways to a nunnery." (3.1.130-131). I cannot bear to think more! I shall go down to the river now, and when at the funeral thine ears are filled with tunes bittersweet, these snakes of men shall know the hurt they've caused.

Blog Post #17: Hamlet Blog Post #6

Hamlet Essay

Addyson Miklos


Ms. Wilson
AP Literature
14 November 2013
In a novel by William Styron, a father tells his son that life “is a search for justice.” Choose a character from a novel or play who responds in some significant way to justice or injustice. Then write a well-developed essay in which you analyze the character’s understanding of justice, the degree to which the character’s search to justice is successful, and the significance of this search for the work as a whole. Do not merely summarize the plot.

I have read and understand the sections in the Student Handbook regarding Mason High School's Honesty/Cheating Policy. By affixing this statement to the title page of my paper, I am certifying that I have not cheated or plagiarized in the process of completing this assignment. If it is found that cheating and/or plagiarism did take place in the writing of this paper, I understand the possible consequences of the act, which could include a "0" on the paper, as well as an "F" as a final grade in the course.

Addyson Miklos
Ms. Wilson
AP Literature
14 November 2013
Hamlet Essay
            All heroes earn their titles by doing one thing—ensuring justice. If there is a villain creating chaos, it is a heroes’ duty to remove that villain from power. In Hamlet, William Shakespeare creates a tragic hero who seeks out justice on Claudius, his uncle and his father’s murderer. Throughout his several soliloquys, Hamlet proves himself to be a hero; at first he cannot decide if murdering Claudius is its own injustice, then he assumes he is God’s instrument as a server of justice and therefore morally sound in his decision. He kills Claudius in order to achieve justice, which leads to his tragic but heroic death.
            Hamlet’s first soliloquy is significant as it relates to his eventual heroism. Loyalty is a trait that Hamlet, like all heroes, carries; though his uncle has usurped the royal throne as king of Denmark, Hamlet remains faithful to his father, King Hamlet, by referring to him as “So excellent a king, that was to this Hyperion to a satyr.” (1.2.140-141). This line introduces Hamlet as not simply loyal to his father, but that he idolizes his father; he views him as a god. In juxtaposition, Hamlet compares Claudius to a half-man, half-animal creature, insinuating that Claudius is barely a man. This view into Hamlet’s real feelings towards Claudius is important in that he lacks respect for Claudius even before he is aware of his uncle’s sinister actions.
            During Hamlet’s famous “To Be Or Not To Be” speech, he has already promised his father’s spirit that he would avenge him. He has thrown on a disguise of craziness to work up to killing Claudius, which would serve justice for Denmark by ridding this poisonous king. However, he is morally conflicted, which is apparent when he says, “in that sleep of death what dreams may come/When we have shuffled off this mortal coil,/ Must give us pause.” (3.1.67-69). If he kills Claudius, he has committed a mortal sin, and will spend his afterlife in hell; if he commits suicide, he will have the same fate. His fear of what is moral and immoral gives him “pause.” However, at the end of his speech, Hamlet comes to the conclusion that “conscience does make cowards of us all,” (3.1.84) which leads him to believe “with this regard their currents turn awry,/And lose the name of action.” (3.1.88-89). Over thinking, he realizes, is a hindrance in life, and the pause it creates means that rightful actions are not always carried out. It is in this speech when he has made his final decision to seek justice and murder Claudius.
            Horatio secretly meets Hamlet in a graveyard before the climactic battle scene between Laertes and Hamlet takes place. Horatio is curious as to how Hamlet escaped his supposed death sentence. Hamlet reveals that “Without debatement further, more or less,/He should the bearers put to sudden death,/Not shriving-time allowed.” (5.1.45-47). He exchanged the letter Claudius sent, and using his wit he arranged the murders of Rosencrantz and Guildenstern in his place. It seems like this should be a moral crime, but Hamlet believes that “heaven” was “ordinant” (5.1.48) in this plan, (considering Rosencrantz and Guildenstern were spies, therefore immoral) and he was justified in his actions. Since he believes God helped him to see the letter and bring the Danish seal, he believes he is God’s instrument of justice, and next is Claudius. There is a tone-shift in this speech from the previous acts; Hamlet was fearful of sinning, but now he is confident in his words and actions, fully aware that he is dutifully carrying out justice.
            Before his duel with Laertes, Hamlet apologizes for killing his father. He excuses his behavior by telling Laertes, “I proclaim I was in madness.” (5.2.196). Hamlet faked his craziness, but he is trying to mend bridges with Laertes. Though Hamlet’s madness was a rouse, he is still justified in killing Polonius because he was a “wretched, rash, intruding fool” (3.4.31). The quick pacing of the words in this line expresses Hamlet’s raw rage at such a dishonorable act, an act that deserved justice. Throughout the duel, all prominent characters (excluding Horatio) become poisoned.

As Hamlet lies dying, he tells Horatio, “Absent thee from felicity a while,/And in this harsh world draw thy breath in pain/To tell my story.” (5.2.345-347). The battle was a victory for Hamlet, so much that his dying wish is that Horatio tells his story. Hamlet dies a heroic death, fighting to avenge his father and to rescue Denmark from the undeserving and selfish Claudius. Hamlet achieves justice by defeating a true villain, and died with heroic honor. 

Blog Post #16: Hamlet Blog Post #4

To-day I found parchment, written upon it was a story-mine own self were the subject! Sad was it's tune, for it blamed mine brother and father for the end of my breathe with such a harsh whipping of words. O, but 'tis common knowledge of the wise that the bitterest tunes sing true. Laertes' words of mine and Hamlet's love to be a "fashion" (3.1.6.) fell bitter in mine heart, and filled me with doubt. T'was a "shock to her gentle nature" (Seng, 220) indeed. Never in mine life had I been so betrayed, by Laertes' words, none less Hamlet's actions. Laertes called Hamlet's "triflings" "a violet in the youth of primy nature" (3.1.5-7.) Ha! Cannot be truth, for Hamlet declared his love for me worthed more than "fourty thousand brothers" (5.1.247.) 'Tis truly "not the language of trifling, beguilement, or seduction" (Seng, 222) because his love was true, his madness as well. Possible to blame Hamlet for drowning out mine own madness? Nay, never. Even as breathe still filled my lungs, my madness only helped me defend mine Hamlet to Laertes when I spoke, "I would give you some violets, but they withered all when my father died." (4.5.155-156.) Again I find truth in this parchment, that I "paid him back in a verbal kind." (Seng, 224.) I cannot speak about my father long, it does put weight on mine supernatural heart, but he is at fault as much as is Laertes, for his mocking tone when he asked me, "Do you believe his “tenders,” as you call them?" (1.3.103.) put just as much doubt in my heart about Hamlet as Laertes. I now know in my new state that Hamlet loved me so, and that is all I need know.

Blog Post #15: Hamlet Blog Post #3

Speech Analysis:
In Hamlet's To Be Or Not To Be Soliloquy

The imagery in this speech that refers to the uncertainty of death is when Hamlet describes sleeping. He compares the peacefulness of sleeping to the peacefulness of death until you start dreaming, or go to the afterlife. It's the ignorance of what our "dream" will be that makes everyone fear death. Hamlet uses imagery describing weapons, "slings and arrows," (3.1.79.) to illuminate the suffering in life, how everyone must constantly be fighting just to survive. Shakespeare, when writing Hamlet's To Be Or Not To Be Soliloquy, uses a pathos and logos appeal, especially when Hamlet says, "When we have shuffled off this mortal coil,/Must give us pause. There’s the respect/That makes calamity of so long. " (3.1.68-70.)
Paradox: "There’s the respect/That makes calamity of so long life." (3.1.69-67.) Life is long, but it goes by fast because we are pausing and over thinking instead of trusting our gut.
Tone: Using the phrase "mortal coil" (3.1.68.) sets a melancholy tone, because it refers to both our miserable lives as humans and our fear for what happens after when are no longer stuck in the turmoil of life. What if it gets worse?
Diction: Using the words "nobler" and "suffer" (3.1.58.) help focus on the dilemma that every human faces at some point; is it noble for us to stay alive and suffer through life? Why not just give up?
Afterlife and life on earth: "To sleep, perchance to dream-" (3.1.66.)
Hamlet ponders about whether it is better to commit suicide or suffer through life, and he comes to the conclusion if everybody just lived their life without fear, then nobody would have to ask that question.

Kenneth Branagh:
Diegetic/Non Diegetic- During the beginning of the speech, when he is simply weighing the options of death vs living, there is no music, reinforcing the solemn nature of the tone. Then the underscore starts lifting his words, rising and gaining speed like his words.
Setting- In a room full of mirrors, symbolizing how he reflects on himself.
Props- His knife represents the power he has, choosing whether someone lives or dies. He could kill someone or himself before anyone could stop him.
Costume- He is dressed in black like always.
Make up- He look slightly paler than normal.
Camera Angles- Over the shoulder shot of him, full body in the mirror, then he begins to move closer and closer, just like he moves closer to suicide.

Laurence Olivier:
Diegetic/Non Diegetic- You can hear the waves of the ocean as he is deciding if he should or shouldn't kill himself, he delivers the soliloquy in his mind. During the beginning of his speech, he pulls out a knife, almost killing himself, and when he says "perchance to dream," there is an extreme close up of his forehead with sweat on it, expressing his stress and willingness to end his life. When he does say, "perchance to dream," he gets up, because he does not know what comes after and that is what scares him and everybody else. 
Setting- On a cliff, most likely where he spoke to the Ghost. 
Props- Knife, and a rock he sits on.
Costume- Black clothes, assuming since it's in black and white.
Make up- Not sure.
Camera Angles- covered in diegetic and non diegetic.

Mel Gibson:
Diegetic/Non Diegetic- Very emotional in his words, acting out sleeping when talking about it which expresses the wanting to commit suicide. How ever, when he says "perchance to dream" he expresses his realization of why nobody really kills their self, even though they want to. When he lists off all of the reasons why anyone would want to kill their self, he gets angrier and angrier in his tone, a shift like his shift from sad to angry in the actual play.
Setting- In a tomb chamber
Props- Tombs
Costume- All black robe type of outfit
Make up- Bare make up, natural
Camera Angles- Close up, full body (Lighting is mostly dark expect on what I'm assuming is his father's tomb, and then on his face toward the end, which is sort of foreshadowing.)

Ethan Hawke:
Diegetic/Non Diegetic- In head head during the beginning, not much of a self reflection but more of a universal "Should we commit suicide or not?" After perchance to dream, he speaks aloud, still not very emotional.
Setting- At blockbuster, walking up and down the aisles. 
Props- Hat, movies, TVs with people dying on them
Costume- All black except a hat is on his head
Make up-No visible make up
Camera Angles- On him walking up and down the aisles, then one shot before he speaks aloud to the T, a shot to the devil on the TV screen at the end

Blog Post #14: Hamlet Blog Post #2



"Don't get mad. Get even."

Movie theme:
In this movie, John Tucker is the star athlete, dream boy of high school and all girl want him. He knows this and takes advantage of this by dating multiple girls at once. When the girls find out about this, they are unhappy, but the main character convinces the girls to get revenge on him instead of fighting with each other. In Act two of Hamlet, Ophelia is only involved indirectly. Polonius uses her to describe why Hamlet has gone crazy. Ophelia is similar to to the main character in this movie, Kate, in that they are both the reasons that Hamlet and John are going crazy. However, John does not know Kate is trying to destroy him, and Hamlet is only pretending to go crazy (or is he?)

Ophelia's perspective:
Father hath scurried to King Claudius in order to reveal why thou "noble son is mad." (2.2.94.) I possess a wretched feeling in mine beating chest, for I do love that "noble son" so. Matters were worsened when dear father told the king I was the cause, and beloved Hamlet that has the mad effect. He told me to reject lord Hamlets' affections, and told the king, "she took the fruits of my advice;/And he, repelled—a short tale to make—/Fell into a sadness, then into a fast,/Thence to a watch, thence into a weakness,/Thence to a lightness, and, by this declension,/Into the madness wherein now he raves/And all we mourn for."(2.2.136-142.) Oh, then father caught himself in a situation short after, involved was Hamlet! Hamlet appeared to speak in crazed tongues, but father was not sure how authentic. So father decided he must "contrive the means of meeting between him and my daughter." (2.2.202-203.) Now I must meet with the man who controls my mind during slumber. How do I obey father if he keeps pushing me toward Hamlet? E're person I have met is aware that pushing leads to falling. O, I fear that my father's spying eyes will get him into trouble with Hamlet, trouble too deep to recover from.


Comparative/contrasting quotes:
"Basketball Coach: [sees John in the thong and Coach Williams holding John's ear] What the hell?

Coach Williams: I think this belongs to you, Coach. I found it in my bed.

John Tucker: Coach, make her let go."


"Hamlet: For if the sun breed maggots in a dead dog, being a good kissing carrion— Have you a daughter?

In both of these quotes, the characters appear to be outrageous. John, a very masculine male, is wearing woman undergarments in a hotel room with a female basketball coach. The girls seeking revenge on John arranged this form of payback, however John is legitimately crazy. He willingly put on the underwear because he is mad with love, and will do any ridiculous thing Kate asks of him. In comparison, Hamlet also seems to be crazy, driven mad with love as well. In this scene, Hamlet is talking nonsense, first about Polonius being a fisherman, then about how few honest men there are in the world, and in the quote I have pulled, he is talking about gruesome images about maggots feeding on dead dogs, only to bring up Ophelia. However, everybody only assumes that Hamlet is crazy, but he is only pretending which contrasts with John's character because he is willingly acting crazy in order to gain Kate's affection. In John Tucker Must Die, the love crazy womanizer is driven crazy because the girls he played want revenge. In Hamlet, he is putting on a facade, fooling those who surround him that he is crazy from heartbreak, in order to seek his revenge on Claudius. 

Blog Post 6: Myth (working copy)

Jessica's Blog: Blog Post 6: Myth

Blog Post 4: Literary Period (working copy)

Jessica's Blog: Blog Post 4: Literary Period

Blog Post 4A: Hair We Are (working copy)

Jessica's Blog: Blog Post 4A: Hair We Are

Wednesday, November 13, 2013

Blog Post #13: Hamlet Blog Post #1

O Horror! Friends, I am a beggar for wisdom I doth not acquire. Listen to this tragedy of a day, and help me, the pitiful, cowardly fool that I am. Thou is knowledgeable in mine affairs of the heart. I am but Eve, yearning for a beautiful but forbidden treasure. To-day, my dearest brother hath filled me with doubt, for Hamlet's love is but a "A violet in the youth of primy nature,/Forward, not permanent, sweet, not lasting,/The perfume and suppliance of a minute" (1.3.7-9.) Unreal, his love I feel in mine torn heart. Fleeting. Never once dear brother Laertes hath fed mine own ears with lies, but I do wish he were now. As I bid him farewell, down about my beloved, father appeared and unleashed his own wrath of wisdom. Expressing to him the affections of Lord Hamlet made him think me a fool, clear and simple he told me, "When the blood burns, how prodigal the soul lends the tongue vows." (1.3.116-117.) That Hamlet's affections are not him speaking but his body, what an insinuation. My need is in a desperate state, dear friends, and I am lost. Is my love, the "main voice of Denmark" (1.3.28.) fraud? Fooled am I by "springes to catch woodcocks?" (1.3.115.) Or is guide true in mine own chest? What am I to do? "I shall obey, my lord" (1.3.136.) are the words spoken to father, but I doth not know if that strength lies within.

Blog Post #12: Hamlet Character Justification Page

As a drama fanatic, I've always admired Shakespeare's work. When I discovered we were going to be reading Hamlet, I was ecstatic. I am going to be writing blog posts for every Act of Hamlet and all of the posts will be written from Ophelia's perspective. I chose Ophelia because I identify with her. My father has always had a strong influence on me, and I always seem to develop crushes on people I shouldn't, just like Ophelia. Being the control freak that I am, if something in my life goes wrong, I go insane. Though my lover did not kill my father like Ophelia's lover did, I would still sing silly songs instead of confronting reality when it it comes down to it. If Ophelia was a teenage girl in this generation and had a twitter account, she would be respectful of what she posted for her father's sake and tweeted about loving Hamlet without using his name (i.e. "He is so dreamy!" "I hate it when you act so...insane!") Writing from Ophelia's perspective may be difficult since she is not entirely prominent throughout the play, but I love Ophelia, Shakespeare's Hamlet, and of course a challenge!

Blog post #10 & #11: America Drama Video/Project

 

1990. Choose a novel or play that depicts a conflict between a parent (or a parental figure) and a son or daughter. Write an essay in which you analyze the sources of the conflict and explain how the conflict contributes to the meaning of the work
I have read and understand the sections in the Student Handbook regarding Mason High School's Honesty/Cheating Policy. By affixing this statement to the title page of my paper, I am certifying that I have not cheated or plagiarized in the process of completing this assignment. If it is found that cheating and/or plagiarism did take place in the writing of this paper, I understand the possible consequences of the act, which could include a "0" on the paper, as well as an "F" as a final grade in the course.

Sami Villagran, Esteban Gonzalez, Nikki Van Voorhis, Emily Moser, Addyson Miklos
Nichole Wilson
Bell 4
30th October 2013
You Can't Take It With You
Wilson
AP Literature
October 30, 2013

Prompt
1990. Choose a novel or play that depicts a conflict between a parent (or a parental figure) and a son or daughter. Write an essay in which you analyze the sources of the conflict and explain how the conflict contributes to the meaning of the work. Avoid plot summary.
Thesis
You Can't Take it With You by George S. Kaufman and Moss Hart satirizes the Sycamore family to create a conflict between Tony and his father about his choice to marry Alice, which exposes the American upper class’ false belief that money leads to happiness.
General Synopsis:
In this play, the first scene is a very (purposefully) scattered and unorganized characterization of the Sycamore family. The mother, Penny, is writing plays, while her husband is in the basement creating fireworks, and her daughter, Essie makes candy while in her ballerina shoes. All of these events happen at the same time, and this is a typical day for the Sycamores. Though it seems like madness, everybody is simply doing what they love, without any thought about money. And they are happy. Alice, daughter of Pen the calmest of the Sycamores, goes out on a date with Tony Kirby. Tony proposes to Alice the night after their date, but Alice does not believe that his parents will accept her quirky family, and her point is reinforced by continuous humorous interruptions by her family members. Tony suggests that their families should have dinner, in hopes Alice will find the family’s are compatible, thus ensuring their eventual marriage. However, the Kirby’s come on the wrong night, and they experience the craziness of the Sycamore family through an secret-exposing game. Mr. and Mrs. Kirby will not allow Tony to marry Alice. Alice is so upset, she almost leaves home, which is unheard of in the Sycamore household. However, her Grandpa confronts both Tony and Mr. Kirby, exposing their unhappiness. Grandpa is essentially the voice of reason, and Mr. Kirby listens and gives his approval and becomes open to a new idea of individualism.
Playwright Background Information:
George S. Kaufman was a satirical playwright. Before writing plays, he was a reporter and critic which ultimately lead to his role as drama editor for the New York times. He frequently collaborated on his plays with others, and in You Can’t Take It With You he collaborated with Moss Hart.Kaufman hated Hollywood, and it took a lot to get him away from New York City. He had an affair with Mary Astor.
Primary characters:
Alice Sycamore, Tony Kirby, Grandpa Vanderhof, and Mr. Kirby are the main characters.
Setting:
This play is set in New York City, at the Sycamore’s living room. The time period was around 1937.
Key Plot Moments:
Grandpa is confronted for Tax evasion by the IRS, but ultimately finds a way around it. Alice plans out the evening she believes the Kirby’s are coming over to meet her family so that the family’s get along; unfortunately, the Kirby’s come early and see the Sycamores for who they really are. The game the families play together exposes the Kirby’s for who they really are.Grandpa’s argument with Mr. Kirby is the ultimate resolution for the entire play.
Symbols/Motifs.
The Sycamores living room and the game both the Sycamores and the Kirbys play is symbolic for true individualism.

Themes:
Exposing unhappiness, acquiring self-knowledge.
Stylistic Devices:
Satire, characterization, allusions to the government and the time period. (The Great Depression, the IRS.)








Rationale
       In reading the play You Can’t Take it With You the play fit the ap prompt perfectly . the proposed the argument that it originated from the pressures and expectations put on them by society and as the play progresses, they find that happiness is desired over money or success.
        We chose Act one scene one because it illustrates the stress Alice goes through in worrying that Tony’s family will not approve of her’s and the quirky characteristics they put forth. With this Internal struggle brought to air, Tony (Shrek) is right there to reassure her that everything would be alright, and he will make sure approval can be met. This sets the stage for the play, and shows the audience that their relationship is strong and obstacles are willing to be overcome. Act 2 scene one was incorporated, because it represents an important scene in the play, the dinner table interaction. At the table Shrek works hard to gain acceptance from Fiona’s father, but he is not impressed. In turn, Fiona becomes angry not at Shrek, but at her father, due to the fact that Shrek’s efforts for approval were overlooked, and a chance was not even given.  Lastly, Act 3 scene one was chosen because it brings the source of their struggle to light, unhappiness. Donkey (grandpa) helps the king understand that pushing Fiona into a lifestyle she does not want is pointless when she has already found happiness in Shrek. Money could never be a source of happiness in life, but having a daughter who is content is. With the king apologizing to Fiona, and sentiments finally assuaged, the conflicts were able to add to the overall theme in the piece, which is that happiness is desired over money or success.
WHY WE CHOSE THE SCENES:
Act 1 Scene 1: This scene begins with Fiona and Shrek discussing their marital problems. These issues derive from their belonging in two different worlds. This adaptation follows Act 1, Scene 2 where Alice and Tony are speaking primarily about the same issues.  
Act 2 Scene 1: This scene portrays the family at a dinner scene all together. This was chosen to mirror Act 2, Scene 1 from the original play. This is a key scene between the all characters because it vividly displays the tension between the two families caused by social separation.
Act 3 Scene 1: Derived from the original act 3 scene 1, this scene is both climatic and resolute. Donkey is paralleled to Grandpa, and his discussion with King Harold is essentially a juxtaposition of their worlds. King Harold is rich and powerful, yet he is unhappy with his life. However, Donkey does whatever makes him happy. Although Donkey is not wealthy, he is significantly happier than King Harold.

Blog Post #8: Comparison/Contrast Summer Reading Paper

I have read and understand the sections in the Student Handbook regarding Mason High School's Honesty/Cheating Policy. By affixing this statement to the title page of my paper, I am certifying that I have not cheated or plagiarized in the process of completing this assignment. If it is found that cheating and/or plagiarism did take place in the writing of this paper, I understand the possible consequences of the act, which could include a "0" on the paper, as well as an "F" as a final grade in the course. -Addyson Miklos Prompt: 1997. Novels and plays often include scenes of weddings, funerals, parties, and other social occasions. Such scenes may reveal the values of the characters and the society in which they live. Select a novel or play that includes such a scene and, in a focused essay, discuss the contribution the scene makes to the meaning of the work as a whole. Addyson Miklos Ms. Wilson AP Literature 2 October 2013 Angela’s Ashes Prose Analysis In “Angela’s Ashes,” by Frank McCourt, the selected passage accentuates the theme of betrayal caused by the Frankie’s father’s selfishness, but is juxtaposed by the guilt and depression the father feels, raising the question of whether or not depression can excuse destructive behavior. In this passage, the father is binge drinking the family’s money away, as usual. This destructive behavior is a betrayal to the family, because they live in such poverty. The father disregards what’s best for the family because he is consumed in his own selfishness. He tells Frankie that he’ll leave the bar “in a minute” but instead he “takes a long swallow” (McCourt, 86) and Frankie hits a breaking point. He “pushes it away” (the pint) which is a pivotal moment in the book. Up until now, Frankie has never disrespected his father because it is not what their culture or religion allows. However, the betrayal of his father drinking away the dole money before the funeral for his own son, Eugene, is too hurtful to let slide by. In addition to the alcoholism, this situation is even worse because the father sets his pint of beer, a symbol of the betrayal, on top of Eugene’s clean, white coffin. The act of drinking with the coffin, and having the “black pints […] resting “ on top of the coffin shows that the source of the father’s alcoholism is severe depression. He is drinking away the dole money because his family is dying and living in poverty, and the only thing that numbs his pain is drinking. This is paradoxical because if he would stop drinking and find a job, he could support his family and afford to take care of them so that they could avoid early death. Mise En Scene Analysis Essay Novels and plays often include scenes of weddings, funerals, parties, and other social occasions. Such scenes may reveal the values of the characters and the society in which they live. Select a novel or play that includes such a scene and, in a focused essay, discuss the contribution the scene makes to the meaning of the work as a whole. Funerals have always been melancholy because they are a result of the epitome of devastation; death. Naturally, people grieve in their own ways. However, there is a fine line between grief and selfishness, and Malachy McCourt (Frank, the main character, and Eugene McCourt’s father) crosses that line in the scene right before Eugene McCourt’s funeral. In his film, Angela’s Ashes, Alan Parker uses specific film elements to capture ultimate betrayal in a family, a betrayal that stems from the depression of constant loss. Directors typically use lighting to accentuate a certain mood; in this case, the mood is utter despair. At the beginning of the scene, Malachy and Frankie are praying in front of a picture of Jesus. The lighting is completely dark, and the characters appear to be blue. Blue represents depression, and making this light purposeful in that it represents the depression the characters feel. When Malachy is asking why God wants his children to die, this lighting emphasizes the woeful inner-struggle Malachy is facing (he loves God, but God keeps taking away the people he loves.) When the scene changes, Frankie is waiting outside a bar for his father, directly before the funeral, the lighting is bright and suggests that Frankie isn’t feeling too sorrowful. However, when he walks into the bar, the lighting immediately changes into a dim setting, foreshadowing that something bad is about to happen. The bartender points Frankie toward a room, in which he sees his father. The lighting is a bit brighter, to reign focus in on Malachy and the white coffin with a black pint sitting atop. This illumination helps to juxtapose the white coffin and black pint, unveiling Malachy’s ultimate betrayal. Camera angles are essential to the meaning of this work because they express the character’s true emotion and helps capture the director’s theme. In the beginning of the scene, when the boys are praying to Jesus for the late Eugene, there is a point of view shot which makes the audience experience what the characters are experiencing, which is a lack of power and control. It looks as if Jesus is looking down on them, powerfully, yet all his does is take away Malachy’s children. This helps us understand how vulnerable Malachy feels, creating sympathy for his character. However, later in the scene when Frankie walks in on his father and notices the pint sitting on top of Eugene’s coffin, soiling it, the close up shot reveals a new emotion; anger. This expresses that this act of selfishness and betrayal by Malachy, spending the dole money on drink and then proceeding to soil Eugene’s coffin, is the last straw for Frankie, and he can no longer respect his father, though it is an obligatory part of his religion and society. The audience now feels conflicted, because they want to be empathetic toward Malachy, but they ultimately cannot tolerate his indecent and irresponsible behavior. Angela’s Ashes Comparison and Contrast Essay Funerals are melancholy because they are a result of the epitome of devastation; death. Naturally, people grieve in their own ways. However, there is a fine line between grief and selfishness, and Malachy McCourt (Frankie, the main character, and the late Eugene McCourt’s father) crosses that line in the scene right before Eugene McCourt’s funeral. In Alan Parker’s film, Angela’s Ashes, and Frank McCourt’s novel, Angela’s ashes, both men capture ultimate betrayal in a family, betrayal that stems from the depression of constant loss; however, they both use different techniques to prove their point. In the novel, McCourt uses blunt sentences to convey the idea that Malachy has finally committed the ultimate act of betrayal. In this passage, Malachy is binge drinking the family’s dole money away, and this destructive behavior is hurtful to his impoverished family. The father disregards what’s best for the family because he is consumed in his own selfishness. He tells Frankie that he’ll leave the bar “in a minute” but instead he “takes a long swallow” (McCourt, 86) and Frankie hits a breaking point. He “pushes it away” (the pint) which is a pivotal moment in the book, expressing the lack of respect Frankie now has for his father. Up until now, Frankie has never disrespected his father because it is not what their culture or religion allows. Now, he openly tells his father “no” when told to leave, repetitiously. The blunt exchange between Frankie and his father expresses Frankie’s hurt and conflicted emotions. Though Frankie loves and wants to respect his father, the betrayal of Malachy drinking away the dole money before the funeral for his own son, Eugene, is too hurtful to let slide by. In contrast of these blunt sentence structures, Parker takes a more emotional and apparent route. Parker uses lighting to express explicit, unambiguous emotions that create a conflicting sympathy and disdain for Malachy, ultimately conveying unforgivable betrayal. At the beginning of the scene, Malachy and Frankie are praying in front of a picture of Jesus. The lighting is completely dark, and the characters appear to be blue. Blue represents depression, and making this light purposeful in that it represents the depression the characters feel. When Malachy is asking why God wants his children to die, this lighting emphasizes the woeful inner-struggle Malachy is facing (he loves God, but God keeps taking away the people he loves.) When the scene changes, Frankie is waiting outside a bar for his father, directly before the funeral, the lighting is bright and suggests that Frankie isn’t feeling too sorrowful. However, when he walks into the bar, the lighting immediately changes into a dim setting, foreshadowing that something bad is about to happen. The bartender points Frankie toward a room, in which he sees his father. The lighting is a bit brighter, to reign focus in on Malachy and the white coffin with a black pint sitting atop. This illumination helps to juxtapose the white coffin and black pint, unveiling Malachy’s ultimate betrayal. Parker also uses camera angles to convey strong, negative emotions, in order to reinforce the idea of Malachy hurting his family past the point of forgiveness. In the beginning of the scene, when the boys are praying to Jesus for the late Eugene, there is a point of view shot which makes the audience experience what the characters are experiencing, which is a lack of power and control. It looks as if Jesus is looking down on them, powerfully, yet all his does is take away Malachy’s children. This helps us understand how vulnerable Malachy feels, creating sympathy for his character. However, later in the scene when Frankie walks in on his father and notices the pint sitting on top of Eugene’s coffin, soiling it, the close up shot reveals a new emotion; anger. This expresses that this act of selfishness and betrayal by Malachy, spending the dole money on drink and then proceeding to soil Eugene’s coffin, is the last straw for Frankie, and he can no longer respect his father, though it is an obligatory part of his religion and society. The audience now feels conflicted, because they want to be sympathetic toward Malachy, but they ultimately cannot tolerate his indecent and irresponsible behavior. Unlike Parker’s straightforward approach, McCourt decides to take a paradoxical view on the story. Using paradox, McCourt perplexes the situation, resulting in conflicting emotions toward Malachy, but ends in disappointment due to Malachy’s disloyalty to his family; betrayal that could have and should have been avoided. In this passage, Malachy sets his pint of beer, a symbol of betrayal, on top of Eugene’s clean, white coffin. The act of drinking with the coffin, and having the “black pints […] resting “ on top of the coffin shows that the source of the father’s alcoholism is severe depression due to constant loss. He is drinking away the dole money because his family is dying and living in poverty, and the only thing that numbs his pain is drinking. This is paradoxical because if he would stop drinking and find a job, he could support his family and afford to take care of them so that they could avoid early death. Though the audience feels sympathy for Malachy, his behavior is inexcusable because the only way his family will stop dying and living in poverty is if he uses the dole money to help them. Overall, both Parker and McCourt express a theme of family oriented disloyalty. Parker took a powerful and unambiguous take on McCourt’s novel, while McCourt used subtlety and literary device since he was breaking societal rules by standing up to his father. Though Malachy has reason to be depressed and seek relief from grief through drink, his selfishness is intolerable because he is letting his family starve and die whenever he could have prevented it all.

Wednesday, October 16, 2013

Blog Post #9: Creative Project and Explanation

Life of Id


2013. A bildungsroman, or coming-of-age novel, recounts the psychological or moral development of its protagonist from youth to maturity, when this character recognizes his or her place in the world. Select a single pivotal moment in the psychological or moral development of the protagonist of a bildungsroman. Then write a well-organized essay that analyzes how that single moment shapes the meaning of the work as a whole.


Explanation:
Text: Yann Martel’s Life Of Pi
Essence: Finding balance within yourself and actions.
Brief Summary of Text:
Prompt- 2013-A bildungsroman, or coming-of-age novel, recounts the psychological or moral development of its protagonist from youth to maturity, when this character recognizes his or her place in the world. Select a single pivotal moment in the psychological or moral development of the protagonist of a bildungsroman. Then write a well-organized essay that analyzes how that single moment shapes the meaning of the work as a whole.
Brief Summary of Text: Life of Pi is a novel that encompasses the journey to self individuation through a physically, mentally, and emotionally challenging and extreme situation (being stranded in the ocean on a small boat with a tiger for several months.) The narrator switches from the author’s point of view when he is observing older Pi to younger Pi’s point of view throughout the text, showing the result of how Pi essentially mastered both his savage and rational being, as well as his multiple religions. At the beginning of the book, Pi struggles with typical teenage problems, such as bullies, how to talk to girls, and being rebellious towards his parents. Throughout the remainder of the book--after Pi loses his family during a shipwreck--Pi battles physically exhausting battles against hunger, thirst, and a tiger (or his imagination) and battles his inner demons, mainly conflicting moral issues. At the end, he does achieve self-knowledge, and continues his life as older Pi with a balanced moral and psyche.
Thesis: In Life of Pi, Yann Martel uses Pi and Richard Parker as contrasting psychological symbols throughout Pi’s journey to individuation; at the end of the book, the pivotal moment when Richard Parker does not look back at Pi shows he has reached complete individuation by acknowledging the animalistic side within, but he will not let it ruin his faith.
Creative Project and Explanation: A board game called “Life of Id” which has players play against each other to test their knowledge in the psychological elements of the Id versus the Superego whilst utilizing fun challenges that pin players in a race to the top of the board.
Cards:
“Life will defend itself no matter how small it is.”  -ID


“All living things contain a measure of madness that moves them in strange, sometimes inexplicable ways.” -ID


“I began to wait. My thoughts swung wildly. I was either fixed on practical details of immediate survival or transfixed by pain, weeping silently, my mouth open and my hands at my head”  -SUPEREGO


"Animals in the wild lead lives of compulsion and necessity within an unforgiving social hierarchy in an environment where the supply of fear is high and the supply of food low and where territory must constantly be defended and parasites forever endured.” -ID


“We commonly say in the trade that the most dangerous animal in a zoo is Man.” -ID


“I was not wounded in any part of my body, but I had never experienced such intense pain, such a ripping of the nerves, such an ache of the heart “ -SUPEREGO


Card Challenges!


“Sing at least 15 words about either Pi or Richard Parker in your best foreign accent.”


“Through interpretive dance, express your feelings about Pi, then pi, and finally pie.”


“Go to the water fountain and splash water on your face. Re-enter the room with your face still
wet and exclaim, “Well, Richard Parker, I’m glad we made it through that entire week of rain!”


“You are Pi. After several days without food, you are a bit delusional. Drop down on one knee and sing a verse of a love song to Richard Parker, using his name at least once.”


“Richard Parker is irritable today and lunges at you! Hide under a desk and say, “Away beast! Back off!” Remain under the desk in terror for a few seconds, then return to the game.”