Hamlet: Act 1 Scene 3

Laertis says his farewell to his sister Ophelia.

He warns her on Hamlet's love for her. He states that Hamlet's passion will only be temporary as he holds obligations to royalty and that he will grow out of it. He advises her to not hold affection for him. 

Polonius enters advises Laetris to grasp onto good friends, to not get into fights, to listen but not speak his own words too much, to not be boastful in appearance, and most importantly "to thine own self be true"

Polonius scolds Ophelia for giving her time to Hamlet but to instead be more wise and respect herself. 

Ophelia responds in a way to defend Hamlet's love for her. 

Literature Analysis #2

The Sun Also Rises by Ernest Hemingway

1. The story begins with the narrator's introduction of his friends whom he spends his everyday life with revolved around drinking and partying. The exposition, climax, and resolution is basically divided into three books. In book one, Robert Cohn is first introduced, a strong Jewish man who is a successful writer. Brett is a beautiful divorcee who holds the attraction of almost all the male characters in the novel. The three characters spend their nights together clubbing away. There is an initial bond between Jake and Brett but the two are unable to establish a relationship as Brett moves from one man to another. Robert is her next target in whom she has a short affair with. In Book two, the group of friends agree to watch the bull run festival, the trip consisting of Jake, Cohn, Bill, Mike, and Brett. Mike is Brett's fiancée and the two are delayed to arrive with the rest of the group as Brett is sick. Meanwhile, Jake, Cohn and Bill decide to go on a fishing trip in Bayonne but Cohn decides to wait on Mike and Brett in Pamplona. Instead, Bill and Jake continue on their fishing plans bond with a fellow fisher named Harris. The group of friends are reunited and they begin to party and drink excessively; conflict also begins to rise. The climax begins when Brett has had flings with various men in the friend group and tensions arise among them as they all want Brett. It leads to physical fights but during this time Brett is attracted to the passionate Pamplona resident, Romero who participates in the bull runs. Jake is the one who actually introduces him to her as he always grants her every requests even introducing her to a possible new fling. Brett falls for Romero's passion but once again she ends the relationship because of her inability to commit. In book three,  the story ends with Brett and Jake drinking back in Paris. They ride in a cab together and state that they could possibly have had a good relationship. 
2. The theme of the novel is a woman's influence and the meaning of life. Brett serves as the central figure to all conflict in the book. She has Jake in the palm of her hand who is the only man she does not have a sexual relationship with because he is sick. This could contribute to why she has somewhat of the most stable relationship with him among all the men. Frances also serves as a female influence as she ties down Robert in the beginning of the book. He listens to her every word and is careful not to upset her. The meaning of life is questioned as all the characters live a materialistic life of partying and drinking. The repetitive nights of clubbing becomes a routine that the characters absorb themselves in.
3. The tone of this novel is straightforward and nonchalant. Like the carelessness of the characters towards living life diligently, the tone is dispassionate and carefree. The author gets right to the point and uses simple diction to do so.
"But here was Cohn taking it all. Here it was, all going on right before me, and I did not feel an impulse to try and stop it." "The bus climbed steadily up the road. The country was barren and rocks stuck up through the clay." "I went downstairs and out the door and took a walk around through the arcades of the square."
4. Comparison pg 17 "For a man to take it at thirty four as a guide book to what life holds is about as safe as it would be for a man of the same age to enter Wall Street direct from a French covenant, equipped with a complete set of the more practical Alger books." 

Imagery pg 43 "It was a fine morning. The horse-chestnut trees in the Luxembourg gardens were in bloom. There was the pleasant early morning feeling of a hot day."

Inference pg 49 "No matter what cafe in Montparnasse you ask a taxi driver to bring you to from the right bank of the river, they always take you to the Rotonde."

Irony pg 58 "As I went out the door I looked back through the two thicknesses of glass and saw them sitting there."

Personification pg. 131 "The letter was at my place at the table, leaning against a coffee cup."
Syntax pg. 176: "Bill was buying shoe-shines for Mike. Bootblacks opened the street door and each one Bill called over and started to work on Mike."
Diction pg. 99: "...and we saw a whole new range of mountains off to the south, all brown and baked looking and furrowed in strange shapes."
Overstatement pg. 165: " I had taken six seats for all the flights."
Symbolism pg. 177: "I was drinking red wine."
Foreshadowing pg. 185: "Brett was nervous as I had never seen her before. She kept looking away from me and looking ahead at the wall."

Characterization: 

1. Direct characterization: pg 11 "There was a certain inner comfort in knowing he could knock down anybody who was snooty to him, although, being very shy and a thoroughly nice boy, he never fought except for in the gym." pg. 12 "He was a nice boy, a friendly boy, and very shy."

Indirect Characterization: pg. 16 "... and the fact that of a woman caring for him and wanting to live with him was not simply a divine miracle." pg. 52 "People beat him who had never had a chance with him." 

The author hardly uses direct characterization as the narrator who is also the protagonist but rather is very observant and describes others in a descriptive manner.

2. The syntax and diction when referring to the main character is much more simple and short. The narrator rarely talks directly about himself but when he does, it is in a straightforward, quick manner. The reader is unaware of the main charactet's name until there is dialogue between him and another character. Pg. 24. "How are you called? Jacob." His answer is as short as possible not adding extra words or even his last name.

3. Jake is a static and round character. From beginning to end, Jake had an undeniable love for Brett that he can never overcome despite her trashy behaviors. He continues to drink and party everyday not learning from hos mistakes but living a meaningless life. Although the narrator hardly describes himself, the reader is able to analyze what kind of person Jake is through his words and actions. 

4. I don't think I really met a person but just read a character. The character himself is shy and more secluded. He never mentions himself and hardly mentions what he thinks. Even when he is with other characters, he describes them and his thoughts on them. His thoughts are often embedded in the text with little hints here and there but he never flat out states his opinions. They're more opinions on people which in a way gives readers an idea of what kind of person he is but at the same time it is ambiguous as far as what his definite character is. 

Literary Fiction & Empathy

The article makes sense in a way that literature fiction helps readers develop ideas of a character based on inference. Fiction helps understand others because one can analyze the character's emotions and opinions based on their actions and words. In the case of Hamlet, the reader is able to identify what kind of character he is by analyzing his soliloquy. Although he seems to have a diplomatic manner when confronted about his emotions of his father's death, his soliloquy states otherwise as a moment of despair and frustration. With both analysis Hamlet's attitude, the reader is able to piece together his character.

Hamlet: Act 1 Scene 2

The late king Hamlet's death was recent. Claudius states that the kingdom mourns, recognize and mourn but move on. 

Hamlet's mom is married to his uncle king Claudius. She is still queen. Claudius directs the Danish's focus on forthinbas an outside source to blame

Hamlet: (Aside small mention) A little more than kin, and less than kind. In other words: I'm your nephew, ya, but don't call me son. Hamlet doesn't like Claudius. Does not allow others to know he's upset. 

Visage: facial expression

Cry, make faces, black clothes doesn't necessarily define someone's sad. Calling out others who go with the outside "appearance" of looking sad. 

Claudius: grow up it's unmanly. You're next in line but you're staying here not school. Keep your friends close and your enemies closer. 

Polonias: king's advisor. Son is laertis. 

Into the mind of protagonist through his own words, first in American literature.

Hamlet: knows something is wrong, extremely mad

He would kill himself out of angry towards not wanting to see the injustice 

Bashing mom for betrayal and being a slut, married so quickly 

Hamlet questions the guards like an investigator, dispassionate. So angry and passionate in monologue and diplomat in the crowd but now seems almost nonchalant; all his responses are calculated. He's smart.

Hamlet: Act 1 Scene 1

Bernardo is on watch first but Francisco comes to take the next shift. 

It is 12AM in the Danes.

Marcellus and Horatio join Francisco on their watch. Marcellus brings Horatio to prove the appearance of a ghost: the late king in armor. 

The ghost appears and Horatio questions it. It disappears but then reappears as the men talk in surprise. 

When Horatio questions it again the ghost seems to almost speak but the cock crows. 

The men question the king's "appearance" and what it means. They mention the frequent guarding of the castle, more weaponry. 

Ends with Horatio explaining that the late Hamlet won the battle against Fortinbras and therefore took all his land and how Fortinbras seeks revenge.

VOCABULARY #6

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

Jill was abased when shr revealed that she had cheated on her boyfriend.
abdicate - verb give up, such as power, as of monarchs and emperors, or duties and obligations

The king had to abdicate his thrown for participating in scandalous acts.
abomination - noun an action that is vicious or vile; an action that arouses disgust or abhorrence; a person who is loathsome or disgusting; hate coupled with disgust

Her abomination disgusted her best friends.
brusque - adj. marked by rude or peremptory shortness

Her brusque remark towards the gay couple upset the crowd.
saboteur - noun someone who commits sabotage or deliberately causes wrecks; a member of a clandestine subversive organization who tries to help a potential invader

The saboteur split a group of friends apart when starting false rumors.
debauchery - noun a wild gathering involving excessive drinking and promiscuity

Often times, teenage students participate in debachery after the homecoming dance.
proliferate - verb cause to grow or increase rapidly; grow rapidly

New businesses in the industry proliferated after a sudden boom in profit.
anachronism - noun an artifact that belongs to another time; a person who seems to be displaced in time; who belongs to another age;something located at a time when it could not have existed or occurred

A roman soldier would be an anachronism in modern society.
nomenclature - noun a system of words used to name things in a particular discipline

Scientists have to go through nomenclature when discovering a new element.
expurgate - verb edit by omitting or modifying parts considered indelicate

The instructor expurgated the lecture to avoid unnessary topics.
bellicose - adj. having or showing a ready disposition to fight

The army's bellicose manner made the general proud.
gauche - adj. lacking social polish

The jester was gauche when he poked fun at the royal family.
rapacious - adj. excessively greedy and grasping; devouring or craving food in great quantities; living by preying on other animals especially by catching living prey

Anacondas are rapacious creatures.
paradox - noun (logic) a statement that contradicts itself

Paradoxes can often be effective literary techniques.
conundrum - noun a difficult problem

Avery was in a conundrum when she promised to be at two places at one time.
anomaly - noun (astronomy) position of a planet as defined by its angular distance from its perihelion (as observed from the sun); a person who is unusual; deviation from the normal or common order or form or rule

Bob's anomaly made him a standout from all the job interviews.

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

Military families have ephemeral stays in different towns.
rancorous - adj. showing deep-seated resentment

Jane was rancorous towards get ex boyfriend. 
churlish - adj. having a bad disposition; surly;rude and boorish

His churlish attitude disrespected the teacher.
precipitous - adj. characterized by precipices;extremely steep; done with very great haste and without due deliberation

The precipitous cliff stopped the hikers from continuing. 

Canterbury Tales Essay

Chaucer's The Canterbury Tales reveals the realistic version of society of his time by descriptively creating the image of a character from each social class. He does this in a way suggesting that there was no utopian society and the pilgrims of Canterbury actually contradict their "title." Cosmopolitan influences and the usage of irony enabled Chaucer to develop the Canterbury Tales into stories of different social classes both challenging and honoring the system. 
Before Chaucer set out on the holy pilgrimage to Canterbury, he had been exposed to different cultures as a diplomat under the royal command. Through this sensible journey, he was able to experience and meet a diverse group of people, ranging from the low class to royals, to discover a structure other than what society had set forth. His worldly awareness also had a great impact on the themes he wrote about: life vs death, supernatural vs reality. His background of "climbing the social hierarchy" also gave him insight of the social system.
The Canterbury Tales revolves around the theme of irony. Beginning from the journey itself, various members of society set forth on this pilgrimage as a holy revival, yet the whole act was more of a competition. When analyzing the cook, the character himself is an irony. As an apprentice he should be obedient and respectful, but instead he does not listen and drinks his problems away. Gambling also follows and soon he is addicted to these poisonous acts. The cook is fired and oppositely, he goes from "riches to rags." The usage of irony conveys the message that the cook lacks morals, and ends up losing the battle against himself (man vs himself). 
The major literary technique of irony and the theme of irony itself tie together to create a balance between a "for and against" of the structured social class. Chaucer never clearly states his position on the overview of the hierarchy but he also never strongly rebels against the idealistic system. 

Canterbury Tales Transmedia Draft

Chaucer's usage of irony.

The idea of diversity and unity.

Sarcastic tone.

Canterbury Outline

Intro: Background info on Chaucer, brief details of Canterbury Tales, thesis
Body 1: Chaucer's use of techniques: irony and diction, and explain what this reveals about each individual character and the society as a whole
Body 2: Tie in the theme of irony with the cook's tale
Conclusion: Chaucer as a character himself in the story, social hierarchy, the overall usage of irony

The Point of Canterbury Tales is...

Chaucer's The Canterbury Tales reveals the realistic version of society as a whole by descriptively creating the image of a character from each social class. He does this in a way suggesting that there is no utopian society and the pilgrims of Canterbury actually contradict their "title"

Green Eggs & Hamlet

a.) I don't really know a lot about Hamlet except for the fact that he dies at the end of the book.

b.) I remember reading Shakespeare's works (Romeo and Juliet and Julius Caesar) in previous years of English.

c.) I actually liked Shakespeare's work. I think that his stories are classic, must read books. I guess some students don't like his work because it is difficult to understand his old English language.

d.) I think the best way to learn this material is by reading together as a class. I remember reading Romeo and Juliet in my freshman honors English class together and deciding who would be reading what part. It was more enaging and entertaining to have the students participate and read based on how they viewed the character. Another good way is having socratic seminars on the material by sharing ideas about the themes and overall ideas of the work.

Vocabulary #5

shenanigans - noun secret or dishonest activity or maneuvering

Financial shenanigans were happening under the table between the business man and a potential buyer.
ricochet - noun a glancing rebound; verb spring back; spring away from an impact

The ball ricocheted off the cement wall.

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

The schisms of Christianity has led to all the different religious branches of today.  
eschew - verb avoid and stay away from deliberately; stay clear of

Jane eschewed from her ex-boyfriend at the dance. 
plethora - noun extreme excess

There was a plethora of food provided by the parents.
ebullient - adj. joyously unrestrained

The teacher's ebullient attitude spread throughout her classroom.
garrulous - adj. full of trivial conversation

The garrulous student distracted the students around him.
harangue - noun a loud bombastic declamation expressed with strong emotion; verb deliver a harangue to; address forcefully

The student made a harangue in front of the whole student body that surprised everybody.
interdependence - noun a reciprocal relation between interdependent entities (objects or individuals or groups)

There must be an interdependence between a business firm in order to be organized.  

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

The lottery is often a capricious result.
loquacious - adj. full of trivial conversation

The loquacious group of girls never stopped in silence.
ephemeral - adj. lasting a very short time; noun anything short-lived, as an insect that lives only for a day in its winged form

Laura's ephemeral stay at her grandparent's house upset them dearly.
inchoate - adj. only partly in existence; imperfectly formed

The inchoate government of the Wampagos Indians led to their decimation.
juxtapose - verb place side by side

Costco juxtapose two popular items together, toilet paper and water, to make more profit. 
perspicacious - adj. acutely insightful and wise; mentally acute or penetratingly discerning

The elderly are often more perspicacious than teenagers.
codswallop - noun nonsensical talk or writing

The old man's codswallop bored and confused the children. 
mungo - noun cloth made from recycled woven or felted material.

The one of a kind dress was made of mungo. 
sesquipedelian - noun characterized by long words

The complex short story had sesquipedalian which made it difficult for readers to understand.  
wonky - adj. inclined to shake as from weakness or defect; turned or twisted toward one side

Temptation often makes an individual wonky.
dipthong - noun a sound formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another

Loud is an example of a dipthong.

Character Study III

I walked into my first class, English 101, at Pepperdine University. I was wearing my favorite, most comfortable outfit: a white vneck and a pair of jeans that took me through my senior year in high school. The professor started the class at exactly9:00 sharp. One by one, Mr. Rushmore called a name and took the time to acknowledge each face. He'd gone through all twenty-nine students except me. I looked around puzzled and slowly raised my hand. He called on me and asked for my name. I replied and he directed me to head to the main office as I was not on the roster. I thought to myself what a way start to my first day. I left the class with my belongings and felt the stare of sixty eyeballs on me as a walked out. I pondered  to myself, what could have possibly gone wrong with my schedule. I'd repeatedly checked my student account and I clearly read: English 101 with Mr. Rushmore. The walk to the main office would be at least a ten minute walk. By the time I had arrived, I was catching my breath with all the stairs embedded in the campus. I explained my situation and the lady at the front desk calmly explained how I had been moved to an advanced English course. I had apparently received a perfect score on my English placement test and my guidance counselor had decided to move me up to a sophomore level class. In the moment, I was so confused and upset at the same time for placing me in a different class without my consent. It was almost impossible to see my counselor to make the fix so for the while being, I would be attending that class. Other changes also followed. I had to move to a different dormitory closer to my class located on the other side of campus. This infuriated me but at the same time, I guess I was happy to avoid my rude roommate. I went through the tedious process of packing again. On the contrary, I was kindly greeted by a handsome student who had come to help me move my belongings and direct me to my new room. He guided me across the campus to a new side of Pepperdine, the side facing the beach. I moved to a new dorm and was greeted by a new set of faces who warmly led me to my room. I arrived to a more spacious area, greeted by a tall girl with a big smile. It was definitely a new environment than what I was spending my first two weeks in; in a surprisingly better way. I was unpacking my bags when Hannah Hurd knocked on my door. She was on her way to UCSD and she came to visit me. I was pleased to see a familiar face and she gave me a warm hug. She asked, "What are you doing unpacking now? Didn't you arrive two weeks ago?" I replied, "Girl, don't even get me started." I explained the long story to her and we were able to catch up from the short time we were apart.