Masterpiece Academy Question

Judith Lee

AP English Final

8 June 2015

Masterpiece Academy Essay

    AP English Literature and Composition started off as any other rigorous college level with multiple reading assignments followed by essays and memorization of poems and lines of plays. Then, came the freedom to remix essays, select AP worthy books that I, not the teacher, wanted to read, and create a passion of mine to reality. This level of trust was earned because I and my classmates were able to show our ability to do the traditional classwork the first two weeks and it was time for us to create our own version of what learning should look like. I was able to utilize this freedom to create my own remixes and find a joy in a different type of education . I have also been able to discover my peers' talents through their remixes and even collaborated. 
    Macbeth's theme of greediness also relates to me, maybe not in a evil way, but the will of wanting to do well and striving to reach that end goal with college applications, scholarship opportunities, and countless scholarship opportunities. With the view of the future classroom and transition from books to tablets, I relate this to the Brave New World where cultural adaptations take place to fit in with the new environment. The idea of an unknown, new future reminds me of The Poisonwood Bible as I start this fresh adventure to college. 
    It was this year that validated my love for teaching kids. Through the masterpiece academy, I reestablished the bond I shared with the children. I smile at their constant curiosity and I hope to help the lightbulb shine after having answered the one hundred and first question. I want to be a teacher, one that instills purpose and empowerment in students' lives because at the end of the day, the most valuable lesson I learned in high school is the importance of relationships and service. 
    I remember the day Preston called on me to interpret the meaning of a poem. I was right. I am not one to be quick to participate or be the first to engage in a conversation first so it came to a surprise to everyone when I said something aloud that was correct . I didn't laugh out loud but it was a moment that made me smile after Hannah gave me a pat saying "atta girl." I guess I learned that I should participate more.
    An observation that I found interesting throughout a majority of everyone's introduction was "I originally was going to do... but did... instead." I think this shows the evolution of people through time. Interests change and it's not a bad thing to follow or change your passion. Almost everyone started their presentation like this. Also, there are going to be obstacles. Philanthropy also seems to be a universal topic. As busy high schoolers, we rarely had the chance to spend money or time on others as our focus was always on building our future. Since we were given this chance to do something we really couldn't do but felt passionate about, I feel like we were able to reveal that compassion that each individual holds. Elizabeth's happy project revolved around sacrificing something (hair) for the better of a big cause (locks for love). Even Noah and Alec had an element of service by teaching little league baseball players the bigger picture that just strictly abiding by the rules. And of course, Courtney's project was the epitome of giving back. My masterpiece with Hannah and Sierra also correlated to philanthropy in a way also by spending time with kids just because. We all found joy in sharing something that we had that would bring joy to others: hair, wisdom, opportunities, and care.
    When we had a discussion about Beowulf and heroism, I defined a hero as someone who is willing to make a sacrifice and put others and a bigger purpose before themselves. In my case, I think I qualify as a hero. Key club and ASB has been a huge part of my high school journey and I've participated in them all four years because I care and wanted to do something with a bigger purpose than just myself. Through this experience I've met two of the most inspirational mentors who I respect immensely. Before I was able to rejoice in these successful times, I had to go through the harshuos of elections, rebuilding a club, and working past deadlines and boundaries. I've established connections and relationships as well as experiences that has helped mold me into the person I am today.  Through both good and bad experiences, I've become the hero I think I am. High school has been influential in teaching me to live according to my vocation. 

Masterpiece Video

https://youtu.be/Z4aZVUu6DFE

Macbeth Act IV Study Questions

4.1

1. There are three witches in this scene. 

2. The first apparition says to be wary of Macduff and careful of him. The second tells Macbeth he should be a strong willed ruler- bold and brace. In other words he should not accept defeat. The third warns of attacking armies coming, and tells Macbeth he won't be defeated until the kingdom of Norway attacks. Macbeth doesn't feel safe after the apparitions. He has worries about Macduff's intentions and the possibility of an oncoming attacking army. Yes he should feel unsafe because he is in a very precarious position. After the fourth, the line of kings, Macbeth is terrified. He saw the ghost of Banquo at the end, whom he killed. This frightened him as well as drawing out his guilt.

3. In line 158 Macbeth learns from Lennox that Macduff is running away to England. In response Macbeth decides to send someone try to kill as many of Macduff's family members as he can.

4.2

1. Lady McDuff seems to feel betrayed and angry at McDuff because he left them (her and her son) to die. She was advising her son to dislike his father because he fled when he discovered that Macbeth is planning to kill him.
2. The purpose of the scene between Lady McDuff and her son is to have his son have false impression about his dad. Also, the scene assists in the growth of the theme : fair is foul and foul is fair. This is because Macbeth is willing to kill McDuff in order to achieve what is"rightfully" his and McDuff fled, afraid of Macbeth's actions towards him. It also shows how McDuff's son refused to believe that his father left them to die, showing devotion, faith, and trust.
3. The entire McDuff family ends up being killed by Macbeth.

4.3

1. Macduff's family has been killed. 

2. Malcolm doesn't want to go home because he's afraid of judgement since he ran away. Malcolm is suspicious of Macduff bc Macduff has his own personal agenda. He might be secretly working for Macbeth since he left his family. Malcolm tests Macduff's loyalty to him and he passes. When Macduff starts to leave Malcolm takes back the lies he's told and trusts Macduff now- they're now allies. 

3. Malcolm says he's a bad king but Macduff says Macbeth is a way worse king and that he needs to return to restore peace and justice. Avarice bothers Macduff more in a king, it sticks deeper with kings in the terms of greed and lust. 

4 

5 coming soon...

6. Ross tells Macduff that his family is dead, it takes him a while to tell him. Macduff says they must save their grief for later and Malcom says to turn their revenge into a medicine for their grief. Macduff says "he has no children" and he is referring to Malcom because he says he needs to mourn and "feel like a man" when Malcom tells him to dispute it like a man. To be a "man" in this play means to have feelings and don't hide but don't let them cloud your judgement.
7. Malcom, Macduff and Ross are ready to attack Macbeth's castle, they just need to go there.

Macbeth Act IV Notes

The three witches seem to be gathered around a cauldron saying chants/spells. They put in random, wierd ingredients: "Scale of dragon, tooth of wolf, witches' mummy, maw and gulf." 

Hectate enters then leaves stating, "oh well done!"

Macbeth appears (because of the spell?) and demands to know what is going on.

"Thunder" represents a sudden, quick entrance. Hectate and first apparition both enter then leave shortly after having delivered important info as well as the second and the third apparition.

First apparition appears and warns Macbeth of Macduff and the thane of Fife. 

Second apparition appears (bloody child) stating that a woman will not threaten his throne.

Macbeth declares Macduff must be killed.

Third apparition appears, a child with a crown, states that Macbeth will not be threatened until the Great Birnam wood to high Dunsinane hill appears. 

The witches then show eight kings, last is the ghost of Banquo. Macbeth immediately questions the meaning and the witches do not really answer him and disappear. 

Macbeth asks if Lennon saw the wierd sisters, claims he didn't. He gives news of Macduff fleeing to England. Macbeth claims that Macduff and those associated with him need to be killed. 

Lady Macduff questions to Ross why Macduff has "fly the land." 

Lady Macduff tells the son that his father is dead. He replies that he'll "act as birds do." He questions if his dad is a traitor but he questions the validity of it. 

Messenger arrives with news of danger. Murdets arrive asking the whereabouts of Macduff and stab the son after he exclaims that the murderers are lying when claiming his father as a traitor.

Malcolm and Macduff discuss the future of Scotland. After conversing, Malcolm trusts Macduff as an ally. Ross arrives with news that at first his family is safe but then tells the truth that they are dead. Malcolm is in shock and upset at first but then seems angry. 

Macbeth Act III Notes

Banquo thinks of how the witches' vision came true, Macbeth is now king. He is invited by Macbeth and Lady Macbeth to their feast but before he'll go for a ride.

Macbeth wonders if Banquo's children will succeed the throne after him as he has the knowledge of the witches prophecy which seem to be true so far.

Macbeth provokes/ convinces the first murderer to kill Banquo.

Macbeth seems uneasy while he's talking to Lady Macbeth about Duncan's death. 

Banquo and Fleance approach with horses when the murderers kill Banquo while Fleance escapes. 

Macbeth and Lady Macbeth welcomes everybody. The murderer tells him what had happened. 

Macbeth is startled to find Banquo's ghost on his place. He is shaken and Ross states that they should leave but Lady Macbeth tries to tell others that they should stay to not offend him. Lennox states good night as Macbeth continues to act wierd. 

Hecate seems mad at the witches for talking to Macbeth.

Lennox explains what the wierd things that have happened to a Lord and he replies with news of Macduff 

MY MACBETH RESOURCES

1. My peers of course!

2. Dr Preston

3. This website seems to be an expert on Shakespeare and his works: http://www.shakespeare-online.com/plays/macbeth/macbethresources.html

Macbeth Character Map

I looked up multiple sources.

I found this one most accurate from what I've read so far and so easiest to understand:

http://www.anoisewithin.org/wp-content/uploads/downloads/2014/01/ANW_Macbeth_Character_Map.pdf

This character map seemed fairly accurate as well and was very informative:

http://humbleisd.net/cms/lib2/TX01001414/Centricity/Domain/3523/MacbethCharacterchartANSWERS.docx

Macbeth Act II Study Questions

2.1

1. The opening gives a sense of forboding, things are not as they should be. The discussion serves to have Banquo acknowledge the weird sisters rather than claim they are a hallucination. 
2.  Macbeth is extremely stressed about having to Duncan and he is attempting to talk himself into committing the deed. He talks about it as if he is in a haze, a dream and he continues by making it a reality and committing the deed.

WHAT ABOUT MY MASTERPIECE?

I did my masterpiece over spring break! It was such a fun and eye opening experience. Hannah, Sierra and I went to the Boys and Girls Club and put on a three day camp for two hours each day. It most definitely gave me a taste of what life would be like as an elementary school teacher. The kids did test my patience and by the end of the two hours I was already exhausted but it was worth seeing the laughter in their eyes. The days didn't really go as planned. The first day was fun interacting with the kids through sports. Hannah had planned a scheduled soccer camp with drills but instead we decided to all play a scrimmage as a group picking teams and playing against each other. Not only did we play soccer but also basketball and baseball. We did this because their entertaininment was our priority.

 The next day, Sierra planned to have a fashion show with the kids making outfits of newspaper. And of course, the exact plan did not happen. We ended up making individual outfits and they also made ones for us. As entertaining as it was, the kids were also sensitive. Being more familiar with us, the kids would fight for our attention. Hannah made sunglasses for one kid and them every other kid wanted a pair too. I made a dress and soon every girl wanted to design one too. Sierra spent a good forty five minutes making an entire outfit for a boy. The kids were very rowdy and excited. Kids would come up pointing fingers that he stole my hat or he's using my tape. Each day seemed to get harder.

The last day, which was my day, was most definitely the most difficult day. I planned a fun game day with the kids. The first activity was building the tallest straw tower. I had planned on a friendly competition with candy for reward. It started off small with six kids so I had each kid make their own when the original plan was to have six teams but it would work. Then more kids showed up and I decided to have sessions because each kid wanted their own towers and I didn't bring enough straws. The first set of kids had 20 minutes and so on. That's when the name calling and competitive nature built. I was disciplining kids that it wasn't nice to be mean or to call names or to touch other's towers. The chaos built as we'd moved onto musical chairs. The Disney songs were great and they sang along but then kids began to be sensitive as they went out. As I ran the game, off to the corner, I saw two boys and with a girl crying in the corner. She left the room and the two boys looked at me innocently. It was hard for me to keep a serious face and discipline them. I got the two boys to understand that what they did was wrong and they apologized. The second big obstacle was over and I figured we needed to calm down and I put on a movie and of course there was a big argument over which movie. I put on Hotel Transylvania but some kids complained that they were halfway through the movie already. One kid immediately grabbed the remote and fastfowarded it. I kindly asked that he give me the remote and other kids began to back me up telling him to give it to me. Another boy tried to grab it out of his hand when he pushed his face away. I was very upset because that was absolutely unacceptable. I was going to have him go the time out but just in time a supervisor came in and took care of it. The day built as it continued within two hours. I would be lying if I said it was a piece of cake but looking at the picture as a whole was a good thing. 

Macbeth Act I Study Questions

1.1

1. Beginning the play with a dialogue between the witches sets the mood to be dark, evil, and mysterious. This foreshadows the plot, theme, and mood for the future of the story in the same manner. In comparison of Shakespeare's other plays, Macbeth requires more ambiguity and the syntax and diction used needs to be more bleak. For example, Hamlet highlighted the themes of betrayal and complexity of relationships and power. Even though, the theme falls in the same ballpark with Macbeth, the gloominess of the plot of Macbeth overpowers that of Hamlet. In the beginning of the play, the witches were going to meet Macbeth at the "ere of sunset." Line 10 was "Paddock calls" and line 11 was "Anon." The phrase paddock class means a toad, which symbolizes transformation. The word anon means soon or shortly. The "toad" and it's transformation could metaphorically be compared to Macbeth and his evolving and transforming to be a completely different person or even having a transformation in his status and power. The witch's response as anon signifies how Macbeth will shortly have a transformation - to be declared a thane. 

1.2

1. The bloody seargent indirectly characterizes Macbeth by glorifying his actions towards Macdonwald. Macdonwald is a rebel who was executed. He tried to attack them. Macbeth executed macdonwald with his sword. This did not end the fight with the rebels, the Norwegians are still attacking.
2. The traitor was the Thane of Cawdor, as we learn from Ross. Duncan says that its a relief the thane of cawdor was executed and that Macbeth now owns his previous title.

1.3

1. The witches speech gives a first look at Macbeth and his wife without saying who they are. Indirect characterization of the two. Similar to Hamlet where he gives a mini synopsis early in the story. "Weird" in Shakespeare's day meant future seers not weird as we know it, prophecy and destiny. Shakespeare means that Macbeth's wife has him by the balls. They  cast a spell to control his destiny. 
2. Macbeth says something very similar to what the witches said at the beginning of the play. This could be him falling into the destiny the witches set up. Dried, chapped fingers, gender ambiguity, hairy, old, they have literal beards. The witches tell Macbeth that he will thane of Candor and eventually King, right then he finds out he is thane of Cawdor. Banquo asked the witch why they had nothing for him, they told him he is lesser but greater than Macbeth. We knew he was thane before he was thane.

3. Banquo says the witches were a figment of their imagination that they lie or that they are hallucinating. Macbeth learns that he is thane of Cawdor from Ross and Angus. During lines 114-156 he was going over his plan in his head and how everything had just happened to him. He acts very happy and shows no incredulity at being thane. Macbeth's aside shows him rationalizing what happened to him and he begins to think that he is going to be King soon. Macbeth tells Banquo that he is happy and excited and nothing more he explains his behavior by saying he is confused.

1.4

1.Cawdor was executed after openly confessing his treason and pleading for mercy. Malcolm tried to stick up for the thane, but the king responds by basically saying that you can't trust a man according to his face. He doesn't believe the thane was truly repentant.

2.The king greets them by saying that he can never repay them enough for their good deeds, but announces he will leave all his estate and names his son, Malcolm, prince of Cumberland. He then proposes that they go to Macbeth's castle at Inverness. Macbeth tells himself that the only way to be king is to get rid of Malcolm, and even though he'll be appalled at his action, he must do it.

1.5

1. Macbeth was honest with his wife when he informs her of his new title as "Thane of Cawdor." He refers to the witches as "weird sisters" probably because he doesn't want her know that he is associated with the "evil servants."

Lady Macbeth responds by saying that she thinks Macbeth is playng things off as if everything is fine. By saying "but be the serpent under't", she describes him as someone that lies to make everything appear under control. This doesn't really match the characterization of Macbeth so far in the story which implies that there is something the audience doesn't know about him. 

2. The wife was confident about the guests visit. She also seemed prepared and a little cocky about the way her and her husband would handle it.

3. Lady Macbeth. Yes she wants to kill Duncan. No, he isn't sure whether he wants to follow through with Lady Macbeths orders or not. She tells him not to let Duncan see tomorrow. 

4. The question appears to answer itself. 

1.6

1. The opening speeches (1.6.1-10) describe how the surroundings of the castle are "pleasant" and the air is sweet-maybe even too sweet. From the outside, the castle appears to be paradise.
Lady Macbeth's welcome is formal. Her language is totally different from her language in the previous scene which shows how fake and dishonest her welcome was.

1.7

1. "If it were done when 'tis done then 'twere well." If it were done when it was done it was done well. (Meaning if he completed the death quickly and efficiently and with no complications then he did the job well.) Macbeth is determined to kill the king and be done with him but in lines 1-12 he is fearful of how the "inventor" will judge his actions. He's violating the hospitality of his kinship and responsibilities as a host towards his guest by trying to kill his guest instead of protecting them. The motivation that Macbeth attributes to himself in lines 25-28 is the attribute of an Arabic heaven-like God. He will be seen as a "God" and that is his source of motivation to get the job done. 

2. In lines 28-30 she is complaining about him leaving the chamber because it was  almost time for dinner. Macbeth responds to her complaining by saying did he ask for me? And lady Macbeth says don't you know he did? The positions are lady Macbeth is ready for the King to be killed while Macbeth is still hesitant and on the fence about it. Macbeth convinced Lady Macbeth by explaining that he is an respected person and doesn't want to lose his honor while Lady Macbeth convinces Macbeth by convincing him to gain the power and kill the king. The stronger person in the scene is Lady Macbeth because  she's more verbally confident in her argument while convincing Macbeth to kill the King. 

"Young Goodman Brown" Essay

Self doubt leads to questioning the past and present but also to fearing what is to come. Often times, a conclusion is not met as a circle of confusion builds and one question leads to another. In "Young Goodman Brown," the last "evil purpose" changes Goodman Brown into a doubting individual whose visions on his previous judgements and religious commitments change. His past acknowledges what is right and what is wrong but after his trip, his guilty conscience causes him to see light differently. 

In "Young Goodman Brown," the reoccurring theme is good vs evil. In the beginning, Goodman Brown seems to hold a strong view of what is right and what is wrong when he feels the guilt of leaving his wife, Faith. He knows of his guilt and tries to alleviate them, but the guilt is soon pushed aside in place of suspicion and a sort of obsession of finding out "the truth." During and after, he struggles to decipher good vs evil and feels an urge to identity the people of Salem as one or the other. His uncertainty, controls his life as he struggles to believe what he had always put his faith in and instead, questions his present and future.

"Dover Beach" Essay

Prompt: Write a well-organized essay in which you analyze how the poem's organization, diction, and figurative language prepare the reader for the speaker's concluding response.

I selected this prompt because the overall description of the elements of Dover Beach together conveyed the author's meaning.
The speaker in "Dover Beach" conflicts over the changing beauty of nature but most importantly, the changing natures of humanity itself. The confusion and constant conflicts are shown through shifts and the usage of juxtaposition. The silent appreciation of the beauty of nature at night is overtaken by the cold waves that disturb the "tranquil bay." This contrast correlates with the theme in that sudden hatred is built against mankind towards each other as greed builds through "the high strand." The "naked shingles" symbolize the raw emotions that are hid behind the "breath of the night wind" in which most do not reveal. The reference to Sophocles sheds light to the Greek myth on human destruction which is what the author is hinting that the world is coming to: man vs man. In the context of the poem as a whole, the author is suggesting that faith in humanity needs to be restored rather than pointing fingers at others and being quick to blame.

Blog Feedback

Masterpiece Update!

Well, it's been quite a while since I've posted a masterpiece update but I finally have a plan! Last summer, Hannah and I went to the Boys and Girls Club and demonstrated fun science experiments. At the end of the session, we made a promise to come back and now we'll be able to keep that promise! Hannah, Sierra, and I will be putting on a three day camp for two hours a day during spring break. Hannah plans to have a soccer camp and Sierra plans to do a fashion related activity. I've been going back and forth on what I want to do with the kids from doing more science experiments to having story time or maybe having like a future me workshop where the kids could discover different aspirations. I thought back to my childhood on what the greatest memories were and when at school I had the most fun and also thought when I have the most fun at school today. The key word that came to mind was "interactivity." I loved playing with other kids, building blocks together and playing duck duck goose. And today, I love when we have socratic seminars and when we participate in teambuilding activities. My point being that instead of having a science demonstration or me talking about the future I want it to be all about the kids and engaging. I want to revisit my childhood and do little crafts with them, play duck duck goose and competitive games which like candy prizes. Something to get the kids excited and get to know each other.

"Dover Beach" Analysis

Title:

The title is referring to the beach that the author is observing 

Paraphrase:

"We find also in the sound a thought hearing it by this distant northern sea" We revisit different memories that is reminded by the similarities of our current settings

"But now I only hear it's melancholy, long, withdrawing roar." Only the harsh, cold waves coming in and out can be heard.

Connotation:

"moon-blanched" the night is whitened by the moon light

"naked-shingles of the world" the raw emotions of people without the layers to hind behind 

Attitude:

The attitude is melancholy, reflecting, and also pleading in a way to go back to the past life of the beauties in humanity. 

 Shift:

"With tremulous cadence slow, and bring the eternal note of sadness in."

In awe of nature's beauty at night but then shifts to a melancholy tone. 

"Sophocles long ago heard it on the Aegean" shifts to an even darker mood with a reference to human destruction

Title Revisited:

The title isn't just referencing to a specific beach but what it's contents symbolize: cliffs, gleams, pebbles. 

Theme:

Learn to trust one another in the dark world we live in, as only love preserves "where ignorant armies clash by night." The night life represents the dark world we currently live in.The transition from the scenic beach at night to the dark, cold waves and "grating roar of pebbles" take over the night like humanity losing trust in one another. 

Tobermory Explained

The tone of Saki's Tobermory is contradicting from pessimistic to optimistic. He starts off creating the lifeless setting, but then puts the attention on Miss Blemley's house party filled with guests. The focus is then put on Mr. Cornelius Appin who has a "negative personality." The tone is shifted once again when Mr. Appin's is seen almost as a spectacle of entertainment and is ridiculed when he explains his "scientific discovery." The talking cat, Tobermory speaks. The guests seem intrigued but with caution and then rage when he reveals the personal talk that was held in the room. They are scared of their greedy secrets being revealed. The  shifts back and forth. The themes include selfishness and

"If he was trying German irregular verbs on the poor beast," said Clovis, "he deserved all he got." 

I'm not really sure what this line if supposed to mean. I think this line in the context of the tone and theme is like a last laugh for Clovis at Mr. Addin for trying to show that he is better than everyone else at the house party. I also think this could mean that he got what he deserved for trying to do something, human speaking on animals, that wasn't yet accepted or experimented and trying to control things in a way that shouldn't be controlled.

Literature Analysis #2

Looking for Alaska by John Greene

1.  Miles Halter is socially awkward and has no friends when he leaves his home for a boarding school, Culver Creek in Alabama. He has an interesting passion of memorizing last words. His roomate is immediately aggressively friendly who is known as the Colonel. He nicknames Miles, Pudge. He also meets the beautiful Alaska Young who he is immediately attracted to but finds out she has a boyfriend. Pudge begins to adapt to life on the campus with his rebellious friends who pursue rebellious lifestyles smoking, drinking, and breaking rules, but Pudge manages to keep interest in his religion class as well as maintain stable grades in other classes. However, he begins to fall more into the life of Alaska and her obsession over the labyrinth as well as her mood swings and transforms into a somewhat different person. Pudge also befriends Takumi and Laura with whom he forms a brief fling with. Alaska and the Colonel are known for pulling off pranks and Pudge, Takumi and Laura take part in their master plans putting blue hairdye in the Warrior's hair products who are the rich stuck up kids, setting firecrackers on campus, and changing the Warrior'a grades that would be sent home. One night, the Colonel, Pudge, and Alaska hang out in Alaska's room completely drunk when Pudge and Alaska start to make out but eventually fall asleep. Alaska awakes to pick up the pay phone line which is a call from her boyfriend. She returns very upset and insisting she leaves. They help her by setting the firecrackers in a different direction while she drives off. The next morning they find out she died in a car accident. The Colonel and Pudge  feel responsible and obsess over finding out the truth behind her death. They try different things including asking questions to the police officer who owned the car that Alaska drove into but learn that she directly drove into it without even swerving. They even try drinking as much as the toxicity level that Alaska had that night to see if they were as unconscious enough to not even swerve. Their last resort is her boyfriend, but give up with the only clues being that she had lilies in the back of her car and that she didn't even swerve when hitting the cop's car. They do however carry on her legend of pranks by hiring a stripper as a speaker for their annual guest speaking. Pudge is able to conclude while looking at the payphone that the lilies drawn on there were the lilies that Alaska drew which were in the back of her car that night. She was going to her mother's grave as she had once mentioned a while ago that her mother died the day after they went to the zoo together. Her death still remains a mystery but Pudge is able to move on and accept her death.

2.  Themes of the novel include obsessions and relationships. Pudge had an obsession over last words and Alaska had an obsession over the labyrinth of life. These two obsessions in a way foreshadowed Alaska's death and it's complicated nature. The relationships in the novels were very important to the story's development in creating strong friendships that were tested.

3.  The tone of the book was melancholy and negative anticipating Alaska's death. "Although I was more or less forced to invite all my "school friends" i.e., the ragtag bunch of drama people and English geeks I sat with by social necessity in the cavernous cafeteria of my public schools, I knew they wouldn't come." 

4.  Diction pg 3

"She festooned our living room and green and yellow streamers, the colors of my new school."

Overstatement pg 9

"Unfortunately, the shower seemed to have been design for someone approximately three feet, seven inches tall, so the cold water hit my lower rib cage."

Reflection pg 20

"The phrase booze and mischief left me worrying I'd stumble into what my mother referred as "the wrong crowd," but for the wrong crowd, they both seemed awfully smart

Foreshadowing pg 44

"Y'all smoke to enjoy it. I smoke to die." 

Setting pg 64

"I vaguely remember Laura standing in the doorway, the room dark and the outside dark and everything mild and comfortable but sort of spinny, the world pulsing as if from a heavy bass beat."

Symbolism pg 88

"So I walked back to my room and collapsed on the bottom bunk, thinking that if people were rain, I was drizzle and she was a hurricane.

Hyperbole pg 114

"The thousand-yard stare of intoxication, I thought, and as I watched her with an idle fascination, it occurred to me that, yeah, I was a little drunk, too."

Personification pg 148

"The cold wind buffeted against the door..."

Metaphor pg 148

"...and I sat in my bed and thought of the Colonel out there somewhere, his head down, his teeth clenched, walking into the wind."

Imagery pg 171 

"I picked up a blue chair and threw it against the concrete wall, and the clang of plastic on concrete echoed beneath the bridge as the chair fell limply on its side, and then I lay on my back with my knees hanging over the precipice and screamed."

Theme pg 220

"But that part of us greater than the sum of our parts cannot begin cannot end, and so it cannot fail."

1.  Direct characterization:

"I stared, stunned partly by the force of the voice emanating from the petite girl and partly by the gigantic stacks of books that lined her walls."

"But even in the dark, I could see her eyes -- fierce emeralds."

Indirect Characterization:

"And we'll call you... hmm. Pudge."

"Still, my mother persevered, awash in the delusion that I had kept my popularity secret from her all these years."

2.  The author's diction does not change when focusing on the character, remains descriptive and dark.

"She smiled with all the delight of a kid on Christmas morning and said, Y'all smoke to enjoy it. I smoke to die."

3.  The character is round and dynamic. Miles begins with being unsocial and very proper to a rebellious and confident with his friends. He is fully developed as a character through the descriptive language, reflections and innermost thoughts.

4.  I feel like I met Miles because I was really able to relate and sympathize with his raw emotions after losing Alaska. I was able to relate to him even more as he goes through the awkward phases of adapting to college for the first time and sharing his sadness and struggles. The sudden questioning of life after experiencing the loss of a close one.

Huxley Interview Essay

Our society is in a way living in the Brave New World. The idea of mass production is all too familiar. Costco attracts a myriad of customers from everyday denizens to small business owners as the cheap, abundant quantities of a variety of products are not only convenient, but also financially more affordable in the long run. Huxley also claims that "impersonable forces" are pushing in the direction of less freedoms most visibly, overpopulation. For example, because of the "baby boom," there are currently more older people residing in the United States. Overtime, it is predicted that the social security act will have to be reformed as there would be more money being taken out to give to the elderly, over the money coming from the younger generation through taxes. Lastly, Huxley predicted the overwhelming power of technological advancements.

Today, technology serves a very important role in our lives as society revolves around it's function. A common goal that our society shares is constantly advancing to becoming a "better" community. Aldous Huxley made several predictions of the future about limited freedoms and am overpowering dictatorship. The communist element is not shown in politics today but socially may be true with the ethical and social issue of genetic engineering. Genetic engineering is becoming more popular and it manipulates different species to produce the "fittest." Although Huxley's visions of the future are a little extreme and on the border of crazy, we are slowly headed in that direction of overorganization.

Brave New World Notes Ch. 1-4

Page One: 

Figurative language:

Personification "the light was frozen, dead, a ghost" 

Juxtaposition "bleakly shining"

Irony, Dichotomy "fertilizing room" when previously talking about death

Symbolism "shield"

Restatement "wintriness responses to a wintriness"

Chapter 1:

Director doesn't have a name, a name creates personality. 

Cold presence of cruel, artificial, external, imposed, freezer of death

"Director of Hatcheries" not mammal, industrialized

Operant conditioning: rewards and punishments alter one's behavior

Chapter 2:

"single window" dark isolated 

Students are introduced to Nurseries with babies who are being trained by being shocked when playing with flowers and books. 

Director manipulates the babies mind to dislike books in order to "be safe from books and botany all their lives."

Boys blush at "parents." Why?

Viviparous: bringing forth live young that have developed inside the body of the parent

In Elementary Class Consciousness, children listen to tapes that emphasizes their duties in their specific caste. 

These names seem very distant and unrelateable, fake and industrial.

Chapter 3:

Naked children play in a garden.

I have a very difficult time understanding this chapter with the children in the garden and then the end of the chapter with three different conversations.

Chapter 4: 

The Love of Learning

Often times students, especially high school seniors, question the importance of schooling and it's purpose. The valuable enrichment of knowledge is forgotten as instead, we get caught up in "completing assignments" and "writing research papers" which are assigned to enhance our knowledge. The value of educating's one self is to inspire life goals and to find an aspiration that one is really passionate about. Through "trials and tribulations" we learn what we're good at and what we're not good at, what we fall in love with and what we absolutely cannot stand. Learning "boring" materials is also a valuable resource as we can learn something that may not be of interest to us. The love of learning helps us to broaden our perspectives on wordly matters and discover different passions that together help create a vision that every individual has. The vision is formed through experiences and knowledge on that subject. Though some might not think so, every person enjoys learning. It may not be the textbook type of education, but learning to knit or learning to discover new species can be someone's joy. These visions can only be created if we value the importance of learning and love to appreciate it.