How big of an impact can a play have?
By JoséEve McCarthy
The first few words pronounced in the play I saw last October at the Segal theatre are what made the whole three hours worth watching. The first sentence in Inherit the Wind’s script explains perfectly why it has been interpreted so many times in so many towns. "What you are about to witness could have happened any day ; today, tomorrow or yesterday. This story could have taken place twenty years ago or in twenty years, " is my summary of the play’s introduction, pronounced on stage at the Segal theatre.
Inherit the Wind, a play about evolutionism versus creationism, could have been just like any other play, conveying no message in particular. It could have been written by Jerome Lawrence’s desire to entertain and make people laugh or a dramatic play, written to make the audience cry and feel for the characters, but it was none of those.
In fact, Inherit the Wind is a touching play about the trial of a man put in jail for teaching Charles Darwin’s theory of evolution to his high school students. The action takes place in the United States in the 1950’s. At that time, the country was much more conservative than it is now and the creationism theory was what students would learn no matter what their nationality, religion or opinion. Everyone had to follow the Bible. So, every single child was supposed to learn and believe that God created the earth, humans, animals, plants, etc., within seven days… However, even with a law against it, one science teacher decided to tell his students about Charles Darwin’s theory. The town’s people became disgusted and furious. Of course, the man had other problems. He was also dating the pastor’s daughter, who strongly believed in the theory found in the Bible and was worried he’d be sentenced to years in prison. She begged him to admit he had made a mistake and to plead for forgiveness, but he refused. He felt his cause was important enough to be heard of and to be brought to court. Unfortunately for him, numbers were not on his side and his girlfriend felt torn between the man she loved and the whole town’s beliefs as well as her own.
Jerome Lawrence, the playwrite of Inherit the Wind based this story on a real one. He created fictional characters but tried to stay pretty true to the original story. About thirty years before publishing his script and showing the first presentation of his play, there had been a real case in the States where a man had been brought to court for teaching the theory of evolution to his adolescent students. Apparently, Jerome Lawrence used this event to write a dramatic play to criticize the Senator McCarthy and his McCarthyist movement present in the United States at the time. (I just had to plug that in somewhere because it’s my name!) The McCarthyists did not take into consideration anyone’s opinions other than their own.
To Jerome Lawrence, the importance of his play was not about portraying the trial of one particular man who broke the law by speaking against a religion, it was about portraying someone who dared to speak his mind. That’s why this play can be interpreted anywhere at any period in time. Freedom of speech is an important value which should overpower religion and science at all times.
575 words
Friday, December 11, 2009
Friday, November 20, 2009
11 Sexy Ways to Introduce a Literary Essay
A thesis statement (TS) is necessary.
A TS is an interpretation based on literary elements ( like plot, characterization, setting, symbolism, imagery, narration, etc.).
A TS is not a fact. It never uses '' I think ''. It needs proof based on quotes.
1.Biographical info :
In A. Bierce's ''Occurence at Owl Creek, '' he takes the view point of his enemy, a confederate, - even though he was a federal soldier - to show the horros of war.
2. Quotation :
'' I'm not mad. No, I'm not. Madmen know nothing.'' Why did the narrator say this? Was he really sane? E.A. Poe's ''Tell Tale Heart'' explores the fine line between madness and sanity.
3. Definition :
According to the dictionnary, the word ''lottery'' means a random draw with money as the prize. In S. Jackson's ''The Lottery, '' the prize is very macabre indeed : death by stoning.
4. A Literary Element :
Imagery is a powerful way to express feelings and emotion. In John Keats' '' Ode to Psyche,'' there is stunning visual imagery to depict the environment surrounding Psyche.
5. Life experience of the author :
Ernest Hemingway had major problems dealing with women. This is reflected in ''Hills like White Elephants'' where Jig and the american girl never really communicate.
6. Plot :
At the beginning of Oscar Wilde's ''Nightingale and the Rose,'' the nightingale is heart-broken, because the student is in emotional pain. At the end of the story, the bird's heart is literally broken by a thorn of a rose tree.
7. Philosophical or sociological concept :
Racism has always existed and will always exist particularly towards black people.
In ''Strange Fruit'' by A. Meeropol, the savagery of racism is clearly exposed.
8. Historical Background :
Romanticism and gothicism were in vogue in the early 19th century. In E.A. Poe's ''The Tell Tale Heart,'' there are many gothic elements, such as the dark side of human nature.
9. Claim to fame (notoriety) :
J.D Salinger's ''Catcher in the Rye, '' is still read in classrooms across North America, because of its relevance to young people.
10. Using imagery (not referring to it from the story) :
''A painting for the painter is what the novel is for the writer. The authors of all genrs face endless possibilites when shaping the canvas of their work. ''
11. Allusion :
Many classic works are based on trials : Harper Lee's ''To Kill a Mockingbird.'' Lee and Lawrence's ''Inherit the Wind, '' uses the context of a trial to pit freedom of thought.
A TS is an interpretation based on literary elements ( like plot, characterization, setting, symbolism, imagery, narration, etc.).
A TS is not a fact. It never uses '' I think ''. It needs proof based on quotes.
1.Biographical info :
In A. Bierce's ''Occurence at Owl Creek, '' he takes the view point of his enemy, a confederate, - even though he was a federal soldier - to show the horros of war.
2. Quotation :
'' I'm not mad. No, I'm not. Madmen know nothing.'' Why did the narrator say this? Was he really sane? E.A. Poe's ''Tell Tale Heart'' explores the fine line between madness and sanity.
3. Definition :
According to the dictionnary, the word ''lottery'' means a random draw with money as the prize. In S. Jackson's ''The Lottery, '' the prize is very macabre indeed : death by stoning.
4. A Literary Element :
Imagery is a powerful way to express feelings and emotion. In John Keats' '' Ode to Psyche,'' there is stunning visual imagery to depict the environment surrounding Psyche.
5. Life experience of the author :
Ernest Hemingway had major problems dealing with women. This is reflected in ''Hills like White Elephants'' where Jig and the american girl never really communicate.
6. Plot :
At the beginning of Oscar Wilde's ''Nightingale and the Rose,'' the nightingale is heart-broken, because the student is in emotional pain. At the end of the story, the bird's heart is literally broken by a thorn of a rose tree.
7. Philosophical or sociological concept :
Racism has always existed and will always exist particularly towards black people.
In ''Strange Fruit'' by A. Meeropol, the savagery of racism is clearly exposed.
8. Historical Background :
Romanticism and gothicism were in vogue in the early 19th century. In E.A. Poe's ''The Tell Tale Heart,'' there are many gothic elements, such as the dark side of human nature.
9. Claim to fame (notoriety) :
J.D Salinger's ''Catcher in the Rye, '' is still read in classrooms across North America, because of its relevance to young people.
10. Using imagery (not referring to it from the story) :
''A painting for the painter is what the novel is for the writer. The authors of all genrs face endless possibilites when shaping the canvas of their work. ''
11. Allusion :
Many classic works are based on trials : Harper Lee's ''To Kill a Mockingbird.'' Lee and Lawrence's ''Inherit the Wind, '' uses the context of a trial to pit freedom of thought.
Tuesday, November 17, 2009
Learning Express Library (3 & 4)
Vocabulary & Spelling Course 2 : Roots, Prefixes and Suffixes
Interest level : The first lesson to this course was all about roots. No, it was not about tree roots (haha!), it was about the origin of certain words. I found the information very captivating because most roots are used in more than one language. For example, ''phobia'' which is an intense fear also exists in french. Of course, in french, it's ''une phobie.'' Knowing what ''phobia'' means and being able to identify it in other words is so useful because it makes complicated words, like ''agoraphobia, '' claustrophobia'' and ''hemophobia'' so much easier to understand.
Difficulty: One could consider this course as being difficult because most of the words in the exercises were uncommon and rarely used verbally, but by reading all the information given, the explanations and the roots', suffixes' and prefixes' definitions, it became less confusing and properly answering the practice tasks was much easier. Furthermore, after each exercise, the correct answers were given with explanations to why your answer was right or wrong.
What I learned: I learned that ''belligerent'' means warlike because of ''bell'' and that ''pathos'' is a word in the english language. Pathos comes from ''path'' which means ''sentiment.'' I also learned that there is a synonym to sociable. Gregarious is the equivalent of sociable because ''greg'' means ''crowd'' or ''herd.'' I believe my vocabulary has grown thanks to this course.
My grade : This course does not give you a grade at the end. You get feedback after each exercise instead.
Course rating: I found most of the practice methods quite relevant and varied. After reading a list of relatively common roots and a quick explanation to what each one means, you come to a page with words containing those roots along with a list of definitions. The task is to associate the words with their respectful definitions. There were also phrases where you had to fill in the spaces with the appropriate word and a few ''true or false questions''. The only negative part of the course, is that at the start of each lesson (there are four), you are asked to identify the words you recognize out of a list. When you submit your answers, you get no feedback at all and the exercises do not change depending on which words you already know. I did not understand the point.
I would give this course 7.5/10
Reading Comprehension Course 3 : Language and Style
Course rating : Aside from the very low difficulty level of this course, there is one thing I did appreciate. After the four lessons about style, diction, tone and point of view, there was a fifth lesson to sum it all up. The fifth lesson was actually three full pages of questions and tasks with everything learnt earlier in the course all mixed together. This is the first course that actually had a conclusion and a revision of the past notions.
That being said, I still give this course 6/10.
Interest level : The first lesson to this course was all about roots. No, it was not about tree roots (haha!), it was about the origin of certain words. I found the information very captivating because most roots are used in more than one language. For example, ''phobia'' which is an intense fear also exists in french. Of course, in french, it's ''une phobie.'' Knowing what ''phobia'' means and being able to identify it in other words is so useful because it makes complicated words, like ''agoraphobia, '' claustrophobia'' and ''hemophobia'' so much easier to understand.
Difficulty: One could consider this course as being difficult because most of the words in the exercises were uncommon and rarely used verbally, but by reading all the information given, the explanations and the roots', suffixes' and prefixes' definitions, it became less confusing and properly answering the practice tasks was much easier. Furthermore, after each exercise, the correct answers were given with explanations to why your answer was right or wrong.
What I learned: I learned that ''belligerent'' means warlike because of ''bell'' and that ''pathos'' is a word in the english language. Pathos comes from ''path'' which means ''sentiment.'' I also learned that there is a synonym to sociable. Gregarious is the equivalent of sociable because ''greg'' means ''crowd'' or ''herd.'' I believe my vocabulary has grown thanks to this course.
My grade : This course does not give you a grade at the end. You get feedback after each exercise instead.
Course rating: I found most of the practice methods quite relevant and varied. After reading a list of relatively common roots and a quick explanation to what each one means, you come to a page with words containing those roots along with a list of definitions. The task is to associate the words with their respectful definitions. There were also phrases where you had to fill in the spaces with the appropriate word and a few ''true or false questions''. The only negative part of the course, is that at the start of each lesson (there are four), you are asked to identify the words you recognize out of a list. When you submit your answers, you get no feedback at all and the exercises do not change depending on which words you already know. I did not understand the point.
I would give this course 7.5/10
Reading Comprehension Course 3 : Language and Style
Interest level : This course was divided into 5 lessons. I found it well structured and I was impressed because I find the most important parts of reading comprehension were summed up pretty well in only one course. The first lesson was about the point of view (first, second or third person narration). It was pretty basic but still pertinent. The following lessons were about diction, tone, and style. The information given was useful, clear and I find it would be good to read before an exam.
Difficulty : Although the information was adressed to College students, I found the exercices were written for 10 year olds. For example, I was asked to answer which was more formal between ''why don't ya come over tomorrow'' and ''We kindly request your presence tomorrow, January third 2009, for a light supper.'' However, I was even more disappointed when I was asked which was more specific between ''meet me at the corner'' and ''meet me at the corner of Broadway and Hutchinson and 4:30.'' So, basically, this course was not the least bit difficult.
What I learned : If I learned anything thanks to this course, I do not remember it, but I highly doubt that this course taught me something that I didn't already know.
My grade: Once again, I seem to have chosen a course that does not give you a grade at the end.
It does give you feedback but I found it quite useless, considering that the questions were so easy that almost all of my answers were correct.
It does give you feedback but I found it quite useless, considering that the questions were so easy that almost all of my answers were correct.
Course rating : Aside from the very low difficulty level of this course, there is one thing I did appreciate. After the four lessons about style, diction, tone and point of view, there was a fifth lesson to sum it all up. The fifth lesson was actually three full pages of questions and tasks with everything learnt earlier in the course all mixed together. This is the first course that actually had a conclusion and a revision of the past notions.
That being said, I still give this course 6/10.
Monday, November 16, 2009
Book Report
This is a book report on my understanding of Vladimir Nabokov's book called Lolita.
I just wanted to let you now, Mr.B, that I decided to mix a couple of your task suggestions and added my own to be able to write a proper report.
When it was published in Paris in 1955, some light hearted readers and upset critics called it ''obscene'' and ''pornographic trash.'' Lolita was banned from bookstores and could no longer be found, for the time being. Thankfully, Vladimir Nabokov's talent was finally recognized when such bans were lifted, permitting myself and three other classmates of mine to read this book.
Now, the reasons for which Lolita was banned are quite obvious right from the first page, however, I believe that it's the controversial subject he chose that makes Nabokov's work so interesting. Don't get me wrong; I do not like stories about rape, incest or pedophiles. Nonetheless, I appreciated Nabokov's outstanding story about a middle-aged man having an obsession for ''nymphets''. Nymphets are what the main character, the middle-aged Humbert Humbert, calls young girls between the age of nine and fourteen who have certain physical traits such as a certain ''demonic nature'' and ''fey grace, the elusive, shifty, soul-shattering insidious charm.''
Of course, Lolita is, more precisely, the story of a middle-aged man's obsession for a certain young girl he calls Lolita, thus the title. This part is clear, right from the first sentence of the book : "Lolita, light of my life, fire of my loins. My sin, my soul." I found this quote significant because it's not only a quick explanation for the choice of the title but also a pretty good look ahead. When the narrator, also the main character, Humbert Humbert says that Lolita is his sin and his soul, he creates quite a foreshadowing effect. Throughout the train of events in the book, we learn how important Lolita is to Humbert, important enough for him to call her ''my soul". We also see the evolution of his fantasies over a girl it is illegal for him to have a relationship with, therefore, she is his sin. Of course, what's peculiar is the huge gap between the purity of a soul and the horrid thoughts or actions of one's sin, yet Humbert sticks them one beside the other in the same sentence. In Humbert's case, his sin is the fruit of both his horrid thoughts and actions towards such young girls. Unfortunately, after reading a whole book about a man lingering for a child, I did not manage to understand how it is possible. In my opinion, for a minimum of attraction to exist between two people, those two people have to be developped, mentally and physically. Puberty is what seperates the children from the teenagers and the adults. Before hitting puberty, sexual attraction does not even exist. Girls the age of Humbert's ''nymphets'' mostly still hope their prince charming in shining armor will come wake them in their sleep with a light kiss. Furthermore, adult men and women, usually plan on having a career, a nice house and a beautiful family. So, even if we discard the fact that Lolita and Humbert should not be at the same mental level in their lives, they should still not be physically attracted one to another.
So, why do pedophiles like Humbert actually exist? I do not know, and it is a very sad reality. Now, why would someone actually write about such a sad and delicate truth? That is the real question we should be asking ourselves. I believe it was to shock and impress his readers that Vladimir Nabokov chose to write about such a controversial subject. No matter how strange and deranging that subject was, I must admit, he handles it with such class and uses such rich and thougtful vocabulary that to the reader, Lolita might as well be a romantic love story.
Friday, October 30, 2009
Inherit the Wind
Characters:
1. Bertram Cates, 24 years old, high school teacher, defendant (accused) . He believe in evolution vs. creationism
2. Matthew Harrison Brady, politician, ran to be president & lost 3 times, leads the prosecution, strong christian beliefs, is loved by everybody. Colonel
3. Henry Drummond, defense attorney, uses humour, for evelutionism. city guy
4. E.K. Hornbeck, journalist and critic, covers the trial for the Baltimore Herald, despises Bardy's religious fundamentalism
5. Reverend Jeremiah Brown, representative of fundamentalist Christian belief. preacher. '' Fire and brimstone''
6. Rachel Brown, 22 year old daughter of the reverend. Cates' girlfriend, also a teacher.
7. The Judge. unfair to Cates
8. The Townspeople, rural small town life people with deep christian beliefs. ''bunch of people full of colours''
QUESTIONS :
2. It tells us that the offence is not serious and not a physical threat to the town's people.
3. It seems to be very religious and proud to show it by displaying banners and by singing christian songs.
4. It shows that Brady is dependant and submissive.
5. It tells us that Brady could be untrustworthy, conniving and manipulative.
6. Drummond is depicted as the devil or evil incarnate because he had previously defended hardcore criminals, however we find him to be free thinking and a man of principle.
7. Hornbeck shows another point of view that is seemingly open-minded but isn't. He was more articulate, but he was not superior although he thought he was.
1. Bertram Cates, 24 years old, high school teacher, defendant (accused) . He believe in evolution vs. creationism
2. Matthew Harrison Brady, politician, ran to be president & lost 3 times, leads the prosecution, strong christian beliefs, is loved by everybody. Colonel
3. Henry Drummond, defense attorney, uses humour, for evelutionism. city guy
4. E.K. Hornbeck, journalist and critic, covers the trial for the Baltimore Herald, despises Bardy's religious fundamentalism
5. Reverend Jeremiah Brown, representative of fundamentalist Christian belief. preacher. '' Fire and brimstone''
6. Rachel Brown, 22 year old daughter of the reverend. Cates' girlfriend, also a teacher.
7. The Judge. unfair to Cates
8. The Townspeople, rural small town life people with deep christian beliefs. ''bunch of people full of colours''
QUESTIONS :
2. It tells us that the offence is not serious and not a physical threat to the town's people.
3. It seems to be very religious and proud to show it by displaying banners and by singing christian songs.
4. It shows that Brady is dependant and submissive.
5. It tells us that Brady could be untrustworthy, conniving and manipulative.
6. Drummond is depicted as the devil or evil incarnate because he had previously defended hardcore criminals, however we find him to be free thinking and a man of principle.
7. Hornbeck shows another point of view that is seemingly open-minded but isn't. He was more articulate, but he was not superior although he thought he was.
Friday, October 23, 2009
Hills like White Elephants
Literary analysis (plan)
Thesis statement:
The story uses setting and symbolism to discuss ''abortion''.
Paragraph 1: Setting introduces a tense atmosphere.
: Spain, 1920's, quote about hills and station
P2: Hard decision about ''it''
Compared to the railroad
P3 : Hills are compared to white elephants ( white elephant = baby & hills = pregnant woman )
''unique'' and ''uncommon'' & white color may mean innocence and purety
or white elephant = something big, useless and expensive. Could be the man's opinion of a child... = a burden
P4: Field +trees = fertility + fruitfulness. No quotation marks. Indented. (...)
Thesis statement:
The story uses setting and symbolism to discuss ''abortion''.
Paragraph 1: Setting introduces a tense atmosphere.
: Spain, 1920's, quote about hills and station
P2: Hard decision about ''it''
Compared to the railroad
P3 : Hills are compared to white elephants ( white elephant = baby & hills = pregnant woman )
''unique'' and ''uncommon'' & white color may mean innocence and purety
or white elephant = something big, useless and expensive. Could be the man's opinion of a child... = a burden
P4: Field +trees = fertility + fruitfulness. No quotation marks. Indented. (...)
Friday, October 9, 2009
Mid-term writing test
Part A. Short-answer questions. 40%
1. What is Louise Mallard’s opinion of marriage? Indicate the paragraph that suggests it?
2. Why does Louise Mallard suddenly stop crying? Indicate the place in the text?
After going up to her room alone and sitting in the comfy armchair in front of the window, Louise finally starts to realise that living without her husband will not be that bad. At that point, she had started thinking of the rest of her life without her husband and started feeling free of him, free to live her own life. Unfortunately, this new thought was so overwhelming that '' She did not stop to ask if it were or were not a monstruous joy that held her. '' (This information is related in the paragrpahs 10 to 12)
3. How does she feel about her future as a widow? Cite the line in the text, using just the first few words, then a series of dots …?
Louise feels her future as a widow will be quite nice since she will be free of her husband. She even says how she feels aloud, to herself ; ''free, free, free!''. '' There would be no one to live for during those coming years; she would live for herself, '' is what she thought.
7. Explain how Louise can feel joy and sadness at the same time?
Part B. Development question. 60%
In Kate Chopin’s "The Story of an Hour," irony is used to great effect. Kate Chopin was a critic of some sort. For example, in this story, she criticizes marriage. Wikipedia says that "Kate Chopin experienced differentiated lifestyles throughout her time, which lent to her wide realm of societal understanding and analysis. " Therefore, criticizing marriage would make perfect sense, for it would simply be another understanding she had of society. Of course, most authors, while criticizing one of the many flaws of the society in which they live in, will use irony to send a more subtle message. Authors, like Chopin, usually do not look to offend anybody in particular. They simply want to make as many people as possible understand how horrible or hypocritical some situations are. In this case, the horrible situation would be marriage between two people no longer in love or who never loved each other, which Chopin represents through the marriage of Brently and Louise Mallard.
Right from the beginning of the story, something is not quite right between the Mallard couple when Chopin says that Louise did not take the news of her husband’s death the way most wives do: "with a paralyzed inability to accept its significance. " Instead, " She wept at once, with sudden, wild abandonment, in her sister's arms...''
Afterwards, poor Louise starts to see the bright side of things. She realizes that maybe her life won’t be that bad after all. She might even be happier than she was while she was still married to a live man. She finally feels free and knows she can live for herself and that nothing will hold her back. Unfortunately, a part of the irony in the Chopin’s story, is that when Louise is finally getting used to the idea of being a widow and living alone, her husband comes back and causes her such a surprise that she dies.
A larger view of the irony in the story goes from the start all the way to the end. At first. we learn that Louise Mallard has a heart disease; therefore, her sister Josephine and her friend Richards are so very careful when telling her the bad news about her deceased husband. They want to avoid any dangerous health problems that may occur. It is sad, yet ironic to learn that no matter how hard they tried to break such news to her in a soft and calm manner, Louise Mallard died that day, of a heart attack.
Basically, Kate Chopin who must be in love with everything ironic, made sure that the irony in the story does not end until the very last word.
(442 words)
Friday, October 2, 2009
Poetry analysis
Figures of speech
Simile: His hair is dark as the hyacinth blossom.
Metaphor: Flame-coloured are his wings
Personnification: The oaktree shook its head.
Alliteration (repetition of initial conssonants) : She sat silently. / 'tis true, 'tis true
Assonance (repetition of voyel sounds) : As the shadow of the rose.
Consonance (repetition of consonants within words) : __________________________
Other forms :
Apostrophe = Talking directly to a person (dead or alive).
Hyperbole = Exaggeration.
Oxymoron = Contrasting elements. example: Sounds of Silence
Symbolism, Imagery (senses like hearing, seeing, smelling, touching, tasting) , Level of Language (from slang to informal to formal), Irony, Pun.
Simile: His hair is dark as the hyacinth blossom.
Metaphor: Flame-coloured are his wings
Personnification: The oaktree shook its head.
Alliteration (repetition of initial conssonants) : She sat silently. / 'tis true, 'tis true
Assonance (repetition of voyel sounds) : As the shadow of the rose.
Consonance (repetition of consonants within words) : __________________________
Other forms :
Apostrophe = Talking directly to a person (dead or alive).
Hyperbole = Exaggeration.
Oxymoron = Contrasting elements. example: Sounds of Silence
Symbolism, Imagery (senses like hearing, seeing, smelling, touching, tasting) , Level of Language (from slang to informal to formal), Irony, Pun.
Combining sentences
Write 2 sentences of each sentence pattern (CC and CA) :
1.
CA . She went to bed early; however, it took hours for her to fall asleep.
CC. She went to bed early, but it took hours for her to fall asleep.
2.
CC. She wants to lose weight, so she has gone on a strict diet.
CA. She wants to lose weight; therefore, she has gone on a strict diet.
3.
CC. The night air was very still, and a light rain had begun to fall.
CA. The night air was very still; moreover, a light rain had begun to fall.
4.
CC. Her friend did her best to learn to cook, but nothing she prepared came out right.
CA. Her friend did her best to learn to cook; however, nothing she prepared came out right.
5.
CC. Our team learned that the train would be very late, so we decided to take the plane.
CA. Our team learned that the train would be very late; therefore, we decided to take the plane.
6.
CC. The girl can sing very well, and she is also a very talented actess.
CA. The girl can sing very well; moreover, she is also a very talented actress.
7.
CC. Their basement was damaged by the flood, and they can't afford to fix it now.
CA. Their basement was damaged by the flood; moreover, they can't afford to fix it now.
8.
CC. My boss wants to live like a millionaire, so he bought an expensive house in an exclusive area.
CA. My boss wants to live like a millionaire; therefore, he bought an expensive house in an exclusive area.
9.
CC. Their army lost few battles, but they kept on fighting.
CA. Their army lost few battles; however, they kept on fighting.
10.
CC. Capital punishment is often applied unfairly, and a mistake is sometimes also made
CA. Capital punishment is often applied unfairly; furthermore, a mistake is sometimes also made.
11.
CC. The boy has been absent from class many times, so the principal called him to his office for an explanation.
CA. The boy has been absent from class many times; therefore, the principal called him to his office for an explanation.
1.
CA . She went to bed early; however, it took hours for her to fall asleep.
CC. She went to bed early, but it took hours for her to fall asleep.
2.
CC. She wants to lose weight, so she has gone on a strict diet.
CA. She wants to lose weight; therefore, she has gone on a strict diet.
3.
CC. The night air was very still, and a light rain had begun to fall.
CA. The night air was very still; moreover, a light rain had begun to fall.
4.
CC. Her friend did her best to learn to cook, but nothing she prepared came out right.
CA. Her friend did her best to learn to cook; however, nothing she prepared came out right.
5.
CC. Our team learned that the train would be very late, so we decided to take the plane.
CA. Our team learned that the train would be very late; therefore, we decided to take the plane.
6.
CC. The girl can sing very well, and she is also a very talented actess.
CA. The girl can sing very well; moreover, she is also a very talented actress.
7.
CC. Their basement was damaged by the flood, and they can't afford to fix it now.
CA. Their basement was damaged by the flood; moreover, they can't afford to fix it now.
8.
CC. My boss wants to live like a millionaire, so he bought an expensive house in an exclusive area.
CA. My boss wants to live like a millionaire; therefore, he bought an expensive house in an exclusive area.
9.
CC. Their army lost few battles, but they kept on fighting.
CA. Their army lost few battles; however, they kept on fighting.
10.
CC. Capital punishment is often applied unfairly, and a mistake is sometimes also made
CA. Capital punishment is often applied unfairly; furthermore, a mistake is sometimes also made.
11.
CC. The boy has been absent from class many times, so the principal called him to his office for an explanation.
CA. The boy has been absent from class many times; therefore, the principal called him to his office for an explanation.
Friday, September 25, 2009
The Nightingale and the Rose
Follow up
1- Find symbols (symbolic) of the student, the girl, the nightingale and the oaktrees.
Symbol = symbolic of
(Red) Rose = (Unrequited) love (unrequited love = love that becomes rejected)
Nightingale = Devotion, virtue
Student = Naïveté
Oaktree = Wisdom
Girl = Materialism
2- Find examples of similes, metaphors, personification, alliteration, assonance and consonance.
1- Find symbols (symbolic) of the student, the girl, the nightingale and the oaktrees.
Symbol = symbolic of
(Red) Rose = (Unrequited) love (unrequited love = love that becomes rejected)
Nightingale = Devotion, virtue
Student = Naïveté
Oaktree = Wisdom
Girl = Materialism
2- Find examples of similes, metaphors, personification, alliteration, assonance and consonance.
"Sorrow has set her seal upon his brow" : metaphor
"Passion has made his lace like pale ivory" is a simile.
The nightingale, the oaktrees and the butterflies that can speak are all personifications.
3- Write 2 paragraphs of your interpretation (message, bla bla bla) (250 words)
I recently learned that the famous write Oscar Wilde, after spending two years in jail, did not get to see his two sons much. Shortly after this information settled in my mind, Mister Bonkowski asked me the following question: "Did you know that Oscar Wilde dedicated The Nightingale and the Rose to his two sons?" As a matter of fact, I did not know that. I was glad my teacher told me this pertinent piece of information because by putting all of the knowledge I now had of Oscar Wilde together, I started wondering about Wilde's intentions in writing such a story. Did he want his kids to learn a life lesson out of The Nightingale and the Rose? Did he want to transmit personal information through it? Did he want to tell them that life was full of deceptions? Or on the contrary, did he want to tell them that life was full of loving people just like the Nightingale who are willing to help in time of need? After asking myself all these questions, I came up with a theory.
We knew that Oscar Wilde was in fact quite different from everyone else. He was also gay or bisexual and he wasn't very shy in letting people know. Unfortunately for him, he did not live in the year 2009. When he was out and about, being anything other than a heterosexual was a very bad thing. No matter how hard he tried to stand out and be liked by others, people despised him. When he was a student, other students would trash his room just for fun, just because Wilde was "weird". Therefore, my theory is that, just like the student in his story, Wilde must have wanted to be with a boy or a girl at one point in his life and been rejected. Maybe while writing his story, he hoped his sons would get a glimpse of his life. Maybe he was trying to teach them that love was worthless and that books and studying were much better. But in reality, who knows?
Friday, September 18, 2009
An occurence at Owl Creek
images :
-Beating of the watch is compared to ''stroke of a blacksmith's hammer upon an anvil''.
-Sand is compared to ''diamonds and emeralds''.
-'' They hurt his ear like the thrust of a knife.'' (simile)
-'' The water roared in his ear in his ear like the voice of Niagara '' (falls). (simile)
- The ''dancing driftwood'' caught his eye (metaphor)
- He found himself whirling around - spinning like a top. (simile)
10 words :
-Beating of the watch is compared to ''stroke of a blacksmith's hammer upon an anvil''.
-Sand is compared to ''diamonds and emeralds''.
-'' They hurt his ear like the thrust of a knife.'' (simile)
-'' The water roared in his ear in his ear like the voice of Niagara '' (falls). (simile)
- The ''dancing driftwood'' caught his eye (metaphor)
- He found himself whirling around - spinning like a top. (simile)
10 words :
Sentence Patterns
Background information
IC = Independent Clause = subject + verb + direct object = complete idea
example : CSL has 3200 students.
DC = Dependent Clause = subject +verb + usually contains an SC = incomplet idea
M = Modifier
example : CSL has 3200 (talented) students.
PP = Prepositional Phrase (no verb)
example : CSL has 3200 talented students (in many programs).
DO = Direct Object
IO= Indirect Object
SC = Subordinating Conjuction
example : because, while, after, until, etc.
CC = Coordination Conjuction
ex: for, and, nor, but, or, yet, so, etc.
CA = Coordinating Adverbs
ex : hence, therefore, thus, moreover, nevertheless, likewise, consequently, accordingly, furthermore, etc.
RP = Relative Pronoun
example : CSL has 3200 talented students in many programs, (which are very interesting).
sub verb M DO ---- PP -------------------- ---RP---- -------- DC ---------------------
Sentece Pattern number 1 : IC ; IC.
, comma
: colon
; semi-colon
Ex : Hard work is only one side of the equation ; talent is the other.
Ex2: Some people dream of being something ; others stay awake and are.
Ex3 : Some people get away with their crimes ; others don't.
Ex4 : Half the class would tell the boy to listen to the princess ; the other half would not.
Ex5 : Some people think they are sane ; others would disagree.
Ex6: Ceasar, try on this toga ; it seems be your size.
Sentence Pattern 1a : IC ; CA , IC.
Ex: The narrator in the story, '' The Tell-Tale Heart'', claimed he was sane ; however, he was really nuts.
Ex2: The narrator thought the old man's eye was evil ; nevertheless, it was all in his head.
Ex3: The king in the story, '' The Lady or the Tiger? '' , was known to be cruel and barbaric ; nevertheless, he let the criminals choose their own fate.
Ex4: Frank Stockton had one leg shorter than the other ; therefore, he took up writing to compensate.
Sentence Pattern 1b : IC ; IC, CC IC.
Ex: Poe was a great writer ; he influenced many others, and he was immensely admired.
Ex2 : The princess was semi-barbaric ; she was manipulative and cunning, but she could not have her way.
Sentence pattern 2 : IC : IC ---> general statement to specific statement
Ex : Darwin's origin of species states a harsh truth : only the fittest survive.
Ex2: The empty coffin in the crypt had a single horrifying meaning : Dracula had awoken to search for fresh blood.
Ex3 : Peyton's fate was decided : he was about to be hanged.
Ex4: The story was quite ironic : Ambierce, a northern soldier, took a southern view.
Sentece pattern 3: A, B, C for emphasis or A,B and C or A and B and C ---> using a series wihtout a conjuction
Ex: With passion, determination, purpose, Lincoln fought slavery.
Ex2: Being a family man, being rich, being happy, he still gave up his life.
Ex3: Peyton closed his eyes, though of his wife, felt pain.
Sentence pattern 4: An introductory series of appositives, using a dash ( - ) and a summarizing subject (these, those, which, what, each, such, someone, all, etc.)
Ex: '' The Tell-Tale Heart, '' '' The Nightingale and the Rose, '' '' Hills like White Elephants'' - each of these has some form of internal or psychological conflict.
Using quotes...
...with a complete idea (:)
Ex: Hemingway uses action to emphasize a character trait : '' The girl looked at the bead curtain ... ''
...with an incomplete idea (,)
Ex: In Hemingway's story, the girl said, '' They look like white elephants. ''
...with an incomplete quotation within a sentence
Ex: Hemingway's story takes place at a railway station '' between two lines of rails in the sun. ''
...within a quote
Ex: Hemingway wrote, '' 'They're lovely hills,' she said. 'They don't really look like white elephants.' ''
IC = Independent Clause = subject + verb + direct object = complete idea
example : CSL has 3200 students.
DC = Dependent Clause = subject +verb + usually contains an SC = incomplet idea
M = Modifier
example : CSL has 3200 (talented) students.
PP = Prepositional Phrase (no verb)
example : CSL has 3200 talented students (in many programs).
DO = Direct Object
IO= Indirect Object
SC = Subordinating Conjuction
example : because, while, after, until, etc.
CC = Coordination Conjuction
ex: for, and, nor, but, or, yet, so, etc.
CA = Coordinating Adverbs
ex : hence, therefore, thus, moreover, nevertheless, likewise, consequently, accordingly, furthermore, etc.
RP = Relative Pronoun
example : CSL has 3200 talented students in many programs, (which are very interesting).
sub verb M DO ---- PP -------------------- ---RP---- -------- DC ---------------------
Sentece Pattern number 1 : IC ; IC.
, comma
: colon
; semi-colon
Ex : Hard work is only one side of the equation ; talent is the other.
Ex2: Some people dream of being something ; others stay awake and are.
Ex3 : Some people get away with their crimes ; others don't.
Ex4 : Half the class would tell the boy to listen to the princess ; the other half would not.
Ex5 : Some people think they are sane ; others would disagree.
Ex6: Ceasar, try on this toga ; it seems be your size.
Sentence Pattern 1a : IC ; CA , IC.
Ex: The narrator in the story, '' The Tell-Tale Heart'', claimed he was sane ; however, he was really nuts.
Ex2: The narrator thought the old man's eye was evil ; nevertheless, it was all in his head.
Ex3: The king in the story, '' The Lady or the Tiger? '' , was known to be cruel and barbaric ; nevertheless, he let the criminals choose their own fate.
Ex4: Frank Stockton had one leg shorter than the other ; therefore, he took up writing to compensate.
Sentence Pattern 1b : IC ; IC, CC IC.
Ex: Poe was a great writer ; he influenced many others, and he was immensely admired.
Ex2 : The princess was semi-barbaric ; she was manipulative and cunning, but she could not have her way.
Sentence pattern 2 : IC : IC ---> general statement to specific statement
Ex : Darwin's origin of species states a harsh truth : only the fittest survive.
Ex2: The empty coffin in the crypt had a single horrifying meaning : Dracula had awoken to search for fresh blood.
Ex3 : Peyton's fate was decided : he was about to be hanged.
Ex4: The story was quite ironic : Ambierce, a northern soldier, took a southern view.
Sentece pattern 3: A, B, C for emphasis or A,B and C or A and B and C ---> using a series wihtout a conjuction
Ex: With passion, determination, purpose, Lincoln fought slavery.
Ex2: Being a family man, being rich, being happy, he still gave up his life.
Ex3: Peyton closed his eyes, though of his wife, felt pain.
Sentence pattern 4: An introductory series of appositives, using a dash ( - ) and a summarizing subject (these, those, which, what, each, such, someone, all, etc.)
Ex: '' The Tell-Tale Heart, '' '' The Nightingale and the Rose, '' '' Hills like White Elephants'' - each of these has some form of internal or psychological conflict.
Using quotes...
...with a complete idea (:)
Ex: Hemingway uses action to emphasize a character trait : '' The girl looked at the bead curtain ... ''
...with an incomplete idea (,)
Ex: In Hemingway's story, the girl said, '' They look like white elephants. ''
...with an incomplete quotation within a sentence
Ex: Hemingway's story takes place at a railway station '' between two lines of rails in the sun. ''
...within a quote
Ex: Hemingway wrote, '' 'They're lovely hills,' she said. 'They don't really look like white elephants.' ''
Friday, September 11, 2009
The Lady or the Tiger?
Thanks to the four students who did a quick research about The Lady or the Tiger, I learned that the author first started telling stories to his younger siblings to put them to sleep. Afterwards, in High School, he discovered his passion for writing in a short story contest that he won.
He did not start writing stories professionnaly right away though. He was a wood worker, he would carve and decorate word decorations. It's only when he had had enough of his job, that he decided to write the stories we know of his now.
FS was a busy writer while the romantic period was in bloom in the United States.
Advice for the lover : I would believe the princess's suggestion because I believe that love conquers all. She would probably much rather see her lover with another woman than dead and never see him again.
Vocabulary:
1-will : determintation
2-valour: courage
3-poetic justice: Virtue is rewarded. Evil is punished.
4-wails: lamentation, cries
5-mourners: people grieving.
6-dire: terrible
7-fate: destiny
8-fair: pretty (my fair lady) or just
9-choristers: singers
10-maidens: young women
11-the apple of his eye: somebody important
12-unsurpassed: the best, unequalled
13-startling: surprising
14-damsels: beautiful ladies
15-glances: looks quickly
16-mazes: labyrinths
17-fangs: sharp teeth
18-gnash: grind
19-shriek: loud scream
20-anguished: tormented, tortured
He did not start writing stories professionnaly right away though. He was a wood worker, he would carve and decorate word decorations. It's only when he had had enough of his job, that he decided to write the stories we know of his now.
FS was a busy writer while the romantic period was in bloom in the United States.
Advice for the lover : I would believe the princess's suggestion because I believe that love conquers all. She would probably much rather see her lover with another woman than dead and never see him again.
Vocabulary:
1-will : determintation
2-valour: courage
3-poetic justice: Virtue is rewarded. Evil is punished.
4-wails: lamentation, cries
5-mourners: people grieving.
6-dire: terrible
7-fate: destiny
8-fair: pretty (my fair lady) or just
9-choristers: singers
10-maidens: young women
11-the apple of his eye: somebody important
12-unsurpassed: the best, unequalled
13-startling: surprising
14-damsels: beautiful ladies
15-glances: looks quickly
16-mazes: labyrinths
17-fangs: sharp teeth
18-gnash: grind
19-shriek: loud scream
20-anguished: tormented, tortured
Learning Express Library
Course 1 :
Grammar Skills 3 : Practice with subjects, verbs and nouns
Course 2
Grammar skills 4 : Adjectives, Adverbs & Confusing Words
1. Interest:
This course was all about being able to tell the difference between adjectives and adverbs and knowing your homonyms (confusing words). I did not find this course very interesting. There was not much variety in it. Two thirds of the course was about homonyms. It was very well done, but it was repetitive and boring. Each ''confusing word'', was described with an example so you could understand the difference between the homonyms, and after a short list of words there were exercices to make sure you got the hang of it.
2. Difficulty:
The course was well done and easier to follow than the last one I did. Instead of long texts full of explanations, it was simply lists of words with their descriptions. Furthermore, I already knew most of the ''confusing words'' thanks to my grade 9 english teacher, this made the course much shorter and much easier than the last one. Of course, homonyms like ''seen'' and ''scene '' or the classic ''which'' and ''witch'' are words I have known, written and read for a while.
3. What I learned:
Other than homonyms, there was a part on how to tell the difference between adverbs and adjectives. In this part of the course, I learned that you have to place a word's modifier as close as possible to the word it modifies, otherwise, the phrase can mean something entirely different. For example, there was a sentence ressembling this one : Barking loudly, Mister Peterson walked his dog. This would mean that Mister Peterson was barking loudly as he was walking his dog. For the sentence to make more sense, it should be written like this : Mister Peterson walked his dog that was barking loudly. Or something like that.
4. My score:
In this course, just like in the first one I did, you do not get a score at the end. However, after every exercise you do, you get feedback and you learn if your answers were any good or not.
5. Course rating:
I would give this course 7.5/10.
It was very useful for those who have trouble with words that sound alike and their spelling but, as I've already mentionned, it lacked variety. Furthermore, some exercise questions were too cliché. For example : The confused (choose witch or which) did not know (chose witch or which) broom to pick for Halloween.
Grammar Skills 3 : Practice with subjects, verbs and nouns
1. Interest:
At first, I figured this course (which has 5 different lessons) was going to be quite easy. When I realised the first lesson was about verb tenses and knowing that there are irregular verbs in the past participle I almost decided to take another course instead. Didn't we all learn and hear about irregular verbs all through High School? The second lesson was about active and passive verbs which is exactly like what we had seen in french class in grade 7, 8 or 9 ( I don't really remember). Fortunately, the course did become more interesting and difficult as I went on. After that, I'm pretty sure I learned something new per lesson.
2. What I learned:
There are many grammar rules I had never even heard of that I know now, thanks to this course. For example, I did not know that
'' if a singular and a plural noun or pronoun are joined by or, the pronoun agrees with the closest noun or pronoun it represents''.
This is an example of what the rule means:
Neither the soldiers nor the sergeant was sure of his location.
Neither the sergeant nor the soldiers were sure of their location.
(citation & example taken directly from the course Grammar skills 3 : Practice with subjects, verbs and nouns )
3. Difficulty:
Although I did not find such a notion difficult to understand, had I not read about it before hand, I would not have answered the questions following that information correctly because I did not know this rule even existed. It's the same thing for the rest of the course.
What I found strange though, is even if the course became more difficult, or more new to me the further I went, it ended with an activity about how to differenciate certain homonyms which, in my opinion, was the easiest part of the whole course.
4. My score:
At the end of this long course, I did not get a score. Instead, after each exercise, you could compare your answers to the right ones and learn if you had any wrong ones and why. This is just like when our teachers let us revise our exams after they have corrected them.
5. Course rating:
I would rate this course 9/10 because it is very useful. For each lesson, it explains which errors are most common in the english language and why and then helps you not make them by giving you simple tricks you probably would not have thought of yourself. Finally, you go through a certain amount of quizzes and questions to make sure you understand. I found that it was full of useful grammar rules I did not know and that not many people must know.
Course 2
Grammar skills 4 : Adjectives, Adverbs & Confusing Words
1. Interest:
This course was all about being able to tell the difference between adjectives and adverbs and knowing your homonyms (confusing words). I did not find this course very interesting. There was not much variety in it. Two thirds of the course was about homonyms. It was very well done, but it was repetitive and boring. Each ''confusing word'', was described with an example so you could understand the difference between the homonyms, and after a short list of words there were exercices to make sure you got the hang of it.
2. Difficulty:
The course was well done and easier to follow than the last one I did. Instead of long texts full of explanations, it was simply lists of words with their descriptions. Furthermore, I already knew most of the ''confusing words'' thanks to my grade 9 english teacher, this made the course much shorter and much easier than the last one. Of course, homonyms like ''seen'' and ''scene '' or the classic ''which'' and ''witch'' are words I have known, written and read for a while.
3. What I learned:
Other than homonyms, there was a part on how to tell the difference between adverbs and adjectives. In this part of the course, I learned that you have to place a word's modifier as close as possible to the word it modifies, otherwise, the phrase can mean something entirely different. For example, there was a sentence ressembling this one : Barking loudly, Mister Peterson walked his dog. This would mean that Mister Peterson was barking loudly as he was walking his dog. For the sentence to make more sense, it should be written like this : Mister Peterson walked his dog that was barking loudly. Or something like that.
4. My score:
In this course, just like in the first one I did, you do not get a score at the end. However, after every exercise you do, you get feedback and you learn if your answers were any good or not.
5. Course rating:
I would give this course 7.5/10.
It was very useful for those who have trouble with words that sound alike and their spelling but, as I've already mentionned, it lacked variety. Furthermore, some exercise questions were too cliché. For example : The confused (choose witch or which) did not know (chose witch or which) broom to pick for Halloween.
Thursday, September 10, 2009
Tell Tale Heart Questions
1. Point of view :
Throughout this short story, we learn more and more about how disturbed the narrator is. The narrator is a man who, right from the start, mentions that his illness has made is hearing acute which is important to know to understand his actions, his POINT OF VIEW, and the end of the story. It's written in a first point of view and we do not know the main character's name.
2. Imagery:
Darkness
Sounds - Heartbeat, Drums, Time (clock ticking)
Darkness
Sounds - Heartbeat, Drums, Time (clock ticking)
3. Metaphor :
The eye is compared to a vulture every single time the narrator talks about it.
Stone Dead (body)
The eye is compared to a vulture every single time the narrator talks about it.
Stone Dead (body)
4. Simile:
Black as Pitch
Heart beating like a drum.
" ... a single dim ray like the thread of a spider ..."
Black as Pitch
Heart beating like a drum.
" ... a single dim ray like the thread of a spider ..."
5. Personnification:
"Death in approching him had stalked with his black shadow before him and enveloped the victim. " This is like in movies where Death is a man dressed in a black robe with a big hood walking around, following those about to die...
6. Irony :
The narrator lets the reader know that he does not dislike the old man and he does find him kind, yet he kills him anyway because of his evil vulture-eye.
It is also ironic that the main character conceals the old man's body so perfectly that the police do not notice anything, yet he confesses his crime anyway.
Furthermore, he likes to mention time and time again that he's not mad, but he really is insane. How ironic is that?
7. Themes :
-A human being has a perverse, wicked side that can goad him or her into doing evil things with no apparent motive.
-Fear of discovery can bring about (out)...discovery.
-The evil within is worse than the evil or ugliness without.
Prefixes & examples :
Dis- Dissimulation
Im- Impossible
Fore- Foresight
De- Detect
Mid- Midnight
Un- Undid
Con- Conceal
Pre- Precautions
Intro- Introduced
Ex- Extent
Suffixes & examples :
-Less Motionless
-Able/ Ible Uncontrollable
The narrator lets the reader know that he does not dislike the old man and he does find him kind, yet he kills him anyway because of his evil vulture-eye.
It is also ironic that the main character conceals the old man's body so perfectly that the police do not notice anything, yet he confesses his crime anyway.
Furthermore, he likes to mention time and time again that he's not mad, but he really is insane. How ironic is that?
7. Themes :
-A human being has a perverse, wicked side that can goad him or her into doing evil things with no apparent motive.
-Fear of discovery can bring about (out)...discovery.
-The evil within is worse than the evil or ugliness without.
Prefixes & examples :
Dis- Dissimulation
Im- Impossible
Fore- Foresight
De- Detect
Mid- Midnight
Un- Undid
Con- Conceal
Pre- Precautions
Intro- Introduced
Ex- Extent
Suffixes & examples :
-Less Motionless
-Able/ Ible Uncontrollable
Friday, September 4, 2009
Literary Elements
Plot (story line, dramatic structure, action) : numbers 2, 4, 5, 8, 11, 12, 13, 14, 21, 17
-Conflict can be internal or external
-Storyline includes Rising action, falling action, resolution, climax
-Flashback, Foreshadow
-Exposition
Setting (time, place, year, etc.) : numbers 2, 8, 9, 10
Characters (protagonist, angtagonist) : numbers 2, 3, 4, 6, 20, 22, 25
-Foil = minor character
-Round or flat character
-We get to know characters through their physical description, through dialogue and/or through the action of the story
Theme (meaning) : numbers 1, 2, 16, 19, 21, 26
Narration (point of view) : number 7
-The narrator can be present in the story (1st person) or omniscient.
-There can be multiple narrators, like when there are different point of views. Example : The movie Crash)
Style (diction, syntax) : numbers 6, 15, 18, 21, 23, 24
-Style includes Figurative language like metaphors and similes
-Satire, irony, the tone of a story and the mood are all part of the narrator's style.
4 speaking criteria :
1.Delivery - Loudness, eye contact, speed, pauses, natural, fluency, pronuciation
2.Content - Main point, development, examples, good intro (questions, facts, statistics). Structure (quotations, etc.)
3. Organisation - sequencers, transitional words.
4. Language - vocabulary, grammar, sentence variety.
-Conflict can be internal or external
-Storyline includes Rising action, falling action, resolution, climax
-Flashback, Foreshadow
-Exposition
Setting (time, place, year, etc.) : numbers 2, 8, 9, 10
Characters (protagonist, angtagonist) : numbers 2, 3, 4, 6, 20, 22, 25
-Foil = minor character
-Round or flat character
-We get to know characters through their physical description, through dialogue and/or through the action of the story
Theme (meaning) : numbers 1, 2, 16, 19, 21, 26
Narration (point of view) : number 7
-The narrator can be present in the story (1st person) or omniscient.
-There can be multiple narrators, like when there are different point of views. Example : The movie Crash)
Style (diction, syntax) : numbers 6, 15, 18, 21, 23, 24
-Style includes Figurative language like metaphors and similes
-Satire, irony, the tone of a story and the mood are all part of the narrator's style.
4 speaking criteria :
1.Delivery - Loudness, eye contact, speed, pauses, natural, fluency, pronuciation
2.Content - Main point, development, examples, good intro (questions, facts, statistics). Structure (quotations, etc.)
3. Organisation - sequencers, transitional words.
4. Language - vocabulary, grammar, sentence variety.
Sunday, August 30, 2009
wiki quiz
Friday, August 28, 2009
Student Profile ; Roxane
Cegep is this whole new world, only known to Quebecers, which most of us go through after High School. Some love the adventure they live in this new estbalishment and some don't. For my part, I may not share my opinion yet, as I have only spent five days in this new place but what I can say is that I've met quite a few interesting people and Roxane is one of them. She's in my english class that Mr. Bonkowski teaches and, upon his request, I will take a certain amount of time to let you know about Roxane.
First of all, she grew up in a nice caring and loveable family. Her parents have been together since they were in High School and have two young girls. Roxane is the oldest of two. Her younger sister is eight years old. They live with two kittens and Roxane's grandfather. By the smile on her face when she told me about him, I guessed he was quite the funny character. She said they get along very well because they are somewhat alike and share similar opinions.
Furthermore, Roxane is quite the artist in many domains. She likes listening to music and playing instruments like the guitar, the bass and the drums. She also likes drama, theater, watching and reading different plays. She told me that she likes it so much that she's already begun writing plays of her own and hopes to make a career out of it in the future.
I can only wish her the best of luck in her studies and plans for the beautiful life she has ahead of her.
I hope that I've helped you learn more about Roxane.
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