You will need to read all of Hamlet, by William Shakespeare by the time you return. I do encourage you to view a film version in addition to your reading. Please make sure you understand characters and major plot events in case there is an "accountability activity" when you return.
Please use your time over break to also go "beastmode" on your AP English prep.
Happy Reading and Happy Vacation!
Friday, December 19, 2014
Friday, December 12, 2014
Due Monday: Story and Kane Essay II
Please read the short story "A Very Old Man with Enormous Wings" in your book.
Kane Character Essay
You are writing a character analysis paper focusing on Charles Foster Kane. Again, it will be in formal voice, 2 pages, double-spaced, but no structure requirements. Consider discussing Kane's influences, motivations, desires, fears, relationships with others, etc. Do your best to use some quotations from the movie. Please submit to turn it in by 9:30 Monday morning.
Kane Character Essay
You are writing a character analysis paper focusing on Charles Foster Kane. Again, it will be in formal voice, 2 pages, double-spaced, but no structure requirements. Consider discussing Kane's influences, motivations, desires, fears, relationships with others, etc. Do your best to use some quotations from the movie. Please submit to turn it in by 9:30 Monday morning.
Wednesday, December 10, 2014
Kane Device Analysis Due Friday
Kane Device Analysis
Please write a 2 page minimum (typed, double-spaced) reflection paper on the use of a minimum of 3 film techniques in Citizen Kane. Please describe the specific technique and analyze its effect and how its use contributes to the meaning of the film. There are no structural requirements for the paper, but the paper should be written in formal voice.
This assignment will be turned in through Turnitin and is due Friday by 9:15.
Please write a 2 page minimum (typed, double-spaced) reflection paper on the use of a minimum of 3 film techniques in Citizen Kane. Please describe the specific technique and analyze its effect and how its use contributes to the meaning of the film. There are no structural requirements for the paper, but the paper should be written in formal voice.
This assignment will be turned in through Turnitin and is due Friday by 9:15.
Friday, December 5, 2014
Prose Prospectus #3 for Monday
Please complete a prose prospectus for the passage available here. I included a proper prompt for you to guide your work with the text. I realize the prompt tells you to write an entire essay, but please just follow the prospectus guidelines available in previous posts. Please note however, that I have added a "thesis" element as part of the prospectus process.
For those of you still struggling with the prose prospectus idea, I am including an example below based on the story "The Other Paris."
My Example:
Title and Author of Passage: “The Other Paris” by Mavis Gallant
Approximate Era of Passage: Modern
New Vocabulary: none (it was a pretty simple passage.)
Devices you would mention in your essay: direct/indirect/ characterization, Narrative Voice, imagery Irony, Satire, Diction, setting, point of view.
****Answer to the prompt question as thesis****: Gallant presents a scathing criticism of passionless and depersonalized expectations of marriage based on social convenience and money through her use of characterization and ironic narrative voice.
Essay Organization:
Intro
Paragraph 1: Carol (indirect char, imagery, setting, voice/tone, satire, irony)
Paragraph 2: Howard (diction, direct char, voice/tone, satire, irony)
Conclusion
Key Quotations for support: I think you know what I want for this.
Insights, Inferences, Interesting stuff:
Both Carol and Howard seem easily influenced by others and socially awkward
Both seem very business like: he by nature, she by training
Ironically, their dispassion makes them suited for each other (maybe good conclusion idea)
Paris setting is ironic
One Analytical Unit: Gallant begins with an ironic contrast between the idyllic imagery of Carol’s imagined proposal, replete with “moonlight”, “barrows of violets”, “misty backgrounds”, and that most iconic of Romantic images the “Eifel tower”, juxtaposed with the prosaic reality of being proposed to at lunch over a “tuna-fish salad.” The disparity of these two images, strengthened by the olfactory unpleasantness of a smelly and boring lunch option, creates from the beginning an air of ridiculousness the permeates the passage, letting the reader know that Carol and Howard’s relationship is subject of her critical ridicule.
For those of you still struggling with the prose prospectus idea, I am including an example below based on the story "The Other Paris."
My Example:
Title and Author of Passage: “The Other Paris” by Mavis Gallant
Approximate Era of Passage: Modern
New Vocabulary: none (it was a pretty simple passage.)
Devices you would mention in your essay: direct/indirect/ characterization, Narrative Voice, imagery Irony, Satire, Diction, setting, point of view.
****Answer to the prompt question as thesis****: Gallant presents a scathing criticism of passionless and depersonalized expectations of marriage based on social convenience and money through her use of characterization and ironic narrative voice.
Essay Organization:
Intro
Paragraph 1: Carol (indirect char, imagery, setting, voice/tone, satire, irony)
Paragraph 2: Howard (diction, direct char, voice/tone, satire, irony)
Conclusion
Key Quotations for support: I think you know what I want for this.
Insights, Inferences, Interesting stuff:
Both Carol and Howard seem easily influenced by others and socially awkward
Both seem very business like: he by nature, she by training
Ironically, their dispassion makes them suited for each other (maybe good conclusion idea)
Paris setting is ironic
One Analytical Unit: Gallant begins with an ironic contrast between the idyllic imagery of Carol’s imagined proposal, replete with “moonlight”, “barrows of violets”, “misty backgrounds”, and that most iconic of Romantic images the “Eifel tower”, juxtaposed with the prosaic reality of being proposed to at lunch over a “tuna-fish salad.” The disparity of these two images, strengthened by the olfactory unpleasantness of a smelly and boring lunch option, creates from the beginning an air of ridiculousness the permeates the passage, letting the reader know that Carol and Howard’s relationship is subject of her critical ridicule.
Friday, November 21, 2014
Due Monday after Thanksgiving
-Please have your reading of Metamorphosis completed. (Text is in your book and available online if needed)
You should also be making progress on your prose prospectus for the "Phineas Redux" passage.
Prose Prospectus Frame:
Title and Author of Passage:
Approximate Era of Passage: Victorian, Modern, Contemporary, etc
New Vocabulary: Write down fancy new words from the passage and their definitions.
Answer to the prompt (as specific as possible) to serve as a thesis:
Proposed Outline of Essay Organization:
Devices you would mention in your essay: Remember, these do not have to be full paragraph topics, but just appropriate literary words that you could use in your essay.
Insights/Inferences/Interesting stuff that address the prompt:
Key Quotations for support You may either retype these quotations OR turn in a highlighted, underlined, copy of the text indicating which quotations you would use.
One Analytical Unit: This should be an excerpt from your essay that uses a targeted quotation(s) and says important stuff about it. Try to sound insightful, fancy, and make good inferences.
You should also be making progress on your prose prospectus for the "Phineas Redux" passage.
Prose Prospectus Frame:
Title and Author of Passage:
Approximate Era of Passage: Victorian, Modern, Contemporary, etc
New Vocabulary: Write down fancy new words from the passage and their definitions.
Answer to the prompt (as specific as possible) to serve as a thesis:
Proposed Outline of Essay Organization:
Devices you would mention in your essay: Remember, these do not have to be full paragraph topics, but just appropriate literary words that you could use in your essay.
Insights/Inferences/Interesting stuff that address the prompt:
Key Quotations for support You may either retype these quotations OR turn in a highlighted, underlined, copy of the text indicating which quotations you would use.
One Analytical Unit: This should be an excerpt from your essay that uses a targeted quotation(s) and says important stuff about it. Try to sound insightful, fancy, and make good inferences.
Thursday, November 20, 2014
Wednesday, November 19, 2014
Monday, November 10, 2014
Due Wednesday-The Yellow Wallpaper
You will need to read "The Yellow Wallpaper" (153-164) and be prepared to discuss it on Wednesday.
However, please perform the marking the text activity below (which is the first part of the story) before you read the entire story.
The marking the text task:
1. Copy and paste the information below onto a piece of paper and print. You may need to change formatting a bit to make it readable and give yourself some margins and spacing.
2. Read the prompt carefully.
3. Read the passage marking evidence and margin thoughts/insights that would allow you to discuss the prompt.
4. Finish marking the text, put aside, and read the rest of the story making no changes or additions to what you originally wrote.
(Copy and paste below here)
Prompt: Read the following excerpt and analyze how the author's use of diction, syntax, point-of-view, and selection of detail contribute to the characterization in the passage.
It is very seldom that mere ordinary people like John and myself secure ancestral halls for the summer.
A colonial mansion, a hereditary estate, I would say a haunted house, and reach the height of romantic felicity—but that would be asking too much of fate!
Still I will proudly declare that there is something queer about it.
Else, why should it be let so cheaply? And why have stood so long untenanted?
John laughs at me, of course, but one expects that in marriage.
John is practical in the extreme. He has no patience with faith, an intense horror of superstition, and he scoffs openly at any talk of things not to be felt and seen and put down in figures.
John is a physician, and PERHAPS—(I would not say it to a living soul, of course, but this is dead paper and a great relief to my mind)—PERHAPS that is one reason I do not get well faster.
You see he does not believe I am sick!
And what can one do?
If a physician of high standing, and one's own husband, assures friends and relatives that there is really nothing the matter with one but temporary nervous depression—a slight hysterical tendency—what is one to do?
My brother is also a physician, and also of high standing, and he says the same thing.
So I take phosphates or phosphites—whichever it is, and tonics, and journeys, and air, and exercise, and am absolutely forbidden to "work" until I am well again.
Personally, I disagree with their ideas.
Personally, I believe that congenial work, with excitement and change, would do me good.
But what is one to do?
However, please perform the marking the text activity below (which is the first part of the story) before you read the entire story.
The marking the text task:
1. Copy and paste the information below onto a piece of paper and print. You may need to change formatting a bit to make it readable and give yourself some margins and spacing.
2. Read the prompt carefully.
3. Read the passage marking evidence and margin thoughts/insights that would allow you to discuss the prompt.
4. Finish marking the text, put aside, and read the rest of the story making no changes or additions to what you originally wrote.
(Copy and paste below here)
Prompt: Read the following excerpt and analyze how the author's use of diction, syntax, point-of-view, and selection of detail contribute to the characterization in the passage.
It is very seldom that mere ordinary people like John and myself secure ancestral halls for the summer.
A colonial mansion, a hereditary estate, I would say a haunted house, and reach the height of romantic felicity—but that would be asking too much of fate!
Still I will proudly declare that there is something queer about it.
Else, why should it be let so cheaply? And why have stood so long untenanted?
John laughs at me, of course, but one expects that in marriage.
John is practical in the extreme. He has no patience with faith, an intense horror of superstition, and he scoffs openly at any talk of things not to be felt and seen and put down in figures.
John is a physician, and PERHAPS—(I would not say it to a living soul, of course, but this is dead paper and a great relief to my mind)—PERHAPS that is one reason I do not get well faster.
You see he does not believe I am sick!
And what can one do?
If a physician of high standing, and one's own husband, assures friends and relatives that there is really nothing the matter with one but temporary nervous depression—a slight hysterical tendency—what is one to do?
My brother is also a physician, and also of high standing, and he says the same thing.
So I take phosphates or phosphites—whichever it is, and tonics, and journeys, and air, and exercise, and am absolutely forbidden to "work" until I am well again.
Personally, I disagree with their ideas.
Personally, I believe that congenial work, with excitement and change, would do me good.
But what is one to do?
Thursday, November 6, 2014
Due Monday
Your College Essay will be due on Monday. Here is the formal assignment information:
You must select a topic for either an admissions essay or a scholarship essay. Your prompt must allow for a topic that can produce an essay of at least 300-400 words. (Therefore, for many of you, short answer questions will not count.) Please do not include an essay that is significantly longer than 800 words. If possible, choose a prompt that is narrative nature, although if this is not helpful for your actual school, and more expository prompt can do.
If you need a prompt, go online to the Common Application site, or search for a possible scholarship topic.
You must retype the prompt at the top of the page. Then include the text of your essay and a word count. When you turn yours in, you can request comments if you're interested.
Please use this assignment as an opportunity to explore elements of "great" and not merely "good" writing. My thoughts on "great" writing for this type of essay are available here.
You must select a topic for either an admissions essay or a scholarship essay. Your prompt must allow for a topic that can produce an essay of at least 300-400 words. (Therefore, for many of you, short answer questions will not count.) Please do not include an essay that is significantly longer than 800 words. If possible, choose a prompt that is narrative nature, although if this is not helpful for your actual school, and more expository prompt can do.
If you need a prompt, go online to the Common Application site, or search for a possible scholarship topic.
You must retype the prompt at the top of the page. Then include the text of your essay and a word count. When you turn yours in, you can request comments if you're interested.
Please use this assignment as an opportunity to explore elements of "great" and not merely "good" writing. My thoughts on "great" writing for this type of essay are available here.
Tuesday, November 4, 2014
Friday, October 31, 2014
Due Monday
Please read the essay, "A Modest Proposal" by Jonathan Swift which is in your lit book on page 1588-1593. You should be reading closely and noting what devices Swift is using to contribute to his explict thesis (what he is actually proposing) and his implicit thesis (what he wants us to understand from the document).
If you do not have your book, and online version is available here. There are a bunch of random credits at the beginning and end, but I think you'll be able to figure it out.
If you do not have your book, and online version is available here. There are a bunch of random credits at the beginning and end, but I think you'll be able to figure it out.
Thursday, October 30, 2014
Wednesday, October 29, 2014
Beast Scores!
Your poetry objective test scores (The Beast!) have been posted. If you scored below a 70%, you qualify for "Beast Rehab" which will allow you to raise your score to the 70% level. This is a limited time offer, so please see me ASAP for details.
Tuesday, October 28, 2014
Beastmode Vocab
Here are the vocabulary words from our survey in class the other day if you are looking for a beastmode vocab option.
• Ambiguous
• Ostensible
• Juxtapose
• Complementary
• Ephemeral
• Pithy
• Pejorative
• Inauspicious
• Obdurate
• Sententious
• Disconsolate
• Incongruous
• Conventional
• Ambivalent
• Esoteric
• Demise
• Contemplative
• Evocative
• Abstemious
• Deprecating
• Derisive
• Torpid
• Modicum
• Colloquial
• Elicit
• Surmise
• Erudite
• Nonplussed
• Languorous
• Profligate
• Ambiguous
• Ostensible
• Juxtapose
• Complementary
• Ephemeral
• Pithy
• Pejorative
• Inauspicious
• Obdurate
• Sententious
• Disconsolate
• Incongruous
• Conventional
• Ambivalent
• Esoteric
• Demise
• Contemplative
• Evocative
• Abstemious
• Deprecating
• Derisive
• Torpid
• Modicum
• Colloquial
• Elicit
• Surmise
• Erudite
• Nonplussed
• Languorous
• Profligate
Friday, October 17, 2014
Due Tuesday
Please complete a prospectus style chart for the following poem. Please note that this is due Tuesday, not on Monday. In addition to the chart, please include a formally phrased thesis/poa.
Musee des Beaux Arts
(Museum of Fine Arts)*
About suffering they were never wrong,
The Old Masters; how well, they understood
Its human position; how it takes place
While someone else is eating or opening a window or just walking dully along;
How, when the aged are reverently, passionately waiting
For the miraculous birth, there always must be
Children who did not specially want it to happen, skating
On a pond at the edge of the wood:
They never forgot
That even the dreadful martyrdom must run its course
Anyhow in a corner, some untidy spot
Where the dogs go on with their doggy life and the torturer's horse
Scratches its innocent behind on a tree.
In Breughel's Icarus, for instance: how everything turns away
Quite leisurely from the disaster; the ploughman may
Have heard the splash, the forsaken cry,
But for him it was not an important failure; the sun shone
As it had to on the white legs disappearing into the green
Water; and the expensive delicate ship that must have seen
Something amazing, a boy falling out of the sky,
had somewhere to get to and sailed calmly on.
*The Musee des Beaux Arts is an art museum located in Brussels, Belgium.
Musee des Beaux Arts
(Museum of Fine Arts)*
About suffering they were never wrong,
The Old Masters; how well, they understood
Its human position; how it takes place
While someone else is eating or opening a window or just walking dully along;
How, when the aged are reverently, passionately waiting
For the miraculous birth, there always must be
Children who did not specially want it to happen, skating
On a pond at the edge of the wood:
They never forgot
That even the dreadful martyrdom must run its course
Anyhow in a corner, some untidy spot
Where the dogs go on with their doggy life and the torturer's horse
Scratches its innocent behind on a tree.
In Breughel's Icarus, for instance: how everything turns away
Quite leisurely from the disaster; the ploughman may
Have heard the splash, the forsaken cry,
But for him it was not an important failure; the sun shone
As it had to on the white legs disappearing into the green
Water; and the expensive delicate ship that must have seen
Something amazing, a boy falling out of the sky,
had somewhere to get to and sailed calmly on.
*The Musee des Beaux Arts is an art museum located in Brussels, Belgium.
Tuesday, October 14, 2014
Due Thursday
As part of the "Prospectus 2" assignment, please create a complete prospectus style chart on the Romantic poem, "When I have fears," by John Keats (628). If you did not bring your book home, please access the text online, but not any critical information. A complete chart should have three large categories with three supports under each. This is a rich poem, so you shouldn't have problems doing a complete chart. YOU DO NOT NEED TO WRITE THE PARAGRAPH.
If you happened to do this poem as part of prospectus assignment one, do your chart on "Ozymandias" (625) by Shelley.
If you happened to do this poem as part of prospectus assignment one, do your chart on "Ozymandias" (625) by Shelley.
Thursday, October 9, 2014
Assignments Due Tuesday
Romanticism Reading
Please read and think about the following poems:
"Lines" (619-622)
"Ozymandias" (625)
"Ode to the West Wind" (626-628)
"When I have fears" (628)
"Ode on a Grecian Urn" (632-633)
At home "in-class" essay practice
You may choose to hand write or type the following assignment, but please try to spend no more than 45-50 minutes on the process.
In the following poem by Sir Philip Sidney (1554-1586), the speaker addresses the subject of desire. Read the poem carefully. Then write a well-developed essay in which you analyze how poetic devices help to convey the speaker’s complex attitude toward desire.
Thou Blind Man’s Mark
Thou blind man’s mark,1 thou fool’s self-chosen snare,
Fond fancy’s scum, and dregs of scattered thought;
Band of all evils, cradle of causeless care;
Thou web of will, whose end is never wrought;
Desire, desire! I have too dearly bought,
With price of mangled mind, thy worthless ware;
Too long, too long, asleep thou hast me brought,
Who should my mind to higher things prepare.
But yet in vain thou hast my ruin sought;
In vain thou madest me to vain things aspire;
In vain thou kindlest all thy smoky fire;
For virtue hath this better lesson taught—
Within myself to seek my only hire2
Desiring naught but how to kill desire.
1 target
2 reward
Please read and think about the following poems:
"Lines" (619-622)
"Ozymandias" (625)
"Ode to the West Wind" (626-628)
"When I have fears" (628)
"Ode on a Grecian Urn" (632-633)
At home "in-class" essay practice
You may choose to hand write or type the following assignment, but please try to spend no more than 45-50 minutes on the process.
In the following poem by Sir Philip Sidney (1554-1586), the speaker addresses the subject of desire. Read the poem carefully. Then write a well-developed essay in which you analyze how poetic devices help to convey the speaker’s complex attitude toward desire.
Thou Blind Man’s Mark
Thou blind man’s mark,1 thou fool’s self-chosen snare,
Fond fancy’s scum, and dregs of scattered thought;
Band of all evils, cradle of causeless care;
Thou web of will, whose end is never wrought;
Desire, desire! I have too dearly bought,
With price of mangled mind, thy worthless ware;
Too long, too long, asleep thou hast me brought,
Who should my mind to higher things prepare.
But yet in vain thou hast my ruin sought;
In vain thou madest me to vain things aspire;
In vain thou kindlest all thy smoky fire;
For virtue hath this better lesson taught—
Within myself to seek my only hire2
Desiring naught but how to kill desire.
1 target
2 reward
Thursday, October 2, 2014
Renaissance/Metaphysical Readings
584 "Love that doth reign..."
584 "One day..."
590 "Let me not..."
594 "Valediction"
595 "The Flea"
599 "To the Virgins"
601 "Easter Wings"
604 "To His Coy"
584 "One day..."
590 "Let me not..."
594 "Valediction"
595 "The Flea"
599 "To the Virgins"
601 "Easter Wings"
604 "To His Coy"
Wednesday, September 24, 2014
Reading Due Thursday
Please read Symbolism and Allegory (457-464) and Sound Devices (472-480.
Also, make sure you are making progress on Prospectus 1-4. October is just around the corner...
Also, make sure you are making progress on Prospectus 1-4. October is just around the corner...
Thursday, September 18, 2014
Paper Info
Quotation Incorporation Notes
Please note that the types of incorporation at the bottom of the page are considered more mature and therefore preferable to the techniques at the beginning.
Please note that the types of incorporation at the bottom of the page are considered more mature and therefore preferable to the techniques at the beginning.
Monday, September 15, 2014
Tuesday, September 9, 2014
Assignment Info
Due Wednesday:
Part 1 of the Manifesto
Due Thursday:
Diction Reading (436-444)
Due Friday:
Manifesto Part 2
Part 1 of the Manifesto
Due Thursday:
Diction Reading (436-444)
Due Friday:
Manifesto Part 2
Friday, September 5, 2014
Assignments
Due Monday:
Signed Syllabus
Read "Imagery" (444-451) and "Figures of Speech" ((451-457). Make sure to learn the terms in each section.
Due Wednesday:
Read Part I of "The Manifesto"
Signed Syllabus
Read "Imagery" (444-451) and "Figures of Speech" ((451-457). Make sure to learn the terms in each section.
Due Wednesday:
Read Part I of "The Manifesto"
Wednesday, September 3, 2014
Due Thursday, 9/4
Write a 40 minute analysis of the following poem. You may wish to consider such things as structure, diction, figurative language, and imagery. DO NOT CONSULT ONLINE RESOURCES!
Design
I found a dimpled spider, fat and white,
On a white heal-all*, holding up a moth
Like a white piece of rigid satin cloth --
Assorted characters of death and blight
Mixed ready to begin the morning right,
Like the ingredients of a witches' broth --
A snow-drop spider, a flower like a froth,
And dead wings carried like a paper kite.
What had that flower to do with being white,
The wayside blue and innocent heal-all?
What brought the kindred spider to that height,
Then steered the white moth thither in the night?
What but design of darkness to appall?--
If design govern in a thing so small.
* heal-all: a flower that is normally blue
Robert Frost
Design
I found a dimpled spider, fat and white,
On a white heal-all*, holding up a moth
Like a white piece of rigid satin cloth --
Assorted characters of death and blight
Mixed ready to begin the morning right,
Like the ingredients of a witches' broth --
A snow-drop spider, a flower like a froth,
And dead wings carried like a paper kite.
What had that flower to do with being white,
The wayside blue and innocent heal-all?
What brought the kindred spider to that height,
Then steered the white moth thither in the night?
What but design of darkness to appall?--
If design govern in a thing so small.
* heal-all: a flower that is normally blue
Robert Frost
Wednesday, May 21, 2014
Tuesday, May 20, 2014
Final Essay Assignment Due June 4th!
Information is available here.
Please note that the due date on the PDF is incorrect and this assignment is really due Wednesday, June 4th!
Please note that the due date on the PDF is incorrect and this assignment is really due Wednesday, June 4th!
Friday, May 16, 2014
Due Monday
Please read through a minimum of Chapter 5 of Things Fall Apart for Monday. We will be through chapter 9 by Tuesday, so if you have time to get ahead this weekend, I'd recommend going past chapter 5.
Remember, you may need to create a name bookmark to help you remember the names of the characters.
Remember, you may need to create a name bookmark to help you remember the names of the characters.
Friday, May 2, 2014
Scoring Worksheet
If you'd like to approximate your scores on the AP test, the worksheet is available here. Please note that the total point ranges change from year to year to reflect the specific test, but the multipliers seem to always be the same.
Tuesday, April 29, 2014
Tuesday, April 15, 2014
Portrait Chapter 5 Notes
CHAPTER V
178- “the dear knows…” = God knows. The Irish words for “God” and “deer” were the same (Fiadh). To avoid speaking Gods name, deer or in this passage (dear) was used.
going for blue: working as hard as possible (alternatively, "bluing" is used in washing clothes)
180- sloblands: local term for a particular trashy area of tidal flatland
waistcoateers: prostitutes (Elizabethan term)
chambering: wanton sexual indulgence (Elizabethan term)
Synopsis Philosophiae. . .: A Synopsis of Scholastic Philosophy for the Understanding of St. Thomas (Aquinas)
181- MacCann is modeled on a contemporary of Joyces at the university. He was an ardent pacifist, feminist and believer in the possibility of universal peace. He was murdered by a British army officer in 1916.
hoardings: billboards
182- “It was a priestlike face, priestlike in its pallor…” Note the description of Cranly.
183- Ivory, ivoire, avorio, ebur: the same word in English, French, Italian, and Latin.
India mittit ebur: India sends (or produces) ivory
Contrahit orator... vates: "The orator summarizes; the poet [or prophet] amplifies [or transforms]"
in tanto discrimine: "in such a crisis"
implere ollam denariorum: to fill the jar with denarii (Roman silver coins)
184-Firbolgs were believed to be early inhabitants of Ireland, who were later invaded by the more cultivated Milesians.
“Davin” Davin is another student modeled on a contemporary of Joyce. He was a firm believer in resurrecting Gaelic (Celtic) traditions and supported the Gaelic Athletic association and the cause to hold onto the Gaelic (Irish) language. He will address Stephen later in a very casual manner, using his first name. The person on whom Davin was based became Lord Mayor of Limerick, but was murdered by a British army regiment in 1921.
“…curfew was still a nightly fear” curfew was a part of many of the Coercion Acts that were passed by the British for the administration of Ireland. 105 such acts were passed between 1800-1921.
Gael: Irishman or Celt
cycles: related groups of Irish myths and legends
***** tame geese: joke on "the wild geese," term for Irish who went into exile
185- hurling match: Irish game, a sort of field hockey
buff: skin
minding cool: playing safety
woeful wipe: huge blow to the ball
camaun: curved stick used in hurling
aims ace: very small amount or distance
yoke: any artifact
187- handsel: good luck omen or gift; also money, as in a tip
188- levite: subordinate priest
canonicals: prescribed vestments
ephod: Old Testament religious garment
189- Pulchra sunt quae visa placent: "That is beautiful which gives pleasure to the eye"
Bonum est in quod tendit appetitus: "That is good toward which the appetite is moved" [or which is desired]
190- Similiter atque senis baculus: "Like an old mans walking stick"
192- insufflation: breathing on someone or something to symbolize the coming of the Holy Ghost and the banishing of evil
spirits
193- Per aspera ad astra: "By rough ways to the stars" (a cliche )
194- Kentish fire: prolonged stamping or clapping to show impatience or disapproval
197- Closing time, gents!: How the end of legal drinking hours might be announced at a pub
Ego habeo: "I have," in "Dog-Latin," a humorous schoolboy imitation of Latin that translates English words literally and
is scattered throughout the following conversations.
Quod?: "What?"
198- Per pax universalis: "For universal peace"
Credo ut vos. . .estis: "I think you are a bloody liar, because your face shows you are in a damned bad humor"
Quis est. . . vos: "Who is in a bad humor, you or me?"
rescript: originally, an epistle issued by the pope regarding some question referred to him
cod: a joker or fool
201- Pax super. . .globum: "Peace over the whole bloody world"
Nos ad. . .jacabimus: "Lets go play handball"
202- matric men. . .second arts: referring to a set of four examinations to be passsed before a degree is granted
203- super spottum: "on the spot"
fianna: Irish (Gaelic) for Fenians
_______
205- league class: class in Irish language sponsored by the Gaelic League 204.20 eke: archaic for "also" [Cranly probably
means to say "e en"]
carmelite: order of nuns
Pulchra sunt. . .placent: see 186.1
Pange lingua gloriosi: "Tell, my tongue, in glorious. . .", part of the opening line of a hymn by Aquinas
Vexilla Regis: from "Vexilla Regis Prodeunt", "The Banners of the King Advance"
Impleta sunt. . .Deus: "Fulfilled is all that David told / In true prophetic song of old: / Amidst the nations, God, saith he, /
Hath reigned and triumphed from the Tree."
plucked: flunked
stewing: unintelligent, grinding study
Ego credo. . . Liverpoolio: "I believe that the life of the poor is simply awful, simply bloody awful, in Liverpool"
(Dog-Latin)
seraphim: the highest order of angels
villanelle: nineteen-line poem using only two rhymes, with rhymes and lines repeated according to a set pattern
censer: holder for incense, often roughly spherical
potboy: waiter who serves beer or ale
ashplant: Joyces term for a staff made of the wood of an ash
augur: Roman professional prophet
a touch: sexual play or intercourse
hack. . .hunter: ordinary horse. . . prize horse
Pernobilis et pervetusta familia: "Of a noble and venerable family"
paulo post futurum: grammatical term referring to the verb form used for an event about to happen
ballocks: set of testicles (figuratively, a clumsy oaf or a mess)
dual number: obsolete grammatical form for nouns indicating a pair
pavan: a formal kind of Elizabethan dance
sugan: rope made of straw (Irish)
jarvies: horse-cab drivers
easter duty: going to communion service on Easter
penal days: period (mostly in the eighteenth century) when especially repressive "penal laws" against Irish Catholics
were enforced
Mulier cantat: "The [or a] woman sings"
Et tu cum Jesu Galilaeo eras: "And you were with Jesus of Galilee"
proparoxyton: rhetorical term for a (Latin) word having the acute accent on the next to last syllable
Item: term used in wills in enumerating bequests
veronica: a cloth bearing the image of Jesus face
decollated: beheaded
B.V.M.: Blessed Virgin Mary
risotto alla bergamasca: a rice dish made as in Bergamo (Italian)
Tara. . . Holyhead: Tara is the traditional Irish seat of kings, Holyhead a Welsh port commonly used by Irish leaving the
country.
178- “the dear knows…” = God knows. The Irish words for “God” and “deer” were the same (Fiadh). To avoid speaking Gods name, deer or in this passage (dear) was used.
going for blue: working as hard as possible (alternatively, "bluing" is used in washing clothes)
180- sloblands: local term for a particular trashy area of tidal flatland
waistcoateers: prostitutes (Elizabethan term)
chambering: wanton sexual indulgence (Elizabethan term)
Synopsis Philosophiae. . .: A Synopsis of Scholastic Philosophy for the Understanding of St. Thomas (Aquinas)
181- MacCann is modeled on a contemporary of Joyces at the university. He was an ardent pacifist, feminist and believer in the possibility of universal peace. He was murdered by a British army officer in 1916.
hoardings: billboards
182- “It was a priestlike face, priestlike in its pallor…” Note the description of Cranly.
183- Ivory, ivoire, avorio, ebur: the same word in English, French, Italian, and Latin.
India mittit ebur: India sends (or produces) ivory
Contrahit orator... vates: "The orator summarizes; the poet [or prophet] amplifies [or transforms]"
in tanto discrimine: "in such a crisis"
implere ollam denariorum: to fill the jar with denarii (Roman silver coins)
184-Firbolgs were believed to be early inhabitants of Ireland, who were later invaded by the more cultivated Milesians.
“Davin” Davin is another student modeled on a contemporary of Joyce. He was a firm believer in resurrecting Gaelic (Celtic) traditions and supported the Gaelic Athletic association and the cause to hold onto the Gaelic (Irish) language. He will address Stephen later in a very casual manner, using his first name. The person on whom Davin was based became Lord Mayor of Limerick, but was murdered by a British army regiment in 1921.
“…curfew was still a nightly fear” curfew was a part of many of the Coercion Acts that were passed by the British for the administration of Ireland. 105 such acts were passed between 1800-1921.
Gael: Irishman or Celt
cycles: related groups of Irish myths and legends
***** tame geese: joke on "the wild geese," term for Irish who went into exile
185- hurling match: Irish game, a sort of field hockey
buff: skin
minding cool: playing safety
woeful wipe: huge blow to the ball
camaun: curved stick used in hurling
aims ace: very small amount or distance
yoke: any artifact
187- handsel: good luck omen or gift; also money, as in a tip
188- levite: subordinate priest
canonicals: prescribed vestments
ephod: Old Testament religious garment
189- Pulchra sunt quae visa placent: "That is beautiful which gives pleasure to the eye"
Bonum est in quod tendit appetitus: "That is good toward which the appetite is moved" [or which is desired]
190- Similiter atque senis baculus: "Like an old mans walking stick"
192- insufflation: breathing on someone or something to symbolize the coming of the Holy Ghost and the banishing of evil
spirits
193- Per aspera ad astra: "By rough ways to the stars" (a cliche )
194- Kentish fire: prolonged stamping or clapping to show impatience or disapproval
197- Closing time, gents!: How the end of legal drinking hours might be announced at a pub
Ego habeo: "I have," in "Dog-Latin," a humorous schoolboy imitation of Latin that translates English words literally and
is scattered throughout the following conversations.
Quod?: "What?"
198- Per pax universalis: "For universal peace"
Credo ut vos. . .estis: "I think you are a bloody liar, because your face shows you are in a damned bad humor"
Quis est. . . vos: "Who is in a bad humor, you or me?"
rescript: originally, an epistle issued by the pope regarding some question referred to him
cod: a joker or fool
201- Pax super. . .globum: "Peace over the whole bloody world"
Nos ad. . .jacabimus: "Lets go play handball"
202- matric men. . .second arts: referring to a set of four examinations to be passsed before a degree is granted
203- super spottum: "on the spot"
fianna: Irish (Gaelic) for Fenians
_______
205- league class: class in Irish language sponsored by the Gaelic League 204.20 eke: archaic for "also" [Cranly probably
means to say "e en"]
carmelite: order of nuns
Pulchra sunt. . .placent: see 186.1
Pange lingua gloriosi: "Tell, my tongue, in glorious. . .", part of the opening line of a hymn by Aquinas
Vexilla Regis: from "Vexilla Regis Prodeunt", "The Banners of the King Advance"
Impleta sunt. . .Deus: "Fulfilled is all that David told / In true prophetic song of old: / Amidst the nations, God, saith he, /
Hath reigned and triumphed from the Tree."
plucked: flunked
stewing: unintelligent, grinding study
Ego credo. . . Liverpoolio: "I believe that the life of the poor is simply awful, simply bloody awful, in Liverpool"
(Dog-Latin)
seraphim: the highest order of angels
villanelle: nineteen-line poem using only two rhymes, with rhymes and lines repeated according to a set pattern
censer: holder for incense, often roughly spherical
potboy: waiter who serves beer or ale
ashplant: Joyces term for a staff made of the wood of an ash
augur: Roman professional prophet
a touch: sexual play or intercourse
hack. . .hunter: ordinary horse. . . prize horse
Pernobilis et pervetusta familia: "Of a noble and venerable family"
paulo post futurum: grammatical term referring to the verb form used for an event about to happen
ballocks: set of testicles (figuratively, a clumsy oaf or a mess)
dual number: obsolete grammatical form for nouns indicating a pair
pavan: a formal kind of Elizabethan dance
sugan: rope made of straw (Irish)
jarvies: horse-cab drivers
easter duty: going to communion service on Easter
penal days: period (mostly in the eighteenth century) when especially repressive "penal laws" against Irish Catholics
were enforced
Mulier cantat: "The [or a] woman sings"
Et tu cum Jesu Galilaeo eras: "And you were with Jesus of Galilee"
proparoxyton: rhetorical term for a (Latin) word having the acute accent on the next to last syllable
Item: term used in wills in enumerating bequests
veronica: a cloth bearing the image of Jesus face
decollated: beheaded
B.V.M.: Blessed Virgin Mary
risotto alla bergamasca: a rice dish made as in Bergamo (Italian)
Tara. . . Holyhead: Tara is the traditional Irish seat of kings, Holyhead a Welsh port commonly used by Irish leaving the
country.
Review Sheet Information
Review Sheet Assignment: (Due the day of the AP test)
Review Sheet Assignments
You must create a complete review sheet for each of the plays and novels we have studied in class this year.
NOTE: THIS INFORMATION CANNOT BE LIFTED FROM THE INTERNET!! YOU WILL RECEIVE A SCORE OF ZERO IF THIS HAPPENS. IT ALSO CANNOT BE MASS PRODUCED AND SUBMITTED AS A GROUP.
Oedipus
Hamlet
Tartuffe
A Doll’s House
Death of a Salesman
Raisin in the Sun
Rosencrantz and Guildenstern are Dead
Wuthering Heights
Portrait of the Artist as a Young Man
Each review sheet must address the following:
Title of Work
Author
Approximate Time Period
Main Characters: Names and Relationships
Brief Plot Summary
Handy Plot References
A Meaning of the Work as a Whole
Relevant Literary Techniques
If I write on this work, I will be sure to mention...
Quintessential Quote(s) [Easy to memorize, sure to impress]
A Condensed Example (Yours will be more detailed)
Title: Metamorphosis Author: Franz Kafka Time: Early Modern
Characters: Gregor-Salesman and Bug Grete: Sister and aspiring musician
Mr. Samsa, Mrs. Samsa, Charwoman, Lodgers
Plot Summary: No space— but self explanatory. Can be done as bullets.(Do not plagiarize!)
Handy Plot References: Rocking to get out of bed, desire to go to work, never miss a day, arrival of boss, attempt to communicate, picture with girl, saving furniture, apple attack, walking on walls, borders, sister playing violin…
Meaning of Work as a Whole: The essential alienation of mankind from a world that seems to value only the material contributions he can make.
Literary Techniques: Narrative voice, symbolism,
I will be sure to mention: Symbolism: picture frame, apple, music, bug. Lack of explanation for transformation, Gregor’s desire to keep working.
Quotations: “When Gregor Samsa awoke one morning from troubled dreams…” “Was he an animal…”
Review Sheet Assignments
You must create a complete review sheet for each of the plays and novels we have studied in class this year.
NOTE: THIS INFORMATION CANNOT BE LIFTED FROM THE INTERNET!! YOU WILL RECEIVE A SCORE OF ZERO IF THIS HAPPENS. IT ALSO CANNOT BE MASS PRODUCED AND SUBMITTED AS A GROUP.
Oedipus
Hamlet
Tartuffe
A Doll’s House
Death of a Salesman
Raisin in the Sun
Rosencrantz and Guildenstern are Dead
Wuthering Heights
Portrait of the Artist as a Young Man
Each review sheet must address the following:
Title of Work
Author
Approximate Time Period
Main Characters: Names and Relationships
Brief Plot Summary
Handy Plot References
A Meaning of the Work as a Whole
Relevant Literary Techniques
If I write on this work, I will be sure to mention...
Quintessential Quote(s) [Easy to memorize, sure to impress]
A Condensed Example (Yours will be more detailed)
Title: Metamorphosis Author: Franz Kafka Time: Early Modern
Characters: Gregor-Salesman and Bug Grete: Sister and aspiring musician
Mr. Samsa, Mrs. Samsa, Charwoman, Lodgers
Plot Summary: No space— but self explanatory. Can be done as bullets.(Do not plagiarize!)
Handy Plot References: Rocking to get out of bed, desire to go to work, never miss a day, arrival of boss, attempt to communicate, picture with girl, saving furniture, apple attack, walking on walls, borders, sister playing violin…
Meaning of Work as a Whole: The essential alienation of mankind from a world that seems to value only the material contributions he can make.
Literary Techniques: Narrative voice, symbolism,
I will be sure to mention: Symbolism: picture frame, apple, music, bug. Lack of explanation for transformation, Gregor’s desire to keep working.
Quotations: “When Gregor Samsa awoke one morning from troubled dreams…” “Was he an animal…”
Tuesday, April 8, 2014
Due Wednesday
Chapter 2 of Portrait. Notes available below.
70 “Black Twist” strong tobacco twisted into a rope
“All serene” = no problem
Black Rock—a suburb south of Dublin
Immediate change in style/ syntax
71 Stephan training as runner
“…he knelt on his red handkerchief and read above his breath…” Color imagery…Catholic Church
72 Disinterest in religion (thoughts respect)
“His evenings were his own; and he pored over a ragged translation of The Count of Monte Cristo…”
73 “Madam I never eat muscatel grapes” a quote from the Count of Monte Cristo, made by the her Dantes (the dark avenger) to Mercedes (his love)
“Carrickmines…Stradbook” villages sout of Blackrock
New friend- Aubrey Mills- adventures
74 Apprehension of envisioning future continuing distancing from other children- restlessness and solitude“In a vague way he understood that his father was in trouble…For some time he had felt the slight changes in his house…”
“He did not want to play. He wanted to meet in the unsubstantial image which his soul so constantly beheld.”
75 “Caravans” horse-drawn covered cart or wagon
Coerced move to new house in Dublin… more active city life, less provincial
(Simon Dedalus, Stephen’s father and his family had enjoyed moderate prosperity. However, in this chapter, he falls on hard times, has to move his family to Dublin, and cannot sent Stephen back to Clongowes. Later, he will be enrolled in Belvedere, another Jesuit school, with his brother Maurice.)
76 “He was angry with himself for being young and the prey of restless foolish impulses, angry also with the change of fortune which was reshaping the world about him into a visions of squalor and insincerity. Yet his anger lent nothing to the vision. He chronicled with patience what he saw, detaching himself from it and testing its mortifying flavour in secret.”
77 “Pantomime” popular show with song, dance, a loose story line and local references
“stone of coal” a stone is approximately 14 pounds;
78 “crackers” decorated noise makers, often with small gifts inside
“tram” means of public transportation, during this period changing from horse-drawn to electric- powered
79 “His heart danced upon her movements like a cork upon the tide” – Dublin simile. Awareness of opposite sex…interest; memory of Eileen. “Now, as then, he stood listlessly in his place, seemingly a tranquil watcher of the scene before him.”
“emerald exercise” patriotic green notebook for student work
A. M. D. G. Ad Majorem Dei Gloriam (For the greater glory of God)
To E- C- : In Chapter III, we find out that this is Emma; in Stephen Hero (an early version of the novel) there is a similar young woman named Emma Clery.
80 “second moiety notices” legal notices involving bankruptcy
“All of these elements which he deemed common and insignificant fell out of the scene.” –Process oriented.
L.D.S Laus Deo Semper (Praise to the Lord always) Another Jesuit motto that would be appended to student work.
81 “Christian brothers” another order like Jesuits, thought to be less prestigious and showing the snobbish nature of Stephen’s father.
Little brother, Maurice
“The Corporation” the Dublin Corporation, the city’s administrative and legislative body
82 “Whitsuntide” week beginning with Pentecost, the seventh Sunday after Easter
“Stewards” ushers
83 “Stephen, though in deference to his reputation for essay writing…”
85 “smiled in his rivals face, beaked like a birds. He had often thought it strange that Vincent Heron had a bird’s face as well as a bird’s name.”
“beads” saying of the Rosary
86 Two years passage of time
87 “one sure five” a certainty
Confiteor: Prayer in preparation for the Confession
“His sensitive nature was still smarting under the lashes of an undivined and squalid way of life…He had emerged from a two years’ spell of revery to find himself in the midst of a new scene, every event and figure of which affected him intimately, disheartened him or allured and, whether alluring or disheartening, filled him always with unrest and bitter thoughts.” (Chiasmic pattern)
88 Heresy in his essay! (The heresy is that Stephen denies that the soul could ever come closer to divine perfection, although it is acceptable to say that it can never attain it.)
90 Poetry debate, Tennyson vs. Byron 2 years prior “Stephen forgot the silent vows he had been making and burst out…”
“Slates in the yard” on the walls of the urinal
“the loft” place for punishment at Clongowes
91 “…and the, torn and flushed and panting, stumbled after them half blinded with tears, clenching his fists madly and sobbing.”
92 “But the pressure of her fingers had been lighter and steadier: and suddenly the memory of their touch traversed his brain and body like an invisibly warm wave.”
“in a great bake” angry or agitated
94 “for one rare moment he seemed clothed in the real apparel of boyhood.”
95 “horse piss and rotted straw.” Connection to previous and future imagery
96 “jingle” a horse-drawn car
Death of Uncle Charles-retrospect
“Terror of sleep fascinated his mind.”
97 “Come-all yous” street ballads
“Drisheens” a sort of sweet bread make with sheeps intestines
Simon struggles with his own mortality as he realizes that the names of his past in Cork are no longer know, remembered, etc. Desire to share past experience with son; personal narrative
98 Simon searches desk for his initials carved in while in school; metaphorical search for mark left on the past => future
99 “Groceries” a pub that also sold groceries
Source of reveries “His recent monstrous reveries came thronging into his memory…He had soon given into them and allowed them to sweep across and abase his intellect, wondering always where they came from, from what den of monstrous images, and always weak and humble towards others, restless and sickened of himself when they had swept over him.”
Poetic reverie reaction to Dad’s comments
“free boy” a boy on scholarship
100 “maneens” insulting term (little men)
101 “slim jim” a long jelly candy
Recollection of childhood in last paragraph speaks to maturation of character and perception. Syntax parallels fragmented style of chapter one…provides a stylistic complement and contrasts with the smoother, more mature syntax of Chapter 2. Reminder of Stephen’s maturation
102 “lob” some amount of money (penny)
“jackeen” arrogant, lower-class person
“Tempora mutantur nos…illis” Latin: Circumstances change and we change in them…second version… and we change with them.
Teasing Stephan about flirting-father denies his potential feelings/sexuality “Hes not that way built…Hes a levelheaded thinking boy who doesn’t bother his head with that kind of nonsense.”
103 “Your father, said the little old man to Stephen, was the boldest flirt in the city of Cork in his day.” Establishes sexual competition (Freudian) between father and son
Father: “Don’t be putting ideas into his head…Leave him to his maker.” Irony; Ideas are already in Stephen’s head. Simon seems unable/unwilling to recognize that Stephen has the same desires that he did as an adolescent.
104 “ He had known neither the pleasure of companionship with others nor the vigour of rude male health nor filial piety. Nothing stirred within his soul but a cold and cruel and loveless lust. His childhood was dead on lost and with it his soul capable of simple joys.”
Moon/Earth Imagery-Shelley Fragment*
105 “Exhibition” outstanding performance in one of the annual national academic examinations
106-107 Wins money for essay writing…enjoys buying things for his family, but money quickly wears out…isolation from brother and sister- “the lives he sought to approach.”
“He saw clearly too his own future isolation.”
“He cared little that he was is mortal sin, that his life had grown to be a tissue of subterfuge and falsehood.”
“Only the morning pained him with its dim memory of dark orgiastic riot, its keen and humiliating sense of transgression. He returned to his wanderings.”
108 “Such moments…”
109 Imagery… “darker than the swoon of skin, softer than sound or odour.” Appeal to woman
* Fragment (The existing lines are the beginning of a never-completed poem by the Romantic poet, Percy Bysshe Shelley)
To the Moon
Art thou pale for weariness
Of climbing heaven and gazing on the earth
Wandering companionless
Among the stars that have a different birth
And every changing, like a joyless eye
That finds no object worth its consistency.
70 “Black Twist” strong tobacco twisted into a rope
“All serene” = no problem
Black Rock—a suburb south of Dublin
Immediate change in style/ syntax
71 Stephan training as runner
“…he knelt on his red handkerchief and read above his breath…” Color imagery…Catholic Church
72 Disinterest in religion (thoughts respect)
“His evenings were his own; and he pored over a ragged translation of The Count of Monte Cristo…”
73 “Madam I never eat muscatel grapes” a quote from the Count of Monte Cristo, made by the her Dantes (the dark avenger) to Mercedes (his love)
“Carrickmines…Stradbook” villages sout of Blackrock
New friend- Aubrey Mills- adventures
74 Apprehension of envisioning future continuing distancing from other children- restlessness and solitude“In a vague way he understood that his father was in trouble…For some time he had felt the slight changes in his house…”
“He did not want to play. He wanted to meet in the unsubstantial image which his soul so constantly beheld.”
75 “Caravans” horse-drawn covered cart or wagon
Coerced move to new house in Dublin… more active city life, less provincial
(Simon Dedalus, Stephen’s father and his family had enjoyed moderate prosperity. However, in this chapter, he falls on hard times, has to move his family to Dublin, and cannot sent Stephen back to Clongowes. Later, he will be enrolled in Belvedere, another Jesuit school, with his brother Maurice.)
76 “He was angry with himself for being young and the prey of restless foolish impulses, angry also with the change of fortune which was reshaping the world about him into a visions of squalor and insincerity. Yet his anger lent nothing to the vision. He chronicled with patience what he saw, detaching himself from it and testing its mortifying flavour in secret.”
77 “Pantomime” popular show with song, dance, a loose story line and local references
“stone of coal” a stone is approximately 14 pounds;
78 “crackers” decorated noise makers, often with small gifts inside
“tram” means of public transportation, during this period changing from horse-drawn to electric- powered
79 “His heart danced upon her movements like a cork upon the tide” – Dublin simile. Awareness of opposite sex…interest; memory of Eileen. “Now, as then, he stood listlessly in his place, seemingly a tranquil watcher of the scene before him.”
“emerald exercise” patriotic green notebook for student work
A. M. D. G. Ad Majorem Dei Gloriam (For the greater glory of God)
To E- C- : In Chapter III, we find out that this is Emma; in Stephen Hero (an early version of the novel) there is a similar young woman named Emma Clery.
80 “second moiety notices” legal notices involving bankruptcy
“All of these elements which he deemed common and insignificant fell out of the scene.” –Process oriented.
L.D.S Laus Deo Semper (Praise to the Lord always) Another Jesuit motto that would be appended to student work.
81 “Christian brothers” another order like Jesuits, thought to be less prestigious and showing the snobbish nature of Stephen’s father.
Little brother, Maurice
“The Corporation” the Dublin Corporation, the city’s administrative and legislative body
82 “Whitsuntide” week beginning with Pentecost, the seventh Sunday after Easter
“Stewards” ushers
83 “Stephen, though in deference to his reputation for essay writing…”
85 “smiled in his rivals face, beaked like a birds. He had often thought it strange that Vincent Heron had a bird’s face as well as a bird’s name.”
“beads” saying of the Rosary
86 Two years passage of time
87 “one sure five” a certainty
Confiteor: Prayer in preparation for the Confession
“His sensitive nature was still smarting under the lashes of an undivined and squalid way of life…He had emerged from a two years’ spell of revery to find himself in the midst of a new scene, every event and figure of which affected him intimately, disheartened him or allured and, whether alluring or disheartening, filled him always with unrest and bitter thoughts.” (Chiasmic pattern)
88 Heresy in his essay! (The heresy is that Stephen denies that the soul could ever come closer to divine perfection, although it is acceptable to say that it can never attain it.)
90 Poetry debate, Tennyson vs. Byron 2 years prior “Stephen forgot the silent vows he had been making and burst out…”
“Slates in the yard” on the walls of the urinal
“the loft” place for punishment at Clongowes
91 “…and the, torn and flushed and panting, stumbled after them half blinded with tears, clenching his fists madly and sobbing.”
92 “But the pressure of her fingers had been lighter and steadier: and suddenly the memory of their touch traversed his brain and body like an invisibly warm wave.”
“in a great bake” angry or agitated
94 “for one rare moment he seemed clothed in the real apparel of boyhood.”
95 “horse piss and rotted straw.” Connection to previous and future imagery
96 “jingle” a horse-drawn car
Death of Uncle Charles-retrospect
“Terror of sleep fascinated his mind.”
97 “Come-all yous” street ballads
“Drisheens” a sort of sweet bread make with sheeps intestines
Simon struggles with his own mortality as he realizes that the names of his past in Cork are no longer know, remembered, etc. Desire to share past experience with son; personal narrative
98 Simon searches desk for his initials carved in while in school; metaphorical search for mark left on the past => future
99 “Groceries” a pub that also sold groceries
Source of reveries “His recent monstrous reveries came thronging into his memory…He had soon given into them and allowed them to sweep across and abase his intellect, wondering always where they came from, from what den of monstrous images, and always weak and humble towards others, restless and sickened of himself when they had swept over him.”
Poetic reverie reaction to Dad’s comments
“free boy” a boy on scholarship
100 “maneens” insulting term (little men)
101 “slim jim” a long jelly candy
Recollection of childhood in last paragraph speaks to maturation of character and perception. Syntax parallels fragmented style of chapter one…provides a stylistic complement and contrasts with the smoother, more mature syntax of Chapter 2. Reminder of Stephen’s maturation
102 “lob” some amount of money (penny)
“jackeen” arrogant, lower-class person
“Tempora mutantur nos…illis” Latin: Circumstances change and we change in them…second version… and we change with them.
Teasing Stephan about flirting-father denies his potential feelings/sexuality “Hes not that way built…Hes a levelheaded thinking boy who doesn’t bother his head with that kind of nonsense.”
103 “Your father, said the little old man to Stephen, was the boldest flirt in the city of Cork in his day.” Establishes sexual competition (Freudian) between father and son
Father: “Don’t be putting ideas into his head…Leave him to his maker.” Irony; Ideas are already in Stephen’s head. Simon seems unable/unwilling to recognize that Stephen has the same desires that he did as an adolescent.
104 “ He had known neither the pleasure of companionship with others nor the vigour of rude male health nor filial piety. Nothing stirred within his soul but a cold and cruel and loveless lust. His childhood was dead on lost and with it his soul capable of simple joys.”
Moon/Earth Imagery-Shelley Fragment*
105 “Exhibition” outstanding performance in one of the annual national academic examinations
106-107 Wins money for essay writing…enjoys buying things for his family, but money quickly wears out…isolation from brother and sister- “the lives he sought to approach.”
“He saw clearly too his own future isolation.”
“He cared little that he was is mortal sin, that his life had grown to be a tissue of subterfuge and falsehood.”
“Only the morning pained him with its dim memory of dark orgiastic riot, its keen and humiliating sense of transgression. He returned to his wanderings.”
108 “Such moments…”
109 Imagery… “darker than the swoon of skin, softer than sound or odour.” Appeal to woman
* Fragment (The existing lines are the beginning of a never-completed poem by the Romantic poet, Percy Bysshe Shelley)
To the Moon
Art thou pale for weariness
Of climbing heaven and gazing on the earth
Wandering companionless
Among the stars that have a different birth
And every changing, like a joyless eye
That finds no object worth its consistency.
Friday, April 4, 2014
Due Monday
Read Chapter one of A Portrait of the Artist as a Young Man.
Remember also that your drama test essay rewrites are due.
Portrait Chapter 1 Notes: (In the interest of time, I am copying and pasting them instead of doing a link to a google doc.)
Chapter 1 Notes
Note: All page numbers refer to the Signet Classics Edition. If you are working with a different text, try to adjust the page numbers accordingly. Sorry for any inconvenience.
Historical Background
Charles Stewart Parnell (1846-1891) was an Irish political leader who became the first president of the National Land League of Ireland in 1879. He was imprisoned for resisting English laws which reduced Ireland’s autonomy. Although he was exonerated of the charge of extremism in 1890, his reputation was destroyed that same year in a messy divorce scandal involving Kitty O’Shea, the wife of Captain Henry O’Shea. As such, he stands as a symbol both for national pride and the struggle for Irish autonomy, but also for the fallibility and imperfection of man.
The Daedalus Myth
King Minos of Crete receives a magnificently beautiful bull as a gift of Poseidon with the intent that Minos, in return, would sacrifice it to Poseidon. Minos, however, decides that he cannot bear to part with the bull, and as punishment, Poseidon makes Minos’ wife, Pasiphae, fall madly in love with the bull. Pasiphae has Daedalus, the great inventor or artificer, create a “cow suit” from inside which she will be able to “couple” with the bull. This is the first of Daedalus’ great accomplishments. After the union of Pasiphae and the bull, she gives birth to the terrible Minotaur, a violent half-man, half-bull creature. Minos does not have his wife’s terrible offspring slain, but instead asks Daedalus to create the Labyrinth, a maze from which the Minotaur cannot escape. This is the second of his great creations. After Daedalus and his son, Icarus are imprisoned in the Labyrinth as well (some say for helping the hero Theseus to escape; others for knowing dangerous secrets) Daedalus constructs wings for himself and his son to escape the island of Crete by air, thus marking the third of his great creations. Icarus, of course, does not following his father’s warnings and plummets to his death after flying too close to the sun, and Daedalus escapes to the island of Sicily.
Page # Annotation/Observation
19 Hot/Cold Imagery ; smell; introduction to narrative voice; details and information limited to what Stephen understands/knows at given age
20 physical smallness and delicacy
Color Imagery/ Ireland, Pope
“The third line”—Clongowes children under thirteen
“Cachou” Candy and breath freshener
“Prefects” Teachers who work as housemasters and supervise outside activities
“Greaves in his number…refectory.” Shinguards in his locker and a private supply of treats in the dining hall.
“Eyes weak and watering” Recurrent Eye imagery (Pull out his eyes/Apologize, etc.)
21 “Peach on” tell on
“Rector” Administrative head of the college
“Soutane” Black gown with sleeves
22 Eagerness to go home…changing numbers
homicide- connections to the family
Isolation from peers…picked on
“he shivered as if he had cold slimy water next to his skin”- discomfort- later connection
23 Water imagery- cold/hot
“suck” sycophant; one who “sucks up” to a teacher
24 “York/Lancaster” Names of teams; taken from British history and the War of the Roses
“in a wax” in a rage
“first place in elements” English, math, geography, history, Latin
Mind wandering from sums to roses (poetic/sensitive nature of artist)
-Intro to Jack Lawton- competition
Apron, Cold, Damp imagery repeated…trying to make connections in world/perception
25 “It made a roar like a train at night” Use of similes at this age in order to establish connections and meaning of sensory perception.
“The higher line” boys 15-18
-No introduction to characters- appear nonchalantly as they would exist in the mind of the narrator, young Stephen. (Reader must adapt)
26 Wells as bully (no first name given)
Attempts to fit in; changes answer about kissing mother; paradox…will not be accepted regardless of answer
“Hacking chestnut” dried chestnuts were attached to strings and swung against each other. The one that didn’t break was the winner.
Connection back to water imagery; rat
27 Discovers immensity of universe; his location. Same sense of degrees as with ages of parents; begins with himself (center) and proceeds to largest conceivable.
“cod” joke
Understanding of order and structure in writing and poetry “He read the verses backwards, but they were not poetry.”
28 Explanation of location in universe- God’s real name must be God- familiar to Stephan, thoughts understanding different languages and conceptualization
29 Hot/ Cold imagery…shivering that warming up in bed… “lovely”
2nd Paragraph: Repetition of “cold”
“hob” shelf to the back or side of fireplace
31 Activity of mind as he’s in bed waiting for sleep…not relaxing but thinking
“ironingroom” place where armor was formerly stored
“Cars” horse drawn vehicles
32 Casual leap of time to holiday… confusion of temporality as child emphasis on major events. Makes reader assume it is actually happening.
–Dream of returning home, repetition of red/green imagery; parallel to Dante’s ribbons
33 “The minds of rats could not understand trigonometry” –death; absence of life, thought
Brevity of sentences “Their coats dried then. They were only dead things.”
34 “Brother Michael” A man bound to the Jesuit order by vows but not educated as a priest would be; usually assigned housekeeping duties.
35 Simile “like the long neck of a tramhorse”
Mortality “You could die just the same on a sunny day.”
“cope of black and gold” a long vestment in the colors appropriate for a funeral mass
36 “… the day was going on just as if he were there…”
“Your name is like Latin” connection with Daedalus the artificer. Further separation and distinction from peers. Comment by Athy
37 “no noise from the playground” Inability to know what others away from him are doing. Center of his own life parallel writing in book
38 Personification- waves- harbor imagery
Physical break; Home for Christmas
Death of Parnell
39 “boss” a type of hassock or footrest.
“Birthday present for Queen Victoria” Casey was probably picking oakum as hard labor in prison for political activities
40 “jack foxes” male foxes
41 Family-“little brothers and sisters”; Stephen’s gradual incorporation into “adult” family activities
“Ally Dally” the best
“pandybat” a stiff, reinforced leather strap
42 Argument over influence priests should have politically over contingency. Dante = pro influence.
44 “pope’s nose” part of the turkey’s rump
46 Eileen (playmate) is protestant
“Tower of Ivory”/ “House of Gold” epithets for the Blessed Virgin Mary from the Roman Catholic Litany of Our Lady (continues development of feminine ideal and understanding on the part of young Stephen)
47 Link between Eileen “cool white hand” and Virgin Mary
“tig” a game like hide and seek
Metaphorical blinding; eye imagery
48 Blinding imagery
49 Argument continues- worth of priests
“whiteboy” member of a group working for land and tax reform sometimes using terrorist means
50 “tearing away a cobweb”
-sees father crying
*casual shift in time from one significant moment to the next*
51 “fecked” stole
“scut” the tail of a rabbit, here meaning, “turned tail and ran”
“boatbearer” one who carries the container or incense before its lighted”
“censer” vessel in which incense is burned
52 “sprinter” someone training in short distance bicycle races
Continued bulling- broken glasses; Sight, removal of senses
“prof” captain of cricket team
“rounders” British ball game
53 “square” the school latrine or urinal
“smugging” probably a mild sort of homosexual play
Development of sexual identity, gender awareness…immediate connection to Eileen
End of page, “By thinking of things, you could understand them”
54 “Calico Belly” joke on Ceasar’s Comentarii de Bello Gallico (Commentaries on the Gallic Wars)
“six and eight” number of blows with the strap given for punishment
“prefect of studies” assistant to the rector in charge of academics
56 Concern for humanity- punishment distasteful.
57 “monstrance” vessel of precious metal in which the host is displayed
“But God was not in the course when they stole it…”
“The day of your first communion is the happiest day of your life.”
58 Was it a sin for the father to be mad?
61 Gives into cry after flogging
63 Urged to tell rector- warning not to “peach”
65 Blinding; darkness of corridor
66 “Saint Ignatius Loyola” founder of Society or Jesus (Jesuit Order)
“Ad Majorem Dei Gloriam” For the Greater Glory of God (the Jesuit Motto) Students in Jesuit schools might abbreviate the phrase “AMDG” and attach it to their compositions
“swallowed down the thing in his throat”
68 Momentary acceptance of crowd for telling on Father Dolan- perfect
Conmee – Rector at Clongowes
69 “gallnuts” rounded growths on trees caused by insects
“long shies” long hits by the batsman in cricket.
End with simile describing cricket
“like drops of water in a fountain falling softly in the burning bowl.” Connection of simile back to earlier water imagery; rebirth/ purification…etc
Remember also that your drama test essay rewrites are due.
Portrait Chapter 1 Notes: (In the interest of time, I am copying and pasting them instead of doing a link to a google doc.)
Chapter 1 Notes
Note: All page numbers refer to the Signet Classics Edition. If you are working with a different text, try to adjust the page numbers accordingly. Sorry for any inconvenience.
Historical Background
Charles Stewart Parnell (1846-1891) was an Irish political leader who became the first president of the National Land League of Ireland in 1879. He was imprisoned for resisting English laws which reduced Ireland’s autonomy. Although he was exonerated of the charge of extremism in 1890, his reputation was destroyed that same year in a messy divorce scandal involving Kitty O’Shea, the wife of Captain Henry O’Shea. As such, he stands as a symbol both for national pride and the struggle for Irish autonomy, but also for the fallibility and imperfection of man.
The Daedalus Myth
King Minos of Crete receives a magnificently beautiful bull as a gift of Poseidon with the intent that Minos, in return, would sacrifice it to Poseidon. Minos, however, decides that he cannot bear to part with the bull, and as punishment, Poseidon makes Minos’ wife, Pasiphae, fall madly in love with the bull. Pasiphae has Daedalus, the great inventor or artificer, create a “cow suit” from inside which she will be able to “couple” with the bull. This is the first of Daedalus’ great accomplishments. After the union of Pasiphae and the bull, she gives birth to the terrible Minotaur, a violent half-man, half-bull creature. Minos does not have his wife’s terrible offspring slain, but instead asks Daedalus to create the Labyrinth, a maze from which the Minotaur cannot escape. This is the second of his great creations. After Daedalus and his son, Icarus are imprisoned in the Labyrinth as well (some say for helping the hero Theseus to escape; others for knowing dangerous secrets) Daedalus constructs wings for himself and his son to escape the island of Crete by air, thus marking the third of his great creations. Icarus, of course, does not following his father’s warnings and plummets to his death after flying too close to the sun, and Daedalus escapes to the island of Sicily.
Page # Annotation/Observation
19 Hot/Cold Imagery ; smell; introduction to narrative voice; details and information limited to what Stephen understands/knows at given age
20 physical smallness and delicacy
Color Imagery/ Ireland, Pope
“The third line”—Clongowes children under thirteen
“Cachou” Candy and breath freshener
“Prefects” Teachers who work as housemasters and supervise outside activities
“Greaves in his number…refectory.” Shinguards in his locker and a private supply of treats in the dining hall.
“Eyes weak and watering” Recurrent Eye imagery (Pull out his eyes/Apologize, etc.)
21 “Peach on” tell on
“Rector” Administrative head of the college
“Soutane” Black gown with sleeves
22 Eagerness to go home…changing numbers
homicide- connections to the family
Isolation from peers…picked on
“he shivered as if he had cold slimy water next to his skin”- discomfort- later connection
23 Water imagery- cold/hot
“suck” sycophant; one who “sucks up” to a teacher
24 “York/Lancaster” Names of teams; taken from British history and the War of the Roses
“in a wax” in a rage
“first place in elements” English, math, geography, history, Latin
Mind wandering from sums to roses (poetic/sensitive nature of artist)
-Intro to Jack Lawton- competition
Apron, Cold, Damp imagery repeated…trying to make connections in world/perception
25 “It made a roar like a train at night” Use of similes at this age in order to establish connections and meaning of sensory perception.
“The higher line” boys 15-18
-No introduction to characters- appear nonchalantly as they would exist in the mind of the narrator, young Stephen. (Reader must adapt)
26 Wells as bully (no first name given)
Attempts to fit in; changes answer about kissing mother; paradox…will not be accepted regardless of answer
“Hacking chestnut” dried chestnuts were attached to strings and swung against each other. The one that didn’t break was the winner.
Connection back to water imagery; rat
27 Discovers immensity of universe; his location. Same sense of degrees as with ages of parents; begins with himself (center) and proceeds to largest conceivable.
“cod” joke
Understanding of order and structure in writing and poetry “He read the verses backwards, but they were not poetry.”
28 Explanation of location in universe- God’s real name must be God- familiar to Stephan, thoughts understanding different languages and conceptualization
29 Hot/ Cold imagery…shivering that warming up in bed… “lovely”
2nd Paragraph: Repetition of “cold”
“hob” shelf to the back or side of fireplace
31 Activity of mind as he’s in bed waiting for sleep…not relaxing but thinking
“ironingroom” place where armor was formerly stored
“Cars” horse drawn vehicles
32 Casual leap of time to holiday… confusion of temporality as child emphasis on major events. Makes reader assume it is actually happening.
–Dream of returning home, repetition of red/green imagery; parallel to Dante’s ribbons
33 “The minds of rats could not understand trigonometry” –death; absence of life, thought
Brevity of sentences “Their coats dried then. They were only dead things.”
34 “Brother Michael” A man bound to the Jesuit order by vows but not educated as a priest would be; usually assigned housekeeping duties.
35 Simile “like the long neck of a tramhorse”
Mortality “You could die just the same on a sunny day.”
“cope of black and gold” a long vestment in the colors appropriate for a funeral mass
36 “… the day was going on just as if he were there…”
“Your name is like Latin” connection with Daedalus the artificer. Further separation and distinction from peers. Comment by Athy
37 “no noise from the playground” Inability to know what others away from him are doing. Center of his own life parallel writing in book
38 Personification- waves- harbor imagery
Physical break; Home for Christmas
Death of Parnell
39 “boss” a type of hassock or footrest.
“Birthday present for Queen Victoria” Casey was probably picking oakum as hard labor in prison for political activities
40 “jack foxes” male foxes
41 Family-“little brothers and sisters”; Stephen’s gradual incorporation into “adult” family activities
“Ally Dally” the best
“pandybat” a stiff, reinforced leather strap
42 Argument over influence priests should have politically over contingency. Dante = pro influence.
44 “pope’s nose” part of the turkey’s rump
46 Eileen (playmate) is protestant
“Tower of Ivory”/ “House of Gold” epithets for the Blessed Virgin Mary from the Roman Catholic Litany of Our Lady (continues development of feminine ideal and understanding on the part of young Stephen)
47 Link between Eileen “cool white hand” and Virgin Mary
“tig” a game like hide and seek
Metaphorical blinding; eye imagery
48 Blinding imagery
49 Argument continues- worth of priests
“whiteboy” member of a group working for land and tax reform sometimes using terrorist means
50 “tearing away a cobweb”
-sees father crying
*casual shift in time from one significant moment to the next*
51 “fecked” stole
“scut” the tail of a rabbit, here meaning, “turned tail and ran”
“boatbearer” one who carries the container or incense before its lighted”
“censer” vessel in which incense is burned
52 “sprinter” someone training in short distance bicycle races
Continued bulling- broken glasses; Sight, removal of senses
“prof” captain of cricket team
“rounders” British ball game
53 “square” the school latrine or urinal
“smugging” probably a mild sort of homosexual play
Development of sexual identity, gender awareness…immediate connection to Eileen
End of page, “By thinking of things, you could understand them”
54 “Calico Belly” joke on Ceasar’s Comentarii de Bello Gallico (Commentaries on the Gallic Wars)
“six and eight” number of blows with the strap given for punishment
“prefect of studies” assistant to the rector in charge of academics
56 Concern for humanity- punishment distasteful.
57 “monstrance” vessel of precious metal in which the host is displayed
“But God was not in the course when they stole it…”
“The day of your first communion is the happiest day of your life.”
58 Was it a sin for the father to be mad?
61 Gives into cry after flogging
63 Urged to tell rector- warning not to “peach”
65 Blinding; darkness of corridor
66 “Saint Ignatius Loyola” founder of Society or Jesus (Jesuit Order)
“Ad Majorem Dei Gloriam” For the Greater Glory of God (the Jesuit Motto) Students in Jesuit schools might abbreviate the phrase “AMDG” and attach it to their compositions
“swallowed down the thing in his throat”
68 Momentary acceptance of crowd for telling on Father Dolan- perfect
Conmee – Rector at Clongowes
69 “gallnuts” rounded growths on trees caused by insects
“long shies” long hits by the batsman in cricket.
End with simile describing cricket
“like drops of water in a fountain falling softly in the burning bowl.” Connection of simile back to earlier water imagery; rebirth/ purification…etc
Thursday, April 3, 2014
Due Friday
Please read the introduction to Portrait of the Artist as a Young Man and be prepared to discuss Friday.
Seniors, I have also been told that you will need to complete your PEP as part of a graduation requirement. Information about this is available courtesy of Ms. Andersen's website here.
Seniors, I have also been told that you will need to complete your PEP as part of a graduation requirement. Information about this is available courtesy of Ms. Andersen's website here.
Tuesday, March 18, 2014
Due Wednesday, and Assignments Over Spring Break
Due Wednesday:
- Turn in your corrected multiple choice answer sheet. Be sure to return the test packet to the file.
- Turn in your completed Ivory Sheet.
- Both of these tasks count as assignments in the grade book.
Due Assignments Over Spring Break.
- Finish reading Wuthering Heights.
- Wuthering Heights Critical Essay Assignment.
Just like with Hamlet, you will be reading a critical essay of your choice from an academic source and writing an essay analyzing that essay and Wuthering Heights. I recommend using JSTOR for your research, although some of you may have a book with critical essays in it. Your essay will be 2-3 pages (doubled spaced, and MLA) with the first half presenting a summary of the critical essay using quotations from it as evidence of its premise. The second have of the essay is your evaluation of the validity of the essay's claims using quotations from WH to support your opinion. Please note that the second half of the essay must be written in formal voice, so no "I think that..." allowed. This is a time for you to learn from and model the critical voices that you have read. You MUST include a works cited page and this essay will be submitted online through Turnitin and graded on comletion/requirements. Please do not submit an essay shorter than 2 pages. Due Monday, March 31st.
- Turn in your corrected multiple choice answer sheet. Be sure to return the test packet to the file.
- Turn in your completed Ivory Sheet.
- Both of these tasks count as assignments in the grade book.
Due Assignments Over Spring Break.
- Finish reading Wuthering Heights.
- Wuthering Heights Critical Essay Assignment.
Just like with Hamlet, you will be reading a critical essay of your choice from an academic source and writing an essay analyzing that essay and Wuthering Heights. I recommend using JSTOR for your research, although some of you may have a book with critical essays in it. Your essay will be 2-3 pages (doubled spaced, and MLA) with the first half presenting a summary of the critical essay using quotations from it as evidence of its premise. The second have of the essay is your evaluation of the validity of the essay's claims using quotations from WH to support your opinion. Please note that the second half of the essay must be written in formal voice, so no "I think that..." allowed. This is a time for you to learn from and model the critical voices that you have read. You MUST include a works cited page and this essay will be submitted online through Turnitin and graded on comletion/requirements. Please do not submit an essay shorter than 2 pages. Due Monday, March 31st.
Thursday, March 6, 2014
Due Monday
Please read chapters 1-8 of Wuthering Heights for Monday. This is a "free domain" text, so if you did not check out or purchase a copy, it most likely can be downloaded through Kindle or iBooks free of charge. For your convenience, a link to an online copy is available here.
Wednesday, March 5, 2014
Due Thursday
Please print the following prose analysis passage and read and mark the text carefully. The prompt will not fit on the page, so it is reprinted below. Note that you are not writing an essay on this, but you should bring your marked text to class on Thursday.
Prompt:
The following excerpt is taken from the Victorian novel Framley Parsonage by Anthony Trollope. In it, Lucy Robarts converses with the mother of the man whose offer of marriage she has refused. Read the passage carefully and analyze what the characterization of the two women reveals about social expectations of the time.
Prompt:
The following excerpt is taken from the Victorian novel Framley Parsonage by Anthony Trollope. In it, Lucy Robarts converses with the mother of the man whose offer of marriage she has refused. Read the passage carefully and analyze what the characterization of the two women reveals about social expectations of the time.
Monday, March 3, 2014
Drama Practice
Here is a link to the quotations we looked at today in class. 1st period, we were right on all of them.
Here is a link to an Oedipus chronology. I remember many of you taking a picture of this after our activity in class, but just in case you don't have it, it's now available to you.
Make sure to look at the study guide for terms you need to know.
Practice your timelines! Know your character names!
Here is a link to an Oedipus chronology. I remember many of you taking a picture of this after our activity in class, but just in case you don't have it, it's now available to you.
Make sure to look at the study guide for terms you need to know.
Practice your timelines! Know your character names!
Thursday, February 27, 2014
Due Friday and Study Guide
Please finish the play for Friday, using the link previously provided.
A study guide for your drama test is available here.
A study guide for your drama test is available here.
Tuesday, February 25, 2014
Thursday, February 20, 2014
Reading Due Friday
Read Act I of A Raisin in the Sun. This is located in your anthology and can also be found online here.
Friday, February 14, 2014
Due Tuesday
This will be a long post, but I thought it would be easier than doing a link to a document.
Assignment: Write an open-ended essay on the following prompt. Your essay should be a complete essay, and take between 40-60 minutes to write.
You must select ONE of my introductions below to start your essay. Copy and paste it into your document, and then finish the essay in your own words. Feel free to correct any of my typos, because I had to rush to get these done. Because I am setting you up with the basic ideas, you should focus on plot references, analysis of the prompt, and connections to MOWAAW. You should NOT use your notes or textbook.
Prompt:
In a literary work, a minor character, often known as a foil, possesses traits that emphasize, by contrast or comparison, the distinctive characteristics and qualities of the main character. For example, the ideas or behavior of a minor character might be used to highlight the weaknesses or strengths of the main character. Choose a novel or play in which a minor character serves as a foil for the main character. Then write an essay in which you analyze how the relation between the minor character and the major character illuminates the meaning of the work.
Intro:
Henrik Ibsen’s Realist play A Doll’s House is a domestic drama focusing on the Helmer family, which consists of Torvald, Nora, and their three children. Beneath the façade of a seemingly perfect family life lies the secret that Nora has committed the crime of forgery to save her husband’s life. Much of the play hinges upon the audience’s knowledge of Nora’s misdeed as various characters become aware of her actions. One of these characters, Kristine, serves the role of a foil character in that her difference shines light upon many of the important aspects of Nora’s character growth that will allow Ibsen to criticize the limitations placed upon women in this time period. Through comparisons with Kristine, the audience appreciates Nora’s rationale for committing the crime, capacity for financial independence, and need for an authentic family dynamic.
Henrik Ibsen’s Realist play A Doll’s House is a domestic drama focusing on the Helmer family, which consists of Torvald, Nora, and their three children. Beneath the façade of a seemingly perfect family life lies the secret that Nora has committed the crime of forgery to save her husband’s life. Much of the play hinges upon the audience’s knowledge of Nora’s misdeed as various characters interact with Nora in her state of distress. One of these characters, Dr. Rank, serves the role of a foil character to Torvald in that his interactions with Nora reveal many of the failures of Torvald to see his wife as an independent human being. Although Rank never becomes aware of his crime, his appreciation of her past life, authentic interactions with her and willingness to help Nora, make the audience wish that Nora found as much fulfillment in her husband as she does in Dr. Rank. Through this irony, the foil character of Dr. Rank fuels Ibsen’s criticism of restrictive gender roles that result in the dehumanization of women and shallowness of men.
Foil character are often used by authors as a means of shedding light upon traits that they wish to emphasize in their primary characters. In Henrik Ibsen’s domestic drama A Doll’s House, Torvald and Nora Helmer are the main characters, and fuel much of Ibsen’s criticism of the expectations of gender in this time period. To help him in this purpose, minor characters, such as the antagonist Krogstad, provide important points of comparison and help to further the complexity of Ibsen’s message. Although he initially strikes the audience as the villain, Krogstad instead becomes a strong point of comparison to Nora herself. Through commonalities in the nature of their crimes, their treatment by Torvald and their reactions to those who love them, Ibsen scathingly criticizes a society that not only has broken concepts of gender roles, but suffers under the restrictions of propriety and social expectations.
Assignment: Write an open-ended essay on the following prompt. Your essay should be a complete essay, and take between 40-60 minutes to write.
You must select ONE of my introductions below to start your essay. Copy and paste it into your document, and then finish the essay in your own words. Feel free to correct any of my typos, because I had to rush to get these done. Because I am setting you up with the basic ideas, you should focus on plot references, analysis of the prompt, and connections to MOWAAW. You should NOT use your notes or textbook.
Prompt:
In a literary work, a minor character, often known as a foil, possesses traits that emphasize, by contrast or comparison, the distinctive characteristics and qualities of the main character. For example, the ideas or behavior of a minor character might be used to highlight the weaknesses or strengths of the main character. Choose a novel or play in which a minor character serves as a foil for the main character. Then write an essay in which you analyze how the relation between the minor character and the major character illuminates the meaning of the work.
Intro:
Henrik Ibsen’s Realist play A Doll’s House is a domestic drama focusing on the Helmer family, which consists of Torvald, Nora, and their three children. Beneath the façade of a seemingly perfect family life lies the secret that Nora has committed the crime of forgery to save her husband’s life. Much of the play hinges upon the audience’s knowledge of Nora’s misdeed as various characters become aware of her actions. One of these characters, Kristine, serves the role of a foil character in that her difference shines light upon many of the important aspects of Nora’s character growth that will allow Ibsen to criticize the limitations placed upon women in this time period. Through comparisons with Kristine, the audience appreciates Nora’s rationale for committing the crime, capacity for financial independence, and need for an authentic family dynamic.
Henrik Ibsen’s Realist play A Doll’s House is a domestic drama focusing on the Helmer family, which consists of Torvald, Nora, and their three children. Beneath the façade of a seemingly perfect family life lies the secret that Nora has committed the crime of forgery to save her husband’s life. Much of the play hinges upon the audience’s knowledge of Nora’s misdeed as various characters interact with Nora in her state of distress. One of these characters, Dr. Rank, serves the role of a foil character to Torvald in that his interactions with Nora reveal many of the failures of Torvald to see his wife as an independent human being. Although Rank never becomes aware of his crime, his appreciation of her past life, authentic interactions with her and willingness to help Nora, make the audience wish that Nora found as much fulfillment in her husband as she does in Dr. Rank. Through this irony, the foil character of Dr. Rank fuels Ibsen’s criticism of restrictive gender roles that result in the dehumanization of women and shallowness of men.
Foil character are often used by authors as a means of shedding light upon traits that they wish to emphasize in their primary characters. In Henrik Ibsen’s domestic drama A Doll’s House, Torvald and Nora Helmer are the main characters, and fuel much of Ibsen’s criticism of the expectations of gender in this time period. To help him in this purpose, minor characters, such as the antagonist Krogstad, provide important points of comparison and help to further the complexity of Ibsen’s message. Although he initially strikes the audience as the villain, Krogstad instead becomes a strong point of comparison to Nora herself. Through commonalities in the nature of their crimes, their treatment by Torvald and their reactions to those who love them, Ibsen scathingly criticizes a society that not only has broken concepts of gender roles, but suffers under the restrictions of propriety and social expectations.
Wednesday, February 12, 2014
Due Friday
Please finish reading Death of a Salesman for Friday. If you are finished reading Act I, there is no homework due Thursday. If you are not finished reading Act I, READ ACT I for Thursday.
Friday, January 31, 2014
Tuesday, January 28, 2014
Due Wednesday, 1/29
Read Act I of Tartuffe (located in your anthology, pages 1059-1071). Please read the background information as well.
An online copy is available here. It does not have the background information, but if you don't have your book, it's better than nothing!
An online copy is available here. It does not have the background information, but if you don't have your book, it's better than nothing!
Monday, January 13, 2014
Due Tuesday
1. Perform a level 1 review of Act IV through scene 4.
2. Perform a level 2 review of the Hamlet's speech Act IV scene 4 line 35 "How all occasions do inform against me..."
3. No marking the text required.
2. Perform a level 2 review of the Hamlet's speech Act IV scene 4 line 35 "How all occasions do inform against me..."
3. No marking the text required.
Friday, January 10, 2014
Due Monday and Finals info
Hamlet Review:
1. Do a level one review of the remainder of Act III.
2. Do a level two analysis of the "closet scene" (Conversation with Gertrude)
3. Do a level three analysis (marking the text) of Claudius' speech III, iii, 40.
O, my offence is rank it smells to heaven;
It hath the primal eldest curse upon't,
A brother's murder. Pray can I not,
Though inclination be as sharp as will:
My stronger guilt defeats my strong intent;
And, like a man to double business bound,
I stand in pause where I shall first begin,
And both neglect. What if this cursed hand
Were thicker than itself with brother's blood,
Is there not rain enough in the sweet heavens
To wash it white as snow? Whereto serves mercy
But to confront the visage of offence?
And what's in prayer but this two-fold force,
To be forestalled ere we come to fall,
Or pardon'd being down? Then I'll look up;
My fault is past. But, O, what form of prayer
Can serve my turn? 'Forgive me my foul murder'?
That cannot be; since I am still possess'd
Of those effects for which I did the murder,
My crown, mine own ambition and my queen.
May one be pardon'd and retain the offence?
In the corrupted currents of this world
Offence's gilded hand may shove by justice,
And oft 'tis seen the wicked prize itself
Buys out the law: but 'tis not so above;
There is no shuffling, there the action lies
In his true nature; and we ourselves compell'd,
Even to the teeth and forehead of our faults,
To give in evidence. What then? what rests?
Try what repentance can: what can it not?
Yet what can it when one can not repent?
O wretched state! O bosom black as death!
O limed soul, that, struggling to be free,
Art more engaged! Help, angels! Make assay!
Bow, stubborn knees; and, heart with strings of steel,
Be soft as sinews of the newborn babe!
All may be well.
Your final will consist of a passage analysis essay (Shakespearean passage) and an objective, fill in the blank component. Study guide available here.
1. Do a level one review of the remainder of Act III.
2. Do a level two analysis of the "closet scene" (Conversation with Gertrude)
3. Do a level three analysis (marking the text) of Claudius' speech III, iii, 40.
O, my offence is rank it smells to heaven;
It hath the primal eldest curse upon't,
A brother's murder. Pray can I not,
Though inclination be as sharp as will:
My stronger guilt defeats my strong intent;
And, like a man to double business bound,
I stand in pause where I shall first begin,
And both neglect. What if this cursed hand
Were thicker than itself with brother's blood,
Is there not rain enough in the sweet heavens
To wash it white as snow? Whereto serves mercy
But to confront the visage of offence?
And what's in prayer but this two-fold force,
To be forestalled ere we come to fall,
Or pardon'd being down? Then I'll look up;
My fault is past. But, O, what form of prayer
Can serve my turn? 'Forgive me my foul murder'?
That cannot be; since I am still possess'd
Of those effects for which I did the murder,
My crown, mine own ambition and my queen.
May one be pardon'd and retain the offence?
In the corrupted currents of this world
Offence's gilded hand may shove by justice,
And oft 'tis seen the wicked prize itself
Buys out the law: but 'tis not so above;
There is no shuffling, there the action lies
In his true nature; and we ourselves compell'd,
Even to the teeth and forehead of our faults,
To give in evidence. What then? what rests?
Try what repentance can: what can it not?
Yet what can it when one can not repent?
O wretched state! O bosom black as death!
O limed soul, that, struggling to be free,
Art more engaged! Help, angels! Make assay!
Bow, stubborn knees; and, heart with strings of steel,
Be soft as sinews of the newborn babe!
All may be well.
Your final will consist of a passage analysis essay (Shakespearean passage) and an objective, fill in the blank component. Study guide available here.
Thursday, January 9, 2014
Due Friday
1. Do a level one re-read of the remainder of Act II.
2. None required.
3. Do a level three analysis of Hamlet's speech, Act II, scene 2, line 555, "Oh what a rogue and peasant slave am I..." Please mark the text, and be prepared to turn in.
Now I am alone.
O, what a rogue and peasant slave am I!
Is it not monstrous that this player here,
But in a fiction, in a dream of passion,
Could force his soul so to his own conceit
That from her working all his visage wann'd,
Tears in his eyes, distraction in's aspect,
A broken voice, and his whole function suiting
With forms to his conceit? and all for nothing!
For Hecuba!
What's Hecuba to him, or he to Hecuba,
That he should weep for her? What would he do,
Had he the motive and the cue for passion
That I have? He would drown the stage with tears
And cleave the general ear with horrid speech,
Make mad the guilty and appal the free,
Confound the ignorant, and amaze indeed
The very faculties of eyes and ears. Yet I,
A dull and muddy-mettled rascal, peak,
Like John-a-dreams, unpregnant of my cause,
And can say nothing; no, not for a king,
Upon whose property and most dear life
A damn'd defeat was made. Am I a coward?
Who calls me villain? breaks my pate across?
Plucks off my beard, and blows it in my face?
Tweaks me by the nose? gives me the lie i' the throat,
As deep as to the lungs? who does me this?
Ha!
'Swounds, I should take it: for it cannot be
But I am pigeon-liver'd and lack gall
To make oppression bitter, or ere this
I should have fatted all the region kites
With this slave's offal: bloody, bawdy villain!
Remorseless, treacherous, lecherous, kindless villain!
O, vengeance!
Why, what an ass am I! This is most brave,
That I, the son of a dear father murder'd,
Prompted to my revenge by heaven and hell,
Must, like a whore, unpack my heart with words,
And fall a-cursing, like a very drab,
A scullion!
Fie upon't! foh! About, my brain! I have heard
That guilty creatures sitting at a play
Have by the very cunning of the scene
Been struck so to the soul that presently
They have proclaim'd their malefactions;
For murder, though it have no tongue, will speak
With most miraculous organ. I'll have these players
Play something like the murder of my father
Before mine uncle: I'll observe his looks;
I'll tent him to the quick: if he but blench,
I know my course. The spirit that I have seen
May be the devil: and the devil hath power
To assume a pleasing shape; yea, and perhaps
Out of my weakness and my melancholy,
As he is very potent with such spirits,
Abuses me to damn me: I'll have grounds
More relative than this: the play 's the thing
Wherein I'll catch the conscience of the king.
2. None required.
3. Do a level three analysis of Hamlet's speech, Act II, scene 2, line 555, "Oh what a rogue and peasant slave am I..." Please mark the text, and be prepared to turn in.
Now I am alone.
O, what a rogue and peasant slave am I!
Is it not monstrous that this player here,
But in a fiction, in a dream of passion,
Could force his soul so to his own conceit
That from her working all his visage wann'd,
Tears in his eyes, distraction in's aspect,
A broken voice, and his whole function suiting
With forms to his conceit? and all for nothing!
For Hecuba!
What's Hecuba to him, or he to Hecuba,
That he should weep for her? What would he do,
Had he the motive and the cue for passion
That I have? He would drown the stage with tears
And cleave the general ear with horrid speech,
Make mad the guilty and appal the free,
Confound the ignorant, and amaze indeed
The very faculties of eyes and ears. Yet I,
A dull and muddy-mettled rascal, peak,
Like John-a-dreams, unpregnant of my cause,
And can say nothing; no, not for a king,
Upon whose property and most dear life
A damn'd defeat was made. Am I a coward?
Who calls me villain? breaks my pate across?
Plucks off my beard, and blows it in my face?
Tweaks me by the nose? gives me the lie i' the throat,
As deep as to the lungs? who does me this?
Ha!
'Swounds, I should take it: for it cannot be
But I am pigeon-liver'd and lack gall
To make oppression bitter, or ere this
I should have fatted all the region kites
With this slave's offal: bloody, bawdy villain!
Remorseless, treacherous, lecherous, kindless villain!
O, vengeance!
Why, what an ass am I! This is most brave,
That I, the son of a dear father murder'd,
Prompted to my revenge by heaven and hell,
Must, like a whore, unpack my heart with words,
And fall a-cursing, like a very drab,
A scullion!
Fie upon't! foh! About, my brain! I have heard
That guilty creatures sitting at a play
Have by the very cunning of the scene
Been struck so to the soul that presently
They have proclaim'd their malefactions;
For murder, though it have no tongue, will speak
With most miraculous organ. I'll have these players
Play something like the murder of my father
Before mine uncle: I'll observe his looks;
I'll tent him to the quick: if he but blench,
I know my course. The spirit that I have seen
May be the devil: and the devil hath power
To assume a pleasing shape; yea, and perhaps
Out of my weakness and my melancholy,
As he is very potent with such spirits,
Abuses me to damn me: I'll have grounds
More relative than this: the play 's the thing
Wherein I'll catch the conscience of the king.
Wednesday, January 8, 2014
Due Thursday
1. Do a level one review of plot events of Act II, scenes 1 and 2, stopping before the players enter.(around line 380).
2. Do a level two reading (think carefully about literal and analytical ideas) of Act II, scene 2, Hamlet's speech beginning with "I will tell you what, so shall my anticipation prevent your discovery", but focusing on the "Oh what a piece of work is man..." portion.
What a piece of work is a man! how noble in reason!
how infinite in faculty! in form and moving how
express and admirable! in action how like an angel!
in apprehension how like a god! the beauty of the
world! the paragon of animals! And yet, to me,
what is this quintessence of dust? man delights not
me: no, nor woman neither, though by your smiling
you seem to say so.
3. No marking the text required.
2. Do a level two reading (think carefully about literal and analytical ideas) of Act II, scene 2, Hamlet's speech beginning with "I will tell you what, so shall my anticipation prevent your discovery", but focusing on the "Oh what a piece of work is man..." portion.
What a piece of work is a man! how noble in reason!
how infinite in faculty! in form and moving how
express and admirable! in action how like an angel!
in apprehension how like a god! the beauty of the
world! the paragon of animals! And yet, to me,
what is this quintessence of dust? man delights not
me: no, nor woman neither, though by your smiling
you seem to say so.
3. No marking the text required.
Tuesday, January 7, 2014
Due Tuesday and Beyond
Hamlet Review Information:
Perform a level three (marking the text) on the "Too too solid speech." Text below.
Perform a level one review of the remainder of Act I.
HAMLET
O, that this too too solid flesh would melt
Thaw and resolve itself into a dew!
Or that the Everlasting had not fix'd
His canon 'gainst self-slaughter! O God! God!
How weary, stale, flat and unprofitable,
Seem to me all the uses of this world!
Fie on't! ah fie! 'tis an unweeded garden,
That grows to seed; things rank and gross in nature
Possess it merely. That it should come to this!
But two months dead: nay, not so much, not two:
So excellent a king; that was, to this,
Hyperion to a satyr; so loving to my mother
That he might not beteem the winds of heaven
Visit her face too roughly. Heaven and earth!
Must I remember? why, she would hang on him,
As if increase of appetite had grown
By what it fed on: and yet, within a month--
Let me not think on't--Frailty, thy name is woman!--
A little month, or ere those shoes were old
With which she follow'd my poor father's body,
Like Niobe, all tears:--why she, even she--
O, God! a beast, that wants discourse of reason,
Would have mourn'd longer--married with my uncle,
My father's brother, but no more like my father
Than I to Hercules: within a month:
Ere yet the salt of most unrighteous tears
Had left the flushing in her galled eyes,
She married. O, most wicked speed, to post
With such dexterity to incestuous sheets!
It is not nor it cannot come to good:
But break, my heart; for I must hold my tongue.
Hamlet Research Paper Information
(Due Tuesday, January 21st)
PLEASE SUBMIT A PAPER COPY ALONG WITH AN ELECTRONIC COPY ON TURNITIN
You must find and read 1 critical essay written about Hamlet. Your essays can come from the internet, a literary journal, the back of a copy the play (if included) or the introduction to the play if long enough. JSTOR would be an excellent resource for this assignment; please ask if you need login or other JSTOR information.
If you choose to use an essay from the internet, it must be from a reputable, academic source. This excludes essays from Sparknotes, Echeats, Purple monkey, Debbie’s Book Report Grade 8, etc.
Then you must write a 2-3 page evaluation of the essay. Your evaluation should include a summary of the thesis/argument of the essay you read (use quotations to refer to this) as well as your personal reaction to the validity of these points. Your summary portion should not exceed half of your total length. Please be sure to maintain a 3rd person formal voice even though you are expressing your opinion. You will also want to make sure you support your reaction/opinion with quotations from Hamlet.
Pay special attention to the language used by the authors of the critical essay. This is a chance for you to experience the language of literary analysis and learn from it stylistically. It is also a chance for you to research an aspect of Hamlet that you find personally interesting: gender relationships, minor characters, etc.
Please use MLA formatting and include a works cited. (You will not, however, lose any points for formatting errors). Hallelujah!
Perform a level three (marking the text) on the "Too too solid speech." Text below.
Perform a level one review of the remainder of Act I.
HAMLET
O, that this too too solid flesh would melt
Thaw and resolve itself into a dew!
Or that the Everlasting had not fix'd
His canon 'gainst self-slaughter! O God! God!
How weary, stale, flat and unprofitable,
Seem to me all the uses of this world!
Fie on't! ah fie! 'tis an unweeded garden,
That grows to seed; things rank and gross in nature
Possess it merely. That it should come to this!
But two months dead: nay, not so much, not two:
So excellent a king; that was, to this,
Hyperion to a satyr; so loving to my mother
That he might not beteem the winds of heaven
Visit her face too roughly. Heaven and earth!
Must I remember? why, she would hang on him,
As if increase of appetite had grown
By what it fed on: and yet, within a month--
Let me not think on't--Frailty, thy name is woman!--
A little month, or ere those shoes were old
With which she follow'd my poor father's body,
Like Niobe, all tears:--why she, even she--
O, God! a beast, that wants discourse of reason,
Would have mourn'd longer--married with my uncle,
My father's brother, but no more like my father
Than I to Hercules: within a month:
Ere yet the salt of most unrighteous tears
Had left the flushing in her galled eyes,
She married. O, most wicked speed, to post
With such dexterity to incestuous sheets!
It is not nor it cannot come to good:
But break, my heart; for I must hold my tongue.
Hamlet Research Paper Information
(Due Tuesday, January 21st)
PLEASE SUBMIT A PAPER COPY ALONG WITH AN ELECTRONIC COPY ON TURNITIN
You must find and read 1 critical essay written about Hamlet. Your essays can come from the internet, a literary journal, the back of a copy the play (if included) or the introduction to the play if long enough. JSTOR would be an excellent resource for this assignment; please ask if you need login or other JSTOR information.
If you choose to use an essay from the internet, it must be from a reputable, academic source. This excludes essays from Sparknotes, Echeats, Purple monkey, Debbie’s Book Report Grade 8, etc.
Then you must write a 2-3 page evaluation of the essay. Your evaluation should include a summary of the thesis/argument of the essay you read (use quotations to refer to this) as well as your personal reaction to the validity of these points. Your summary portion should not exceed half of your total length. Please be sure to maintain a 3rd person formal voice even though you are expressing your opinion. You will also want to make sure you support your reaction/opinion with quotations from Hamlet.
Pay special attention to the language used by the authors of the critical essay. This is a chance for you to experience the language of literary analysis and learn from it stylistically. It is also a chance for you to research an aspect of Hamlet that you find personally interesting: gender relationships, minor characters, etc.
Please use MLA formatting and include a works cited. (You will not, however, lose any points for formatting errors). Hallelujah!
Monday, January 6, 2014
Due Tuesday
There are three levels of review that you will be performing, listed in order of most basic to most complicated. Only on the third listed below, do you have to write anything down, although you are welcome to mark close text reading for those speeches listed under step 2 below if you want to go the extra mile.
1. Review plot events for scenes 1 and 2 of Act I.
2. Review the following speeches, practicing our close text (literal summary and analysis techniques) in your head. You do not need to write anything down, but can if you choose. (This is similar to what we practiced on the Henry V speech before break.)
- Act I, scene ii beginning speech by King Claudius: "Though yet our memory..."
- Act I, scene ii, speech by Hamlet: "Seems madam? Nay, it is"
3. Mark close text observations on the following speech, using your left margin for literal summary and your right for analytical analysis and associative thinking. If you are using an etext (or don't want to write in your book), I'll include the passage below so you can copy and paste and print it for ease of marking the text.
- Act I, scene ii, speech by King Claudius: "'Tis sweet and commendable in your nature Hamlet..."
KING CLAUDIUS
'Tis sweet and co
mmendable in your nature, Hamlet,
To give these mourning duties to your father:
But, you must know, your father lost a father;
That father lost, lost his, and the survivor bound
In filial obligation for some term
To do obsequious sorrow: but to persever
In obstinate condolement is a course
Of impious stubbornness; 'tis unmanly grief;
It shows a will most incorrect to heaven,
A heart unfortified, a mind impatient,
An understanding simple and unschool'd:
For what we know must be and is as common
As any the most vulgar thing to sense,
Why should we in our peevish opposition
Take it to heart? Fie! 'tis a fault to heaven,
A fault against the dead, a fault to nature,
To reason most absurd: whose common theme
Is death of fathers, and who still hath cried,
From the first corse till he that died to-day,
'This must be so.' We pray you, throw to earth
This unprevailing woe, and think of us
As of a father: for let the world take note,
You are the most immediate to our throne;
And with no less nobility of love
Than that which dearest father bears his son,
Do I impart toward you. For your intent
In going back to school in Wittenberg,
It is most retrograde to our desire:
And we beseech you, bend you to remain
Here, in the cheer and comfort of our eye,
Our chiefest courtier, cousin, and our son.
1. Review plot events for scenes 1 and 2 of Act I.
2. Review the following speeches, practicing our close text (literal summary and analysis techniques) in your head. You do not need to write anything down, but can if you choose. (This is similar to what we practiced on the Henry V speech before break.)
- Act I, scene ii beginning speech by King Claudius: "Though yet our memory..."
- Act I, scene ii, speech by Hamlet: "Seems madam? Nay, it is"
3. Mark close text observations on the following speech, using your left margin for literal summary and your right for analytical analysis and associative thinking. If you are using an etext (or don't want to write in your book), I'll include the passage below so you can copy and paste and print it for ease of marking the text.
- Act I, scene ii, speech by King Claudius: "'Tis sweet and commendable in your nature Hamlet..."
KING CLAUDIUS
'Tis sweet and co
mmendable in your nature, Hamlet,
To give these mourning duties to your father:
But, you must know, your father lost a father;
That father lost, lost his, and the survivor bound
In filial obligation for some term
To do obsequious sorrow: but to persever
In obstinate condolement is a course
Of impious stubbornness; 'tis unmanly grief;
It shows a will most incorrect to heaven,
A heart unfortified, a mind impatient,
An understanding simple and unschool'd:
For what we know must be and is as common
As any the most vulgar thing to sense,
Why should we in our peevish opposition
Take it to heart? Fie! 'tis a fault to heaven,
A fault against the dead, a fault to nature,
To reason most absurd: whose common theme
Is death of fathers, and who still hath cried,
From the first corse till he that died to-day,
'This must be so.' We pray you, throw to earth
This unprevailing woe, and think of us
As of a father: for let the world take note,
You are the most immediate to our throne;
And with no less nobility of love
Than that which dearest father bears his son,
Do I impart toward you. For your intent
In going back to school in Wittenberg,
It is most retrograde to our desire:
And we beseech you, bend you to remain
Here, in the cheer and comfort of our eye,
Our chiefest courtier, cousin, and our son.
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