Thursday, April 25, 2013

Gridlock

Title :My love, if I die and you don't--, by Pablo Neruda

Paraphrase:

My love, if you die and I don't--,
let's not grief
No expanse is greater than where we live.

This meadow where we find ourselves,
we give it back.
But Love, this love has not ended:

just as it never had a birth, it has
no death: only changing lands, and changing lips.

Connotations:
When referring to the separation that the to people in love will have is when one of then has passed away, but even that will not change the love they have for each other other than where their love will be.

Attitudes:
This poem is a love poem. It's a poem about a love that will last an eternity no matter what. The distance will only make them strong. They will remain as happy as they were alive or died.

Shift:
Throughout the whole poem it says that their love will remain the same whether she dies or he dies. He doesn't see death as a bad thing like people do, but sees it another life that he will get to live with his love.

Title Revised:
The title remains the same. It is just saying whether she dies or he dies nothing will change between them.

Theme:
Eternal love. It is about love that will never change no matter what happens. They know that their love will continue even though they have passed away. He says that the only thing that would change about their relationship is the location.

Seventh reading




My love, if I die and you don't--, by Pablo Neruda


My love, if you die and I don't--,
let's not give grief an even greater field.
No expanse is greater than where we live.

Dust in the wheat, sand in the deserts,
time, wandering water, the vague wind
swept us like sailing seeds.
We might not have found one another in time.

This meadow where we find ourselves,
O little infinity! we give it back.
But Love, this love has not ended:

just as it never had a birth, it has
no death: it is like a long river,
only changing lands, and changing lips.

ANALYSIS:
Pablo Neruda poem My Love,if I die and you don't , is about how ones love never ends. Their love is internal the only thing that changes is the location , but not the love they have for one another. When one of them dies it is just a temporary a separation until they unite again.

Friday, April 19, 2013

Carrie prose essay questions

1. Analyze Carrie's relationship with her strict Christian mother?


2. Explain how Carrie's life style affect the person Carrie is?

3. Analyze the techniques that show Carrie's development?

Thursday, April 18, 2013

The house on mango street


 



General:

1. Briefly summarize the plot of the novel you read.
2. Succinctly describe the theme of the novel. Avoid clichés.
3. Describe the author's tone. Include three excerpts that illustrate your point(s).
4. Describe five literary elements/techniques you observed that strengthen your understanding of the theme and/or your sense of the tone. Include three excerpts (for each element) that will help your reader understand each one.


1. Esperanza is a 12 year old Chicana who lives in Chicago with her family in Mango Street. Across the street she has her two friends Rachel and Lucy. Throughout the book Esperanza is waiting for her turn to leave from the small crowded city so that she can live on her own. Esperanza is growing up in this neighborhood during one of the most critical times in her life. She is beginning to change physically and emotionally. Luckily she has her friends to be there for her. After she starts to change, she is interested in boys and finds a friend who shares the same interest. But this friend, Sally, only uses guys to escape the reality that she is being abused by her own father. Although Esperanza is not very fond of this, she still hangs out with Sally. In one occasion, Sally leaves Esperanza alone with a group of guy friends. She is abused by them and their friendship is ruined. Reflecting back on her experiences Esperanza realizes that as ready as she is to leave Mango Street she cannot fully leave it behind because it has become a part of her. Esperanza uses her writing to begin to heal emotionally over everything that she has been through.
2. A theme of the novel was to find who you are. Esperanza struggles to define herself since the beginning of the novel. To start with, Esperanza wants to change her name without realizing that it is an expression of her family heritage and culture. When she meets Sally, she observes the way she is around men and then wants to be desired and cruel so that men will not intend to hurt her. After having her offensive encounter with a young group of men, she no longer wishes to be desired and cruel. Because of this experience she once again is confused and she does not know who she is. As she matures more and more she realizes that her main interest defines her. Writing is the way that she is able to define herself.
3. In the beginning of the novel the author is very pessimistic about the events occurring in her life. The author is pessimistic about living in a small segregated neighborhood where she feels that she cannot get out. Being that her family is very poor she does not have very much hope that she will make it far in life. Towards the end of the novel, she begins to be more optimistic once she finds herself. Through her negative experiences, she then turns them into life lessons in her writing
4. Diction: The author writes to us about her life with every day speech rather than making it seems like a historical event.
Parable: The author tells small stories of herself or others in which she learned a lesson. Like when she was stuck in the situation with the group of guys she had learned her lesson about wanting to be desired and cruel to men.
Allegory: The author is a representation of a Chicana with the struggle of “self definition”.
Juxtaposition: The author and her friend Sally are complete opposites and have opposing personalities. While Sally is a girl who is very open to the world of men and finding her way through using them, Esperanza is innocent and new to the experiences which Sally has already been through.
Catharsis: The author writes about the scene where Esperanza is abused by the group of boys by exposing her feelings of post traumatic feelings.

Characterization:

1. Describe two examples of direct characterization and two examples of indirect characterization. Why does the author use both approaches, and to what end (i.e., what is your lasting impression of the character as a result)?
2. Does the author's syntax and/or diction change when s/he focuses on character? How? Example(s)?
3. Is the protagonist static or dynamic? Flat or round? Explain.
4. After reading the book did you come away feeling like you'd met a person or read a character? Analyze one textual example that illustrates your reaction.


1. Indirect: we can tell the type of person Esperanza is by the way she reacts to situations. Esperanza is easily influenced. For instance, her Uncle Nacho helps her realize that she is beautiful by dancing with her on the dance floor. All that he wanted to do was to make her feel better about herself. She is easily persuaded.Direct:The kids of Rosa Vargas kids are wild and crazy. Alice doesn't want to have to work all of her life because she wants to have tome to herself to live a little. I think that Sandra Cisneros uses both direct and indirect characterization to have different variety of characters to have dramatic effect.

2.When the novel involves Papa it changes things a lot because Esperanza isn't used to seeing her father like this. She is surprised that he would cry because in the mexican culture the men are suppose to be tough and not cry. So i found it interesting that her father is cry and she was shocked that he was crying.

3. The protagonist is a round character. Ever since the beginning of the novel she knew that she wasn't going to stay there for every. She always picture her self getting out o there. At the end she says it again but this time she doesn't care what people will say about her decision.

4. After reading this novel I come away feeling like I have met Esperanza . I found it easy to relate to her because of our Mexican backgrounds. I could see where she is coming from and why she wants to leave so she can have do more for herself in life.

Macbeth Act II

He killed Duncan.

He was pressured into having to killing Duncan

plans on blaming the guards for the murder of Duncan.

Macduff finds the dead body

He tell everyone

Macbeth killed the guards who were blamed for the murder of Duncan

Duncan's two son flee

Macbeth has gone to Scone to be crowned

Macbeth Act I


The thank Cawdor

Fair is foul, foul is fair

3 witches: don't lie to Macbeth, only give him advice

Lady Macbeth is pure evil

She can have Macbeth do anything she wants.

She told him to kill Duncan and Macbeth agreed to it.

Duncan is the king of Scotland

He was going to give Macbeth the title of thane of Cawdor

Macbeth glad to hear what about Duncan has decided.

tells Lady Macbeth through a letter

She says that he is a pansy

AP resources

http://www.collegeboard.org/

http://en.wikipedia.org/wiki/Advanced_Placement_English_Literature_and_Composition

http://en.wikipedia.org/wiki/Advanced_Placement

http://www.appracticeexams.com/ap-english-literature -

http://quizlet.com/subject/ap-english-language/

Thursday, April 11, 2013

AP practice test


1. E
2. A
3. C
4. C
5. B
6. A
7. D
8. C
9. A
10.B
11. B
12. E
13. D
14.D
15.D
16.C
17. A
17. C
18. A
19. A
20. B
21. A
22. C
23. B
24. A
25. A
26. E
27. B
28. C
29. B
30. C
31. D
32. A
33. D
34. A
35. C
36. D
37. B
38. C
39. C
40.D
41. B
42. C
43. B
44. A
45. B
46. C
47. A
48. C
49. C
50. D
51. B
52.C
53. C

Tuesday, April 2, 2013

AP RESOURCES

http://www.collegeboard.org/

http://en.wikipedia.org/wiki/Advanced_Placement_English_Literature_and_Composition

http://en.wikipedia.org/wiki/Advanced_Placement

http://www.appracticeexams.com/ap-english-literature -

http://quizlet.com/subject/ap-english-language/

Monday, February 25, 2013

Zero period ranking

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The time of my life

I used this time to do my journal and to catch up on work. I also used most of this time to work on my scholarships. I have Ruth pre edited my essay for the scholarship. For the rest of the time I studied for my AP government test.

FIRST QUARTER REVIEW


This quarter I have tried to priorities my assignments by what is most important to do . Also I have been working on my college stuff such as college housing applications and scholarships. This all has taken most of my time , I find my self not having enough time in a day to do all that I have to even though I get little sleep. For my senior project, my group and I have been planning on how we are going to do it and are brainstorming new ideas to incorporate in our project. For this semester I am planning to figure out how to manage my time wisely to do everything that I must do.

Tuesday, February 19, 2013

lit terms 111- finish



Romanticism:  movement in western culture beginning in the eighteenth and peaking in the nineteenth century as a revolt against Classicism; imagination was valued over reason and fact.
 




Satire:  ridicules or condemns the weakness and wrong doings of individuals, groups, institutions, or humanity in general.
Scansion: the analysis of verse in terms of meter.
 



Setting: the time and place in which events in a short story, novel, play, or narrative poem occur.
 
Simile:  a figure of speech comparing two essentially unlike things through the use of a specific word of comparison.
 
Soliloquy: an extended speech, usually in a drama, delivered by a character alone on stage.
 
Spiritual: a folk song, usually on a religious theme.
 
Speaker: a narrator, the one speaking.
 
Stereotype: cliché; a simplified, standardized conception with a special meaning and appeal for members of a group; a formula story.
 
Stream of Consciousness: the style of writing that attempts to imitate the natural flow of a character’s thoughts, feelings, reflections, memories, and mental images, as the character experiences them.
 
Structure: the planned framework of a literary selection; its apparent organization.
 
Style:  the manner of putting thoughts into words; a characteristic way of writing or speaking.
 
Subordination: the couching of less important ideas in less important  structures of language.
 
Surrealism: a style in literature and painting that stresses the subconscious or the nonrational aspects of man’s existence characterized by the juxtaposition of the bizarre and the banal.

Suspension of Disbelief: suspend not believing in order to enjoy it.
 
Symbol: something which stands for something else, yet has a meaning of its own.
 
Synesthesia: the use of one sense to convey the experience of another sense.
 
Synecdoche: another form of name changing, in which a part stands for the whole.
 
Syntax: the arrangement and grammatical relations of words in a sentence.
 
Theme:  main idea of the story; its message(s).
 
Thesis: a proposition for consideration, especially one to be discussed and proved
or disproved; the main idea.
 
Tone: the devices used to create the mood and atmosphere of a literary work; the        
author’s perceived point of view.
 
Tongue in Cheek: a type of humor in which the speaker feigns seriousness; a.k.a. “dry” or “dead pan”
 
Tragedy: in literature: any composition with a somber theme carried to a disastrous conclusion; a fatal event; protagonist usually is heroic but tragically (fatally) flawed


 
Understatement: opposite of hyperbole; saying less than you mean for emphasis
 
Vernacular: everyday speech
 
Voice:  The textual features, such as diction and sentence structures, that convey a writer’s or speaker’s pesona

.

Zeitgeist: the feeling of a particular era in history
 

Monday, February 18, 2013

I AM HERE


During the first grading period I wasn't doing what I would have liked to because of all the other things that I was doing such as other school work, college stuff, and scholarships. I do think that I have made some progress toward my SMART goal by trying to get all of my things done with the little amount of time that I have to do it.  I am so excited to do my senior project its going to be very fun and entertaining, all that we have done is just plan out the main idea.


 I AM HERE!!!!!

lit terms 51-110



Flashback: a narrative device that flashes back to prior events.

 




Foil: a person or thing that, by contrast, makes another seem better or more prominent.


 



Folk Tale: story passed on by word of mouth.



 


Foreshadowing: in fiction and drama, a device to prepare the reader for the outcome of the action; “planning” to make the outcome convincing, though not to give it away.


 



Free Verse: verse without conventional metrical pattern, with irregular pattern or no rhyme.

 



Genre: a category or class of artistic endeavor having a particular form, technique, or content.

 




Gothic Tale: a style in literature characterized by gloomy settings, violent or grotesque action, and a mood of decay, degeneration, and decadence.

 


Hyperbole: an exaggerated statement often used as a figure of speech or to prove a point.

 



Imagery: figures of speech or vivid description, conveying images through any of the senses.

 




Implication: a meaning or understanding that is to be arrive at by the reader but that is not fully and explicitly stated by the author.

 



Incongruity: the deliberate joining of opposites or of elements that are not appropriate to each other.

 




Inference: a judgement or conclusion based on evidence presented; the forming of an opinion which possesses some degree of probability according to facts already available.

 



Irony: a contrast or incongruity between what is said and what is meant, or what is expected to happen and what actually happens, or what is thought to be happening and what is actually happening.


 


Interior Monologue: a form of writing which represents the inner thoughts of a character; the recording of the internal, emotional experience(s) of an individual; generally the reader is given the impression of overhearing the interior monologue.

 




Inversion: words out of order for emphasis.

 


Juxtaposition: the intentional placement of a word, phrase, sentences of paragraph to contrast with another nearby.

 



Lyric: a poem having musical form and quality; a short outburst of the author’s innermost thoughts and feelings.

 




Magic(al) Realism:  a genre developed in Latin America which juxtaposes the everyday  with the marvelous or magical.


 


Metaphor(extended, controlling, and mixed): an analogy that compare two different
things imaginatively.

 

Extended: a metaphor that is extended or developed as far as the writer
wants to take it.

 


Controlling: a metaphor that runs throughout the piece of work.


 


Mixed: a metaphor that ineffectively blends two or more analogies.

 


Metonymy:  literally “name changing” a device of figurative language in which the name of an attribute or associated thing is substituted for the usual name of a thing.

 



Mode of Discourse:  argument (persuasion), narration, description, and exposition.

 

Modernism:  literary movement characterized by stylistic experimentation, rejection of tradition, interest in symbolism and psychology


 


Monologue:  an extended speech by a character in a play, short story, novel, or narrative poem.
 



Mood:  the predominating atmosphere evoked by a literary piece.

 



Motif:  a recurring feature (name, image, or phrase) in a piece of literature.

 


Myth:  a story, often about immortals, and sometimes connected with religious rituals, that attempts to give meaning to the mysteries of the world.
 



Narrative:  a story or description of events.
 
Narrator:  one who narrates, or tells, a story.
 
Naturalism: extreme form of realism.
 
Novelette/Novella: short story; short prose narrative, often satirical.
 
Omniscient Point of View:  knowing all things, usually the third person.
 
Onomatopoeia: use of a word whose sound in some degree imitates or suggests its
meaning.

 

Oxymoron: a figure of speech in which two contradicting words or phrases are combined to produce a rhetorical effect by means of a concise paradox.
 
Pacing:  rate of movement; tempo.
 
Parable:  a story designed to convey some religious principle, moral lesson, or general truth.
 
Paradox:  a statement apparently self-contradictory or absurd but really containing a possible truth; an opinion contrary to generally accepted ideas.
 
Parallelism: the principle in sentence structure that states elements of equal function should have equal form.
 
Parody:  an imitation of mimicking of a composition or of the style of a well-known artist.
Pathos:  the ability in literature to call forth feelings of pity, compassion, and/or sadness.
 
Pedantry: a display of learning for its own sake.
 
Personification: a figure of speech attributing human qualities to inanimate objects or  abstract ideas.
 
Plot: a plan or scheme to accomplish a purpose.
 
Poignant:  eliciting sorrow or sentiment.
 
Point of View: the attitude unifying any oral or written argumentation; in description, the physical point from which the observer views what he is describing.
 
Postmodernism: literature characterized by experimentation, irony, nontraditional forms, multiple meanings, playfulness and a blurred boundary between real and imaginary.
Prose:  the ordinary form of spoken and written language; language that does not have a regular rhyme pattern.
Protagonist: the central character in a work of fiction; opposes antagonist.
 
Pun:  play on words; the humorous use of a word emphasizing different meanings or applications.
 
Purpose: the intended result wished by an author.
 
Realism:  writing about the ordinary aspects of life in a straightfoward manner to reflect life as it actually is.


 
Refrain:  a phrase or verse recurring at intervals in a poem or song; chorus.
 
Requiem:  any chant, dirge, hymn, or musical service for the dead.
 
Resolution: point in a literary work at which the chief dramatic complication is worked out; denouement.
 
Restatement: idea repeated for emphasis.
 
Rhetoric: use of language, both written and verbal in order to persuade.
 
Rhetorical Question: question suggesting its own answer or not requiring an answer; used in argument or persuasion.