Masterpiece Academy Question

This year in this class was a lot different than what I was use to and what I expected. The past years that I've spent in AP English, we were assigned traditional assignments in pretty traditional structures. When I signed up to take AP English Literature and Composition, I knew it would be different and I knew it would be challenging. This course has opened me up to a new style of learning, open source learning, and has helped me to improve my skills in many aspects.

In this course, us students were given a lot of trust. We have dealt with points, grades, and structure since we were little; my classmates deserved this freedom. At the beginning of the year we valued this freedom and trust. We had the option to make this course how we pleased and we had the option to decide which direction the course should go. Unfortunately by the end of the year, some students took advantage of this trust. Because we had the choice to make decisions for this course, some decided to make the choice to not do quality work, if they did the work at all.


One piece that I could relate to was The Poisonwood Bible  by Barbara Kingsolver. This book was told from 5 different perspectives and it shows how differently people handle situations. This is something that I think about often when stuck in  dilemma; I constantly try to remind myself and others that people see situations different and react to them differently as well. I would say that I relate to Rachel the most, in the sense that she refused to accept the burden. This book also dealt with feeling alone, even when you have people around you. I think that everyone can relate to this sometimes because you feel as if no one understands you and it's challenging to communicate your feelings. Another piece that we read this year that I connected with was Brave New World. We are all surrounded by a world that is constantly developing and technology is growing. There are times where I don't agree with the way society does/handles things and I feel like I can't relate to people so I just keep it to myself. Lastly I can connect with Great Expectations. Respect, self worth, and loyalty are much more important to me than wealth and social advancement. A lot of people today are so consumed with trying to become popular or rich that they lose sight of having a conscience. The theme of the story and the realizations made are something that I can relate to.


This class has connected me to being more accepting of other's ideas. Sometimes we can forget that other people have their own opinions and beliefs. Through open source learning and talking out loud with my classmates, I have seen that there can be a variety of interpretations and also opinions on a subject. This class helped reconnect me with the fact that there isn't always right or wrong; everything isn't always white or black, in literature and in life. Being open-minded will give me a big advantage when it comes to learning.

Something that made me really laugh this year would be my classmates. There were so many hilarious people in my class this year that would make comments on something we read/watched/discussed that made the mood lighter and the atmosphere more connected. Some of the comments made in class were so dorky and cute that it made it even funnier.

A unifying theme that I recognized throughout quite a few masterpieces was travel and journey; whether it was physically traveling or self discovery, everyone was on their own journey. Many people had discussed how they got to a certain point in their life, how experiences have made them who they are, and how they've had to conquer some steep hills but they keep on hiking. Brenissa talked about how she was in a bad place at a point in her life where she was sick in the hospital. She had to give up a lot of physical activity and contact sports. Through this process and this journey she found her love for hiking and the beauty of nature. Melissa discussed how she likes to travel and meet new people. My masterpieces went over experiencing different cultures and atmospheres. Shailynn showed her journey since she was a little girl and how her dreams have grown. Susel showed how she has conquered her fears and now proudly sings and performs in front of hundreds of people. Matthew/Aaron talked about their journey since birth and what that journey has been like for them. Mellany and Daniel used pictures to display a journey through high school. There was a diverse variety of masterpiece topics but they were interconnected through the power of one's journey. Everyone has a story and everyone has experiences that make them who they are.


I in no way am a hero. I am an average person that someday would like to consider myself a hero, even if it's only to one person. I want to become a doctor, I want to help people, I want to save lives, and most importantly I want to make a positive impact on people's lives. I believe my adventure is still going. I have yet to find a solid mentor, probably because I am still trying to find myself. Friends, family, and any one that has ever had faith in me and supported me are my mentors. They have helped me get to where I am and will help get me to where I want to be. Through my masterpiece I discovered the beauty in different cultures. It's going to be hard moving to Texas and leaving my friends behind, but I have came to know that this will only be the beginning. This is the time that I will set out and explore the world and see what life has to offer.

Writing this essay has made me look back on times throughout the year. There has been positive moments but negatives ones as well. This journey through senior year, and throughout high school, has been a rollercoaster.

Act V Study Questions

5.8
1. Macduff was looking for Macbeth because he wanted to fight him and kill him. Macduff didn't want to fight any of his soldiers, just Macbeth. It would haunt him if he didn't kill him.

Act IV Study Questions

4.1
1.  There are 3 witches in this scene.
2.  The first apparition says to be wary of Macduff and careful of him.  The second tells Macbeth he should be a strong willed ruler- bold and brace.  In other words he should not accept defeat.  The third warns of attacking armies coming, and tells Macbeth he won't be defeated until the kingdom of Norway attacks.

Macbeth doesn't feel safe after the apparitions.  He has worries about Macduff's intentions and the possibility of an oncoming attacking army.  Yes he should feel unsafe because he is in a very precarious position.

After the fourth, the line of kings, Macbeth is terrified.  He saw the ghost of Banquo at the end, whom he killed.  This frightened him as well as drawing out his guilt.
3.  In line 158 Macbeth learns from Lennox that Macduff is running away to England.  In response Macbeth decides to send someone try to kill as many of Macduff's family members as he can.
4.2
1. Lady Macduff seems to feel betrayed and angry at Macduff because he left them (her and her son) to die. She was advising her son to dislike his father because he fled when he discovered that Macbeth is planning to kill him.
2. The purpose of the scene between Lady Macduff and her son is to have his son have false impression about his dad. Also, the scene assists in the growth of the theme : fair is foul and foul is fair. This is because Macbeth is willing to kill Macduff in order to achieve what is"rightfully" his and Macduff fled, afraid of Macbeth's actions towards him. It also shows how Macduff's son refused to believe that his father left them to die, showing devotion, faith, and trust.
3. The entire Macduff family ends up being killed by Macbeth.
4.3
1. Macduff's family has been killed. 
2. Malcolm doesn't want to go home because he's afraid of judgement since he ran away. Malcolm is suspicious of Macduff bc Macduff has his own personal agenda. He might be secretly working for Macbeth since he left his family. Malcolm tests Macduff's loyalty to him and he passes. When Macduff starts to leave Malcolm takes back the lies he's told and trusts Macduff now- they're now allies. 
3. Malcolm says he's a bad king but Macduff says Macbeth is a way worse king and that he needs to return to restore peace and justice. Avarice bothers Macduff more in a king, it sticks deeper with kings in the terms of greed and lust. 
4.

5.
6. Ross tells Macduff that his family is dead, it takes him a while to tell him. Macduff says they must save their grief for later and Malcom says to turn their revenge into a medicine for their grief. Macduff says "he has no children" and he is referring to Malcom because he says he needs to mourn and "feel like a man" when Malcom tells him to dispute it like a man. To be a "man" in this play means to have feelings and don't hide but don't let them cloud your judgement.
7. Malcom, Macduff and Ross are ready to attack Macbeth's castle, they just need to go there.

Journal Discussion

I don't think Macbeth would be a very good ruler. The way he has proven himself so far throughout the play makes it seem that he isn't going to be a strong leader. Macbeth is greedy. Nothing is ever enough. He wanted to be the king so bad that he killed anyone that threatened his chance. Even though witches were seen as agents of Satan, Macbeth still believed in their prophecy because of how badly he wanted it to be true. He is becoming heartless and his greed is taking over. He even had the audacity to blame his killing of Duncan on innocent guards.

Macbeth Act III and IV Reading Notes

Act III
-Banquo is questioning the witches prophecies and that if the first one happened, the second one must happen as well
-Macbeth invites Banquo and his son over for dinner
-Macbeth says a soliloquy about how Banquo is his only old friend but the only friend that he fears
-Macbeth talks to two men who agree to murder Banquo and Fleance
-Lady Macbeth is full of despair and Macbeth agrees that he feels guilty but things must be done in order to secure his place at the throne
-Macbeth says that Lady Macbeth needs to play along at dinner
-The murderers are waiting for Banquo and Fleance
-They kill Banquo but just before he dies he tells Fleance to avenge his death
-It's dark and Fleance escapes
-The murderer tells Macbeth that Fleance got away which makes Macbeth really angry
-Back at dinner Banquo's ghost shows up and causes Macbeth to freak out; no one can see him but Macbeth which makes it seem like he's gone crazy
-Lady Macbeth makes excuses for Macbeth and the ghost disappears and then reappears so Lady Macbeth sends the guests to another room
-Macbeth says that he will visit the witches tomorrow and see what the future shows
-The witches meet Hecate who scolds them for getting in the middle of Macbeth's business; she says that she will take over
-When Macbeth comes they must send him false visions and spirits
-Banquo's murder was blamed on his son Fleance who fled, but they suspect Macbeth
-A lord and Lennox are talking
-Macduff has gone to England to join Malcom in asking England's king for help
-Macbeth is now prepared for war
-Hopefully Malcom and Macduff are successful in saving Scotland from Macbeth
Act IV
-The witches are chanting around a cauldron when Macbeth walks in and he asks about the truth of their prophecy
-A floating head says to beware of Macduff (he is not surprised)
-A bloody child says that none of woman born shall harm Macbeth
-A crowned child holding a tree says that he is safe until Birnam Wood moves to Dunsinane Hill
-8 crowned kings walk by and the last one is carrying a mirror; Banquo's ghost walks at the end of the line
-Macbeth asks what this means but the witches just dance and then disappear
-Lennox tells Macbeth that Macduff fled to England
-He plans to send people to capture Macduff's castle, wife, and children
-Lady Macduff asks Ross why her husband fled and he says that she just needs to trust her husband
-Lady Macduff tells her son that his dad is dead but he says he isn't
-A messenger tells Lady Macbeth to leave but she doesn't think she did anything wrong
-Murderers enter and denounce Macduff, the son argues so they stab him and then chase Lady Macbeth
-Outside of King Edward's palace, Malcom tells Macduff that he doesn't trust him because he left his family and thinks he is working with Macbeth
-Macduff passes Malcom's test by staying tru to Scotland and disagreeing that Malcom would make a good king
-A doctor tells King Edward that wretched souls are waiting for him to be cured because the king has the power to cure disease
-Ross tells Macduff that his children and wife are fine and urges Malcom to return to Scotland
-Malcom said he'll return with the king and an army
-Ross breaks down and says that Macbeth murdered Macduff's family
-Malcome convinced Macduff to get revenge

Act II Study Questions

2.1

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

2.2

2.3 

1. The porter, in the third scene of act ii, is drunk and is pretending to be the Porter of the gate to hell. In the play, Macbeth has the trait of equivocation, where he manipulates his listener by circumlocution and the expectations of the other person without actually committing. For example, he does this when Lady Macbeth asks him to kill King Duncan.
2. The thematic function of Lennox describing the night as unruly was because that night was when King Duncan was killed by Macbeth. It was "unruly" not only for King Duncan but also for Macbeth because the guilt and fear of getting caught will always make him say and do things that might be suspicious, dark, and unruly. The scene is necessary to show Macbeth's transformation from the character before the murder vs. the character after the murder. This also connects back to what the witches had said earlier in the play: Fair is foul and foul is fair.
3. Macduff reports that the king has been murdered. Lady Macbeth appears to be horrified that this act could take place on his household. Macbeth is in encaged and kills the chamberlains. Malcolm and Donalbain decide to flee Malcolm and will go to England and Donalbain will go to Ireland. They're fleeing because they fear they will be murdered.

2.4

1. The function of the dialogue between Old Man and Ross is to discuss the strange happenings that have been occurring such as how an owl killed a falcon, the horses went wild and are one another, and several other things.  This wicked behavior symbolizes and foreshadows the promotion of Macbeth to the thrown. 2. Macduff tells us from the castle that Macbeth has been made king by his fellow lords and that he will travel to Scone to receive the promotion and get crowned. He tells us that Malcolm and Donalbain are suspected of the murder of Duncan. They are suspected because they fled the scene. 

Macbeth Notes

-Great chain of being (Aristotle)
-God, king/ruler, down through social classes, servants, animals
-Gave us social structure where there often wasn't one
-"Fair is foul and foul is fair"= most memorable quote from the witches (contrast, paradox)
-Witches were agents of Satan, evil servants; witchcraft became a capital offense two years before play was published
-King was interested in witchcraft
-The devil was real during this time period; taken very seriously
-"Come what come may, time and the hour runs through the roughest day"

Macbeth Character Map

http://www.cliffsnotes.com/literature/m/macbeth/character-map

Love is Blind

The audience sees Lady Macbeth as ruthless...and maybe even a little crazy. She will do whatever it takes to make her husband king. After receiving the letter from Macbeth, right away she starts making plans. She heartlessly takes this opportunity, and mocks her husband for being hesitant. He feels guilty but she shows no remorse. Macbeth on the other hand sees his lady as only trying to help him. He just wants to please her. He sees Lady Macbeth as possibly stronger than him and more brave.

Act I Study Questions

1.1

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

1.2

1. The bloody seargent indirectly characterizes Macbeth by glorifying his actions towards Macdonwald. Macdonwald is a rebel who was executed. He tried to attack them. Macbeth executed macdonwald with his sword. This did not end the fight with the rebels, the Norwegians are still attacking.

2. The traitor was the Thane of Cawdor, as we learn from Ross. Duncan says that its a relief the thane of cawdor was executed and that Macbeth now owns his previous title.

1.3

1. The witches speech gives a first look at Macbeth and his wife without saying who they are. Indirect characterization of the two. Similar to Hamlet where he gives a mini synopsis early in the story. "Weird" in Shakespeare's day meant future seers not weird as we know it, prophecy and destiny. Shakespeare means that Macbeth's wife has him by the balls. They  cast a spell to control his destiny. 

2. Macbeth says something very similar to what the witches said at the beginning of the play. This could be him falling into the destiny the witches set up. Dried, chapped fingers, gender ambiguity, hairy, old, they have literal beards. The witches tell Macbeth that he will thane of Candor and eventually King, right then he finds out he is thane of Cawdor. Banquo asked the witch why they had nothing for him, they told him he is lesser but greater than Macbeth. We knew he was thane before he was thane.
3. Banquo says the witches were a figment of their imagination that they lie or that they are hallucinating. Macbeth learns that he is thane of Cawdor from Ross and Angus. During lines 114-156 he was going over his plan in his head and how everything had just happened to him. He acts very happy and shows no incredulity at being thane. Macbeth's aside shows him rationalizing what happened to him and he begins to think that he is going to be King soon. Macbeth tells Banquo that he is happy and excited and nothing more he explains his behavior by saying he is confused.

1.4

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

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

1.5

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

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

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

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

4. The question appears to answer itself. 
1.6

1. The opening speeches (1.6.1-10) describe how the surroundings of the castle are "pleasant" and the air is sweet-maybe even too sweet. From the outside, the castle appears to be paradise.

Lady Macbeth's welcome is formal. Her language is totally different from her language in the previous scene which shows how fake and dishonest her welcome was.

1.7

1. "If it were done when 'tis done then 'twere well." If it were done when it was done it was done well. (Meaning if he completed the death quickly and efficiently and with no complications then he did the job well.) Macbeth is determined to kill the king and be done with him but in lines 1-12 he is fearful of how the "inventor" will judge his actions. He's violating the hospitality of his kinship and responsibilities as a host towards his guest by trying to kill his guest instead of protecting them. The motivation that Macbeth attributes to himself in lines 25-28 is the attribute of an Arabic heaven-like God. He will be seen as a "God" and that is his source of motivation to get the job done.
2. In lines 28-30 she is complaining about him leaving the chamber because it was  almost time for dinner. Macbeth responds to her complaining by saying did he ask for me? And lady Macbeth says don't you know he did? The positions are lady Macbeth is ready for the King to be killed while Macbeth is still hesitant and on the fence about it. Macbeth convinced Lady Macbeth by explaining that he is an respected person and doesn't want to lose his honor while Lady Macbeth convinces Macbeth by convincing him to gain the power and kill the king. The stronger person in the scene is Lady Macbeth because  she's more verbally confident in her argument while convincing Macbeth to kill the King. 

Meet Macbeth

Macbeth is introduced as a strong, brave character through a speech about him in battle. "For brave Macbeth- well he deserves the name-disdaining fortune- with his brandished steel, which smoked with bloody execution." Macbeth is praised for being a tough, honorable soldier. Even though the witches speak good about Macbeth, they hint that there is a dark side to him. Witches were seen as satanic and evil servants. If they are so frowned upon, why is Macbeth drawn to them?
When the witches say "fair is foul, and foul is fair" I think it's foreshadowing to possibly Macbeth not being able to distinguish the difference between fair and foul since it seems to be that Macbeth has a hidden dark side. It foreshadows a discrepancy between how someone is and how someone seems (Macbeth). Witches were seen as agents of Satan so their presence alone foreshadows satanic characteristics.
Shakespeare provides us with a vague prophecy that does not include instructions for Macbeth, therefore not spoiling the play for us. He does however say through the witches that Macbeth will jump two positions from where he currently hold, therefore, the characters holding those positions are likely going to be involved in an unfortunate event. 
Shakespeare's characterization of Macbeth gives readers a feeling that yes Macbeth is looked highly of, but that he has a hidden side/agenda.
Guilt seems like an evident theme that will drive the rest of the play. Macbeth is going to do something that he is going to regret. This glorious "hero" will somehow cause a bad ending.

My Macbeth Resources

http://www.shakespeare-online.com/plays/macbeth/macbethresources.html
http://www.absoluteshakespeare.com/guides/summaries/macbeth/macbeth_summary.htm
http://www.macbethonbroadway.com/macbeth-synopsis.html
http://www.shakespeare-online.com/plays/macbeth/macbethps.html
http://shakespearenet.net/macbeth/macbreak.htm
http://www.cliffsnotes.com/literature/m/macbeth/study-help/quiz

Spring Break Homework: Poetry

Poem: Those Winter Sundays by Robert Hayden
Prompt: Write a well-organized essay in which you analyze how the poet uses language to describe the scene and to convey mood and meaning.
I chose this prompt because the majority of the other prompts were specific to a particular poem. This poem that I chose is quite short and specific as well, and Robert Hayden's diction is what helped the reader understand the mood and meaning.

When we're young we don't appreciate what our parents voluntarily do for us, but as we grow older we become more grateful for the simple things in life. In Those Winter Sundays by Robert Hayden, Hayden's diction plays an essential role in helping the reader comprehend the poem and it's purpose. Hayden's use of language describes the scene in a way for the reader to comprehend the atmosphere of what is going on and to then better understand the mood of the entirety of the poem and the meaning of it all.
The poem starts out with the author describing what he woke up to every Sunday morning. The father too got up early on Sundays...in the blueblack cold...with cracked hands that ached. After these few lines, one can see that the father worked hard every day of the week in the cold winter weather. "No one ever thanked him." The boy never thought anything of it...until he later looked back on his life.
Through the majority of the poem, Hayden's language gave a mood of "normalness," as if what the father did was not a big deal. In the last few lines however, there's a shift. The reader sees that now grown up, looking back at "those winter Sundays," the man understands that what his father did for his family was the way he expressed his love. The father's love was quite yet powerful. That love is what drove him to make sacrifices for his family. After reading the poem, Hayden's language puts the mood of regret and gratefulness inside a reader's head.  It wasn't that he purposely took advantage of what his father did for him, he just never recognized that it was his way of showing his love for his family. No one ever thanked the father, but looking back the speaker is truly grateful for him. 
The poem isn't very lengthy, but it didn't need to be for one to understand its meaning. The lines are short but powerful. The language is simple yet descriptive. There didn't need to be 20 stanzas for the reader to see that the boy didn't recognize all that his father did for him, until later. Hayden made it clear that simple gestures are ways that one can express their love for another person. The father in the poem warmed up the house for his family, after working immensely hard all week, and still never expected a thank you. He didn't need a thank you. He continued to do what seemed like a small gesture because he wanted to show his love for his family. The father would suffer to keep his family warm. 

Masterpiece association-Dove

Check out Dove's Youtube channel and their Self-Esteem Projects!
https://www.youtube.com/user/doveunitedstates

Masterpiece

I saw this tweet today and it resembled exactly what I want to achieve with my masterpiece- changing the conversation of negative body image comments to positive empowerment because WE have the ability to do so. Dove is a huge representation of health/body image activism and they are someone I am definitely going to get in touch with!

Literature Analysis #3 The House on Mango Street by Sandra Cisneros

1. The House on Mango Street is about Esperanza Cordero who is a young Latina living in an unstable society and her journey of transformation into adulthood. The novel tells about her life as a young girl in this area of her town, where she is faced with hardships, one of them being sexually assaulted, and comes out of each difficult moment with more wisdom and knowledge about the world than in the beginning of the book. Esperanza wants to leave Mango Street, but realizes that she is mentally scarred by the place where she grew up. She wants to leave and then come back to help others who are unable to escape this place. The author's purpose is to teach her readers about unbelievable things that occur in the real world. The author shows us how well Esperanza copes with the situations she is put into.
2. The theme of the novel is a resolution of personal conflicts and hope of better life. Esperanza had to face many challenges, but overcame them. Yes bad things happened, but she didn't give up. She wanted to leave everything that she had dealt with behind, and not look back. She wished to start a new life, and though she knows this isn't thoroughly possible, she still had hope. She knew that she deserved better and would work to get it.
3. The author's tone is blunt, straightforward and sometimes negative. It seems that she doesn't really care about much, not even herself. This is shown when she says, "I am an ugly daughter," "My Papa's hair is like a broom, all up in the air. And me, my hair is lazy," "In English my name means hope. In Spanish it means too many letters. It means sadness, it means waiting."
4.  Anaphora: "Not my house. Not my car. Not my room. Not my family." 
Onomatopoeia: "Bam! Buzz." 
Simile: "My life, it is life the number 9." 
Alliteration: "...crumples like a coat and cries." 
Idiom: "Get your head out of the clouds." 
Personification: "But I think diseases have no eyes. They pick with a dizzy finger anyone, just anyone."
Synesthesia: "a loud color"
Hyperbole: "Anthony Haselbauer is a giant!" 
Symbol: The American flag, symbolizing the American dream that Esperanza wants so desperately.
Metaphor: "Like it or not, you are Mango Street."
Characterization
1. Indirect characterization: "He worked two jobs. He came home late and left early. Everyday." "...first annual Tarzan jumping contest, Meme won. And broke both arms." 
Direct characterization: "She is very sassy." "She was a horse woman too."
Both approaches are used so that the characters and the way they are introduced are more realistic. These methods allow the reader to imagine and infer aspects of the characters but then they can also directly get to know what the author wants them to see about the characters.
2. The book is pretty simple so the syntax/diction doesn't really tend to change when focusing on specific characters. The story is viewed entirely through the eyes of Esperanza as she describes the settings and gives the reader insight on the characters, which tends to be biased toward the smaller characters. The way Esperanza talked to and about characters did vary since each played a different role in her life.
3. Esperanza is definitely a dynamic and round character. At the beginning of the book she is naive and who slowly learns about growing up as the story unfolds. At first, all she wanted to do was play and interact with the children living in the neighborhood, but then she began to interest herself in boys and sexual matters. She was maturing. Esperanza is left disappointed at the end because it isn't what she expected. She goes on to worry about more important things like leaving Mango Street.
4. After reading this book, I can say that I met a character. Esperanza went through stages of life that all of us go through. She was a curious young girl with dreams, she set goals and wanted to become something greater and learned a lot along the way. She was a character with real emotions, hardships, and aspirations. She resembled someone who is determined to achieve something in the real world.

TPCASTT: Those Winter Sundays by Robert Hayden

Title of poem means: "Those winter Sundays" remind the speaker of his childhood. It seems to be a flashback from a long time ago. Now that he thinks about it, these specific Sundays were meaningful.
Paraphrase parts of the poem: The dad of the speaker would get up really early to warm up the house for the family, after he had worked hard all week long. No one would thank the dad, or show any enthusiasm. The speaker was afraid of his dad so he would speak without affection. The speaker's dad did all of this stuff for him, but he never understood why. He never understood that his father truly loved him, and showed it by lighting the fire and polishing his shoes, until now.
Connotation of some of the words – changing literal meaning to implied or associated values: His father warmed up the house and polished his shoes...but why? These are the ways he showed his love.
Attitude: The speaker is regretful, yet grateful. It wasn't that he purposely took advantage of what his father did for him, he just never recognized that it was his way of showing his love for his family. No one ever thanked the father, but looking back the speaker is truly grateful for his father.
Shift: The poem shifts at the end where the speaker says, "What did I know, what did I know of love's austere and lonely offices?" At this point the reader realizes that now he understands his father's love and why he did the things he did. The reader sees that the speaker wasn't ungrateful, he just never understood that that was how his father showed his love until then.
Title revisited: "Those winter Sundays" are significant to the speaker's childhood. Every Sunday his father would warm up the house and polish his shoes, yet no one would ever thank him. These simple gestures were overlooked, until now where the speaker is flashing back.
Theme: Love and sacrifice. This poem shows the love between a father and his child. This bond is what makes a father get up early after a long week of work to warm up the house. This love is quiet yet powerful. This love is what drives the father to make sacrifices for his family.

College?????

College is such a scary yet exciting word. Thinking about going off to college, 1,500 miles away from my hometown, all alone, having to make new friends, not knowing what to expect gives me anxiety...but sometimes it's good anxiety. I'm anxious to start a new chapter in my life. I'm ready to explore and experience new places and people. I believe that this is the perfect time in our lives to try something totally new. This is the time where you search for yourself and the person you want to become. Even though I am going to miss this small town (as much as I complain about it) and all of the people I have grown up with, I'm ready.

Tobermory Explained

"Watch what you say/do, even if you think no one is watching/listening" (or something like that?)

Conforming/Questioning? (Brave New World Essay)

In Aldous Huxley’s Brave New World, Bernard Marx is caught between conforming to the standards of society while also questioning the way in which the World Controllers are running the world. He is surrounded by the World State rules so conforming is expected of him, but is tormented by his own thinking. Bernard’s outward conformity and internal thinking contribute to the author’s voice and develop his warning to the readers.
Bernard conforms by simply doing his job, working in the Hatchery and genetically engineering children. He doesn’t approve of what the World State is doing, yet he continually does what is expected of him. By Bernard taking soma and engaging in orgy-porgy, he’s conforming to the World State’s culture. He’s trying not to be a part of society but results to conforming to avoid internal questioning.

Bernard does however question actions of society, especially when he is alone. The World State doesn’t like when people, such as Bernard, are alone because it gives them the availability to actually think about their actions and thoughts. When alone, Bernard continuously questions the entirety of the World State and the culture that comes with. It’s uncommon for people in this society to question anything so Bernard is one of the few that are considered outcasts.

Bernard’s actions of conforming outwardly yet questioning inwardly are a representation of the author’s voice and attitude. The author portrays his voice through Bernard’s action. The author wants the reader to question this dystopian society and the restriction of freedom. Through the process of reading the story, Bernard’s personality urges the reader to ponder the importance of freedom and the dangers of scientific driven society.

Seeking Mentor

Finding a mentor to guide me through my masterpiece may be very beneficial. They provide experience and insight. Mentors give criticism but also encourage you. You need a mentor that is dedicated to supporting you but will also give you honest feedback. For my masterpiece, I believe I need to find a mentor that has personally experienced the negative effects of low self esteem and body image problems. I need to speak to someone that understands the impacts and what they had to overcome to get their life back on track. I would like to find a mentor that can give advice on how to look at one's body positively.

Essay Dillema

Do you ever get stuck writing an essay because you feel like it can't live up to a previous essay you wrote? If that made any sense at all...I was confident with my Great Expectations essay but now I seem to be struggling with the Brave New World essay. I know what I want to say but I'm not quite sure how to put it into words. I want it to be as well written as the last essay >:/

Literature Analysis: Bless Me, Ultima

Bless Me, Ultima by Rudolfo Anaya

1. The respected old healer Ultima comes to stay with Antonio Marez's family in Guadalupe, New Mexico. Antonio's dad wants him to become a vaquero while his mother wants him to become a priest. Ultima teaches Antonio about herbs and plants. One night Antonio witnesses a man who just returned from war get shot and killed; it makes him question sin, death, and hell. After helping his uncles with harvest, Antonio starts school. Ultima tells his mother that he is going to be a man of learning. His brothers return from war and they're mentally messed up. Antonio has a lot of moral questions. Antonio's friend tells him about the golden carp that is a river god who looks out for mankind. His uncle is cursed by the Trementina sisters and the priest is unable to cure him, but Ultima is able to banish the curse. He realizes there isn't a way to explain Ultima's powers in the Catholic church. There's a rumor that if people cannot stop sinning, then the carp will flood the land and rid it of humanity's evil; it makes Antonio wish there was a god of forgiveness. He overhears a conversation between Narsico and the dad of the Trementina sisters saying that he blamed Ultima for the death of one of his daughters so he was going to kill her. Narsico tries to stop him but ends up getting killed. Antonio is sick with frightening dreams. He doesn't feel any different after communion. Ultima continues to teach Antonio moral lessons. Ultima drives away ghosts for the Trementina sisters' dad; another one of his daughters falls ill and he blames Ultima. Antonio's friend drowns so he goes to stay with his uncles. The Trementina sisters' dad goes after Antonio but he gets away. He shoots Ultima's owl, and when it dies, Ultima is doomed to die because the owl is her spiritual guardian. Antonio sits with her while she passes.

2. The main theme of Bless Me, Ultima is the importance of moral independence. Throughout the book, Antonio is struggling to find his moral independence. When he does, it marks the moment of maturity and him becoming his own person. He goes through highs and lows but is able to make his own decisions. Ultima is a guide to Antonio throughout this discovery.

3. The author's tone is serious and simple, yet philosophical. 

"Was Ultima at my birth?" "Why did God make you?" "You are growing, and growth is change. Accept the change, make it apart of your strength."

4. Point of view (narrator): The book is written from Antonio's point of view as an adult looking back on his childhood.

Symbolism: the golden carp, Ultima's owl

Foreshadowing: Antonio's frightful dreams

Simile: "...and now the people are scattered, driven like tumbleweeds by the winds of war."
Allusion: "The sky sparkled with a million stars and the Virgin's horned moon, the moon of my mother's people, the moon of the Lunas. My mother would be praying for the soul of Lupito."
Personification: "...that the powers of mother nature will turn upon him and destroy him."
Metaphor: "The sun was good. The men of the llano were men of the sun. The men of the farms along the river were men of the moon. But we were all children of the white sun."
Pathos: "Why must I be witness to so much violence? I cried in fear and protest. The germ of creation lies in violence, a voice answered."
Alliteration: "Mephistopheles! Machiavelli!"
Motif: "Take the llano and the river valley, and the moon and the sea, God and the golden carp-and make something new."
Characterization
1. Direct characterization- "Good is always stronger than evil. The smartest bit of good can stand against all powers of evil in the world."
"He will be a man of learning."
Indirect characterization- "I think most of the things we call evil are not evil at all; it is just that we don't understand those things, so we call them evil."
"Take them to their room," I said to my mother. it was the first time I had ever spoken to my mother as a man. She nodded and obeyed.
The author uses both approaches because some things the author wants the reader to specifically know while other things he wants the reader to figure out on their own and form their own opinion.
2. The authors syntax/diction changes depending on the character, especially when talking about Antonio's father, Gabriel. Sometimes the author will say things in Spanish rather than English like llano or vaquero.
3. Antonio is dynamic and round. The book started off with Antonio as a young boy with little knowledge about independence. After witnessing a murder and losing his innocence, he became a man.
4. After reading this book I felt like I had read about a character. I could see him being a real person in a different location or time, but I didn't get to know him enough to where I could relate or felt a connection.

Brave New World Chapter 1, 2, 3

Chapter 1
- Restatement: winter= cold, snow
- Irony/Dichotomy: fertilizing room
- Symbolism: shield= defense against anarchy
- Personification: glare through the windows
- The director doesn't have a name because he isn't human, he's inhumane
- Similar to school as a designed setting
- Bad systems produce bad people
Silence is personified; submissive

Chapter 2
- Conditions students through abusing biology
- Strips away individuality
- Social stability and economic productivity within narrow constraints
- They serve the interests of the whole economy
- Distinct social classes

Chapter 3
- Soma kept their young physical and mental character
- No one could sit alone and think
- No one was allowed leisure from pleasure
- Emotions, family relationships, sexual repression, and delayed satisfaction of desire goes against stability

Aldous Huxley

"Experience is not what happens to you; it's what you do with what happens to you." - Aldous Huxley

Life is about how you express and react to accidents and situations that happen to you. The events aren't what is the most important, it's how you handle them and what you learn and take from it.

Lit Terms: List 6

simile - noun a figure of speech that expresses a resemblance between things of different kinds (usually formed with `like' or `as')
soliloquy - noun a (usually long) dramatic speech intended to give the illusion of unspoken reflections; speech you make to yourself
spiritual - adj. lacking material body or form or substance;concerned with or affecting the spirit or soul; resembling or characteristic of a phantom; concerned with sacred matters or religion or the church; noun a kind of religious song originated by Blacks in the southern United States
speaker - noun someone who expresses in language; someone who talks
stereotype - noun a conventional or formulaic conception or image; verb treat or classify according to a mental stereotype
stream of consciousness - a person's thoughts and conscious reactions to events, perceived as a continuous flow.
structure - noun a thing constructed; a complex entity constructed of many parts; the manner of construction of something and the arrangement of its parts; the complex composition of knowledge as elements and their combinations; the people in a society considered as a system organized by a characteristic pattern of relationships
style - noun editorial directions to be followed in spelling and punctuation and capitalization and typographical display; how something is done or how it happens
subordination - noun the quality of obedient submissiveness; the grammatical relation of a modifying word or phrase to its head; the state of being subordinate to something; the act of mastering or subordinating someone
surrealism - noun a 20th century movement of artists and writers (developing out of dadaism) who used fantastic images and incongruous juxtapositions in order to represent unconscious thoughts and dreams
suspension of disbelief -  if a writer could infuse a "human interest and a semblance of truth" into a fantastic tale, the reader would suspend judgement concerning the implausibility of the narrative. 
symbol - noun something visible that by association or convention represents something else that is invisible; an arbitrary sign (written or printed) that has acquired a conventional significance
synesthesia - noun a sensation that normally occurs in one sense modality occurs when another modality is stimulated
synecdoche - noun substituting a more inclusive term for a less inclusive one or vice versa
syntax - noun the grammatical arrangement of words in sentences;studies of the rules for forming admissible sentences; a systematic orderly arrangement
theme - noun a unifying idea that is a recurrent element in a literary or artistic work
thesis - noun an unproved statement put forward as a premise in an argument; a treatise advancing a new point of view resulting from research; usually a requirement for an advanced academic degree
tone - noun the quality of something (an act or a piece of writing) that reveals the attitudes and presuppositions of the author 
tongue in cheek - without really meaning what one is saying or writing
tragedy - noun drama in which the protagonist is overcome by some superior force or circumstance; excites terror or pity; an event resulting in great loss and misfortune
understatement - noun a statement that is restrained in ironic contrast to what might have been said
vernacular - adj. being or characteristic of or appropriate to everyday language; noun the everyday speech of the people (as distinguished from literary language); a characteristic language of a particular group (as among thieves)
voice - noun a means or agency by which something is expressed or communicated; the grammatical relation (active or passive) of the grammatical subject of a verb to the action that the verb denotes
zeitgeist - noun the spirit of the time; the spirit characteristic of an age or generation

AP Exam(ples) First Impression

The examples of the AP test questions and essays are intense. Taking a first glance at them almost seems impossible that I would ever answer those correctly. It's intimidating. There's a lot there; it's overwhelming. Looking at these examples really makes me feel unprepared. I think by actually taking these practice exams, it might lower my stress level and help me to better understand what areas I need to focus on.

Lit Terms: List 5

parallelism - noun similarity by virtue of corresponding
parody - noun humorous or satirical mimicry; verb make a spoof of or make fun of; make a parody of
pathos - noun a quality that arouses emotions (especially pity or sorrow); a style that has the power to evoke feelings; a feeling of sympathy and sorrow for the misfortunes of others
pedantry - noun an ostentatious and inappropriate display of learning
personification - noun the act of attributing human characteristics to abstract ideas etc.; representing an abstract quality or idea as a person or creature; a person who represents an abstract quality
plot -  the story that is told in a novel or play or movie etc.; a chart or map showing the movements or progress of an object
poignant - adj. keenly distressing to the mind or feelings; arousing affect
point of view - a particular attitude or way of considering a matter
postmodernism - noun genre of art and literature and especially architecture in reaction against principles and practices of established modernism
prose - noun ordinary writing as distinguished from verse; matter of fact, commonplace, or dull expression
protagonist - noun the principal character in a work of fiction; a person who backs a politician or a team etc.
pun - noun a humorous play on words; verb make a play on words
purpose - noun an anticipated outcome that is intended or that guides your planned actions; the quality of being determined to do or achieve something; what something is used for; verb reach a decision; propose or intend
realism - noun the attribute of accepting the facts of life and favoring practicality and literal truth; an artistic movement in 19th century France; artists and writers strove for detailed realistic and factual description; the state of being actual or real
refrain - noun the part of a song where a soloist is joined by a group of singers; verb resist doing something; choose not to consume
requiem - noun a Mass celebrated for the dead; a musical setting for a Mass celebrating the dead; a song or hymn of mourning composed or performed as a memorial to a dead person
resolution - noun finding a solution to a problem; a decision to do something or to behave in a certain manner; something settled or resolved; the outcome of decision making; a statement that solves a problem or explains how to solve the problem
restatement - noun a revised statement
rhetoric - noun study of the technique and rules for using language effectively (especially in public speaking); using language effectively to please or persuade; loud and confused and empty talk; high-flown style; excessive use of verbal ornamentation
rhetorical question - a figure of speech in the form of a question that is asked in order to make a point, rather than to elicit an answer.
rising action - a series of related incidents builds toward the point of greatest interest. The rising action of a story is the series of events that begin immediately after the exposition (introduction) of the story and builds up to the climax.
romanticism - noun impractical romantic ideals and attitudes; an exciting and mysterious quality (as of a heroic time or adventure); a movement in literature and art during the late 18th and early 19th centuries that celebrated nature rather than civilization
satire - noun witty language used to convey insults or scorn
scansion - noun analysis of verse into metrical patterns
setting - noun the context and environment in which something is set; the physical position of something; the state of the environment in which a situation exists; arrangement of scenery and properties to represent the place where a play or movie is enacted

Lit Terms: List 4

interior monologue- thinking in words
inversion - noun the act of turning inside out; turning upside down; setting on end; a term formerly used to mean taking on the gender role of the opposite sex; (counterpoint) a variation of a melody or part in which ascending intervals are replaced by descending intervals and vice versa
juxtaposition - noun the act of positioning close together (or side by side); a side-by-side position
metaphor - noun a figure of speech in which an expression is used to refer to something that it does not literally denote in order to suggest a similarity
omniscient point of view- A narrator who knows everything about all the characters is all knowing
lyric - adj. expressing deep personal emotion; of or relating to a category of poetry that expresses emotion (often in a songlike way); relating to or being musical drama; noun a short poem of songlike quality; the text of a popular song or musical-comedy number; verb write lyrics for (a song)
magical realism- a genre where magical or unreal elements play a natural part in an otherwise realistic (often mundane) environment
metonymy - noun substituting the name of an attribute or feature for the name of the thing itself (as in `they counted heads')
modernism - noun practices typical of contemporary life or thought;genre of art and literature that makes a self-conscious break with previous genres; the quality of being current or of the present
monologue - noun a (usually long) dramatic speech by a single actor; a long utterance by one person (especially one that prevents others from participating in the conversation); speech you make to yourself
mood - noun verb inflections that express how the action or state is conceived by the speaker; a characteristic (habitual or relatively temporary) state of feeling; the prevailing psychological state
motif - noun a design that consists of recurring shapes or colors; a theme that is elaborated on in a piece of music; a unifying idea that is a recurrent element in a literary or artistic work
myth - noun a traditional story accepted as history; serves to explain the world view of a people
narrative - adj. consisting of or characterized by the telling of a story; noun a message that tells the particulars of an act or occurrence or course of events; presented in writing or drama or cinema or as a radio or television program
narrator - noun someone who tells a story
naturalism - noun (philosophy) the doctrine that the world can be understood in scientific terms without recourse to spiritual or supernatural explanations; an artistic movement in 19th century France; artists and writers strove for detailed realistic and factual description
novelette/novella - noun a short novel
onomatopoeia - noun using words that imitate the sound they denote
oxymoron - noun conjoining contradictory terms (as in `deafening silence')
pacing - noun walking with slow regular strides; (music) the speed at which a composition is to be played
parable - noun (New Testament) any of the stories told by Jesus to convey his religious message; a short moral story (often with animal characters)
paradox - noun (logic) a statement that contradicts itself

Tale of Two Cities Lecture Notes

- Influenced by the French Revolution

- Dickens wrote the play "The Frozen Deep" in 1857

- Dickens acts as hero who sacrifices himself for others.

- Parallelism between Dick Carton and Charles Darnay

- Separated from his wife May 1858; separated from his publishers and ended his journal Nov. 1858

- Published a new journal 1859; chapters 1-3 of A Tale of Two Cities was published.

- He moved to London; described his experience as "extensive and peculiar knowledge at the city"

- He called it a "vile place" but he was able to be creative and find an inspiration in the "magical land."

- He was organized at an early age 

- His first impression of Paris was that it was the most extraordinary place, but lacked uncontrolled nature of London

- The end of Two Cities is remembrance of this change 

- Died in 1879

- He was attracted to the darkness of the city

- Dickens said his worlds of London and Paris were similar

- Dickens used the historical facts of the period as background

- The story is from 1757 to 1794 and contains violence

- The book came out in weekly parts 

- It was popular in the US 

- Dickens left cliffhanger endings so that people would buy the next issue

- Dickens used a book on the French Revolution to write the French portion of the plot of The Tale of Two Cities.

- The book includes personal experiences (ex- passage about mystery in Ch. 3)

- Life on no account; ready to sacrifice; the attack started

- Dickens handled criticism well 

- Theme: the creation of a world back in the 1770s-1780s

- Characters were mysteries to others