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Literature Analysis #3

Invisible Man by Ralph Ellison

1. Exposition
1. The narrator begins his story by talking about his grandfather, a freedman after the Civil War. He was noted to be live submissively, and showed regret for being so. The narrator himself is submissive and quiet. The narrator delivers a graduation speech and proves to be popular. He recites the same speech in a white men gathering, and is given the opportunity to go to college. He took a job as a driver for Mr. Norton and took him to various places that shocked the founder of his school.

Rising Action

1. After the narrator took Norton to the previous slave quarters, the president of the college Mr. Bledsoe heard and became mad for the narrator in taking Mr. Norton there. The narrator agrees to travel to New York to work and earn money for college tuition. He arrives at Harlem, only to find the he had been expelled by Bledsoe.

Climax

1. However, the narrator managed to get a job at Liberty Paints. Everything that could possibly go wrong went wrong, including a boiler exploding from pressure. He wakes up at the factory hospital and is asked series of questions that he cannot correctly answer. He later realizes that he wants to be an activist for blacks after seeing all the racial injustice. He meets a kind woman named Mary who helped him. After some slur, the narrator is met by the Brotherhood, run by Jack. He joins the group to fight for black justice, and receives a new name. He gives a powerful speech using the metaphor of sight and blindness in racial justice at a old boxing ring.

Falling Action

1. After studying under the Brotherhood, the narrator became more prominent and began to shape his new identity. As the organization becomes more complex, the narrator is met by a traitor named Clifton who later dies from a shooting. Harlem has become chaotic with violence that the Brotherhood had planned from the beginning to suppress the rival Ras.  As buildings burned, the narrator escaped underground.

Resolution

1. The narrator decides to live underground and reflect on his life so far. He is invisible by analyzing society rather than ignoring it. He comes to realize his grandfather’s last words. In the end, he revisits the world with a resolution for social responsibility.

Theme

2. The theme revolves around identity. Throughout the story, the narrator did not reveal his real and organization name. He struggled to find his true identity while comparing his public figure to his private figure. The idea of a person’s identity is derived from what they do, and not who they are. The actions the narrator has done has shaped his identity, because actions express who you really are. Just being a certain race and type of person does not give identity, but rather a description of what that person could be.

Tone

3. The author’s tone is bitter and sardonical. Most of the events that occurred to the main character has been bitter and upsetting. Also, much of the vision that the narrator envisioned has crumbled due to the personal goals. The white men and Ras has constantly mocked the character in several ways.

Literary Elements/Techniques 1995 Edition

1. “I’m in New York, but New York ain’t in me” p.255 - example of antithesis
2. “Then I was awake and not awake, sitting bolt upright in bed” p.318- imagery
3. “I saw gray marks appearing where the old skin was flaking away beneath my digging nails.” p.318-imagery
4. “Black, black, black!Black people in blacker mourning”p.131 - repetition
5. “My name spread like smoke in an airless room” p.280 - simile
6. “Life was all pattern all pattern and discipline; and the beauty of discipline is when it works.” p.382 - foreshadow
7. “How would I explain the dolls?” p.447 - symbolism
8. “except now I recognized my invisibility” p.508 - symbolism
9. “The words struck like bullets fired close range, blasting my satisfaction to earth.” p.552 - simile
10. “an eerie slapping sounds followed by a precise and hallucinated cry” p.554 - imagery

Characterization

1. Direct characterization
1. “as I approached him I saw his drawn face and cottony white hair showing behind” p.207

Indirect Characterization

1. “Only a few men in the whole country possess the knowledge” p. 90

The author uses both approaches in characterization to give the reader enough information and inferences for us to analyze the main character.

2. The author’s syntax and diction do change as he focuses on the main character. Throughout the story, there is a shift between the african american dialogue and style, so the author adapts the diction and syntax to match it.
3. The narrator is definately round and dynamic. He reveals many of his traits and character as the story progresses. Also, he realizes what it means to be invisible. He has a deeper meaning of the racial society and aims to alleviate it by learning from his experiences.
4. I felt like I met a real person just because of how complex the narrator is.

“There is, by the way, and area in which a man’s feelings are more rational than his mind, and it is precisely in that area that his will is pulled in several direction at the same time. “

The narrator reflects on himself like a real person, and makes it seem as if you can talk to this person about your own concerns or feelings.

Poetry Essay

Out Beyond Ideas by Rumi and Where the Sidewalk Ends by Shel Silverstein are beautifully written poems that both encompass valuable themes. Both poems revolve around similar themes, such as following the heart and how it is important to escape the rigidness of society to free your mind at times. Just as how these poems are unique, Out Beyond Ideas differs from Where the Sidewalk Ends in several ways. Rumi emphasizes how there is no right or wrong within your conscience if you can discover your inner self. In Shel Silverstein’s poem, the importance of not losing your creativity is one theme that differs from Out Beyond Ideas.

The theme of following the trail of your heart is common between the two poems. Children have big dreams, and Silverstein’s poem talks about how it is important not to lose your vision as you grow older. The “chalk-white arrows” can literally symbolize the direction that the children take to follow their heart. The sidewalk represents the safe path that people guide through as children to do what their heart wishes. In Out Beyond Ideas, a similar theme is expressed. “Out beyond ideas of rightdoing and wrongdoing, there is a field.” The soul that “lies down in that grass” is one who has listened to their hearts. Another common theme is that freeing yourself in moderation from your daily routine is important. The end of the sidewalk depicts the end of structured thinking. Most of are told to do this and that on a daily basis. We see hundreds of advertisements from wake to sleep, telling us what society demands. Yet, there is always that voice inside our heads wanting to fully express our individuality and retaliate the accepted norms. It is a good thing to “leave this place where the smoke blows black” and free our soul. Rumi also values this idea in her poem. On the literal level, there is a place where no one can tell you if you are right or wrong, but there is a place where you can free yourself from the right or wrongness and simply be where you can accept yourself as who you are.

While the two poems have similar themes, differences are evident. In Where the Sidewalk Ends, the value of creativity is emphasized. “For the children, they mark, and the children, they know the place where the sidewalk ends.” Many kids have a large degree of creativity, and this line symbolizes how the children who grew up reminisces on the power of creativity. Walking in the footsteps of your heart and empowering your creativity is such a value because people who grow up retaining these qualities can achieve the unattainable. As one grows older, our container for flushing out our creative self can weaken. We have other things to worry about, and too little time to think back on our free childhood. Yet, Where the Sidewalk Ends reminds us the gravity of losing this quality.

In Out Beyond Ideas, Rumi expresses the unknown force that can bring us to the “field”. There is a place, an ideal place, that words cannot describe. Unwrapping yourself to knowing who you really are is one step to getting there. “When the soul lies down in that grass, the world is too full to talk about.” There is something out there, or in us that connects us in a way that we cannot even imagine. After all, people are not born to live alone, but rather in unison. Even then, people always conform to the idea of being right or wrong. It is not if your are incorrect or correct, but rather if you are true to who you really are on both the conscience and unconscious level.

Shel Silverstein’s Where the Sidewalk Ends  and Rumi’s Out Beyond Ideas have similarities and differences regarding the theme. Both point to the significance of being honest to your heart’s desire. They also express the one should free their mind from the rigid structure of living in today’s society. However, the two poems cover different aspects, such as Rumi’s poem talking about enlightenment of self.

Are you stressed?

Poetry Remix

INTRO TO POETRY

Where the Sidewalk Ends by Shel Silverstein

1. What is the significance of the title?
• The "sidewalk" in the title symbolizes the path that people take as they grow older. 
2. What is the tone of the poem?
• The tone is neutral. The author reminds us of the path the we go through as we grow up, and how being a child is very different from being an adult. 
3. What is your mood as you read it?
• My mood is somewhat reminiscent of my childhood. Becoming a adult can be stressing at times, and being reminded of my childhood made me realize how easy it was back then. 
4. Is there a Shift? Where? From what to what?
• There is a shift between the first and second stanza. The first stanza has a light and happy tone whereas the second stanza becomes less bright. 
5. What is the theme of the poem?
1. The theme of this poem involves the transition from childhood to adulthood, or any big transition that all people go through in life. 

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Hamlet Essay

Hamlet's To Be or Not to Be

600 years later, Shakespeare is still able to deliver a powerful theme of our inner thought in his play, Hamlet. The prince’s “To Be or Not To Be” soliloquy contributes to the understanding of the tone and thesis of the play through its multiple meanings and expressions of deep thoughts. The speech that Hamlet expresses contains powerful themes on both the literal and deeper meaning. The deep and complicated thoughts influence the tone and the theme of the play.

On the surface level, the first line can translate to simply live or to die. Hamlet contemplates on committing suicide due to his father’s death and other influences. However, the entire soliloquy has multiple meanings. “To Be or Not to Be” can metaphorically translate to “act or not to act” on a given thought. Hamlet struggles with this concept, as his numerous thoughts cannot be easily translated into action. Also, when Hamlet says “to die, to sleep”, one may simply interpret it as death. However, it can mean that Hamlet would like to escape from his problems, or even ignore them. These double meanings of his speech give a sense of how complex one’s thought can get. It also reveals that putting one’s mind into direct action can be extremely difficult. These suggestions make the backbone of the theme in Hamlet. It also signifies how complex and human the fictional character, Hamlet is. These human like qualities helps the audience understand how emotional and thoughtful the main character is.

This soliloquy greatly impacts the tone and thesis of the play. Hamlet delivers this reflective and bitter speech when he became overloaded with his father’s murder and mother’s remarriage. He constantly refers to being decisive with his actions in lines such as “the native hue of resolution”.  He also expresses his hate for Lord Polonius and King Claudius. The word “die” and “sleep” are constant throughout the speech and gives a bitter tone. The revenge and hate that Hamlet has built up is also evident in the overall tone of the play. To be true to your actions and thoughts is one part of the thesis in Hamlet. This speech underlies how human like Hamlet is compared to the other characters. From Hamlet’s point of view, he experiences the most emotional moments compared to the other characters. Hamlet, in this way, represents how tactful and emotionally complex people can be and ultimately the central message of the story.

“To Be or Not To Be” in William Shakespeare’s Hamlet is one significant soliloquy that helps the reader understand the tone and thesis of the play. The young prince lets out his deep and literal thoughts through double meaning, and in effect allows the audience to get a sense of how complex he is. The words that Hamlet says are bitter and extremely reflective, as suggested in his speech. Through “To Be or Not To Be”, Hamlet is able to deliver the central theme of the play.

Hamlet act IV notes

HAMLET (THE MADMAN?)

Young Hamlet is often seen as a madman in Shakespeare’s Hamlet. On the surface, the prince seems like a madman due to his behavior towards his enemies. However, Hamlet is not really nuts, or even a sociopath. He acts like a crazy teenager towards his enemies like King Claudius and Lord Polonius to avenge his father’s murder. His behavior towards Queen Gertrude and other characters is just a natural response that is common for people to have. The actions and thoughts that Hamlet has expressed throughout the play suggests that he is not a madman, but a real human being who is just trying to care for his father’s murder.

Hamlet acts severely rude or even crazy to certain characters in the play. For example, after Hamlet met the king’s ghost, the prince resolved to punish his enemies. He said “you are a fishmonger” towards Lord Polonius to make him think that Hamlet is acting like a madman. He decided to act crazy and rude-like to give his enemies the impression that his father’s death is just making him weird. Hamlet succeeds in doing this, and led to King Claudius eye on Hamlet through Rosencrantz and Guildenstern. He also acts very rude towards Ophelia and give hers the wrong impression on purpose. Hamlet acted out this way to ensure his plan would succeed, so Hamlet knew consciously that he was not a madman.

Although the prince has faked his madness, Hamlet’s responses to various situations are natural as a person. He had a suspicion of the King’s ghost being a devil and confirmed himself that the ghost was actually the former king. If a normal person saw a ghost of his father soon after he was murdered, that person would most likely believe he is dreaming of it or his mind is playing tricks on him or her. That is exactly what Hamlet thought. When someone’s close relative or friend is viciously murdered, it is natural for that person to feel a bit “crazy” and hurt. Hamlet did have this quality, just as a real person would. When he faced King Claudius after knowing he was the culprit, Hamlet acted like he was disgusted towards him. It can be reasonably inferred through this reaction that seeming like a madman was perfectly normal in Hamlet’s case. Hamlet may have been slight "mad", but it was temporary.

In Hamlet, the main character is not a psychotic, sociopath who went crazy after his respected father’s death. He may look like a madman from various perspectives of the characters in the play, but Hamlet acts this way on purpose to carry out his mission. He acted in his crazy, brain damaged teenager character to fool King Claudius. Despite, this set up, Hamlet still did have a slight sign of true madness, but it is completely natural for him to have this. Hamlet acts like a real human being who reacted to the serious situation. It is almost strange to see a character like this react differently, because a real person in Hamlet’s shoes would have a myriad of influences that would make the real person act like Hamlet. Hamlet is respectful son who is trying to avenge his father, both internally and externally within his conscience.

Hamlet Act III Notes

Scene II

• Hamlet tells the actors to not "over do" their acting, and not under-do it either
•  Horatio observes King Claudius's reaction to the play acting King hamlet's death
• Hamlet seems to heavily rely on this reaction to confirm the ghost's truth
• Hamlet tells King Claudius that this is a "image of a murder done in Vienna"
• Lucianus pours the poison into the sleeper's ear, King Claudius leaves the stage

Scene III

• Claudius decides to send Hamlet to England
• Claudius feels guilty about his murder
• Lord Polonius secretly listens to Hamlet's and Queen's talk
• Hamlet acts rude against his mother
• he accidentally slains Polonius hiding in the arrays

Scene IV

• hamlet sees the ghost in the room, while Queen Gertrude cannot

"The Performative Utterance in William Shakespeare's Hamlet Notes

Reading Notes

• "For much of the play Hamlet is able to speak but not do" - he finds trouble translating his imaginary thought into action
• J.L. Austen's Theory of Performativity 
• 3 main focus
• Lucutionary force - ability of a language to deliver a message
• the force of mutual intelligibility - the illocutionary force
• perlocutionary force - what is achieved by being said
• Harold Bloom argues that the characters in Shakespeare's work develop through "self-overhearing"
• Shakespeare's characters had to reveal their inner self to the audience
• the scene with the father's ghost and Prince Hamlet is the most important scene to consider the performative utterance of Hamlet
• "if the person who has sworn to do something does that something, that is a perlocutionary effect of his utterance"
• Hamlet swore only to remember his father, and not to exactly revenge his father
• overdoing a performance in a play can undermine the "natural" or "socially accepted notion of your sincere state"
• Polonius has the Aristotelian vision of the '"true self"- his vision is provincial 
• represents the premodern man
• In contrast, Hamlet represents the modern man
• Nietzschean idea of the "created self, broad and formless"
• in this sense Hamlet is able to explore himself rather than trying to explore others
• Hamlet's character development is not towards action, but rather faith

Are You a Visual Thinker?

I was thinking of ways to memorize Hamlet and I started thinking about trying to "visually" memorize it. I then got curious about my way of "thinking" and  I ended up on Youtube and watched this cool video.

Let Them Eat Cake

LITERATURE ANALYSIS #2

Literature Analysis #2: 1984 by George Orwell

1. The story begins with a 39 year old man named Winston Smith approaching his sluggish apartment. The narrator then starts describing the society that Winston lives in, where a powerful party controls its citizens through constant monitoring. Propaganda is huge and the party is referred to as “Big Brother”. The setting is in former England called Airstrip One. Winston lives in London, which is in very poor conditions. He works under the party to monitor its citizens but is disgusted by their control. The narrator mentions that Winston thinks that another worker for the party named O’brien may also be rebellious like him. As he writes in his diary, Winston fears that the Thought Police will arrest him. The parson’s children are known as Junior Spies who monitor potentially rebellious adults. Winston works for the Ministry of Truth division, who alters and destroys history to its complete control. As Winston encounters more propaganda and suppression, the narrator describes the proles. The Proles are the poorest people who make up 85% percent of the population. He believes that some day the proles can unite and rebel against the party, but is doubtful since they don’t even realize they are being controlled. They are frequently attacked by steamers or rockets. He starts to be watched by a black haired girl named Julia who he had interest in. Winston thinks that she is part of the thought police and is ready to capture him. Confused, Winston thinks of committing suicide, since he would be tortured to death if he got caught. Nevertheless, he decides not to and tries to act obedient to the party. However, it turns out that the girl loves Winston. They travel discreetly to the countryside to avoid being monitored, and have an affair. They continue to see each other afterwards. One day, Winston meets with O’brien and is excited that he might be able to realize the rebellion he has wished for. The narrator explains that the world is split into three nations: Eastasia, Oceania, and Eurasia all of whom are at war. Their societies are split into the inner party, outer party, and the proles. The climax is when Mr. Charrington, the owner of the apartments, finds that Julia and Winston are rebels. He is part of the thought police and arrests the two. Winston is brutally tortured and his logic becomes controlled by O’brien. When the torture was moved up to the next level, Winston finally confesses his betrayal for Julia. The thought police lets him go and Winston is seen as a completely propagandized citizen. He was brainwashed and believed every single bit of what the party said. Yet, he still had this undiminishable trace of his family’s memory in him.
2. The theme of 1984 is that people should questions their surroundings. This can include media, like the news or any type of advertising. People should not just agree to everything they hear, but rather question it and raise concern.
3. The author’s tone is depressing and frightening.
1. “Outside even through the shut window pane, the world looked cold. Down in the street little eddies of wind were whirling dust and torn paper into spirals, and though the sun was shining and the sky a harsh blue, there seemed to be no color in anything except the posters that were plastered everywhere.” (p.6)
2. “The hallway smelt of boiled cabbage and the old rag mats. At one end of it a colored poster, too large for indoor display, had been tackled to the wall. “ (p.5)
3. “It was at night that they came to you, always at night. The proper thing was to always kill yourself before the got to you.Undoubtedly many people did so. Many of the disappearances were actually suicides.” (p. 86)

1. “The hallway smelt of boiled cabbage and the old rag mats. At one end of it a colored poster, too large for indoor display, had been tackled to the wall. “ (p.5)  This description is ironic since the the building is named “Victory Mansion”. The name and actual interior are completely unmatched. This contributes to the dark theme of the novel.
2. “Or to bang his head against the wall, to kick over the table and hurl the inkpot over the window” (p. 55) - imagery
3. “Near at hand some kind of instrument was ticking slowly and regularly. The eyes grew larger and more luminous. Suddenly he floated out of his seat, dived into the eyes, and was swallowed up (p.200) - imagery
4. “There were the German Nazis and Russian Communists.” (p. 209) This is an allusion to the two parties.
5. “Winston’s greatest pleasure in life was in his work.” (p.39) This statement is very sarcastic since Winston did not like his work at all.

Characterization

1. Direct characterization
1. “Winston, who was thirty-nine, and had a varicose ulcer above his right ankle”
2. “Katherine was a tall, fair haired girl, very straight with splendid movements.”

Indirect characterization

1. “The urge to shout filthy words at the top of his voice was strong as ever.” Winston is seen as a rebellious character who does not like to be suppressed, but has control over himself.
2. “‘The proles are human beings’, he said aloud. ‘We are not human’” Winston shows analytical thinking that most of the other characters do not show.

The author uses both types of characterization to fully show the character’s feelings and composition. My lasting impression of Winston Smith is that he a physically a undernourished man who had strong rebellious and personal ideals.

2. In general, George Orwell did not change his diction when he focused on the character. He used plenty of imagery and casual syntax to convey the reality of Winston.
3. Winston Smith is a round character. He also dynamic in a negative way, since he becomes dehumanized at the end.
4. I feel like I met a real character due to the realness of Winston. “‘The proles are human beings’, he said aloud. ‘We are not human’” This quote again shows that Winston did everything he can to retain his humanness but was overpowered in the end by brutal torture.

HAMLET ACT I SCENE II

Reading Notes: Act I Scene II

• setting is in a castle room
• King Claudius speaks of his his dead brother
• exeunt - used as a stage direction in a printed play to indicate that a group of characters leave the stage
• Prince Hamlet doesn't like King Claudius at all
• Claudius and Queen Gertrude tries to take Hamlet's attention of his father's death and says he should stay with the new family instead of going to school in Wittenberg
• but really, Claudius doesn't seem to show true care for young Hamlet
• everyone in the room leaves except Hamlet who says his soliloquy 
• Horatio confronts Hamlet and tells him that he, Marcellus, and Bernardo saw the King's ghost
• Horatio details that the ghost confronted them while on a night shift upon a platform
• Hamlet tells Horatio to keep watch but not tell anyone about the ghost

HAMLET ACT I SCENE I

Reading Notes: Act I Scene I

• play opens with the dialogue of Horatio, Marcellus, Bernardo, and Francisco who are guards
• King Hamlet is dead (referred to as the ghost)
• Horatio doesn't believe the news at first
• "Let us impart what we have seen to-night
  Unto young Hamlet; for, upon my life,
  This spirit, dumb to us, will speak to him.
  Do you consent we shall acquaint him with it,
  As needful in our loves, fitting our duty?" - The men plan on informing Prince Hamlet about his father's death
• the scene ends with Marcellus saying that he knows "Where we shall find him most conveniently."
  

VOCAB 6

1. abase - behave in a way so as to belittle or degrade (someone) "The mean classmate abased the new student to keep his popularity." 
2. abdicate - fail to fulfill or undertake (a responsibility or duty) "The soldier had the fear of abdication."
3. abomination - a feeling of hatred "His harsh words clearly implied his abomination toward his enemy." 
4. brusque - abrupt "He stated his speech in a brusque manner."
5. saboteur - someone who engages in sabotage "The man was responsible for being the main saboteur behind the incident." 
6. debauchery - excessive indulgence in sensual pleasure "Money can lead to debauchery for careless victims." 
7. proliferate - increase rapidly in numbers; multiply "The era right after WWII caused a proliferation of babies." 
8. anachronism - an act of attributing a custom, event, or object to a period to which it does not belong
9. nomenclature - the devising or choosing of names for things, especially in a science or other discipline."Nomenclature is common for naming a group of animals."
10. expurgate - to censor "The newspaper editor expurgated the article to make it more suitable for the audience." 
11. bellicose - demonstrating aggression and willingness to fight "The bellicose patriots fought against Britain for their firm belief of independence."
12. gauche - lacking ease or grace; unsophisticated and socially awkward
13. rapacious - aggressively greedy or grasping "The rapacious manager showed no care for his employees."
14. paradox - a statement that apparently contradicts itself and yet might be true "The end is just the beginning."
15. conundrum - a confusing and difficult problem or question "The president is always faced with conundrums."
16. anomaly - something that deviates from what is standard, normal, or expected "Not all anamolys are necessarily bad."
17. ephemeral - lasting for a very short time
18. rancorous - characterized by bitterness or resentment "The parent-teen relationship over the past few weeks was nothing but rancorous." 
19. churlish - rude in a mean-spirited and surly way "The churlish lady scared off the small children." 
20. precipitous - dangerously high or steep "The brave climbers decided to climb the precipitous mountain." 

Transmedia Essay

The Canterbury Tales was a unique work of literature by Geoffrey Chaucer who used a new approach to narrate his tales. Chaucer’s inspirations in Canterbury Tales suggest the importance of both honoring and questioning literary and social traditions. His technique of portraying multiple perspectives of pilgrims and use of irony convey these importance. The ironic character of the Cook suggests that we should question social norms. The portrayal of the Knight emphasizes the value of honoring people who do good for society, such as soldiers in the army. Lastly, Chaucer’s entire work of the tales undermines the significance of honoring literary works that convey a powerful meaning.

When one thinks of a cook, the characteristics of clean clothes and sanitary kitchens are thought of in general.

However, the Cook that is introduced in The Canterbury Tales is not quite the cook that is expected. He had a open sore on his knee and had flies running wild within his kitchen. As a result, he ended up food poisoning whoever ate his food. The irony of the cook’s character emphasizes that people should question the social norms. One should found out by his or her own experience on who a person really is.

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The Knight's tale is described with awe from the narrator's point of view. He is chivalrous, brave, and honorable. He fought in many wars with bravery and gained respect from his people. Chaucer's choice for telling a tale of the Knight gives insight into the importance of honoring soldiers and other people who serve their home. The Knight does good for his society and symbolizes the protection and security of his community. 

             

The incorporation of the tales from various points of view convey the significance for honoring literary traditions. Producing literature for people provides a deeper meaning for the audience to understand. The Canterbury Tales as a whole delivers many powerful morals and themes. Great works like these should be praised by society, and not just ignored. 

Transmedia Canterbury Tales Essay

Intro

• General intro for Canterbury Tales
• restate thesis
• Examples of the Cook's and Knight's true characteristics versus their stereotypical idea of who they are

Paragraph 1

• list the characteristics of a common knight and what they are generally known for
• detail the actions and character of the Knight
• explain how the Knight portrays the more realistic view
• I wish I can include GIFs but it is hard to find the perfect one for the knight
  

Paragraph 2

• list the characteristics of a common cook (clean, sanitary, great food, etc)
• detail the actions and character of the Cook in the story (very unsanitary, food poisoning, etc)
• explain how the Cook is different from stereotypical cook 

     

Paragraph 3

• deeper analysis of the cook and the knight
• explain why Chaucer portrayed the characters the way they are

Conclusion

• summarize the body paragraphs 
• restate thesis