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

CANTERBURY OUTLINE

Thesis
The Canterbury Tales by Geoffrey Chaucer reveals the true characteristics of different social classes of his era. The author is able to accomplish this through insight and storytelling of each unique character, such as the Knight and the Cook. 

Paragraph 1
The Knight;s tale

Paragraph 2
The Cook's tale

Paragraph 3
Analysis of how these tales reveal the true characteristics of their social classes versus what they were usually view as. 

Conclusion

THE POINT OF CANTERBURY TALES IS...

The Canterbury Tales by Geoffrey Chaucer reveals the true characteristics of different social classes of his era. The author is able to accomplish this through insight and storytelling of each unique character.

GREEN EGGS AND HAMLET

1. I don't know anything about Hamlet, the "Melancholy Dane". Based on his title, I can infer that he is not the brightest character. 
2. I know that Shakespeare is studied in almost every high school. He writes lengthy stories that can be hard to interpret in modern language. 
3. So many students involuntarily frown when they hear "Shakespeare" because students think his stories are boring, long, or maybe hard to read. 
4. We can do reenactments of the story by producing a video. (I did one with my friends in Mr. LeClair's class for Romeo and Juliet on youtube)

VOCAB #5

1. shenanigans - secret or dishonest activity or maneuvering 
2. ricochet - to rebound off a surface
3. schism - a division or split 
4. eschew - deliberately avoid using; abstain from
5. plethora - a large or excess amount (of something)
6. ebullient - cheerful and full of energy
7. garrulous - excessively talkative, especially on trivial matters
8. harangue - a lengthy of aggressive speech
9. interdependence - mutual dependence between things
10. capricious - given to sudden and unaccountable changes of mood or behavior
11. loquacious - talkative
12. ephemeral -  lasting for a very short time
13. inchoate - just begun and so not fully formed or developed; rudimentary
14. juxtapose - to place two things together for a contrasting effect
15. perspicacious - having a ready insight into and understanding of things
16. codswallop - nonsense
17. mungo -  reclaimed wool of poor quality and very short staple
18. sesquipedalian - characterized by the use of long words, having many syllables
19. wonky - shaky, unstable
20. diphthong - two vowel sounds joined in one syllable to form one speech sound

CHARACTER STUDY (III)

Character Study III

This story was collaboratively written by Jose Balladares, Hikaru Kasai, and Michael Hall using mad-lib style. We each wrote a sentence each in order and this is what resulted.

Returning Hingle McCringleberry

There once was a man named Jose. He walked down a street like usual and found a mysterious box on the sidewalk. Upon seeing the box, he didn't think twice about it, so he kept walking but then to his surprise the box moved from its original position. Out walked a Raccoon. The first thing Jose notices was not the raccoon itself, but his name tag that said “Hingle McCringleberry” It was all black with a mohawk, and white rings on its tail. The creature had bright green eyes that stared deeply into your soul. Who would own this mysterious creature? Jose then called up his buddies Michael and Hikaru to help him figure out who owns this raccoon. They all met at a coffee house at Stanford University. Luckily, they all lived in dorms close by. At the corner seat of the cafe, the three began with a simple discussion of what to do with the raccoon. “What are we gonna do with the raccoon? We should return him to his owner.” said Jose. “Lets let him go” said Michael. Hikaru then says, “You guys can do what you want. I have other things I need to do.” “Don’t be a wuss.” replied Jose. As they were arguing, Hikaru opened his beat up laptop and surfed through Facebook feeds. “Hey guys, you gotta check this it. Its about Hingle McCringleberry!” exclaimed Hikaru. He read the post out loud” LOST RACCOON HINGLE McCRINGLEBERRY. PLEASE RETURN TO MARILYN MANSON.” Jose steps in and says, “It’s a sign. We have to go.” All three agreed and they headed back to their dorms. We all packed our bags so full that the zip failed to close at first. Afterwards, the college students rushed to Michael’s car. They threw their bags into the 1999 Toyota Corolla and began their epic journey to return Hingle McCringleberry.