GLOG

#1 The Rainbow

     In "The Rainbow" D.H. Lawrence offers a comparison of men and women that leads to the realization that men are valued for their knowledge. By employing the devices of repetition, alliteration, and consonance D.H. Lawrence contrast between women and men, through this separation the reader realizes her position.
     D.H. Lawrence through useful repetition is able to highlight the contrast between men and women, offering a characterization and beginning the readers understanding of the situation of the woman. On line one, "Enough for the men," is contrasted to line 15, "But the woman wanted." Through this repetition of syntax a contrast is established; women are dissatisfied with their situation and men are content. Again repetition pervades the piece, this time on lines 20-21, "Active scope of man, the magic land to her," is leveled with the woman's strive to, "Enlarge their own scope and range and freedom" (line26-27). In this it can be dissertation that scope can be defined as a lifestyle or outlook. Once again the stark contrast between man and the woman's scope characterizes the woman as less well off than the man, Thus, through purposeful repetition of both sentence structure and word usage, Lawrence is able to inherently establish women are in a worse situation than men due to gender inequality.
     This inequality is again quantified when Lawrence characterizes women on line 48, by characterizing women as they stand next to their husbands Lawrence is able to establish am utter and complete control of the inferiority felt by women. As previously stated on line 48, women are said to be, " Dark and dry and small besides her husband." The alliteration in "dark and dry" allows the reader to concentrate on the shrewd nature of women rather than the largeness of man. Through the established pathos, the reader pities the women and dislikes the man, offering the woman's perspective.
     To express the confusion and frustration of women Lawrence uses the paradoxical metaphor of a man and bull to offer the perspective of women. He writes, "Any man is little beside a bull, and yet he is stronger than the bull," (line 59-60). The metaphor is established in saying a man literally "is little and frail," however the paradox arises in the statement that the man is weak and strong. This, as confusing to the reader as to the women, Lawrence writes causes a question to arise.
     Lawrence uses this question as a rhetorical one, capitalizing on the frustration felt by women and ultimately offers and answer, highlighting (through the use of consonance) why men are not the most powerful beings. On lines 60-61 Lawrence asks, "What was it?' In doing so he sets himself up to answer. By using consonance in the "o" he outlines what doesn't make men strong, "It was not money nor power nor position." In doing so he allowed a question of causation to arise, to which the women answers, "Knowledge," (line66).
     This response resonates throughout the passage. As Lawrence sets up the woman as insignificant and longing through the characterization in his literary devices Lawrence is able to capture her situation, one of anger and questioning. As a product of this he uses knowledge as the answer to the question, the source of women's anger and utterly affirms the characterization through the piece.



Part II

     I partially agree with Harsha's assessment of my piece, I believe rather than a six, a seven or eight would be more appropriate. My essay was given lower marks because my partner believe my interpretation was faulty and some of my evidence unclear, however after classroom discussion I realized my interpretation was correct as well as choice of quotation. This leads my thesis to be more wholesome and my conclusion more consistent. My partner based my grade off the interpretation of the poem and control of language. I believe I can improve upon my control of the language, for this is keeping me from the eight essay area. This can be corrected if I use less simplistic terms and clearly state my evidence, essentially alter my clarity. Overall I believe that my essay grader chose my score more for my control and style and less for my content.

     In our class discussion I realized that my essay was missing a few content concerned areas as well. I found the most striking part of the passage to be the repetition of the word knowledge. In this we discussed how the juxtaposition of his beliefs and the woman's beliefs. This juxtaposition is the complexity of the piece and I realize how important to pick up on this aspect.
     Furthermore I understand how important an author's background is. Without a proper understanding of D.H. Lawrence and his idea of blood knowledge one would simply miss out on the complexity in his piece. This is especially relevant to me because I did just that.
     I all so came to realize the importance of a great introduction. A good introduction, according to the chapter in five steps to a five can earn you higher marks on the AP test. I realize that in my writing this aspect was missing. In the future I will do my best to better convey my Idea and conjecture about the passage in my beginning paragraphs rather than the concluding ones.

A NEW TRIMESTER

Here lies the transition of trimester one to trimester two.

#18 Final Portfolio Assesment

“The classes in which you struggle the most will be the ones you remember.”—Emily Hoffman

            Over the past trimester I have put forth some of the best work of my high school career. Specifically I believe that the Creative Project and the American Drama Project were my two most proud works in this class.

            In the Creative Project I was able to work collaboratively in a group; we promoted the sharing of ideas, context, quotes, and really valued one another’s efforts. From this came the game board, the text and a complex understanding of Yann Martel’s “Life of Pi.” A lot of group projects in the high school tend to be blown off onto one person to take responsibility for, but the environment A.P. Literature provided in context was a “weed-out” for those students who didn’t contribute. I thought the group dynamic was the best of my entire career. However, no project comes without a single flaw. Admittedly, I made a small mistake on the game board (forgot a piece), as well as an awkward topic sentence in the paper. While each was not a big mistake, I pride myself on the perfection of my work. This attitude allowed me to get the most out of this project. The intricacies of the book became more and more apparent as we had group discussions online. I understood the importance of religion in relation to the book’s themes, whereas before I missed the understanding. I got a better understanding of the purpose of the ending, in deciding which story was real and why. This project truly worked as it should, the highest level of Blooms Taxonomy is creation, and create we did.

            Additionally in the American Drama Project I valued how the collaborative efforts of a group come to undercover the meaning and style behind a play. For my American drama project, a group of friends and I selected David Mamet’s “American Buffalo” to be the play we concerned ourselves with. I worked my pencils to a nub working on drafting a thesis and drawing up storyboards. Then I witnessed my work pay off as the group agreed with the thesis and my storyboarding paid off in the filming process. We accounted for all my elements of mis en scene, the lighting was considered, diagetic and non-diagetic sounds were controlled, and the line splicing worked like a charm. The strengths of this project were the fluidity and control of the cinematography; however our project lacked in the department of our paper. So much time was devoted to filming that when it came time to produce a write-up no one wanted to bite the bullet. This procrastination leads to a less than perfect paper at turn in time. From this I learned the skill of time management and my understanding of mis en scene as well as meaningful quotations. A staple in our work was the use of a powerful short quote, a staple I began to add to my writing as the trimester progressed. Overall, the American Drama Project was a favorite of mine because it was enjoyable, fun, and difficult; and I would love to do it again.

            Progressing, a big part of A.P. Literature is being present and aware in the classroom. For my time at MHS I have always pushed myself to be attentive in the class room and stay organized as possible (I stress the “as possible”) because I know that what we learn in class will be directly reflected onto any test and quizzes we may take. To stay attentive I try to answer question, avoid those awkward silences and ask questions when I get confused. I stay up on my work because I know that the worst thing to do is skipping over an assignment, because you fall into the trap of repeating yourself. So, to keep myself focused I formed a study group. Jack, Megan, Jack, and I created the power quad, studying over the phone and on Google docs to better prepare ourselves. If there ever was a question about the homework or a misunderstanding of any of the literature we were reading I would go to the quad.

            In an assessment I would in hopes rate myself very high. For starters, I arrive on time everyday with a positive and willingness to learn, when I am absent I complete the nights homework not to fall behind, etc. Throughout the trimester I have only put forth a shoddy quality of work on one paper, forgive me, I procrastinated due to the fervor of the other courses in my schedule and in haste turned in work that was not the quality of my own. I hope to make up this error in the tasteful presentation of my blog. I have put forth the uttermost effort on my American Drama Project and my Hamlet blogs. Not to say that everything else is not quality, no, I just pride my performance in this class off of those works, I hope you see this too. In my group projects many will attest to the hard work I put in and out of school to see that the group project does not sink. I stay up past everyone logging out to proof over and make corrections. I was especially delighted when you commented on my storyboards saying how well I did with them. Thus, through time and time again I hope you can observe my effort and my learning in you class, all stemming from my drive to participate.

            While the first trimester has ended I realize that I will begin again with a clean slate in a trimester to come. In the third trimester I realize that the A.P. exam is approaching with most “wicked speed” so I must prepare. By the January I hope to have completed two more A.P. practice test. Throughout the trimester I found that completing the A.P. practice test and understanding my errors dramatically increased my score. The first practice test I scored a “C” and the final exam I scored a “A+”. However, these two scores come after the test corrections. I must strive to make my final grade the starting grade.

            Similarly I need to strive to become a more adept writer. My thesis has progressed leaps and bounds and my topic sentence stricter, a light year. However I must not settle to average. In the coming year I plan to begin reading for pleasure more. You absorb the writing skills of good author without consciously paying attention in reading. Like how a tutor rubs off on a student, a good book can perform miracles in advancing your writing. By February I hope to have re-read “The Life of Pi” by Yann Martel, and the “Book Theif” with Lesil Memminger. Both books have been praised by a multitude of sources and critiques report that there is a significant complexity found in both books.

            Conclusively, my work as a student doesn’t ever end. I must continue to work towards “A” quality work and ultimately a great score on the A.P. exam. Yes, I have come a long way since entering the fire and flames of your class, but I don’t regret a moment. Thanks, and I am looking forward to the trimester to come.

#17 Hamlet Blog Post 6

William Hoffman

AP

English Literature and Composition

Ms.Nichole Wilson

14 November 2013

I have read and understand the sections in the Student Handbook regarding Mason

High School's Honesty/Cheating Policy. By affixing this statement to the title page of my paper, I am certifying that I have not cheated or plagiarized in the process of completing this assignment. If it is found that cheating and/or plagiarism did take place in the writing of this paper, I understand the possible consequences of the act, which could include a "0" on the paper, as well as an "F" as a final grade in the course.

Digital Signature: Will Hoffman

Works of literature often depict acts of betrayal. Friends and even family may betray a protagonist; main characters may likewise be guilty of treachery or may betray their own values. Select a novel or play that includes such acts of betrayal. Then, in a well-written essay, analyze the nature of the betrayal and show how it contributes to the meaning of the work as a whole.

           In “Hamlet” William Shakespeare internalizes the theme of betrayal in the character of Hamlet; by the paradox in his consciousness, the closer he gets to killing Claudius the more he has to justify himself psychologically. However, this continuous charade wears him thin; the once falsified madness eats its own.

            Hamlet was prompted into his eventual madness by the acts of his mother, Gertrude, and the discovery of Hamlet Senior’s true undoing—the aura of which eventually spreading to the kingdom—crippling Denmark. The decision of Gertrude to act “within a month” (1.2.153) in remarrying tore Hamlet from his mother, he was alone. This schizophrenic outlook was the first sign of his eventually spiral into madness, the source in his mind of the “unweeded garden” (1.2.134) that had replaced the monarchy.  In an act of foreshadowing Shakespeare references the great chain of being “O God! A beast, that wants discourse of reason” (1.2.149). By pointing out that the chain’s order has been broken the story must concede to the restoration of the chain. Furthermore, the Ghost (per say) of Hamlet Senior came to Hamlet claiming that Claudius poisoned him for the crown. Now hamlet is crazed, further descending the staircase of madness.

            Shakespeare convolutes Hamlet into losing sight of his purpose, he continuously has to justify himself and work against the edging feeling in the back of his mind; from this the juxtaposition of action versus inaction arises.  In the “To be or not to be” soliloquy Hamlet argues whether “’tis nobler in the mind to suffer” or “to die:to sleep” (3.2.64-60). The importance of which can be explained by his situation. Caught on the slope of revenge he is having difficulty deciding if he should end his own life, or converge on the Ghost Hamlet Senior’s wish for retribution. Additionally we see this duality in Hamlet’s physiology amount again in the repentance scene. Again, Hamlet is in battle with his own consciousness, “Up, sword; and know thou a more horrid hent” (3.3.88). Hamlet has relinquished his consciousness to the multiplicity of his thoughts; he is scatterbrained, battling for control of his own judgment.

            The ruse Hamlet’s own thoughts play lends his outbreak from sanity to madness to be based on the corruption of his judgment. Shakespeare concentrates his efforts on the quantification of Hamlet’s madness not to dilute the plot, but to explain the duality in his consciousness. In doing so he makes key elements such as catalyst of Hamlets madness, disruption in the chain of being, highlighting Hamlets sense of hopelessness, and multiple themes of betrayal more evident.

Works Cited

Hamlet. Dir. Kenneth Branagh. Perf. Kenneth Branagh. Castle Rock Entertainment, 1996. DVD.

Shakespeare, William, and John Crowther. No Fear Shakespeare: Hamlet. New York: SparkNotes, 2003. Print.

Shakespeare, William. Hamlet. London: Methuen, 1982. Print.

*********HAMLET BLOG 5*********

"Hang Me Up To Dry"

Careless in our summer clothes, splashing around in the muck and the mire
Careless in our summer clothes, splashing around in the muck and the mire

Fell asleep with stains, caked deep in the knees (what a pain)

Now hang me up to dry
You wrung me out too, too, too many times
Now hang me up to dry
I'm pearly like the whites wh-whites of your eyes

All mixed up in the wash
Hot water bleeding our colors
All mixed up in the wash
Hot water bleeding our colors

Now hang me up to dry
You wrung me out too, too, too many times
Now hang me up to dry
I'm pearly like the whites wh-whites of your eyes

Now hang me up to dry
You wrung me out too, too, too many times
Now hang me up to dry
I'm pearly like the whites wh-whites of your eyes

http://www.azlyrics.com/lyrics/coldwarkids/hangmeuptodry.html






“within a month” (1.2.153)- The Cold War Kids produced a song about to cope with a break up that moved on too fast. Hamlet's mom as seen by Horatio moved on too fast, with "Most wicked speed" is used to describe how quickly she progressed into marrying again.
"to die:to sleep” (3.2.64-60)- To draw a parallel between death I choose being hung up to dry. Horatio was left to fend for himself after the kingdom had been purged and Fortinbras restored, thus he is left "to be or not to be."
"Up, sword; and know thou a more horrid hent” (3.3.88)- The Cold War Kids used the parallel that Horatio can again appeal to. "Bleeding out all the colors" in the song is used to show how his life around him is bleeding and this is most just in the comparison to Horatio.

“O God! A beast, that wants discourse of reason” (1.2.149)-The woman in this song, like Gertrude is compared to a beast. Thus, the break in the chain of being.
“unweeded garden” (1.2.134)- The conceit used in the song is a washer, all the clothes being tumbled about. Horatio can see this exemplified in the garden.
 “A young maid’s wits should be as mortal as an old man’s life,” (4.2.76)- While the maid is the man in the song we can see that Ophelia is represented by this quote, she is frail from Hamlet and Horatio realizes this.
“When sorrows come, they come not single spies, but in battalions” (4.5.37)- Sorrow is a theme that protrudes from both works. The sorrow in the media is shown from the pain of the brake up. However, hamlet is brought to sorrow no by Polonius but the battalions.
“Slings of arrows… sea of troubles… heart-ache and the thousand shocks” (3.1.59-62)
"I was the more deceived."(2.1.117)- Horatio was deceived by everyone, the only true character to not sin, thus no die. The song refers to deception as a form of a heart break.
"There is no shuffling, there the action lies" (act 3.1.61)- The action in the song is found in the shuffling of the chain of a relationship, similarly the chain is altered in the "Hamlet" by the chain of being be out of place thus the formation of action occurs. Horatio is a witness, the lone survivor of the play.

#16 Horatio 4

To “The Masses”, Oh, the clarity, the clarity! Peter J Seng uses all parts of rhetoric to uncover “Dramatic Function of the Songs in Hamlet”. Through analysis and careful attention to detail, he sifts through the surface meaning of many great fragments in “Hamlet” by William Shakespeare to undercover the depth in their denotation. Aye, the poor girl the poor girl, has no one a care in the world?? Ophelia cries out through song with the venous lashings as her fate becomes more and more apparent. Beyond “The surface irony…that the ballad relates to the death of Polonius- is not wrong,” (Seng217) no one seemed to break the ice for I originally believed that the death of Polonius was all that it concerned, oh I was wrong. Ophelia is the oppressed, nay, the victim of an “unweeded kingdom” (2.1.117) she cannot bear the hurt of what she encounters any longer. “Rich gifts wax poor when givers prove unkind” (3.2) I found this most meaningful to when Laertes and Polonius come in to convince her to stay away from Hamlet, mocking her in verse. Later, when she hears of Polonius’ death, witnesses Hamlets madness, and finds her love confused. She transitions most rapid into a rabid dog, from the form of a docile sheep. Love can twist and shake. And with good reason “Doubt thou the stars are fire; Doubt that the sun doth move; Doubt truth to be a liar; But never doubt I love,” (2.2.88). In her song as a reader I witness the ballad talk of “true-love”, aye; this is Hamlet (Seng219)? Yes, but Ophelia uses the broken love to highlight “His disappearance, illuminates in her deranged mind the few paltry facts she possesses,” (Seng219). My fair Hamlet doth address that the death of Polonius was not sorrow, what came after is sorrow, “When sorrows come, they come not single spies, but in battalions” (4.5.37) The source of the sorrows is mistrust and as far as we know is “Something new to her” (Seng220). However, do not let my talk confuse you Hamlet’s love for Ophelia never disappeared, only faltered, for he says “Forty thousand brothers could not (with all their quantity of love) make up my sum,” (Seng222). Oh, the false pretenses, how could I not see, I was blind. The songs “can be seen to be intimately related to the tragic fortunes of the family of Polonius” (Seng223). Polonius and Laertes warned Ophelia, and not we see the irony in their family meeting. Fragile is Ophelia, “A young maid’s wits should be as mortal as an old man’s life,” (4.2.76). She is broken a symbol of permiscuity , “picturing herself as Marian to Hamlet’s Robin Hood… the nightmare world of her valentines song,” (Seng 223). The Ballad and lines of song in haste seem so shallow but in fruit the lines bite deep. For when the reaper comes a knocking, and the day is laid to ash, the lines go on talking and all roles intertwined lead to that something rash. Till next a time, Horatio

#16A LITERARY CRITICISM SHEET

HOW TO READ LITERARY CRITICISM: In the course of your college career and beyond, you will be asked to read and analyze texts that offer criticisms of primary texts (such as fiction, poetry, drama, and film). Often, reading critical sources is difficult: the language is often esoteric, assuming a certain amount of familiarity on the part of the reader. The denseness of language and sentence structure, not to mention the multiple arguments eclipse rather than illuminate the meanings of the primary text(s). To make it all even more daunting, most students encounter this type of text only upon entering college; thus, they lack training and strategies in approaching these texts. Furthermore, as we strive to achieve more sophistication in writing style, and more depth in thought, it is important to take a look at “style models”. 1. Argument or thesis – can often be stated as a question or a statement, introduced and elaborated on. Ask yourself the following questions: Why does the author write the piece? What does s/he seek to convey? 2. Does the essay offer “clues” as to the author’s subject position, i.e., with regard to gender, race, class, intellectual orientation? Does it demonstrate how the author intended the essay to be used? 3. With regard to the author’s subject position, look for identifiable word choices or verb form choices. What assumptions does the author make? What does the author does not say? 4. Look for idea/example pairs, moments when the author introduces an idea and then offers an example that solidifies that idea. 5. Look for examples which support the primary argument; try to determine if they are effective or ineffective. Why or why not? Does the author use different examples to make the same point? If not, what does each kind of example contribute to the argument? 6. Can you mimic the author’s thinking and/or ideas by using examples not offered in their essay (reading with the grain)? 7. What textual examples can you come up with that challenge and/or critique the author’s ideas (reading against the grain)? 8. Use the ideas above to determine whether the essay is persuasive: does it support, challenge, unseat what you know about the topic? Does the argument make sense (is it logical)? 9. What rhetorical choices (concerning style or word choice, for example) does the author make? How do these choices help to convey the meaning of the text? In a play, for example you might ask how the author's attention to choice of setting relates to the theme of the play. If you are reading a critical essay about a poem, you might ask how the writer uses voice (who is speaking--the poet or someone else) helps to convey the theme. HOW ARE LITERARY DEVICES USED TO CONVEY GREATER SIGNIFICANCE? 10. What do you think are the key passages in the text? Why are they important? How do they work with the rest of the text to convey the author's meaning? http://www.edline.net/files/_tfJU5_/19fdac8cf5066a4c3745a49013852ec4/TO_BLOG_OR_NOT_TO_BLOG_BLOG_UPDATE_2013.pdf

#15 Hamlet Blog 3

"Hamlet's Soliloquy ." To be, or not to be, that is the question. phrases.org, n.d. Web. 7 Nov. 2013. . The uncertainty of death lies in Hamlet’s use of imagery he cannot otherwise state. In an outward expression of his uncertainty after death he uses the quote “For in that sleep of death, what dreams may come” (3.1.66). As a reader we can denote that “sleep of death” means “in death” and the lines following ask what happens in death, “Dreams may come”. Later in his speech again the uncertainty of death is prevalent. “The dread of something after death,” (3.1.78) explicitly states that Hamlet dreads to learn what comes after death. However why is he scared of death and “dreading” the quintessential question of death? For Hamlet is haunted by life, “Slings of arrows… sea of troubles… heart-ache and the thousand shocks” (3.1.59-62). He ponders over only the negative aspects of the life, in full neglect of the good. The connotation of “slings of arrows” raise images of skies darkened by the daggers from bows, a “Sea of troubles” clouds his mind. However, he cannot kill himself, which is dishonorable in the social culture of the time and Christian religion. Thus we can see the appeals to ethos, logos and pathos in the lines above. Hamlet let us know he is not truly insane, but rather confused, affirming his credibility(ethos). Progressing into his feelings he explains how one should look in his situation (pathos). Finally in an appeal to logos he claims he cannot kill himself for he is a christian. 

Literary devices that are undoubtedly present are paradox, tone, diction, and metaphor. The two primary metaphors in this soliloquy is that death is "sleep" and the "undiscovered country" is the afterlife. However, you may ask yourself "does Shakespeare give it a rest?" The answer is no. He goes on to indulge his paper with the comparisons of life on earth, the afterlife, death, humans, and thinking. The oppositions present in Hamlets argument are: one, the idea of faith, two, should he kill himself or Claudius, and is he contained to life because he fears death. Hamlet begins to ponder this state of purgatory he is living in the earthly life. There are many parallels to Hamlet Senior in this statement, for Hamlet is lost like his father, however hamlet is lost in the question, "To be or not to be." Hamlet eventually draws the conclusion that he must "be" because he cannot follow through on the latter. Thus he solemnly accepts his fate.  

Acting analysis:

Kenneth Branagh:
This was truly my favorite. The juxtaposition of light and dark in the tile spaces, the setting of a seemingly open room filled with people, the knife, the black dress, white makeup and the over the shoulder shot. All aspects of film are seamless. The tiles are essentially part of the setting so I shall count them as such. In the setting we, the audience can see hamlet staged in a wide open room seemingly talking to himself in the mirror. We can see his facial expressions at the intensity of his tone increases and visually the red in his face.Then the mirror, oh the irony, with half the cast cowering in fear behind it. Then the actual mis en scene. The over the shoulder shot allows us to focus on Hamlet in the mirror and see his true self in our peripheral vision. He is a monster glowering read and spitting fire, a no truer tribute to the hamlet I envisioned in my head. Bravo!
Lawrence Oliver:
As far a screenplay goes this was quite laughable. Hamlet is a goofy fool in this this scene with the dark and the light contrast on his face, the ocean and the castle, and body language of a cat. Hamlet is not how I imagined. However he does seem defeated and the use of his knife as an argument is almost too perfect. As he plans to kill himself the knife move closer and when he forces a rebuttal the knife moves away, beautiful. However, his body language is laughable, he is slouching and laying down almost the whole time!
Mel Gibson:
While I may be biased(Mel Gibson is gosh awful, there I said it) he does do an adequate job portraying Hamlet in this scene. He uses the positing of himself as he moves about the morgue and the contrast of the light and dark from the vents to portray his character as he move closer to the life he begins to live and when he lurks in the shadow he is talking of dying.
Ethan Hawke:
Lets all go to blockbuster and be Hamlet! Well at least that is what Ethan Hawke is suggesting...Hawke is normally an adequate actor but in this scene he fails. I just don't care for it. The setting is all awkward. The language is awkward. Awkwardness is everywhere. However, if one thing does succeed it is the nondiagetic sound of the music, the crescendo in the background is almost perfect with his speech.

#14 Hamlet Blog 2

My most dear reader, THE USUAL SUSPECTS, A SYNOPSIS "I believe in God, and the only thing I'm afraid of is Keyser Soze." "The Usual Suspects" is the movie of a revenge quilted in deception. Verbal Kint, "the cripple", harbors a tale after being a witness to a crime that killed 27 men in the harbor. Keyser Soze is the scapegoat Verbal gives the police to work with. The police pick and pick at verbal until his allotted time runs out. The police can not figure out a motive, and they chalk the case up to Keyzer Soze. Then just as Verbal is released, the police interviewer realizes Verbal lied about every word he told him. There is no Keyser Soze, there is only Verbal Kint, and like "Poof, he's gone up in smoke." Mr. Kint, much like I is placed at a disconnect from the action, absolving us both from the "unweeded garden" in which we became involved. I see the rot of the kingdom and do not become involved, for I don't know the extent to which a kingdom befalls itself. In the words of Ophelia, "I was the more deceived."(2.1.117). The tale I do not let myself befall I let the tale befall I. Thus, I am the eyes of a wall not a player to the game, "T' have seen what I have seen, see what I see!" (2.1.151). Hamlet, he alone is the source of this strife but I honor him and honor him dearly, "O, my dear lord," (act 2.2.38). I know not what to think of you my friend, for I am distanced. I agree with you knowing only what I know for when you speak of poison I agree with you, "You might have rhymed," (act 2.2.245). You speak truth, and sincerity. I am only an observer in this play of your kingdom. All players in this tale have sinned in one way or another and you, you are no exempt. But your friend, and beknownst you be a friend to I. I must believe you. Like the cripple, I have only my ear to lend, but no opinion to speak, for I do not want to draw my self into my own demise, "There is no shuffling, there the action lies" (act 3.1.61). "The greatest trick the devil ever pulled was convincing the world he didn't exist" (The Usual Suspects) "You need the will to do what the other guy wouldn't do"(The Usual Suspects) "He would rather see his family dead than live another day after this"(The Usual Suspects) "It didn't make sense that I would be there, these guys were hardcore hijackers, but there I was."(The Usual Suspects)

#13 Hamlet Blog 1

My Dear Hamlet, You’re troublesome my friend, I tell it by your brow. The marriage of Claudius and Gertrude after a month no less is rather rapid. In most tasteful haste I heard you declare “A little more than kin, and less than kind,” (1.2.66). This “unweeded garden,” (1.2.135) you’re the kingdom from which you stem is rank. I tell you once and I will tell you again, “Two nights together had these gentlemen, Marcellus and Bernardo, on their watch, in the dead vast and middle of the night, been thus encounter'd a figure like your father,” (1.2.196-199). Most incestuous is marriage between Claudius and Gertrude, arise may he for purpose of reaping or… I shake. No more, no more, I am your friend. This marriage is the rot and quarry you feel brewing inside, terror rings and plucks at the hair of my neck, “It is a nipping and an eager air” (1.4.2). The ghost, why I swear it my dear Hamlet, why I swear it? O day and night, but this is wondrous strange! I am your friend I cry tell me what you hear why you have gone estrange, why. Confide in me Hamlet! Until then dearest Hamlet, Horatio

#12 Hamlet Character Paragraph Justification

I have decided to blog in the perspective of Horatio. Horatio is ultimately the closest character to Hamlet and plays a part similar to Nick Caraway in “The Great Gatsby.” I thought of this perspective as quite unique. Hamlet confides all of his plans, as well as inner thoughts to Horatio. The point of view Horatio has allows dimensions in “Hamlet” to emerge. Horatio is the rock, the intelligence, the friend, and most importantly the truth. His neutrality will offer a unique perspective, a perspective I in theory hope to exemplify in my writing.

#11 American Buffalo Materials

#11b Creative Project and Explanation: Storyboarding

           

            

#10 American Buffalo - AP Lit Style

#9 Creative project and Explanation

#8 Compare and Contrast Summer Reading Paper

Mis En Scene Passage: On page 290-291 lines 5-42 and found in minutes 105:20-111.20 of the movie Prose, Mise en Scene and Compare and Contrast Analysis of “The Namesake” by Jhumpa Lahiri Will Hoffman Ms. Nichole Wilson AP Literature and Composition 02 October 2013 Prompt: 1997. Novels and plays often include scenes of weddings, funerals, parties, and other social occasions. Such scenes may reveal the values of the characters and the society in which they live. Select a novel or play that includes such a scene and, in a focused essay, discuss the contribution the scene makes to the meaning of the work as a whole. I have read and understand the sections in the Student Handbook regarding Mason High School's Honesty/Cheating Policy. By affixing this statement to the title page of my paper, I am certifying that I have not cheated or plagiarized in the process of completing this assignment. If it is found that cheating and/or plagiarism did take place in the writing of this paper, I understand the possible consequences of the act, which could include a "0" on the paper, as well as an "F" as a final grade in the course. X_William C Hoffman__   In the movie “The Namesake” director Mira Nair crafts the cinematography by using camera angles, lighting, body language and noise (diegetic sounds) to bring the book to life; subtly exemplifying the juxtaposition of Gogol and Ashima to share the same depth and complexity of the book. Mira Nair capitalizes on all aspects of cinematography; by using point of view shots, medium shots, and low angle shots Nair purposefully drafts the audience’s opinion reflective of the camera angles. A point of view scene is done of the Nikoli Gogol’s “The overcoat” so we can read the text “From the man that gave you his name, to the man that gave you your name,” (Nair2006). By filming from the perspective of Gogol the audience gains a closer relationship with what the words actually mean to Gogol, ultimately adding depth to the movie. The use of medium shots during the same scene in the film contribute to setting the scene without losing the emotional sense that pervades the scene; thus as Gogol leaves the room we see the lights are now on and the somber expression on Gogol’s face has been lifted he realizes him . Finally, the scene concludes with a low angle, point of view shot of Ashima. She gives a speech. By portraying Ashima in this shot as an audience we observe how Ashima in a strong position of independence; parallel to her advancement as a character. Nair produces a subliminal sense of juxtaposition in Gogol and Ashima by using camera angles to purposefully influence the viewer opinion on the characters; all without using a line of dialogue. Referencing dialogue, Mira uses both diegetic and non-diegetic noise to influence the thought process of the characters; both Gogol’s return to his family and Ashima’s return home. The scene begins with Gogol entering a quiet, settled room (Nair2006). The scene is neutral without the noise, nothing stands out, and the bleakness is profound. By making the scene quiet Nair can input any noises without distraction. The first noise is diegetic, Ashima enters in a position of power showering Gogol with questions. Nair uses this to show Ashima’s newfound sense of power; she took the whole length of the book to show any strength or dominance in a conversation. Fast forward, looking at the end of the scene we listen to Ashima speak again, she is giving her friends a look into her life (Nair informs the viewer as if you were a guest at the party). Now, rewind to Gogol’s response, “I know this is going to sound crazy, but for the first time in my life I feel free.” (Nair2006). The complexity of both Ashima and Gogol lies in the irony of Ashokes death; spurring Gogol to return home and Ashima to return home; in doing so both characters are reborn. Rebirth is absolutely necessary to the plot of the book, thus Mira Nair emulates rebirth in the use of lighting; the change from dark to light in the scene exemplifies the confusion to clarity both of the characters face. The scene begins in the fleeting light of the globe on Gogol’s old desk (Nair2006). By using the darkness to connotation confusion Nair forces Gogol to seek light. By finding “The Overcoat” and voicing the feelings he now realizes his own rebirth. At this moment Nair inserts ambiguity with the color grey in a flash back, he knows the future is coming but doesn’t know where it will take him. Congruently Ashima is placed in the same dark atmosphere when she enters the room. It is not until she leaves the room however that light finds her. During her speech the room is brightly lit; she voices her realization, she must return home, “For 25 years I missed my life in India, but now I will miss my life here,” (Nair2006). Both respective characters start the scene in darkness and through realization end in light; the recognition of Gogol finding his rebirth at his home in America, and Ashima finding hers in India represents the juxtaposition present in the piece. Mira Nair uses camera angles to convey her purpose to the audience, lighting to identify a shift in mentality, body language to elude to strength and diegetic noise to influence the audience’s interpretation of both Gogol’s realization of self, and Ashima’s reasoning to return home; together all the aspects of cinematography meld to create juxtaposition (Between Ashima and Gogol) and irony (the catalyst of Ashok’s death).

#7 Fairy Tale PP Rapunzel

https://skydrive.live.com/?mkt=en-US#!/view.aspx?cid=06937CE0A31DD5CD&resid=6937CE0A31DD5CD%21197&app=PowerPoint

#6 Myth PP

https://skydrive.live.com/?mkt=en-US#!/view.aspx?cid=06937CE0A31DD5CD&resid=6937CE0A31DD5CD%21188&app=PowerPoint

#5 Literary Period PP NEOCLASSICAL

#4A Group Identity Powerpoint

#3 If you were a fairy tale/ mythological character*/group skills

Its hard to be the best at anything. The past year's Olympians will be replaced by new gold medalist. The master man will be replaced by a new man with more bronze. Whatever the case may be those who want to be the best need to put in the hard work to get there. Sometimes it takes a long time, but never take the path that appears to you as a wolf in sheep's clothing. No one ever said that the hard work didn't pay off. I am the group member who puts in the hours after everyone logs out. I am best at the behind the scenes work that goes into a project. Like a superhero. Rescuing the team when we are in our darkest hour.
There is always one person in the group who is able to be everything. I am the multi-tasker, whenever there is a spot where work needs to be done I do it. When ever there is slacking I make up for it. I certainly am no the fastest worker but like the tortoise I finish the race. I am a firm believer that in order to have an outcome (a positive one at least) you need to put your own work in.  In a group I sometimes am not the partner you want but I am the one you need. I am a silent protector over the group.

#2 Diagnosis/ Exam Reflection

Earlier today I took a practice A.P. test and I can say beyond a reasonable doubt I have some work to do. The passages were not necessarily “difficult”, but all were rather dry and uninteresting to me. Then I was also fuzzy on some of the questions meanings and answers. As the test continued I found myself re-reading passages and questions. This can be attributed to my lack of attentiveness as I progressed through the test. To say the least, I need to put in some real work before the real A.P. test this year.
Where do I start? Well in the book “Literature and Composition” I am offered some guidance by the authors, and they seem to be familiar with test dreariness.  Thus, they recommend that I endure, dig in, and stay attentive. The more I tune out the passage the harder it gets when I go to answer questions.  This will lead me to be less confused by the literature in the test, and not have to spend as much time puzzling over passages and wasting time. This goal will be met once I can average a higher words per minute reading speed.
However, there are times when being a good reader doesn’t pay off. In order to improve my score I need to also understand what questions are asking and be knowledgeable on all answer choices. It’s easier to answer a question if you can eliminate choices. To practice and better this skill I need to improve my vocabulary on works of literature. This can be done only with repetition.  So I will strive to take better notes in the future and broaden my literary terms. When I catch myself in a habbit of taking notes this goal will be fulfilled.
Re-reading is a timed test takers nightmare. Not only is this habit a waste of time, the reader, (me in this case) gets caught focusing solely on one aspect of the text leading to more re- reading. This catches even the best test takers in a vicious cycle.  Again I find myself saying that I need to increase my attentiveness. Possibly a new strategy could be the answer; read the questions first then, the text. This will take some practice so I believe I will need to take at least two more practice test before the real exam. Once my average score is above an 80% this goal is complete until then; test, test and test again.

#1 Design

There are some subtleties in choosing the proper appearance for a blog. As the designer you have to pick what feel you want your blog to convey by using color placement, and style to your advantage. I decided to use Old Standard TT text as my title text because I wanted my blog to have an aura of sophistication. For this same reason I chose the color black to be my text color. Look to the background; you can clearly see it is a picture of the world. What colors make up the picture? You will notice there are blacks, yellows, blues, green, and a hint of red. Black is the color of sophistication. Yellow and red are used to evoke intensity. Blue is for calmness and serenity. Green is for restfulness, and soothing. These colors are all used to set the mood and tone of my blog. However, you could set the perfect mood for your blog and mess up by choosing the wrong, illegible font for the body. For this reason I chose Arial size fourteen. I don't want anyone to strain their eyes while reading my blog. With all these factors mixed you get a feel of comfort, sophistication, ease and a hint of intensity. Enjoy.


http://psychology.about.com/od/sensationandperception/a/colorpsych.htm

http://tympanus.net/codrops/2012/02/19/establish-a-mood-with-typography/