BRAVE NEW WORLD (II & III)

Chapter 2
"Neo-Pavlovian Conditioning Rooms" what a horrendous process. I've been acquainted with the famous Pavlov response wherein a reaction is conditioned after relentless repetitive exposure to produce said specific reactions ( like dogs slobbering at a certain time that's been chronically feeding time) but to subject infants to such processes!? This really Is a utopian dystopia if you ask me. The other scientific process presented in this chapter equally perturbed me.
"hypnopaedia: the greatest moralizing and socializing force of all time.” No not a machination of moralization this process is described as sleep teaching conditioning caste specific characteristics by administering positive responses for specifically designated facets of a caste while instrumenting negative, electric shocks to infants to engender natal hatred later carried thru adulthood. The brash lack of empathy is disturbing to me as a freethinking member of the 21 st century. i mean, installing hatred towards nature in the gamma classes but positively reinforcing a love for consumerism just illustrates the sheer rational, no emotions, governed society of 632 AF.

Chapter 3
"Centrifugal Bumble-puppy” what kind of children's game is that? From an early age the process of neo-Pavlovian conditioning is in effect as children, instead of playing simple games involving say a stick and rubber ball, play games with complicated machinery both installing a love for industrialism as well as future occupation with machinery for lower classes. The shift from conversation to conversation provides a plethora of expository world building detail that suggests the advent of this brave new world whilst depicts some stylish/ well executed structure shifts on the part of Huxley. "The Nine Years’ War" is alluded to as a vehement struggle between those opposed against the machinist moralism of the world state and those in favor of it. Ultimately after nine years of slaughter, book burning, propaganda the old world relinquished to the new. It's deftinley a scary prospect as we have the scientific capabilities for such world scale conflict but I take solace that Huxleys novel is a cautionary allegorical tale rather than something likely or inevitable. Is it probable however? Quite, but what isn't? Will we eventually be subjected or subject ourselves to a mind numbing chemical agent like "soma" in the pursuit if utopian societal stability? Soma already exists, granted a bit different. Birth caps/ restrictions have already been instrumented in regions like china so that stability of society population as well as efficiency of resources can be maintained. Indeed many of the principles of the world state are integral to our government to varying degrees. Will we ever go so far as to cut the crosses for fords T? I'm an optimist but so to a rationalist at heart. I prefer to embrace the future rather than fear it , to be brave in the face of new challenges, ideas, a new world. If change is needed to fight others with world state-esque pressures I will fight for what I believe in. How bout you?

WRITINGAS5PECTATORSPORT (reviews)

1. Megan Hardisty (http://mhardistyrhsenglitcomp.blogspot.com/2013/02/writing-as-spectator-sport-essay.html?m=0). Wow is all I can say after reading Megan's essay. It's incredibly challenging to put intelligible, relevant and well thought connections on paper but she did this and more. I just finished reading of mice and men actually and the connections of characterization depict critical thought and are indicative of the high quality analyses she laces in her first paragraph. Her pre-write alone exemplifies a thorough outline that I'm sure she would followed up excellently if she had more time. Great job Megan :)

2. Ashlie Pfeiferr (http://cwestrhsenglitcomp.blogspot.com/2013/02/writingas5pectatorsport-ashlie.html)
Writing on "No Exit" Ashlie's essay is just as through as one can be for such a spontaneous request as Sphinx says write. I like how she connected/used examples deriving from her own experiences while remaining true to the thesis of the prompt.

3. Feli Ruiz (http://fruizrhsenglitcomp.blogspot.com/2013/02/spectator-writing-spinx.html)
I have no criticism for Feli's essay, she answering the prompt succinctly as well as extensively. I'm certain that, if she hones this art of tackling prompts, the perpetual balancing act of speed/quality, I'm confident she will ace the AP Exam. Her work speaks for itself.

4. Matthew Patel (http://mpatelrhsenglitcomp.blogspot.com/2013/02/5phynxing.html)
I shouldn't criticize (SEE MY OWN PRE-WRITE...) but the only place of  lacking would be maybe Matthew's Pre-write. Aside from that hes pretty golden, a sure-fire AP exam passer.

5. Alex Lane (http://cwestrhsenglitcomp.blogspot.com/2013/02/writingas5pectator-sport-alex.html)
Alex's pre-write is the paradigm of planning, i mean look he even has a quote relating to the thesis of his essay! The only criticism I can lend would be well, more essay :) at the cost of an extensive pre-write the essay seemed to suffer, however his body paragraphs did succinctly support his ideas with proper examples/answered the prompt. All in all, great job Alex!

WRITINGAS5PECTATORSPORT (me; video)

(Approach wasn't recorded due to technical errors but here it is anywho! (also sorry for the vertical recording lol)

WRITINGAS5PECTATORSPORT (MY WRITTEN CONTENT)

 (Had to put this in a separate post due to blogger being a @$@$@)

Prompt: Select any AP work; Write a rhetorical analysis analyzing an author's use of rhetorical strategies within said work. (I SELECTED: Catcher in the Rye by JD Salinger)

ESSAY + Pre-Write

(hope you know hieroglyphics)

 

BRAVE NEW WORLD (I)

Wow. Brave New World is my kind of book. From the first chapter I can already see a myriad of themetacial elements that not only intrigue me but provoke contemplation/thought that only a distinct/thoughtful authorial craft like Huxley's can properly do justice. Right off the bat the cold, calculated tone further emphasizes the rational, no-non-sense future of Huxley's (hopefully) fictional future. I mean, humans barred from natural reproduction while selective traits are eliminated to produce specific qualities/characteristics in individuals which are then arbitrarily vetted into a fully exposed/instrumented societal-caste system?! The bleak (ironically) "utopia" of this novel is incredibly compelling from both a writer's perspicacity but so to a fan of science fiction. Ive always heard great things about this novel and, after reading this first chapter, well, lets just say i cant wait to further delve into this brave, new, world.

Spring Literature Analysis # 2: Of Mice and Men by John Steinbeck

Of Mice and Men

by John Steinbeck 

"I remember about the rabbits.”

Literature Analysis

by Hayden Robel

_______________________

GENERAL_QUESTIONS_

1. Briefly summarize the plot of the novel you read, and explain how the narrative fulfills the author's purpose (based on your well-informed interpretation of same).


2. Succinctly describe the theme of the novel. Avoid clichés.


3. Describe the author's tone. Include a minimum of three excerpts that illustrate your point(s).


4. Describe a minimum of ten literary elements/techniques you observed that strengthened your understanding of the author's purpose, the text's theme and/or your sense of the tone. For each, please include textual support to help illustrate the point for your readers. (Please include edition and page numbers for easy reference.)

___________________________________________________

1. In the midst of the Great Depression two unemployed traveler’s by the name of the George, a jaded but ultimately goodhearted man, and the mentally handicapped but purely innocent Lennie traverse the dustbowl of California in search of occupation as they pine after an idyllic dream of owning a plot of land, cultivating a tranquil farm. Eventually luck shines upon the boys as the two find work as farmhands on a ranch in Soledad. Earning pay, saving their wages so that one day they may realize their ambitions, not all, however, is bright on the ranch. A cast of characters ranging from the stalky/belligerent son of ranch holder Curley to the ambiguous but seemingly benevolent ranch supervisor Slim, conflict quickly arises. Lennie, a man suspended in a peter pan like youth, innocent, like a child, untainted by the harsh realities, turpitudes of the world, has always had a fondness for...petting. Rabbits, ducks, puppies, even people. Curley’s wife to blame, Lennie accidentally kills the women as she overacts/tempts him to pet her hair, Lennie, perpetually unaware of his strength, unintentionally breaking her neck in a bluster of confusion/panic. Enraged Curley recruits the entire farm on a brash manhunt to kill the now hiding Lennie. George, trapped between helping the crew find Lennie, kill Lennie, or condemn his best friend to a life of asylum incarceration, makes the difficult decision to end Lennie’s life himself rather than the suffering Curely would more than likely put his best friend thru. John Steinbeck, always capturing the zeitgeist of an era, painting a visage of America, not only crafted a story of chronicling adversity in the depression era United States with Of Mice and Men but so to a tale of hopes, of dreams. Of the panoply of themes present, I believe Steinbeck’s primary theme, purpose with this novella was to connote this, the pursuit of dreams. The widespread desolation of the depression played to Steinbeck’s penultimate purpose as George and Lennie, even thru the hopelessness of the Depression remain resilient, resolute in their relentless pursuit of purchasing a farm, their pursuit of ideals, dreams of a brighter future. Even though the boys never ultimately seize their aspirations, dreams never coming to fruition as the actualities of realities set in the novel ends with George moving on, sorrowful, but still motivated to achieve his and Lennie’s life goals. This is Steinbeck’s purpose/Of Mice and Men penultimate theme (IMO) that even when all is lost, even when it seems the world is against you, even when your dreams are crushed or seem impossible, you must always move on, continue in your pursuits, you must always have hope, no matter the obstacles, that even if you fall, as long as you keep focused, continue forward, believe, you can, will, rise.     

2. (Essentially answered this above) Of the plethora of thematical elements from friendship to innocence, the primary theme of John Steinbeck’s novella is as follows: Steinbeck’s purpose/Of Mice and Men penultimate theme (AGAIN IMO) is that even when all is lost, even when it seems the world is against you, even when your dreams are crushed or seem impossible, you must always move on, continue in your pursuits, you must always have hope, no matter the obstacles, that even if you fall, as long as you keep focused, continue forward, believe, you can, will, rise. (Though maybe not achieve your dreams, exactly what you wanted in the end…)   

3.
·        "Guys like us, that work on ranches, are the loneliest guys in the world. They got no family. They don’t belong no place. They come to a ranch an’ work up a stake and then they go inta town and blow their stake, and the first thing you know they’re poundin’ their tail on some other ranch. They ain’t got nothing to look ahead to."

·        "She slang her pups last night," said Slim. "Nine of ‘em. I drowned four of ‘em right off. She couldn’t feed that many."

·        "We could live offa the fatta the lan’." (Lennie) "Sure," said George. "All kin’s a vegetables in the garden, and if we want a little whisky we can sell a few eggs or something, or some milk. We’d jus’ live there. We’d belong there. There wouldn’t be no more runnin’ round the country and gettin’ fed by a Jap cook. No, sir, we’d have our own place where we belonged and not sleep in no bunk house."

John Steinbeck is a master of the English language, written craft. In his novels Steinbeck’s sheer literary talent trumps many contemporary authors of today. Of Mice and Men is one of his many masterworks, the atmosphere, the tone unrivaled. Depressive, nostalgic, if not a bit wistful, the tale of Lennie and George is a tragic one, but so to hopeful. Quote one illustrates the depressive era of the great depression as the acerbity of life causes people to search for any sort of relief, whether sober or inebriated. Quote two furthers the harsh actualities, dark tone of the 1930s as Slim is forced to “euthanize” dogs pups so that the remaining few would not completely kill the mother as there is a lack of sustenance, of resources for man as well as his best friend.  Finally quote three connotes a lone light of hope in the ever maurading darkness as the boys wistfully describe their dreams. Indeed Steinbeck’s Of Mice and Men has a depressive, dark but all too hopeful, dynamic tone.

4. Here we go, ad infinitum.
·       Simile: “He walked heavily, dragging his feet a little, like a bear drags his paws. His arms did not swing at his sides, but hung loosely.” (pg. 4) Describes the lumbering mass of Lennie, likening to a bear, if only Lennie knew his true strength. 

·        Imagery: "No…you tell it. It ain’t the same if I tell it. Go on…George. How I get to tend the rabbits.” "Well," said George, "we’ll have a big vegetable patch and a rabbit hutch and chickens. And when it rains in the winter, we’ll just say the hell with goin’ to work, and we’ll build up a fire in the stove and set around it an’ listen to the rain comin’ down on the roof—Nuts!" (pg. 42) As Lennie asks about the future George paints an image of their hopes and dreams.

·        Theme: “They fell into a silence. They looked at one another, amazed. This thing they had never really believed in was coming true.” (pg. 34) Reinforces what I believe is Steinbeck’s primary purpose/theme as Lennie and George get work/further there hopes and dreams, though the future may be bleak.

·       Dialect: "I was only foolin’, George. I don’t want no ketchup. I wouldn’t eat no ketchup if it was right here beside me." (pg. 95) Though Lennie and George’s dialect may seem…”lacking” its endearing/denotive of Lennie’s child-like state of mind.

·        Personification: Crooks scowled, but Lennie’s disarming smile defeated him.” (pg. 122) Bolded above, Lennie’s innocence, his smile literally is described as disarming to Crooks longborn hatred/mistrust in others.

·        Theme: "This is just a nigger talkin’, an’ a busted-back nigger. So it don’t mean nothing, see?" (pg. 86) Prejudice is a theme connoted throughout the novel via rearks to the African- American character, Crooks.

·        Personification: “You tried to throw a scare into Slim, an’ you couldn’t make it stick. Slim throwed a scare inta you.” (pg. 53) Carlson comments on how Slim scared Curley via the personification of throwing a scare.

·      Hyperbole/Simile: “You’re yella as a frog belly. I don’t care if you’re the best welter in the country. You come for me, an’ I’ll kick your God damn head off." (pg. 143) Curley’s dubbed as cowardly as a frog/threatened to get his head literally kicked off in hyperbolic verbal rage.

·        Innuendo/metaphor: "Well, that glove’s fulla Vaseline. Curley says he’s keepin’ that hand soft for his wife." (pg. 128) Curley’s wife is more of a tool to impress others as Carlson points out Curley’s….soft hand maintenance for his wife.

·              Tone: "She slang her pups last night," said Slim. "Nine of ‘em. I drowned four of ‘em right off. She couldn’t feed that many." (pg. 117) The depressive tone of this event as Slim grimly euthanized a dogs pups due to lack of food to feed all of said pup only cements the harsh reality of the Great Depression as well as the novel’s dark tone.  


  Metaphor: "Yeah? Married two weeks and got the eye? Maybe that’s why Curley’s pants is full of ants." (pg. 113) The eye is referencing Curley’s wife’s blatant attempts at going after other ranch men, and Curley’s pants full of ants, well, that means he’s angry. A metaphor implying the couples… “tenuous” relationship to put it kindly.
 __________________________________
CHARACTERIZATION_QUESTIONS_
1. Describe two examples of direct characterization and two examples of indirect characterization.  Why does the author use both approaches, and to what end (i.e., what is your lasting impression of the character as a result)?


2. Does the author's syntax and/or diction change when s/he focuses on character?  How?  Example(s)?


3. Is the protagonist static or dynamic?  Flat or round?  Explain.


4. After reading the book did you come away feeling like you'd met a person or read a character?  Analyze one textual example that illustrates your reaction.
_______________________________________
              
                  1.

Direct Characterization

·        EXAMPLE 1:

·      “…he moved with a majesty only achieved by royalty and master craftsman. He was a jerkline skinner, the prince of the ranch, capable of driving ten, sixteen, even twenty mules with a single line to the leaders. He was capable of killing a fly on the wheeler’s butt with a bull whip without touching the mule. There was a gravity in his manner and a quiet so profound that all talk stopped when he spoke, His authority was so great that his word was taken on any subject, be it politics or love. This was Slim, the jerkline skinner.” –Description of Slim

EXAMPLE 2:

·        “I ain’t so crippled I can’t work like a son-of-a-bitch if I want to."- Crooks

Indirect characterization

·        EXAMPLE 1:

·        "She slang her pups last night," said Slim. "Nine of ‘em. I drowned four of ‘em right off. She couldn’t feed that many."

·        EXAMPLE 2:

·        "Blubberin’ like a baby! Jesus Christ! A big guy like you!" Lennie’s lip quivered and tears started in his eyes. "Aw, Lennie!" George put his hand on Lennie’s shoulder. "I ain’t takin’ it away jus’ for meanness. That mouse ain’t fresh, Lennie; and besides, you’ve broke it pettin’ it. You get another mouse that’s fresh and I’ll let you keep it a little while." George to Lennie

“Any writers worth their royalties utilize both direct and indirect characterization.” – Hayden Robel after answering this question in six other analyses…

Steinbeck, as a “master of the English language/written craft” is one of these writers worth their royalties. In the direct characterization quote one the author describes with a near god-like image Slim’s physicality while also the ranch supervisor’s seemingly omniscient benevolence. Direct characterization quote two directly characterizes Crooks character as even a crippled, discriminated man is still impassioned to work. Steinbeck of course makes use of indirect characterization as indirect example one demonstrates the harsh actualities of depression era reality Slim characterized as one willing to do what other cant (nor want to do) but have to(“euthanizing” pups that would only die from suffering later).  George is indirectly characterized as goodhearted man/ loyal friend to Lennie in this conversation between the two (Lennie after some innocent name calling mollifying the crying Lennie while looking out for him). Subsequently, as I’ve evidenced here and in my previous literature analysis of another one of his fellow famous novel Cannery Row, John Steinbeck indeed utilizes both direct and indirect characterization. 

2. Actually, Of Mice and Men’s characterization is peculiar when compared to the catalogue of Steinbeck’s various works that I’ve had the fortune to read in that I didn’t notice a distinct syntax/shift when focusing on characterization. The novel smoothly, fluidly flows from conversation to exposition without any noticeable change/shift, rather said conversations are employed as a vehicle of description operated by Steinbeck to nuance his novels cast. 
3. Again, unlike the majority of Steinbeck’s works, Of Mice and Men is odd in that the characters, protagonist included aren’t necessarily “dynamic”. Lennie doesn’t change (really isn’t given the chance); A case  for George can be made I suppose in that he began the novel as a wise-cracking, head in the clouds dreamer-esque character but ultimately, due to the novel’s resolution, realizes his dreams with Lennie are over. But even then…I wouldn’t personally describe any character as “dynamic” per say, realism over fabrication for moral heavyhandedness I suppose.

4.
·       


"George?"  Lennie called.

"What you want?" George answered.

"I can still tend the rabbits, George?"

"Sure.” George said, solemnly.  “You ain’t done nothing wrong…"

"I di’n’t mean no harm, George."

“I know.” 

The conversation above thru quiet connotation indeed qualifies George as a “real person”, as real as a fictional character can be. Most if not all of the characters (save for Slim) seem to be clichéd archetypes (this really isn’t peculiar compared to the widely un-realistic side characters of say Cannery Row) Steinbeck employing the side characters as means to a thematical end for the novel (I.e. Crooks as a symbol for anti-discrimination). George on the other hand, even if he can come off as obnoxious in his bravado/bloated words, genuinely regrets what he does by the novel’s end, authentically is remorseful for both Lennie and the lost of the two’s idyllic dreams. What human, real person wouldn’t be? The sheer terse, tense solemnity of the conversation serves to portray the humanity of George, a man making the decision to peacefully end his best-friend’s life so that his friend may avoid a life of incarceration or short-lived but agonizing torment from the hands of Curly. Indeed, George like a real (at least a good person) person sacrifices his dreams so that he may save his friend. (I would also qualify Lennie even if he is the origin, most likely the mold from which all the kind/innocent but ultimately unaware of their strength, mentally challenged characters of media derive).

SEMESTER QUARTER REVIEW

A) My progress in the course over this six week grading period has been much, much smoother than my first six weeks when beginning this ap lit trek (to say the least :). I've stayed on top of all of my assignments, prepared (IMO) adequately for each test, scoring high, completed tasks to the best of my abilities, as well as pursued my smart goal relentlessly (Writing my novel). So far its been a great start and If i continue in my dedications I'm sure the rest of the year will follow.

B) goals/ expectations: to maintain high quality course work in assignments, score satisfyingly, as well as expand my literary ability/ arsenal of rhetoric, gleaning and taking to heart ideals of writing, of the class, any way I can.

C) Well the only suggestions I would have would probably only serve my personal creative writing passions so I'm not sure if that's "apropos" to the class as a whole. Personally I'm pretty content with our current course tasks/ objectives as I definitely feel we are making beneficial progress as we rapidly approach AP-DAY.

LIT TERMS 108- END (RISING ACTION-ZEITGEIST)

• Rising Action: plot build up, caused by conflict and complications, advancement towards climax.

 

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

 

• Satire:  ridicules or condemns the weakness and wrong doings of individuals, groups, institutions, or humanity in general.

 

• Scansion: the analysis of verse in terms of meter.

 

• Setting: the time and place in which events in a short story, novel, play, or narrative poem occur.

 

• Simile:  a figure of speech comparing two essentially unlike things through the use of a specific word of comparison.

 

• Soliloquy: an extended speech, usually in a drama, delivered by a character alone on stage.

 

• Spiritual: a folk song, usually on a religious theme.

 

• Speaker: a narrator, the one speaking.

 

• Stereotype: cliché; a simplified, standardized conception with a special meaning and appeal for members of a group; a formula story.

 

• Stream of Consciousness: the style of writing that attempts to imitate the natural flow of a character’s thoughts, feelings, reflections, memories, and mental images, as the character experiences them.

 

• Structure: the planned framework of a literary selection; its apparent organization.

 

• Style:  the manner of putting thoughts into words; a characteristic way of writing or speaking.

 

• Subordination: the couching of less important ideas in less important  structures of language.

Ex. "While the miser is merely a capitalist gone mad, the capitalist is a rational miser. (Karl Marx)

• Surrealism: a style in literature and painting that stresses the subconscious or the nonrational aspects of man’s existence characterized by the juxtaposition of the bizarre and the banal.

Example

• Suspension of Disbelief: suspend not believing in order to enjoy it.

 

• Symbol: something which stands for something else, yet has a meaning of its own.

 

• Synesthesia: the use of one sense to convey the experience of another sense.

 

• Synecdoche: another form of name changing, in which a part stands for the whole.

 

• Syntax: the arrangement and grammatical relations of words in a sentence.

 

• Theme:  main idea of the story; its message(s).

 

• Thesis: a proposition for consideration, especially one to be discussed and proved

         or disproved; the main idea.

Example

• Tone: the devices used to create the mood and atmosphere of a literary work; the        

author’s perceived point of view.

 

• Tongue in Cheek: a type of humor in which the speaker feigns seriousness; a.k.a. “dry” or “dead pan”

 

• Tragedy: in literature: any composition with a somber theme carried to a disastrous conclusion; a fatal event; protagonist usually is heroic but tragically (fatally) flawed

 

• Understatement: opposite of hyperbole; saying less than you mean for emphasis

 

• Vernacular: everyday speech

 

• Voice:  The textual features, such as diction and sentence structures, that convey a writer’s or speaker’s pesona.

 

• Zeitgeist: the feeling of a particular era in history

BOB I

Selected blogs that rank the best are probably ranked such due to frequency of personal visits/sustained quality of posts, No biases of course :) (aka don't take anything I say personally, ever :) Basically these rankings have little to no actual structure as I'm not the one to necessarily judge who's the "best" or "worst" go by comments rather than staking order :)
_______________________________________________________________________________

•  Kathryn Greenup: http://kgreenuprhsenglitcomp.blogspot.com/ (Up to date on all assignments depicting highlevel thought/quality, study materials that i've actually utilized, what else can you ask for?)

•  Josh Montero: http://jmonterorhsenglitcomp.blogspot.com/(JEEZ SO MANY POSTS. Not only does Josh complete all curricular assignments he actually interlaces his interests as well)

• E'Ana Bordon: http://ebordonrhsenglitcomp.blogspot.com/ (Just for taking the effort/initiative to complete all the lit terms not only impressed me but helped me on more than one occasion)

• Michelle Arriaga: http://marriagarhsenglitcomp.blogspot.com/ (All assignments CHECK. high-quality/through completion of assignments CHECK. Good personality/authorial voice DOUBLE CHECK)

•  Sarah Gutierrez: http://sgrhsenglitcomp.blogspot.com/(Sarah is like Josh in that she is one of the few that goes out of her way, above and beyond curricular assignments)

• Ryland Towne: http://rtownerhsenglitcomp.blogspot.com/ (Ryland's maintained level of quality in his works has entertained me more than once, thus his ranking :)

•  Jackie Thompson: http://jthompsonrhsenglitcomp.blogspot.com/ (All assignments thoroughly completed, i also like her background :)

•  Beka Castillo: bcastillorhsenglitcomp.blogspot.com (I've always enjoyed Beka's opinions thru conversations, her intelligence/maturity of thought only shines brighter in her posts)

•   Justice Aragon: http://jaragonrhsenglitcomp.blogspot.com/(Though she may be missing a few posts, the quality of those she has is high.)

• Sara Armas: http://sarmasrhsenglitcomp.blogspot.com/ (Exhaustive in her opinions/analysis Sara's blog is brightly-multi-colored to boot!)

•  Kelli Griffith: http://kgriffithrhslitcomp.blogspot.com/ (Kelli's blog fulfills assignment lists as well as another example of good/entertaining authorial voice)

From this point on in the blogs I have either never visited or rarely do, so yeah, disclaimer I suppose)

• Ryan Nguyen: http://rnguyensaplitcompblog.blogspot.com/ (Seems in order, mostly up to date, i especially like the background :)

•  Ubi Kim: http://ukimrhsenglitcomp.blogspot.com/ (Ubi's blog is up to date and has a nice song to boot)

•  Kasie Gurgiolo: http://kgurgiolorhsenglitcomp55.blogspot.com/ (Kasie's thoughts are not only wholly original but her blog's superficial presentation intrigues me with its abstract image lol)

•  Katelyn Porraz: http://kporrazrhsenglitcomp.blogspot.com/ (Up to date, through analysis, good job Katelyn)

•  Will Veroski: http://wveroskirhsenglitcomp.blogspot.com/ (I like Will's work you can tell he puts great efforts into his posts amongst a panoply of other curricular endeavors)

•  Jessica Rothanzl: http://jrothanzlrhsenglitcomp.blogspot.com/ (I wish i would visit Jessica's blog more often, her work is timely/unique in her execution)

•  Kayla Stevens: http://kstevensrhsenglitcomp.blogspot.com/(To tell you the truth at this point the ranks arent relevant because Kayla's should very well be higher. Is that any consolation :)

•  Rocio Reyes: http://rrhsenglitcomp.blogspot.com/ (Another blog on my to visit list. Her lit terms have some creative connections.)

•  Laura Trenev: http://ltrhsenglitcomp.blogspot.com/ (Not necessarily the most punctual of posters, Laura's posts are nonetheless great)

• Dylan Samarasena: http://dylansenglishlit12.blogspot.com/ (Dylan...Please post more often lol, your posts are great when you do try!)

•  Ruth Sierra: http://rsierrarhsenglitcomp.blogspot.com/ (This blog should be higher, with its quality of work, i'll admit. Consider it higher spiritually :)

• Owen Iness: http://oinessrhsenglitcomp.blogspot.com/ (Another blog that I would make a case for a higher rank as Owen's thorough efforts speak for themselves :) 

• Socorro Ramirez: http://sramirezrhsenglitcomp.blogspot.com/ (Ugh forget the rankings, this blog also should be higher, save for lacking a few posts, great overall )

• Madison Mather: http://madisonmather.blogspot.com/ (Should be alot higher, absolutely in the top 10% with its promptness/maintained level of quality)

• Paul Kim: http://pkimrhsenglitcomp.blogspot.com/(Paul, you have some stuff missing but what you do have is great :)

• Landon Brown: http://lbfor3.blogspot.com/ (THIS BLOG IS NOT EVEN CLOSE TO THE "BOTTOM lol please disregard the arbitrary ratings and go by comments because Landon's blog is excellent, prompt with seemingly all assignments done to a consisentely through mark. Great job Landon!

I AM HERE

My progress in the course over this six week grading period has been much, much smoother than my first six weeks when beginning this ap lit trek (to say the least :). I've stayed on top of all of my assignments, prepared (IMO) adequately for each test, completed tasks to the best of my abilities, as well as pursued my smart goal relentlessly (Writing my novel). Speaking of I need to get back to it! So far its been a great start and If i continue in my dedications im sure the rest of the year will follow this suit.

Looking forward to the future while never forgetting what got me here/whats in front of me,

Hayden

LIT TERMS 83-108 (Omniscient POV to Rhetorical Question)

• Omniscient Point of View:  knowing all things, usually the third person.

 

• Onomatopoeia: use of a word whose sound in some degree imitates or suggests its meaning. 

 

• Oxymoron: a figure of speech in which two contradicting words or phrases are combined to produce a rhetorical effect by means of a concise paradox.

 

• Pacing:  rate of movement; tempo.

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• Parable:  a story designed to convey some religious principle, moral lesson, or general truth.

 

• Paradox:  a statement apparently self-contradictory or absurd but really containing a possible truth; an opinion contrary to generally accepted ideas.

 

• Parallelism: the principle in sentence structure that states elements of equal function should have equal form.

 

• Parody:  an imitation of mimicking of a composition or of the style of a well-known artist.

 

• Pathos:  the ability in literature to call forth feelings of pity, compassion, and/or sadness.

 

• Pedantry: a display of learning for its own sake.

 

• Personification: a figure of speech attributing human qualities to inanimate objects or  abstract ideas.

 

• Plot: a plan or scheme to accomplish a purpose.

 

• Poignant:  eliciting sorrow or sentiment.

 

• Point of View: the attitude unifying any oral or written argumentation; in description, the physical point from which the observer views what he is describing.

 

• Postmodernism: literature characterized by experimentation, irony, nontraditional forms, multiple meanings, playfulness and a blurred boundary between real and imaginary.

 

• Prose:  the ordinary form of spoken and written language; language that does not have a regular rhyme pattern.

 

• Protagonist: the central character in a work of fiction; opposes antagonist.

 

• Pun:  play on words; the humorous use of a word emphasizing different meanings or applications.

 

• Purpose: the intended result wished by an author.

 

• Realism:  writing about the ordinary aspects of life in a straightfoward manner to reflect life as it actually is.

 

• Refrain:  a phrase or verse recurring at intervals in a poem or song; chorus.

 

• Requiem:  any chant, dirge, hymn, or musical service for the dead.

• Resolution: point in a literary work at which the chief dramatic complication is worked out; denouement.

 

• Restatement: idea repeated for emphasis.

 

• Rhetoric: use of language, both written and verbal in order to persuade.

 

• Rhetorical Question: question suggesting its own answer or not requiring an answer; used in argument or persuasion.