Thesis statement: The story uses setting and symbolism to hint at ''abortion''.
1. The setting introduces a tense atmosphere (Spain, 1920's, uses a quote about ''Hills'', station)
2. Hard decision about ''it'' (Railroad)
3. The hills are compared to ''White Elephants'' = Baby (''Unique'' and ''uncommon'')
4. Field + trees = Fertility + fruitfullness
Friday, October 23, 2009
Friday, October 9, 2009
Mid-term test
103A Mid-Term Test
Part A. Short-answer questions. 40%
- Answer four questions only of the following seven questions. 10 points each.
- Answer in three to five sentences.
- Use a variety of sentence patterns.
1. What is Louis Mallard’s opinion of marriage? Indicate the paragraph that suggests it? Louise sees marriage as a very restricting thing. As written in the 12th paragraph (''There would be no one...''), Louise feels that marriage is a way to impose private will on someone else's; moreover, she compares it to a crime, and she thinks that no creature should have such rights on an other creature. Also, Louise thkins that marriage does not let you live for yourself; it forces you to live for someone, without thinking about your own desires.
2. Why does Louise Mallard suddenly stop crying? Indicate the place in the text?
3. How does she feel about her future as a widow? Cite the line in the text, using just the first few words, then a series of dots …?
Louise feels that her future will be very bright, that she will be free, and that no other person will be above her to control was she does. She has a very optimistic view of what is going to come for her. As a matter of fact, in the text, Kate Chopin wrote about Louise: ''There would be no one to live for...''
4. How does Louise’s sister and her friend, Richards, feel about the Mallard’s marriage.
5. Why is there so much description of what is outside the window when Louise is alone in her room?
6. Why did the author make the story so short? In my opinion, the author, Kate Chopin, made the story very short to emphasize on the intensity of the emotions shown in it; in fact, the author creates many moods in a short time. At first, Louise if affected by her husband's death; however, she realizes that this event might be good for her, but she ends up dying in her excitement. Thus, by making the story so short, Kate Chopin made the contrasts of moods much clearer and intense.
7. Explain how Louise can feel joy and sadness at the same time? In the first place, Louise was afflicted by her husband's death; she loved him sometimes, and she at least had to feel something for him if she married him. Nevertheless, this marriage did not let her be free; at the time ''The Story of an Hour'' was written, women were very submitted to their husband. This said, Louise was facing a very important internal conflict between affection and freedom.
Part B. Development question. 60%
Instructions:
- Write a text of three paragraphs writing about the use of irony in the story. The author uses it to great effect. Think about the message of the story, how the author uses irony to establish it, and what the author is telling us about marriage, relationships, and the way we judge people and ourselves.
- Include the thesis statement in the first paragraph.
- Paragraphs should have topic sentence as well.
- Use supporting details and textual evidence to defend your thesis statement.
- Include some of the sentence patterns (1/1a/1b/2/3) we discussed in class to give your writing variety.
- Write a maximum of 450 words and a minimum of 425 words. (Use the “statistics” feature in Word to check the number of words.)
Evaluation Criteria:
- Contents 20
- Coherence 20
- Style 20
- Vocabulary 20
- Spelling 10
- Grammar 10
In ''The Story of an Hour'', by Kate Chopin, irony takes a fundamental place. Actually, it is used throughout the story to tell us how life can take quick, unexpected turns. Furthermore, this is shown in two ways: the cause of Louise’s death, and the Mallard couple’s actual faith.
First of all, irony tells us the unpredictable nature of life: it shows that Louise died from her own will to live. As opposed to many cases where unfortunate events lead to death, the main character’s death is cause by happiness. When Louise learns that her husband passed away, she comes to a point where she realizes that this event will actually bring her freedom: her husband had a lot of control over her. However, already having a heart condition, the woman ends up getting a heart attack caused by her excitement. Ironically, Mr. Mallard’s death gave hope of a better future for Mrs. Mallard; she looked at her new life with optimism, and a strong desire to live to the fullest. To put it in Kate Chopin’s words, Louise ''breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long.'' Sadly for the main character, all this thirst for life is what got her overexcited to the point of death; thus, life took a much unexpected course for Louise, and this is one way how irony is used to show the uncertainty of life.
Secondly, irony is used in ''The Story of an Hour'' to show us how life is uncertain because of the Mallard couple’s faith. In the end, Louise dies, while Mr. Mallard survives: this is the complete opposite of what is supposed to be happening in the beginning. Like it was mentioned above, Louise died indirectly because of Mr. Mallard’s supposed death. Nevertheless, it is told in the 19th paragraph that Mr. Mallard was not involved in the accident that was supposed to have killed him, and that he did not die. At the end of the story, the setting is thus reversed: Mr. Mallard is alive and eventually, though implied in the text, that his wife has died. In real life, the odds of facing such misunderstandings are usually very small; however, Kate Chopin pointed out the fact that unlikely does not mean impossible. Because of that, not only there is an ironic situation, but a much unexpected one too; a sharp turn in the normal course of events that someone would expect from life. As ironic as it may seem, ''The Story of an Hour'' exemplifies a situation where the tables were turned, all of this at the reader’s surprise.
Using Quotes
-With a complete idea (:)
Ex: Hemingway uses action to emphasize a character trait: ''The girl looked at the bead curtain...'' (ellipsis)
-With an incomplete idea (,)
Ex: In Hemingway's story, the girl said, '' They look like white elephants.''
-With an incomplete quotation within a sentence
Ex: Hemingway's story takes place at a railway station ''between two lines of rails in the sun.''
-Within a quote
Ex: Hemingway wrote, '' 'They're lovely hills,' she said. 'They don't really look like white elephants.' ''
Ex: Hemingway uses action to emphasize a character trait: ''The girl looked at the bead curtain...'' (ellipsis)
-With an incomplete idea (,)
Ex: In Hemingway's story, the girl said, '' They look like white elephants.''
-With an incomplete quotation within a sentence
Ex: Hemingway's story takes place at a railway station ''between two lines of rails in the sun.''
-Within a quote
Ex: Hemingway wrote, '' 'They're lovely hills,' she said. 'They don't really look like white elephants.' ''
Sunday, October 4, 2009
LEL 2 : Grammar Skills 4: Adjectives, Adverbs, & Confusing Words
1. Interest level
Even though the course seemed easy at first, it became trickier and interesting as I went through it. It showed me that I had some difficulties with some homonyms I took for granted. Nevertheless, I found this course to be very interesting and helpful.
2. Difficulty
As I mentioned above, I underestimated the course at first. However, with time, the difficulty level became higher, and I stumbled onto a few questions. It was not as difficult as the course on puctuation, but it was challenging enough to keep me hooked all along.
3. What I learned
-The word number is used with plural nouns that can be counted; the word amount is used with singular nouns that can't be counted.
-Modifiers can really affect the meaning of a sentence by the way that they are placed.
Here is an example:
I only bought two apples.
I bought only two apples.
In the first sentence, the two apples were only bought; however, in the second one, not more than two apples were bought.
-Some words like alright and alot do not exist. We have to use all right and a lot.
4. My score
I did not get a score for this course, but, during the exercises, I usually made from one to no mistakes every time.
5. Course rating: 7,5/10
This course was very interesting, and it had a reasonable level of difficulty. Sadly, the only problem with it is that it could confuse people or learn them false elements. As a matter of fact, some of the exercises contained mistakes; they would show that some answers were wrong when they were right, and they correction keys sometimes contradicted themselves.
Even though the course seemed easy at first, it became trickier and interesting as I went through it. It showed me that I had some difficulties with some homonyms I took for granted. Nevertheless, I found this course to be very interesting and helpful.
2. Difficulty
As I mentioned above, I underestimated the course at first. However, with time, the difficulty level became higher, and I stumbled onto a few questions. It was not as difficult as the course on puctuation, but it was challenging enough to keep me hooked all along.
3. What I learned
-The word number is used with plural nouns that can be counted; the word amount is used with singular nouns that can't be counted.
-Modifiers can really affect the meaning of a sentence by the way that they are placed.
Here is an example:
I only bought two apples.
I bought only two apples.
In the first sentence, the two apples were only bought; however, in the second one, not more than two apples were bought.
-Some words like alright and alot do not exist. We have to use all right and a lot.
4. My score
I did not get a score for this course, but, during the exercises, I usually made from one to no mistakes every time.
5. Course rating: 7,5/10
This course was very interesting, and it had a reasonable level of difficulty. Sadly, the only problem with it is that it could confuse people or learn them false elements. As a matter of fact, some of the exercises contained mistakes; they would show that some answers were wrong when they were right, and they correction keys sometimes contradicted themselves.
LEL 1: Grammar Skills 2: Fine-Tuning Your Punctuation
1. Interest level
Ponctuation is usually something that people who learn English as a second language take for granted. In fact, English punctuation is very different from French punctuation; thus, this course really caught my attention. It was very interesting because it taught rules from the English language that I did not know about.
2. Difficulty level
I would not say that the course was difficult. As long as the instructions were carefully followed, and that a lot of attention was put, the course's exercises were fairly clear. Furthermore, when mistakes were made, it was easy to go back to look at what was misunderstood. The only thing that I really found difficult was to assimilate all the rules together. There were many exceptions; sometimes, it confused me a little bit.
3. What I learned
- I learned about the use of hyphens. For example, there is a big difference when an adjective made of two words is used. If it is placed before the noun, a hyphen will be needed between the two wordsl; however, if it is placed after, the two words will not be joined by a hyphen.
- As opposed to French grammar, dashes are used like parentheses would. They are used to insert a comment in the sentence that helps to understand the meaning of it.
- When we quote someone inside an other quotation, we need to use double quotation marks for the first quotation, and single quotation marks for the second one.
4. My score
I did not get a score for the course; however, after each exercise, they showed what mistakes were done. In most cases, I did around two to no mistakes.
5.Course Rating: 9/10
The course was very complete; it explained in detail what were the grammar rules. Also, it was well divided into different parts. The only problem that I found was that the course could have been a bit more visual; I am a very visual person and charts really help me to grab concepts.
Friday, October 2, 2009
Poetry Analysis
Figures of Speech:
-Simile: His hair is dark as the hyacinth blossom.
-Metaphor: Flamed-coloured wings.
-Personification: The Oak shook its head.
-Alliteration (repetition of initial consonants): She sat silently./ Tistrue; tistrue
-Assonance (repetition of vowel sounds): As the shadow of a rose.
-Consonance (repetition of consonants within words):
-Apostrophe: Talking directly to a an author/person, alive or dead.
-Hyperbole: Exaggeration
-Oxymoron: ''Sounds of Silence''
-Symbolism
-Imagery (senses): Hearing, seeing, smelling, touching, tasting
-Level of language: Slang, informal, formal
-Irony
-Pun: I wondered why the ball was getting bigger, then it hit me./ We almost got creamed by a milk truck.
-Simile: His hair is dark as the hyacinth blossom.
-Metaphor: Flamed-coloured wings.
-Personification: The Oak shook its head.
-Alliteration (repetition of initial consonants): She sat silently./ Tistrue; tistrue
-Assonance (repetition of vowel sounds): As the shadow of a rose.
-Consonance (repetition of consonants within words):
-Apostrophe: Talking directly to a an author/person, alive or dead.
-Hyperbole: Exaggeration
-Oxymoron: ''Sounds of Silence''
-Symbolism
-Imagery (senses): Hearing, seeing, smelling, touching, tasting
-Level of language: Slang, informal, formal
-Irony
-Pun: I wondered why the ball was getting bigger, then it hit me./ We almost got creamed by a milk truck.
Combining Sentences
1.(CC) She went to bed early, but it took hours for her to fall asleep.
(CA)She went to bed early; however, it took hours for her to fall asleep.
2. She wants to lose weight, so she has gone on a strict diet.
She wants to lose weight; therefore, she has gone on a strict diet.
3. The night air was very still, and a light rain had begun to fall.
The night air was very still; moreover, a light rain had begun to fall.
4. Her friend did her best to learn to cook, but nothing she prepared came out right.
Her friend did her best to learn to cook; however, nothing she prepared came out right.
5. Our team learned that the train would be very late, so we decided to take the plane.
Our team learned that the train would be very late; therefore, we decided to take the plane.
6. The girl can sing very well, and she is a very talented actress.
The girl can sing very well; moreover, she is a very talented actress.
7. Their basement was damaged by the flood, but they can't afford to fix it now.
Their basement was damaged by the flood; however, they can't afford to fix it now.
8. My boss wants to live like a millionaire, so he bought an expensive mansion in an exclusive area.
My boss wants to live like a millionaire; therefore, he bought an expensive mansion in an exclusive area.
9.Their army lost the last few battles, but they kept on fighting.
Their army lost the last few battles; however, they kept on fighting.
10. Capital punishment is often applied unfairly, and a mistake is sometimes made.
Capital punishment is often applied unfairly; moreover, a mistake is sometimes made.
11. The boy has been absent from class many times, so the principal called him to his office for an explanation.
The boy has been absent form class many times; therefore, the principal called him to his office for an explanation.
(CA)She went to bed early; however, it took hours for her to fall asleep.
2. She wants to lose weight, so she has gone on a strict diet.
She wants to lose weight; therefore, she has gone on a strict diet.
3. The night air was very still, and a light rain had begun to fall.
The night air was very still; moreover, a light rain had begun to fall.
4. Her friend did her best to learn to cook, but nothing she prepared came out right.
Her friend did her best to learn to cook; however, nothing she prepared came out right.
5. Our team learned that the train would be very late, so we decided to take the plane.
Our team learned that the train would be very late; therefore, we decided to take the plane.
6. The girl can sing very well, and she is a very talented actress.
The girl can sing very well; moreover, she is a very talented actress.
7. Their basement was damaged by the flood, but they can't afford to fix it now.
Their basement was damaged by the flood; however, they can't afford to fix it now.
8. My boss wants to live like a millionaire, so he bought an expensive mansion in an exclusive area.
My boss wants to live like a millionaire; therefore, he bought an expensive mansion in an exclusive area.
9.Their army lost the last few battles, but they kept on fighting.
Their army lost the last few battles; however, they kept on fighting.
10. Capital punishment is often applied unfairly, and a mistake is sometimes made.
Capital punishment is often applied unfairly; moreover, a mistake is sometimes made.
11. The boy has been absent from class many times, so the principal called him to his office for an explanation.
The boy has been absent form class many times; therefore, the principal called him to his office for an explanation.
Thursday, October 1, 2009
Nightingale (paragraphs)
In my opinion, ''The Nightingale and the rose'' has a very deep meaning because of the metaphors it contains and because of the ending. As a matter of fact, in the story, the rose represents the feelings that the student has for the Professor's daughter. At first, it is easy to understand that the Nightingale sacrifices itself to make a red rose. However, it is on the existence of this rose that depends the student's love for the girl. According to him, he would not be able to seduce the Professor's daughter without this rose. Furthermore, when the girl refuses to dance with the boy, the later throws it in the street and it gets crushed, just like his love for the girl. Both examples really help to represent some very emotionaly tense situations; this is why the metaphors really give a profound meaning to the story.
Secondly, as mentionned above, the ending also adds a lot to the richness of the story. Unlike many stories that end in a typical and happy way, ''The Nightingale and the Rose'' ends very abruptly and in a way that would be really deceptive for many readers. In fact, after the deadly sacrifice that the Nightingale makes for the boy, the Professor's daughter does not agree to go to the ball with him. Because of this, the reader's expectations are broken. Also, the student does not follow what the Nightingale told him to be; he doesn't become a true lover and he only goes back to studying Philosophy and Metaphysics. Nevertheless, even though those two elements make the ending very abrupt, they also point out an important fact. This fact is that life and love do not always meet our expectations in real situations. In conclusion, it is possible to say that this aspect of the story really makes it deep and easy to relate to because of it's realism.
Secondly, as mentionned above, the ending also adds a lot to the richness of the story. Unlike many stories that end in a typical and happy way, ''The Nightingale and the Rose'' ends very abruptly and in a way that would be really deceptive for many readers. In fact, after the deadly sacrifice that the Nightingale makes for the boy, the Professor's daughter does not agree to go to the ball with him. Because of this, the reader's expectations are broken. Also, the student does not follow what the Nightingale told him to be; he doesn't become a true lover and he only goes back to studying Philosophy and Metaphysics. Nevertheless, even though those two elements make the ending very abrupt, they also point out an important fact. This fact is that life and love do not always meet our expectations in real situations. In conclusion, it is possible to say that this aspect of the story really makes it deep and easy to relate to because of it's realism.
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