Discussion 10 Bonus - The Great 1984 Article Hunt: Student Response

This week's bonus blog is simple:

1. Comment on one article that someone in the class posted. Focus your honest response towards the article that the person found. Share your ideas with the class.
2. Indicate early on in your response as to who you are writing to.
3. Your comment must follow the established criteria.
4. Only one student may comment on any other given student. In the event of a odd number of posts, the last student may choose to write their response to a person who has already been responded to.

Discussion 10 - The Great 1984 Article Hunt

The purpose of this week's discussion is twofold. Firstly, you'll begin to start thinking about the world you live in, and the world Winston lives in. Secondly, you'll learn how to focus a search by using specific keywords, or combinations of keywords. Consider using combinations of words rather than asking a question or typing a sentence.

You cannot use an article that was done during the May 2006 version of this assignment.

1. Search the Internet and find a legitimate newspaper, magazine, or scholarly article that deals with the reality (social or political) portrayed in 1984. Consider articles which deal with comparing aspects of our world with that of Orwell's dystopia.
2. Once you've found an article, write a summary or response to the article. Your summary must follow the criteria set out for our class's blog.
3. Copy and paste the original article after your summary / response. Be sure to include the URL underneath your copy of the article.
4. NO DUPLICATED ARTICLES. ONE ARTICLE PER STUDENT.

Search Engines of noticeable consideration:

• Google - http://www.google.ca
• Google News - http://news.google.ca
• Google Scholar - http://scholar.google.ca

Search Engine tips:

• Read this amazing explanation http://www.google.ca/intl/en/help/basics.html#keywords
• Use keywords
• Use combinations of keywords
• Do not type sentences or questions
• Use quotations to force a word order
• Use the + sign to force a connection
• USE THE ADVANCED GOOGLE SEARCH

Keywords (I didn't think that I needed to do this, but given the responces ...)

• 1984
• George Orwell
• Orwellian

If you've read this far, you might as well look at this one page search engine guide that I put together for our class.

• Go to our course website, and on the main page, select the Search Engine Guide.

Discussion 9 - The Educated Imagination

This week's blog should begin to prime your mind for the final exam.

Topic: Why educate your imagination?

Please make sure to use textual support from the primary text, Frye's The Educated Imagination.

Student Gen: The Greater Meaning

Consider the following concept used when studying Renaissance Literature:

“Art as Mirror: The idea that one function of a work of art is to hold a mirror up to the world and to the audience of the work. The work should reflect the beauty and/or the unattractive aspects of the world and of human behavior. If a work dwells on beauty, it inspires us to make that beauty a part of our own lives and outlook. If the work concentrates on unattractive aspects of the natural or social world, it teaches us that this world cannot be relied upon, or it shows us the kind of behavior and attitudes to avoid. Art is a mirror in the sense that it gives us a chance to ask ourselves if we see reflections of our own faults and sins in the characters or actions depicted, it helps motivate us to change for the better.”
Frost, Jeff. "Some Concepts for Analyzing Renaissance Literature." Fedora Core Test Page. 01jan1996. Fedora Project website. 20 Apr 2007 .

The complexity of the persona that is Hamlet allows him to transcend the play and become human. This is proven when he ponders the question of the ties between existence and action, “To be or not to be”(3.1.56), which bridge the turmoil within his mind to become that which can be our own. The ultimate point of Hamlet is to relate it to your life; it is a play about what it means to be human.

Your task is to:

a) Apply Hamlet to your life by reflecting on how you can relate to him.
OR

b) Relate Hamlet to another character(s) from a previously studied text, incorporating emotional parallels and touching upon the greater theme of the human condition.

Student Gen: Hamlet and the Fishmonger

Irony is a special use of double meaning, as when someone makes a remark which, while clearly saying one thing, hints at a further and different meaning which only certain hearers would understand. The effect of such speech is often bitter and a bit sinister, always concentrated and full of suggestion. Irony maybe of situation as well as of speech, as when Hamlet spares Claudius at his prayers (Act 4, Scene 3), thinking that Claudius is making his peace with God, while in fact, Claudius is merely discovering that he cannot repent and that to continue in villainous intrigue is his only course. The whole bent of Hamlet’s mind, especially in his riddling speeches, is ironical. The device is very effective because of the note of grim humour, the sharp twist it can administer.

Dramatic irony is a special type. It depend on the fact that some characters in the play know more than others and that the audience can see more than any of them. Thus quite innocent remark will have a by no means innocent meaning to the audience. One example o this is Claudius’ speech to Laertes (Act 4, Scene 7). He has diverted Laertes’ revengeful energy onto Hamlet; then he says, “You shortly shall hear more,” (4.7.33) meaning the news of Hamlet’s death in England. But we know from Act 4, Scene 6 that Hamlet has returned and Claudius will hear more in a sense very different from his own meaning.

Using above as a reference to irony and dramatic irony, please discuss how the theme of irony and/or dramatic irony has affected Act 5 of Hamlet.

Student Gen: The Grave Loss of Innocence

In the catastrophe of Shakespeare’s Hamlet, the audience witnesses a transformation in Hamlet’s character as he progresses towards his obligation.

In Act 5, Scene 1 when Hamlet leaps into Ophelia’s grave grappling Laertes he screams “I prithee take thy fingers from my throat, / For though I am not splenative and rash, / Yet have in me something dangerous, / Which let thy wiseness fear.” (5. 1. 253-256)

In this impulsive moment what do you feel is Hamlet’s rationale behind his action? What would enrage Hamlet to target Laertes or what would provoke Hamlet to act without discretion? Could there possibly be another motive…?

Take Note of:

• Parallelism
• Theme of repressed emotions
• Hamlet’s growth as a character throughout the play

Student Gen: True Intentions

"Some critics have concentrated on Hamlet's revenge for his father's death—which directly and indirectly leads to the demise of nearly all of the major characters in the drama, including Hamlet himself—asserting that it raises the moral question of whether or not the prince is basically good or evil in his intentions."

You can read more and the full critical response at http://www.enotes.com/shakespearean-criticism/hamlet-vol-35

Please respond to this statement, whether you believe that Hamlet had good or evil intentions? Provide textual evidence and DO NOT SIT ON THE FENCE

Student Gen: Loosing Hamlet in Time

"Shakespeare meant . . . to represent the effects of great action laid upon a soul unfit for the performance of it. . . . A lovely, pure, noble and most moral nature, without the strength of nerve which forms a hero, sinks beneath a burden which it cannot bear and must not cast away. All duties are too holy for him; the present is too hard. Impossibilities have been required of him; not in themselves impossibilities, but such for him. He winds and turns, and torments himself; he advances and recoils; is ever put in mind, ever puts himself in mind; at last does all but lose his purpose from his thoughts; yet still without recovering his peace of mind."

(Johnston, Ian. “English 366: Studies in Shakespeare.” Introduction Lecture on Shakespeare’s Hamlet. 2001. Malaspina-University. February 27, 2001
<http://www.mala.bc.ca/~johnstoi/eng366/lectures/hamlet.htm>.)

Throughout reading the play Hamlet, Shakespeare has the reader question their thoughts about Hamlet and his mental sanity. Do you believe Hamlet was ever at any point of the play actually insane, or was he just putting on an antic disposition?

Discussion 8 - Driving Hamlet in Act 5

Hamlet finally gets into the drivers seat in Act 5. It's now time for you to get into the driver's seat of our class blog.
For Discussion 8, I would like 10 students to create 5 blog entries. The rest of the class is responsible to respond twice (250 words each), anywhere they see fit.

1. Yes, 10 / 5 = 2.
2. Yes, 2 means a pair.
3. Yes, I mean work in groups of 2.
   
4. Yes, I mean a blog entry, not a comment.
5. Yes, I mean in our class blog.
   
6. Yes, If you're not part of a pair writing the blog entry, you are writing 2 250 word responses to any of the 5 student generated blog entries.

This opportunity will present itself again until all students have been given a chance to create entries for other units.

Notable Quotes has moved / Lables added

I have moved the Notable Quotes. You'll find them as a "comment" to a blog entry. I also started using blogger lables, this should help with indexing the blog.

Discussion 7 - Hamlet Act 4, Loose ends

From the Falcon Shakespeare:

The first five scenes of act 4 present the consequences of the murder of Polonius: Hamlet's banishment, Ophelia's madness, and Laertes' return. The remaining two scenes show the results of Hamlet's unexpected return ... Now the forces opposed to Hamlet are once more in the ascendant, we wonder whether their schemes will be carried out successfully and whether Hamlet can in any way circumvent his enemies and achieve his purpose.

There can only be 6 students per topic:

1. How does Ophelia's madness compare with that of Hamlet?
2. How does Hamlet differ from Laertes and Fortinbras?
3. Show that Claudius is courageous, resourceful and unscrupulous in his behavior during act 4.
4. Although Hamlet himself does not appear in the last three scenes of this act, show that we are not permitted to forget him.
5. Who has the advantage in act 4, Hamlet or Claudius?

Discussion 6 - To be or not to be. Aye, there's the point.

Hamlet delivers 3 soliloquies in the first 3 acts of Hamlet. Explain how the three soliloquies build towards the explosion of action which is act 3 of Hamlet. Focus your response on the soliloquy in act 3.

Bonus Discussion 5 - A Comedy of Masks

In J. Dover Wilson's What Happens in Hamlet(1935), Wilson states, "The second act of Hamlet is comedy; a comedy of masks." Comment on this statement.

Discussion 5 - Aspects of Hamlet Act 2

There are 5 choices for this weeks blog, therefore there can only be six students per choice.
Please indicate you choice by reserving it in this week's thread.

Topics:

1. Show that Hamlet is insane Act 2.
2. Show that Hamlet is sane in Act 2.
3. Discuss the parallelism of Hamlet, Laertes and Forinbras by the end of Act 2.
4. Who has the advantage in the play by the end of Act 2, Hamlet or Claudius?
5. Explain the significance of Ophelia by the end of Act 2.
   

Discussion 4 - Your thoughts on Act 1 of Hamlet

The foundation of Hamlet is laid in Act 1.
I would like to know what you think is the most interesting aspect of Act 1.

Considerations:

• Language
• Plot
• Dramatic devices
• Characterization
• Anything of considerable importance that you've noticed

Please use MLA citations, and the formal paragraph structure that I have given you in class. Make sure you have a clearly stated thesis from which you argue your opinion(Yes, your opinion ... yes, you can use 'I', judiciously).

This may be a good time to try some of the rhetorical devices I have given you.

This blog cannot exceed 500 words.
The due date has been extended to Wednesday March 28.

Bonus Discussion 3 - Hunting Findley

Follow the instructions for Discussion 3 (March 2007).

Choose any motif and part number not chosen by anyone yet. You can do as many bonus postings as you want. For example, if you would like to track Animals / Animal Imagery in Part 1 for Discussion 3, you may choose to continue this in Part 2 (This would count as one bonus assignment).

However, you do not have to track the same motif that you tracked in Discussion 3. For example, if you tracked Animal / Animal Imagery in Part 1, you may choose as a bonus to look at Photographs / Paintings / Artwork in Part 4 and Part 5 ( Yes, this would count as 2 bonuses).

You must indicate in the Discussion 3 (March 2007) discussion your intention for the bonus. Do not reserve your bonus topic in this posting. Reserve your bonus topic in Discussion 3 (March 2007).

Post only your finished bonus post in this thread.

This bonus is due on the last Sunday of the March Break. That gives you one standard week, and one extra week before warning letters to complete this bonus assignment.

Discussion 3 - Hunting Findley

Scholarly writings and criticisms of Findley are sparse. Although The Wars is studied perennially across Canada in high schools everywhere, it becomes challenging for students to acquire critical readings of The Wars. This weeks blog assignment will prepare you for your own criticism of Findley reoccurring motifs.

As you know, your Culminating Activity for ENG4U1 is a comparative essay. As you read the texts for this essay, you have been asked to keep a dialectical journal of each novel. If you have questions about your dialectical journal, please see the Culminating Activity package for a detailed explanation.

To help you in your dialectical journal writing, you will writing annotations for The Wars in this weeks blog assignment.

Using the topic list at the end of this posting, I would like you to compile a list (yes, an actual list, nothing else) of textual examples. Analysis in not required.

An example entry would be:

Part 1 Animals / Animal Imagery "In her lap she holds a large white rabbit."(7)


Notes:

1. State which part of the novel your finding comes from.
2. Use the motif as I have listed them in the Topic List at the bottom of this post.
3. Use quotation marks to encapsulate the actual quote.
4. Use parentheses to indicate the page number.
5. Everyone must have a unique motif and part number. That is, Part 1 Violence is different than Part 5 Violence.
6. You can reserve you motif and part number as soon as you want. Post it here, in this thread.
7. When your assignment is ready, just delete your 'reservation' post, and submit your real one.

The following short excerpts were taken from easily accessible Internet sources. Please read them before you continue, noting the bold text in each excerpt:

1.
"It came as something of a shock, when gathering these stories for collective publication Dinner Along the Amazon (1984)], to discover that for over thirty years of writing my attention has turned again and again to the same unvarying gamut of sounds and images. They not only turn up here in this present book, but in my novels, too. I wish I hadn't noticed this. In fact, it became an embarrassment and I began to wonder if I should file A CATALOGUE OF PERSONAL OBSESSIONS. The sound of screen doors banging; evening lamplight; music held at a distance -- always being played on a gramaphone; letters written on blue-tinted note paper; robins making forays onto summer lawns to murder worms; photographs in cardboard boxes; Colt revolvers hidden in bureau drawers and a chair that is always falling over. What does it mean? Does it mean that here is a writer who is hopelessly uninventive? Appallingly repetitive? Why are the roads always dusty in the man's work -- why is it always so hot -- why can't it RAIN? And my agent was once heard to moan aloud as she was reading through the pages of a television script I had just delivered: "Oh God, Findley -- not more rabbits!"

Library and Archives Canada (http://www.collectionscanada.ca/3/8/t8-2008-e.html)

2.
The Wars remains his most-discussed book. Based partly on the war-time correspondence of his uncle, Thomas Irving Findley, and on family photos, he wrote the novel in guise of a researcher trying to reconstruct the story of Robert Ross, a soldier of the Great War. The book explores many of the obsessions that colour all his writing: violence, loneliness, a concern for animal rights, and the survival of the individual in a world of madness. Findley believes that a writer has a responsibility to speak out about what is wrong with society.

Library and Archives Canada (http://www.collectionscanada.ca/3/8/t8-2008-e.html)

3.
His writing, typical of the Southern Ontario Gothic genre, was heavily influenced by Jungian psychology, and mental illness, gender and sexuality were frequent recurring themes in his work. His characters often carried dark personal secrets, and were often conflicted — sometimes to the point of psychosis — by these burdens.

Wikipedia (http://en.wikipedia.org/wiki/Timothy_Findley)

4.
Southern Ontario Gothic is a sub-genre of the Gothic novel genre and a feature of Canadian literature that comes from Southern Ontario.

Writers of this sub-genre include Alice Munro, Timothy Findley, Douglas Cooper, Margaret Atwood, Robertson Davies, Jane Urquhart, Marian Engel, James Reaney, Susan Swan, George Elliott, Graeme Gibson and Barbara Gowdy.

Like the Southern Gothic of American writers such as William Faulkner, Flannery O'Connor and Eudora Welty, Southern Ontario Gothic analyzes and critiques social conditions such as race, gender, religion and politics, but in a Southern Ontario context. Actions and people that act against humanity, logic, and morality all are portrayed unfavorably, and one or more characters may be suffering from some form of mental illness.

Some (but not all) writers of Southern Ontario Gothic use supernatural or magic realist elements; a few deviate from realism entirely, in the manner of the fantastical gothic novel. Virtually all dwell to a certain extent upon the grotesque.

Wikipedia (http://en.wikipedia.org/wiki/Southern_Ontario_Gothic)

Topic List

Violence
Loneliness / The Journey to Identity
Jungian Psychology
Social / Political Commentary
Animals / Animal Imagery
Mental Illness / Madness
Gender / Sexuality
Photographs / Paintings / Artwork
Any motif from Findley's 'Catalogue of Personal Obsessions'
Any motif's from the Southern Ontario Gothic Mode


This assignment is due on the last Sunday of the March Break. That gives you one standard week, and one extra week before warning letters to complete this assignment.

Bonus Discussion 2 - Photographs are worth one thousand words

Go to firstworldwar.com's picture archive at http://www.firstworldwar.com/photos/index.htm

There are over 3000 pictures for you to look at. I would like you to find one photo and describe it as if you were writing a letter home from World War 1.

Please note that the menu for the vintage photographs is located on the right hand side. When you have selected an theme, for example Battlegrounds, notice that there are nine pages of images to explore. The menu for page flipping is locate either at the top of the images or the bottom of the images.

Discussion 2 - World War I Poetry

World War 1 poetry is a genre of poetry which flourished in the horror of the First World War. Written predominantly by soldiers in the field, World War 1 poetry struck a chord with readers at home because it portrayed the reality of, The Great War.

As you read Findley's The Wars, I would like you to read World War 1 poetry and write a blog entry.

Your blog posting must include in this order:

• The poem (including title, poet's name, date)
• Your response

Notes:

1. Everyone must have a unique poem.
2. You can reserve your poem by posting the title of the poem you would like to use as soon as you want. Post it here, in this thread.
   
3. When your assignment is ready, just delete your 'reservation' post, and submit your real one.
   

In your response, I would like you to use the following guide to structure your posting.

A Framework for Responding to Poetry

Introduction:

• Briefly introduce the title of the poem and name of the poet.
• Try to classify the type of poem it is e.g. sonnet, ballad, haiku, acrostic, shape, lyric, ode, limerick, elegy, dramatic monologue etc.
• Briefly explain the subject of the poem.

Point One: Explore the Themes of the Poem

• Try to group the ideas in the poem is there a story that the poem tells?
• What do you think the poem is about?

Point Two: Imagery used to express themes

• What are the pictures in the poem?
• Are metaphors/similes used to explain ideas?
• Are the five senses used to evoke certain reactions in the reader?

Point Three: Form and Structure

• How is the poem organised e.g. lines, verses, layout and shape.
• Why has the poet decided to structure the ideas in this way e.g. the sequence of ideas, length of lines, patterns etc.

Point Four: Rhyme and Rhythm

• How does the poem rhyme? E.g. abab or aabb etc.
• What is the rhythm of the poem when read aloud?
• Why has the poet chosen this rhyme and rhythm to express these ideas?

Point Five: Language Patterns

• Think about the sound of the poem and choice of words
• The poet uses specific words because they have a certain association in the reader's mind.
• Look out for alliteration, onomatopoeia, assonance, personification, symbolism. How has the poet grouped words to achieve a desired effect?

Conclusion: Poet's message

• What is the poet trying to communicate to the reader?
• How effective are the devices/language that he uses?
• What is your response to the poem?

(www.englishresources.co.uk)

I suggest trying the school library or the public library before you try the searching the Internet for poems.

Please note, if you use a search engine to look for poetry, please note that "one", "1", and "I" all give different results.

Bonus Discussion 1 - Career of a Salesman

Read Kerrane's "Arthur Miller vs. Columbia Pictures: The Strange Case of Career of a Salesman" and discuss the implications of Career of a Salesman. Use examples from the screenplay that Kerrane found to help you support your ideas. The essay can be found on our course web site.