In A Tale of Two Cities by Charles Dickens, the story begins with a brief introduction to the current period of time that the countries are set in. With the famous first lines being, "It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness...," the reader gets a feel for how contradictory everything was at the present time. The narration of the novel throughout the first ten or so pages reflects the period in which it was based on: gloomy, ominous, dark. The relation of the tone to Dickens is the fact that he grew up in very poor circumstances. He had an understanding from a very early age how dense the world was and how evil it could be to some people.
The intro flows along into the story which begins in the first setting of London, England. The darkness of the cold night, again, reflects the Gothic viewpoint on the outlook of the situation in the current city. The characters of Lorry and Lucie come to discover on their journey to France that her father is not actually dead. He has been locked up for many years and has been sort of lost throughout it. Dickens can relate to the factor of a deadbeat dad because his father couldn't pay the bills and was sent to a kind of jail because of his debts. This left Dickens in the circumstances to be more grown up and to defend for himself.
Dickens' style of writing is displayed through his symbolised ideas of his life. In a sense, this and his other many novels, all show his life in some way or another. A Tale of Two Cities is more of a historical point of view and will, probably, end up giving a good idea to readers how he took in that specific period of time.
Tuesday, January 31, 2012
Monday, January 30, 2012
Big Question Intro.
I know I have no excuse. I'll just clarify my lateness was due to college visits out of state. So bada bing. Here is my big question intro:
big question lalala
big question lalala
Sunday, January 29, 2012
A Tale of Two Cities...
A Tale of Two Cities is one of the most famous works of literature written by one of the most world renowned authors, Charlies Dickens. Why is the title of the book significant?
Well, it's actually quite self-explanatory. You see, the novel is based during the period of the French Revolution. This happened after the Revolutionary War between England and the US. Therefore, England was very concerned about any other kind of revolution going on near them or involving them. London was one of the cities focused on throughout the book to show the side of society that was afraid of this uproar destroying the continent. France was, obviously, the main point of the French Revolution. Paris was the heart of this event and they represent the other city in this novel. They show the alternative view of revolution; they were not very afraid and just dealt with the matters in their own hands.
Many compare the two settings to the likings of a science experiment. Both cities react to a change in the system of their lives and it develops a plotline to understand the real effects of the French Revolution.
Well, it's actually quite self-explanatory. You see, the novel is based during the period of the French Revolution. This happened after the Revolutionary War between England and the US. Therefore, England was very concerned about any other kind of revolution going on near them or involving them. London was one of the cities focused on throughout the book to show the side of society that was afraid of this uproar destroying the continent. France was, obviously, the main point of the French Revolution. Paris was the heart of this event and they represent the other city in this novel. They show the alternative view of revolution; they were not very afraid and just dealt with the matters in their own hands.
Many compare the two settings to the likings of a science experiment. Both cities react to a change in the system of their lives and it develops a plotline to understand the real effects of the French Revolution.
Saturday, January 21, 2012
Where The Sidewalk Ends.
"Where the Sidewalk Ends" by Shel Silverstein
There is a place where the sidewalk ends
And before the street begins,
And there the grass grows soft and white,
And there the sun burns crimson bright,
And there the moon-bird rests from his flight
To cool in the peppermint wind.
Let us leave this place where the smoke blows black
And the dark street winds and bends.
Past the pits where the asphalt flowers grow
We shall walk with a walk that is measured and slow,
And watch where the chalk-white arrows go
To the place where the sidewalk ends.
Yes we'll walk with a walk that is measured and slow,
And we'll go where the chalk-white arrows go,
For the children, they mark, and the children, they know
The place where the sidewalk ends.
This poem by Shel Silverstein is one of my favorites for so many reasons. I discovered Silverstein when I was only 6 years old and immediately loved his writing. It was funny in the lightest of ways, but had a universal theme that people from ages 5 to 105 could relate to. This poem specifically has always hit me because as a kid, I didn't really understand the symbolism behind its importance. Now that I've "grown up", I see now that it revolves around keeping the kid alive in you.
Many people think that to grow up essentially is to be mature and serious about most matters. They overstress about work, money, ego and other things that are irrelevant to a child. This poem takes those who lose themselves back to the mindset of a kid. The symbols of smoke and peppermint wind demonstrate the cold, dark world that's out there while the chalk white arrows are the path to finding your inner childhood. This and many other poems by Silverstein always bring me back to being little again and dreaming of the good old days. "Where the Sidewalk Ends," is just another reminder that even though you may get older in time, never lose the free spirit of being a child in your heart.
There is a place where the sidewalk ends
And before the street begins,
And there the grass grows soft and white,
And there the sun burns crimson bright,
And there the moon-bird rests from his flight
To cool in the peppermint wind.
Let us leave this place where the smoke blows black
And the dark street winds and bends.
Past the pits where the asphalt flowers grow
We shall walk with a walk that is measured and slow,
And watch where the chalk-white arrows go
To the place where the sidewalk ends.
Yes we'll walk with a walk that is measured and slow,
And we'll go where the chalk-white arrows go,
For the children, they mark, and the children, they know
The place where the sidewalk ends.
This poem by Shel Silverstein is one of my favorites for so many reasons. I discovered Silverstein when I was only 6 years old and immediately loved his writing. It was funny in the lightest of ways, but had a universal theme that people from ages 5 to 105 could relate to. This poem specifically has always hit me because as a kid, I didn't really understand the symbolism behind its importance. Now that I've "grown up", I see now that it revolves around keeping the kid alive in you.
Many people think that to grow up essentially is to be mature and serious about most matters. They overstress about work, money, ego and other things that are irrelevant to a child. This poem takes those who lose themselves back to the mindset of a kid. The symbols of smoke and peppermint wind demonstrate the cold, dark world that's out there while the chalk white arrows are the path to finding your inner childhood. This and many other poems by Silverstein always bring me back to being little again and dreaming of the good old days. "Where the Sidewalk Ends," is just another reminder that even though you may get older in time, never lose the free spirit of being a child in your heart.
Wednesday, January 18, 2012
The Facts.
As a new year is upon us, so is a restart in our curriculum blogging. No, we're not starting from scratch and redoing every single assignment (Hallelujah!). But to get newcomers on the same track, my personal take on this spring semester cleaning intro is to introduce the course's idea mixed with blogging in my own aesthetic. So away we go...
Let's keep it short and simple: This blog is connected to an group of about 95 students all taking an AP English Literature course. We use these sources to critically think and involve ourselves in multiple types/titles of literature, thinking outside the "schoolwork" box, etc. Our posts are organized, as seen on this page, in how we are assigned the homework on a daily or weekly basis. It's a bit hit and miss on one general point yet every post so far relates to a study done in this AP course. For the next few months, all of the blogs (mine included) will be transformed into an interactive resource for studying for the AP English Literature exam in May. It's an outlet to those who may need that extra push, people who normally wouldn't have complete access to a regular sit-down class, or anyone who is just interested in this project or English literature. Although we, collectively as 4 separate classes, are still brainstorming for a certain name to call this endeavor, we're shifting to the next gear and trying to get as many people involved as possible. So, for the person (or people) reading this post, in particular, don't be afraid to recommend this to peers or fellow students. It's a free for all of info...in a technological sense.
To get an even better idea for our day to day itinerary, here is the link to the creator of this interactive new-age learning:
http://drprestonsrhsenglitcomp.blogspot.com/
Any questions or comments you have, I'd be happy to get involved in conversations and answer. So without further ado, this is the revolution of the AP English Literature study group.
Let's keep it short and simple: This blog is connected to an group of about 95 students all taking an AP English Literature course. We use these sources to critically think and involve ourselves in multiple types/titles of literature, thinking outside the "schoolwork" box, etc. Our posts are organized, as seen on this page, in how we are assigned the homework on a daily or weekly basis. It's a bit hit and miss on one general point yet every post so far relates to a study done in this AP course. For the next few months, all of the blogs (mine included) will be transformed into an interactive resource for studying for the AP English Literature exam in May. It's an outlet to those who may need that extra push, people who normally wouldn't have complete access to a regular sit-down class, or anyone who is just interested in this project or English literature. Although we, collectively as 4 separate classes, are still brainstorming for a certain name to call this endeavor, we're shifting to the next gear and trying to get as many people involved as possible. So, for the person (or people) reading this post, in particular, don't be afraid to recommend this to peers or fellow students. It's a free for all of info...in a technological sense.
To get an even better idea for our day to day itinerary, here is the link to the creator of this interactive new-age learning:
http://drprestonsrhsenglitcomp.blogspot.com/
Any questions or comments you have, I'd be happy to get involved in conversations and answer. So without further ado, this is the revolution of the AP English Literature study group.
Monday, January 16, 2012
Big Question: Abstract.
Question: “What are the psychological and physiological factors that create our experience of being alive or living?”
Psychological factors affect the mind and relate to the mental part of a person. Physiological factors deal with the physical functions of the mind and body pertaining to the individual. Psychologists could call this kind of study “psychodynamic psychotherapy” created in 1874. The biology involved in self-being can be described from behavioral neurology to neuropsychology.
The way peoples’ minds automatically register who they are and how they act without hesitation is a deeper way to look at who we are as individuals. Most rely on the surface of their likes and dislikes but this concept study relies on using scientific reasoning for defining a person’s living behaviors, tendencies and attitudes.
The research that will be conducted will provide an in depth view on how the brain functions with psychological and physiological influences in an almost unconscious way. It will help determine how our mind quickly connects us to the human being we’re attached to. This answer can also lead to how certain actions of the brain create a space for our mind to find out how we should act depending on the outside factors surrounding us.
I plan to take this study beyond books and the Internet. For each of the subjects, I will talk to one or more sources about their previous work done on this investigation, whether it is in the psychological field or in a biological/medical field. Their input will create a starting point for further research related to books, articles or concepts available.
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