Thursday, October 30, 2014

Blog Post #11 Who's There. Words. Words. Words

“Who’s There?” Words, words, words
Gokul Muru, Rachel Darrah, Tanner Csendes, Adam Manguiat

Thesis: By using direct and informative dialogue, the use of midnight as the setting of the scene, and defensive diction that implies a tense gathering, the first scene of Shakespeare’s Hamlet expresses a suspicious tone when Bernardo asks “Who’s there?”(1.1.1) to suggest that man is an animal of constant vigilance.

Outline:

Thesis: By using direct and informative dialogue, the use of midnight as the setting of the scene, and defensive diction that implies a tense gathering, the first scene of Shakespeare’s Hamlet expresses a suspicious tone when Bernardo asks “Who’s there?”(1.1.1) to suggest that man is an animal of constant vigilance.

  • Informative Dialogue
    • “Nay, answer me: stand, and unfold yourself,” (1.1.2)
      • This is a command for the person to identify themselves so the threat level can be assessed. In addition, the syntax incorporate a semicolon which present a slight pause, therefore implying that Francisco is speaking with caution when confronting the unknown. He is exemplifying a character that is constantly vigilant.
    • “Bernardo has my place. Give you good night,” (1.1.17)
      • This line is basically outlining the change in shifts and the change in temporary power that is taking place after all of the identities and allegiances were revealed.

  • Mid-Night Setting
    • “‘Tis now struck twelve; get thee to bed, Francisco,” (1.1.7)
      • This line directly implies that the words “bed” and “twelve” represent the setting of midnight in a more direct manner. Also, the idea man as a vigilant animal can be present in the form of Francisco as he is awake when everyone is laying in bed.
    • “You come most carefully upon your hour” (1.1.6)
      • The idea of vigilance is directly referenced within the line. The setting of midnight,itself, is characterized as being harmful to the presence of man-kind. This line also implies that Bernardo has approached Francisco's location with stealth and so he remained undetected - a shadow in the night - until he asked “who’s there?”

  • Defensive Diction
    • “Friends to this ground” (1.1.13)
      • The word “Friends” immediately illustrates that in Shakespeare’s world there are both friends and foes in existence. This one word captures the fact that man has a reason to be vigilant as any conspiracy can be laid upon them. Because Horatio identified himself as this instead of stating his name or position, his allegiance was the most important thing that he established to show that there was no danger from him.
    • “The rivals of my watch, bid them make haste,” (1.1.11)
      • “Rivals” and “Haste” are two such words that capture vigilance within a man. “Rivals” shows the meaning of enemies, while “Haste” shows the meaning of urgent action. The incorporation of words in this sentence allows for readers to understand the realm of Shakespeare’s characters who have to keep their eyes open in order to fulfill their duties, this idea can be mainly seen in the scenario of Bernardo with his apprehension towards Horatio and Marcellus.


Tuesday, October 28, 2014

Blog Post #10 Thesis Statement Revision

Prompt: Carefully read the passage from “Dream Child; a Reverie,” paying special attention to descriptive details and sentence structure. Then, write an essay in which you analyze how Charles Lamb’s style contributes to his portrayal of his “dream children,” his grandmother, and his own childhood.

Initial Thesis Statement: Lamb through the story “Dream Children; a Reverie” depicts that grandmother and children as people who the narrator wishes to be someday as he uses powerful imagery to describe character, allusions that relate with the overall character, and diction that create the positive atmosphere in the story.

ARGUMENT/FOCUS   

_No_Does my thesis statement address each part of the essay question?
_No_ Is the point I'm making one that would generate discussion and argument, or is it one
that would leave people asking, “So what?"
_Yes _ Have I focused on an interesting contradiction, tension or paradox between two things?

Example: Although the escalation of violence in John Steinbeck’s Of Mice and Men eventually results in two deaths, it is through violence that compassion is revealed when George, in a violent but merciful act, saves Lenny from cruel mob justice.

_Yes__ Is my thesis too vague? Too general? Should I focus on some more specific aspect of my
topic?
__Yes_ Does my thesis deal directly with the topic at hand, or is it a declaration of my personal
feelings (“I think”/ “I feel” statements)?

LANGUAGE

_No__ Does my thesis indicate the direction of my argument? Does it suggest a structure for
my paper?
__No_ Is the language in my thesis vivid and clear? Have I structured my sentence so that the
important information is in the main clause? Have I used subordinate clauses to
house less important information? Have I used parallelism to show the relationship
between parts of my thesis? In short, is this thesis the very best sentence that it can be?
                                     No__  Is the thesis statement written as a complex sentence?

Revised Thesis Statement:  With a more humanistic approach, Lamb depicts the “dream children”, his grandmother, and his childhood with both a tone of gracefulness as well as a slight edge of darkness mainly through his use of spiritual description and cumulative syntax; only his use of these devices through this manner has allowed the reader to feel the humanistic complexity within this presented story.  

Revision Process: When observing my initial thesis statement, I find that it carried less argumentative diction, therefore resulting in a weaker statement. Moreover, I stated my main points directly without forming a sense of complexity within the process; the points did not produce any thought within my reader, when they read this thesis, they would ask: So What? To avoid this “So what?” question, I used the onion technique that I learned in the Sophomore year of my high school career. This technique involved writing a thesis statements, but asking “so what?” for each question. I kept questioning my thesis statement until I arrived at an optimal one. This was the revision process I used to write my revised thesis statement.  

Blog Post #9 Scores for Grammar Quizzes

Category
Total Possible
Test 1
Test 2
Test 3
Finding subjects and verbs in simple sentences
15
12
15

Making subjects and verbs agree
15
15


Correcting the fragment in simple sentences
15
12
15

Combining sentences using the three methods of coordination
15
12
15

Combining sentences using subordination
15
15


Correcting the run on
15
10
11
15
Choosing the correct pronoun form
15
10
15

Choosing the correct verb form
15
9
14
15
Using correct capitalization and punctuation
15
14
15

15
13
15

Choosing the correct form of the irregular verb
15
15


Blog Post #9 Reflection #2

Reflection #2

When observing the scores of my quizzes with the re-testing, I am able to see that I demonstrate mastery of a 100% with all subjects. These subjects range from the sentence structure, itself, to the parts in a sentence, such as subject, verb, and pronoun usage. This result of complete mastery depicts to me that I have the ability to apply these concepts into my future writings.

The most relevant idea that I am able to perceive from this experience is that I have gained the ability to put the sum of the parts (noun, verb, and pronoun usage) into a whole (sentence structure).  However, the most interesting aspect of this experience was the methodology I used to obtain mastery for all subjects in the grammar quizzes; I would look at each part of the sentence in an abstract manner. I would take each building block such as subject-verb agreement and observe if there is any mistake with it. Afterwards, I put the sentence together and would find the correct structure when it came to the fragment, coordination, and run-on exercises. Initially, my first time taking these quizzes, I looked at all aspects as a whole without dissecting each section of the sentence. Now I see the importance in breaking the whole into a sum of parts.

I have learned the importance of how all components of a sentence such as noun, verb, and pronoun can make a complete thought or idea. In addition to the idea of grammar, I have also learned to use the tools such as OWL Purdue more effectively when it came to learning grammar. After this experience, I have set new long-term goals as an English student. I now carry the goal of being an effective proofreader as well as a writer. Ultimately, I learned that writing takes patience to put the skills together. 

Monday, October 27, 2014

Blog Post #9 Pre-Test Scores


Category
Total Possible
Test 1
Finding subjects and verbs in simple sentences
15
12
Making subjects and verbs agree
15
15
Correcting the fragment in simple sentences
15
12
Combining sentences using the three methods of coordination
15
12
Combining sentences using subordination
15
15
Correcting the run on
15
10
Choosing the correct pronoun form
15
10
Choosing the correct verb form
15
9
Using correct capitalization and punctuation
15
14
15
13
Choosing the correct form of the irregular verb
15
15