Thursday, December 8, 2011

Hamlet and Performative Utterance

In “Hamlet,” by William Shakespeare, performative utterance has a major impact on the characters and the plot.  The way in which Hamlet speaks seems to constitute action in itself.  Throughout the play, locutionary, illocutionary, and perlocutionary acts are all present.  In “The Performative Utterance in Hamlet,“ by  Fredrik Deboer, these elements were analyzed and observed in the play.  Also, “self-overhearing” is a prominent element as well.  By examining myself, I have also found performative utterance taking place in my life.  Performative utterances contain agent to constitute action, and affect real change in the world.

    A locutionary act can be defined as the act of an utterance.  Locutionary acts happen constantly; even a baby talking gibberish would qualify into this category.  However, if the speaker of that utterance has a specific intention, it becomes an illocutionary act.  For instance, asking a question with an intention of getting an answer.  When an utterance produces an effect, intended of not, it becomes a elocutionary act.  An example of this would be when a priest pronounces a couple “man and wife,” the effect of this would be they are assumed to now be married.

     A particular scene in “Hamlet” includes all three of these acts, and also sets the plot of the play into action.  This scene is when the ghost of King Hamlet approaches Hamlet, and the two have a discussion.  Locutionary acts occur each time one of them produces an utterance.  When the ghost says, “Revenge his foul and most unnatural murder,” this is an illocutionary act.  The ghost had a specific intention for that utterance: to persuade Hamlet to avenge him.  The perlocutionary act occurs when Hamlet vows to take revenge on his uncle.  This single utterance produces innumerable affects, impacts all of the characters, and produces the plot.

    “Self-overhearing” occurs when hearing one self’s thoughts and opinions out loud helps that person gain knowledge about himself.  This occurs countless times in the play.  Hamlet would often host long soliloquies in which he would talk about his dilemmas and feelings out loud.   By doing this, it helped him gain knowledge about how he reacts in certain situations, and also what he should do about his dilemma.

    My experience with “self-overhearing” is similar to Hamlet‘s.  For example, as I reflect on my experience of memorizing the “To be, or not to be,” soliloquy,  it helps me realize the reasons this task was difficult for me.  I found it hard to focus for long periods of time, and I also psyched myself out before even starting!  It also tells me what strategies of memorization work well for me.  By reviewing what I accomplished and how long it took me, I gain knowledge of future expectations.  Such as how much time I should allow myself to learn a piece of this length, or what my mind is capable of.  If  I could do that, what else can I do?  Perhaps a little more “self-overhearing” could answer that.

Thursday, December 1, 2011

AP Lit. Term: Personification

Personification is the act of attributing human traits and qualities to inanimate objects.

An example of this is many of the characters in Beauty and the Beast. The inanimate objects can sing, dance, talk, and experience emotions.

Sunday, November 27, 2011

Thinking Outside the Box

Plato and Sartre both chose to use allegories to describe the limitation of our thinking.  However, the two pieces differ in tone and theme. In "Allegory of the Cave," and "No Exit," the characters had different perspectives and challenges to overcome.  Although the plot lines, tones, and themes are disparate, the author conveys the same message of describing the limitation of our thinking.  Eventually, they imply solutions to the problem.

In "Allegory of the Cave," the characters were "shackled" and limited in knowledge and thinking because they chose to never look beyond what was there.  Therefore, they trapped themselves and weren't living to their full potential.  In "No Exit," the characters are trapped in their way of thinking by each other.  Each one influences the other, preventing them to think for themselves.  The reading suggests that hell is other people's influence; the only thing that was putting those people through hell was one another.

 Although both tones are informative, they include other different characteristics.  For example, in "Allegory of the Cave," the tone seemed to be more relaxed, because the characters did not know they were living in bondage.  However, in "No Exit," the tone includes some urgency, because the characters were going through hell.  The characters' circumstances in each affected the tones.

The themes of both works are disparate.  In "No Exit," one of the obvious themes was hell.  The ironic thing was that this hell was being created by one another.  Hell was related to existence and to one's idea of oneself.  The reason they were put through hell was because they were seeing the negative, shameful things in themselves in each other. A theme of "Allegory of the Cave" was knowledge is power.  The more the characters learned about their situation, the more they were able to break out of the "cave" and live a more fulfilling, empowered life.  It shows how ignorance can be crippling, and even trap a person into their mindset and beliefs. 

Sunday, November 20, 2011

Literature Analysis #3: Kafka On the Shore

1. Kafka on the Shore  is centered around a man named Kafka Tamura who has run away from home to escape a horrible destiny.  This Oedipal prophecy is that he will  kill his father, and sleep with his sister and mother. When Kafka runs away, strange occurances start happening.  Eventually, to his dismay, Kafka realizes he has fulfilled each of his prophecies.  Throughout this story, another story is being alternated involving an elderly man named Nakata that claims he can talk to cats, but he cannot read.  Although Nakata and Kafka never meet, their actions seem to affect one another and be codependent.  This can be blamed on the fact that the book relates to the idea that souls can jump from one body to another.  Thus, through Nakata, Kafka did in fact carry out his prophecy.

2. Fate was the most prominent theme in the novel.   Even when Kafka tried his best to escape it, he could not.  It was going be fulfilled no matter what.

3.  The tone of the story is somber. The author includes very little comedy in the novel. 

- "Memories are what warm you up from the inside. But they're also what tear you apart."
- "Lost opportunities, lost possibilities, feelings we can never get back.  That's part of what it    means to be alive. But inside our heads-at least that's where I imagine it - there's a little room where we store those memories."
  - "Listen up- there's no war that will end all wars."

4. Theme: Fate
- Sometimes fate is like a sandstorm that keeps changing directions.  You change direction but the sandstorm chases you.  Your turn again, but the storm adjusts."
- no matter what Kafka did, he couldn't escape his fate
- running away from it only brought him closer

    Symbolism: 
- Alter- ego "crow"
-  represents Kafka's downfalls
    
    Foreshadowing:
- "On my fifteenth birthday I'll run away from home, journey off to a far-off town, and live in a corner of a small library."

  

Diction/ Syntax:
- easy to read, colloquial
 - "Hey, Mr. Nakata. Gramps. Fire! Flood! Earthquake! Revolution! Godzilla's on the loose! Get up!
- "Chance encounters are what keep us going." 

     Imagery:
 -  “Being with her I feel a pain, like a frozen knife stuck in my chest."
-   “Not just beautiful, though--the stars are like the trees in the forest, alive and breathing. And they're watching me.”
 -    “A strange, terrific force unlike anything I've ever experienced is sprouting in my heart, taking root there, growing. Shut up behind my rib cage, my warm heart expands and contracts independent of my will--over and over.”

"Allegory of the Cave" In- Class Essay

In "Allegory of the Cave, by Plato, the author often uses symbols to represent much deeper meanings.  Throughout the work, countless metaphors are used to convey the purpose.  This figurative language is what makes this piece an allegory.  The reader is required to interpret what each symbol means, and furthermore, the allegory as a whole.  Although this piece may appear as a simple bedtime caveman story, it has a much deeper meaning and purpose.

Plato's purpse in writing this piece may not be conspicuous to many readers.  His real purpose was to reveal how unenlightenment traps a person, and restrain them from living to their full potential.  He uses the sun as a metaphor for enlightenment.  The prisoners had never seen the sun in their cave.  He also represents the hindering affect of unenlightenment through the shackles set upon the cavemen.

Tuesday, November 8, 2011

Hamlet/epics/language essay

Language can reveal much information about a person or character in a novel.  A
character’s choice of language in a novel is extremely important.  In “Hamlet,” Hamlet’s
language use differs from that of epic heroes’ such as Beowulf.  This helps a reader be
able distinguish one from the other.  By reading lines from each, a person could tell which
voice belonged to which character without reading any of the novel.

    Beowulf conveys more imagery with his language choices than Hamlet does.  For
example, Beowulf said, “I’d use no sword, no weapon, if this beast could be killed
without it, crushed to death like Grendel, gripped in my hands and torn limb from limb.”
Hamlet often chose to use diction that did not allow the reader to get a visual picture.
The reason may be because most of Hamlet’s remarks were his inner thoughts and
feelings. 

    The purpose of each character’s sentences has an effect on their diction and
syntax.  Hamlet often uses speech as a way of venting his feelings, and figuring them out.
So Hamlet’s language choice often consisted of long soliloquies, in which he over
analyzes his problems.  On the other hand, Beowulf often chose language that was about
battles or accomplishments.  “I’ve never known fear, as a youth I fought in endless
battles.  I am old now, but I will fight again.”

    Language choices are distinct to each character.  It is important to recognize them,
hence gaining a better understanding of the novel.  Hamlet and Beowulf choose very
disparate diction and syntax, and that helps distinguish them.

Monday, November 7, 2011

Major Concept I've Learned

One major concept I've learned in this class is "filter bubbles."  This stuck out in my mind because when I learned about it, I was shocked and even a little disturbed.  The fact that search engines filter out and control the results we receive makes us miss out on other information.  I am much more careful about using search engines now, and have learned which ones don't perform "filter bubbles."  This knowledge will continue to help me in college and throughout my life, which is also why I chose this concept. 

Wednesday, November 2, 2011

Outline (Roy Christopher)

A) The Medium is the Message
- medium is the most important item
- different mediums produce different results/interpretations

B) "Digital Maturity"
- one must know how technology works to get full benefit from it
- using a computer used to mean programming one- we should familiarize ourselves thoroughly

C) Generations
- older generations should trust younger generations
-  people don't have to engage if they don't want to

D) "Program or Be Programmed"
- participate in it, don't be victimized by it
- unfamiliarity can cause fear
- know how technology operates to take full control of it

E) Pros and Cons
- technology offers mixture of cultures
- has developed skill of multitasking in younger generations
- can be effective tool of knowledge
- can be a distraction
- can take control of you if you don't control it

Sunday, October 23, 2011

Literature Analysis #2 - The Kite Runner

1. The plot of The Kite Runner is centered around a man named Amir.  The story begins in two half brothers, Amir and Hassan's, childhood. Growing up in Afghanistan, Amir and Hassan were friends. However, a big part of their friendship consisted of Hassan sticking up for Amir, but Amir not returning the gesture.  On one occasion, Amir had the perfect opportunity to stand up for Hassan who was in trouble, but he abandoned him.  This caused them to drift apart, and to eventually not talk at all.  Amir's adult life is ridden with guilt because he feels he acted cowardly, and should have stood up for Hassan.  In order to redeem himself, Amir goes through many challenges to rescue Hassan's son who is living in Kabul's current turmoil.  Eventually, he saves him and adopts the boy.
2. The theme of the novel is redemption.  Even early in Amir's life, he felt guilty because his mother died giving birth to him.  He feels he must impress his father as a way to redeem himself.  Also, Amir's quest to save Hassan's son was driven by redemption.  He felt the only way to redeem himself for his past, cowardly actions towards Hassan was to rescue his son.
3. The author's tone is remorseful.  Throughout the novel, Amir reflects on and regrets his actions.
“Looking back now, I realize I have been peeking into that deserted alley for the last twenty-six years.” Amir said this about remembering the alley in which Hassan was raped/assaulted, and he did nothing to help.  “There is a way to be good again.” Rahim Kahn said this to Amir on a phone call to offer him a chance to redeem himself. “A boy who won’t stand up for himself becomes a man who can’t stand up to anything.” Amir expressing his remorse over who he was as a child, and how it shaped him as a man.
4.  Foreshadowing:
- Baba questions whether Amir will gain courage, and be able to stand up for what is right when the time comes.
- Baba worries that Afghanistan will one day be controlled by dictators.
- Assef claims he will get revenge on Amir.
    Diction:
- use of foreign Afghan terms: "babalu" (boogeyman) "Inshallah" (god willing)
- colloquial words: "piss"
   Symbols:
- pomegranate tree: represents being carefree
- cleft chin: represents Hassan and Amir's memories of him
- kites: represent Amir's goals as a child
   Syntax:
- casual, informal style
- "I piss on the beards of all those self-righteous monkeys."

- "I grew up in Michigan. Came out here for medical school. Once you get used to that California sunshine.."
   Imagery:
- "I cried all the way back home. I remeber how Baba's hands clenched around the steering wheel.  Clenched and unclenched. Mostly, I will never forget Baba's valiant efforts to conceal the disgusted look on his face as he drove in silence."
-" I put the kite down and walked into his thick hairy arms. I buried my face in the warmth of his chest and wept. Baba held me close to him, rocking me back and forth."
- "Baba would buy us each three identical kites and spool of glass string.  If I changed my mind and asked for a bigger and fancier kite, Baba would buy it for me- but then he'd buy it for Hassan too."

Thursday, October 20, 2011

Tools That Change the Way We Think

The internet/media/technology have all influenced how I think. The internet has made it so quick and easy to find information. This factor has had an impact on my ability to focus, and manage my time effectively. For example, since the internet does not require me to focus for a long period of time to find information, it is becoming increasingly harder for me to concentrate in other aspects of my life. Also, the internet tends to ruin my sense of priorities because I know I will be able to go onto Google and find the answer I need in minutes. I know I do not need to manage my time because finding the answer will hardly take up any time. My parents did not have the internet, so they most likely have better developed their time management and ability to focus. While I'm finding answers in minutes, they had to search thoroughly through a book for quite some time. Which required both focus, as well as time management. The internet/media/technology is, in a way, hindering this generation from their full potential.

Wednesday, October 19, 2011

In Search Of

My experience of watching the video is that is makes me think differently about the information I see online because now I will always be wondering what I could be missing out on due to these "filter bubbles." I redid the Shakespeare search by searching different topics about Shakespeare, not only so that I will get more specified results, but so that my filter will broaden.

Tuesday, October 18, 2011

Notes on Hamlet

My thinking about the play has evolved from the time we began reading to the end of Act III.  In the beginning of the play, I had no understanding about any of the characters.  Now, since I have gained information about the characters, I am able to better understand their thoughts, actions, and the play as a whole.  I am also better equipped to make inferences about future events in the play.  For example, due to Hamlet's passion about avenging his father, I believe he will eventually kill Claudius. 

Who was Shakespeare?

I went to Google, typed in "Who was Shakespeare" and clicked on the wikipedia link. 

I found out Shakespeare is regarded as the greatest writer in the English language, and is often called England's national poet.  He earned this title because his plays have been translated into every major living language and are performed more often than those of any other playwright.  His earlier works consisted mostly of comedies and histories, and his later works, tragedy.  We are left to wonder what Shakespeare's private life was like.  Few records of his private life survive.  Shakespeare is perceived by students as an author that is difficult to read and understand his work.  His pieces are often foreign, and even intimidating due to the old English style of writing.  I have learned when reading Shakespeare, it is vital to read the footnotes.  Also, don't focus on every word and try to understand each line, but rather take it in bigger portions.

To Facebook or Not to Facebook?

When I got a Facebook, about 2 years ago, my initial impression was that is was a way to share and communicate information with others. Also, to keep in touch with family or friends that you don't see that often.  It also seemed more safe than Myspace, but I don't really know why.  The benefits of Facebook are how easily it allows users to communicate and keep in touch with others.  The risks of Facebook are sharing information that you hadn't intended to. Which I learned that 94% of college students reported having done this in the article I read. Also, I learned in class how easily it is for computer savvy people to hack into private Facebook accounts. I find that very disturbing- what else can people hack in to?

Monday, October 10, 2011

(Don't) Be Hamlet

Hamlet's soliloquy shows his thoughts about the dilemma he is faced with.  He is conflicted about whether he should commit suicide or not.  Hamlet meticulously weighs out the pros and cons of taking his life, and feels he is a coward for doing so.  Hamlet feels by ending his life it would "end the heartache, and the thousand natural shocks that flesh is heir to."  However, Hamlet is also scared of what the "undiscovered country" holds after death.  In the end, Hamlet questioning his thoughts is what saved his life.  

I agree with Hamlet's decision, but not with his reasoning.  Hamlet should not kill himself, simply because running away from his problems is not the solution.  The best way to overcome his challenges is to face them- and Hamlet knows it. "Or to take arms against a sea of troubles and by opposing end them."  Everyone has problems, and how the person handles them and grows from them determines their character.

Hamlet should not end his life because he has purpose to live.  He has not finished the task asked of him,  which was to avenge his father.  Doesn't he feel it is his obligation and responsibility to honor his father and obey him?  Also, if Hamlet died, he would be separated from Ophelia.  He would have no chance of winning her over, and living a happy life with her. 

Hamlet has many reasons to not commit suicide.  Some of the reasons, he has even thought of himself.  Thinking about the pros and cons of suicide shows Hamlet is wise, and not impulsive. Hamlet should not give up, and things will get better.

Wednesday, September 21, 2011

Literature Analysis #1- The Great Gatsby

 1.  The plot involves a mysterious man named Gatsby.  He  is known by many, but personally known by few.  Gatsby throws lavish, grand parties frequently.  He does this in order to impress an old love named Daisy, and try to get her back.  When an opportunity arises to get her back, Gatsby jumps on it and they rekindle their love.  However, Gatsby's pursuits eventually end in his murder.
2.  The theme of the novel is love.  All of Gatsby's actions were driven by love.  For example, he threw parties, went out of his way to meet up, and took the blame for a hit and run to win Daisy's love.  Love is the reason why Gatsby was living in the past, and couldn't look to his future. Ironically, love is also what ended his life.
3. The author's tone is solemn. Examples include when Tom breaks his mistress' nose when she disrespects him, when Gatsby is shot dead in his pool, and when Myrtle is run over.  The book consists of tense, serious scenes.  There is almost no humor or happy experiences in the novel.
4. Five literary elements/techniques that helped my understanding of the theme/tone were imagery, characterization, setting, symbolism, and diction.  An excerpt of symbolism is the green light on Daisy's dock. "A single green light, minute and faraway, that might have been the end of a dock."  It represents the hopefulness and longing for love.  Although Gatsby cannot reach it, it is always there- just like his devotion for Daisy. An example of setting was East Egg and West Egg.  The two both represented wealth, but it also demonstrated that Daisy and Gatsby were disparate; they had grown apart.  An instance of imagery is the valley of ashes.  "This is a valley of ashes--a fantastic farm where ashes grow like wheat into ridges and hills and grotesque gardens; where ashes take the forms of houses and chimneys and rising smoke and, finally, with a transcendent effort, of men who move dimly and already crumbling through the powdery air. Occasionally a line of gray cars crawls along an invisible track, gives out a ghastly creak, and comes to rest, and immediately the ash-gray men swarm up with leaden spades and stir up an impenetrable cloud, which screens their obscure operations from your sight."  This quote uses vivid imagery for the reader to visualize.