Comparison: A writer usually attempts to create a bond of trust between writer and reader. How and to what extent have at least two writers you have studied been able to elicit your trust?
For "Blood Wedding," the writer elicited my trust through the character of "mother." She is so worried about her son because she already lost her husband and her other son. She doesn't want to lose her last son to a marriage to a girl she doesn't even know. She has her suspicions. I can understand how mother would be worried and that made me begin to wonder if her son's choice was a good one or not. I can relate to mother's worries, so I trust her.
For "Wild Duck," the writer elicits my trust by the character of Hedvig. She is a nice girl who really loves her dad and is always excited to see him. She gets so excited to see her dad - I can relate to it because I remember how excited I was to see my dad when I was young. She wants to do her best to please her dad, she loves him so much. The reader trusts her because of her innocence.
Wednesday, May 19, 2010
Tuesday, May 18, 2010
Blood Wedding Journal 2
Comparison: Readers are attracted to moments of intensity in a writer's work. By what means and with what effect have writers in your study offered heightened emotional moments designed to arrest the reader's attention?
Writers offer heightened emotional moments designed to arrest the reader's attention by using arguments and intense conversations. In Blood Wedding, one example of this is when the bridegroom is talking to the bride at the wedding in a conversation:
Bridegroom: But your father would have embraced you more gently.
Bride:(Gloomily) Of course.
(The bridegroom hugs her tightly, in a brusque manner)
Bridegroom: Because he is old!
Bride: (dryly) Let me go.
(p.70)
In this conversation, the bridegroom is talking to the bride. He does not notice the edge in the tone of the bride. He is oblivious to it. All brides should be happy at their weddings and she is not doing a very good job hiding her anger. This conversation catches the readers attention because the reader is frustrated that the bridegroom does not notice the bride's attitude very well.
In Oedipus, an intense conversation/argument is also used to catch the reader's attention:
Oedipus: So, you won't talk willingly - then you'll talk with pain.
The guards seize the shepherd.
Shepherd: No, dear god, don't torture an old man!
Oedipus: Twist his arms back, quickly!
Shepherd: God help us, why?- what more do you need to know?
Oedipus: Did you give him that child? He's asking.
Here the shepherd is resisting Oedipus and is not answering his question. This captures the readers attention - the reader knows that the shepherd did not kill the child when he should have, but Oedipus does not know that. It makes the reader want to see what Oedipus's reaction will be to what the shepherd says.
Writers offer heightened emotional moments designed to arrest the reader's attention by using arguments and intense conversations. In Blood Wedding, one example of this is when the bridegroom is talking to the bride at the wedding in a conversation:
Bridegroom: But your father would have embraced you more gently.
Bride:(Gloomily) Of course.
(The bridegroom hugs her tightly, in a brusque manner)
Bridegroom: Because he is old!
Bride: (dryly) Let me go.
(p.70)
In this conversation, the bridegroom is talking to the bride. He does not notice the edge in the tone of the bride. He is oblivious to it. All brides should be happy at their weddings and she is not doing a very good job hiding her anger. This conversation catches the readers attention because the reader is frustrated that the bridegroom does not notice the bride's attitude very well.
In Oedipus, an intense conversation/argument is also used to catch the reader's attention:
Oedipus: So, you won't talk willingly - then you'll talk with pain.
The guards seize the shepherd.
Shepherd: No, dear god, don't torture an old man!
Oedipus: Twist his arms back, quickly!
Shepherd: God help us, why?- what more do you need to know?
Oedipus: Did you give him that child? He's asking.
Here the shepherd is resisting Oedipus and is not answering his question. This captures the readers attention - the reader knows that the shepherd did not kill the child when he should have, but Oedipus does not know that. It makes the reader want to see what Oedipus's reaction will be to what the shepherd says.
Monday, May 17, 2010
Blood Wedding Journal 1
Creative: reactions to specific situations by characters
Maid: I'm bursting to see the presents!
Bride: (Harshly) Get away!
Maid: Oh, child, show them to me!
Bride: I don't want to.
Maid: At least the stockings! They say they're all lace! Please!
Bride: I said no!
Maid: For heaven's sake! All right. You're acting like you don't want to get married.
Bride: (Biting her hand in rage) Oh!
So this part was really confusing to me. The bride seemed fine earlier but not she is angry and weird. When the maid thought she was acting like she didn't want to get married, the bride reacted by "biting her hand in rage" which could mean she was angry because the maid guessed correctly. Her behavior was so odd here - she is a completely different person than when she was in front of mother. I can understand mother's suspicions. I hope the bride does not act that way during her marriage. How can she cover up her ill behavior so well and act like she loves bridegroom?
Maid: I'm bursting to see the presents!
Bride: (Harshly) Get away!
Maid: Oh, child, show them to me!
Bride: I don't want to.
Maid: At least the stockings! They say they're all lace! Please!
Bride: I said no!
Maid: For heaven's sake! All right. You're acting like you don't want to get married.
Bride: (Biting her hand in rage) Oh!
So this part was really confusing to me. The bride seemed fine earlier but not she is angry and weird. When the maid thought she was acting like she didn't want to get married, the bride reacted by "biting her hand in rage" which could mean she was angry because the maid guessed correctly. Her behavior was so odd here - she is a completely different person than when she was in front of mother. I can understand mother's suspicions. I hope the bride does not act that way during her marriage. How can she cover up her ill behavior so well and act like she loves bridegroom?
Sunday, May 16, 2010
Wild Duck Journal 4
Comparison: "Not rounding off, but opening out. Comment upon the way the writers deal with the ending in relation to the whole. In your answer you should refer to two or three of the works you have studied.
The plays "Wild Duck" and "Oedipus" both have an ending that opens out and doesn't round off. By this I mean the ending is not abrupt and like an endpoint, but open to more events; the beginning of the end, you could call it.
With "Oedipus," Oedipus ends up blinding himself in the end; he does not end his life and kill himself but he only blinds himself. This leaves the story open to more events and it could possibly have a future. He lives on through the tragedies that have happened.
The same goes for "Wild Duck." The main character does not kill himself; he goes through a tragedy and lives on. He could possibly still say with Gina. They will grieve over the loss of their daughter. The story does not just end with Hjalmar leaving, but he stays. The ending opens out and does not round off and completely finish.
The plays "Wild Duck" and "Oedipus" both have an ending that opens out and doesn't round off. By this I mean the ending is not abrupt and like an endpoint, but open to more events; the beginning of the end, you could call it.
With "Oedipus," Oedipus ends up blinding himself in the end; he does not end his life and kill himself but he only blinds himself. This leaves the story open to more events and it could possibly have a future. He lives on through the tragedies that have happened.
The same goes for "Wild Duck." The main character does not kill himself; he goes through a tragedy and lives on. He could possibly still say with Gina. They will grieve over the loss of their daughter. The story does not just end with Hjalmar leaving, but he stays. The ending opens out and does not round off and completely finish.
Thursday, May 13, 2010
Ibsen Wild Duck Journal 3
Comparison: "What is drama but life with the dull bits cut out?" To what extent do you find this statement applicable in at least two plays you have studied?
This statement is very applicable in "Oedipus" and "Wild Duck. In "Oedipus," the play is about the time period in which Oedipus finds out that he married his mother and killed his father. This play covers all of his life that is relevant to the story, but with "the dull bits cut out." It does not tell his whole entire life story; just the significant and dramatic parts like how he was given away to be killed but he was not actually killed, and the part about how he killed his father. So it is essentially his life but with the dull bits cut out.
It is the same with "Wild Duck." It is just about the lives of people in the Werle and Ekdal; but all the "dull bits [are] cut out." It is about how Hjalmar finds out that his wife had an affair with Werle many years back. This play includes all the drama of the story and does not contain any "dull bits" of life.
This statement is very applicable in "Oedipus" and "Wild Duck. In "Oedipus," the play is about the time period in which Oedipus finds out that he married his mother and killed his father. This play covers all of his life that is relevant to the story, but with "the dull bits cut out." It does not tell his whole entire life story; just the significant and dramatic parts like how he was given away to be killed but he was not actually killed, and the part about how he killed his father. So it is essentially his life but with the dull bits cut out.
It is the same with "Wild Duck." It is just about the lives of people in the Werle and Ekdal; but all the "dull bits [are] cut out." It is about how Hjalmar finds out that his wife had an affair with Werle many years back. This play includes all the drama of the story and does not contain any "dull bits" of life.
Wednesday, May 12, 2010
Ibsen Wild Duck Journal 2
A dramatist often creates a gap between what the audience knows and what the characters know. With reference to at least two plays, discuss how and to what effect dramatists have used this technique.
In "Oedipus," the shepherd is the character who knows most of the story. Oedipus is blind to it until the last minute, as Jocasta is, but she learns what happened a bit sooner than Oedipus realizes it. The audience knows everything however. The characters have the limited knowledge, especially Oedipus.
In "Wild Duck," Gregers Werle and Old Werle know the whole story. The audience knows that they know the whole story because in Act Three, it says:
"Gregers: I'm planning to open Hjalmar Ekdal's eyes, He's going to see his situation just as it is - that's all."
This hints that there is something the audience does not know. So in this play, the audience is left out until near the end. Also, Gina might know what is going on. This is because she gets nervous and weird around Gregers Werle and Old Werle. Her discomfort hints that something has gone on between them in the past.
In "Oedipus," the shepherd is the character who knows most of the story. Oedipus is blind to it until the last minute, as Jocasta is, but she learns what happened a bit sooner than Oedipus realizes it. The audience knows everything however. The characters have the limited knowledge, especially Oedipus.
In "Wild Duck," Gregers Werle and Old Werle know the whole story. The audience knows that they know the whole story because in Act Three, it says:
"Gregers: I'm planning to open Hjalmar Ekdal's eyes, He's going to see his situation just as it is - that's all."
This hints that there is something the audience does not know. So in this play, the audience is left out until near the end. Also, Gina might know what is going on. This is because she gets nervous and weird around Gregers Werle and Old Werle. Her discomfort hints that something has gone on between them in the past.
Tuesday, May 11, 2010
Ibsen Wild Duck Journal 1
"Visual action can be as important on the stage as speech." How far do you agree with this claim? In your answer you should refer to two or three plays you have studied.
I agree with this claim. Visual action can be as important on the stage as speech. Take for example Jocasta in "Oedipus." The stage directions create an image of what the characters should be doing, and without the directions it would be very confusing. Here is an example of stage directions of Jocasta: "Flinging through the palace doors. A long, tense silence follows." These directions give a dramatic effect to the text which wouldn't be created without these directions.
Another example of the importance of stage directions/visual action is in "Wild Duck" by Ibsen. "Ekdal and Hjalmar have gone to the back wall to push aside the two halves of the double door; Hedvig helps her grandfather, while Gregers remains standing by the sofa and Gina sits, imperturbly sewing." Without all these visual actions written, it would be unclear what each person should be doing. The directions are a vital part of plays.
I agree with this claim. Visual action can be as important on the stage as speech. Take for example Jocasta in "Oedipus." The stage directions create an image of what the characters should be doing, and without the directions it would be very confusing. Here is an example of stage directions of Jocasta: "Flinging through the palace doors. A long, tense silence follows." These directions give a dramatic effect to the text which wouldn't be created without these directions.
Another example of the importance of stage directions/visual action is in "Wild Duck" by Ibsen. "Ekdal and Hjalmar have gone to the back wall to push aside the two halves of the double door; Hedvig helps her grandfather, while Gregers remains standing by the sofa and Gina sits, imperturbly sewing." Without all these visual actions written, it would be unclear what each person should be doing. The directions are a vital part of plays.
IOP Journal 5
Things are coming together very nicely with my IOP. As I keep writing and editing, all sorts of new ideas are popping into my head. But I have to remember that I am limited on time and I cannot keep adding things. I have found some great new quotes. My main points are characterization of Offred before the regime began, flashbacks, characterization of Offred after the regime, and possibly effects the society has on Offred/her fear of losing touch with how life used to be. I am still working on the last point and figuring out how to name it and portray it properly in reflection of my thesis statement. But otherwise it is coming together nicely. I am doing good in terms of the length of it also.
I haven't thought much about being nervous tomorrow, and that is a good thing because there is no sense in worrying and having "stage fright" if that is what you call it. I will practice for a few hours tonight and I will also practice before English class tomorrow. I will probably feel more nervous tomorrow but I don't want to think about now. It will fly by, anyhow, as all of my friends tell me.
I haven't thought much about being nervous tomorrow, and that is a good thing because there is no sense in worrying and having "stage fright" if that is what you call it. I will practice for a few hours tonight and I will also practice before English class tomorrow. I will probably feel more nervous tomorrow but I don't want to think about now. It will fly by, anyhow, as all of my friends tell me.
Monday, May 10, 2010
IOP Journal 4
My rough draft is coming along well. I have found and written on many passages, today and yesterday, that are examples of characterization of Offred before and after the Gilead Regime has taken place. After the Gilead Regime has taken place, I am noticing that one of the main character traits she has is longing; a longing for the past. She desires things of the past, like reading, writing, and hotel rooms, to name a few. I practiced it several times today and it came out at 8 minutes. That is a good time, considering that I am still revising and making little additions here and there to my IOP. I will also write the conclusion once I am completely done fixing it. So more time will be added on to the overall time.
Greek Tragedy Question 2
What do you think about the precautions Jocasta took about the prophecy? What about Oedipus's precautions?
Sunday, May 9, 2010
Oedipus Journal #4 Lit topics
Point of View/Characters:
The story is told from Oedipus's point of view. This does not change throughout the play. The narrative voice is reliable. The reader gets to know Oedipus pretty well, because he thoroughly shares his thoughts in the play. He has a lot of lines in the play. The writer does not really persuade us to sympathize with the characters. The writer persuades us to dislike Oedipus because Oedipus gouges his eyes out which is a stupid thing to do. Why would someone want to live blind? That would be a horrible way to live.
The story is told from Oedipus's point of view. This does not change throughout the play. The narrative voice is reliable. The reader gets to know Oedipus pretty well, because he thoroughly shares his thoughts in the play. He has a lot of lines in the play. The writer does not really persuade us to sympathize with the characters. The writer persuades us to dislike Oedipus because Oedipus gouges his eyes out which is a stupid thing to do. Why would someone want to live blind? That would be a horrible way to live.
IOP Journal 3
I have begun tagging passages for characterization before and after Gilead took over the United States in The Handmaid's Tale. Some of these passages will also count for flashbacks - another literary term I am considering discussing in my IOP. It takes awhile to go back through the book to find passages again. I wish I would have tagged more passages the first time I read this book, but I had no idea what to look for then. NONE at all. I should have talked to Relyea about that. But oh well, that is in the past. Anyways, getting back to the IOP - I will continue tagging passages and then begin to write in my outline of the characterization before the regime. I have already written a quick summary of the Gileadean regime for my intro of my IOP. Hope it works.
Saturday, May 8, 2010
IOP Journal 2
I have not started until now because I have been extremely busy. Also I am unsure of what to do.
I am not sure where to start on my IOP. Do I only need to find passages that have characterization and then discuss it? What about an intro and conclusion? I will probably need to do a summary of the book. That could be part of my intro. My conclusion can have some sort of thesis statement on the characterization of Offred. That is what I am focusing on. I will start on characterization of Offred before the regime of Gilead and then talk about characterization of her after the regime. Then I will compare and contrast the two. As for visual aids, I will probably need some. I cannot draw or paint so that is out of the picture. Maybe I could do a few video clips from the movie. But that is the only idea I have for visual aids for now....I will continue thinking about this.
I am not sure where to start on my IOP. Do I only need to find passages that have characterization and then discuss it? What about an intro and conclusion? I will probably need to do a summary of the book. That could be part of my intro. My conclusion can have some sort of thesis statement on the characterization of Offred. That is what I am focusing on. I will start on characterization of Offred before the regime of Gilead and then talk about characterization of her after the regime. Then I will compare and contrast the two. As for visual aids, I will probably need some. I cannot draw or paint so that is out of the picture. Maybe I could do a few video clips from the movie. But that is the only idea I have for visual aids for now....I will continue thinking about this.
Thursday, May 6, 2010
Oedipus Journal #3
~ Creative: Reactions to specific situations by characters
Shepherd: She was afraid -
frightening prophecies.
Oedipus: What?
Shepherd: They said -
he'd kill his parents.
It is ironic that all of the precautions Jocasta took to make sure that the prophecies did not come true didn't work. Also, Oedipus had a few prophets tell him that he would kill his father and marry his mother. But the people he thought were his parents really weren't his parents. He too took precautions to make sure these prophecies would not come true - he did not want to be near his "parents." He made sure of this and did a good job at it, although they were not his real parents. The precautions he took did not work and he did end up killing his father. He didn't have any precautions about being with his mother, however.
Shepherd: She was afraid -
frightening prophecies.
Oedipus: What?
Shepherd: They said -
he'd kill his parents.
It is ironic that all of the precautions Jocasta took to make sure that the prophecies did not come true didn't work. Also, Oedipus had a few prophets tell him that he would kill his father and marry his mother. But the people he thought were his parents really weren't his parents. He too took precautions to make sure these prophecies would not come true - he did not want to be near his "parents." He made sure of this and did a good job at it, although they were not his real parents. The precautions he took did not work and he did end up killing his father. He didn't have any precautions about being with his mother, however.
Wednesday, May 5, 2010
Oedipus Journal #2
Journal: How does the background information on Greek Theater and History inform your reading of Oedipus? Use specific examples to explore the connections between context and content.
There is usually only three main actors at one time (plus the Chorus occasionally) on the stage. Sophocles is the playwright who adds a third actor to plays. Dithyramb made up the choral hymn/rhythmic chant, in which 50 boys or men sang. In Sophocles play "Oedipus the King," these choral hymns are used. Examples: "The Chorus begins to chant," "Enter a CHORUS, the citizens of Thebes," and "Oedipus enters from the palace to address the CHORUS, as if addressing the entire city of Thebes." These choruses are used to represent the people of the city of Thebes.
There is usually only three main actors at one time (plus the Chorus occasionally) on the stage. Sophocles is the playwright who adds a third actor to plays. Dithyramb made up the choral hymn/rhythmic chant, in which 50 boys or men sang. In Sophocles play "Oedipus the King," these choral hymns are used. Examples: "The Chorus begins to chant," "Enter a CHORUS, the citizens of Thebes," and "Oedipus enters from the palace to address the CHORUS, as if addressing the entire city of Thebes." These choruses are used to represent the people of the city of Thebes.
Tuesday, May 4, 2010
Oedipus Journal #1
Discussion on Literary Topics: repetition
"Death
so many deaths, numberless deaths on deaths, no end -
Thebes is dying, look, her children
stripped of pity...
generations strewn on the ground
unburied, unwept, the dead spreading death
and the young wives and gray-haired mothers with them
cling to the alters, trailing in from all over the city-
Thebes, city of death, one long cortege " (p. 169 lines 204-211)
Here there is a repetition of the word death. A bunch of citizens are talking about all of the deaths that have occurred. They are complaining about these deaths to Oedipus the king. They do not like how there are so many deaths, and they even call their city the "city of death" (211). This repetition gives you a picture of what the city is like from the citizens point of view; there is death and "Thebes is dying" (205). To emphasize this death, it says, "generations strewn on the ground unburied, unwept, the dead spreading death" (207-208). This shows how common it is and how contagious it can be.
"Death
so many deaths, numberless deaths on deaths, no end -
Thebes is dying, look, her children
stripped of pity...
generations strewn on the ground
unburied, unwept, the dead spreading death
and the young wives and gray-haired mothers with them
cling to the alters, trailing in from all over the city-
Thebes, city of death, one long cortege " (p. 169 lines 204-211)
Here there is a repetition of the word death. A bunch of citizens are talking about all of the deaths that have occurred. They are complaining about these deaths to Oedipus the king. They do not like how there are so many deaths, and they even call their city the "city of death" (211). This repetition gives you a picture of what the city is like from the citizens point of view; there is death and "Thebes is dying" (205). To emphasize this death, it says, "generations strewn on the ground unburied, unwept, the dead spreading death" (207-208). This shows how common it is and how contagious it can be.
IOP Journal 1
When I first decided to to the Handmaid's Tale as my topic, I wasn't quite sure what I would specifically focus on. I chose the characterization of the main character, Offred. It wasn't detailed enough, so I thought through some ideas. I have decided to focus on the characterization of Offred before and after the Gilead society, and how society has changed her. I will possibly make a prediction on how she will be in the future, but that is just a small idea I have and I have not looked into it yet.
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