Tag Archives: Literature

Literature Activity

Today, in Literature, we were asked to work in pairs, I worked with Mati Campion, and to answer some questions from the teacher’s blog. Also, we had to include a drive in which we were working on Tuesday.

Here is the link to the drive.

Here are the answers:

We chose questions 1, 2, 4, 5 and 6.

1) The prologue has 14 lines because it is a sonnet, and all the sonnets have 14 lines. Also, another characteristic of the sonnets, is that the last two lines give the message of the sonnet, and they are called couplets. This two lines also can explain what the sonnet is about. Also, the couplets ryme with each other.

2) Lines 2 and 4, “Scene” and “Unclean”. Lines 5 and 7, “Foes” and “Overthrows”. Lines 6 and 8, “Life” and “Strife”. Lines 10 and 12, “Rage” and “Stage”. Lines 13 and 14, “Attend” and “Mend”.

4) “Star-Cross’d lovers” and “Death-Marked love”.

5) “Mutiny”, “Death”, “Blood”, “Foes”, “Death”, “Strife” and“Rage”.

6) “Households”, “Parent’s” and “Children’s”.

Literature – “For Heidi with blue hair”

In literature we were reading a poem called “For Heidi with blue hair”. Pato, our teacher showed us a presentation with some questions we had to answer. Here are my answers:

  • The poem is about a girl who dyed her hair blue. Her name was Heidi. One day she went to school with her blue hair and the school headmistress sent her back to home. She was very upset. When her father got to know this, he defended Heidi and went to talk to the school to make them comprehend Heidi’s situation, that her mother died, she moved to a new school and that she wasn’t having a good moment. One of Heidi’s friends, a black girl, went to school with her hair dyed in the school colours the next day to support Heidi. The fact that she had her hair dyed in the school colours was ironic, as the teachers couldn’t say anything to her.
  • Adcocks intentions seem to be to show the school disconformity and to make people see that we always make prejudices because Heidi did not behave like a punk, she only look like one.
  • What reflects that the poem is written in a narrative style is the dialogue that shows up in some parts of the poem. Also, it is written in third person and in second person, that also shows the narrative style.
  • Many stanzas of the poem are unfinished, that is called enjambment. This is what keeps you reading, this makes you want to finish the poem. Also, the stanzas have like an open end, that also makes you want to know what will happen.
  • Heidi’s father is shown as a very ironic person in the poem, he makes jokes about the school rules and about what they made to Heidi. For example, in one stanza he says: “You wipes your eyes, also not in a school colour”. This is an ironic comment, it makes the school rules sound ridiculous.
  • The tone of the voice is the tone in which the poem is written, it the tone the author gives when writing the poem. I can recognize the feelings and the mood of sadness, oppression and gloom. Also, empathy and irony. I can recognize the feeling and mood of sadness, oppression and gloom because at first, the poem is sad because it shows Heidi in a bad situation. It also talks about Heidi’s mother death. I can recognize the feeling of empathy because throughout the poem, the author makes us feel empathy for Heidi by describing her in a bad situation, giving her father a humorous and ironic personality and by showing the school as a cold and sad place. I can recognize irony because of Heidi’s father personality, he makes jokes about the school rules and defends Heidi.
  • It highlights the social institutions by showing the school as the main problem at the beginning of the poem, then the one who helps Heidi, which is in the middle of the poem and it is very important, is her father. He represents the family. At the end of the poem it comes the solution, which the author get to know that by saying, “The battle was already won”. At the end, one Heidi’s friends comes to school with her hair dyed in the school colours, this represents friend relationships and also shows irony, as the school couldn’t say anything to her, because it was dyed in the school colours.
  • Heidi dyed her hair blue, the colour blue represents sadness and oppression, the symbolism is used to show how Heidi felt. Adcock uses the irony and symbolism, the irony to show Heidi’s father and the symbolism, for example, when Heidi dyed her hair blue to represent sadness.
  • Because the ‘rebel’ rebelled from the school, and in the poem, the school is described as a cold and an empathetic place which didn’t comprehend Heidi. So this ‘rebel’ is shown as a good one. Heidi is supported by her father and by her black friend a day after this incident happened.
  • The ‘battle’ is being fought against the school, as they didn’t understand Heidi’s problems.

The Fall of the House of Usher

In Literature we were reading The Fall of the House of Usher. Our teacher showed us a presentation where it explains the elements and techniques the writer uses to create the story,  it is an analysis of the story. She told us that anyone who wanted to post the presentation on their blogs could do it. I decided to post it.

Click here to go to the presentation or watch it down here.

The Fall of the House of Usher

Today our Literature teacher, Pato Chujman, gave as an exercise about the book we read in class, “The Fall of the House of Usher”. The last exercise was optional and it consisted on finding an image which represented a quote from the story.

Quote: “The radiance was that one of the full, setting, and blood-red moon which now shone vividly through that once barely-discernible fissure…”

This drawing shows the moon appearing through the fissure of the House, the fissure is exaggerated, which in Literary Devices means Hyperbole, but I think it shows very good what the author describe.

The Fall of the House of Usher

Today our Literature teacher, Pato Chujman, told us to read an article on her blog about the story we were reading in class, The fall of the House of Usher by Edgar Allan Poe, and to take notes of it. Here is the article and down here my notes of it.

Narrator:

Subjective perceptions, no difference between reality and fantasy, split consciousness, a man of common sense, educated and analytic, speaks in a tone were he seems not to understand Usher, he feels an unnatural presence but he tries to remain thinking about normal causes, this overcomes him at the end.

Roderick Usher:

Educated man who got deteriorated like the House, changed his appearance because of his insanity, incoherent, inconsistent, unstable, insane, excessive nervous agitation, “…The features of a mental disorder…”, unbalanced man trying to maintain an equilibrium in his life.

Madeline Usher:

Twin sister of Roderick, doesn’t speak a word throughout the story, appears a very short time, never appears in the same room as the narrator, fell into catatonic state at narrators’s arrival, she was like a ghost, seems to be completely overcome by mental disorder.

Character summary:

the three characters are unique and very distinct people, although Madeline and Roderick are twins and they are both crazy they are completely different, all of them suffer from insanity but respond differently. Madeline accepts it. Roderick knows he is ill, but struggles to hold his insanity. The narrator slowly contracts the desease, but wants to deny what he is. He escapes from his illness by escaping from the house.

Literary Devices

The Literature teacher, Pato Chujman, asked us to play Literary Devices games on her blog, to choose one of them and to look for a YouTube video about the Literary Devices.

Click here to see the Game.

Here is the video I chose:

I chose this video because it was more entertaining than others and that kept you paying attention to it. It gave good examples using movie scenes and that made it more interesting. The man on the video explained very good many Literary Devices and the video was very complete. The video was friendly and you can learn many Literary Devices by watching it.