Final: Literary Analysis: The Bridge of San Luis Rey by Thornton Wilder

The Bridge of San Luis Rey is the story of a bridge in Lima, Peru that suddenly collapses on June 12^th 1714, killing five victims. Brother Juniper, a witness, decides to research the lives of the victims in order to prove that their deaths were simply, an act of God:fate. At the end of his research, Brother Juniper decides to publish a book with his findings. His book, however, was not well received leading his book, as well as himself to be burned in the public square. Although the mood of The Bridge of San Luis Rey seems to be somber, tragic and ironic, the major theme expressed through the characters of the novel is the importance of love in one’s life.

The Marquesa, Esteban, and Uncle Pio, three of the five victims of the accident, have struggled to feel loved throughout their whole lives. Just as they begin to attempt to put some new meaning in their existence, they ironically lose their lives crossing the bridge of San Luis Rey, which intensifies the tragic mood of the novel. Wilder does, however, succeed in exposing some humour through some of the personality traits of his characters to break this somber mood.

The Marquesa is the mother of Dona Clara, whom she adores. However, she feels distressed that Dona Clara does not reciprocate her love towards her. Throughout the novel, these two characters exchange letters to one another, from which the Marquesa feels rejected by her daughter’s love. It is only the night before her death that she understands the possibility of true love when she sees it written by her child companion, Pepita. That night, she discovered that love takes courage and decides to begin a new life, but it is too late for her to do so.

Esteban had always been inseperable with his twin borther Manuel. However, when Manuel fell in love with Camila, feelings of guilt and tension rose between the two brothers. These feelings never had a chance to disappear before Manuel’s death, leaving Esteban lonely with thoughts of suicide. However, after a while, Esteban discovers that love is never reciprocated perfectly and that it can survive death. From this point on, he decides to live life from an optimistic point of view. Esteban, however, never has the chance to do so as he dies at the fall of the bridge beforehand.

Uncle Pio was the guardian of Camila, who rejected his love and left him behind to become the mistress of the Viceroy. He continued to persue a life with countless romantic partners after this. Uncle Pio, unlike the other characters, fails to learn something about love; he fails to discover that love is more than a “sort of cruel malady”.

Despite the somber mood of the novel, the importance of love is one of the recognized themes of the novel. What is love and why does it matter to humain life? These are some of the unspoken questions which Wilder explores inside his novel.The five characters who lose their lives with the fall of the bridge, have all sought love during the life times. However, all of them were left feeling rejected by their search for love. After their deaths, their loved ones realize their worth and try to cherish their memories of them.They are all more open to love and do good to others, trying to compensate for the love they refused to give beforehand. As a result, even though five people die in a tragic accident, their love lives on through their loved ones.

Book Report

The Bridge of San Luis Rey, written by Thornton Wilder.

The Bridge of San Luis Rey (1927) is a novel that takes place in Lima, colonial Peru, at noon of Friday, June 12, 1714. At this particular time, an ancient rope-fiber suspension bridge (which was fabricated by the Incas a century earlier) collapses, killing the five people who were crossing it. In his novel, Thornton describes events lived by the characters leading up to their being on the bridge, and eventually to their sudden death. He also explores the reasons for which each of the characters might be there. He does this through Brother Juniper, a Franciscan monk, who witnessed the horrible event while he was on his way to cross the bridge himself. Brother Juniper's curiosity about why God would let such an awful event happen leads him to inquire the question through scientific methods; he decides to inquire into the lives of the victims. The Bridge of San Luis Rey explores a philosophical question which many may tempt to answer: does everything happen for a reason? I found the novel very interesting to read mainly, because I am intrigued by these types of philosophical questions.

In the novel, Thornton expresses through the character of Brother Juniper that perhaps one of the reasons for which the five victims were "chosen" to die was to end their unhappiness. ("Like all the cultivated he believed that only the widely read could be said to know that they were unhappy.") I thought this was an interesting approach to the philosophical question he explores throughout the novel. It did however leave me with another question: does one die because it wants to on some level end their unhappiness? The Bridge of San Luis Rey was, for the most part, narrated through the third person omniscient point of view. Because it was written this way, the author gives more information helping to understand the events without one of the characters perspective (which often makes it bias)

(Thornton won the Pulitzer Prize for this novel in 1928, one year after it was published.)

Literature: 54/60

Language: 28/40

Total: 82/100

For the extra 5%...

The Bridge of San Luis Rey, written by Thornton Wilder.

The Bridge of San Luis Rey (1927) is a novel that takes place in Lima, colonial Peru, at noon of Friday, June 12, 1714. At this particular time, an ancient rope-fiber suspension bridge (which was fabricated by the Incas a century earlier) collapses, killing the five people who were crossing it. In his novel, Thornton describes events lived by the characters leading up to their being on the bridge, and eventually to their sudden death. He also explores the reasons for which each of the characters are there. He does this through Brother Juniper, a Franciscan monk, who witnessed the horrible event while he was on his way to cross the bridge himself. Brother Juniper's curiosity about why God would let such an awful incident happen leads him to question the occurence with a scientific point of view; he decides to inquire into the lives of the victims. The Bridge of San Luis Rey explores a philosophical question which many may strive to answer: does everything happen for a reason? I found the novel very interesting to read mainly, because these types of philosophical questions intrigue me.

In the novel, Thornton expresses through the character of Brother Juniper that perhaps one of the reasons for which the five victims were "chosen" to die was to end their unhappiness."Like all the cultivated he believed that only the widely read could be said to know that they were unhappy." I thought this was an interesting approach to the philosophical question he examines throughout the novel. It did however leave me with another question: does one die because one wishes to on some level end their unhappiness? The narration in The Bridge of San Luis Rey is from a third person omniscient point of view. Because it was written this way, the author provides more information which helps the reader to understand the occurences better.

(Thornton won the Pulitzer Prize for this novel in 1928, one year after it was published.)

11 ways to spice up your intro!

1. Biographical Information: Ambrose Pierce was in the Northern Army, yet in Occurence at Owl's Creek he takes the point of view of a confederate to express the negative side of war / the horror of war for everyone

2. Quotes : In Edgar Allan Poe's The Tell-Tale Heart: ''I am not mad ; no, not me''. Why did the narrator say this? Was he really mad? Explores the fine line between madness and sanity from the perspective of the antagonist.

3. Definition: According to the dictionnary, a lotery is a random draw with money as the prize. In Sally Jackson's The Lottery, the prize is indeed very macabre, but is not money.

4. A Litterary Element: Imagery is a powerful way to express feelings and emotions In L. Allan's Strange Fruit, there are many visual images to show the tragredy of lynching.

5. Life Experience of the Author: Ernest Hemingway had a lot of problems communicating throughout his life. This is reflected in Hills Like White Elephants, when Jig and the American, have problems communicating.

6. Plot: In O.Wilde's The Nightingale and the Rose, the bird his heartbroken by the students pain. By the end of the story, the Nightingale heart's is literally broken, as it is pierced by a thorn.

7. Philisophical (Socialogical) Concepts : Racism has always existed and will always exist, particularly towards people of other skin colors. In L.Hughes I, too, sing America, denounces rasism and delivers a message of hope.

8. Historical Background: Romanticism was in vogue in the early nineteenth century. It extolled the beauty of nature and denounced science and the industrial revolution. In P.B. Shelly's Ozymandias nature corrodes the statue of Ramses II which represents power.

9. Claim to fame: notoriety: J.D. Salinger's Catcher in the Rye was written in 1951, yet still today it is read in almost every literature course.

10. Allusion: (Reference to past works) Many great works use the context to a trial to express a universal message. These include Harper Lee's To Kill a Mockingbird, Rose's Twelve Angry Men, and Arthur Miller's The Crucible.

11. Using Imagery: "A painting for the painter is what the novel is for the writer. The authors of all genres face endless possibilities when shaping the canvas of their work." X. Tam

book report

The Bridge of San Luis Rey, written by Thornton Wilder.

The Bridge of San Luis Rey (1927) is a novel that takes place in Lima, colonial Peru, at noon of Friday, June 12, 1714. At this particular time, an ancient rope-fiber suspension bridge (which was fabricated by the Incas a century earlier) collapses, killing the five people who were crossing it. In his novel , Thornton describes events lived by the characters leading up to their being on the bridge, and eventually to their sudden death. He also explores the reasons for which each of the characters might be there. He does this through Brother Juniper, a Franciscan monk, who witnessed the horrible event while he was on his way to cross the bridge himself. Brother Juniper's curiosity about why God would let such an awful event happen leads him to inquire the question through scientific methods; he decides to inquire into the lives of the victims. The Bridge of San Luis Rey explores a philosophical question which many may tempt to answer: does everything happen for a reason? I found the novel very interesting to read mainly, because I am intrigued by these types of philosophical questions.

In the novel, Thornton expresses through the character of Brother Juniper that perhaps one of the reasons for which the five victims were "chosen" to die was to end their unhappiness. ("Like all the cultivated he believed that only the widely read could be said to know that they were unhappy.") I thought this was an interesting approach to the philosophical question he explores throughout the novel. It did however leave me with another question: does one die because it wants to on some level end their unhappiness? The Bridge of San Luis Rey was, for the most part, narrated through the third person omniscient point of view. Because it was written this way, the author gives more information helping to understand the events without one of the characters perspective (which often makes it bias)

(Thornton won the Pulitzer Prize for this novel in 1928, one year after it was published.)

Inherit the Wind

Characters:

1. Bertrand Cates:
   main character
   science teacher
   24 years old
   defendant
   
2. M. H. Brady:
   prosecutor
   christian fundamentalist
   political figure: ran for president several times but lost
   "hero"
   "country guy"
   
3. Henry Drummond:
   defense attorney
   against the fundamentalist
   free thinker
   does not care about what people think about him
   "city guy"
   
4. E.K. Hornbeck:
   cynical
   journalist
   hates Brady's fundamentalism
   "city guy"
   
5. Rev. J. Brown:
   pillar of christian fundamentalism
   pastor / preacher
   preaches "fire and bromstone"
   
6. Rachel Brown:
   daughter of Rev. J. Brown
   lover of Cates
   conflict: belief? (follow the beliefs of her father or her lover)
   grade two teacher
   
7. Judge:
   supposed to be impartial but shows favoritism towards Brady
   open to free thought
   
8. Townspeople:
   reserved
   conservative
   fundamentalists
   evolution
   strong / good values
   "country people"

Study Questions

1. How does Howard and Melinda’s interaction at the beginning of the play foreshadow
the major issues of the play?
IRREVELANT

2. What does Meeker, the bailiff’s, willingness to let Cates out of jail to meet with Rachel
tell us both about his offence and the town?
It tells us that Cates is not a threat to anyone and the whole atmosphere is easy going.

3. What kind of town does Hillsboro seem to be in its preparations for Brady’s arrival?
It is very religious and proud of their beliefs (they want to show their beliefs to the outsiders).

4. What does Brady’s relationship with his wife tell us about his character?
That Brady seems insecure although he had a very high stature.

5. What does Brady’s conversation with Rachel, and subsequent behaviour afterwards tell
us about his character?
That he seemed to be very manipulative and sly.

6. How is Drummond characterized by the townspeople? Later when we meet him do
they seem to be correct?
Drummond is seen as a heathen and unethical. At first it seems, but later we are proven wrong.

7. What role does Hornbeck play in the action of the play? What is the significance of the
way he speaks?
He is a troublemaker, a cynic. He is a non-believer who supports Drummond. Self Centered. Close minded. condescending

8. Do the elements of the trial seem fair to you? Why or why not?
That J also names him colonel; however, the J disregards all his witnesses

9. What do you think Rachel’s motivations for asking Cates to drop the trial and admit
his guilt stem from?


10. What does Brady’s intervention in Reverend Brown’s sermon say about him? Does
this contradict what you thought about him as a character?


11. What is the central issue that Drummond is arguing for in the courtroom?


12. Do you think it is fair that none of Drummond’s expert witnesses are allowed to act as
witnesses?

The Lottery

Vocabulary

Midterm Writing Test

Part A:

Question 2:
Louise Mallard stops crying after realizing that she is now liberated from her husband and can start living for herself: she is excited about the idea of being independent. This is clearly shown in the following quote: "She said it over and over under her breath; 'free, free, free!' The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright."

Question 3:
When Louise finds out that she is a widow she goes through a mix of emotions. After having first heard the news, she is sadened by it; however, she feels liberated now that she is alone. She ccan now live for herself and no longer for her husband: she is independent. "There would be no one to live during those coming years; she would live for herself."

Question 5:
While Louise is sitting in the chair, looking out a window while she is alone in her room there are many descriptions of what she can see through the window. The first thing that she can see through the squares of her window is the new spring life aquivered at the top of the trees. This is important because the new spring life represents the new life she is about to begin as a widow. She also see's patches of blue sky here and there piercing through the rainy clouds. The patches of blue sky can here be compared to hope; hope that there is life after the dark times. (What she is seeing through her window reminds her of what her life as a widow will be like).

Question 7:
Louise feels joy and sadness at the same after the death of her husband. In the text, it is stated that Louise did love her husband, but only sometimes: most of the time she had not. This helps understand why at first she feels sadness towards the death of her husband: because she had in fact loved him. However, because she had not loved him a lot of the time, she felt liberated by the idea of him no longer being there.


Part B:

In Kate Chopin's short story "The Story of an Hour", there is a great deal of irony used in order to make a greater effect upon the readers. The message of the story as well as the marriage situation comes across differently through the use of irony. The main use is of course, the fact that the sick wife celebrates her husband's death and then dies after realizing that her husband is in fact, still alive. The first example of irony found in the text is when we find out that Louise's husband is dead. "He has only taken the time to assure himself of its truth by a second telegram." After reading this sentence, it is clear that the husband is dead, although later on in the text, it is shown that he was never dead to begin with.

The use of irony creates a wonderful effect while describing the couple's marriage in the story. The reader first gets the sense that Louise has an emotional attachement to her husband when reading: "she wept at once, with sudden, wild abandonment, in her sister's arms." However, when Louise cries out "free, free, free!" it is easy to understand that she has here understood that she is liberated from her unhappy marriage with her husband and that she did not have as big of an emotional attachement. It is later stated that "she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely. And she opened and spread her arms out to them in welcome." By reading this is is clear that she did not love him as much as she felt hate towards him (as she would spend more time being happy about his death rather than sad).

Another use of irony throughout the short story is Louise's illness. It is stated at the begining of the story that she is sick and her resentement of life is clearly shown throughout te story. I first came to that realisation after reading the sentence: "It was only yesterday that she had thought with a shudder that life might be long." After reading that Louise is sick at the begining of the story, it comes across as being meaningless; however, when she dies after realizing that her husband was never dead, the use of irony creates a great effect for the reader. It seems as though Louise was destined to die. Without the use of irony in Kate Chopin's "The Story of an Hour", the story would not have been as interesting for the reader.

Using Quotes

1. With a complete idea:
   ex. Hemingway often uses dialogue to emphasize a character trait: "The girl looked at the bead curtain, put her hand out and took hold of two of the strings of beads."
   
2. With an incomplete idea:
   ex. In Hemingway's story, Jig said, "They look like white elephants."
   
3. Inside a sentence:
   ex. The girl in Hemingway's story remarked, "Everything tastes of licorice, " revealing her attitude toward life.
   
4. With an incomplete quote:
   ex. Heminway's story takes place "between two lines of rails in the sun."
   
5. With an ellipsis:
   ex. "The girl looked at the beads..."
   
6. Within a quote:
   ex. Hemingway wrote, " 'They're lovely hills,' she said, 'They don't really look like white elephants.' "

C.C. and C.A.

1. a) She went to bed early, but it took hours for her to fall asleep.
   b) She went to bed early; however, it took hours for her to fall asleep.
   
   
2. a) She wants to lose weight, so she has gone on a strict diet.
   b) She wants to lose weight; therefore, she has gone on a strict diet.
   
   
3. a) The night air was very still, and a light rain had begun to fall.
   b) The night air was very still ;moreover, a light rain had begun to fall.
   
   
4. a) Her friend did her best to learn to cook, but nothing she prepared came out right.
   b) Her friend did her best to learn to cook ;however, nothing she prepared came out right.
   
   
5. a) Our team learned that the train would be very late, so we decided to take the plane.
   b) Our team learned that the train would be very late; therefore, we decided to take the plane.
   
   
6. a) The girl can sing very well, and she is a talented actress.
   b) The girl can sing very well; moreover, she is a talented actress.
   
   
7. a) Their basement was damaged by the flood, but they can't afford to fix it now.
   b) Their basement was damaged by the flood; however, they can't afford to fix it now.
   
   
8. a) My boss wants to live like a millionaire, so he bought an expensive mansion in an exclusive area.
   b) My boss wants to live like a millionaire; therefore, he bought an expensive mansion in an exclusive area.
   
   
9. a) Their army lost the last few battles, but they kept on fighting.
   b) Their army lost the last few batles; however, they kept on fighting.
   
   
10. a) Capital punishment is often applied unfairly, and a mistake is sometimes made.
    b) Capital punishment is often applied unfairly; moreover, a mistake is sometimes made.
    
    
11. a) The boy has been absent from class many times, so the principal called him to his office for an explanation.
    b) The boy has been absent from class many times; therefore, the principal called him to his office for an explanation.
    

How to analyze a poem through...

Diction:

• Figures of speech:
• Simile: direct comparison (like, as)
• Metaphor: indirect comparison
• Personnification: bringing life or giving human qualities to something
• Apostrophe: addressing someone directly
• Hyperbole: exageration
• Oxymoron: opposite ideas "the sounds of silence"
• Euphony vs cacophony
• Onomatopeia: sounds that imitate meaning "the buzzing of the bees"
• Connotation vs denotation: literal meaning vs suggestive meaning
• Concrete vs abstractions
• Level of language: formal "child", informal "kid", slang "squirt".
  
  
• Rhymes:
• Alliterary: repetition of consonant sounds
• Assonance: repetition of vowel sounds
• Consonance
  
• Imagery: 5 senses (sounds, visuals, touch, taste, smell)
  
• Symbolism
  
• Irony
  
• Pun: fun use of language "A bicycle can't stand alone because it is two-tired"

Hills Like White Elephants

Vocabulary:

1. felt: any matted fabric or material
2. reales: a former silver coin of Spain and Spanish America, the eighth part of a peso

Ernest Hemingway:

• Journalist (Toronto)
• Bad relationship with women (married five times)
• Committed suicide (just like his father...)
• Won the Nobel Litterature Prize in 1953
• Also won the Pulitzer Prize
  
• Lived in Paris and Spain
• The story was based on his own life and the second pregnancy of his first wife
• He had trouble communicating

Plan:

Thesis statement:
Hemingway uses two literary elements: setting and symbolism to explore the issue of "abortion."

"Though the word “abortion” is nowhere in the story, it is doubtlessly understood through Hemingway’s powerful use of two literary elements: setting and symbolism."

P1: topic sentence main idea (supporting evidence (quotation), supporting evidence):
"From the first paragraph the setting immediately introduces the tense atmosphere that will surround the rest of the story."

Setting (Spain, rail station) to describe the tense atmosphere between Jig and the American.

Supporting evidence: "The two lines of rails in the sun."

Supporting evidence: "The openness and loneliness around the railroad station imply that there is no way to back out of the problem at hand and that the man and the girl must address it now."

P2: t.s. :
"When the girl sees the long and white hills she says that “they look like white elephants.”"

Supporting evidence: "As she observes the white hills she foresees elatedly the birth of her baby – something unique like the uncommon white elephant."

Supporting evidence: "Just as the girl appreciates the panorama and its connection to her unborn child the “shadow of a cloud,” which represents the abortion of the fetus, overcomes her happiness"

P3: t.s. :


Supporting evidence: ""

Supporting evidence: ""

P4: t.s. :


Supporting evidence: ""

Supporting evidence: ""

The Nightingale and the Rose

Vocabulary:

1. holm-oak: an evergreen oak, Quercus ilex, of southern Europe, having foliage resembling that of the holly
2. wretched: very unfortunate in condition or circumstances; miserable; pitiable
3. clasped: to seize, grasp, or grip with the hand
4. Nightingale: any of several small, Old World, migratory birds of the thrush family, esp. Luscinia megarhynchos, of Europe, noted for the melodious song of the male, given chiefly at night during the breeding season
5. courtiers: a person who is often in attendance at the court of a king or other royal personage
6. mermaidens:
7. fans: Physical Geography
8. bluebells: any of numerous plants of the bellflower family, having blue, bell-shaped flowers, as a bellflower or harebell
9. frankincense: an aromatic gum resin from various Asian and African trees of the genus Boswellia, esp. B. carteri, used chiefly for burning as incense in religious or ceremonial practices, in perfumery, and in pharmaceutical and fumigating preparations
10. cynic: a person who shows or expresses a bitterly or sneeringly cynical attitude

Oscar Wilde:

• Victorian Era
• known for The Importance of Being Ernest
• he was accused for being a homosexual and went to kail for two years because of his accusation.
• Before he was sentenced, he was married and had two sons
• He dedicated his short story, The Nightingale and the Rose to his two sons

Symbolism:

Student: (NAIVETÉ / CYNICISM)In The Nightingale and the Rose, the student has a very unpredictable personality: he represents the typical human being. For example: when the princess refuses to dance with him, he immediately gives up on love even though he has been in love with the princess from the beginning.

Red Rose: (TRUE LOVE THAT BECOMES UNREQUITED LOVE) In the story, the red rose is the symbol of true love brought by sacrifice (the Nightingale's life was the sacrifice).

Oak Tree: (WISDOM) The oak tree played the role of the fatherly figure in this story. The oak tree had to let go of the Nightingale which for so long, rested up in his branches.

Princess: (MATERIALISM) In The Nightingale and the Rose, the princess represented materialism. This is shown when she chooses to reject the prince because the rose he gives her will not go with her dress. Another reason for which she chooses to reject him is because she believes that the jewels the Chamberlain's nephew gave her are worth far more than a simple red rose (when in fact, the red rose was worth much more: the life of the Nightingale who sacrificed himself for true love).

Nightingale: (GOODNESS / VIRTUE / SACRIFICE / COMPASSION) The Nightingale played a very important role in this short story: it represented sacrifice made in the honour of love. The Nightingale believes in true love and that love is more important than life.

Images:

• Personnification: The Nightingale, the oak tree, the rose trees, the butterfly, the lizard, and the flower are all able to speak. The Nightingale is also capable of feelings.
  
  
• Simile: "His hair is as dark as the hyacinth -blossom, his lips are as red as the rose of his desire; but passion has made his face like pale ivory"
  
  
• Metaphor: "Flame-coloured are his wings"
  
  
• Alliteration: "You must build it of music by moonlight" (the sound "m")
  
  
• Assonance: "Like the flush in the face of the bridgroom when he kisses the lips of the bride" ( the two different sounds of the letter "i")
  
  
• Consonance: "Crimson was the girdle of the pedals, and crimson as the ruby was the heart"
  

250 words (2 paragraphs) about the story or about Oscar Wilde:

Oscar Wilde was an Irish playwright, poet, and author of numerous short stories as well as one novel from the Victorian Era. He lived from October of 1854 until November of 1900. Throughout this time period, he was a very well known figure. He became one of the biggest celebrities of his day due to his biting wit but also, because he was one of the most successful playwrights. He was deeply affected by beauty and lead a very flamboyant life (just like his clothes!). Wilde did not follow the norm of the typical Victorian styles. In fact, he was frequently made fun of; many would publibly mock (or caricaturize) him. His sometimes homoerotic themes also gave the public a reason to speak of him; he was subject to controversy. Although many did not appreciate him, he definitely made his mark with his wit as well as with his style.

Oscar Wilde was a very successful author and has been an inspiration for many. He is most commonly known for his play, The Importance of Being Ernest, which is still commonly played (just like many more of his works). Many of his works have been translated to several languages, and have been adapted to our stages and screens up until this day. Because he has been such an inspiration, many other authors have written plays (Leslie and Swell Stokes' 1936, Oscar Wilde), and made movies (two of which were released in 1960, one of which was inspired on the Stokes' play) in his honour.

Sentence Patterns

Vocabulary:
S = subject
V = verb
P = prepositional phrase
M = modify
DO = direct object
IO = indirect object
IC = independent clause: complete idea (s+v)
DC = dependent clause: incomplete idea (v)
; = semi-colon
: = colon
, = comma
CC = coordinating conjuction (fanboys)
CA = conjuctive adverb: morover, then, thus, hence, however, therefore... (one syllable: no comma afterwards)
" " = quotation marks
- = hyphen
— = dash

A background: the sentence
sentence: complete idea (s+v). simple or complex (2 ICs)
ex. CSL (s) has 3200 talented (m) students, which are really interesting (dc).
phrase: incomplete idea (no v)
clause: independent or dependent

Pattern 1:
IC; IC

ex. Hard work is only one dire of the equation; talent is the other.

Some people dream of being something; others stay awake and are.

Most of us choose our fate; some let others decide.

The narrator in "The Tell-Tale Heart" claimed he was sane; the police thought otherwise.

Pattern 1A:
IC; CA, IC

ex. The story was not very interesting; therefore, it is not worth reading.

Edgar Allan Poe had a very unusual ; thus wrote many bizarre stories.

The princess was very cunning and manipulative; consequentely, she was able to discover the secret of the two doors.

Pattern 1B:
IC; IC, CC

ex. The old man had always been nice to me; however, his glass eye bothered me, and this is why I had to get rid of him.

The princess was very cunning and manipulative, consequentely, she was able to discover the secret of the two doors, and she used it to decide the lover's fate.

Frank Stockton started out as a woodcarver; he later became a writer, for it was something that he loved.

Pattern 2:
IC: IC
General statement : specific statement

ex. Darwin's Origin of Species forcibly states a harsh truth: only the fittest survive.

The empty coffin in the middle of crypt had a single horrifying meaning: Dracula had awakened to search for fresh blood.

The princess had the fate of her lover in her hands: he could live or he could die.

Wilde expresses a universal sentiment: love is more powerful than logic.

Pattern 3:
a series, A,B,C;

An Occurence at Owl Creek Bridge

Vocabulary:
1. swift: moving or capable of moving with great speed or velocity; fleet; rapid
2. stout: bulky in figure; heavily built; corpulent; thickset
3. stockade: Fortification. a defensive barrier consisting of strong posts or timbers fixed upright in the ground
4. protruded: to thrust forward; cause to project
5. spanned: to extend over or across (a section of land, a river, etc.)
6. unsteadfast:
7. sluggish: moving slowly, or having little motion, as a stream
8. gray-clad:
9. picket: a post, stake, pale, or peg that is used in a fence or barrier, to fasten down a tent, etc.
10. famished: extremely hungry

Story:
was written in 1892.

When?
Civil War, 1860s
Where?
Alabama

Peyton Farquhar:
slave owner
spy: dressed in gray, but he was a blue soldier
driftwood: bridge

Ambrose Bierce:
* he was born in 1862 in Ohio.
* was a major in the union army (blue army)
* married after the war
* did not care for religion
* got a job writing for a newspaper after the war (harsh critic) (made several ennemies: Oscar Wilde)
* no one knows what happened to him near the end of his life; he disapeared. (Mexico...)

* influences on him:

• his uncle was a general: influenced him to be in the army
• his father: had a library, so he grew to like reading
• he decided to write because he could not fight in the war any longer, which is why his stories treat the subject of war.

Images in the story:
ex. "Sound of the watch was like the stroke of a blacksmith's hammer upon the anvil.

1. "He dug his fingers into the sand, threw it over himself in handfuls and audibly blessed it. It looked like diamonds, rubies, emeralds; he could think of nothing beautiful which it did not resemble."
2. "They hurt his ear like the thrust of a knife; " (the sounds)
   
3. " The wind made in their branches the music of Aeolian harps."
4. " his brain was on fire;"
5. " The black bodies of the trees formed a straight wall on both sides, terminating on the horizon in a point, like a diagram in a lesson in perspective."
   

The Lady or the Tiger

Frank Stockton, author of The Lady or the Tiger?
* 1834- 1902.
* American author, born in Philedelphia.
* Writer in the 1860's. First published book in 1867.
* Wrote for children as well as for adults.
* The Lady or the Tiger? was written in 1882.


Vocabulary
1. barbaric: without civilizing influences; uncivilized; primitive
2. florid: reddish; ruddy; rosy
3. untrammeled: not limited or restricted; unrestrained
4. exuberant: effusively and almost uninhibitedly enthusiastic; lavishly abundant
5. withal: in spite of all; nevertheless
6. genial: warmly and pleasantly cheerful; cordial
7. orbs: a sphere or globe
8. asserted: resting on a statement or claim unsupported by evidence or proof; alleged
9. rhapsodies: Music. an instrumental composition irregular in form and suggestive of improvisation
10. barleycorn: barley

Vocabulary:
1. will: wish or desire
2. valour: boldness or determination in facing great danger
3. poetic justice: an ideal distribution of rewards and punishments
4. wails: a wailing cry, as of grief, pain or despair
5. mourners: a person who grieves a death
6. dire: terrible or calamitous circumstances
7. fate: that which is inevitably predetermined, destiny
8. fair: free from blemish, imperfection, or anything that impairs the appearance, quality, or character
9. choristers: members of a singing choir
10. maidens: an unmarried girl or woman
11. the apple of his eye: something, or someone, cherished above others
12. unsurpassed: something that is the best, and cannot be improved
13. startling: surprising, alarming and unexpected
14. damsels: a young woman or girl; a maiden, originally one of gentle or noble birth
15. glances: a quick or brief look
16. mazes: something that is made up of confusing and compex elements
17. fangs: any of the canine teeth of a carnivorous animal with which it seizes and tears it's prey
18. gnashed: grinding teeth with anticipation and nervousness
19. shriek: a loud, sharp, shrill cry
20. anguished: feeling great mental pain/disconfort while facing a conundrum



Question:
What advice would you give the lover boy and why?

I would tell the lover boy to chose the door that the princess did not point to. He should aknowledge the princess' barbarism and her strong feelings of hate and jealousy. The princess seemed to be more torn up about the idea of seeing him happy with the maiden (whom she does not like) rather than seeing him dead. Jealousy is a feeling that can often push ones proper sense of judgement to the side and I believe that the princess' judgement would have been influenced by her jealousy.

Speaking Criteria

1. Delivery, loudness, pace, pronunciation, enthusiasm, movement (eye contact, body, hands/arms).

2. Content:
Introduction:
-give overview
-ask a question
-give a statistic
-anectote (or joke)
-quotation

*pick your words carefully.
*visual device: powerpoint, board, picture...

3. Organization:
-markers
-transitional words: sequencing (first, second, finally, then...)
-conclusion (summarizes)

4. Language:
-vocabulary
-grammar

Tell-Tale Heart

Point of view:
The Tell-Tale Heart was written through the eyes of a first person narrator.

Style:

Imagery:
"His room was as black as pitch with the thick darkness, (for the shutters were close fastened, through fear of robbers,) and so I knew that he could not see the opening of the door, and I kept pushing it on steadily, steadily. "
This is an imagery that helps the reader understand that the room was not only dark, but pitch black.

Metaphor:
"He had the eye of a vulture."
This metaphor describes to us that his eyes ressemble those of a vulture

Simile:
"So I opened it --you cannot imagine how stealthily, stealthily --until, at length a simple dim ray, like the thread of the spider, shot from out the crevice and fell full upon the vulture eye."

Personnification:
"All in vain; because Death, in approaching him had stalked with his black shadow before him, and enveloped the victim."
This is a personnification of death, it gives Death the form of a human being who is projecting a shadow.

Irony:
Although the narrator says that he loved the old man and that the old man had never wronged him, he still decides to kill him.


Vocabulary:
1. hearken: to give heed or attention to what is said; listen
2. healthily: pertaining to or characteristic of good health, or a sound and vigorous mind
3. foresight: care or provision for the future
4. dissimulation: the act of dissimulating; feigning; hypocrisy
5. latch: a device for holding a door, gate, or the like, closed, consisting basically of a bar falling or sliding into a catch, groove, hole, etc.
6. cunningly: skill employed in a shrewd or sly manner, as in deceiving; craftiness; guile
7. fastening: something that fastens, as a lock or clasp
8. groan: a low, mournful sound uttered in pain or grief
9. merely: only as specified and nothing more; simply: merely a matter of form.
10. crevice: a crack forming an opening; cleft; rift; fissure

Learning Express Library (LEL)

Course 1: Grammar Skills 4: Adjectives, Adverbs, & Confusing Words:

1. Interest Level: I found this course very interesting, although it was not very difficult. It cleared up a long of things for me, especially the confusing words. And even though it was not too difficult, it was not at all boring.
   
   
2. Difficulty: I did not find this course very difficult; it was quite easy. The instructions and explanations were all very precise which made it much easier to do.
   
   
3. What I learned:
   I learned that in English, adjectives can be found by asking the questions: "which one?", "what kind?" and "how many?" As for the adverbs, the questions used in order to find them are: "where?", "when?", "how?" and, "to what extent?"
   
   I learned that there is a difference between altogether and all together.
   
   I also learned that modifiers describing nouns or pronouns have to be placed as closely as possible to the words they describe.
   
   
   
4. My Score: There was no score for this course. However it did show me that I had no mistakes for the first part, two for the second part and four for the third part. For every mistake I made, there was a correction, which made it easy to understand why the answer I chose was wrong.
   
   
5. Course Rating: I would give this course a 8.5/10. The instructions and the explanations were all very clear and precise. Although it was not very difficult, it was very instructive as well as very interesting.
   

Course 2: Grammar Skills for Writing 2: Fine-tuning punctuation :

1. Interest Level: I found this course very interesting because I learned a lot from it. Punctuation has always been one of my biggest diffulties in English (I have a tendency to write run-on sentences). It gave me a chance to see different ways of varying the punctuation in my sentences and hopefully I will remember everything that I have learned!
   
   
2. Difficulty: I did not find that the course itself was very difficult, mainly because I did the course after having reviewed punctuation in class with Mr. B. I know that I made a couple mistakes every now and again but I was able to realize it right after having made them. The instructions for the course were very clear and precise.
   
   
3. What I learned:
   I learned when to use hyphens to relate words (depending on whether it is a noun or an adjective).
   
   I learned when to use brackets in quotation marks (to show that we modified the original text).
   
   I also learned that the dash is used to emphasize on an explanation and it is also used to connect the beginning of the phrase to the rest of the sentence.
   
   
4. My Score: Once again, I did not get a score for this course. I know I made a couple mistakes in the text, although I understand why I made my mistakes.
   
   
5. Course Rating: I would give this course a 8/10. Personally, it helped me a lot since I have trouble with punctuation. It was very well explained and was not at all hard to understand. However, I would not recommend this course if punctuation is not your weakness; it may seem a little useless.
   

Course 3: Grammar Skills 3: Practice with Subjects, Verbs and Pronouns

1. Interest: I found this course very interesting. It helped me clarify certain things that I use at times but without really knowing it (or without knowing why). Even for the the material I already knew, I found the lessons very interesting and worth putting into practice.
   
   
2. Difficulty: The exercises in this lesson were not too difficult, however they were not as easy as the ones I had done previously. The instructions were very clear and the information was easy to understand, which made it easier for me to do the exercises without too much difficulty.
   
   
3. What I learned:
   I learned that we sometimes make up nouns from verbs, and that if we simply use the verb as it is (instead of the made up noun), it will help clarify our sentences.
   
   I learned that the words "there" and "it" are often unnecessary (especially at the beggining of a sentence).
   
   I also learned how to correctly write a verb when they are following a singular or plural pronoun.
   
   
4. Score: This course did not give me a score. It did, however, explain to me my mistakes when I made some.
   
   
5. Course Rating: I would give this course a 9/10. I thought it was very interesting and I learned things that will help me while writing texts in the future.
   

Course 4: Vocabulary and Spelling 2: Roots, Prefixes and Suffixes

1. Interest:I thought that this course was the most interesting of all the courses I have done on the Learning Express Library. The course helps understand the roots of different words and the different meanings of prefixes and suffixes and which words to use them on.
   
   
2. Difficulty: This course was not too difficult. However, without the explanations and definitions or certain words, I do not think I would have done as well as I did.
   
   
3. What I learned:
   I learned that adding a suffixe at the end of a word, can change the word's function (suffix: logy, meaning: study field of, words: biology, geology, etymology, cardiology)
   
   I learned that there are different types of prefixes (for example, there are negative ones: dis, un, non...)
   
   I also learned that the root of a word has a meaning and it is with the meaning that words are created. (root: aud, meaning: sound, words:auditorium, audible, audiologist, audiotape)
   
   
4. Score: 86/100.
   
   
5. Course Rating: I would give this course 9/10. It was very relevant and very well explained. I liked that it gave a lot of facts concerning the roots of certain words, although I know I will not be able to remember them all!
   

Wiki Quiz

1. What is the Learning Express Library (LEL)?
   Where you can do self-learning grammar exercises online through the site of the Grande Bibliotheque.
   
2. Where is Mr. B's office?
   C-150.
   
3. What percentage of the course is writing and speaking worth?
   Speaking is worth 50%, and writing is worth the other 50%.
   
4. How many items are on the "Writing Correction Code"?
   There are two: thesis statement and topic sentence.
   
5. What are Mr. B's office hours?
   They are on Mondays from 12:00 to 4:00, and on Thursdays from 4:00 to 5:00.
   
6. What is the 48 hour rule?
   If you miss an evaluation, you must reach the teacher by phone, e-mail or in person to let them know within the following 48 hours of the evaluation to be able to re-do it. If you do not do this, you will get a zero on the evaluation.
   
7. What is the first assignment?
   The first assignement was to write a composition about someone in the class after having interviewed them.
   
8. How many references are made to "thesis statement"?
   Seven references are made to "thesis statement".
   
9. How can I reach Mr. B through this Wiki?
   I can reach Mr. B through the discussions on this Wiki.
   
10. Do you have to go to the Grande Bibiliotheque to register?
    No, you have to go to the Grande Bibliotheque in order to do the formative work in writing and grammar.
    
11. How many short stories are we going to read?
    We will be reading seven short stories.
    
12. How many pages on the site refer to "grammar"?
    Six pages on the site refer to "grammar"
    
13. How many items are listed in the Student Agreement?
    There are ten items listed in the Student Agreement.
    
14. What are the summative writing assignments?
    Book Review, Mid-Term Test, LEL 1 (2 courses), LEL 2 (2 courses), and a final test.
    
15. Write down two questions you have about the course?
    1. I think you have mentioned this in the first class but I cannot remember... Which play would we be seeing at the Segal Theatre?
    I do not seem to think of another question, everything was very clear between the first class and the Wiki page!
    
    

Student Profile

Alex Nesbitt is an Irish French Canadian girl with a very adventurous spirit. As a new CEGEP student, some of her goals for this school year would be to put as much effort as she can in her work in order to achieve with great success, as well as to meet interesting new people with whom she can socialize with. Alex is a girl of many talents: she can draw and write, as well as cook very well (she attended a culinary school for a year in the past). She is a girl who loves music and art, as well as traveling.


As it happens, one of Alex’s biggest achievements was when she took the ambitious decision to go live in Wales for six months after she graduated from high school. She left on her own to go live there with several families she found on the internet. Now that Alex has traveled overseas, one of her goals for her future would be to go backpacking across Western Canada, somewhere a little closer to home. She would also love to travel, perhaps to Ireland or France (where she has family) or to Germany (where her best friends lives), as traveling is something she is very interested in. Finally, one of Alex’s long term goals would be to live abroad.