Just Another Day. ENG4U

- “At the age of 15 she fell off a horse, injuring her spine. This accident confined her to a recumbent position for several years, and she never fully recovered from the effects of this. Elizabeth would pass a lot of time writing poetry in a darkened room.”
- “Her early volumes of poetry such as “The Seraphim and Other Poems” (1838) (including “Cowper’s Grave.”) and “The Cry of Children” received wide critical acclaim and she became one of the most respected female poets, she was even mentioned as a successor to Wordsworth as Poet Laureate.”

- “Her father Mr Barrett ruled his family with extraordinary control, forbidding any of his 12 children to marry. Therefore the couple had to marry in private and make a secret departure from her home to go and live in Italy. Her romance and marriage with Robert Browning helped Elizabeth tremendously, contributing to an improvement in her health.”

Sonnet 43 – How do I love thee? Let me count the ways
by: Elizabeth Barrett Browning
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and ideal Grace.
I love thee to the level of everyday’s
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise.
I love thee with the passion put to use
In my old griefs, and with my childhood’s faith.
I love thee with a love I seemed to lose
With my lost saints,—I love thee with the breath,
Smiles, tears, of all my life!—and, if God choose,
I shall but love thee better after death

+ Cry Of the Children > “was an enthusiastic supporter of the anti slavery movement”

http://www.poetseers.org/poets/19th-century-poets

Group: Olive and I

Poets: Elizabeth Barrett Browning, Robert Browning,

In linguistics, trope is a rhetorical figure of speech that consists of a play on words, i.e., using a word in a way other than what is considered its literal or normal form. The other major category of figures of speech is the scheme, which involves changing the pattern of words in a sentence.

Trope comes from the Greek τρόπος (tropos), “a turn, a change”, related to the root of the verb τρέπω (trepō), “to turn, to direct, to alter, to change”. A trope is a way of turning a word away from its normal meaning, or turning it into something else.

Types

• metonymy — a trope through proximity or correspondence, for example referring to actions of the U.S. President as “actions of the White House.”
• irony — creating a trope through implying the opposite of the standard meaning, such as describing poverty as “good times.”
• metaphor — an explanation of an object or idea through juxtaposition of disparate things with a similar characteristic, such as describing a courageous person as having a “heart of a lion.”
• synecdoche — related to metonymy and metaphor, creates a play on words by referring to something with a related concept: for example, referring to the whole with the name of a part, such as “hired hands” for workers; a part with the name of the whole, such as “the law” for police officers; the general with the specific, such as “bread” for food; the specific with the general, such as “cat” for a lion; or an object with the material it is made from, such as “bricks and mortar” for a building.
• antanaclasis — is the stylistic trope of repeating a single word, but with a different meaning each time. Antanaclasis is a common type of pun, and like other kinds of pun, it is often found in slogans.
• allegory – A sustained metaphor continued through whole sentences or even through a whole discourse. For example “The ship of state has sailed through rougher storms than the tempest of these lobbyists.”[1]

http://en.wikipedia.org/wiki/Trope_(linguistics)

So far things are going well in English class. I’m getting an 82% at the moment… definitely not high enough for my liking. I need to get my a** in gear. I’m slacking, procrastinating and having trouble keeping up my determination.  

I got a surprisingly alright mark on my Heart of Darkness essay. I felt, while posting it, like an idiot. Worst essay I’ve ever written. The process was dreadful. I’m writing my Wizard of Oz test essay tonight. Starting a little late… I’ve been busy. But I’m excited to get home and start writing. I feel as though I could write my 8-12 page on this. Too bad it’s a test essay.

I’m considering applying for professional writer at Algonquin for next year. I’d love to be accepted into the dental program, but the chances of that are slim. Maybe it’d be for the best though. I do love to write.

Research fallacy: general appeal.  (Due Monday)

Reseach rhetorical devices: trope & tapinosis. (Due the Monday after)

WOO ESSAY

I’m a little over 6 pages… oops.

Bibliography:

Baum, Frank. “Wizard of Oz, The Script at IMSDb.” The Internet Movie Script Database (IMSDb). 27 Oct 2008 <http://www.imsdb.com/scripts/Wizard-of-Oz,-The.html>.

HOD ESSAY

Thesis: The Doctor from the beginning of Marlow’s quest expresses his interest in knowing how one’s sanity is affected once out in the waters, yet is it even possible to measure sanity in a world where sanity is completely disregarded? Following Marlow in his tale, it is plain to see that sanity does not have a part in the absurd tasks of the company peoples, the adventures of Kurtz, or the effects of living life in such a world.

Reason: Absurd tasks of the company peoples.

Example: “A heavy and dull detonation shook the ground, a puff of smoke came out of the cliff, and that was all. No change appeared on the face of the rock. They were building a railway. The cliff was not in the way or anything; but this objectless blasting was all the work going on.” (Conrad, 42)

Example: “I avoided a vast artificial hole somebody had been digging on the slope, the purpose of which I found it impossible to divine. It wasn’t a quarry or a sandpit, anyhow. It was just a hole.” (Conrad, 44)

Example: “One evening a grass shed full of calico, cotton print, beads, and I don’t know what else, burst into a blaze so suddenly that you would have thought the earth had opened to let an avenging fire consume all the trash. I was smoking my pipe quietly by my dismantled steamer, and saw them all cutting capers in the light, with their arms lifted high, when the stout man with moustaches came tearing down to the river, a tin pail in his hand, assured me that everybody was “behaving splendidly, splendidly”, dipped about a quart of water and tore back again. I noticed there was a hole in the bottom of his pail.” (Conrad, 52)

Reason: The adventures of Kurtz.

Example: “He could be very terrible. You can’t judge Mr. Kurtz as you would an ordinary man. No, no, no! Now – just to give you an idea – I don’t mind telling you, he wanted to shoot me, too, one day – but I don’t judge him.” “Shoot you!” I cried. “What for?” “Well, I had a small lot of ivory the chief of that village near my house gave me. You see I used to shoot game for them. Well, he wanted it, and wouldn’t hear reason.” (Conrad, 95)

Reason: The effects of living life in such a world.

Example: Their headman, a young, broad-chested black, severely draped in dark-blue fringed cloths, with fierce nortils and his hair all done up artfully in oily ringlets, stood near me. “Aha!” I said, just for good fellowship’s sake. “Catch ‘im.” He snapped, with a bloodshot widening of his eyes and a flash of sharp teeth – “catch ‘im. Give ‘im to us.” “To you. Eh?” I asked; “what would you do with them?” “Eat ‘im!” he said, curtly, and, leaning his elbow on the rail, looked out into the fog in a dignified and profoundly pensive attitude.” (Conrad, 74)

impressionistic-criticism slide one. : Brief description. Oscar Wilde & Walter Pater.

impressionistic-criticism- two. : Deeper inlook. Activity.

Objectives: By the end of this presentation students will be able to…

1. Describe what impressionistic criticism is (in their own words).

2. Identify one thing Oscar Wilde did to affect the practice of impressionistic criticism.

3. Identify one thing Walter Pater did to affect the practice of impressionistic criticism.

4. Explain the difference between objectivity and subjectivity.

5. Understand the issue of artistic temperament.

6. Critique using the art impressionistic criticism.

Resources and Materials: To present our presentation we will need…

- Students

- Classroom

- Power point

- Projector

- Computer

The students will need…

- Pen/pencil

- Paper

- Desk

- Chair

Methodology:

1. Set up power point presentation titled, “Impressionistic Criticism – Oscar Wilde & Walter Pater”. Refer to slide 1.

2. Wait until class is settled with pen/pencil ready to listen, learn, and take notes.

(10 minutes)

3. Introduce quick lesson plan and objectives. Refer to slide 2 & 3.

4. Read through a brief description of impressionistic criticism. Refer to slide 4.

5. Introduce Oscar Wilde, and teach a bit about his life, who he was, and what he did. Refer to slide 5-9.

6. Introduce Oscar Wilde’s “The Critic As Artist”. Refer to slide 10.

7. Introduce Walter Pater, and teach a bit about his life, who he was, and what he did. Refer to slide 12-16.

(15 minutes)

8. Set up power point presentation titled, “Impressionistic Criticism”. Refer to slide 1.

9. Wait until class is settled with pen/pencil ready to listen, learn, and take notes.

(3 minutes)

10. Introduce quick lesson plan and objectives. Refer to slide 2 & 3.

11. Read through “What Is Impressionistic Criticism”. Refer to slide 4.

12. Read through “The Difference…”. Refer to slide 5.

13. Read through and explain “Principles Of Design/ Elements Of Art”. Refer to slide 6.

14. Read through and explain “Artistic Temperament”. Refer to slide 7.

15. Read through “Final Notes”, and ask “Are there any questions?”. Refer to slide 8.

16. Introduce and do “What do you think?” activity. Refer to slide 9-12.

(20 minutes)

17. Bring up the debate topic: “Is a student studying art’s criticism/opinion on a painting more valid or significant than your opinion?“

(15 minutes)

Evaluation: We will know the students are aware of whom Oscar Wilde and Walter Pater are, and that they understand the concept of impressionistic criticism by:

1. Having a short recap discussion with the students in charge.

2. Having a quick debate about artistic temperament.