Summer Reading

Hey!!   For those of you considering A Clockwork Orange this was JUST in the Star-Ledger over the weekend.


A Clockwork Orange is Perhaps Even More Relevant Today


Remember to check with me for an audiobook copy if you're interested!

A Quality of Mercy

As we bring the year to a close, we fell a little short on time this year.  We did not get the chance to spend as much time in class viewing your video productions, and we definitely didn't have as much time as I would have liked to discuss Hiroshima in more detail.  Therefore, I wanted to offer you links to the videos that some of your peers have done.  There will also be videos uploaded to dropbox as well.  Please take the time to view them if you haven't already.  They are fantastic!  After you view them please take a second to vote for the best videos here.  (link to be provided shortly)

Also, I am linking a video that I usually play at the end of Hiroshima that we just ran out of time for.  It is a Twilight Zone episode (another one, I know).  I think that it does a really good job of touching on some of the issues we began discussing when reading the story.  It presents an interesting way of shifting perspectives (pay attention to how they do it!) and it underscores the importance of being objective, and seeing things from both sides.  The title comes from Shakespeare's Merchant of Venice, which reads, "The quality of mercy is not strained, it droppeth as the gentle rain from heaven upon the place beneath. It blesseth him that gives and him that takes."  I think this quote is an excellent way to bring to a close some of the complex moral issues that we have discussed through literature this year and I am interested in your perspective on it.

Since we ran out of time, I am offering this as extra credit.  It's not too long, and you might find it interesting.  I am putting some questions here to get the conversation started, but feel free to add your own responses, too.  Post your responses as comments here, so that we can have a discussion thread between those who are responding to this post.

A Quality of Mercy pt. 1
A Quality of Mercy pt. 2

In closing, this has been a great year and I am very proud of all that you have accomplished.  Good luck with your summer reading choices, and of course, do not hesitate to e-mail me if you have questions, struggles, or concerns.  I will be looking to you for your feedback and suggestions for future summer reading books when you return in the fall, so take notes and be ready with suggestions!  And, most importantly, keep studying for the SAT and start touring schools this summer.  I will send out e-mails in the fall to remind you about letters of recommendation, but the sooner you get on top of it the better!  Good luck and enjoy your summer!

The Transcendentalists

"There comes a time in every man's education when he arrives at the conviction that envy is ignorance, that imitation is suicide, that he must take himself for better or worse as his portion."

-Ralph Waldo Emerson, Self-Reliance

In discussing some of the Transcendentalist beliefs in class, we debated trends, materialism, and how society influences what we regard as beautiful and desirable.  During this discussion I mentioned the practice of Chinese Foot Binding, among other cultural trends.  I referenced this picture of my own hand next to an actual shoe for a bound foot, but I didn't have enough time to share it with you in class, so I wanted to share it here. (Yes, my hand is pretty big, but that is a REALLY small shoe!!)

Feel free to leave comments and reactions, or share other examples that you think are relevant at the bottom.

Movie Projects

In addition to the many student productions that we have seen in class, consider viewing some of the following clips.  There are literally countless versions of the play, soliloquies, and representations of characters that students have posted online.  Here are just a few that I have found and highlighted.  Feel free to skim through others and post your favorites at the bottom for others to view.

Hamletball (Last year's production)

To be or not to be...        The Fresh Prince of Elsinore        

Ham Wrap                                   Hamlet...South Park Style    

Hamlet in the Hood                 Hamlet with Stuffed Animals

Laertes Strikes Back                                  Soliloquy Melody 


Also...


For students who are considering using animation, the following links have been helpful for students in the past.


GoAnimate          XTranormal

Ophelia

Many people contend that a rotting skull is evident in the picture. Click here to get a closer look and see if you can spot it.

Visit the following links on Ophelia to see how she has been represented by a variety of artists over time: 

John Everett Millais' "Ophelia"

"Frailty thy name is woman..."

Symbolism of the Flowers

In addition, there are HUNDREDS of videos on Youtube of Ophelia in art and in film. If you were not in class for the videos, you can also find them here:

• Kate Winslet as Ophelia Pt 1
• Kate Winslet as Ophelia Pt 2 
• Helena Bonham Carter as Ophelia
• Julia Stiles as Ophelia (There is no direct clip of her crazy scene, but I did find this, and it's an interesting presentation of Ophelia)

Your Task:

We are examining the many different representations of Hamlet in film.  The play leaves many events and people open to debate and interpretation, as is evidenced by the myriad versions throughout history.  Similarly, his characterization of Ophelia does not offer the audience a full picture of who she is and what her motivation is.  As Elaine Showalter writes, there can be Hamlet without Ophelia, but there is no Ophelia without Hamlet.  Her character’s existence is entirely dependant on that of Hamlet’s.  

Ophelia has been a source of inspiration for countless artists over the years and each artist chooses to represent Ophelia in a different way.   What do you notice about the way that Ophelia is portrayed in the John Everett Millais painting?  What characteristics does the artist imbue in his version of Ophelia?

Use the links to examine the different versions of Ophelia (the index on the last page of “Frailty Thy Name is Woman” may prove to be most useful).  How do you believe Shakespeare intended Ophelia to be portrayed?  What were here final moments like?  Did she intentionally drown herself?  Did she give in after the branch underneath her broke?  Did Gertrude sit idly by and watch her struggle?

What do you believe is the reason for Ophelia’s madness?  What contributed to her demise, in your opinion?  Do you feel sorry for her?  Indifferent?  If you were to direct the play, how might you represent Ophelia? Make sure that you use examples from the play to show your reasoning.

Here are a few links that might be useful resources as well:

• Ophelia
• Hamlet Through a Lens
• Representing Ophelia

Hamlet's Dilemma

So....your goal for today entails a few things. Go through this checklist so that you are up to date with the work for this marking period.

• First, did you write your reflection on the ghost scene?  If not do so first.
• Next, did you comment on at least one person's reflections?  If not, do that.
• Then, did you write your "To be or not to be" reflections?  Make sure you've done that.
• Now, (this is new) reflect on at least one other person's blog for that scene.  Make sure you make appropriate comments, highlight what you liked about their ideas, and think critically about what they noticed.
• Finally, if you are done with all of that, your third entry for Hamlet on your personal page should be about the following question....

Do you agree or disagree with Hamlet's hesitation to kill Claudius?  Is he right for waiting, and thinking about it carefully?  Or should he have just shut up and done it already?

Consider carefully ethical issues about murder and cultural issues of honor and filial obligation.  Consider also religious ramifications, as they are a thematic focus in the play.  And of course, consider whether Claudius is really guilty, what would be the cost if he were not, and what might happen to poor Hamlet if he killed the king considering everyone things he is a madman.

And remember, I will be looking to see what you are writing during the period, so make sure you're really working (you know who you are....).  I will see you all tomorrow!

To be or not to be...

The following links will bring you to the videos that we viewed in class.  Take a moment to review them before considering the prompt.

Olivier's Hamlet             Zeffirelli's Hamlet  

Branaugh's Hamlet      Almereyda's Hamlet

And just for fun....     Arnold's Hamlet

Your Task:

Reflect on each film version of Hamlet's soliloquy in more depth. Consider using some of your notes to guide you.

In each version of the play, what is the setting? What effect does this have? What is the director trying to convey?

Is there any music? What mood does this set?

What choices does the director make about lighting or props? Do these choices reinforce the theme of his speech?

What figurative aspects of the speech are represented literally (if any)? How does the director use these symbols throughout the speech?

What is the emotion with which the actor repeats the lines? How does this change throughout the speech? What effect does this have?

Why are there so many versions of this play? What do you think that says about the universality of Hamlet? Which version of the play did you like the most (do not think of putting Schwarzenegger's)? What about this version was most effective in your opinion?

Hamlet: The First Ghost Scene

Analyze
Using the three versions of the ghost scene that we watched in class, offer your commentary on each film.  Consider some of the following points in your critique:

• How did the actors portray the characters?
• Was there music?
• What was the lighting like?
• Were there special effects?
• How did the director use visual elements (such as flashback) to add depth to the scene?

Overall what was the effect of these choices?  Do you agree or disagree with the choices the director made?  Which version resonated with you the most?

Extend

If you were to interpret this scene through film yourself, how would you approach it?  What in particular would you focus on?  What in your opinion, is important about this scene and how would you want to convey that?  

For example, what do you want to leave your audience with after watching this scene?  Is it the despair that the ghost feels? Or Hamlet's frustration?  Do you find fault with Gertrude, and want to cast doubt about her involvement?  Or is Hamlet imagining this scene?  Could you, through directorial choices, convey that Hamlet is imagining all this? 

Assignment 

Address these questions, or other topics which you feel are relevant, in no less than 3-4 paragraphs.  Draw from what observed in the first three, as well as what you have seen in other films.  Consider also, some of the things we talked about, when discussing An Occurrence at Owl Creek Bridge.  When you refer to movies you should use the director's last name, and when you refer to the characters, use the actor's last names.

First Version

Director: (Franco) Zeffirelli     Hamlet: (Mel) Gibson

Second Version

Director: (Kenneth) Branagh    Hamlet: (Kenneth) Branagh

Third Version

Director: (Michael) Almereyda   Hamlet: (Ethan) Hawke

 Film Version Links


Zeffirelli Version (short clip, but enough to see part of it)

Branagh Version

Director's Commentary on the Branagh Version

Good News about Terminal Preposition Use

As some of you may know (but many of you may not), it has long been considered poor form to end a sentence with a preposition (words like with, about, for, etc.).  However, if asked by a teacher to revise your sentence, the resulting sentence may sound awkward and just plain confusing.  While it is important to remember that sometimes phrasing that sounds incorrect might actually be grammatically sound, this is one case that is an exception to the rule.

The rule actually has a complex history, which you can read more about here.  It is an interesting example, like others we have discussed, of how language continues to change and evolve based on the speakers and the contexts in which they write.  (Or...the contexts which they write in.  Either use is appropriate.) So, feel free to use prepositions at the end of your sentences.  And if your teacher or professor tells you that you are wrong, you can cite your new understanding of the rule as evidence for why you are not!

Preparing Your Final Drafts

Please make sure that you take this week to put the finishing touches on your final paper.  The resource that we talked about in class last week is a great way to check your paper for errors in plagiarism, grammar, etc.

You can use this resource for free at paperrater.com.  Also, if you are still unclear about what constitutes plagiarism, try using Dr. CiteRight! 

MLA Header

Research Paper Questions

Many of you have had some excellent questions that you have asked in class and through e-mail.  In an effort to provide you with additional resources to support your writing process, I will be using the blog to post some of your questions here.  As you e-mail me, I will add your questions (anonymously, of course) so that both you and your peers can refer to my answers as needed.


Question:
I was trying to find some things for the note cards but I can't find a lot. When I read the sources I find some things but when I keep reading they talk about some different things.

Answer:

What you are finding is completely normal.  The majority (with rare exception) of the sources that you will find will not ALL be just on exactly what you are trying to prove in your paper.  That's what makes your paper worth reading; it's original.  You are gathering information from different sources and piecing together what is important to your thesis.  The other stuff, the parts that are not, just discard.  Keep the relevant information and use that.  (This is why the more sources you have, the better.  Keep looking for more sources if you need them.  You may only be able to use parts of a particular article.) 

A little something fun....

While you are slaving away on your research papers, this internet hoax might provide a little relief....

But don't spend get stuck wasting too much time! It can be addicting!

You can read about it here and actually play the game here.

Topic Questions

The following is a list from some of my students from last year.  These were not their thesis statements, but the questions that they used to form  their theses.  I have removed the names, but I thought that this might be helpful for you to see how some of them structured their questions.

Name	Topic	Question
Ms. M	The American Dream	How does Gatsby represent the impossibility of the American Dream?
	Analysis of Love	How does love affect/link all the characters in the Great Gatsby?
	Symbolism	How does F. Scott Fitzgerald portray symbolism in The Great Gatsby?
	Imagery	How does Fitzgerald use imagery to capture the essence of the 1920s?
	The American Dream	How Does F. Scott Fitzerald portray the "American Dream" in Gatsby's character ?
	Deception	How does Gatsby use deception to continue living his 87wealthy lifestlye?
	Human Nature	How does human nature affect the tragedy of The Great Gatsby?
	American Dream	How did Gatsby and his American Dream fail and show the flaws of the "Dream"
	Character Comparison	How does the author describe Tom and Gatsby throughout the novel?
	Power of Love	Hoe does Gatsby's undying love for Daisy set the course for his life?
	Role of Women	How are women portrayed in One Flew Over the Cuckoo's Nest?

Some help with MLA formatting

In response to some of your questions, here are some helpful tips for MLA formatting.  You can find more details using some of the resources I posted in previous prompts.

Also, please check out sample papers in the dropbox folder, to use as a model of a literary criticism paper in MLA format.

Quotes of Four Lines or More

When inserting a quote of four lines or more, you need to format it differently than a regular quote.  

• Introduce the quote with a colon (not quotation marks)
• Indent an inch from the left (total margin from the edge 2 inches)
• Single space the quote
• Cite as normal (author's last name page number)
• Remember that if you introduce the source in your sentence, you only need to put the page number.

It should look like this:

If you have other questions, please feel free to e-mail me or post them and I (or others) can respond!