Fifth Business

Author: Robertson Davies, Canadian Author

Summary:
-Dunstan Ramsey is writing a letter to the headmaster of his school
-When he was younger, his friend/enemy Percy threw a snowball with a rock in it which hit pregnant Mrs. Dempster. This sent her into early labor and she delivered Paul Dempster.
-Mrs. Dempster is referred to as the town whore, despite being the Pastor's wife.
-Dunstan begins to spend more and more time with Mrs. Dempster and begins falling in love with her
-Dunstan discovers his love of magic, and teaches Paul.
-The Reverend forbids Dunstan from seeing Paul and Mary Dempster again.
-Dunstan joins the war effort.
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Response to Course Materials #7

I cannot believe we are almost done! In the last month we have finished Frankenstein and moved on to Fifth Business. We have been very busy preparing for our AP test which is very soon. In class we have done multiple choice practices, terms practice, and took a quiz over lenses and eras.
   Fifth Business was okay, but quite a bit confusing at times. Once again, I am thankful for class time to discuss the novel and understand it at another level. The changing of names threw me off the most!
   Working on the timed open and closed prompts has served as a big help. Also, getting graded on them is really nice and helpful so I can figure out what I need to focus on to improve. I am ready to be done!

Frankenstein

Author:
Mary Shelley. She was 21 when the book was published. The idea for this novel came to her in a dream one summer when she was challenged by her husband and his friend to come up with a horror story. 

Summary: 
-Walton is writing a introduction letter to his sister which informs us that he is on a voyage and meets a man named Victor Frankenstein.
- Frankenstein begins to tell his story. We learn that as a child he was spoiled and not held accountable. His parents adopted a girl (Elizabeth) solely for the purpose of marrying Frankenstein.
- Frankenstein goes off to college and becomes obsessed with the idea of discovering the secret of life.
- He then begins to work on building a monster for several years. After it is created he is disgusted by it and leaves.
- Frankenstein got horribly ill and while he is recovering the monster goes to his home town and kills his brother and is trying to frame their family nanny for the murder.
- Frankenstein sees the monster and the monster confesses to the murder. The monster demands that Victor creates a lady monster for him.
- Victor agrees to the demand and builds the 2nd monster. As soon as it comes to life, Frankenstein destroys her.
- Frankenstein is accused to killing Clerval and goes to jail. He is soon let out because of his bad health.
- Victor marries Elizabeth. The monster kills Elizabeth on their wedding night.
- Frankenstein goes out to get revenge on the monster, finds Walton, and dies on his ship.
- The monster stands over Victor's body and then dies.

Motifs:
Natural Order
Responsibility
Isolation
Regret
Alienation

Theme Statement:
The inaccurate judgment of character based on society’s prejudices contributes toward alienation and unnatural instability.

Important Quotes:
"Accursed creator! Why did you form a monster so hideous that even you turned from me in disgust?"
The monster asks this question to Frankenstein. This quote repeats the importance of outward appearance that shows up throughout the whole novel.

Open Prompt #6

Open Prompt #5

Response to Course Materials #6

     Over the last month we have read Frankenstein as well as several articles that correlated with our reading. Like I have said before, I really enjoy reading the articles as they open my eyes to different ideas I would not have considered prior.
     The first article we read and annotated was titled "Introduction to Romanticism." Before reading this I really did think that the Romanticism movement had something to do with romance, when in fact it does not. Some of the main ideas of Romanticism include imagination, nature, and symbolism. The hero in this era is individualistic, alienated, and devoted to their own ideas. Frankenstein is without a doubt a Romanticism era novel. Second, we read "Shelley's Literary Influences." This article discussed five different novels that shaped the way Mary Shelley wrote Frankenstein. While comparing the plot and characters of Frankenstein to these different works, it was apparent what elements she pulled from each piece. Next, we read "A Psychological Analysis of Shelley's Frankenstein" which examined the idea that Victor Frankenstein is a pathological narcissist. The article also provided some background information about Mary Shelley's life. I learned that Percy Shelley was married when the two of them started their relationship  . The idea for Frankenstein came to Mary Shelley in a dream while she was away with Percy in Switzerland. It amazes me that she was so young when she wrote the novel. With this articles assistance, I can easily observe why someone would think that Victor Frankenstein is a narcissist. Then, we read "An Analysis of the Theme of Alienation in Mary Shelley's Frankenstein." This article was interesting as it pointed out many examples of alienation in the novel such as borderlines and meeting places. The idea that stuck out most to me was that loneliness equals craziness. Last, we read "Frankenstein and Childbirth." This article argues that Frankenstein is about childbirth. I learned that Mary Shelley faced many child deaths and was even pregnant while writing the novel. 
     I am looking forward to spring break soon!

Open Prompt #4

The prompt for question 3, the “open” question, began by defining a symbol as “an object, action, or event that represents something or that creates a range of associations beyond itself.” The prompt added that symbols can “express an idea, clarify meaning, or enlarge literal meaning.” Students were then asked to select a novel or play, to focus on one symbol, and to write an essay analyzing how the symbol functions in the work; students were asked to analyze what the symbol reveals about characters or themes in the work as a whole. 

In F. Scott Fitzgerald’s The Great Gatsby, the symbol of the green light plays a significant role. It is written about in a way that it is unreachable by all. The green light symbolizes Jay Gatsby’s aspirations as well as the American Dream all the characters in the novel desire. First the green light represents Jay Gatsby’s dreams. The novel begins with Gatsby peering across the bay at Daisy Buchanan’s house where the light is coming from. Gatsby desperately wants Daisy’s love, even though she is married to Tom. He wants to feel worthy like he did in the past when he had her.  
The green light also illustrates the idea of the American Dream. The American Dream means something different for each one of the characters. Gatsby already has wealth and popularity, what he truly desires is Daisy. Nick Carraway wants to be successful in the bond business. Daisy Buchanan craves a lover who is true and won’t just use her like Tom does.  
The use of symbols can be very effective in novels. F. Scott Fitzgerald uses the green light to symbolize Jay Gatsby’s wants as well as the American Dream.

Open Prompt #3

2009

#1

I do not know how the AP graders, grade some of these! The handwriting is horrible. Good thing the opening paragraph really hooked me in. I thought we were supposed to put the author and work in the very first sentence, which this person did not due. Possibly that comes from a strong suggestion from Ms. Holmes. The first sentence of their second paragraph is not a statement he can argue, but instead just facts. They could use that fact as a supporting detail, but it should not come first in their paragraph.  At times it seems like the writer is just summarizing and not analyzing. Overall the language is sophisticated and I am quite impressed with the amount of detail included. I would give this writer an 8.

#2

Right from the start, the writer forgets to include a basic apostrophe for the author’s name. They make some mistakes, which is fine, but they need to put a straight line through their mess ups instead of scribbling it out. The second paragraph is great and is set up perfectly with the argumentative sentence first. In the third and fourth paragraphs, they again set it up nicely. One problem I see with this essay is that the language is not really advanced. I would give this writer a 7.

#3
This writer does not include the author’s name at all, which can be a major issue. They also should not use phrases such as “in my opinion” as it makes the arguments sound weak. I would also argue that the thesis does not answer the prompt. The supporting details are not clearly defined in the opening paragraph, and I believe that is something that is supposed to be done. The claims this writer makes are not strong enough to back up their thesis. I believe that this writer deserves a 4 for their efforts.

Rosencrantz & Guildenstern Are Dead

Author: Tom Stoppard

Characters

Rosencrantz & Guildenstern: These two are basically one person, it is hard to tell them apart. They ask many questions and do not have much of a purpose.

The Players: They are just about the only few who know what is going on in the play. They keep Rosencrantz and Guildenstern grounded to a certain extent.

Summary

• The play opens with Rosencrantz & Guildenstern playing the coin game which really just means flipping the coin and declaring that it is heads, every time. 
• The players come along and make sexual jokes.
• Rosencrantz & Guildenstern make it to Elsinore. This is where it becomes clear that it is a play within a play. 
• The two question Hamlet due to the conversation they had with Claudius.
• They find themselves on a boat with Hamlet on their way to England.
• The boat they are on is attacked by pirates. 
• Rosencrantz and Guildenstern are dead.

Theme

Stoppard suggests that there may be an incomprehensible force shaping our lives making it impossible to control or understand them.

Important Quotes

"There must have been a moment, at the beginning, where we could have said -- no. But somehow we missed it. 

Response to Course Materials #5

    I have missed many days of school the past month from being in Florida, at 7th grade camp, and the multiple snow/cold days. We finished up Hamlet, created our final exam projects, and are about to finish up Rosencrantz and Guildenstern are Dead. We spent months working on Hamlet, so it was sort of a relief when we finally finished. The final exam project was actually a really fun project. My group and I made a video combining characters from The American Dream, Hamlet, and Death of a Salesman. I enjoyed doing an in depth analysis of the characters and examining them in different settings and situations. We are about to wrap up R and G in the next week. This play did not impress me much. I actually did not enjoy reading it at all, it was so boring to me! We read a few articles which including thoughtful ideas that assisted me in seeing the play in a different way. I unfortunately missed the movie due to camp, which tends to help me pull everything together. A main topic of discussion in class has been whether Rosencrantz and Guildenstern falls under the Theater of the Absurd category, or not. It has also been interesting to compare and contrast Hamlet and Rosencrantz and Guildenstern are Dead. In the next few months I know I need to be working on my open prompt essays!

Open Prompt #2

2008. In a literary work, a minor character, often known as a foil, possesses traits that emphasize, by contrast or comparison, the distinctive characteristics and qualities of the main character. For example, the ideas or behavior of a minor character might be used to highlight the weaknesses or strengths of the main character. Choose a novel or play in which a minor character serves as a foil for the main character. Then write an essay in which you analyze how the relation between the minor character and the major character illuminates the meaning of the work.

  In Shakespeare’s Hamlet, Horatio serves as a foil to the main character Hamlet. These two characters contrast in the way they behave and how they go about interacting with others.

Horatio is balanced and calm compared to Hamlet. Throughout the whole play Hamlet is going through different stages of madness. Horatio assists Hamlet is staying placid. The only time we really learn about what Hamlet is thinking, is when he is conversing with Horatio.

Horatio and Hamlet interact differently with others. Hamlet constantly jumps to conclusions with people, making many assumptions. Horatio watches from the outside and then thoughtfully approaches situations. This is a contributing factor to Hamlet dying and Horatio living.

Hamlet and Horatio, from Hamlet serve as foils to one another. They operate in opposite ways.

Open Prompt #1

2008, Question #3

Response #1
  Overall the first student did a fine job at writing a response essay on “Function of a Foil” using the example of Joy Luck Club by Amy Tan . This student wrote a fantastic opening paragraph that truly accomplishes the idea of “thesis answers prompt.” Her paragraphs included a large amount of details that assisted me in understanding what the story was about, without actually reading it. I do feel like there was summary at times with all the information provided. The vivid language makes up for this at times as it never gets boring to read. The student does a great job at bringing their piece full circle. I think this writing is worthy of an 8. 

Response #2

    It took reading the whole essay to realize who Celie’s foil is, when it really should be clear in the very first paragraph. It would be deserve a much better score if the writer could have just made this major detail more clear. It is a well written piece but becomes unfocused at times and includes unneeded details such as when the student writes that Celie met Shug while singing karaoke at a bar. This does not add anything to story. 

Response #3
First off, this student did not make this a long enough essay to fully develop the message they are trying to convey. This starts right from the first paragraph when the writer does not clearly list the “many ways” Baba is a foil to Hassan. I understand that Baba and Hassan are extremely similar, but the examples to support that are simply not good enough. This essay could have used quotes or something more to back the statements up. The word choice was not strong enough and the repetition of examples occurred often. This essay needs some major revision to get it even close to an 8 or 9. 

Hamlet Analysis

Characters:
Hamlet- The main character, just lost his father, and recently watched his mom marry his uncle who took over the throne. He loves Ophelia and he is dead by the end of the story.
Ophelia- Daughter of Polonius, and Gertrude's lady in waiting. Loves Hamlet and commits suicide during the play due to her father's death.
Claudius- Hamlet's uncle, and now the king of Denmark. Provides the poison that kills himself, Gertrude, and Hamlet.
Gertrude- Hamlet's mom, Claudius's wife, and queen of Denmark. Drinks Claudius's poison and kills herself.
Polonius- Father to Ophelia and Laertes. Is stabbed by Hamlet.
Laertes- Son of Polonius and brother to Ophelia. Laertes dies during the sword fight.
Horatio- Hamlet's best friend.
Rosencrantz & Guildenstern- Basically inseparable, friends of Hamlet, sent to watch his every move.

Summary:
     The play opens with a seen in one of the halls at the Castle of Elsinore in Denmark, with the guards discussing that they have seen a ghost. Turns out this ghost, is actually there, and it is the old king Hamlet. They tell young Hamlet that he needs to come and see his ghost father. Old Hamlet tells young Hamlet that he needs to seek revenge on his uncle, Claudius because he is the one who killed him. Hamlet begins to go mad, obsessing over how he will make this happen to honor his father. Polonius informs Claudius that this madness may be to due to Hamlet loving his daughter, Ophelia. Claudius and Polonius decide to spy on a conversation between Hamlet and Ophelia, and Polonius's suspicions are shot down. Hamlet lashes out telling Ophelia to go to a nunnery. Hamlet ordered an acting trope to act out the story between Claudius and old Hamlet, to try and test Claudius. When Claudius has to leave during the performance, Hamlet confirms that what his dad told him is the truth and is determined to go through with killing him. When Hamlet has the perfect opportunity to gain revenge, he finds his uncle praying. He decides that it wouldn't be fair for him to go to heaven, when his father has not yet, so does not go through with it. Hamlet goes to talk to his mother, Gertrude, about everything that is going on regarding his dad and his uncle. He does not know that Polonius is listening in, and when Hamlet hears something behind the curtain, he stabs that person, assuming it was Claudius. Claudius was outraged and sent Hamlet off with Rosencrantz and Guidenstern to be killed. The news of her father's death is not easy on Ophelia, and she ends up drowning herself in a river. On Hamlet's way out, pirates attacked his ship and he goes back to Elsinore. Laertes blames Hamlet for not only his father's death, but also his sister's and the two of them have a sword fight. Claudius was involved and poisoned Laertes sword so if it cut Hamlet, he would die from the poison. He also adds poison pearls to a potion to poison Hamlet just in case his other method does not work. Gertrude decides to first drink from the cup, and ends up dying, and then Hamlet drinks and dies, as well as Claudius who is forced to drink. After everyone is dead, Fortinbras, King of Norway has arrived and takes over Denmark.

Theme:
An atmosphere of moral confusion along with isolation, can lead to paranoia and corruption and the upset of the natural order.

     Due to Elsinore being separated from the rest of their country, they become isolated from everyone else. They are unable to see the consequences of their decisions and how they impact others. Hamlet is morally confused on whether to kill his uncle like requested by his father, or to follow the Bible, which is against murder.

Notable Quotes:
"Something is rotten in the state of Denmark." (Act I, Scene IV, Line 67)

"To be, or not to be: That is the question:" (Act III, Scene I, Line 58)

"This above all: to thine own self be true." (Act I, Scene III, Line 78)