Sunday, March 17, 2013

Prompt Revision


     "The Tide Rises, The Tide Falls" by Henry Longfellow is a brief yet powerful poem which emphasizes naturalism.  Longfellow simply delivers the message of life using several literary devices such as repetition and symbolism to support the complex meaning of "tide rises, the tide falls."
      After giving it a couple reads, readers are able to catch on to the surface meaning of the  line "tide rise, the tide falls" symbolizing the interminable time that passes. Longfellow uses repetition of this line a total of four times. He places it in the beginning at first and as the last line for each stanza respectively. By doing so, one values the significance of the repetitious lines.  The repeated emphasis in each stanza provides an analysis of the nature moving on despite the tide rising and falling. By this, one can see that no human being can interrupt a nature's continuity. The way Longfellow describes the tides rising and falling relates to the poem as a whole; a symbol of life. For example, the tide rising describes a new life while the tide falling represents the end or death of life and how the pattern continues.
     Going deeper, one can see that Longfellow incorporates a brand new meaning to the same line. When reading these lines, one can see Longfellow’s views through the period of Romanticism. For instance, the nature of rising and falling follow the idea of intuition over reasoning and the tides liken with the nature and freedom. While the first two repetitive lines expressed the ongoing life-cycle of nature and human, the same line expresses the after-death in a different stanza. Once the tide rises again and falls, it reaches out and fades the footprints. In other words, a human's mark will eventually be forgotten after their death, and the tide will continue to rise and fall, connecting back to the surface meaning
     Although Longfellow is a writer of Romanticism, Naturalism is also evidently shown when humans cannot interrupt the sequence of nature; they cannot try to overcome or oppose it either, which signifies limited freedom of the people. When the man hastened toward the town, Longfellow’s diction shows that the man is hesitantly trying to overcome the time. No matter how much he tries, he eventually cannot come back (referring to death).
     As a reader, one can see the effectiveness of the line "the tide rises, the tide falls" has on the poem. Unlike the light, rain, or any other nature effects, a tide is something that will recur as long as the earth exists. It marks the beginning and end; it symbolizes time. Longfellow does a phenomenal representation of an on-going cycle, death, and time with a line of poetry.


For the revision, I re-read the comments from peers on the first draft. Julia suggested that I analyze more specifically by adding the structure of the poem. I talked about how the repetition of the line marking the beginning and ending of each stanza provided emphasis. Greg insisted on adding how naturalism plays a role. While reviewing the literary time periods, I noticed that it tied well into Romanticism as well because Longfellow is a writer of that period. Lastly, John suggested that I put more literary element connections, so in addition to symbolism and repetition, I briefly added the use of diction. 

Saturday, March 16, 2013

week late R&G summary analysis

Tom Stoppard (1937-present)

  • British Playwright 
  • as a child, his family moved around a lot 
  • Stoppard left school at age 17 and worked as a journalist
  • Serves as on the advisory board of the magazine Standpoint 
Setting
  • woods/ forest
  • Elsinore Castle
  • boat
  • similar time frame as Hamlet 
Plot
  • Act I
    • Play opens up with Rosencrantz and Guildenstern tossing coins and getting heads each time
    • Guildenstern brings up the law of probability and more references to physics
    • Both repeatedly forget what is going on (being called by the king and their earliest memory)
    • Guildenstern is frustrated with Rosencrantz illogical comments
    • They faintly hear music and the Tragedians (players) enter
    • Tragedians offer them a show in the woods 
    • Rosencrantz shows them the coin trick, but this time, it end up tails
    • This suddenly leads both Rosencrantz and Guildenstern to Elsinore Castle where Ophelia is in act
    • Claudius and Gertrude ask them for help and to find out the core of Hamlet's madness
    • Very uncertain of what's going on, they plan and recite what they would ask Hamlet.
  • Act II
    • as they speak with Hamlet, Hamlet plays with his words and evermore confuse them
    • They get nothing out of the conversation and are left with no idea
    • Tragedians enter into the castle called by Hamlet. They prepare to preform the new script given about Claudius
    • Meanwhile, Rosencrantz and Guildenstern contemplate over the mystery of death
    • The next day, tragedians are ready and Alfred is dressed as Gertrude
    • The play is actually a story of Rosencrantz and Guildenstern, but they fail to notice
    • Claudius is furious with the play of his portrayal 
    • Through the king's order, Rosencrantz and Guildenstern are in search of Hamlet and where he put Polonius's body
    • They fail to catch him and instead, the guards bring Hamlet to Claudius
    • Claudius orders Ros and Guil to take Hamlet to England 
  • Act III
    • Soon, both realize that they're on a boat with Hamlet to England
    • They are unaware of what to do because Hamlet is asleep
    • they talk about how much they received from Hamlet, but Ros doesn't tell him.
    • Guil gets mad and Ros becomes sad and talk about fate
    • Guil remembers that Claudius has given them a letter and takes it out
    • the letter tells the English king to kill Hamlet
    • both are confused and feel guilty 
    • Hamlet blows out the lights and Ros and Guil are fast asleep?
    • Hamlet then switches the letter
    • In the morning, they hear the tragedian's music once again
    • The pirates attack their boat and goes into chaos
    • Hamlet is gone and Ros takes out the letter to read that they, instead of Hamlet shall be killed
    • Ros realizes that this is the end and leaves. 
    • Guil is alone and cries for Ros
    • the Story ends with all corpse on the ground
Characters
  • Rosencrantz & Guildenstern
    • both childhood friends of Hamlet
    • Each act, they're roles change
    • Guildenstern studies his life
    • Rosencrantz is carefree
    • they both forget who they are and are always uncertain over their identities
  • Player
    • seems to know and understand what's going on
    • leader of the tragedians. 
    • tragedians are a group of male actors putting on plays
  • Rest of characters are in Hamlet
Motif
  • Absurdism
    • illogical comments
    • rare connections between plots
    • repetition in dialogue between R&G
  • Identity
    • both R&G mix their identity up
    • mystery of fate
    • mystery of death
    • roles switch in each act
  • Imagination over Reality
    • coin flipping and getting heads 99 times
    • using physics to back up their uncertainty
Quotes
  • "Words, Words. They are all we have to go on" 
    • even though this play uses repetition, word play, illogical comments, words play a significant role. Through words they believe in physics even though it fails to work on them. Through words they find out their deaths. It's everything through words that the story goes on
  • "Life in a box is better than no life at all"
    • R&G debate about the mystery of life and death. The box signifies Shakespeare's boundaries with Hamlet and they realize they can't escape from it. 

Sunday, March 10, 2013

Response to Course Material #7

      ZOMG. WE HAVE LIKE 8 WEEKS LEFT OF HIGH SCHOOL.
We recently finished Rosencrantz and Guildenstern are Dead (R&G); I have to admit that it was pretty funny. Analyzing poems and MC practice is also what we've been doing since AP exam is getting closer by the day. Hm... we started the Native American novel, Ceremony, which I find really interesting and a bit difficult with all the symbol and time differences going on. 
      I would love to share a summary about R&G but there really isn't a story line to it. Sometimes it branches off of Hamlet, sometimes it branches off of absurdism, and sometimes it's the two talking about death and fate. Honestly, the play became more interesting after we finished the read because we were given two essays on the analysis of Stoppard's play. I think the one I read was the "spectre" one and it was about how Shakespeare is god in R&G. It stated things like how Rosencrantz and Guildenstern try to escape from Shakespeare, but fail to do so because their set in they're boundary. In addition, Rosencrantz and Guildenstern were compared to the players. I noticed that the players seemed much more serious and logical while I just couldn't even follow along R&G's dialogue. It was pretty awesome to find out the reason why. Apparently, this happens because the players are dependent on Shakespeare and they know their dependency while R&G are totally clueless. This is what I was able to grasp from R&G. However, as Ms.Holmes always says, plays and classical novels always have a new layer of meaning when you read it again. Maybe one day I'll read that play and see a whole new side to it. 
     In my previous Response to Course Material, I talked about how difficult MC questions are. We practiced them some more but unlucky Gloria Chang was absent those two days. I say unlucky because I really don't make an effort on a weekday nor a weekend to study AP MC questions... Well, that's what I didn't do, but a couple days ago, I talked to some classmates and came up with some new strategies. Although the MC questions were a downer, I'm actually too proud about my poem/essay analysis. For one of Shakespeare's play excerpt, I think I did a great job. I was able to see the several shifts in tone: bitter, humble, anger, and arrogance. I was able to see the biblical allusion of Lucifer's Fall and the diction of
glory". For a 40? 50? minute essay, I would pat myself on the back. 

That is all.