In pairs, we choose one poem from section four from the “Songs of Ourselfs”, our literature poem book. With Bianca Ieraci, we decided to analize “Love in a life” by Robert Browing, obviously we didn´t know what the poem was it about, so when we started reading it, we knew what we fall completely for it. Actually, when we finished Reading the poem, we instantly knew that there were too many things and aspect to analize, mainly the title. Furthermore, we had a list of different ítems that we had to focus on, this ones were for example, literary devices, the title, symbols, the voice…etc.
This is our complete presentation about the poem written by Robert Browing, it is about a man, posibbly himself, looking to his love. He states that he won’t care about the woman’s past because there is so much of her to explore and learn. He writes this because he looked into the past of his former lovers too much and it caused problems in his present and future.
It was a pleasure to read a piece of poetry from this excellent writter who can perfectly describe and make readers want to continue Reading until the end to know if he finally finds his lover. Morover, after doing this presentation and analyzing his love story, I realized that we could focus deeper in the poem. However, in my opinión i thins that is complete.
One way in which we can connect this man´s love story with real life, is the way in which he looks despertly for this woman, we think. Nowadays people want money and love because if we have money and not love from our families and Friends, why do we need too much money if it doesn´t fullfil our heart? It is a trival questions, because the mayorty of people prefers love before money, don´t you?
In the last literature class we read the Lady in the Looking Glass, a story written by Virginia Woolf. In her story, she conveys a vividly image of the reflection of herself. Her real self, which was the inside of the house and the outside of the house, the garden, which represents her superficial side. The garden was full of colourful flowers and trees, besides, the inner of the house was dark, destroyed.
After reading the story, we answer six questions in pairs. Then, we analysed the text through them and at the end we draw a perception of the house. The inside and the outside. By answering the questions it was useful to completely understand the message that Woolf wanted to transmit in her story. The imagery and message are both the strong items that she conveys. So, by drawing and answering questions, we could learn and increased the knowledge of the story.
I select this experience to talk about, because I consider extremely interesting the story. How a woman in the victorian society lived and had to hide herself by letters or tried to reflect herself through a mirror. Also, because she compare and goes deep into the contrast with the house and the symbol of darkness. This sample should be included in my portfolio, because it shows the strengths and the weaknesses of women through a literary poem when thay couldn’t be completely free.
Furthermore, If we could have more time, I would probably work better in the drawing. Try to show better in a more sub-realistic way her life. However, we analyse very deep the questions and dedicate time so that the answers could be reflected in the drawing. I loved this piece of work, specially because we convey literature with art, because is another way in which we, humans, can express ourselves in different styles.
The Wormsley Common Gang. Comment on membership, recruitment, enemies, activities, and motivations. How about gangs today?
What do you see as the central theme of this story? Remember: a theme is not simply a subject like “love”. It is a fuller expression of what an author is trying to suggest about this subject. Write a paragraph explaining your interpretation of this story’s theme.
Identify three important conflicts present in the story. Explain what exactly is causing the problem—and whether they are internal or external in nature. Finally, explain which of these conflicts seems to the central problem.
Draw an image of Mr. Thomas’ house. Now explain the gang’s motivation to destroy the house by webbing out points and quotations to each of the ideas below:
the age and beauty of the house
the gang’s usual pranks around London
what has occurred in the recent past with T’s parents
Blackie’s reaction to the word “beautiful”
The boys’ reaction to Mr. Thomas’ gift of chocolate
Summers’ reaction to the word “please”
the burning of the banknotes
their consideration for Old Misery
Of what significance is the setting of this story in blitzed London? Does the story have anything to say about the consequences of war? About the causes of war?
Address the following quotation in the story by explaining its context and overall significance to the story: “Streaks of light came in through the closed shutters where they worked with the seriousness of creators—and destruction after all is a form of creation. A kind of imagination had seen this house as it had now become.”
Describe what happens in the resolution of the story. Why might Graham Greene have ended the story in this ironic manner?
On the surface this is a story of action, suspense, and adventure. At a deeper level it is about delinquency, war, and the hidden forces which motivate our actions. Do you agree? Give reasons for your answer.
Research a definition of the philosophy of nihilism. How might the Wormsley Common Gang actions in the story demonstrate a kind of nihilism?
The Wormsley Common Gang’ members are Mike, Summers and Blackie who is the leader. Later on, Trevor joined that gang and took Blackies position and became the leader with an ambitious objective. His desire was to destroy Mr. Thomas, Old Misery, house. Trevor’ hatred toward him grew increasingly as the time passes. Competing his objective would satisfy all of his proud and envy. His lack of revenge took control of his mind and body to make him to destroy Old Misery’s belongings, as the war did to him. However, gang’s today are not the same as they were some time ago, today are more likely to be integrated by old man or kids playing.
The main theme of The Destructors is “Destruction is necessary for new beginning”. There are a lot of tension between classes, the social classes. Mainly from T’s perspective because of how the war had destroyed everything he had, his house. He wanted to take revenge on Mr Thomas because of the conditions of his house, damaging the physical conditions of it.
Construction versus destruction: The gang members grew up seeing the destruction of war. They act as if destruction is a form of creation.In the story, not only the house of Old Misery was destroyed, but also the whole society after the war.The children, which are involved in the destroyed society, destroy the man’s house. Carrying out that act, it can be understand as if the children are ending with war. The house was the only thing that survived war, and destroying it means, starting all over again. The destruction of all, means the start of something new.
Society postwar: This external conflict points out the fact that the society was broken down after the war. Every person in society saw themselves totally affected and prejudiced by the war and tried to build up their normal lives back. However, war left an atmosphere of unconfidence, untruthful sense.
Building up society again would take a lot of time belonging: last but not lest this conflict could be understood in two different ways. On the one hand, it can be understand as if T wants to belong to the gang. He is looking to fit on a group and to feel comfortable in it. That is a internal conflict since it is the character’s feeling. On the other hand, the sense of belonging could be understood to becoming part of society. At that moment in history, the society was destroyed after the war. That is why belonging to society was difficult to achieve. In our opinion, the central conflict is a combination of all of them. The war have left a destroyed society, harmful, where the people could not find their place. The destruction of the society, creates a new beginning.
“ The gang met every morning in an impormout car-park, the site of the last bomb of the first blitz.”
“It was the word “beautiful” that eoried him – that belonged to a class world that could still see parodied at the Wormsley Common Empire…” (for him a house is never beautiful; in fact, nothing is, due to the fact that he was a class boy, a poor boy.)
“ Bet someone dropped them and he picked’ em up’” (nothing good can come from society)
“But his authority has gone with his ambiguity. He was only one of the gang” “Summers mimicked him, and then suddenly struck home with the fatal name” (irony, he couldn’t believe)
“Old Misery’s savings”…”We aren’t thieves” T, said. “Nobody’s going to steal anything from this house. I kept these for you and me- a celebration”…” We will burn them”
“Here’s a blanket” the voice said, and long grey sausage was worked through the hole and fell in swathes over Mr Thomas’s head”…”we want you to be comfortable tonight”
The setting of the story have a significant meaning. The author of the story is an English written and wrote this story in 1954, during the WW2. The war affected London and damaged it in a harras way. The streets and houses were destroyed and people living conditions decreases. This made Trevor to take revenge on Old Misery’s house because of his envy and lack of resentment. The war destroyed T’s house and all of the other houses in the neighborhood, except Mr.Thomas house.
This quotation is refering the post war situation, and the ridiculousness of war itself. The quote is very ironic, as it shows the hard work of human people, to build whole cities, to destruct them in a short and fast time. It’s very ironic the the people make the same mistakes throughout our history, and we can’t learn about them, to prevent how to stop before happens.
What happens in the resolution is that they locked down Mr Misery in the bathroom cubicle and a men who had the house tied down to his lorry broke the house down. What Graham Greene wanted to do with the ending of the story is that even though war had already destructed the London what would give the last straw that broke the canela back would be the british society.
The kids are a metaphor of war and the house is a representation of London. The author wants to portray how war had destructed the society of London and how it had been damaged from the roots. The kids represent war and violence, that’s why they break the house, because the author wants to make a critic about the consequences of war in the society. The kids didn’t care about Mr misery, they only wanted destruction, which is what war represents violence destruction and hatred. And the house was london, it did not survived the “war”.
Nihilism is a condition in which all ultimate values lose their value. That means that traditional values and beliefs are unfounded and that existence is useless and senseless. In our opinion, the Wormsley Common Gang represent a society post war where the nihilism is present. Nihilism is based on a belief where conditions in the social organization are so bad as to make destruction desirable for its own sake independent of any constructive program or possibility. That could be compared to the gang and to the society at that time.The situation was so destroyed, that the gang finish with the destruction, they end up with the only thing that survived war to begin all over again.They forgot about the moral values in society, because there was any value in society at that time.
Graham Greene’s portrayal of human nature, in “The Destructors,” conveys the idea that people have the instinctive ability to distinguish, and make a conscience choice, between what they believe to be good and evil. This message is clearly projected by the characters and their actions: that children born to a traumatized society will grow rebellious. Comment closely on this.
Graham Greene’s portrayal of human nature, in “The Destructors,” conveys the idea that people have the instinctive ability to distinguish, and make a conscience choice, between what they believe to be good and evil. This is clearly projected in the story by the main characters and their actions.
At the beginning of the story, we realize that children know, what is right and what is not. They just like to feel the adrenaline of being rebellious and doing something that is wrong. All this is related to the rite of passage and to the postwar crisis its consequence.
Moreover, we can notice that the author uses rite of passage along the story. This consist on the process of matureness, and it contains 5 different elements that must be accomplished. The 5 elements are; an object of desire; trespassing (defying authority); dare/challenge (construction of identity); the mischief (should be owned up and dealt in a mature way); atonement (confession, acceptance and regret). To specify more I will leave all the steps of the story in the context of the rite of passage. An object of desire: T’s desire to destitute power by proving himself what is capable of doing. He wants to turn into the leader of the gang by taking over Blackie.Trespassing (defying authority): Defying the law, defying the adults and lastly defying Blackie’s leadership by breaking into the house. T’s looking for power and respect. Dare/Challenge (construction of identity): Challenges the authority by planning to break inside the house. T wishes to have their orders completely followed. The mischief (should be owned up and dealt in a mature way): Rite of passage not completed. T and the other members of the gang did not feel sorry for what they did. They think it’s actually funny. The gang did not realize about what they have done and did not accept the consequences of destroying the house of a good man. Atonement (confession, acceptance and regret): Again the same. The gang did not apologize to Mr Thomas. The action of regretting and assuming responsibility and maturity is missing. No one feels sorry for Mr Thomas neither the gang nor the driver of the lorry.
By analyzing each step in “The Destructors”, we can conclude that its not have been completed, so this means that they are just kids, but they know that what they have done was wrong, but still they thought it was fun, because they are still innocent kids and they don’t know the severity of the situation.
Furthermore, the destruction of Old misery’s house was more senseless than the destruction brought about war. The war had an aim, soldiers fought to gave their lives for their people and country, while what the kids did with Old misery’s home had no sense for them, except for Trevor. He was just jealous that his house wasn’t destructed by war.
The story is set in London, which was extremely damaged after World War Two. The story complains about the consequences of war. Firstly, because it explains how war destroyed every house placed there. Secondly, because it affected people emotionally. In the story, the children did not trust that something good could happen and wanted to destroy the only house that survived the war, the members of the gang didn’t understand why Trevor wanted to destroy Mr Old mystery’s house.
In conclusion, Greene do not conveys the idea that people have the instinctive ability to distinguish, and make a conscience choice, between what they believe to be good and evil. Trevor and the other gang’s members are innocent kids that thought that what they did was good, they didn’t think of two sides, good and evil. They felt desire of destructions and anger, towards Mr Thomas’s house. This can be compare to the destruction and pain war caused in this kid, in a cruel manner.
The ePortfolios “are a way to generate learning as well as document learning”
generating learning and documenting or recording learning are important, but the process of generating learning sometimes gets overlooked.
they provide an opportunity and virtual space for students to critically assess their academic work,
make connections among different courses, assignments, and other activities, such as work experience,
support students’ own knowledge construction, make otherwise invisible aspects of the learning process visible, and place agency in the hands of students, which fosters learners’ motivation.
ePortfolios fall within a learning theory known as social constructivism,
students construct systems of knowledge for themselves,
Social constructivism also proposes that another determinant of effective learning is that it happens in a social context
construct our knowledge through dialogue and interactions with others.
reflection originates as a solo activity
instructor, peers, mentors, and even family members respond to and provide commentary on those reflections
the process of critical reflection involved in the creation of effective ePortfolios as one that makes “invisible learning” visible. By invisible learning
By reflecting on these invisible stages, students can learn more
invisible learning is learning that goes “beyond the cognitive to include the affective, the personal, and issues of identity”
the process of learning something doesn’t involve just the rational mind; rather, feelings, personality, and sense of self are all involved
student-centered activity – one in which the student is free to choose what artifacts are included
free to reflect on the process of their learning
they are more engaged and motivated to move beyond simple information acquisition to try to gain an understanding of the subject
ePortfolios offer this opportunity for learner control and can support or promote deep learning
students are able to make connections between the learning that occurs in different contexts
learning occurs beyond the classroom
Notes from the video:
Building your own website
How to present yourself online professionally
Main purpose: enhance your learning
In the eportfolios you can keep ehat you learned and what you are learning
Summary: The portfolio is a way by which you can present yourself to others online in a professional and personal way. In the eportfolio you can keep information and what you are learning. Is what t generate learning as a document learning. It give students to represent what the academic work in an artistic and personal way. This method of working, motivates the students to create and interact with others, this process of learning sometimes doesn’t involve just the rational mind; rather, feelings, personality, and sense of self are all involved, so they are free to choose how to promote the learning and to reflect on the process of their learning.
What I liked most about Victoria´s eportfolio is how she related her work to real life. In her posts, she wants to transmit to readers how she is, what she likes and to make readers understand topics that she explains. However, maybe she could add more posts and to relate other points of view of different people and to include more images.
Other eportfolio that I also liked is the one of Rochi Vago. What I really liked t is that she can relate and connect the topics and poems that she learned in class with things that she likes and enjoy. That’s why i consider that a good eportfolio should include personals opinions. Including more pictures and videos could be a good idea and also showing the connections throw them.
In the language class we have learnt how to write a description of a place and we have been writing several of them. We wrote the last description in pairs, and I worked with Trinidad Ines Porretti. We had to choose a picture of a touristic place of our city/neighbourhood and describe it. Then our literature teacher asked us to write a poem about the place we had picked for our description, which in our case was the Recoleta Cemetery. I wrote the poem with Trinidad Porretti and Juana Zufriategui. Here I leave the description and the poem:
Located in the prestigious neighborhood of Recoleta, Buenos Aires lies the widely known Recoleta Cemetery. This cemetery is often characterized as one of the most beautiful cemeteries in the world.
This eerie charming cemetery contains 4691 vaults, all above ground, of which 94 have been declared National Historical Monuments by the Argentinian government. The entrance to the cemetery is through neoclassical gates with huge columns. The cemetery contains many elaborate marble mausoleums, decorated with statues, in a wide variety of architectural styles such as Art Deco, Art Nouveau, Baroque, and Neo-Gothic. The entire cemetery is laid out in sections like city blocks, with wide tree-lined main walkways branching into sidewalks filled with mausoleums.
Nowadays, these mausoleums are still being used by rich families in Argentina that have their own vaults and keep their deceased there. While many of the mausoleums are in fine shape and well-maintained, others have fallen into disrepair. Several can be found with broken glass and littered with rubbish. This contributes to the gloomy and phantasmagorical aura of this site. It’s antique architecture is beautiful, which is one of the reasons why the cemetery attracts so many visitors. Moreover, there is more to this place than it’s architecture. Beyond it’s walls there’s a big historical background with a huge significance.
To conclude, the Recoleta Cemetery is one of the most important attractions offered in the city of Buenos Aires. Not only is it’s architecture fascinating, but also it’s history is tremendously appealing. If you visit Buenos Aires, you must visit the cemetery. I can assure you won’t regret it.
Rohinton Mistry’s Of White Hairs and Cricket: Narration and Point of View
The short story ‘Of White Hairs and Cricket’ by Rohinton Mistry (b. 1952 – ) is one of the Firozsha Baag stories from his collection of short stories Tales from the Firozsha Baag published 1987. It is an early work and evocatively captures what life was like growing up in a Parsi apartment complex in Mumbai, India (then known as Bombay).
In Of White Hairs and Cricket, I will be focusing on Mistry’s narrative strategy as far as type of narration and point of view.
The ‘official’ first-person narrator is a 14-year-old boy – the second son in a family consisting of the father, mother, maternal grandmother and two sons (Percy, a college student, and the narrator). Because the story is narrated in the first person, everything in the story, except the dialogue, is presented and filtered through the narrator’s point of view. This pattern of immature point of view (limited point of view) expressed in the register of a mature narrator occurs throughout the story.
The writer wants to show that the narrator-protagonist is maturing and beginning to assert an identity of his own while, simultaneously, expressing an understanding/realisation of the process of aging and mortality.
Task 1: Questions
Explore this story as a story of coming of age (rite of passage). Especially focus on: unawareness to awareness.
The boy has to come to terms with the passing of time and the loss involved. Focus: cricket matches and the boy’s dad.
Later in the story, the boy starts to mature and changes his perspective of life. Focus on: infinitude vs finitude and fantasy vs reality.
Explore the specular moment and the 2 epiphanies the boy has.
Amanda Chong is a lawyer trained in Cambridge and Harvard, who writes poems on her lunch breaks. A winner of the Foyle Young Poets of the Year Award, her poetry has been engraved on the Marina Bay Helix Bridge and included in the Cambridge International GCSE syllabus.
She is interested in exploring themes of gender and power in both her poetry and academic writing, which has been published in the Harvard Journal of Law and Gender.
Amanda is somewhat of a prodigy who wrote her first poem in kindergarten. By 16, she had a poem – Lion Heart – engraved on the steps of the entrance to the Helix Bridge.
Before reading the poem find out what the merlion stands for
You came out of the sea, skin dappled scales of sunlight; Riding crests, waves of fish in your fists. Washed up, your gills snapped shut. Water whipped the first breath of your lungs, Your lips’ bud teased by morning mists.
You conquered the shore, its ivory coast. Your legs still rocked with the memory of waves. Sinews of sand ran across your back- Rising runes of your oceanic origins. Your heart thumped- an animal skin drum heralding the coming of a prince.
In the jungle, amid rasping branches, trees loosened their shadows to shroud you. The prince beheld you then, a golden sheen. Your eyes, two flickers; emerald blaze You settled back on fluent haunches; The squall of a beast. your roar, your call.
In crackling boats, seeds arrived, wind-blown, You summoned their colours to the palm of your hand, folded them snugly into loam, watched saplings swaddled in green, as they sunk roots, spawned shade, and embraced the land that embraced them.
Centuries, by the sea’s pulmonary, a vein throbbing humming bumboats – your trees rise as skyscrapers. Their ankles lost in swilling water, as they heave themselves higher above the mirrored surface.
Remember your self: your raw lion heart, Each beat a stony echo that washes through ribbed vaults of buildings.
Remember your keris, iron lightning ripping through tentacles of waves, double-edged, curved to a point-
flung high and caught unsheathed, scattering five stars in the red tapestry of your sky.
Amanda Chong (1989-)
Mini Glossary Dappled – spotty;
Sinews – the tissue connecting muscle and bone;
Runes – a type of lettering from old Germanic languages;
Squall – a sudden and violent gust of wind;
Pulmonary – a vein that transports deoxygenated blood from the heart to the lungs;
Keris – the curved sword from the Singaporean flag.
Task 1: Let´s discuss the poem together
Task 2: Watch the videos and prepare a poster which includes the following:
-Who is speaking?
-Did you note any descriptions? For each image, name the sense that is being appealed to.