And you think you are off the hook, unfortunately NOT!
Here is an assignment set for all of you: 4 Archimedes and 4 Ibnu Sina 2009
Describe a wedding you have attended in 650 words...
Have a Greeeeeeeeaaaaat holiday...
Monday, November 16, 2009
Friday, October 30, 2009
Narrative Writing
Narratives are stories. Narratives are plots. They are essays that tell a story — hopefully in an interesting way — that also convey themes.
Here is a short reference guide on how to write the narrative essay.
1. Decide on a topic
2. Discuss the topic with your teacher and peers either in class or in a group discussion or private tutorial
3. Brainstorm several different ways the narrative can go
4. Start writing
5. Do not stop writing. Let your writing flow onward in a stream of consciousness type of way.
6. Reread the essay.
7. Edit for grammar and the technical rules of writing.
8. Let someone else edit/read over your essay for content and grammar.
Before you begin writing your narrative essay, it helps to brainstorm ideas for where you want your narrative to go. Because you are able to invent plot, you can write anything your imagination invents. As a result, you will want it to appear coherent and plausible. Many narrative writers use diagrams to begin. Start with the main idea (person, subject, object), and circle it. Then, write lines from the circle for descriptive words for that one main idea. Let each spoke continue outward farther and farther, until you have a spider-looking diagram with many thoughts. You can pick any of those for your narrative and follow it.
Here is a short reference guide on how to write the narrative essay.
1. Decide on a topic
2. Discuss the topic with your teacher and peers either in class or in a group discussion or private tutorial
3. Brainstorm several different ways the narrative can go
4. Start writing
5. Do not stop writing. Let your writing flow onward in a stream of consciousness type of way.
6. Reread the essay.
7. Edit for grammar and the technical rules of writing.
8. Let someone else edit/read over your essay for content and grammar.
Before you begin writing your narrative essay, it helps to brainstorm ideas for where you want your narrative to go. Because you are able to invent plot, you can write anything your imagination invents. As a result, you will want it to appear coherent and plausible. Many narrative writers use diagrams to begin. Start with the main idea (person, subject, object), and circle it. Then, write lines from the circle for descriptive words for that one main idea. Let each spoke continue outward farther and farther, until you have a spider-looking diagram with many thoughts. You can pick any of those for your narrative and follow it.
Wednesday, October 28, 2009
So Paint Me A Picture With Words...
Descriptive Writing
-Descriptive writing is one of the genres of continuous writing tested in SPM Paper One.
-The aim of a descriptive writing is to give a very clear picture of any situation, scene, picture or scenario that needs to be related.
-This can be achieved through the ample use of adjectives (for nouns) and adverbs (for verbs).
E.g: a) I went to the canteen. I ate some food.
b) I walked solemnly to the big, crowded and rather dramatically painted
canteen which is sheltered by some shady trees. I ate some scrumptious yet spicy nasi lemak which enveloped the tiny plastic plate to a total eclipse.
Compare how sentence (a) and (b) is different. It is both talking about a student going to the canteen but the details in sentence (b) makes you more able to understand and imagine the scene.
Adjectives: big, crowded, sheltered by trees (to describe canteen)
Scrumptious, spicy (to describe nasi lemak)
Adverbs: solemnly (to describe walking action)
Below is another example of a highly descriptive passage taken from the short story, Stealth written by Jit Murad.
“Razman was of the age where writing, actual handwriting, had an air of archaic ritual. It was done at school, sure, but Razman saw that as a tedious, dishonest exercise in finger dexterity. Normal writing for twelve year olds like Razman was done on a keyboard. These reports however, as secret as prayer, he did long hand, pausing in between thoughts to embellish a capital or a border with monastic industriousness.
The papers were filed into boxes. Family Mini Market delivered eggs and milk and juice fortnightly so Raz knew there'd always be boxes. Sometimes it took months to fill up a box. Then the box flaps were carefully interlocked and the box carried out to the shed.
Raz would stamp his feet a few times before entering the shed, sending lizards skittering. Once he saw a snake, a harmless ular lidi, trickling out of sight. The shed, built when the house had a full-time gardener, was missing planks now. Raz dropped each box in a corner. Each one hit the ground with a thud and quickened the motes dancing in shafts of ghost-light. He never entered the shed unless to deliver a box”
Can you imagine what Jit is telling us? Can you picture Razman’s actions? Can you almost draw the setting explained?
Okay, maybe this example is too ambitious but it is written by a Malaysian which goes to say that it is not impossible to write like this. Remember, your focus is to write in clear descriptions and emotions that we (the reader) can imagine ourselves being at the scene, inside your head, feeling your ideas and enjoying/despising the scene just as how you imagined it.
Play with words, enrich your adjectives and adverbs… Make all the characters and setting your toys, take charge of the situation by being in control of the reader’s imagination.
So here's a challenge for those who are interested. I have a few pictures that could be linked to a country in ancient time. Describe it for me :)
-Descriptive writing is one of the genres of continuous writing tested in SPM Paper One.
-The aim of a descriptive writing is to give a very clear picture of any situation, scene, picture or scenario that needs to be related.
-This can be achieved through the ample use of adjectives (for nouns) and adverbs (for verbs).
E.g: a) I went to the canteen. I ate some food.
b) I walked solemnly to the big, crowded and rather dramatically painted
canteen which is sheltered by some shady trees. I ate some scrumptious yet spicy nasi lemak which enveloped the tiny plastic plate to a total eclipse.
Compare how sentence (a) and (b) is different. It is both talking about a student going to the canteen but the details in sentence (b) makes you more able to understand and imagine the scene.
Adjectives: big, crowded, sheltered by trees (to describe canteen)
Scrumptious, spicy (to describe nasi lemak)
Adverbs: solemnly (to describe walking action)
Below is another example of a highly descriptive passage taken from the short story, Stealth written by Jit Murad.
“Razman was of the age where writing, actual handwriting, had an air of archaic ritual. It was done at school, sure, but Razman saw that as a tedious, dishonest exercise in finger dexterity. Normal writing for twelve year olds like Razman was done on a keyboard. These reports however, as secret as prayer, he did long hand, pausing in between thoughts to embellish a capital or a border with monastic industriousness.
The papers were filed into boxes. Family Mini Market delivered eggs and milk and juice fortnightly so Raz knew there'd always be boxes. Sometimes it took months to fill up a box. Then the box flaps were carefully interlocked and the box carried out to the shed.
Raz would stamp his feet a few times before entering the shed, sending lizards skittering. Once he saw a snake, a harmless ular lidi, trickling out of sight. The shed, built when the house had a full-time gardener, was missing planks now. Raz dropped each box in a corner. Each one hit the ground with a thud and quickened the motes dancing in shafts of ghost-light. He never entered the shed unless to deliver a box”
Can you imagine what Jit is telling us? Can you picture Razman’s actions? Can you almost draw the setting explained?
Okay, maybe this example is too ambitious but it is written by a Malaysian which goes to say that it is not impossible to write like this. Remember, your focus is to write in clear descriptions and emotions that we (the reader) can imagine ourselves being at the scene, inside your head, feeling your ideas and enjoying/despising the scene just as how you imagined it.
Play with words, enrich your adjectives and adverbs… Make all the characters and setting your toys, take charge of the situation by being in control of the reader’s imagination.
So here's a challenge for those who are interested. I have a few pictures that could be linked to a country in ancient time. Describe it for me :)
Sunday, October 25, 2009
Arguing Your Way Through Life
In your SPM, one of the five questions in Section B of Paper 1, English 1119 will feature on either argumentative or opinion. You write an argument to convince people to accept the position that you have taken. It's like debating, only one side can be absolutely right. Although it is NOT recommendable for you to attempt these questions, you can still do so (Why? Even I don't know)
But note that finding a solution and providing a critical analysis on the topic given will require you to work extra hard. Some pre-knowledge on the issue would be awesome as students can ramble on without substance. (Which is why some students talk about Puduraya when the question asks on Space Station- asal station, saya jawab)
Here are some tips on how to write it:
1. Have a clear position. You cannot give pros and cons of the topic as that would be a discussion based question.
In your thesis sentence, state what your position is. You do not need to say: "I believe that we should financially support the space station." Using the first person weakens your argument. Say "Funding for the space station is imperative to maintain America's competitive edge in the global economy." The thesis can be modified elsewhere in the essay if you need to qualify your position, but avoid hedging in your thesis.
2. Have a convincing argument.
An argumentative essay does not merely assert an opinion; it presents an argument, and that argument must be backed up by data that persuades readers that the opinion is valid. This data consists of facts, statistics, the testimony of others through personal interviews and questionnaires or through articles and books, and examples.
3. Use a reasonable tone.
Assume that your reader will disagree with you or be skeptical. It is important, therefore, that your tone be reasonable, professional, and trustworthy. By anticipating objections and making concessions, you inspire confidence and show your good will.
Argumentation/Proposals: Anticipating Objections
and Making Concessions
When writing an argumentative, it is helpful to include two important writing strategies: anticipating objections and making concessions.
Anticipating objections--When you anticipate objections to your argument or proposal, you are making an effort to see the others' viewpoints. By making an effort, I mean you actually state other viewpoints. You are also troubleshooting problems that you must overcome to write a thorough proposal or position paper.
Making concessions--When you make a concession, you actually give in to part of the other person's objections or views. You admit that he is half right, perhaps, or that he has a valid concern. Then you overcome that concern by logic and/or a solution.
If you cannot find any objections or concessions, then you are probably not writing an argumentative paper.
________________________________________
Rationale
Without anticipating objections and making concessions, you are making many statements about yourself that you may not be aware of. You may be saying, for instance, that you are narrow-minded, lazy, or opinionated. You could be, in fact, proving your own ignorance (or your lack of it) by what you leave in and what you leave out of a paper. Such a paper is revealing, and, as such, can be dangerous to your employment health.
Since one of the reasons for writing a position paper is to persuade another person to take your side, what you also do if you ignore other sides is to antagonize your readers and insult their intelligence. If your audience feels that you are not interested in their viewpoints, then there is no reason for them to continue reading your argument. If you are writing a proposal, your audience might dismiss the proposal altogether if it lacks these points. If you have not anticipated objections and made concessions, then you run the risk of seeming to have shallow ideas.
Making concessions and anticipating objections also gives you a built-in checklist to make sure that you have covered all the bases you need to in order to write a thorough proposal or position paper.
The practice also enlarges thinking, forcing writers to realize that they are only a small part of a very complex universe and that other points of view not only exist, but have validity.
Confused? Look at this example then...
You are writing a position paper about censorship. Begin with your introduction and thesis (position). Then write several paragraphs in which you discuss censorship and support your viewpoint. After discussing your viewpoint, write a single paragraph like the following:
While censorship is dangerous to a free society, some of the concerned citizens who are in favor of censorship may have valid points when they object that children should not be exposed to television violence. [Here you have made a concession and anticipated an objection in one sentence.] Indeed, often there is too much violence on television [Again, a concession, a point of agreement.] Perhaps the answer is for all networks to establish the same guidelines of self-censorship [Here I offer a partial solution most can agree on.] If the networks were more responsible and tried to avoid material that is in poor taste, governmental officials, religious groups, and concerned parents might not feel the need to be involved in their decisions at all.
Notice that in the above paragraph I did not call the opposition "ridiculous" or "absurd," which would automatically antagonize them. I called them "concerned citizens" because from their point of view, that's exactly what they are.
My Sound, My Life
If it was up to me, all the sounds of my life should be recorded in these Ipods. Errmm.. maybe in just one. That I-Pod shuffle (yeah, I'm the non-flashy type).
But when we talk about The Sound Machine written by Roald Dahl, it's the quirky, ironic tale of a man who invented a machine that could capture the sounds of plants being hurt by human. Sadly, he never got the chance to prove that as it was broken due to the falling of a branch on it (I honestly think that the tree conspired among themselves to not let their secrets out). You know, like that Ent, the humanoid talking tree in LOTR?
Well, I've found a few videos on YouTube to help you visualise the story but of course, you have got to read it first! Or else, less of the things make sense.
*This one is a 10 minutes clip on the story and it can be quite choppy so keep close attention to the video while having your Literature textbook handy*
*Here is the story told in two sequences... Has a lot of dialogues so listen closely*
My personal preference is the second one... But watch both as the first one iks brilliant in its minimalist story-telling techniques.
History of Monsoon
Malacca is an awesome place with a rich culture. They seem to treasure one of the best sites for historical adventure, hence why it is currently now the UNESCO Heritage Site.
Beneath all those wonders, we have something that tell us a significant side of Malacca's special people. Them being the Baba Nyonya or Peranakan Cina ethnic. The ethnic is defined in wiki as:
Peranakan and Baba-Nyonya (traditional Chinese: 峇峇娘惹; Hokkien: Bā-bā Niû-liá) are terms used for the descendants of late 15th and 16th century Chinese and Alabanian immigrants to the Nusantara region during the Colonial era. It applies especially to the ethnic Chinese populations of the British Straits Settlements of Malaya and the Dutch-controlled island of Java and other locations, who have adopted partially or in full Nusantara customs to be somewhat assimilated into the local communities.
While the term Peranakan is most commonly used among the ethnic Chinese for those of Chinese descent also known as Straits Chinese (土生華人; named after the Straits Settlements), there are also other, comparatively small so-called Peranakan communities, such as Indian Hindu Peranakans (Chitty), Indian Muslim Peranakans (Jawi Pekan) (Jawi being the Javanised Arabic script., Pekan a colloquial contraction of Peranakan.) and Eurasian Peranakans (Kristang.) (Kirstang= Christians).
The language of the Peranakans, Baba Malay (Bahasa Melayu Baba), is a dialect of the Malay language (Bahasa Melayu), which contains many Hokkien words. It is a dying language, and its contemporary use is mainly limited to members of the older generation. English has now replaced this as the main language spoken amongst the younger generation.
Okay, so Shirley Lim wrote a poem on the Baba Nyonya in The Monsoon History which we have studied. The setting was 40 years ago and it seeks to tell us what the culture is like. She wants to recall the memories of familial love and oneness. The new generation of Baba Nyonya has probably forgotten all these and Lim is attempting to remind them.
Although the poem is about Baba Nyonya in Malacca but it is a reflection of all Malaysians who wait for their husbands to return from work in the evening, of family who revere their older generations (in the action of hanging ancestors pictures in parlour etc). This is a Malaysian poem.
This is an interpretation of a student just like you, look at her artwork :)
Beneath all those wonders, we have something that tell us a significant side of Malacca's special people. Them being the Baba Nyonya or Peranakan Cina ethnic. The ethnic is defined in wiki as:
Peranakan and Baba-Nyonya (traditional Chinese: 峇峇娘惹; Hokkien: Bā-bā Niû-liá) are terms used for the descendants of late 15th and 16th century Chinese and Alabanian immigrants to the Nusantara region during the Colonial era. It applies especially to the ethnic Chinese populations of the British Straits Settlements of Malaya and the Dutch-controlled island of Java and other locations, who have adopted partially or in full Nusantara customs to be somewhat assimilated into the local communities.
While the term Peranakan is most commonly used among the ethnic Chinese for those of Chinese descent also known as Straits Chinese (土生華人; named after the Straits Settlements), there are also other, comparatively small so-called Peranakan communities, such as Indian Hindu Peranakans (Chitty), Indian Muslim Peranakans (Jawi Pekan) (Jawi being the Javanised Arabic script., Pekan a colloquial contraction of Peranakan.) and Eurasian Peranakans (Kristang.) (Kirstang= Christians).
The language of the Peranakans, Baba Malay (Bahasa Melayu Baba), is a dialect of the Malay language (Bahasa Melayu), which contains many Hokkien words. It is a dying language, and its contemporary use is mainly limited to members of the older generation. English has now replaced this as the main language spoken amongst the younger generation.
Okay, so Shirley Lim wrote a poem on the Baba Nyonya in The Monsoon History which we have studied. The setting was 40 years ago and it seeks to tell us what the culture is like. She wants to recall the memories of familial love and oneness. The new generation of Baba Nyonya has probably forgotten all these and Lim is attempting to remind them.
Although the poem is about Baba Nyonya in Malacca but it is a reflection of all Malaysians who wait for their husbands to return from work in the evening, of family who revere their older generations (in the action of hanging ancestors pictures in parlour etc). This is a Malaysian poem.
This is an interpretation of a student just like you, look at her artwork :)
Monday, May 4, 2009
Educating Bratz (Not!)
So today is another experiment with internet and using computers in the access room. The main problem with doing or organising such classes will always be very directly related to lack of facilities. 4 Archimedes is a class of 32 active people (mind you, SBPs do have an overflow of students too), all needing their own space but they are left to work around 8 working PCs (okay, there are 9 but I am using one to organise the class and typing this.. heh!)
But being the good children that they are, they still find ways to overcome the problem. What I try to do is to ensure all the members have the opportunity to work. Switch the person typing every now and then, make sure we direct them to apt sites, make sure their presentations are good enough (but again, what is good enough?)...
It is going to be challenging with the large class of 4 Archimedes but trying is the first step. What I really need to do right now is separate the blaring sounds of Lady Gaga, Akon and Katy Perry all mixed up, tangling my already knotted mind.
But being the good children that they are, they still find ways to overcome the problem. What I try to do is to ensure all the members have the opportunity to work. Switch the person typing every now and then, make sure we direct them to apt sites, make sure their presentations are good enough (but again, what is good enough?)...
It is going to be challenging with the large class of 4 Archimedes but trying is the first step. What I really need to do right now is separate the blaring sounds of Lady Gaga, Akon and Katy Perry all mixed up, tangling my already knotted mind.
Tuesday, April 14, 2009
Owh, beautiful Paris...
So the setting of the short story is the beautiful Paris of France. Here are some pictures to help you guys imagine the place :)
Here is Palais Royal where Monsieur and Madame Loisel found a jeweler who sells the same necklace as the one lost.
Champs Elysees- where Madame Loisel bumped into her friend, Madame Forestier while taking a stroll in the evening at the end of the story where the shocking twist is revealed.
Here is Palais Royal where Monsieur and Madame Loisel found a jeweler who sells the same necklace as the one lost.
Champs Elysees- where Madame Loisel bumped into her friend, Madame Forestier while taking a stroll in the evening at the end of the story where the shocking twist is revealed.
The Necklace
Okay, so a girl can be clumsy and lose her jewelery.. What's the big deal about that? Almost nothing, unless of course if you borrowed it off a close friend and it might cost you all your savings and the rest of your life.
here is a comprehensive summary taken off the cummings study guide website which is helpful for concise idea about some short stories.
.Even though Mathilde is pretty and quite charming, she has none of the advantages of upper-class girls: a dowry, a distinguished family name, an entree into society, and all the little fineries that women covet. Consequently, she accepts a match made for her with a clerk, Monsieur Loisel, in the Department of Education.
.......Her home is common and plain, with well-worn furniture. The young girl from Brittany who does the housework is a constant reminder to Mathilde of her own commoner status. But she dreams of having more: tapestries, bronze lamps, footmen to serve her, parlors with silk fabrics, perfumed rooms, silver dinnerware, exotic food, jewelry, the latest fashions.
.......One evening, her husband presents her an envelope containing a special surprise. He is sure it will please her. Inside the envelope she finds a card inviting her and her husband to a social affair as guests of the Minister of Education, Georges Rampouneau, and his wife at the palace of the Ministry of Education.
.......But Mathilde is not at all pleased, for she has nothing to wear. When her husband asks her what it would cost to buy her suitable attire, she says 400 francs–the exact amount he has set aside to buy a gun to shoot larks at Nanterre with friends. However, he agrees to provide the money, and she buys a gown. When the day of the fête draws near, Loisel notices that Mathilde is downcast and inquires into the cause of her low spirits. She tells him she has no jewels to wear. As a result, others at the party will look down on her as a commoner. But her spirits brighten when Monsieur Loisel suggest that she borrow jewels from her friend, Madame Jeanne Forestier.
.......Wasting no time, Mathilde visits her friend the following day. Madame Forestier, only too willing to cooperate, opens a box and tells Mathilde to choose. Inside are glittering jewels. She chooses a diamond necklace so beautiful that it quickens her heartbeat.
.......At the party, Mathilde is the center of attention. Handsome men of high station ask who she is and line up to dance with her. Not until 4 a.m. do the Loisels leave the palace. On their way out, Mathilde’s husband puts a wrap on her shoulders–an article of clothing from her common, everyday wardrobe. To avoid being seen in it, she hurries out against her husband’s wishes. He wants to wait for a cab to arrive. Out in the cold, they search for transportation, wandering toward the Seine. In time, they find a cab, and it takes them to their home on Rue des Martyrs. In her bedroom, Mathilde stands before a mirror and removes her wrap to gaze upon the woman who has enchanted so many men. Then she notices to her horror that the necklace is missing. She and her husband search through their belongings but cannot find it. After they conclude that the necklace must have come off in the cab, Monsieur Loisel goes out to search for the cab . He returns at 7 a.m. after failing to find it. Visits to the police and the cab company, as well as other measures, also leave them empty-handed.
.......At her husband’s suggestion, Mathilde writes to Madame Forestier, telling her that the necklace clasp has broken and that it is being repaired. This ploy will buy time. Next, they decide that their only recourse is to replace the necklace. Going from jeweler to jeweler, they search for a facsimile. They find one in a shop in the Palais Royal. The price: 36,000 francs. To raise the money, Loisel uses all of his savings and borrows the rest, writing promissory notes and signing his name on numerous documents. Then the Loisels buy the replacement, and Mathilde takes it in a case to Madame Forestier. The latter expresses annoyance that it was returned late, then takes the case without opening it to check its contents.
.......Thereafter, the Loisels scrimp and save to pay their debt. After they dismiss their housemaid, Mathilde does the work herself, washing dishes and linen, taking out the garbage, and performing other menial labors. She also wears common clothes and haggles at the market. Monsieur Loisel moonlights as a bookkeeper and copyist.
.......Ten years later, they are out of debt. They have paid back every borrowed franc and sou. By this time, Mathilde is fully a commoner, with rough hands, plain clothes, and disheveled hair. And she looks older than her years. Occasionally, she thinks back to the day when she wore the necklace and when so many men admired her. What would have happened if she had never lost the necklace?
.......One day Sunday on the Champs Elysées, she encounters Madame Forestier walking with a child. When Mathilde addresses her, her friend does not recognize her–so haggard does Mathilde look. After Mathilde identifies herself, she decides to tell Madame Forestier everything. What could be the harm? After all, she has paid for the necklace, working ten long years at honest, humble labor to fulfill her obligation. Madame Forestier then holds Mathilde’s hands and says, “Oh, my poor Mathilde. But mine was false. At most, it was worth five hundred francs!”
Owwwwwwhhh, after all those reading which showed your diligence, here is a video for your entertainment *wink*
For a more Malaysianised one, here is a link to a DIY project done by Form Four students.
here is a comprehensive summary taken off the cummings study guide website which is helpful for concise idea about some short stories.
.Even though Mathilde is pretty and quite charming, she has none of the advantages of upper-class girls: a dowry, a distinguished family name, an entree into society, and all the little fineries that women covet. Consequently, she accepts a match made for her with a clerk, Monsieur Loisel, in the Department of Education.
.......Her home is common and plain, with well-worn furniture. The young girl from Brittany who does the housework is a constant reminder to Mathilde of her own commoner status. But she dreams of having more: tapestries, bronze lamps, footmen to serve her, parlors with silk fabrics, perfumed rooms, silver dinnerware, exotic food, jewelry, the latest fashions.
.......One evening, her husband presents her an envelope containing a special surprise. He is sure it will please her. Inside the envelope she finds a card inviting her and her husband to a social affair as guests of the Minister of Education, Georges Rampouneau, and his wife at the palace of the Ministry of Education.
.......But Mathilde is not at all pleased, for she has nothing to wear. When her husband asks her what it would cost to buy her suitable attire, she says 400 francs–the exact amount he has set aside to buy a gun to shoot larks at Nanterre with friends. However, he agrees to provide the money, and she buys a gown. When the day of the fête draws near, Loisel notices that Mathilde is downcast and inquires into the cause of her low spirits. She tells him she has no jewels to wear. As a result, others at the party will look down on her as a commoner. But her spirits brighten when Monsieur Loisel suggest that she borrow jewels from her friend, Madame Jeanne Forestier.
.......Wasting no time, Mathilde visits her friend the following day. Madame Forestier, only too willing to cooperate, opens a box and tells Mathilde to choose. Inside are glittering jewels. She chooses a diamond necklace so beautiful that it quickens her heartbeat.
.......At the party, Mathilde is the center of attention. Handsome men of high station ask who she is and line up to dance with her. Not until 4 a.m. do the Loisels leave the palace. On their way out, Mathilde’s husband puts a wrap on her shoulders–an article of clothing from her common, everyday wardrobe. To avoid being seen in it, she hurries out against her husband’s wishes. He wants to wait for a cab to arrive. Out in the cold, they search for transportation, wandering toward the Seine. In time, they find a cab, and it takes them to their home on Rue des Martyrs. In her bedroom, Mathilde stands before a mirror and removes her wrap to gaze upon the woman who has enchanted so many men. Then she notices to her horror that the necklace is missing. She and her husband search through their belongings but cannot find it. After they conclude that the necklace must have come off in the cab, Monsieur Loisel goes out to search for the cab . He returns at 7 a.m. after failing to find it. Visits to the police and the cab company, as well as other measures, also leave them empty-handed.
.......At her husband’s suggestion, Mathilde writes to Madame Forestier, telling her that the necklace clasp has broken and that it is being repaired. This ploy will buy time. Next, they decide that their only recourse is to replace the necklace. Going from jeweler to jeweler, they search for a facsimile. They find one in a shop in the Palais Royal. The price: 36,000 francs. To raise the money, Loisel uses all of his savings and borrows the rest, writing promissory notes and signing his name on numerous documents. Then the Loisels buy the replacement, and Mathilde takes it in a case to Madame Forestier. The latter expresses annoyance that it was returned late, then takes the case without opening it to check its contents.
.......Thereafter, the Loisels scrimp and save to pay their debt. After they dismiss their housemaid, Mathilde does the work herself, washing dishes and linen, taking out the garbage, and performing other menial labors. She also wears common clothes and haggles at the market. Monsieur Loisel moonlights as a bookkeeper and copyist.
.......Ten years later, they are out of debt. They have paid back every borrowed franc and sou. By this time, Mathilde is fully a commoner, with rough hands, plain clothes, and disheveled hair. And she looks older than her years. Occasionally, she thinks back to the day when she wore the necklace and when so many men admired her. What would have happened if she had never lost the necklace?
.......One day Sunday on the Champs Elysées, she encounters Madame Forestier walking with a child. When Mathilde addresses her, her friend does not recognize her–so haggard does Mathilde look. After Mathilde identifies herself, she decides to tell Madame Forestier everything. What could be the harm? After all, she has paid for the necklace, working ten long years at honest, humble labor to fulfill her obligation. Madame Forestier then holds Mathilde’s hands and says, “Oh, my poor Mathilde. But mine was false. At most, it was worth five hundred francs!”
Owwwwwwhhh, after all those reading which showed your diligence, here is a video for your entertainment *wink*
For a more Malaysianised one, here is a link to a DIY project done by Form Four students.
Thursday, February 19, 2009
SPM Paper Format
Paper One
1. Paper One consists of two questions.
2. Paper One is divided into two sections and should be answered within one hour and forty-five minutes.
3. Paper One has two sections; Section A: Directed Writing (guided writing style), Section B: Continuous Writing (free-writing about 350-words)
Paper Two
1. Paper Two consists of 34 questions; 15 objective questions, 19 subjective questions.
2. 19 subjective questions are divided into a few different styles such as short answers (one-word), complete sentences answers & short responses (for literature).
3. Summary is written in not more than 130 words.
4. Literature component is tested in two ways- i)one/two sentence(s) for
short stories and poem
ii) short response (about 120
words)for novel
1. Paper One consists of two questions.
2. Paper One is divided into two sections and should be answered within one hour and forty-five minutes.
3. Paper One has two sections; Section A: Directed Writing (guided writing style), Section B: Continuous Writing (free-writing about 350-words)
Paper Two
1. Paper Two consists of 34 questions; 15 objective questions, 19 subjective questions.
2. 19 subjective questions are divided into a few different styles such as short answers (one-word), complete sentences answers & short responses (for literature).
3. Summary is written in not more than 130 words.
4. Literature component is tested in two ways- i)one/two sentence(s) for
short stories and poem
ii) short response (about 120
words)for novel
How To Ace Your Paper Two?
For PMR, all you guys had to do was answer MCQ questions. UNFORTUNATELY, things get harder as we grow older so for SPM, you would only have 15 MCQ questions and 15 comprehension questions, a summary of 120 words, 4 comprehension questions on a poem, 4 comprehension questions on a short story and a short response (150 words) on a novel.
But most of you are baaaaaaaddddd in answering comprehension questions. Lain yang ditanya, lain yang kamu jawab (waaaaah... Malay Language sikit!). So here are some tips on how to answer comprehension questions if you are bluuuur about what to do.
The reading comprehension questions aim to test your understanding of the passage as well as vocabulary. Among the skills tested are recognising general and specific ideas, finding important details and guessing meaning from context.
Guidelines for comprehension
1. Read the whole passage through once to get a general idea of what the passage is about. Do not worry if you come across unfamiliar words. Sometimes, it is not necessary to understand every word you read.
2. Read the passage a second time, if necessary. The second reading helps you take in the details and improve your understanding.
3. Read the questions carefully. Use cue words in the questions to help you answer the questions. These can be the “wh” words (what, when, where, why, who, whose, how) and action verbs (identify, find, list).
4. Questions sometimes contain words found in the passage. Use these words to help you identify the part of the passage where the answer can be found.
5. You can lift clauses or sentences from the passage to answer questions. You do not have to use your own words unless you are told to do so. Moreover, there is a danger in paraphrasing – you might alter/distort the meaning expressed in the passage.
6. For questions on vocabulary, if you are asked for a word, then give only ONE word and nothing else. Make sure you spell the word correctly. If you are asked for a phrase, then give the relevant phrase.
7. Some questions require you to use your own words and you must do so.
8. Do pay attention to the tense used in the questions when formulating your answers.
Pitfalls to avoid
1. Do not give more than the required information. Sometimes, students copy chunks from a text, giving two or more sentences. This only highlights their weakness – failure to understand the question and/or text.
2. Do not give two or more answers to a question. Some students write down all the possible answers to a question just to be on the safe side.
3. Do not waste time paraphrasing answers unless you are asked to do so.
But most of you are baaaaaaaddddd in answering comprehension questions. Lain yang ditanya, lain yang kamu jawab (waaaaah... Malay Language sikit!). So here are some tips on how to answer comprehension questions if you are bluuuur about what to do.
The reading comprehension questions aim to test your understanding of the passage as well as vocabulary. Among the skills tested are recognising general and specific ideas, finding important details and guessing meaning from context.
Guidelines for comprehension
1. Read the whole passage through once to get a general idea of what the passage is about. Do not worry if you come across unfamiliar words. Sometimes, it is not necessary to understand every word you read.
2. Read the passage a second time, if necessary. The second reading helps you take in the details and improve your understanding.
3. Read the questions carefully. Use cue words in the questions to help you answer the questions. These can be the “wh” words (what, when, where, why, who, whose, how) and action verbs (identify, find, list).
4. Questions sometimes contain words found in the passage. Use these words to help you identify the part of the passage where the answer can be found.
5. You can lift clauses or sentences from the passage to answer questions. You do not have to use your own words unless you are told to do so. Moreover, there is a danger in paraphrasing – you might alter/distort the meaning expressed in the passage.
6. For questions on vocabulary, if you are asked for a word, then give only ONE word and nothing else. Make sure you spell the word correctly. If you are asked for a phrase, then give the relevant phrase.
7. Some questions require you to use your own words and you must do so.
8. Do pay attention to the tense used in the questions when formulating your answers.
Pitfalls to avoid
1. Do not give more than the required information. Sometimes, students copy chunks from a text, giving two or more sentences. This only highlights their weakness – failure to understand the question and/or text.
2. Do not give two or more answers to a question. Some students write down all the possible answers to a question just to be on the safe side.
3. Do not waste time paraphrasing answers unless you are asked to do so.
Le Capri, Italy
We've been asked many times to get into the story if we really want to understand it. That means that we have to imagine how the characters act and why they act as such. Another way to increase your understanding of a story is through knowing how the places described in the story looks like. For that reason, I thought it would only be perfect if we could look at how Capri which is the main setting in the short story, "The Lotus Eater" looks like. Also included in this blog post are pictures of Mt Vesuvius, Bay of Naples (where Thomas Wilson likes to lepak in the evenings) and a very similar picture of how the small cottage Thomas lived in was described in the story.
Capri Island, Italy
Bay Of Naples, Italy
Bay of Naples, Italy
Thomas Wilson's cottage
Description in book: "The cottage is in the vineyard, far from the town. There was a beautiful view from the cottage out over the sea. There was a huge flowering tree beside the door of the cottage. The tree was covered with large, brightly coloured flowers" (pp. 24)
Mt Vesuvius
Do you guys agree if I said that these place is phenomenal? No wonder Thomas Wilson decided to leave the boring London city with its insanely cold weather for a warmer, tropical Capri Island.
Capri Island, Italy
Bay Of Naples, Italy
Bay of Naples, Italy
Thomas Wilson's cottage
Description in book: "The cottage is in the vineyard, far from the town. There was a beautiful view from the cottage out over the sea. There was a huge flowering tree beside the door of the cottage. The tree was covered with large, brightly coloured flowers" (pp. 24)
Mt Vesuvius
Do you guys agree if I said that these place is phenomenal? No wonder Thomas Wilson decided to leave the boring London city with its insanely cold weather for a warmer, tropical Capri Island.
Themes & Moral Values of "The Lotus Eater"
Main Themes
1)The pursuit of happiness
2)The naturalness of living and dying
3)The value of friendship
4)Disillusionment of the world
Moral Values
1) Life is precious and we have no right to take own our life
2) Happiness is not equal with an idle life
3) We should be helpful and kind to our neighbours
4) Friendship that is cultivated needs to be nurtured
1)The pursuit of happiness
2)The naturalness of living and dying
3)The value of friendship
4)Disillusionment of the world
Moral Values
1) Life is precious and we have no right to take own our life
2) Happiness is not equal with an idle life
3) We should be helpful and kind to our neighbours
4) Friendship that is cultivated needs to be nurtured
Characteristics of Encik Narrator In Lotus Eater
Inquisitive He wanted to talk Thomas Wilson after knowing his story (pp21)
Observant He notes every single thing about Thomas Wilson to capture his character (pp24)
Traveller He travelled all the different corners of the world as a writer (pp21 & 25)
Observant He notes every single thing about Thomas Wilson to capture his character (pp24)
Traveller He travelled all the different corners of the world as a writer (pp21 & 25)
Characteristics of A Man Who Tried To Kill Himself But Failed in "The Lotus Eater"
THOMAS WILSON
Weird Wants to make big decision that will change his life completely (pp 21)
Lonely He doesn’t have any family, relatives or close friends (pp23)
Careful He did not decide to move to Capri hurriedly as he was afraid of making a huge mistake (pp23)
Unrealistic He aspires for an on-going happiness through making simple decisions (pp23)
Low profile He lives modestly and appreciates his privacy (pp23)
FriendlyHe entertained the narrator and invites him over to house (pp24)
Self-deceptive/indecisive He lived in denial after his money ran out for over a year (pp25)
Unrealistic Tried to commit suicide after his money ran out yet failed (pp25)
Became desolate He lost his memory due to inhalation of smoke (pp27)
Loner He spends his time walking alone and runs away from the narrator whenever approached (pp 27)
Weird Wants to make big decision that will change his life completely (pp 21)
Lonely He doesn’t have any family, relatives or close friends (pp23)
Careful He did not decide to move to Capri hurriedly as he was afraid of making a huge mistake (pp23)
Unrealistic He aspires for an on-going happiness through making simple decisions (pp23)
Low profile He lives modestly and appreciates his privacy (pp23)
FriendlyHe entertained the narrator and invites him over to house (pp24)
Self-deceptive/indecisive He lived in denial after his money ran out for over a year (pp25)
Unrealistic Tried to commit suicide after his money ran out yet failed (pp25)
Became desolate He lost his memory due to inhalation of smoke (pp27)
Loner He spends his time walking alone and runs away from the narrator whenever approached (pp 27)
The Fruits Of 4 Archimedes' Discussion In Class
The Lotus Eater
William Somerset Maugham
Summary
In 1913, the narrator visited a friend who lived on the beautiful Capri Island, located in the Bay of Naples. From the island, he can see across the water to Mt Vesuvius on the Mainland of Italy. The narrator then met Thomas Wilson who wants to die (kill himself) when he’s sixty. He came to Capri when he was 35 years old and he had enough money to last him 25 years. So, he figured he should kill himself when he turns 60. A few days later, the narrator’s friend invited both of the narrator and Thomas Wilson for dinner but the narrator’s friend fell ill so Wilson and the narrator ended up having dinner between themselves. After dinner, they sat in the garden and Wilson reminiscence on how he fell in love with the island 16 years ago when he first saw it during his holiday there.
Wilson had no family, relatives or close friends. After his first visit to Capri, he returned to work as a bank manager in London which he had since he was 17 years old. He found his job to be tedious and wishes to return to live on Capri Island forever so that he can die as a happy man. He sold his house in London and bought an annuity which would last him for 25 years. In Capri, he lived in a small, scenic cottage in a vineyard far from town. The cottage belongs to the owner of the vineyard whose wife, Assunta comes around everyday to tend to the cottage. Wilson leads a quiet and private life yet he also relishes the opportunity to meet people once in a while as he always has something interesting to share.
The narrator then went on with his journey around the world and endured World War 1. He came back to Capri and visited his friend who now lives in Wilson’s old cottage. Wilson’s money has ran out as he reached the age of 60 and the owner of the cottage asked him to leave unless he paid the rent. So Wilson tried to commit suicide by lighting up a fire in his bedroom. He survived the fire but his mind is damaged from over-inhalation of smoke and he lost his memory. Assunta assumed the role of taking care of him and let him stay in their woodshed. The narrator tried to converse with Wilson yet he runs away. Wilson died after 6 years of living in the woodshed when they found his body on the hillside, looking out over the beautiful Bay of Naples.
Done by Group 1, 2 and 3 (4 Archimedes)
February 2009
William Somerset Maugham
Summary
In 1913, the narrator visited a friend who lived on the beautiful Capri Island, located in the Bay of Naples. From the island, he can see across the water to Mt Vesuvius on the Mainland of Italy. The narrator then met Thomas Wilson who wants to die (kill himself) when he’s sixty. He came to Capri when he was 35 years old and he had enough money to last him 25 years. So, he figured he should kill himself when he turns 60. A few days later, the narrator’s friend invited both of the narrator and Thomas Wilson for dinner but the narrator’s friend fell ill so Wilson and the narrator ended up having dinner between themselves. After dinner, they sat in the garden and Wilson reminiscence on how he fell in love with the island 16 years ago when he first saw it during his holiday there.
Wilson had no family, relatives or close friends. After his first visit to Capri, he returned to work as a bank manager in London which he had since he was 17 years old. He found his job to be tedious and wishes to return to live on Capri Island forever so that he can die as a happy man. He sold his house in London and bought an annuity which would last him for 25 years. In Capri, he lived in a small, scenic cottage in a vineyard far from town. The cottage belongs to the owner of the vineyard whose wife, Assunta comes around everyday to tend to the cottage. Wilson leads a quiet and private life yet he also relishes the opportunity to meet people once in a while as he always has something interesting to share.
The narrator then went on with his journey around the world and endured World War 1. He came back to Capri and visited his friend who now lives in Wilson’s old cottage. Wilson’s money has ran out as he reached the age of 60 and the owner of the cottage asked him to leave unless he paid the rent. So Wilson tried to commit suicide by lighting up a fire in his bedroom. He survived the fire but his mind is damaged from over-inhalation of smoke and he lost his memory. Assunta assumed the role of taking care of him and let him stay in their woodshed. The narrator tried to converse with Wilson yet he runs away. Wilson died after 6 years of living in the woodshed when they found his body on the hillside, looking out over the beautiful Bay of Naples.
Done by Group 1, 2 and 3 (4 Archimedes)
February 2009
What The Heck Is A Lotus Eater?
In Greek mythology, the Lotophagi (Greek Λωτοφάγοι, lotus-eaters) were a race of people from an island near North Africa dominated by "lotus" plants. The lotus fruits and flowers were the primary food of the island and were narcotic and addictive, causing the people to sleep in peaceful apathy. Some scholars have linked the lotus with the Opium Poppy flower, which would have been well known to the ancient Greeks.
In modern usage, the term or its English equivalent "lotus-eaters" is used as a pejorative. It refers to persons who are addicted to illicit plant based or other drugs and who have lost their will to productively contribute to society. It can also mean persons who are insulated from the real-world consequences of their own poor judgment or laziness, e.g. by reason of academic tenure or idle wealth. It may be used to sneer at intellectuals who are prone to grandiose ideas, but not themselves particularly assiduous or capable in the realization of their lofty, impractical speculations.
Credits to wiki :)
In modern usage, the term or its English equivalent "lotus-eaters" is used as a pejorative. It refers to persons who are addicted to illicit plant based or other drugs and who have lost their will to productively contribute to society. It can also mean persons who are insulated from the real-world consequences of their own poor judgment or laziness, e.g. by reason of academic tenure or idle wealth. It may be used to sneer at intellectuals who are prone to grandiose ideas, but not themselves particularly assiduous or capable in the realization of their lofty, impractical speculations.
Credits to wiki :)
Sonnet 18
William Shakespeare
Pattern: a, b, a, b, c, d, c, d, e, f, e, f, g, g
Tone of poem: loving, romantic, praising
Themes: Love for another being, the immortality of verse and transience of beauty
Understanding the poem (Line by Line analysis)
Shall I compare thee to a summer’s day?
(Can I ever compare you to a beautiful and perfect day in summer?)
Thou art more lovely and more temperate,
(As you are more beautiful and suits me well, not too hot like a day in summer)
Rough winds do shake the darling buds of May,
(Strong winds can blow hard and destroy the delicate and fragile flower buds)
And summer’s lease hath all too short to date:
(‘Lease’ refers to duration of days with sunshine. As you might know, summer only lasts 3 months a year (too short!)
Sometime too hot the eye of heaven shines,
(The ‘eye of heaven’ refers to sun. The sun can be too hot in summer)
And often is his gold complexion dimm’d,
(Sometimes the sun can be hidden and its light may be faded)
And every fair from fair sometimes declines,
(‘Fair’ refers to beauty. It says that beauty is not perfect and fades)
By chance, or nature’s changing course, untrimm’d;
(Beauty can be lost accidentally or through natural course/passing time)
But thy eternal summer shall not fade,
(Yet, the poet feels the woman’s will not deteriorate or lost due to anything)
Nor lose possession of that fair thou ow’st,
(She will possess an everlasting beauty)
Nor shall Death brag thou wand’rest in his shade,
(Death can never claim her as his because she will always be remembered)
When in eternal lines to time thou grow’st.
(Her beauty will be immortalized in these lines of poem)
So long as men can breathe, or eyes can see,
(As long as men live or read about you)
So long lives this, and this gives live to thee
(As long as people read this sonnet, her beauty will last forever.)
Personification:
Line 11= Death described as a braggart (like a human who likes to boast
Line 6 = The eye of heaven (sun) described to have golden, pleasantly tanned skin as desired by a lot of pale-skinned Caucasians.
Metaphor:
Line 9= ‘Eternal lines’ represents poems to will be read for many years
Line 5= ‘The eye of heaven’ represents sun. It goes on to show that even the most important part of the most wonderful thing (heaven) might not be as perfect as the woman’s beauty.
William Shakespeare
Pattern: a, b, a, b, c, d, c, d, e, f, e, f, g, g
Tone of poem: loving, romantic, praising
Themes: Love for another being, the immortality of verse and transience of beauty
Understanding the poem (Line by Line analysis)
Shall I compare thee to a summer’s day?
(Can I ever compare you to a beautiful and perfect day in summer?)
Thou art more lovely and more temperate,
(As you are more beautiful and suits me well, not too hot like a day in summer)
Rough winds do shake the darling buds of May,
(Strong winds can blow hard and destroy the delicate and fragile flower buds)
And summer’s lease hath all too short to date:
(‘Lease’ refers to duration of days with sunshine. As you might know, summer only lasts 3 months a year (too short!)
Sometime too hot the eye of heaven shines,
(The ‘eye of heaven’ refers to sun. The sun can be too hot in summer)
And often is his gold complexion dimm’d,
(Sometimes the sun can be hidden and its light may be faded)
And every fair from fair sometimes declines,
(‘Fair’ refers to beauty. It says that beauty is not perfect and fades)
By chance, or nature’s changing course, untrimm’d;
(Beauty can be lost accidentally or through natural course/passing time)
But thy eternal summer shall not fade,
(Yet, the poet feels the woman’s will not deteriorate or lost due to anything)
Nor lose possession of that fair thou ow’st,
(She will possess an everlasting beauty)
Nor shall Death brag thou wand’rest in his shade,
(Death can never claim her as his because she will always be remembered)
When in eternal lines to time thou grow’st.
(Her beauty will be immortalized in these lines of poem)
So long as men can breathe, or eyes can see,
(As long as men live or read about you)
So long lives this, and this gives live to thee
(As long as people read this sonnet, her beauty will last forever.)
Personification:
Line 11= Death described as a braggart (like a human who likes to boast
Line 6 = The eye of heaven (sun) described to have golden, pleasantly tanned skin as desired by a lot of pale-skinned Caucasians.
Metaphor:
Line 9= ‘Eternal lines’ represents poems to will be read for many years
Line 5= ‘The eye of heaven’ represents sun. It goes on to show that even the most important part of the most wonderful thing (heaven) might not be as perfect as the woman’s beauty.
Transition from Sonnet 16 to Sonnet 20
Sonnet 16
But wherefore do not you a mightier way
Make war upon this bloody tyrant, Time?
And fortify yourself in your decay
With means more blessed than my barren rhyme?
Now stand you on the top of happy hours,
And many maiden gardens yet unset
With virtuous wish would bear your living flowers,
Much liker than your painted counterfeit:
So should the lines of life that life repair,
Which this, Time's pencil, or my pupil pen,
Neither in inward worth nor outward fair,
Can make you live yourself in eyes of men.
To give away yourself keeps yourself still,
And you must live, drawn by your own sweet skill.
Sonnet 17
Who will believe my verse in time to come,
If it were fill'd with your most high deserts?
Though yet heaven knows it is but as a tomb
Which hides your life, and shows not half your parts.
If I could write the beauty of your eyes,
And in fresh numbers number all your graces,
The age to come would say 'This poet lies;
Such heavenly touches ne'er touch'd earthly faces.'
So should my papers, yellow'd with their age,
Be scorn'd, like old men of less truth than tongue,
And your true rights be term'd a poet's rage
And stretched metre of an antique song;
But were some child of yours alive that time,
You should live twice, in it, and in my rhyme.
Sonnet 18
Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date;
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometime declines,
By chance or nature's changing course untrimm'd;
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow'st;
Nor shall Death brag thou wander'st in his shade,
When in eternal lines to time thou grow'st
So long as men can breathe or eyes can see
So long lives this, and this gives life to thee.
Sonnet 19
Devouring Time, blunt thou the lion's paws,
And make the earth devour her own sweet brood;
Pluck the keen teeth from the fierce tiger's jaws,
And burn the long-liv'd phoenix, in her blood;
Make glad and sorry seasons as thou fleet'st,
And do whate'er thou wilt, swift-footed Time,
To the wide world and all her fading sweets;
But I forbid thee one most heinous crime:
O! carve not with thy hours my love's fair brow,
Nor draw no lines there with thine antique pen;
Him in thy course untainted do allow
For beauty's pattern to succeeding men.
Yet, do thy worst old Time: despite thy wrong,
My love shall in my verse ever live young.
Sonnet 20
A woman's face with nature's own hand painted,
Hast thou, the master mistress of my passion;
A woman's gentle heart, but not acquainted
With shifting change, as is false women's fashion:
An eye more bright than theirs, less false in rolling,
Gilding the object whereupon it gazeth;
A man in hue all hues in his controlling,
Which steals men's eyes and women's souls amazeth.
And for a woman wert thou first created;
Till Nature, as she wrought thee, fell a-doting,
And by addition me of thee defeated,
By adding one thing to my purpose nothing.
But since she prick'd thee out for women's pleasure,
Mine be thy love and thy love's use their treasure.
From this flow of sonnets that are connected to each other, we can see a gradual shift from talking about the desire to have a child (in Sonnet 16 and 17) so that one’s legacy can go on forever and his name will be carried downwards into the devotion of a loved one. As we reach Sonnet 18, the poet seems to describe more about being able to immortalize the beauty in poems (eternal lines) instead of wanting children. It could very well be argued that the eternal lines described in Sonnet 18 are, in fact, a metaphor for the lineage of children that will inherit Shakespeare’s name. The praises in Sonnet 18 about someone’s beauty were sung henceforth in Sonnet 19 thus the tone of the two sonnets are more or less alike.
Yet, a delicious controversy unfolds in Sonnet 20 where Shakespeare openly chose to speak about a man’s beauty which is similar as women (and for a woman wert thou first created) but Nature fell in love with her and changed her into a man. This man is sought after by both men and women. It gave a hint that Shakespeare might have cunningly been speaking about a man even from the earlier sonnets
But wherefore do not you a mightier way
Make war upon this bloody tyrant, Time?
And fortify yourself in your decay
With means more blessed than my barren rhyme?
Now stand you on the top of happy hours,
And many maiden gardens yet unset
With virtuous wish would bear your living flowers,
Much liker than your painted counterfeit:
So should the lines of life that life repair,
Which this, Time's pencil, or my pupil pen,
Neither in inward worth nor outward fair,
Can make you live yourself in eyes of men.
To give away yourself keeps yourself still,
And you must live, drawn by your own sweet skill.
Sonnet 17
Who will believe my verse in time to come,
If it were fill'd with your most high deserts?
Though yet heaven knows it is but as a tomb
Which hides your life, and shows not half your parts.
If I could write the beauty of your eyes,
And in fresh numbers number all your graces,
The age to come would say 'This poet lies;
Such heavenly touches ne'er touch'd earthly faces.'
So should my papers, yellow'd with their age,
Be scorn'd, like old men of less truth than tongue,
And your true rights be term'd a poet's rage
And stretched metre of an antique song;
But were some child of yours alive that time,
You should live twice, in it, and in my rhyme.
Sonnet 18
Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date;
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometime declines,
By chance or nature's changing course untrimm'd;
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow'st;
Nor shall Death brag thou wander'st in his shade,
When in eternal lines to time thou grow'st
So long as men can breathe or eyes can see
So long lives this, and this gives life to thee.
Sonnet 19
Devouring Time, blunt thou the lion's paws,
And make the earth devour her own sweet brood;
Pluck the keen teeth from the fierce tiger's jaws,
And burn the long-liv'd phoenix, in her blood;
Make glad and sorry seasons as thou fleet'st,
And do whate'er thou wilt, swift-footed Time,
To the wide world and all her fading sweets;
But I forbid thee one most heinous crime:
O! carve not with thy hours my love's fair brow,
Nor draw no lines there with thine antique pen;
Him in thy course untainted do allow
For beauty's pattern to succeeding men.
Yet, do thy worst old Time: despite thy wrong,
My love shall in my verse ever live young.
Sonnet 20
A woman's face with nature's own hand painted,
Hast thou, the master mistress of my passion;
A woman's gentle heart, but not acquainted
With shifting change, as is false women's fashion:
An eye more bright than theirs, less false in rolling,
Gilding the object whereupon it gazeth;
A man in hue all hues in his controlling,
Which steals men's eyes and women's souls amazeth.
And for a woman wert thou first created;
Till Nature, as she wrought thee, fell a-doting,
And by addition me of thee defeated,
By adding one thing to my purpose nothing.
But since she prick'd thee out for women's pleasure,
Mine be thy love and thy love's use their treasure.
From this flow of sonnets that are connected to each other, we can see a gradual shift from talking about the desire to have a child (in Sonnet 16 and 17) so that one’s legacy can go on forever and his name will be carried downwards into the devotion of a loved one. As we reach Sonnet 18, the poet seems to describe more about being able to immortalize the beauty in poems (eternal lines) instead of wanting children. It could very well be argued that the eternal lines described in Sonnet 18 are, in fact, a metaphor for the lineage of children that will inherit Shakespeare’s name. The praises in Sonnet 18 about someone’s beauty were sung henceforth in Sonnet 19 thus the tone of the two sonnets are more or less alike.
Yet, a delicious controversy unfolds in Sonnet 20 where Shakespeare openly chose to speak about a man’s beauty which is similar as women (and for a woman wert thou first created) but Nature fell in love with her and changed her into a man. This man is sought after by both men and women. It gave a hint that Shakespeare might have cunningly been speaking about a man even from the earlier sonnets
William Shakespeare (1564-1616)
One of the best known of Shakespeare's sonnets, Sonnet 18 is memorable for the skillful and varied presentation of subject matter, in which the poet's feelings reach a level of rapture unseen in the previous sonnets. The poet here abandons his quest for the youth to have a child, and instead glories in the youth's beauty.
Initially, the poet poses a question — "Shall I compare thee to a summer's day?" — and then reflects on it, remarking that the youth's beauty far surpasses summer's delights. The imagery is the very essence of simplicity: "wind" and "buds." In the fourth line, legal terminology — "summer's lease" — is introduced in contrast to the commonplace images in the first three lines. Note also the poet's use of extremes in the phrases "more lovely," "all too short," and "too hot"; these phrases emphasize the young woman's beauty.
Although lines 9 through 12 are marked by a more expansive tone and deeper feeling, the poet returns to the simplicity of the opening images. As one expects in Shakespeare's sonnets, the proposition that the poet sets up in the first eight lines — that all nature is subject to imperfection — is now contrasted in these next four lines beginning with "But." Although beauty naturally declines at some point — "And every fair from fair sometime declines" — the youth's beauty will not; her unchanging appearance is atypical of nature's steady progression. Even death is impotent against the youth's beauty. Note the ambiguity in the phrase "eternal lines": Are these "lines" the poet's verses or the youth's hoped-for children? Or are they simply wrinkles meant to represent the process of aging? Whatever the answer, the poet is jubilant in this sonnet because nothing threatens the young man's beautiful appearance.
Then follows the concluding couplet: "So long as men can breathe, or eyes can see, / So long lives this, and this gives life to thee." The poet is describing not what the youth is but what she will be ages hence, as captured in the poet's eternal verse — or again, in a hoped-for child. Whatever one may feel about the sentiment expressed in the sonnet and especially in these last two lines, one cannot help but notice an abrupt change in the poet's own estimate of his poetic writing. Following the poet's disparaging reference to his "pupil pen" and "barren rhyme" in Sonnet 16, it comes as a surprise in Sonnet 18 to find him boasting that his poetry will be eternal.
Notes taken from http://www.cliffsnotes.com/WileyCDA/LitNote/Shakespeare-s-Sonnets-Analysis-and-Original-Text-by-Sonnet-Sonnet-18.id-169,pageNum-50.html on 2nd February 2008
Thursday, February 12, 2009
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