Tuesday, August 19, 2014

Notes for 2-14 in textbook

Historical Background
The Conquest of Britain
  • Between 800 and 600 B.C.  two groups of Celts from Southern Europe invaded the British Isles.
  • The next conquerors were the Romans in 55 B.C..
  • The Roman rule of Britain lasted more than 300 years.
The Coming of Christianity
  • By the fourth century, the Romans had accepted Christianity and had introduced it to Britain.
  • A century later, the Celts fled the Anglo-Saxons and took their Christianity faith with them.
Danish Invasion
  • Alfred’s achievements went far beyond the field of battle.
  • Edwards death in 1066 lead to the end of the Anglo-Saxon period of history.
The Norman Conquest
  • The Normans were descendants of Vikings who had invaded the coast of France in the ninth century.
  • In return for their services, knights usually received smaller parcels of land, called manors.
  • The peasants who worked the manors were the lowest class in the feudal system, the serfs.
The Reign of the Plantagenets
  • Although Norman influnece continued for centuries, Norman rule ended in 1154 when Henry Plantagenet, Count of Anjou, came to the throne as Henry II.
  • Henry founded the royal house of Plantagenet and established a record as one of England’s ablest kings.
The Magna Carta
  • In the Magna Carta, the king promised not to tax land without first meeting with the barons.
Lancasters, Yorks, and Tudors
  • In 1399, the House of Lancaster replaced the Plantagenets on the throne. The kings were Henry IV, Henry V, and Henry VI.
  • Through the fifteenth century the House of York contested Lancastrian rule.
  • Tudor, crowned Henry VII, later married Richard’s niece, uniting the houses of York and Lancasters and ending the War of the Roses.
Decline of the Feudal System
  • While royal families struggled for supremacy, the social structure of England was changing.
  • Gradually, a free peasantry replaced the serfs of the Middle Ages. However, the question of social justice for the lower classes would arise again.
Literature of the Period
  • Anglo-Saxon literature began not with books , but with spoken verse and incantations. The reciting of poems often occurred on ceremonial occasions, such as the celebration of military victories.
  • Beowulf is an epic which tells the story of a great legendary warrior renowned for his courage, strength and dignity.
  • Before the reign of Alfred the Great, all important prose written in the British Isles was composed in Latin.
Literature of the English Middle Ages
  • During this period, the first true dramas emerged, the poet Geoffrey Chaucer created a vivid picture of medieval life, romances portrayed the deeds of knights, and anonymous balladeers sang of love and deeds of outlaws.
  • In 1454, a German silversmith, Johann Gutenberg, perfected a process of printnig from movabe type.
  • Although Chaucer completed only 22 of the 120 tales that scholars think he planned to write, the 22 have a great variety.
  • Another popular poetic form was the ballad, a folk song that told a story.

MY OPINION ISN'T (A) RIGHT






Monday, August 18, 2014

Vocabulary #1

adumbrate - verb give to understand; describe roughly or briefly or give the main points or summary of Ex: My dad adumbrated the principle that I must work hard to be successful.

apotheosis - noun the elevation of a person (as to the status of a god); model of excellence or perfection of a kind; one having no equal Ex: That cocky man thinks he is the apotheosis of a supermodel.

ascetic - adj. practicing great self-denial; pertaining to or characteristic of an ascetic or the practice of rigorous self-discipline; noun someone who practices self denial as a spiritual discipline Ex: I live a quiet and ascetic life.

bauble - noun a mock scepter carried by a court jester; cheap showy jewelry or ornament on clothing Ex: When the bauble shattered from dropping off the tree it was hard to clean up.

beguile - verb attract; cause to be enamored; influence by slyness Ex: He beguiled his boredom by playing basketball two hours a day.

burgeon - verb grow and flourish Ex: The romantic office began to burgeon when more couples got together.

complement - noun something added to complete or make perfect; either of two parts that mutually complete each other; a word or phrase used to complete a grammatical construction; number needed to make up a whole force; a complete number or quantity; one of a series of enzymes in the blood serum that are part of the immune response; verb make complete or perfect; supply what is wanting or form the complement to Ex: The blue curtains complemented the colors in the wall.

contumacious - adj. wilfully obstinate; stubbornly disobedient Ex: The little boy was contumacious when it came to eating foods he didn't like.

curmudgeon - noun a crusty irascible cantankerous old person full of stubborn ideas Ex: Ebenezer Scrooge was a curmudgeon for a long time.

didactic - adj. instructive (especially excessively) Ex: Coaches can be didactic when it comes to teaching their players.

disingenuous - adj. not straightforward or candid; giving a false appearance of frankness Ex: The woman's actions made her seem disingenuous and gave mixed signals to her lover.

exculpate - verb pronounce not guilty of criminal charges Ex: The murderer was exculpated when the jury figured out his wife committed the crime.

faux pas - adj. not genuine or real; being an imitation or the genuine article Ex: When the lady talked about her old marriages she was not faux pas, it seemed as if she was lying.
 
fulminate - noun a salt or ester of fulminic acid; verb cause to explode violently and with loud noise; come
on suddenly and intensely; criticize severely Ex: When you shoot at dynamite with a flamed arrow it can fulminate.

fustian - noun a strong cotton and linen fabric with a slight nap; pompous or pretentious talk or writing Ex: The coat was made of a strong material called fustian.

hauteur - noun overbearing pride evidenced by a superior manner toward inferiors Ex: The general had hauteur when talking to his cadets.

inhibit - verb limit the range or extent of; to put down by force or authority Ex: The bear had to be inhibited because of its attitude.

jeremiad - noun a long and mournful complaint Ex: The students parent came to the office with a jeremiad that made the office staff groan.

opportunist - adj. taking immediate advantage, often unethically, of any circumstance of possible benefit; noun a person who places expediency above principle Ex: To be a successful in life you must be an opportunist that goes and gets what you want.

unconscionable - adj. greatly exceeding bounds of reason or moderation; lacking a conscience Ex: The man was unconscionable when he made the choice to jump off the cliff.

REFLECTIONS ON WEEK 1

1. There should not be many factors that limit my participation or experience in this class. The only thing that could affect my participation is if I needed a smart phone for something in this class because at the moment I do not have a smart phone.
2. An experience that changed me was when I went to Alpine for a camp for my youth group. It changed my way of thinking because I changed my thoughts from how can I help my self to how can I help others. It taught me that when you are isolated from the world for a period of time and can think about life, it is easier to learn new ways to live your life.
3. I am excited to learn about open source learning. My favorite part is I do not have to use paper or a pencil much in this class. It is much more convenient to just type in to a computer without having to gather supplies. I am also excited because you said this first week or so was going to be the most work and I have finished almost all of it on time. It can only get easier from here.

Montaigne/Austen

            
            Information that our brain picks up can be processed as fast as 270 miles per hour. If information comes through our head that quickly, then David Foster Wallace is right. It is impossible to sketch even outlines of our thoughts onto paper. However, Montaigne’s essays contradict this theory. His way of writing combines his thoughts with ideas. He writes down as many ideas he can remember from his thoughts. Montaigne uses stream of consciousness all throughout his essays. Austen’s style in Pride and Prejudice is the opposite of Montaigne and similar to Foster. Montaigne’s style provides a window into his extraordinary way of thinking.
   
Montaigne’s style contradicts Foster’s notion because of his stream of consciousness. Foster’s notion suggests that it is impossible to write down everything we can think. Montaigne uses this idea as a benefit for writing. He tries to write down everything he can think because he believes that his thought process will succeed as a style. “Those who have compared our life to a dream were right... we were sleeping wake, and waking sleep.” This quote from Montaigne gives us a look into his mind. The reader can see how different and interesting his mind works through his stream of consciousness. His style keeps the readers attention and introduces it to foreign ideas.

Montaigne’s style and Austen’s style are totally different. Montaigne is free flowing with no structure and Austen’s writing is structured. The mood of Montaigne is deep and serious compared to Austen’s which is simple and witty. Austen’s diction is used amuse the reader. For example, “It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife.” This is one example of a witty quote. This is also the first sentence of the entire book. Jane Austen sets the mood for the rest of the book with this humorous quote.

Montaigne’s writing style contradicts both Foster’s notion and Austen’s writing style. Montaigne’s style comes straight from his thoughts. He utilizes much of stream of consciousness. Montaigne’s serious mood is the opposite of Austen’s witty attitude. The style of Montaigne gives us a look in to his abnormal thinking. Montaigne and Austen give us two writing styles that are insightful even though they both contradict each other.

Sunday, August 17, 2014

I CAN READ!

Youtube Link:
https://www.youtube.com/watch?v=5BEUlWwy8_E
I made nine mistakes and read it in six minutes exactly.

1987 AP Test

1 C
2 B
3 E
4 E
5 D
6 D
7 D
8 B
9 E
10 A
11 D
12 D
13 B
14 C
15 A
16 B
17 E
18 A
19 A
20 C
21 E
22 D
23 A
24 B
25 D
26 E
27 D
28 D
29 A
30 A
31 D
32 C
33 D
34 D
35 A
36 E
37 B
38 D
39 C
40 C
41 B
42 A
43 B
44 E
45 B
46 A
47 B
48 A
49 B
50 D
51 B
52 C
53 E
54 B
55 B
56 B
57 D
58 D
59 E
60 B
61 B
-27