Final Writting Composition

Wuthering Heights was written by Emily Brontë and was her first and only novel, which became a great success. Written in 1847, the book followed the gothic romantic litterary movement. It was in a time where authors put emphasis on the emotions of their characters, such as horror, trepidation, terror, and awe, combined with romance. As the reading of this book progressed, we could find within it many litterary elements, such as the double. With what I have learned from my myth teacher, the double is a representation of two personnalities in one person, a duality of two separate elements that can be compatible by their resemblance or by the fact that together they complete each other. In Wuthering Heights, the double is omnipresent in the narration, the characterization, and in the setting. We will then talk about the elements that represent the double in the narration,and in the characterization.

Firstly, the double is represented in the narration. As a matter of fact, there are two narrators in the story. The first one, Mr. Lockwood, is a man who is renting the estate of Thruscross Grange. He is the one to talk about the present, and what is occuring at the moment. The second narrator, Mrs. Nelly Dean, is reporting was happenned in the past, narrating for Mr. Lockwood, so he could understand the circumstances at Wuthering Heights. Throughout the book, Mrs. Dean and Mr. Lockwood share the narration, some times being one and then the other. Finally, the narration is a double in Wuthering Heights, because there are two different narrators.

Secondly, the characterization is one of the litterary devices in which the double is mainly present. Catherine Earnshaw is the double of Heatcliff, because she represents good and he represents evil. Even thought those characteristics are opposits, they are closely joined in this circumstance. To better understand this concept, we have to realize that as Catherine dies, evil takes control of Heathcliff. Catherine and Heathcliff have the same soul. “He's more myself than I am.” Catherine has the good part of it, while Heathcliff has the second part. Put together, good and bad are equals. As Catherine says: “Whatever our souls are made of, his and mine are the same (…)”. But as one weakens, the other gains strenght and control. It is a duality that will only survive if one conquers the other. We could maybe suggest that the reason why Catherine’s illness is taking over her is because the evil in Heathcliff tries to win over the good. The problem in a duality is that two personnalities cannot live together. One is bound to take over the other. In this case, everytime Catherine and Heathcliff have a quarrel, Catherine becomes ill. When Catherine is dead, Heathcliff cries: "You said I killed you (…)”. This quotation shows that it was Heathcliff’s evil side that killed Catherine. Finally, the characters are doubles in this book, because Catherine and Heathcliff complete each other.

In conclusion, in the book Wuthering Heights, the double is represented in elements in the narration, and in the characterization, because of the presence of two narrators, and of the duality between Catherine Earnshaw and Heatcliff. The double being represented in many other elements of the book, the trivia of finding those elements may be a fun way to read and appreciate this book, as I did.

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Learning Express Library 2

Course 3: Grammar Practise 1

Interest: This test was very interesting, because even though I am quite comfortable around grammar, I realized I had experienced difficulties, and it helped me eliminate my uncertainties. The questions looked easy, but grammar is very complicated, and this test made it easy, as well as educational.

Difficulty: I was not sure, at times, if the sentences needed a punctuation mark, and it frustrated me. At some time, I was confused with the many choices I had to choose from, which contained a grammatical error. As for the rest of the test, the questions flowed easily.

What I learned: I learned when to use capital letters, when to put punctuation marks, how to conjugate verbs, according to the sentence. I also learned where to put comas during a dialogue.

My score: 28/40, my greatest difficulty being adjectives, verbs and pronouns.

Course rating: I rate this course 8/10, because, it was quite easy, and, overall, was very effective, and helped me improve myself.

Course 4: Fundamentals of writing 2: Drafting

Interest: It is very interesting, for it explains step by step how you should procede to write an introduction, supporting paragraphs, and a conclusion. It helps in the process of organizing the ideas, and writing them down. The examples are simple, and make us easily understand the point of the lesson.

Difficulty: Some practice exercices were somewhat difficult, and demanded reflexion. As for the rest of the lesson, it was in the middle of easy and hard. When you had to compose paragraphs, it was a little bit difficult, but more long than anything else.

What I learned: I learned how to organize my ideas, how to make informal outlines and graphic organizers, how to do hierarchical charts, and Venn diagrams. I also learned ways to invite the reader, with attention grabbers, and good thesis statements. Furthermore, the lesson teached me how to make the reader interesting, by writing solid and supporting paragraphs, and use directed brainstorming. Finally, I learned how to inspire the reader by writing a conclusion, and learned what to do and what not to do in conclusions.

My score: There was not score in this lesson, but if I based myself on the practice exercices I did, I would still need to work on my writing.

Course rating: I give it a 8.5/10, because it was helpful, but the lesson was very long.

11 Sexy Ways To Introduce A Literary Essay

BACKGROUND

-Thesis statement is necessary.
-Thesis is an interpretation.
-Thesis is based on literary elements: plot, characterization, setting, symbolism, theme, dialogue, imagery, narration,
-A thesis is not a fact
-A litterary essay never uses "I think".
- Literary essay needs proof based on quotations.


1. BIOGRAPHICAL INFO: In A. Pierce's "Occurence at...", he takes the view point of his enemy, a Confederate, -- even though he was a federal soldier-- to show the horrors of war.

2. QUOTATION: "I'm not mad. No I'm not." Why did the narrator say this? Was he really sane? E.A. Poe's "Tell.." explores the fine line between madness and sanity.

3. DEFINITION: Acoording to the dictionary, the word "lottery" means a random draw with money as the prize. In S. Jackson's "Lottery", the prize is very macabre indeed: death by stoning.

4. A LITTERARY ELEMENT: Imagery is a powerful way to express feelings and emotion. In John Keats' "Ode to Psyche", there is stunning visual imagery to depict the environment surrounding Psyche.

5. LIFE EXPERIENCE (AUTHOR): E. Hemingway had major problems dealing with women in his life. This is reflected in " Hill...", where Jig and the American never really communicate.

6. PLOT: At the beginning of DO. Wilde's "Nightingale...", the bird is heartbroken because the student is in emotional pain. At the end, the bird's heart literally broken by the thorn of a rose tree.

7. PHILOSOPHICAL OR SOCIOLOGICAL CONCEPT: Racism has always existed and will always exist, particularly towards black people. In A. Meeropol's "Strange Fruits", the savagery of racism is clearly exposed.

8. HISTORICAL BACKGROUND: Romanticism and gothicism were in vogue in the early nineteenth century. In E. A. Poe's "The Tell...", there are many gothic elements, such as the dark side of human nature.

9. CLAIM TO FAME (NOTORIETY) : J. D. Salinger's "Catcher in the rye" is still read in classrooms across North America, because of its relevance to young people.

10. USING IMAGERY: "A painting for the painter is what the novel is for the writer. The authors of all genres face endless possibilities when shaping the canvas of their work."

11. ALLUSION: Many classic works are based on trials: Lee's "To Kill A Mockingbird", Rose's "Twelve Angry Men", and Miller's "The Crucible". Lee and Lawrence's "Inherit The Wind", uses the context of a trial to pit freedom of thought versus fondamentalism.

Book Review

The book Wuthering Heights was written by Emily Brontë and was first published in 1847, a year before the author's death. During the process of reading this book, many questions surfaced within me, concerning it's content. First of all, at the beginning, too much information was given at the same time, not altogether coherent. Up until the beginning of the story-telling by Ellen Dean, I did not understand many things. The setting was very confusing; one moment the narrator was at Wuthering Heights, and the next, he was talking about a morning elsewhere. My first question when I read this passage was: Where is he?. This passage brought many more questions to my mind. Most of all, my questions were axed toward this quotation: "On coming up from dinner, however, (N.B. -- I dine between twelve and one o'clock; the housekeeper, a matronly lady, taken as a fixture along with the house, could not, or would not, comprehend my request that I might be served at five.)". It says he dines between twelve and one o'clock; why does the matronly lady serve him dinner so early? It is lunchtime at this hour. Furthermore, the sentence does not make sense. The narrator says "On coming up from dinner, however...", and then parenthesis are opened, to be closed at the end of the sentence. However what?

Further in the book, we learn that Catherine Linton, one of the main characters, is ill from a conflict between the man she loves, her husband, and herself. How can she contract a fever from a little fight, and stay abed for at least two months? Then suddenly, at the very beginning of chapter sixteen, we learn that she delivers a baby girl. Catherine was pregnant? I was extremely surprised. I reread at least five times this passage, and never understood how she could have borne a child, since it was never mentioned beforehand that she was indeed pregnant. Isn't it crucial to mention something as important as this, instead of surprising the reader of this startling fact?

The previous most questionable aspects of the story line, brings me now to develop one of several of its ambiguous parts. When Heathcliff, an orphan boy that Mr. Earnshaw found in Liverpool, was younger, and lived with the Earnshaw family, he was daily beaten by the son called Hindley. The father never realized these events. Wouldn't a sensed man take notice of a beaten child, and even more Heathcliff being his favourite? Why did the nurse, Nelly, left the Hindley beat up Heathcliff, without preventing them?

Finally, in this book, although it is very interesting, many of its aspects are questionable. Apart from this unfortunate literary negative point that obstructs the flow for the reader, the book, overall, was a good story, that pleased me and entertained me.

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Inherit The Wind Questions

2. What does Meeker, the bailiff’s, willingness to let Cates out of jail to meet with Rachel
tell us both about his offence and the town?
Meeker thinks Cates offence is ludicrous. He thinks that the town has no reason to put him in jail, only because he teaches a different belief than what the Bible teaches.
It tells that the offense is not serious and not a physical threat to the town.

3. What kind of town does Hillsboro seem to be in its preparations for Brady’s arrival?
The town seems very happy to receive Brady. They prepare a buffet and they parade around the town to show their joy.
It seems to be very religious and proud to show it, by displaying banners, singing christian songs.

4. What does Brady’s relationship with his wife tell us about his character?
She calls him baby, and he calls her mom. He follows her when she leaves. It shows that he is dependant, and submisive.

5. What does Brady’s conversation with Rachel, and subsequent behaviour afterwards tell
us about his character?
He is very manipulative. Rachel only wanted to relate to him the facts during their conversation, but he used her knowledge and her relations with the town's priest to bait her to be a witness for them, and go against her boyfriend.
It tells us that Brady could be untrustworthy, conniving, and manipulative.

6. How is Drummond characterized by the townspeople? Later when we meet him do
they seem to be correct?
The towns people see Drummond as a man who has no scrupples. He defensed criminals, and had no care for morals during the court process. They don't want him to enter the town. When Drummond arrives, the people were right to think the worst of him.
Drummond is depicted as the devil, or evil incarnate, because he had prviously defended hard-core criminal; however, we find him to be free thinking and a man of principle.

7. What role does Hornbeck play in the action of the play? What is the significance of the
way he speaks?
Hornbeck is the journalist in the play. He relates the events, and makes many comments on the absurdity of the accusations. He like to incorporate his opinions when he speaks, even though poeple tend to ignore those comments. He tries to understand why the poeple are so distressed by the beliefs of a man.
Hornbeck shows another point of view that is seemingly open minded, but isn't. He was more articulate, but he was not superior, though he thought so.0

8. Do the elements of the trial seem fair to you? Why or why not?
I don't think the elements of the trial are fair, because the jury is chosen by Drummond and Brady, but everytime Drummond questions someone, the questions are declared unsuitabble for the cause, and the judge always agrees. It seemed like the whole town already had a opinion, even the jury, though they were chosen for the fact that they were neutral in the situation.

9. What do you think Rachel’s motivations for asking Cates to drop the trial and admit
his guilt stem from?
Rachel is torn between her father and her boyfriend Cates. She doesn't want to choose, so she asks Cates to admit his guilt so she would be freed of the weight on her shoulders. Furthermore, she believes his reputation will suffer the consequences of the trial. And she wants the case to end, because it is a completly absurd case.

10. What does Brady’s intervention in Reverend Brown’s sermon say about him? Does
this contradict what you thought about him as a character?
When he interrupted Reverend Brown's sermon, Brady talked about forgiveness, and this showed that he held deep inside him some compassion. It does a bit contradict what I thought about him, because I thought he was the austere man who strongly believed in justice, and the speech he made shattered this concept of him.

11. What is the central issue that Drummond is arguing for in the courtroom?
Drummond is arguing about the human's right to think. And that the Bible has many issues that can be argued about.

12. Do you think it is fair that none of Drummond’s expert witnesses are allowed to act as
witnesses?
I don't think it is fair that Drummond isn't allowed to question the experts on his list, because when you judge someone, you have to have all the facts, and information in hand before proceeding to the judgement. Why should Brady be allowed to bring forward as many witnesses as he wants, when Drummond can't do the same?

Inherit The Wind

Bert Cates: 24 years old, is a high school teacher, defendant (accused), he believed in evolutionism

Matthew Harrison Brady: politician from Nebraska who believes in creationism, he is a hero for the citizens, ran three times for President of the United States of America, he is a prosecutor, colonel, strong believer, lawyer

Henry Drummond: is a defense attorney, laywer and he is urban (city guy)

E.K. Hornbeck: journalist and critic, he thinks Cates is a hero, city guy, against Brady

Reverend Jereniah Brown: represents Chritianism, for creationism, preacher "Fire and Brim Stone"

Rachel Brown: 22 years old daughter of the reverend, grade two teacher, girlfriend of Cates, torn between father and boyfriend

The judge: impartial, secret creationist

Mid-Term Test 2

Part A

1. What is Louise Mallard’s opinion of marriage? Indicate the paragraph that suggests it?

According to Louise Mallard, marriage is only one thing; a prison for body and soul. In

the twelfth paragraph, she describes marriage as a right to bend other's will, and criticizes the life that comes with the wedding vows. She also claims that in her marriage, her life was not her own to live, but was the companion of a man, tied to his side, with not many opportunities to do as she pleased.

2. Why is there so much description of what is outside the window when Louise is alone in her room?

The description of the environment outside of Mrs. Mallard's window is very significant in the story. When see looks through the glass, she sees the freedom of nature; the freedom that life can give. The scene would be for her a revelation of what she became. No longer are her wings cut off. She can fly and nothing can stop her.

3. Why did the author make the story so short?

The author made the short story with the present length, because the story is only in an hour's lap of time. Moreover, I think it would be an accumulation of unnecessary words, only to make it longer. Being short, precise, strait to the point, the story leaves no place for ambiguity.

4. Explain how Louise can feel joy and sadness at the same time?

Louise can feel joy and sadness at the same time, because even though she is happy she is free from her husband's grip, she still loved him most of the time they were married. She would remember how he loved her, and feel a sense of loneliness for a couple of moments, but then she would be joyful with her future life that would await her. At the shocking news of her husband's death, she cried, with a sense of salvation enveloping her.

Part B

In The Story of An Hour, the author uses irony. To begin with, the message in the short story is very significant. It explains to us that hope can be urge on a person, and then be robbed in an instant. Moreover, it makes you learn that you should not be so quick to get over someone or something in your life. In addition, you ought not to rejoice until you see the dead body with your own eyes. This is what happened to Mrs. Mallard in the story. Like the title explains, the whole action in the story took place in an hour. During that time, Louise Mallard received the deceitful news that her husband had died, planned her life, and had thoroughly stopped grieving. Life is short is another of the many messages in the story.

To continue with, the irony takes many forms in the short story presented to us by Kate Chopin. One of them being that she thought her husband dead and finally rid of him, when at the end he comes back and she is the one who ends up dead. Another ironic scene would be when Josephine was going to announce to her sister that her husband had died; she said she had to take "great care" and "break to her as gently as possible the news," because Louise had a heart disease. Finally, it wasn't because of the news that she had a heart attack; it was because of the news of his return. She had wanted so badly to live her life free from now on that when her husband came back, she went into shock of seeing her dreams crushed. Furthermore, the irony continues with Richard, the husband's friend, when he assures himself twice that Mr. Mallard is dead, receiving two telegrams informing the death, but then sees himself wrong when the said husband returns home. One last irony would be when Mrs. Mallard contemplated her life with her husband, she had said: "Life might be long". While on the contrary, when she died, her life wasn't so long after all.

Finally, in The Story Of An Hour, the author tries to warn us that marriage shouldn't imprison one's soul, and that we should treat as an equal our life companion. This was the problem in the Mallard's marriage. The man was the one ordering and the woman had to obey. If one person in a couple acts superior to his companion, the other one will likely be sad, and crushed under the weight of the pressure. This is not the life a married couple should have. There should be love, which they mostly did have, but not enough to overcome the obstacles that stood between them.

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Using Quotes

With a complete idea (:)
Ex:
Hemingway uses action to emphasize a character trait: "The girl looked at the bead curtain..." (ellipsis)

With an incomplete idea (,)
Ex:
In Hemingway's story, the girl said, "They look like white elephants."

With an incomplete quotation within a sentence
Ex:
Hemingway's story takes place at a railway station "between two lines of rails in the sun."

Within a quote
Ex:
Hemingway wrote, " 'They're lovely hills', she said. 'They don't really look like white elephants.' "

Combining Sentences

1.
a) She went to bed early, but it took hours for her to fall asleep.
b) She went to bed early; however it took hours for her to fall asleep.
2.
a) She wants to lose weight, so she has gone on a strict diet.
b) She wants to lose weight; therefore she has gone on a strict diet.
3.
a) The night air was very still, and a light rain had begun to fall.
b) The night air was very still; moreover a light rain had begun to fall.
4.
a) Her friend did her best to learn to cook, but nothing she prepared came out right.
b) Her friend ddid her best to learn to cook; however nothing she prepared came out right.
5.
a) Our team learned that the train would be very late, so we decided to take the plane.
b) Our team learned that the train woulod be very late; therefore we decided to take the plane.
6.
a) The girl can sing very well, and she is also a talented actress.
b) The girl can sing very well; moreover se is also a talented actress.
7.
a) The basement was damaged by the flood, bu they can't afford to fix it now.
b) The basement was damaged by the flood; however they can't afford to fix it.
8.
a) My boss wants to live like a millionaire, so he bought an expensive mansion in an exclusive area.
b) My boss wants to livve like a millionaire; therefore he bought an expensive mansion in an exclusive area.
9.
a) The army lost the last few battles, but they kept on fighting.
b) The army lost the last few battes; however they kept on fighting.
10.
a) Capital punishment is often applied unfairly, and a mistake is sometimes made.
b) Capital punishment is often applied unfairly; moreover a mistake is sometimes made.
11.
a) The boy has been absent from class many times; so the principal called him to his office for an explanation.
b) The boy has been absent from calss many times; therefore the principal called him to his office for an explanation.

Poetry Analysis

When I was one and twenty

1. The poem is a lyric that expresses the thoughts of the charaters.
2. The narrator in the poem is the main character, the one who receives the advice.
3. The subject of the poem is love. The man who gives the advice argues about the way of love, saying that you should give everything that is material to a woman, but never your heart.
4. The poem has a formal structure, because the story in the stanzas continue.
5. The is no setting in this poem.
6. The imagery in the poem is with the figures of speech. There are the verses: " but not your heart away, but keep your fancy free " There is also a big part of a stanza that is a metaphor: "'The heart out of the bosomWas never given in vain;'Tis paid with sighs a plentyAnd sold for endless rue"
7. The poem has a indirect meaning, because there are many metaphors.
8. The sound contribute to understand that love may be a fancy thing, but behind that there is a potential danger, le flow of the poem, masking the true meaning.
9. The poem has a very direct language, no double-meanings or connotations.
10. There is no referal to another writing in this poem.
11. The poem talks about ways not to get yourself broken hearted. Thought it may sound like a cold relationship, some people prefer that than seeing themselves demolished at the end of the union.
12. There is no distance with historical or cultural, except with the loe advice. I can't say I can relate to the situation, because I have never been brokn hearted. I can't comprehend the hurt you may feel and why you can't let your heart go.
13. The moral of the poem is that you should not give your heart to the ;person you love, for a broken heart will be the result at the end, so you have to be based on materialism instead.

Poetry Analysis

1. Figures of speech:
- Simile: His hair is dark as the hyacinth blossom.
- Metaphor: Flame-colored are his wings.
- Personification: The oak tree shook it's head.
- Alliteration: She sat silently. 'Tis true; 'tis true
- Assonance: As the shadow of a rose. (x2)
- Consonance (repetition of consonants within words)
- Apostrophe (talking directly to a person: alive or dead)
- Hyperbole (exageration)
- Oxymoron: Sound of Silence

* Symbolism

* Imagery (senses)
- hearing
- seeing
- smelling
- touching
- tasting

* Level of language
- slang
- informal
- formal

*Irony

*Pun

The Nightingale and The Rose

1) Find symbols
- Rose: Unrequited love
- Student: Naïveté
- Girl: Materialism
- Nightingale: Devotion, virtue, goodness
- Oak Tree: Wisdom

2) Examples:
Simile: His hair is dark as the hyacinth-blossom.
Metaphor: Sorrow has set her seal upon his brow.
Personification: The little lizard, who was something of a cynic...
Alliteration: Suddenly she spead.
Assonance: But go to my brother who grows...
Consonance: Bluebells

3) To begin with, a rose can be compared with a love life in our present society. Actually in a relationship, there are many obstacles to overcome and some may be difficult; while others are easier. In a rose, those obstacles are thorns. They have sharp edges, and may hurt a person, when it is touched, but the flower is a beauty. That is what love is. In other words, at the end, love is what you get. We can take the Nightingale as an example. She gave herself until death with a thorn, and at the end, she got the prize for the Student. This is what overcoming an obstacle means. You fight them when you meet them, and won't stop until you succeed. This is an act of faith, and courage, determination and a true proof of love.

Then again, in The Nightingale and the Rose, when the Student gets the rose and gives it to the girl he fancies, she completely rejects him. For her, the rose has no true meaning, no true value, compared to the jewely she received. This is proof that love is fragile, that it can crumble in the blink of an eye, and that it can fade with time. Moreover, when the rose is crushed by the tire, it can be compared with a broken heart. All your hard work to get the prize was for nothing. You fall back at the bottom of the ladder and you have to start over. Of course, when you fall, you get bruises and sometimes graver injuries, so it is normal that you can start again and climb the ladder, you must heal. Finaly, a rose is the greatest symbol of love.

Occurence

Write 5 images:

ex: Beating of the watch is compared to the "stoke of a blacksmith's hammer upon an anvil."
ex: Sand is compared to " diamonds, rubies, emeralds."

1. It hurt his ear like the thrust of a knife. (Simile)
2. The water roared in his ear like the voice of niagara. (Simile, personnification)
3. The "dancing driftwood" caught his eye. (Personnnification, metaphor)
4. Suddenly he found himself whirling around- spinning like a top. (Simile)
5. How softly the turf was like a carpeted avenue. (Simile)

Define 10 vocabulary words:

1. Stout: physically or materially strong
2. Slack: not tight or taut
3. Outpost: a security detachment dispatched by a main body of troops to protect it from enemy surprise
4. Protruded: to thrust forward
5. Slope: that slants
6. Adorn: to enliven or decorate as if with ornaments
7. Frock: an outer garment worn chiefly by men
8. Spanned: to measure by or as if by the hand with fingers and thumb ext
9. Sluggish: markedly slow in movement, flow, or growth
10. Brooding: to sit quietly and thoughtfully

Writing Correction Code

Thesis statement:

A thesis statement is a sentence that presents the main topic of the paper and that contains an assertion.
ex: People are poisoning the environment with chemicals merely to keep their lawns clean.

Topic Sentence:

A topic sentence is a sentence that organizes the paragraph.
ex: Many fast-food chains make their profits from adding a special ingredient called "forget sauce" to their foods.

Sentence Patterns

Background:

IC = Independant clause (sentence with subject, verb + direct object). A complete idea.
ex: Cegep St-Laurent has 3200 students.

DC = Dependant clause (subject + verb+ subordinate conjuction - because, while, after-). An
incomplete idea.

M = Modifier
ex: Cegep St-Laurent has 3200 talented students.

PP = Propositional phrase (has no verb)
ex: Cegep St-Laurent has 3200 talented students in many programs.

RP = Relative pronoun
ex: Cegep St-Laurent has 3200 talented students in many programs, which are very
interesting.

SC = Subordinating conjuction
CC = Coordinating conjuction (for, and, nor, but, or, yet, so)

CA = Coordinating adverb (hence, therefore, thus, moreover, nevertheless. likewise, consequently, accordingly, furthermore)

DO = Direct object
IO = Indirect object

SP. 1: IC; IC

ex:
- Hard work is only one side of the equation; talent is the other.
- Some people dream of being something; others stay awake and are.
- One door opens to a beautiful girl; the other to a hungry tiger.
- Some people think they're sane; others would disagree.
- Ceasar, try on the toga; it seems to be your size.

SP.1A: IC; CA, IC

ex:
- The narrator in the story, ­"The Tell-Tale Heart", claimed he was sane; however, he was really nuts.
- Frank Stockton had one leg shorter than the other; therefore, he took up writing to compensate.
- The narrator thought the old man's eye was evil; nevertheless, it was all in his head.
- The princess's lover has been caught by the king; thus, he was declared a criminal.

SP.1B: IC; IC, CC IC or IC; IC, CC, IC

ex:
- Poe was a great writer; he influenced many others, and he was immensely admired.
- The princess was semi-barbaric; she was manipulative and cunning, but she could not have her way.

SP.2: IC: IC (General Statement to Specific Statement)

ex:
- Darwin's Origin of Species states a harsh truth: only the fittest survive.
- The empty coffin in the crypt had a single horrifying meaning: Dracula had awoken to search for fresh blood.
- Peyton's fate was decided: he was about to be hanged.
- The story was quite ironic: Ambrose Bierce, a northen soldier, took a southern view in the short story.

SP.3: Using a series without a conjunction: A, B, C for emphasis. (A, B and C) (A and B and C)

ex:
- With passion, determination, purpose, Lincoln fought slavery.
- Being a family man, being rich, being happy, he still gave up his life.
- Peyton closed his eyes, thought of his wife, felt pain.
- My mother showed me love, brought me joy, tried my tears.

SP.4: An introductory series of appositives using dash "-" and summarizing subject (these, those, each, all, such, someone)

ex:
- "The Tell-Tale Heart", "The Nightingale and The Rose", "Hills Like White Elephants" - each of these has some form of internal or psychological conflict.

The Lady or The Tiger?

4 Points:

- Frank Stockton discovered his passion for writing after winning a short story contest.
- Frank Stockton was writing when the Romantic period was in bloom in the U.S.
- Made a living as a wood engraver for fourteen years and then became writer.
- His most famous short story is The Lady or The Tiger? written in approximately 1882.

A. Vocabulary words

Will: As one wishes as or when it pleases or suits oneself / Determination
Valour: Strength of mind or spirit that enables a man to encounter danger with firmness / Courage
Poetic justice: An outcome in which vice is punished and virtue rewarded usually in a manner peculiarly or ironically appropriate / Virtue rewarded, evil punished
Wails: A usually prolonged cry or sound expressing grief or pain / Cries
Mourners: People who fell or expess grief or sorrow /People grieving
Dire: Exciting horror / Terrible
Fate: An inevitable and often adverse outcome, condition, or end / Destiny
Fair: Pleasing to the eye or mind especially because of fresh, charming, or flawless quality / Pretty
Choristers: A singer in a choir / Singers
Maidens: An unmarried girl or woman / Young women
The apple of my eye: One that is highly cherished /Somebody important
Unsurpassed: That is not better, greater or stronger / The best, unequalled
Startling: Causing momentary fright, surprise, or astonishment / Surprising
Damsels: A young unmarried woman of noble birth / Ladies
Glances: A quick intermittent flash or gleam / Quick looks
Mazes: Something intricately or confusingly elaborate or complicated / Labyrinths
Fangs: A long sharp tooth as one by which an animal's prey is seized and help or torn / Sharp teeth
Gnash: To strike or grind (as the teeth) together / Grind
Shriek: A shrill usually wild or involuntary cry / Loud scream, shrill
Anguished: Suffering anguish, tormented / Tormented, tortured, anxious

B. What advice would you give the lover? Why?
I think the lover should listen to his own instinct, because I don't trust the princess, and we don't know anyway if the door she refered to was to be the one avoided or the one to open. For the lover not to mix this up, he should ignore her advice and choose on his own.

Learning Express Library

Course 1 : Writing Diagnostic: Sentence Strutures

1- Interest
The course was really interesting. I loved the texts that were given to answer the questions, because they were informative and interesting. The questions were well asked, but they repeated themselves with every text. I am sure that I will use this lesson in my compositions in the future, because this is one of the mistakes I make while writting.
2- Difficulty
The level of this lesson is a little difficult, because to answer some questions, you have to either know the answer or use your logic. In addition, some sentences were similar, so the choosing was more complicated.
3- What I learned
Not only did I learned how to properly use the pronouns in various sentences, and how to combine two sentences together to form only one, but I learned about subjects that were explained in the texts that I didn't know. Furthermore, I practiced how to use coodinating adverbs, how to write a sentence according to the article's tone, and how to precisely word a sentence.
4- My score
In this lesson, I scored an 80%, my main difficulty being: Use Correct, Varied, and Precise Sentence Structures.
5- Course rating
For this lesson, I give it a 9/10, because it helped me very much, but was a bit repetitive.


Course 2 : Grammar Skills 5: Basic Written Communication Skills

1- Interest
This course was more learning than practicing, and I like it. The information was well described and I understood well the lessons given.
2- Difficulty
It wasn't very difficult, but maybe a little hard with the sentences. As a task, I had to rewrite the sentences with the fewest words possible. Unfortunately, some words were complicated and mixed me up in the comprehension of the sentence. Otherwise, the course was easy.
3- What I learned
I learned many notions that showed me how to write less and not repeat myself. In addition, I learned about organization in ideas and presenting them, and also to use precise language.
4- My score
I wasn't marked in that course.
5- Course rating
I give this course a 9.5/10, because it is very useful, simple to comprehend and helped me in my writing. The only negative point is that there are some lessons that, in a way, repeat themselves although they have a different formulation.

The Tell-Tale Heart

Point of view:

The narrator, being the main character, wants to prove to us that he is not insane, and explains, with the story, his motives and tactics to kill the old man.

Style:

Imagery
Darkness
Sound - heat beating, beating drums

Metaphor
"[...] I undid it just so much that a single thin ray fell upon the vulture eye."
Stone dead

Simile
"[...] there came to my ears a low, dull, quick sound, such as a watch makes when enveloped in cotton."
Blak as pitch
Heart beating like a drum
Ray of light like the thread of a spider

Personification
"[...] for it was not the old man who vexed me but his Evil Eye."
Death described as a black shadow

Irony
It is ironic that the narrator thought the old man was kind, but he killed him because he was evil.
It is ironic that he conceals the body really well, then he gives himself away.
It is ironic that he says that he is not mad, but he really is insane.

Kindness vs. Cruelty
Precautious vs. Honest
Insanity vs. Sanity

Theme
A human being has a perverse, wicked side that can goad (force) him or her into doing things with no apparent motive.

Fear of discovery.

The evil within is worse than the evil or ugliness without.

Prefixes:

- Dissimulation
- Impossible
- Foresight
- Detect
- Midnight
- Undisturbed
- Conceal
- Precautious
- Introtroduced
- Excited

Suffixes:

- Causeless
- Uncontrolable

Wiki Quiz

1. What is the Learning Express Library (LEL)?
   It is a self-learning that offers 4 courses which we can find the Grande Bibliothèque web-site.
2. Where is Mr. B's office?
   C-150
3. What percentage of the course is writing and speaking worth?
   They count for 100% each.
4. How many items are on the "Writing Correction Code"?
   25
5. What are Mr. B's office hours?
   Monday 12:00 - 4:00 and Thursday 3:00 - 4:00
6. What is the 48 hour rule?
   To inform the teacher within 48 hours after the evaluation to ask when to pass it again.
7. What is the first assignment?
   Read Tell-Tale Heart by Edgar Allan Poe
8. How many references are made to "thesis statement"?
   2 times
9. How can I reach Mr. B through this Wiki?
   With the discussions link
10. Do you have to go to the Grande Bibiliotheque to register?
    No, you can register online via the web-site.
11. How many short stories are we going to read?
    8 short stories
12. How many pages on the site refer to "grammar"?
    6 pages
13. How many items are listed in the Student Agreement?
    10 items
14. What are the summative writing assignments?
    A book review, mid-term test, LEL1 (2 courses), LEL2 (2 courses) and a final test
15. Write down two questions you have about the course?
    Do we always have to answer the questions that are linked?
    Are we always going to write our class notes on our blog?

Literary Elements

Plot: #1, #2, #5, #8, #11, #12, #13, #14, #17, #24
- Story line
- Dramatic Structure
- Action

• Exposition
• Conflict
• Rising action
• Complication
• Climax
• Falling action
• Denouement (resolution)

- Flashback
- Foreshadow

Setting: #2, #8, #9, #10, #24
- Time: hour, day, year, season
- Place

Characters: #2, #3, #4, #6, #20, #22, #24, #25
- Protagonist
- Antagonist
- Foil (minor)

- Conflict: internal, external
- Round O
- Flat _

• Physical Description
• Dialogue
• Action

Theme: #1, #2, #16, #19, #24, #26
- Meaning

Narration: #2, #7, #24
- Point of view
- Narrators: 1st person, omniscent, multiple

Style: #2, #6, #15, #18, #21, #23, #24
- Diction: dialogue (tone/mood), irony, satire, figurative language
- Syntax

Student Profile Of Emilie Lourde

As a task the class was asked to fulfil, we had to interview one of our comrade students. This gave me the great pleasure to know more about Emilie Lourde. Being in the dance program given by the College, she is pursuing her studies in one of her greatest passions. Her primary goal is to pass her fall semester. Afterwards, she would like to achieve her next goal, which is
to get her College diploma in Dance. Finally, her ultimate goal is to obtain a Bachelor in Dancing.
She is very proud to have received a High School diploma this past June, as well as being accepted in the dance program at Cegep de Saint-Laurent. She is also very enthused to have been upgraded in her contemporary dance class. As it may be shown from Emilie's choice of program, she has a great interest in dance. She also loves music, drawing, and visual arts.

Emilie cares very much about her friends and family. She is very close to them and supports them in many ways. She is very talented in a large variety of art domains, and has a natural skill with social relations. Furthermore, she is gifted with children. As a matter of fact, she helps her mother at work, teaching first graders at Elementary school.

Finally, after this exchange of information with Emilie, I have learned a great deal about her, and it helped me not only to know her better, but to make a friend in this class.