cursory: going rapidly over something
impetus: a moving force
pinnacle: the peak of something
contumely: insulting display of contempt
bereavement: period of mourning after a loss
cache: a hiding place, or being hidden
consummation: completion, an act of consummation
calamity: great misfortune or disaster
avarice: insatiable greed for riches
fortify: protect or strengthen
erratic: deviating from the usual or proper course in conduct or opinion
ubiquitous: existing or being everywhere, especially at the same time
fortitude: mental and emotional strength in facing difficulty, adversity
nonchalant: coolly unconcerned, indifferent, or unexcited;
affect: to act on
effect: something that is produced by action or cause
misappropriate: to put to a wrong use
pragmatic: of or pertaining to a practical point of view or practical considerations.
metacognition: higher-order thinking that enables understanding
devoutly: devoted to divine worship or service
Tuesday, October 22, 2013
Thursday, October 17, 2013
Value of Life Project
ACTIVITY 11. What prior experiences do you have reading plays?
As a freshman in high school, we were required to spend a whole unit, studying, understanding and reviewing The Odyssey. This helped understand how to read plays and be familiar with them.
2. What did you notice about the format and annotations?
The format of Hamlet was strict iambic pentameter. Shakespeare followed a certain form and continued throughout the play. The connotations were very hard to understand in present day English. Shakespeare used old English to convey his messages.
3.What did you notice about the texts structure?
The texts structure as I said above was based on iambic pentameter. He had a strict format of which he used throughout. His lines and/or sentenced seemed to run on. I think this had a purpose in the conveying his poetic style however. Lastly, his soliloquy is written in common play format.
(Credit to Tiana Mcmann http://tianamcmann.blogspot.com/)
ACTIVITY 5
Term Antonym
Oppression Contumely (contempt)
Action Calamity (tragedy)
Endurance To die-to sleep
Mystery "take arms against a sea of trouble"
Life Quietus (death)
Term Word Family
Action take arms, opposing, shuffled off, bear the whips, to grunt and sweat,
Thought question, mind to suffer, to be wish'd, perchance to dream, conscience
Suffering suffer, bear the whips and scorns of time
Morality sins remember'd, grunt and sweat, coil, calamity
Fear quietus, bodkin, suffer, slings and arrows, take arms against, heart-ache, weary life,
ACTIVITY 7
Considering the Structure of the Text (Hamlet)
1. Where does Hamlet ask the central question of his soliloquy?
Hamlet asks the central question, whether he should continue living or end his own life, at the very beginning of his soliloquy.
2. Where does he restate this question in greater detail?
Hamlet restates his question of living in greater detail throughout the rest of his soliloquy. He goes deeper and deeper into his thoughts about what he should do, if he really could go on or if this was the end for him.
3. Does Hamlet ever answer this question?
Although throughout the whole speech Hamlet sounds melancholy causing you too think that, in the end, he will choose to give up on life instead of continuing it; he never really clearly states his answer to his own question.
4. Does he ask any other questions in this speech?
The whole speech is made up of smaller questions that coincide with his huge opening question. He starts his speech with the big question and the rest consists of smaller questions that lead into his first question of whether or not he wants to live.
5. Who or what interrupts Hamlet at the end of his soliloquy? Do you think he was finished talking?
Ophelia interrupts Hamlet at the end of his soliloquy, I don't think that he was finished talking, he just suddenly ended his thoughts and stopped speaking.
(Credit to Summer Morgan http://smorganrhs14exposcomp.blogspot.com/)
ACTIVITY 10
First, Hamlet clearly uses many strategies. One clear personification is this sentence:
"Or to take Arms against a Sea of troubles,"
Here, Hamlet personifies the sea by giving it troubles. All this line is saying is, "Should I fight against a these large amount of troubles."
"For who would bear the Whips and Scorns of time,"
Here is another example of personification where Hamlet gives time, "life" by personifying it. This sentence is conveying "Who wants to deal with all life's struggles?".
Shakespeare's stylistic ways make him the famous playwright that he is. In this speech alone, these strategies create a dramatic atmosphere at which a reader gets engulfed in and can feel a mood. A reader can become more involved in the reading and also understand the true, deeper feelings the character feels.
(Credit to Tiana Mcmann http://tianamcmann.blogspot.com/)
ACTIVITY 12
1. the soliloquy appeals more through pathos rather than logos. this is apparent because the soliloquy is more or less the thoughts and emotions of that person put into a monologue, therefore pathos is a big part of it.
2. Yes, Shakespeare uses pathos to create an effect on the reader. By Hamlet expressing his confrontational problem and stylistically debating it causes a nostalgic response for readers. people are able to connect this with something that may have happened to them, has, or is in their near future. It helps the reader to feel a connection to Hamlet because the emotions of confliction are common place.
3. Shakespeare also uses logic, or logos, to help the reader with understanding Hamlet. When Hamlet starts debating life and death, and what is worth it and what not, he uses logic to create a contrast between them:
"Whether 'tis Nobler in the mind to suffer
The Slings and Arrows of outrageous Fortune,
Or to take Arms against a Sea of troubles..."
4. When people are put in tight situations, the value of their life becomes clear to them because they tend to take a broader stance when the situation is. Hamlet defines this with his soliloquy. He seems to be talking about the quality of life in general, but alludes to his life because it is what he knows.
5. YES, Shakespeare's views and thoughts are definitely worth considering. He provides insight and a fresh point of view to concepts we can all relate to, but that haven't been found. He expresses them through stories and artistically through characters, so as you learn about concepts through the characters, it feels less like you're being taught, and more like you are being enlightened.
(Credit to Gabi Pereverziev http://gabipereverziev.blogspot.com/)
ACTIVITY 13
Title: Hamlet's Soliloquy
Author: Shakespeare
Genre: Dramatic Play
What is the text's big issue?
-People have this misconception of this speech, as Hamlet trying to kill himself. That is not the case. The real issue is, Hamlet's uncle just killed his father, and slept with his mother. Hamlet wants to escape from his newly ruined life. He contemplates killing his uncle, but the real issue for him is to sleep. "To dream." If he can escape from this nightmare of a situation, that is really his goal. If he can sleep, and dream, then he can dream himself into a different life. Preferably a life unlike his very own at the moment.
What claim does the text make?
-The claim made is to live or die. To continue living this lifestyle, or begin to live a new one through killing his uncle, or to sleep and dream. To continue to tolerate the whips and scorns of time, or the pain of rejected love. It claims to either stay in the world given to him, to life with the mistakes of his mother and the ghostly remembrances of his father, or to create a dream in which he can escape his awful life and start a fictional one.
What are examples or quotes from the text?
-"to be or not to be, that is the question"-to be what he knows or to be what his life truly has become
"...tis nobler in the mind of suffering"-what is better, to ruin even more of what has become, or to stand tall and not fight back with his uncle's decisions
"by sleep we say to end"-to sleep, to end all his sufferings and to escape to a land of his own
"To die, to sleep"-which does he choose, his life where he is, or his own life he makes up
"To sleep: perchance to dream: ay, there’s the rub;
For in that sleep of death what dreams may come"-a chance to dream, to escape his tragedy and make his own world in which he designs the outline of his dreams
What do you think about the text's claims?
-The first couple times i read this text, I hated it. But now i actually kind of enjoy learning about new eras and texts from way back, Shakespeare time. I think this claim is far more elaborate and detailed than the naked eye can see. You really have to take a hold of the words given, and sort of read between the lines. I dont truly believe i have gotten a complete grasp on this Soliloquy yet, but in time i will, hopefully.
What are your examples from the text?
"Whether ’tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles,
And by opposing end them? To die: to sleep;
No more; and by a sleep to say we end
The heart-ache and the thousand natural shocks
That flesh is heir to, ’tis a consummation
Devoutly to be wish’d. To die, to sleep;
To sleep: perchance to dream: ay, there’s the rub;
For in that sleep of death what dreams may come
When we have shuffled off this mortal coil,
Must give us pause: there’s the respect
That makes calamity of so long life;
For who would bear the whips and scorns of time,"
-this first section of Shakespeare's piece really stood out to me. This examples shows all the thoughts from Hamlet, from the death thoughts, to the dreaming contemplation
As a freshman in high school, we were required to spend a whole unit, studying, understanding and reviewing The Odyssey. This helped understand how to read plays and be familiar with them.
2. What did you notice about the format and annotations?
The format of Hamlet was strict iambic pentameter. Shakespeare followed a certain form and continued throughout the play. The connotations were very hard to understand in present day English. Shakespeare used old English to convey his messages.
3.What did you notice about the texts structure?
The texts structure as I said above was based on iambic pentameter. He had a strict format of which he used throughout. His lines and/or sentenced seemed to run on. I think this had a purpose in the conveying his poetic style however. Lastly, his soliloquy is written in common play format.
(Credit to Tiana Mcmann http://tianamcmann.blogspot.com/)
ACTIVITY 5
Term Antonym
Oppression Contumely (contempt)
Action Calamity (tragedy)
Endurance To die-to sleep
Mystery "take arms against a sea of trouble"
Life Quietus (death)
Term Word Family
Action take arms, opposing, shuffled off, bear the whips, to grunt and sweat,
Thought question, mind to suffer, to be wish'd, perchance to dream, conscience
Suffering suffer, bear the whips and scorns of time
Morality sins remember'd, grunt and sweat, coil, calamity
Fear quietus, bodkin, suffer, slings and arrows, take arms against, heart-ache, weary life,
ACTIVITY 7
Considering the Structure of the Text (Hamlet)
1. Where does Hamlet ask the central question of his soliloquy?
Hamlet asks the central question, whether he should continue living or end his own life, at the very beginning of his soliloquy.
2. Where does he restate this question in greater detail?
Hamlet restates his question of living in greater detail throughout the rest of his soliloquy. He goes deeper and deeper into his thoughts about what he should do, if he really could go on or if this was the end for him.
3. Does Hamlet ever answer this question?
Although throughout the whole speech Hamlet sounds melancholy causing you too think that, in the end, he will choose to give up on life instead of continuing it; he never really clearly states his answer to his own question.
4. Does he ask any other questions in this speech?
The whole speech is made up of smaller questions that coincide with his huge opening question. He starts his speech with the big question and the rest consists of smaller questions that lead into his first question of whether or not he wants to live.
5. Who or what interrupts Hamlet at the end of his soliloquy? Do you think he was finished talking?
Ophelia interrupts Hamlet at the end of his soliloquy, I don't think that he was finished talking, he just suddenly ended his thoughts and stopped speaking.
(Credit to Summer Morgan http://smorganrhs14exposcomp.blogspot.com/)
First, Hamlet clearly uses many strategies. One clear personification is this sentence:
"Or to take Arms against a Sea of troubles,"
Here, Hamlet personifies the sea by giving it troubles. All this line is saying is, "Should I fight against a these large amount of troubles."
"For who would bear the Whips and Scorns of time,"
Here is another example of personification where Hamlet gives time, "life" by personifying it. This sentence is conveying "Who wants to deal with all life's struggles?".
Shakespeare's stylistic ways make him the famous playwright that he is. In this speech alone, these strategies create a dramatic atmosphere at which a reader gets engulfed in and can feel a mood. A reader can become more involved in the reading and also understand the true, deeper feelings the character feels.
(Credit to Tiana Mcmann http://tianamcmann.blogspot.com/)
ACTIVITY 12
1. the soliloquy appeals more through pathos rather than logos. this is apparent because the soliloquy is more or less the thoughts and emotions of that person put into a monologue, therefore pathos is a big part of it.
2. Yes, Shakespeare uses pathos to create an effect on the reader. By Hamlet expressing his confrontational problem and stylistically debating it causes a nostalgic response for readers. people are able to connect this with something that may have happened to them, has, or is in their near future. It helps the reader to feel a connection to Hamlet because the emotions of confliction are common place.
3. Shakespeare also uses logic, or logos, to help the reader with understanding Hamlet. When Hamlet starts debating life and death, and what is worth it and what not, he uses logic to create a contrast between them:
"Whether 'tis Nobler in the mind to suffer
The Slings and Arrows of outrageous Fortune,
Or to take Arms against a Sea of troubles..."
4. When people are put in tight situations, the value of their life becomes clear to them because they tend to take a broader stance when the situation is. Hamlet defines this with his soliloquy. He seems to be talking about the quality of life in general, but alludes to his life because it is what he knows.
5. YES, Shakespeare's views and thoughts are definitely worth considering. He provides insight and a fresh point of view to concepts we can all relate to, but that haven't been found. He expresses them through stories and artistically through characters, so as you learn about concepts through the characters, it feels less like you're being taught, and more like you are being enlightened.
(Credit to Gabi Pereverziev http://gabipereverziev.blogspot.com/)
ACTIVITY 13
Title: Hamlet's Soliloquy
Author: Shakespeare
Genre: Dramatic Play
What is the text's big issue?
-People have this misconception of this speech, as Hamlet trying to kill himself. That is not the case. The real issue is, Hamlet's uncle just killed his father, and slept with his mother. Hamlet wants to escape from his newly ruined life. He contemplates killing his uncle, but the real issue for him is to sleep. "To dream." If he can escape from this nightmare of a situation, that is really his goal. If he can sleep, and dream, then he can dream himself into a different life. Preferably a life unlike his very own at the moment.
What claim does the text make?
-The claim made is to live or die. To continue living this lifestyle, or begin to live a new one through killing his uncle, or to sleep and dream. To continue to tolerate the whips and scorns of time, or the pain of rejected love. It claims to either stay in the world given to him, to life with the mistakes of his mother and the ghostly remembrances of his father, or to create a dream in which he can escape his awful life and start a fictional one.
What are examples or quotes from the text?
-"to be or not to be, that is the question"-to be what he knows or to be what his life truly has become
"...tis nobler in the mind of suffering"-what is better, to ruin even more of what has become, or to stand tall and not fight back with his uncle's decisions
"by sleep we say to end"-to sleep, to end all his sufferings and to escape to a land of his own
"To die, to sleep"-which does he choose, his life where he is, or his own life he makes up
"To sleep: perchance to dream: ay, there’s the rub;
For in that sleep of death what dreams may come"-a chance to dream, to escape his tragedy and make his own world in which he designs the outline of his dreams
What do you think about the text's claims?
-The first couple times i read this text, I hated it. But now i actually kind of enjoy learning about new eras and texts from way back, Shakespeare time. I think this claim is far more elaborate and detailed than the naked eye can see. You really have to take a hold of the words given, and sort of read between the lines. I dont truly believe i have gotten a complete grasp on this Soliloquy yet, but in time i will, hopefully.
What are your examples from the text?
"Whether ’tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles,
And by opposing end them? To die: to sleep;
No more; and by a sleep to say we end
The heart-ache and the thousand natural shocks
That flesh is heir to, ’tis a consummation
Devoutly to be wish’d. To die, to sleep;
To sleep: perchance to dream: ay, there’s the rub;
For in that sleep of death what dreams may come
When we have shuffled off this mortal coil,
Must give us pause: there’s the respect
That makes calamity of so long life;
For who would bear the whips and scorns of time,"
-this first section of Shakespeare's piece really stood out to me. This examples shows all the thoughts from Hamlet, from the death thoughts, to the dreaming contemplation
Tuesday, October 15, 2013
VALUE OF LEARNING/VALUE OF LIFE
My week should look pretty grueling. Wednesday i will be assigned a section to read from the value of learning packet. I will hopefully get all my questioned answered by the time the class period is over. I will then post everything to my blog Thursday night, along with the rest of my group's work, and then come to class on Friday with everything done. My group has 6 people in it, so we are splitting ourselves into 2 smaller groups, each with one section to read. We will then check each other's work and post everyone's work onto our own blogs, with the credit given.
Tuesday, October 8, 2013
Master Vocabulary List For Midterm #1
Vocabulary #1
Expository: to set forth or explain
Composition: combining parts or elements to form a whole
Assuage: make milder or less severe
Decadence: act of falling ito an inferior condition or state
Hackneyed: make commonplace
Coalition: combination or alliance
Transcend: rise above or go beyond
Meritorious: deserving praise
Lurid: gruesome, horrible
Petulant: showing sudden, impatient irritation
Vocabulary #2
Obesity: condition of being overweight
Accumulate: to gather or collect
Mass: a boy of coherent matter; collection of particles
Disease: a disorder or dis-functioning part of the body
Diet: particular selection of food
Prevalence: widespread
Stigma: mark of disgrace or infamy
Prevent: keep from occuring
Adolescent: growing to adulthood; youth
Cardiovascular: pertaining or affecting the heart
Excessive: going above and beyond the necessary limit
Mechanism: assembly of moving parts performing a complete function
Sedentary: accustomed to sit or rest a great deal to take little excersize
Predispose: give a tendency to beforehand
Syndrome: group of symptoms that come together that characterize a specific order
Vocabulary #3
Accomplice: a person who knowingly helps another in a crime or wrongdoing
Annihilate: to reduce to utter ruin or nonexistence
Arbitrary: subject to individual will or judgement without restrictions
Brazen: shameless or impudent
Catalyst: a person or thing that precipitates an event or change
Exodus: a going out, a departure
Facilitate: to make easier or less difficult
Incorrigible: bad beyond correction or reform
Latent: present but not visible
Militant: vigorously active and aggresive
Morose: gloomily or sullenly ill-humored
Opaque: not transparent or translucent
Paramount: above others in rank or authority
Prattle: talk in a foolish or simple-minded way
Rebut: to oppose by contrary proof
Reprimand: severe reproof or rebuke
Servitude: slavery or bondage of any kind
Slapdash: hasty, haphazard
Stagnant: not flowing or running
Succumb: to give way to superior force
Vocabulary #4
Accede: give consent or approval
Brandish: to shake or wave, as a weapon
Comprise: to include or contain
Deft: skillful
Destitute: without meaning or subsistence
Explicit: fully expressed or demonstrated
Extirpate: to remove or destroy totally
Inopportune: inappropriate or inconvenient
Ironic: using words to convey a meaning that is opposite of the meaning
Musty: lacking originality or vitality
Officious: official
Ominous: portending evil or harm
Pinnacle: a lofty peak
Premeditated: planned in advance, done deliberately
Rampant: violent in action or spirit
Solace: comfort in sorrow, misfortune, or trouble
Stately: majestic
Supple: bending readily without breaking
Suppress: put an end to activities of
Venal: willing to sell someones influence
Vocabulary #5
Adroit: expert or nimble in use of hands or body
Amicable: characterized by goodwill
Averse: strong feeling of opposition
Belligerent: warlike
Benevolent: kind feelings
Cursory: rapidly oer something
Duplicity: deceitfulness in speech or conduct
Extol: to praise highly
Feasable: capable of being done
Grimace: facial expression
Holocaust: complete disaster or destruction
Impervious: not permitting penetration
Impetus: a moving force
Jeapardy: risk or hazard to exposure or loss
Meticulous: showing extreme care to minute details
Nostalgia: wistful desire to return to past thoughts
Quintessence: pure concentrated essence
Retrogress: to go backwards to earlier/worse conditions
Scrutinize: to examine in detail
Tepid: moderately warm
Vocabulary #7
cursory: going rapidly over something
impetus: a moving force
pinnacle: the peak of something
contumely: insulting display of contempt
bereavement: period of mourning after a loss
cache: a hiding place, or being hidden
consummation: completion, an act of consummation
calamity: great misfortune or disaster
avarice: insatiable greed for riches
fortify: protect or strengthen
erratic: deviating from the usual or proper course in conduct or opinion
ubiquitous: existing or being everywhere, especially at the same time
fortitude: mental and emotional strength in facing difficulty, adversity
nonchalant: coolly unconcerned, indifferent, or unexcited;
affect: to act on
effect: something that is produced by action or cause
misappropriate: to put to a wrong use
pragmatic: of or pertaining to a practical point of view or practical considerations.
metacognition: higher-order thinking that enables understanding
devoutly: devoted to divine worship or service
Expository: to set forth or explain
Composition: combining parts or elements to form a whole
Assuage: make milder or less severe
Decadence: act of falling ito an inferior condition or state
Hackneyed: make commonplace
Coalition: combination or alliance
Transcend: rise above or go beyond
Meritorious: deserving praise
Lurid: gruesome, horrible
Petulant: showing sudden, impatient irritation
Vocabulary #2
Obesity: condition of being overweight
Accumulate: to gather or collect
Mass: a boy of coherent matter; collection of particles
Disease: a disorder or dis-functioning part of the body
Diet: particular selection of food
Prevalence: widespread
Stigma: mark of disgrace or infamy
Prevent: keep from occuring
Adolescent: growing to adulthood; youth
Cardiovascular: pertaining or affecting the heart
Excessive: going above and beyond the necessary limit
Mechanism: assembly of moving parts performing a complete function
Sedentary: accustomed to sit or rest a great deal to take little excersize
Predispose: give a tendency to beforehand
Syndrome: group of symptoms that come together that characterize a specific order
Vocabulary #3
Accomplice: a person who knowingly helps another in a crime or wrongdoing
Annihilate: to reduce to utter ruin or nonexistence
Arbitrary: subject to individual will or judgement without restrictions
Brazen: shameless or impudent
Catalyst: a person or thing that precipitates an event or change
Exodus: a going out, a departure
Facilitate: to make easier or less difficult
Incorrigible: bad beyond correction or reform
Latent: present but not visible
Militant: vigorously active and aggresive
Morose: gloomily or sullenly ill-humored
Opaque: not transparent or translucent
Paramount: above others in rank or authority
Prattle: talk in a foolish or simple-minded way
Rebut: to oppose by contrary proof
Reprimand: severe reproof or rebuke
Servitude: slavery or bondage of any kind
Slapdash: hasty, haphazard
Stagnant: not flowing or running
Succumb: to give way to superior force
Vocabulary #4
Accede: give consent or approval
Brandish: to shake or wave, as a weapon
Comprise: to include or contain
Deft: skillful
Destitute: without meaning or subsistence
Explicit: fully expressed or demonstrated
Extirpate: to remove or destroy totally
Inopportune: inappropriate or inconvenient
Ironic: using words to convey a meaning that is opposite of the meaning
Musty: lacking originality or vitality
Officious: official
Ominous: portending evil or harm
Pinnacle: a lofty peak
Premeditated: planned in advance, done deliberately
Rampant: violent in action or spirit
Solace: comfort in sorrow, misfortune, or trouble
Stately: majestic
Supple: bending readily without breaking
Suppress: put an end to activities of
Venal: willing to sell someones influence
Vocabulary #5
Adroit: expert or nimble in use of hands or body
Amicable: characterized by goodwill
Averse: strong feeling of opposition
Belligerent: warlike
Benevolent: kind feelings
Cursory: rapidly oer something
Duplicity: deceitfulness in speech or conduct
Extol: to praise highly
Feasable: capable of being done
Grimace: facial expression
Holocaust: complete disaster or destruction
Impervious: not permitting penetration
Impetus: a moving force
Jeapardy: risk or hazard to exposure or loss
Meticulous: showing extreme care to minute details
Nostalgia: wistful desire to return to past thoughts
Quintessence: pure concentrated essence
Retrogress: to go backwards to earlier/worse conditions
Scrutinize: to examine in detail
Tepid: moderately warm
Vocabulary #7
cursory: going rapidly over something
impetus: a moving force
pinnacle: the peak of something
contumely: insulting display of contempt
bereavement: period of mourning after a loss
cache: a hiding place, or being hidden
consummation: completion, an act of consummation
calamity: great misfortune or disaster
avarice: insatiable greed for riches
fortify: protect or strengthen
erratic: deviating from the usual or proper course in conduct or opinion
ubiquitous: existing or being everywhere, especially at the same time
fortitude: mental and emotional strength in facing difficulty, adversity
nonchalant: coolly unconcerned, indifferent, or unexcited;
affect: to act on
effect: something that is produced by action or cause
misappropriate: to put to a wrong use
pragmatic: of or pertaining to a practical point of view or practical considerations.
metacognition: higher-order thinking that enables understanding
devoutly: devoted to divine worship or service
Thursday, October 3, 2013
Persuasive Reteric
Ethos: author's credibility/ what his impression is
Paythos: passion/care about what he is talking about
Logos: logic/ truth and validity. Reasoning and valid
Paythos: passion/care about what he is talking about
Logos: logic/ truth and validity. Reasoning and valid
Tuesday, October 1, 2013
Vocabulary #7
cursory: going rapidly over something
impetus: a moving force
pinnacle: the peak of something
contumely: insulting display of contempt
bereavement: period of mourning after a loss
cache: a hiding place, or being hidden
consummation: completion, an act of consummation
calamity: great misfortune or disaster
avarice: insatiable greed for riches
fortify: protect or strengthen
erratic: deviating from the usual or proper course in conduct or opinion
ubiquitous: existing or being everywhere, especially at the same time
fortitude: mental and emotional strength in facing difficulty, adversity
nonchalant: coolly unconcerned, indifferent, or unexcited;
affect: to act on
effect: something that is produced by action or cause
misappropriate: to put to a wrong use
pragmatic: of or pertaining to a practical point of view or practical considerations.
metacognition: higher-order thinking that enables understanding
devoutly: devoted to divine worship or service
impetus: a moving force
pinnacle: the peak of something
contumely: insulting display of contempt
bereavement: period of mourning after a loss
cache: a hiding place, or being hidden
consummation: completion, an act of consummation
calamity: great misfortune or disaster
avarice: insatiable greed for riches
fortify: protect or strengthen
erratic: deviating from the usual or proper course in conduct or opinion
ubiquitous: existing or being everywhere, especially at the same time
fortitude: mental and emotional strength in facing difficulty, adversity
nonchalant: coolly unconcerned, indifferent, or unexcited;
affect: to act on
effect: something that is produced by action or cause
misappropriate: to put to a wrong use
pragmatic: of or pertaining to a practical point of view or practical considerations.
metacognition: higher-order thinking that enables understanding
devoutly: devoted to divine worship or service
TO BE OR NOT TO BE
I personally would go with what i already know to be true. I would not only want to change the world, but also fix what i have already created. The path i would take, is the honest route. I wouldnt want to step on people to get to where i want to be. Yeah it is what you have to do, but i would rather do it the hard way, so when i get to where i want to be, it feels that much sweeter.
My Translation to Hamlet's Work
To be or not to be, that is the question. In a way, he was talking about killing himself, but for the most part, that isnt what he was aiming for. Like Dr. Preston has previously explained, his uncle just killed his dad, and married his mom. Not only is his life so confusing at this point, but everything he knows the be stable, isnt anymore. He talks about sleep, sleep makes him escape from his messy world. Dreaming makes him go to a place where he is comfortable, where he can dream of the world he should be living in, and not the world that is actually around him at this point. Its so hard to translate, and i really want to know the actual translation, so can anyone help me with this?
Hamlet's Infamous Speech
To be, or not to be, that is the question:
Whether 'tis Nobler in the mind to suffer
The Slings and Arrows of outrageous Fortune,
Or to take Arms against a Sea of troubles,
And by opposing end them: to die, to sleep
No more; and by a sleep, to say we end
The Heart-ache, and the thousand Natural shocks
That Flesh is heir to? 'Tis a consummation
Devoutly to be wished. To die, to sleep,
To sleep, perchance to Dream; Aye, there's the rub,
For in that sleep of death, what dreams may come,
When we have shuffled off this mortal coil,
Must give us pause. There's the respect
That makes Calamity of so long life:
For who would bear the Whips and Scorns of time,
The Oppressor's wrong, the proud man's Contumely,
The pangs of despised Love, the Law’s delay,
The insolence of Office, and the Spurns
That patient merit of the unworthy takes,
When he himself might his Quietus make
With a bare Bodkin? Who would Fardels bear,
To grunt and sweat under a weary life,
But that the dread of something after death,
The undiscovered Country, from whose bourn
No Traveller returns, Puzzles the will,
And makes us rather bear those ills we have,
Than fly to others that we know not of.
Thus Conscience does make Cowards of us all,
And thus the Native hue of Resolution
Is sicklied o'er, with the pale cast of Thought,
And enterprises of great pitch and moment,
With this regard their Currents turn awry,
And lose the name of Action. Soft you now,
The fair Ophelia? Nymph, in thy Orisons
Be all my sins remembered.[2]
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