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Marjane was bornin Rasht, Iran

Marjane currently lives in paris

She Co-Wrote and Co-Directed a film

She was nominated for an Academy Award for Best Animated Feature

Marjane is an only child

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My initial impressions of the characters and character development predictions 

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My initial impressions of the characters and character development predictions 

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Sarah at the beginning of act 1 wasn’t able to even say her own name let alone have a full conversation but by the end of the scene she was able to say her name and « flowers » because of that slight development and the comfort she feels with Manus, how he was able to guide her to speak, by the end of the story Sarah will be able to converse properly and maybe even learn a new language

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Friels choice of dialogue and actions that help me understand the play

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Friels choice of dialogue and actions that help me understand the play

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Friel adds narration to the story which helps explain the characters connections and information about them. When Manus was speaking to Maire the narrarator was adding “she ignored him” and then “she ignored him again” that shows tension between the characters without having to directly mention it. This helps the readers understand what’s happening in the story and sets a scene. This will also keep the readers wondering as to why they are facing these issues

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5 Plot Points

1. We meet Manus teaching a small hedge-school class in rural Ireland, emphasizing the importance of education in Irish culture.

2. Owen, Manus's brother, returns from Dublin, now working for the British Army as a translator for the map-making project.

3. Hugh, their father and headmaster, arrives drunk, showing his detachment from modern changes.

4. The British plan to rename Irish places begins to be revealed, setting the stage for cultural conflict.

5. Tension between Irish tradition and British influence is introduced as Owen takes up his new role

Question

How does Owen’s attitude been towards renaming the place hint at the potential conflict of the play

4 Characters with quotes

1. Manus: "We’re not learning for fun... We’re learning to get better jobs" Reflects how he is trying to survive

2. Owen: "It’s only a name It’s the same me, isn’t it?" (Shows his casual attitude towards the cultural changes happening.)

3. Hugh: "It is not the literal past, the 'facts' of history, that shape us, but images of the past embodied in language." (His attachment to the Irish language and culture.)

4. Sarah: She struggles to speak, representing how the Irish are being silenced. (She represents those who are voiceless in society.)

3 Literary/Dramatic Devices:

1. Symbolism: The hedge school symbolizes the preservation of Irish culture and language.

2. Foreshadowing: Owen’s role in the British map project hints at future cultural tensions.

3. Contrast: Hugh’s traditionalism versus Owen’s acceptance of British influence reflects the generational and cultural divide.

2 Quotes (Themes):

1. Theme of Language and Identity: "Words are signals, counters. They are not immortal." (Shows the fragile nature of language and cultural identity.)

2. Theme of Tradition vs. Modernity: "We’re not simply dropping English words into a Gaelic sentence... We’re changing the entire language." (Reflects the deeper transformation happening in society.)

Question:

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My strengths are being able to have good language choices to make my writing sound stronger however, my weaknesses are not being able to connect it back to the main issue and not being precise enough in my explanations and when I try I usually go off topic.

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I learned about all the other monkman paintings that I didn’t research or understand about like the tug of war and the shoe one, this adds more point of views and connections for connections

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the viewer’s understanding of the Indigenous figures?

By positioning himself as an observer of tradition, the artist controls the narrative, similar to how Moira uses place names to paint Yolland’s identity based on what she understands, potentially missing deeper layers.

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Feminism - The being in equality for all genders socially politically and economically

Oppression - the systematic and indirect unjust excersize of power which restricts individuals or groups.

Rights - entitlements and freedom granted by virtue of humanity and ethics

Equality - the state in which individuals or groups are afforded the same status

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If I could rewrite any societal beauty expectation there would be many I would choose mostly ones that you are born with and inherent. One out of the many I would choose would be nose shapes. Living in Dubai with many people from many different cultures mainly (middle eastern, Arab, and ,Mediterranean cultures) I’ve seen children of all ages even as young as kindergarten complain about their nose shape. People know of the term as (Greek noses) most of the people I grew up with fell under that category. Many people can hear Greek noses and think negatively of it but I think people should empower it as it is a part of their culture in the heart of their face. Many people I know (2 of my really good friends) got nose jobs at such a young age complaining about their nose, many people tell them how nice it looks (which obviously it does) but they never understood the beauty their nose had before they changed it and the representation of color. People’s inhereted genes are beautiful and holds stories of their culture, family, and background that people shouldn’t be emberessed of it but rather embrace it. When many people complain and change their nose this beauty standard will be normalized and everyone is going to hate their nose that isn’t (a button nose, small, straight) rather then embracing their natural beauty. People will never appreciate their uniqueness if everyone likes the ideal

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Its an appropriation of (Meeting of the Delegates of British North America to Settle the Terms of Confederation, Quebec, October 1864, 1884, by Robert Harris (1849–1919) where political leaders met up to discuss the plans for the creation of the Dominion of Canada, where there was no Indigenous voices represented in the agreement. Miss Cheif Eagle Testickle, a two spirited gender fluid figure, invented her presence in the artwork sitting on a hudsons bay blanket and loubitain heals, luxury items. by implementing Ms Cheif with the "Fathers" Monkman highlights the exclusion of indigenous representation in important historical moments and agreements like this. Monkman uses The Daddies to show viewers history through an Indigenous lens.

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Monkman (The daddies)

Persepolis 2 (the party)

GI: The erasure of authentic identity that occurs when individuals are pressured to assimilate into dominant cultures, revealing a collective discomfort.

breaking it down....

1. erasure of authentic identity:

Persepolis 2: Her culture does not celebrate sexual exchanges and when she sees it occuring in her own home she feels as though she has to get rid of that part of herself

Monkman - the daddies : Ms Chief is the only one in the room who is indigenous even though its an important meeting about the country with zero indigenous representation feeling as though her authentic identity was erased from history.

2. individuals being pressured to assimilate to the dominant culture

Persepolis 2: Marjane is not the dominant culture however people would make fun of her for her clothing and the way she act because thats not the social norm there so she felt as though to fit in she had to change to the dominant culture

Monkman - the daddies: Indigenous peoples were forced to assimilate to the "European culture" without choice because large decisions in the government were made without proper inclusion of the indigenous voices.

3. revealing a collective discomfort

Persepolis 2: In the extract I chose Marjaine felt so uncomfortabke seing a man not wearing clothes because thats not okay in her culture so she isnt used to it so by bein assimilated into a new culture she felt uncomfortable

Monkman - The daddies: Ms Cheif was uncomfortable in the painting as everyone is looking at her because she isnt the "normal" person there or the type of people they usually represent which shows collective discomfort in indigenous people because of the lack of representation.

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I improved my ability to read closely and to analyze how language affects power and identity. Studying important scenes, such as the renaming of locations, and writing essays that relate character experiences to larger concepts helped me get better.

It was difficult to understand the historical background. By conducting additional research and talking about passages like Owen's translations, I was able to overcome it and see the political significance of language.

The extinction of minority languages is one of the real-world topics that the play touches with. Similar problems depicted in Translations are reflected in efforts to maintain Native American or regional Indian languages.

My interest was piqued by the last scene. The ambiguity surrounding Yolland and Sarah's silence helped me to understand the potency of unsaid moments in narrative.

I would delve further into the subject of language loss and cultural identity.It’s meaningful to me because it shows how language carries memory, culture, and resistance.

At the beginning of the school year, I’ll admit I didn’t try as hard I wasn’t as engaged or pushing myself to think deeply.

I wasn't entirely aware of how much depth there was in a text, and we hadn't yet learned as many skills or tactics. However, as the year progressed, my interest in the stories we read grew, and I wanted to know what they meant. I began looking into more efficient writing methods and strategies. It seemed like I had finally cracked the code after I found it out. One significant insight I gained was that every sentence and its function are equally as important as the story itself. My interest in English in general was greatly piqued by that change in perspective.

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Looking back at my early analysis of Clouds in the Canyon, I can clearly see how much I’ve grown as a writer. Back then, I relied on basic literary devices like symbolism, contrast, and visual aids that we had been use since the beginning of the class. Although they were valid, I failed to fully explore their significance or make a compelling connection to a broader concept, which undermined my comprehension and analysis.

In comparison, I made more deliberate references to Clouds in the Canyon during my IO, despite the fact that it wasn't my primary topic. The Daddies was the subject of my primary investigation, in which I employed four more intricate strategies in addition to more intricate and distinctive artistic devices like focal point. This gave my investigation greater depth and direction and enabled me to make much better connections to my global issue statement. I investigated how they provided significance and added to a far more complex and powerful interpretation, going beyond merely naming devices.

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I became more adept at writing analytically during this course, particularly when it came to relating literary themes to current events. I became more adept at connecting feminist ideas and literary strategies to current discussions about gender, power, and representation after reading Angela Carter's The Bloody Chamber and The Guerrilla Girls. During our class discussions and in my written responses, I showed growth by becoming more adept at spotting symbolism and deciphering the text's deeper meanings.

Understanding The Bloody Chamber's intricate vocabulary and multi-layered meanings was one of my biggest obstacles. I had trouble understanding the stories at first, but I eventually made the connection between them and the classic fairy tales on which they were based.

The seminar we did on a specific story from The Bloody Chamber was especially meaningful to me. I enjoyed being able to focus deeply on one story and hear different perspectives from my classmates. It helped me understand the story on a deeper level and sparked my interest in how literature can be interpreted in many different ways.

I was able to "read between the lines" and see how Carter was rewriting these stories from a feminist perspective because to this. For instance, understanding that Bluebeard served as the inspiration for The Bloody Chamber made it easier for me to appreciate the importance of power and curiosity in the protagonist's journey.

The works in this unit have a significant connection to current cultural discussions concerning gender roles, feminism, and the representation of women in the media. Carter employs gothic fairy tales to question conventional depictions of women as weak or submissive, while the Guerrilla Girls use art to highlight racial and gender disparities in the art world. These topics relate to contemporary concerns such as the struggle for equal representation in politics, literature, and movies.

For instance, many of the topics discussed in Carter's novels are echoed in discussions about censorship, female agency, and the #MeToo movement.

Angela Carter's use of sexuality as a means of power, as opposed to violence or conventional heroics, is one theme that I would like to delve deeper into. Because it challenges conventional expectations around gender and strength and flips the traditional storyline found in many fairy tales, I thought this approach to be fascinating. I'd love to learn more about how readers react to this theme and how it appears in other stories.

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Text-to-Text:
The Bloody Chamber by Angela Carter and One Day We'll All Be Dead and None of This Will Matter by Scaachi Koul have a lot in common, particularly in the way they both examine what it's like to be a woman in a patriarchal society. Koul utilizes comedy and personal essays to address everyday sexism, cultural expectations, and the need to fit in, whereas Carter uses fairy tale retellings to question established gender roles and emphasize female empowerment. Despite having rather distinct writing styles and genres, both authors utilize their work to dispel prejudices and give voice to female viewpoints. Koul's contemporary, unguarded tone and Carter's gothic, symbolic language demonstrate how these subjects can be investigated in a variety of settings and eras.

Text-to-World:

The ongoing problem in Afghanistan, specifically the dearth of rights and representation for women under Taliban rule, can be linked to the Guerrilla Girls' and the Bloody Chamber's activities. Women have been denied fundamental liberties and prohibited from accessing political, economic, and educational opportunities since the Taliban took back power. The kind of control and silence over women that Carter criticizes in her writings is reflected in this real-life circumstance. In both situations, strong patriarchal influences restrict women's agency and they are frequently viewed as objects or possessions. These links emphasize the value of activism and narrative in the global struggle for gender equality.

Text to Self:

Reading The Bloody Chamber got me to think about how important it is to challenge the narratives we are taught as children. Like many others, I grew up listening to fairy stories with docile female protagonists who waited to be rescued. I was forced to reconsider such narratives and consider why I had long accepted them after reading Carter's retellings. It also caused me to consider instances in my own life where I have felt compelled to keep quiet or be courteous rather than speak up. Her tales served as a reminder to me that, like the Guerrilla Girls, speaking up can be a potent form of resistance.

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I was able to increase my confidence in explaining difficult concepts aloud as well as my oral speaking abilities thanks to this unit. Between my original preparation and my final presentation of the half IO, I observed a notable improvement. I was able to provide more textual evidence to back up my views and my analysis got more perceptive. I concentrated on topics like honor, gender roles, and the concept of collective responsibility. It was intriguing to me to investigate how these concepts relate to contemporary social norms, particularly in societies where strict gender standards or honor killings are still practiced.

Getting ready for the actual half IO was one of the most memorable chores. It was significant because, while maintaining my attention on the author's strategies, it forced me to think critically and draw personal parallels with the text. It made me more aware of the richness of a short work like Chronicle of a Death Foretold and the ways in which every element, from symbolism to narrative structure, contributes to the meaning of the tale.

I would like to delve deeper into the role of magical realism and how García Márquez combines fact and fantasy to create a complex and occasionally perplexing reality if I had the chance to study this unit further. This, in my opinion, reflects how people nowadays avoid taking responsibility for their actions, which can lead to misremembered, misunderstood, or even collectively denied real-life events. All things considered, this course improved my capacity for critical thought, thought organization, and clearer, more purposeful speech.