1. How does the structure or style of a literary text affect meaning? Consider how Morrison's stream-of-consciousness, shifting points of view, and use of analepsis and prolepsis impact the meaning of the novel. 

1. How important is cultural or historical context to the production and reception of a literary text? Consider the story of Margaret Garner, the Fugitive Slave Act, and other historical and cultural phenomena and how that has impacted the creation and reception of Beloved.

1. I  AM  BELOVED  and  she  is  mine.  Sethe  is  the  one  that
2. picked flowers, yellow flowers in the place before the crouch-
3. ing. Took them away from their green leaves, They are on the 
4. quilt now where we sleep. She was about to smile at me when
5. The men without skin came and took us up into the sunlight
6. with the dead and shoved them into the sea. Sethe went into
7. the sea. She went there. They did not push her. She went
8. there. She was getting ready to smile at me and when she
9. Saw the dead people pushed into the sea she went also and
10. left me there with no face or hers. Sethe is the face I found
11. And lost in the water under the bridge. When I went in, I saw
12. her face coming to me and it was my face too. I wanted to
13. join. I tried to join, but she went up into the pieces of light
14. at the top of the water. I lost her again, but I found the house
15. she whispered to me and there she was, smiling at last. It’s
16. Good, but I cannot lose her again. All I want to know is why
17. did she go in the water in the place where we crouched?
18. Why did she do that when she was just about to smile at
19. me? I wanted to join her in the sea but I could not move;
20. I wanted to help her when she was picking the flowers, but
21. the clouds of gunsmoke blinded me and I lost her. Three times
22. once with the flowers between because of the noisy clouds
23. of smoke; once when she went into the sea instead of smil-
24. ing at me; once under the bridge when I went in to join her
25. and she came toward me but did not smile. She whispered
26. to me, chewed me, and swam away. Now I have found her 
27. in this house. She smiles at me and it is my own face smil-
28. ing. I will not lose her again. She is mine.

1. How does Chronicle offer insight into Columbian culture? Consider what we've learned about with machismo, marianismo, honor and the impact of colonialism.

• Attach the two extracts you used for your Final IO here.

• Attach any other extracts you might want to use for your real IO.

- Guided Literacy Analysis- Boys: In this, we had to write a literacy analysis on the growth of the boys chapter of Dillard's book where Dillard describes how the boys have gotten older and more mature compared to the girls. We had a guiding question to focus our analysis on.

- Pastiche: In this, we had to mimic the style that Dillard writes in to develop our understanding. We had to mimic the specific styles and techniques that Dillard uses with a topic and focus of our own.

-Graphic Organizer- Motif Presentations: We had to analyze a motif in a group, the motif I chose was the motif of sound and music. We had to analyze the purpose of Dillard in using these motifs throughout her book.

- End of Unit Discussions: We had a Harkness of the whole of the book and specifically focused on guided questions of the book and how they are important.

A motif that I focused on was the motif of sound and music. This motif signifies a nostalgic tone of Dillard used in the book. There were not many examples of it throughout the book, however, the examples that were found had a meaning and a connection to the nostalgic tone conveyed.

Line of Inquiry:

How does Dillard reflect on the nostalgic tone through the use of memoir and the point of view as a child?

- Guided Literary Analysis 1: We had to analyze an excerpt of Winston at work where he had to create a new individual, Comrade Ogilvy, for the benefit of the party and Big Brother. This was an in class writing assignment.

- Guided Literary Analysis 2: We had to analyze an excerpt of Winston in prison where he witnesses a fellow prisoner being taken to "Room 101." This was an in class writing assignment to analyze the effect of dialogue on the characters.

- Close Reads: We had 6 different close read passages, I linked my best work, the fifth close read passage. In this excerpt, we are given the scene where the Ministry of love soldiers break into Winston's apartment to catch him acting against the Party, led by Mr. Charrington who was a Thought Police. We had to annotate on the tension that Orwell creates in the excerpt.

- Common Theme: We had to get into groups of four people to create a common theme project. We made the common theme statement of "The effects of freedom as a result of manipulation" with the 4 works; 1984, Days and Memory, Persepolis, and Duffy Poetry.

I think the best work that connects with 1984 is Persepolis with the lack of freedom and the control of governmental figures. Both are very similar to Big Brother in 1984 and Ayatollah Khomeini in Persepolis. Big Brother censors and changes events in the world, as well as Khomeini in censoring and controlling the individuals.

Quotes:

"WAR IS PEACE 

FREEDOM IS SLAVERY

IGNORANCE IS STRENGTH”(4)- Slogan of the party

"Who controls the past controls the future"(248)- the idea of who controls power will control the memory of the people

"Power is in tearing human minds to pieces"(266)- A main idea of the party in controlling and destroying the people.

-Hamlet 2.2 Socratic Prep and Reflection- In this, we discussed Act 2 Scene 2 of Hamlet with small groups. In this scene, Hamlet develops a play where he deduces that he can catch guilt within Claudius for killing Hamlet's father. We discussed the implications and significance of Hamlet's soliloquy in the scene.

-Close Reading Analysis- For this, I chose to represent my growth through this close read. In this scene that we analyzed, Laertes discovered the death of his father and the status of mind of his sister. This was graded, therefore, it gave a good representation of any improvements that I should make to my work.

-Hamlet 3.1 Guided Literary Analysis with Reflection- This was a guided literary analysis of the scene in which Hamlet goes against Ophelia and sees her as an enemy. We had to show a change in Hamlet's view of women throughout the excerpt that was given of the scene.

-Hamlet Small Group Motif Presentation- This was a group project where we had to present a motif that we had to pick and how that motif changed and grew throughout the play. For our motif, we chose thoughts vs actions, and predominantly used the soliloquies of Hamlet throughout the play where he overthinks and explains every detail.

I could use Hamlet to write about the effect of events on the adverse actions of people. This is an example for Hamlet as he is affected greatly by his father's death and how his mother married his father's brother, a key part of the play.

I think I can relate Hamlet to The Stranger where Meursault is the opposite of Hamlet as Hamlet is more emotional while Meursault is seen as emotionless. There is a connection with how Mersault overthinks everything being observant of details while Hamlet blurts out his ideas. Another work could be with Annie Dillard and the point of view of Dillard in her book and how she documented her experiences throughout her life.

- Paper 1 Practice-

- SCASI Organizer-