Novel:
Great Expectations by Charles Dickens
Thesis Statement:
Estella represents Miss Havisham’s revenge towards men.
Supporting points:
Miss Havisham’s bad experience made her despise men.
• She was left by her fiancé, Compeyson on her wedding day.
• Lead to her action of living in seclusion and stayed as an old woman who was stuck in the past.
• When she adopted Estella, she automatically dragged her to be stuck in the same dull life.
“…blind devotion, unquestioning self-humiliation, utter submission, trust and belief against yourself and against the whole world, giving up your whole heart and soul to the smiter – as I did!” (Chapter 29, page 221).
Estella was purposely raised and trained to break men’s heart.
• She does whatever Miss Havisham asked her to do regardless of her own feelings and needs.
Miss Havisham said“If she tears your heart to pieces – and as it gets older and stronger it will ear deeper – love her, love her, love her! Hear me Pip! I adopted her to be loved, I brought her up and educated her to be loved.” (Chapter 29, page 221)
Herbert said “That girl’s hard and haughty and capricious to the last degree, and has been brought up by Miss Havisham to wreak vengeance on all the male sex.”
(Chapter 22, page 162).
Estella doesn’t see Pip as her possible future husband, but as victim.
• Her relationship with Pip is just another chapter of Miss Havisham’s plan to achieve her motives.
• Estella intentionally treated Pip coldly because she did not care much about his feelings.
Pip was “…so humiliated, hurt, spurned, offended, angry, sorry-”
(Chapter 8, page 590)
According to Estella, “I have no heart, no sympathy, no feeling.”
(Chapter 26, page 220)
Estella did not marry Drummle out of love.
• The marriage was merely another connection she has with the high class society, compared to her lower status if she married Pip.
• She suffers a miserable life when she chose to marry the cruel Drummle who treated her harshly.
• Finally she learnt to rely and trust her inner feelings.
“Suffering has been stronger than all other teaching… I have been bent and broken, but – I hope – into a better shape”. (Chapter 59, page 442)
Estella and Miss Havisham chose to spend their life fixated on vengeance that Estella forgot how to love.
• Miss Havisham destroyed her ability to express emotion and interact normally with the world.
• She was unable to express love even towards Miss Havisham.
“I must be taken as I have been made. The success is not mine, the failure is not mine, but the two together make me” (Chapter 38, page 281)
Wednesday, April 2, 2008
5 Ways to Use Manga And Other Graphic Novels In The Classroom
A lot of us love to read cartoon strips, comic and manga, plus nowadays we can easily download them from the net or buy them in any bookstore. And guess what? Today teachers can utilize this genre in classroom teaching especially literature, as proposed by Adam Sexton, there are five fun ways to use them in the classroom.
1. Examine the relationship between words and images on any page of a manga or graphic novel.
a. What information is conveyed to the reader strictly by means of an image or images? (The ways in which characters and settings look, for example, and the things characters do in those settings: the story’s dramatic action)
b. What information is expressed strictly by means of words? (Characters’ speech and their thoughts – vs. their feelings, which we can often see in their facial expressions and body language)
2. Choose one scene from a manga or graphic novel adaptation of another work. (Recommended: the famous balcony scene from the Wiley title Shakespeare’s Romeo and Juliet: The Manga Edition and the text of the play it is based on.) Compare the original and the adaptation. Ask students what storytelling effects are best achieved by means of…
a. Words?
b. Pictures?
c. Words and pictures (manga/graphic novels)?
d. Motion pictures (film)?
…and why?
3. Ask students to think of three effects unique to the manga/graphic novels/comics.
(Examples: thought balloons, breaking the frame around an action-containing panel) Are there things that only books and movies can do?
4. Ask students to pick a short scene from a novel, short story, or play with which the class is familiar, and adapt it as a mini-manga. Students can pair up, with one student choosing the words to include (cutting from the text is not only allowed, it’s necessary!) and another drawing the pictures.
5. Screen a film (The Road to Perdition, Ghost World, The 300, Persepolis) adapted from a manga or graphic novel. What has been gained in the transition from one medium to another? Has anything been gained?
There you go, teachers, a new approach to literature teaching and learning. I’m sure kids love this, but I would like to remind you that viewer discretion is advised on all four films, and that you should carefully choose and adapt materials for this approach. Good luck!
1. Examine the relationship between words and images on any page of a manga or graphic novel.
a. What information is conveyed to the reader strictly by means of an image or images? (The ways in which characters and settings look, for example, and the things characters do in those settings: the story’s dramatic action)
b. What information is expressed strictly by means of words? (Characters’ speech and their thoughts – vs. their feelings, which we can often see in their facial expressions and body language)
2. Choose one scene from a manga or graphic novel adaptation of another work. (Recommended: the famous balcony scene from the Wiley title Shakespeare’s Romeo and Juliet: The Manga Edition and the text of the play it is based on.) Compare the original and the adaptation. Ask students what storytelling effects are best achieved by means of…
a. Words?
b. Pictures?
c. Words and pictures (manga/graphic novels)?
d. Motion pictures (film)?
…and why?
3. Ask students to think of three effects unique to the manga/graphic novels/comics.
(Examples: thought balloons, breaking the frame around an action-containing panel) Are there things that only books and movies can do?
4. Ask students to pick a short scene from a novel, short story, or play with which the class is familiar, and adapt it as a mini-manga. Students can pair up, with one student choosing the words to include (cutting from the text is not only allowed, it’s necessary!) and another drawing the pictures.
5. Screen a film (The Road to Perdition, Ghost World, The 300, Persepolis) adapted from a manga or graphic novel. What has been gained in the transition from one medium to another? Has anything been gained?
There you go, teachers, a new approach to literature teaching and learning. I’m sure kids love this, but I would like to remind you that viewer discretion is advised on all four films, and that you should carefully choose and adapt materials for this approach. Good luck!
Tuesday, April 1, 2008
Malaysian Celebration
During this lecture hour we had a brainstorming activity concerning the various festivals and celebrations we have here in
Interestingly, most of the festivals fell under the religious category such as Hari Raya Aidilfitri and Christmas, followed by those related to cultural practices like Lantern Festival and other events celebrated nationwide such as the National Day and Valentine’s Day. Having them written down in our list, Dr. Edwin grouped us to complete a reading passage on one celebration for each group. I worked with Nurulhazhan and Siti Fariha to come out with an article about Hari Raya Aidiladha.
We e-mailed the first draft to the class representative for compilation and after the lecturer reviewed our first draft of the article, we were asked to add more information and compose it in the form of paragraphs for each subtopic. These include the date of celebration, its origin, the nature and practices during the celebration and the greetings as well. After refining it twice we inserted some photos in between the details and complete it before submitting the full article.
From this activity, we were able to discover other celebrations that we never know existed or celebrated by certain ethnic groups from certain religious practices in
Wednesday, March 26, 2008
My Perceived Image as a Literature Teacher
Today on 25th of March, I faced something new that I needed to put on my other higher order thinking cap to solve the question raised by Dr. Edwin. The question was “How do you perceive yourself as a teacher and as a literature teacher?” and it made me stare at the letters in my notebook blankly for a full three minutes, or more. It struck me then that I never thought of giving myself an image of what kind of teacher I am becoming and based on my recent state of knowledge and experience, I realized that I am lacking of certain values and experiences and therefore, not fully equipped to be sent off by UPM to teach.
Another issue was determining the image that suits my perceived teacher-to-be values, which took me another minute to think. Later I came out with the image of ‘an ironed shirt’ which I felt quite appropriate for me. The lecturer accepted my idea as I asserted that it would represent me as a teacher that is well-prepared and ready to be worn by those who need me to cover certain parts, for me it is the part where literature is concerned. When the shirt is buttoned up and covers the torso completely, I perceived that as me achieving my objectives to cover the necessary knowledge and deliver optimum input for my student’s benefit. Besides that, an ironed shirt is surely clean, crisp and fresh which would suggest my fresh ideas and approaches I wish to apply to my future students.
Dr. Edwin had some opposing opinion about me saying that those who wear ironed shirt would gain more respect than those who don’t. Well, I was not implying that the statement goes to everybody but that was how I perceive myself, gaining respect from my students due to my authority as a teacher and an icon of discipline. And finally I do hope that I would be able to use all the experience about reading and studying literature in college into the teaching and learning environment in school.
Another issue was determining the image that suits my perceived teacher-to-be values, which took me another minute to think. Later I came out with the image of ‘an ironed shirt’ which I felt quite appropriate for me. The lecturer accepted my idea as I asserted that it would represent me as a teacher that is well-prepared and ready to be worn by those who need me to cover certain parts, for me it is the part where literature is concerned. When the shirt is buttoned up and covers the torso completely, I perceived that as me achieving my objectives to cover the necessary knowledge and deliver optimum input for my student’s benefit. Besides that, an ironed shirt is surely clean, crisp and fresh which would suggest my fresh ideas and approaches I wish to apply to my future students.
Dr. Edwin had some opposing opinion about me saying that those who wear ironed shirt would gain more respect than those who don’t. Well, I was not implying that the statement goes to everybody but that was how I perceive myself, gaining respect from my students due to my authority as a teacher and an icon of discipline. And finally I do hope that I would be able to use all the experience about reading and studying literature in college into the teaching and learning environment in school.
The Freedom Writers and The History Boys
We agreed that this was one of our favorite assignments, viewing a movie during class hours. Well, it was actually my liking to watch educational movies with my friends and was able to share opinions and thoughts later on upon finishing the viewing. I loved this movie as a whole as it portray the real lives of people on the other part of the globe and somehow acted as the representative of the reality and existentialism in life.
The character of Miss G was absolutely well presented as a teacher who was willing to do more for the sake of her students. I was happy to see her change her students’ perception on literature by introducing texts that are familiar to them, such as The Diary of Anna Frank, and took all the trouble to have Anna’s friend share her experience with the students. The issue was really happening nowadays where people are still being racist, which I wonder why they make life more miserable by doing things that are not necessary when they can just walk on the same ground and breathe the same air.
In History Boys, what attracted me so much was Hector, the big, literary scholar. He was indeed an interesting character despite his tendency for harassing his students. Anyway, I think the most crucial thing I learnt from these movies were that different teachers have different approaches in teaching. In this case, they were basically teaching literature as well as history. It tapped my mind that these two can’t be separated as we also learn history and culture and other many things through literature, and that’s miraculous. In Freedom Writers Miss G utilizes literary texts to teach Holocaust and help the fix their cold relationship with their classmates. As in the other movie, Hector applies literature heavily to somehow teach history, whereas the new professor, Irwin had more linear way of having them to write good history essays in order to prepare them for Cambridge and Oxford.
The character of Miss G was absolutely well presented as a teacher who was willing to do more for the sake of her students. I was happy to see her change her students’ perception on literature by introducing texts that are familiar to them, such as The Diary of Anna Frank, and took all the trouble to have Anna’s friend share her experience with the students. The issue was really happening nowadays where people are still being racist, which I wonder why they make life more miserable by doing things that are not necessary when they can just walk on the same ground and breathe the same air.
In History Boys, what attracted me so much was Hector, the big, literary scholar. He was indeed an interesting character despite his tendency for harassing his students. Anyway, I think the most crucial thing I learnt from these movies were that different teachers have different approaches in teaching. In this case, they were basically teaching literature as well as history. It tapped my mind that these two can’t be separated as we also learn history and culture and other many things through literature, and that’s miraculous. In Freedom Writers Miss G utilizes literary texts to teach Holocaust and help the fix their cold relationship with their classmates. As in the other movie, Hector applies literature heavily to somehow teach history, whereas the new professor, Irwin had more linear way of having them to write good history essays in order to prepare them for Cambridge and Oxford.
The Long Walk to Freedom: The Autobiography of Nelson Mandela
Nelson Mandela is an eye opener for all nations of the world. I rarely know things that had happened or are happening in the world if I do not take literature seriously. It is amazing how different genres of writing can affect people that much, especially when it was written by great leaders like Nelson Mandela.
This autobiography is an authorized version and consented by Mandela so we can assume that it is reliable and the information is valid to be read for pleasure or for educational purposes. It is quite trustworthy judging that he is a politician who really fight for his people’s rights and already established a great credibility. It also covered his thoughts and experience living in the society that practiced apartheid. It revealed the dark truth of life then, and acted as a way for him to channel his emotions, share his beliefs and ideas with others.
This autobiography is an authorized version and consented by Mandela so we can assume that it is reliable and the information is valid to be read for pleasure or for educational purposes. It is quite trustworthy judging that he is a politician who really fight for his people’s rights and already established a great credibility. It also covered his thoughts and experience living in the society that practiced apartheid. It revealed the dark truth of life then, and acted as a way for him to channel his emotions, share his beliefs and ideas with others.
Tales, Myths, Legends: Ovid’s Metamorphosis, “Pyramus n Thisbe”
This tale is not foreign to me because we have read it in the play Midsummer Night’s Dream that we learnt in a previous course. That day, Dr. Edwin had assigned En. Abu Bakar to assist us during class. Based on the text given in the compilation book, we were asked to develop a reading text of about 150-200 words and come out with a pre-reading task and two while reading tasks from it.
Throughout the two hours, my partner, Rhodhila and I had written down the simplified version of Pyramus and Thisbe and managed to complete the activities for the reading stages. For the pre-reading activity, we instruct students to underline the names of the characters that appear as teacher reads the story. We decided to ask students to read the story again and identify the plotline as the first while reading activity. They are expected to mark the exposition, rising action, climax, falling action and the resolution. Later, for the second task, students are to draw the plotline and write down events that happen at each point.
Completing this short assignment was quite tiring as my partner and I had to crack our heads simplifying the story and design the tasks for the two reading stages. But we were so relieved that we managed to finish on time and later found ourselves smiling at each other, mutually thinking how we could complete such task in merely two hours and how we usually take more time doing it on our own at our cozy rooms. Well, it was quite fun sometimes, looking around the class and saw my friends put up a serious expression and immersed in thoughts with “I’m thinking hard” written on their foreheads. While walking out of the class, I knew what I am capable of doing. Speaking of which, I had learnt to write well, simplifying an archaic text trying not to water down its important events and message plus designing the reading activities. Truly, I grew to love literature more that day.
Throughout the two hours, my partner, Rhodhila and I had written down the simplified version of Pyramus and Thisbe and managed to complete the activities for the reading stages. For the pre-reading activity, we instruct students to underline the names of the characters that appear as teacher reads the story. We decided to ask students to read the story again and identify the plotline as the first while reading activity. They are expected to mark the exposition, rising action, climax, falling action and the resolution. Later, for the second task, students are to draw the plotline and write down events that happen at each point.
Completing this short assignment was quite tiring as my partner and I had to crack our heads simplifying the story and design the tasks for the two reading stages. But we were so relieved that we managed to finish on time and later found ourselves smiling at each other, mutually thinking how we could complete such task in merely two hours and how we usually take more time doing it on our own at our cozy rooms. Well, it was quite fun sometimes, looking around the class and saw my friends put up a serious expression and immersed in thoughts with “I’m thinking hard” written on their foreheads. While walking out of the class, I knew what I am capable of doing. Speaking of which, I had learnt to write well, simplifying an archaic text trying not to water down its important events and message plus designing the reading activities. Truly, I grew to love literature more that day.
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