Full credit
A. La pintora y el crítico - Martín Dávila, crítico de arte, visita el taller de Mercedes Valenzuela. Completa con las palabras en el cuadro (en la forma correcta) para saber qué dice él acerca de esta pintora.
Wordbank: abstracto, expresar, famoso, influir, mostrar, representar, siglo, tema
El taller de Mercedes Valenzuela (1.)_________________________ porqué esta artista es tan respetada. Sus cuadros (2.) _______________________ muchos sentimientos diferentes. Sus (3.) _____________________ favoritos son la naturaleza y la familia, y (4.) _______________________ su amor por la vida. Se puede ver que el pintor Armando Reverón (5.) _______________________ mucho en su estilo. Las pinturas de Valenzuela se vuelven más (6.) _______________________cada día. Esta pintora ya es muy (7.) _______________________ y yo creo que es una de las mejores artistas de este (8.) _______________________.
B. Ahora Mercedes Valenzuela nos habla de su arte. Completa las frases, sustituyendo (substituting) las palabras en paréntesis por palabras del vocabulario.
Mi estilo (9.) ____________________________ (se hace) más complicado todos los días. Los críticos dicen que mis (10.) ____________________________ (dibujos y pinturas) son muy interesantes. Voy a mi (11.) ____________________________ (estudio de arte) todos los días. Yo prefiero estar
(12.) ____________________________ (en una silla) cuando trabajo. A veces pinto
(13.) ____________________________ (cuadros de mí misma). Me gusta expresar
(14.) ____________________________ (alegría y tristeza) en mis pinturas. Ahora estoy pintando un paisaje. Al (15.) ____________________________ (la parte de atrás) del cuadro se ven unas montañas. Hay unos árboles en el (16.) ____________________________ (la parte de adelante).
C. Expresa la expression subrayada de otra forma usando palabras del vocabulario.
17. _____________________ Rivera pinto pinturas sobre las paredes en muchos edificios grandes.
18. _____________________ Lo que vemos en esta pintura son muchas imágenes de personas famosas de la historia.
19. _____________________ Las condiciones sociales de México tuvieron mucha influencia sobre Rivera.
20. _____________________ Rivera quiere comunicar sus ideas sobre la vida y México.
D. No sabes lo que pasó - María le explica a su amiga Carmen por qué llegó tarde a la clase de arte. Completa su conversación con el pretérito o el imperfecto de los verbos que aparecen entre paréntesis, según el contexto.
CARMEN: ¿Qué pasó? Yo (1.) ___________(ver) que tú (2.) ___________ (llegar) tarde a la clase de arte.
MARÍA: Yo (3.) ___________ (salir) de mi casa a tiempo, pero el autobús (4.) ___________ (llegar) tarde. Cuando yo (5.) ___________ (entrar) en la sala de clases, los estudiantes ya
(6.) ___________ (estar) sentados.
CARMEN: Creo que (7.) ___________ (ser) las nueve y diez cuando llegaste.
MARÍA: Creo que el profesor (8.) ___________ (estar) enojado conmigo. No sé si viste cómo me
(9.) ___________ (mirar) cuando me vio entrar tarde.
CARMEN: Yo vi que él (10.) ___________ (dejar) de pintar. (11.) ___________ (poner) su pincel y su paleta en la mesa.
MARÍA: El profesor no (12.) ___________ (decir) nada, pero sus ojos (13.) ___________ (expresar) sus sentimientos.
CARMEN: Sí, él (14.) ___________ (empezar) el taller a las nueve, como de costumbre.
MARÍA: ¡Ay! No quiero que el profesor esté enojado conmigo. Su taller de arte es mi clase
favorita. Tengo que hablar con él para explicarle por qué yo (15.) ___________ (llegar) tarde.
CARMEN: Me parece buena idea.
E. Estás ayudando a limpiar la casa porque tus abuelos vienen de visita. Cuando terminas, ya todo está limpio. Cambia las acciones (verbos) a condiciones (adjetivos).
Modelo: Lavo las servilletas. Las servilletas ya están lavadas.
1. Pinto las paredes del baño. Las paredes ya están ___________________________.
2. Arreglo el cuarto. El cuarto ya está ___________________________.
3. Hago las camas. Las camas ya están ___________________________.
(now continue following the pattern, but you write the whole second sentence ….)
4. Lavo los platos. _____________________________________________________.
5. Pongo la mesa. _____________________________________________________.
6. Preparo el postre. _____________________________________________________.
Highlight for answers:
1. muestra
2. expresan
3. temas
4. representan
5. influye
6. abstractas
7. famosa
8. siglo
9. se vuelve
10. obras de arte
11. taller
12. sentada
13. autorretratos
14. sentimientos
15. fondo
16. primer plano
17. murales
18. figuras
19. influyeron
20. expresar
1. vi
2. llegaste
3. salí
4. llegó
5. entré
6. estaban
7. eran
8. estaba
9. miró
10. dejó
11. Pusó
12. dijo
13. expresaban
14. empezó
15. llegué
1. pintadas
2. arreglado
3. heachas
4. Los platos ya están lavados.
5. La mesa ya está puesta.
6. El postre ya está preparado.
Thursday, July 2, 2009
Spanish Vocabulary on the Arts, Colors, Opinions, Materials, Descriptions, Theaters, Concerts, Participants, Activities, Reactions, and Commentaries
Full credit
Highlight for answers:
artist
painting
to draw
style
statue
museum
to paint
painter
yellow
orange
blue
white
light
gray
brown
purple
black
dark
pastel
red
pink
green
bright
me too / me neither
I believe that...
I (do not) agree
I think that
I like / I don't like
I'm not sure
for me / you...
What do you think?
gold
paper
rock
plastic
silver
boring
pretty
complicated
fun
exaggerated
fascinated
ugly
horrible
interesting
better
modern
worse
realistic
simple
serious
sad
more/less...than...
better / worse than...
as...as...
performance
plot
comedy
drama
special effects
rehearsal
scene
light
play
auditorium
band
song
chorus
music
orchestra
voice
actor / actress
dancer
singer
critic
director
leading guy
musician
character
to dance
to sing
to rehearse
to do the rose of...
to do the main role
to have success
to play the guitar / piano
to be bored
to applaud
to have fun
to fall asleep
to scream
emotional
to be based on
loose
incredible
unforgetable
long
more or less
talented
| inglés | ||
| EL ARTE Y LOS ARTISTAS | el artista / la artista | |
| el cuadro | ||
| dibujar | ||
| el estilo | ||
| la estatua | ||
| el museo | ||
| pintar | ||
| el pintor, la pintora | ||
| COLOR Y LUZ | amarillo, -a | |
| anaranjado, -a | ||
| azul | ||
| blanco, -a | ||
| claro, -a | ||
| gris | ||
| marrón | ||
| morado, -a | ||
| negro, -a | ||
| oscuro, -a | ||
| pastel | ||
| rojo, -a | ||
| rosado, -a | ||
| verde | ||
| vivo, -a | ||
| OPINIONES | a mí también/tampoco | |
| creo que… | ||
| estoy/no estoy de acuerdo | ||
| me parece que… | ||
| me gusta/ no me gusta | ||
| no estoy seguro, -a | ||
| para mí, ti… | ||
| ¿que te parece? | ||
| MATERIALES | el oro | |
| el papel | ||
| la pierda | ||
| el plástico | ||
| la plata | ||
| DESCRIPCIONES | aburrido, -a | |
| bonito, -a | ||
| complicado, -a | ||
| divertido, -a | ||
| exagerado, -a | ||
| fascinante | ||
| feo, -a | ||
| horrible | ||
| intersante | ||
| mejor | ||
| moderno, -a | ||
| peor | ||
| realista | ||
| sencillo, -a | ||
| serio, -a | ||
| triste | ||
| COMPARACIONES | más/menos…que | |
| mejor/peor…que | ||
| tan… como | ||
| EN EL TEATRO | la actuación | |
| el argumento | ||
| la comieda | ||
| el drama | ||
| los efectos especiales | ||
| el ensayo | ||
| la escena | ||
| la luz | ||
| la obra de teatro | ||
| EN EL CONCIERTO | el auditorio | |
| la banda | ||
| la canción | ||
| el coro | ||
| la música | ||
| la orquesta | ||
| la voz | ||
| PARTICIPANTES | el actor, la actriz | |
| el bailarín, la bailarina | ||
| el/la cantante | ||
| el crítico, la crítica | ||
| el director, la directora | ||
| el galán | ||
| el músico, la música | ||
| el personaje | ||
| ACTIVIDADES | bailar | |
| cantar | ||
| ensayar | ||
| hacer el papel de… | ||
| hacer el papel principal | ||
| tener éxito | ||
| tocar… la guitarra/ el piano | ||
| REACCIONES | aburrirse | |
| aplaudir | ||
| divertirse (ie) | ||
| dormirse (ue) | ||
| gritar | ||
| COMENTARIOS | emocionante | |
| estar basado, -a en… | ||
| flojo, -a | ||
| increíble | ||
| involvidable | ||
| largo, -a | ||
| más o menos | ||
| talentoso, -a |
Highlight for answers:
artist
painting
to draw
style
statue
museum
to paint
painter
yellow
orange
blue
white
light
gray
brown
purple
black
dark
pastel
red
pink
green
bright
me too / me neither
I believe that...
I (do not) agree
I think that
I like / I don't like
I'm not sure
for me / you...
What do you think?
gold
paper
rock
plastic
silver
boring
pretty
complicated
fun
exaggerated
fascinated
ugly
horrible
interesting
better
modern
worse
realistic
simple
serious
sad
more/less...than...
better / worse than...
as...as...
performance
plot
comedy
drama
special effects
rehearsal
scene
light
play
auditorium
band
song
chorus
music
orchestra
voice
actor / actress
dancer
singer
critic
director
leading guy
musician
character
to dance
to sing
to rehearse
to do the rose of...
to do the main role
to have success
to play the guitar / piano
to be bored
to applaud
to have fun
to fall asleep
to scream
emotional
to be based on
loose
incredible
unforgetable
long
more or less
talented
Questions about Sonnets by Neruda, Petrarch, Sidney, and Shakespeare
Full credit
1. The speaker wishes to seek out love to find refuge from his feelings. Love conceals his bad feelings by masking his poor life from the judging eyes of men.
2. What I think Neruda meant by the line was that when the speaker is without that special person it feels like he doesn’t exist and that he is nothing.
3. Neruda uses sensory imagery so that the reader is able to visualize the speaker’s love for his or her special person. He uses warm words to depict love so as to make the reader cheerful.
4. Petrarch’s women all are too aristocratic and high-class, so Petrarch fantasizes about them with his sonnets. Neruda on the other hand knows the women he loves. He also is much more closely attached to his women, as he feels empty when he’s not around them.
1. The lines tell me that the speaker is romantic and able to see if a person longs for love.
2. Quatrain 1 tells the reader about the speaker’s vain attempts to write his name in the sand. Quatrain 2 has the tide telling the speaker that whenever he writes his name in the sand, the tide will simply wash it away. Also, if the tide tries to write its name, then the tide itself will wash it away. Quatrain 3 has the speaker tell the tide that the tide will live forever in history because the speaker will tell tales about it everywhere. The couplet at the end is a proverb that states that everyone dies, but love continues on forever.
4. With my reputation for strength, I will shield myself from the many attacks of despair: I wish for my nightmares to go away and if they do, I will respect the power of bad dreams.
4. With a group of sonnets, poets are able to convey opposite sides of a perspective, usually love. For example, Sidney discusses how in “Sonnet 31” the Moon doesn’t love anyone. He explains how he feels sorry for the Moon because it is void of love. However, in “Sonnet 39” Sidney explains how love often troubles him and gives him nightmares.
1. Shakespeare fits his message into the three-quatrain, one-couplet structure by giving an in-troduction to what he’s saying in the first quatrain, uses that introduction to explain how the woman he is talking about is one for the ages in the second quatrain, uses the third quatrain to explain how the women is desired by all, and uses the couplet to show how people are amazed at her beauty but can’t describe it.
2. If Shakespeare changed his sonnet to the Petrarchan format, then his writing would not be as organized and concrete, as he would have to put two of his quatrains together and merge the last quatrain and couplet together. This would eliminate any breaks between the first and second quatrain and the last quatrain and the couplet.
2. The couplet represents a shift in attitude because up to that point, Shakespeare was listing all of his mistress’s flaws and imperfections. However, at that couplet, Shakespeare shows his undying love for his mistress.
3. The couplet is strongly linked to the last quatrain because it completely the shift in attitude. The attitude is lines 1–8 all show how the speaker is depressed, but, in lines 9–14, the speaker is cheerful. The couplet shows the speaker’s optimism and newfound place in the world.
1. Wandering, bark
2. Bending, sickle
3. Pleasing, sound
4. Wasted, time
1. The speaker wishes to seek out love to find refuge from his feelings. Love conceals his bad feelings by masking his poor life from the judging eyes of men.
2. What I think Neruda meant by the line was that when the speaker is without that special person it feels like he doesn’t exist and that he is nothing.
3. Neruda uses sensory imagery so that the reader is able to visualize the speaker’s love for his or her special person. He uses warm words to depict love so as to make the reader cheerful.
4. Petrarch’s women all are too aristocratic and high-class, so Petrarch fantasizes about them with his sonnets. Neruda on the other hand knows the women he loves. He also is much more closely attached to his women, as he feels empty when he’s not around them.
1. The lines tell me that the speaker is romantic and able to see if a person longs for love.
2. Quatrain 1 tells the reader about the speaker’s vain attempts to write his name in the sand. Quatrain 2 has the tide telling the speaker that whenever he writes his name in the sand, the tide will simply wash it away. Also, if the tide tries to write its name, then the tide itself will wash it away. Quatrain 3 has the speaker tell the tide that the tide will live forever in history because the speaker will tell tales about it everywhere. The couplet at the end is a proverb that states that everyone dies, but love continues on forever.
4. With my reputation for strength, I will shield myself from the many attacks of despair: I wish for my nightmares to go away and if they do, I will respect the power of bad dreams.
4. With a group of sonnets, poets are able to convey opposite sides of a perspective, usually love. For example, Sidney discusses how in “Sonnet 31” the Moon doesn’t love anyone. He explains how he feels sorry for the Moon because it is void of love. However, in “Sonnet 39” Sidney explains how love often troubles him and gives him nightmares.
1. Shakespeare fits his message into the three-quatrain, one-couplet structure by giving an in-troduction to what he’s saying in the first quatrain, uses that introduction to explain how the woman he is talking about is one for the ages in the second quatrain, uses the third quatrain to explain how the women is desired by all, and uses the couplet to show how people are amazed at her beauty but can’t describe it.
2. If Shakespeare changed his sonnet to the Petrarchan format, then his writing would not be as organized and concrete, as he would have to put two of his quatrains together and merge the last quatrain and couplet together. This would eliminate any breaks between the first and second quatrain and the last quatrain and the couplet.
2. The couplet represents a shift in attitude because up to that point, Shakespeare was listing all of his mistress’s flaws and imperfections. However, at that couplet, Shakespeare shows his undying love for his mistress.
3. The couplet is strongly linked to the last quatrain because it completely the shift in attitude. The attitude is lines 1–8 all show how the speaker is depressed, but, in lines 9–14, the speaker is cheerful. The couplet shows the speaker’s optimism and newfound place in the world.
1. Wandering, bark
2. Bending, sickle
3. Pleasing, sound
4. Wasted, time
Spenserian Sonnet Quiz and Answers
Full credit
1. Which of the following is the poet's purpose in writing Sonnet 1?
a. to pay personal homage to the Muses
b. to implore his words to please his beloved
c. to give human qualities to leaves, lines, and rhymes
d. to persuade his beloved to come to him
2. Which of the following best describes the meaning conveyed by the following lines from Sonnet 1?
Leaves, lines, and rhymes, seek her to please alone, /Whom if ye please, I care for other none.
a. If she likes the poem, then I shall write another
b. I don't care if anyone else likes the poem if she is pleased by it
c. If the poem pleases her, then I shall never love another woman
d. I try to please her, since I love only her
3. The image of pages "...in love's soft bands, / Like captives trembling at the victor's sight" from Sonnet 1 reinforces the theme that
a. his poetry is not worthy of her
b. his beloved has won the argument between them
c. his beloved is cruel.
d. like the pages, he too is a hopeless captive at the mercy of his beloved
4. In Sonnet 1, the images of "that angel's blessed look, / My soul's long lacked food, my heaven's bliss" are a reflection of
a. the poet's belief about his beloved
b. the exaggerated imagery in love poetry of the time
c. the poet's wish to sound "poetic"
d. iambic pentameter in a sonnet
5. The message that the speaker of Sonnet 75 wishes to convey to his love is that
a. he will love her for eternity
b. his verse will immortalize their love
c. the pleasure of love is worth suffering
d. the pleasures of love must end with death
Poet is not necessarily the speaker
Highlight for answers:
1. The poet’s purpose in writing “Sonnet 1” is to implore his words to please his beloved. This is true because Spenser says that his “leaves, lines, and rhymes” will please the person who is reading his works. Spenser is not trying to pay homage to the Muses because he only references their place of origin once. Spenser never gives human qualities to leaves, lines, and rhymes; instead, he only calls his papers, lines of his poem, and rhymes that, respectively, so as to make it more figurative. Spenser does not need to persuade his beloved to come to him because he already has her, as evident in “I care for other none.”
2. The lines from “Sonnet 1” mean that the speaker doesn’t care if anyone else likes the poem if his subject is pleased by it. This is true because the poem is written specifically for the subject because it says, “seek her to please alone.” “I care for other none” also justifies that the speaker only cares for the subject’s opinion. Spenser does not mention writing another sonnet for the subject. Spenser never talks about another woman. The last choice is a literal translation of the poem. However, it does not work because Spenser specifically says that he does not care if no one else other than the subject likes the poem.
3. The image of pages reinforces the theme that his beloved has won the argument between them. This is true because Spenser is in unison to his lover and that Spenser is humbled by her. Spenser believes his writing is worthy of her because he wouldn’t be writing to her if he didn’t think that it was worthy of her. Spenser would not write to someone who is cruel to him, or someone who treats him like a captive.
4. The images are a reflection of iambic pentameter in a sonnet. This is because “that˘ an/gel’s˘ bles/sed˘ look,/ My˘ soul’s/ long˘ last/ed˘ food,/ my˘ hea/ven’s˘ bliss/.” The writing follows a natural meter of unstressed and then stressed. This line may be considered to be the speaker’s belief about his beloved; however, that is not true because it is talked about the beloved’s characteristics and not her love for the speaker. No poet tries to sound “poetic”; they do so on their own.
5. The message that the speaker of Sonnet 75 wishes to convey to his love is that the pleasure of love is worth its suffering. This is true because no matter how many times the speaker writes the name of his lover in the sand, he still loves her even after the tide washes it away. The speaker says that everyone dies, but love lives on forever. The speaker may love her for eternity, but the battle for love is what makes the result worthy. His verse will immortalize their love because words represent their love. Love does not end with death, so the last answer is not true.
1. Which of the following is the poet's purpose in writing Sonnet 1?
a. to pay personal homage to the Muses
b. to implore his words to please his beloved
c. to give human qualities to leaves, lines, and rhymes
d. to persuade his beloved to come to him
2. Which of the following best describes the meaning conveyed by the following lines from Sonnet 1?
Leaves, lines, and rhymes, seek her to please alone, /Whom if ye please, I care for other none.
a. If she likes the poem, then I shall write another
b. I don't care if anyone else likes the poem if she is pleased by it
c. If the poem pleases her, then I shall never love another woman
d. I try to please her, since I love only her
3. The image of pages "...in love's soft bands, / Like captives trembling at the victor's sight" from Sonnet 1 reinforces the theme that
a. his poetry is not worthy of her
b. his beloved has won the argument between them
c. his beloved is cruel.
d. like the pages, he too is a hopeless captive at the mercy of his beloved
4. In Sonnet 1, the images of "that angel's blessed look, / My soul's long lacked food, my heaven's bliss" are a reflection of
a. the poet's belief about his beloved
b. the exaggerated imagery in love poetry of the time
c. the poet's wish to sound "poetic"
d. iambic pentameter in a sonnet
5. The message that the speaker of Sonnet 75 wishes to convey to his love is that
a. he will love her for eternity
b. his verse will immortalize their love
c. the pleasure of love is worth suffering
d. the pleasures of love must end with death
Poet is not necessarily the speaker
Highlight for answers:
1. The poet’s purpose in writing “Sonnet 1” is to implore his words to please his beloved. This is true because Spenser says that his “leaves, lines, and rhymes” will please the person who is reading his works. Spenser is not trying to pay homage to the Muses because he only references their place of origin once. Spenser never gives human qualities to leaves, lines, and rhymes; instead, he only calls his papers, lines of his poem, and rhymes that, respectively, so as to make it more figurative. Spenser does not need to persuade his beloved to come to him because he already has her, as evident in “I care for other none.”
2. The lines from “Sonnet 1” mean that the speaker doesn’t care if anyone else likes the poem if his subject is pleased by it. This is true because the poem is written specifically for the subject because it says, “seek her to please alone.” “I care for other none” also justifies that the speaker only cares for the subject’s opinion. Spenser does not mention writing another sonnet for the subject. Spenser never talks about another woman. The last choice is a literal translation of the poem. However, it does not work because Spenser specifically says that he does not care if no one else other than the subject likes the poem.
3. The image of pages reinforces the theme that his beloved has won the argument between them. This is true because Spenser is in unison to his lover and that Spenser is humbled by her. Spenser believes his writing is worthy of her because he wouldn’t be writing to her if he didn’t think that it was worthy of her. Spenser would not write to someone who is cruel to him, or someone who treats him like a captive.
4. The images are a reflection of iambic pentameter in a sonnet. This is because “that˘ an/gel’s˘ bles/sed˘ look,/ My˘ soul’s/ long˘ last/ed˘ food,/ my˘ hea/ven’s˘ bliss/.” The writing follows a natural meter of unstressed and then stressed. This line may be considered to be the speaker’s belief about his beloved; however, that is not true because it is talked about the beloved’s characteristics and not her love for the speaker. No poet tries to sound “poetic”; they do so on their own.
5. The message that the speaker of Sonnet 75 wishes to convey to his love is that the pleasure of love is worth its suffering. This is true because no matter how many times the speaker writes the name of his lover in the sand, he still loves her even after the tide washes it away. The speaker says that everyone dies, but love lives on forever. The speaker may love her for eternity, but the battle for love is what makes the result worthy. His verse will immortalize their love because words represent their love. Love does not end with death, so the last answer is not true.
Literary Journal: Metaphor for Machiavelli's The Prince
Full credit
Word - Definition
Quote
Piece, Author
Analysis
Metaphor—The use to describe somebody or something of a word or phrase that is not meant literally but by means of a vivid comparison expresses something about him, her, or it.
“…fortune is a woman, and if you wish to keep her under it is necessary to beat and ill-use her; and it is seen that she allows herself to be mastered by the adventurous rather than by those who go to work more coldly. She is, therefore, always, woman-like, a lover of young men, because they are less cautious, more violent, and with more audacity command her.”
(The Prince, Niccolò Machiavelli)
Machiavelli’s comparison of fortune to be like a woman perfectly describes his opinion of the separation of politics and ethics. Machiavelli believes that punishment should be used when necessary to maintain peace, and that it evident in his metaphor by saying that it is beneficial to use violence against women to make them obey you and have a successful marriage with successful offspring. This attitude validates the phrase “the ends justifies the means” because it doesn’t matter what you do as long as the end result is what you wanted it to be. Since one-half of everything is attributed to choice and the other half is attributed to fortune, it is therefore beneficial to have fortune under your control in case it tries to go against you. Through violent imagery, Machiavelli not only illustrates his sexism but also shows his determination to get back into politics after Lorenzo de Medici ousted him from power. Machiavelli figuratively uses violence to make himself appear to be a more serious and competent leader. Machiavelli’s syntax, his use of semicolons, and his use of commas, is used to make him appear more sophisticated and thus have a more presentable argument. Machiavelli argues that he is best suited to govern Florence because he has a youthful vitality that fortune favors.
Word - Definition
Quote
Piece, Author
Analysis
Metaphor—The use to describe somebody or something of a word or phrase that is not meant literally but by means of a vivid comparison expresses something about him, her, or it.
“…fortune is a woman, and if you wish to keep her under it is necessary to beat and ill-use her; and it is seen that she allows herself to be mastered by the adventurous rather than by those who go to work more coldly. She is, therefore, always, woman-like, a lover of young men, because they are less cautious, more violent, and with more audacity command her.”
(The Prince, Niccolò Machiavelli)
Machiavelli’s comparison of fortune to be like a woman perfectly describes his opinion of the separation of politics and ethics. Machiavelli believes that punishment should be used when necessary to maintain peace, and that it evident in his metaphor by saying that it is beneficial to use violence against women to make them obey you and have a successful marriage with successful offspring. This attitude validates the phrase “the ends justifies the means” because it doesn’t matter what you do as long as the end result is what you wanted it to be. Since one-half of everything is attributed to choice and the other half is attributed to fortune, it is therefore beneficial to have fortune under your control in case it tries to go against you. Through violent imagery, Machiavelli not only illustrates his sexism but also shows his determination to get back into politics after Lorenzo de Medici ousted him from power. Machiavelli figuratively uses violence to make himself appear to be a more serious and competent leader. Machiavelli’s syntax, his use of semicolons, and his use of commas, is used to make him appear more sophisticated and thus have a more presentable argument. Machiavelli argues that he is best suited to govern Florence because he has a youthful vitality that fortune favors.
Glossary of Literary Terms for Geoffrey Chaucer's The Canterbury Tales and Machiavelli's The Prince
Full credit
1. Characterization, indirect:
• When an author refers to a character by showing his/her actions, how he/she thinks and speaks, and how others think and speak about the character
• Chaucer says that the knight sits at the seat of honor, but does not directly say that the knight is arrogant.
Characterization, direct
• When an author directly refers to a character in the text of a story
• Chaucer says that the knight was as gentle as a maid, sarcastically describing directly the knight.
2. Allusion
• An indirect or passing reference to some event, person, place, or artistic work, the nature and relevance of which is not explained by the writer but relies on the reader’s familiarity with what is thus mentioned.
• Thomas More refers to Jesus when he talks about a shepherd and his sheep.
3. Imagery
• Descriptive language that evokes sensory experience, and is intended to make the reader feel more interested and more emotionally involved in the work by creating a mental image of the subject.
• Machiavelli uses a raging river to better explain the fickleness of fortune.
4. Tone (variations)
• A literary technique that encompasses the attitudes toward the subject and toward the audience implied in a literary work. Tone may be formal, informal, intimate, solemn, somber, playful, serious, ironic, condescending, or many other possible attitudes.
• Machiavelli uses a sophisticated tone in The Prince to make his argument seem more intellectual and more convincing.
5. Simile
• A figure of speech that expresses a resemblance between things of different kinds (usually formed with `like' or `as').
• Thomas More uses a simile to relate how a prince should be fair to his people just as a shepherd should be fair to his sheep.
6. Metaphor
• A figure of speech in which an expression is used to refer to something that it does not literally denote in order to suggest a similarity.
• Machiavelli uses a metaphor when he compares a raging river directly to fortune.
7. Rhetorical Questions
• A question asked for effect, not in expectation of a reply. No reply is expected because the question presupposes only one possible answer.
• Thomas More uses rhetorical questions to show how King Henry VII breaks common logic.
8. Parallel Structure
• The same grammatical structure of parts within a sentence or of sentences within a paragraph.
• Thomas More uses parallel structure to emphasize the repeated parallel structures.
9. Antithesis
• A counter-proposition and denotes a direct contrast to the original proposition. In setting the opposite, an individual brings out a contrast in the meaning.
• Machiavelli uses antithesis to show how the opposite of what he says is much worse.
10. Syntax
• The ordering of and relationship between the words and other structural elements in phrases and sentences.
• Machiavelli uses complex syntax to make him appear more intelligent and thus make his argument more convincing.
11. Diction
• An author’s choice of words based on their correctness, clearness, or effectiveness.
• Machiavelli uses sophisticated diction to make him appear more intelligent and thus make his argument more convincing.
12. Repetition
• In poetry, literature and rhetoric, there are several kinds of repetition where words or certain phrases are repeated for a stronger emphasis by the author.
• Chaucer uses repetition when he describes his characters to sarcastically describe them.
13. Ethos/Pathos/Logos
• Ethos: the source's credibility, the speaker's/author's authority, Pathos: the emotional or motivational appeals; vivid language, emotional language and numerous sensory details, Logos: the logic used to support a claim (induction and deduction); can also be the facts and statistics used to help support the argument.
• Queen Elizabeth uses pathos to convince the English troops before the Battle of the Spanish Armada that their fight is to save God, England, and the people.
14. Shift in Perspective
• When the author shifts the perspective to give his or her point of view or speak directly to the reader.
• Machiavelli shifts the perspective from narrative third-person to first-person to give his perspective on politics.
15. Exaggeration
• A figure of speech in which statements are exaggerated. It may be used to evoke strong feelings or to create a strong impression, and is not meant to be taken literally.
• Chaucer uses exaggeration to show just how fat the prioress is.
16. Generalization
• Generalization is a broad statement or belief based on a limited number of facts, examples, or statistics. A product of inductive reasoning, generalizations should be used carefully and sparingly in essays.
• Machiavelli uses generalization to portray humans as incompetent and thus unable to form a working government on their own.
1. Characterization, indirect:
• When an author refers to a character by showing his/her actions, how he/she thinks and speaks, and how others think and speak about the character
• Chaucer says that the knight sits at the seat of honor, but does not directly say that the knight is arrogant.
Characterization, direct
• When an author directly refers to a character in the text of a story
• Chaucer says that the knight was as gentle as a maid, sarcastically describing directly the knight.
2. Allusion
• An indirect or passing reference to some event, person, place, or artistic work, the nature and relevance of which is not explained by the writer but relies on the reader’s familiarity with what is thus mentioned.
• Thomas More refers to Jesus when he talks about a shepherd and his sheep.
3. Imagery
• Descriptive language that evokes sensory experience, and is intended to make the reader feel more interested and more emotionally involved in the work by creating a mental image of the subject.
• Machiavelli uses a raging river to better explain the fickleness of fortune.
4. Tone (variations)
• A literary technique that encompasses the attitudes toward the subject and toward the audience implied in a literary work. Tone may be formal, informal, intimate, solemn, somber, playful, serious, ironic, condescending, or many other possible attitudes.
• Machiavelli uses a sophisticated tone in The Prince to make his argument seem more intellectual and more convincing.
5. Simile
• A figure of speech that expresses a resemblance between things of different kinds (usually formed with `like' or `as').
• Thomas More uses a simile to relate how a prince should be fair to his people just as a shepherd should be fair to his sheep.
6. Metaphor
• A figure of speech in which an expression is used to refer to something that it does not literally denote in order to suggest a similarity.
• Machiavelli uses a metaphor when he compares a raging river directly to fortune.
7. Rhetorical Questions
• A question asked for effect, not in expectation of a reply. No reply is expected because the question presupposes only one possible answer.
• Thomas More uses rhetorical questions to show how King Henry VII breaks common logic.
8. Parallel Structure
• The same grammatical structure of parts within a sentence or of sentences within a paragraph.
• Thomas More uses parallel structure to emphasize the repeated parallel structures.
9. Antithesis
• A counter-proposition and denotes a direct contrast to the original proposition. In setting the opposite, an individual brings out a contrast in the meaning.
• Machiavelli uses antithesis to show how the opposite of what he says is much worse.
10. Syntax
• The ordering of and relationship between the words and other structural elements in phrases and sentences.
• Machiavelli uses complex syntax to make him appear more intelligent and thus make his argument more convincing.
11. Diction
• An author’s choice of words based on their correctness, clearness, or effectiveness.
• Machiavelli uses sophisticated diction to make him appear more intelligent and thus make his argument more convincing.
12. Repetition
• In poetry, literature and rhetoric, there are several kinds of repetition where words or certain phrases are repeated for a stronger emphasis by the author.
• Chaucer uses repetition when he describes his characters to sarcastically describe them.
13. Ethos/Pathos/Logos
• Ethos: the source's credibility, the speaker's/author's authority, Pathos: the emotional or motivational appeals; vivid language, emotional language and numerous sensory details, Logos: the logic used to support a claim (induction and deduction); can also be the facts and statistics used to help support the argument.
• Queen Elizabeth uses pathos to convince the English troops before the Battle of the Spanish Armada that their fight is to save God, England, and the people.
14. Shift in Perspective
• When the author shifts the perspective to give his or her point of view or speak directly to the reader.
• Machiavelli shifts the perspective from narrative third-person to first-person to give his perspective on politics.
15. Exaggeration
• A figure of speech in which statements are exaggerated. It may be used to evoke strong feelings or to create a strong impression, and is not meant to be taken literally.
• Chaucer uses exaggeration to show just how fat the prioress is.
16. Generalization
• Generalization is a broad statement or belief based on a limited number of facts, examples, or statistics. A product of inductive reasoning, generalizations should be used carefully and sparingly in essays.
• Machiavelli uses generalization to portray humans as incompetent and thus unable to form a working government on their own.
Sir Thomas More's Utopia and Queen Elizabeth I's Speech Before Defeating the Spanish Armada Independent/Dependent Clause and Comprehension Questions
Full credit
Italicized is independent clause, bolded is dependent clause:
1. And let him never seize any property on the ground that it is forfeited as a fine, when a judge would regard a subject as wicked and fraudulent for claiming it.
2. He is a poor physician who cannot cure a disease except by throwing his patient into another.
3. …we have been persuaded by some, that are careful of our safety, to take heed how we commit ourselves to armed multitudes…
4. …my lieutenant general shall be in my stead, than whom never prince commanded a more noble and worthy subject…
5. …I know already, by your forwardness, that you have deserved rewards and crowns…
Comprehension questions:
1. Sir Thomas More was amazingly self-possessed because he was even able to make a joke at his own execution.
2. More knew what his king wanted him to do, but he still insisted on opposing the king’s wishes.
3. Elizabeth was a woman in a man’s world when she showed the men what a “feeble woman” could do.
4. King Philip II was the ruler of Catholic Spain who thought he could conquer England.
5. Elizabeth I restored the Church of England although the persecution of Catholics intensified.
Italicized is independent clause, bolded is dependent clause:
1. And let him never seize any property on the ground that it is forfeited as a fine, when a judge would regard a subject as wicked and fraudulent for claiming it.
2. He is a poor physician who cannot cure a disease except by throwing his patient into another.
3. …we have been persuaded by some, that are careful of our safety, to take heed how we commit ourselves to armed multitudes…
4. …my lieutenant general shall be in my stead, than whom never prince commanded a more noble and worthy subject…
5. …I know already, by your forwardness, that you have deserved rewards and crowns…
Comprehension questions:
1. Sir Thomas More was amazingly self-possessed because he was even able to make a joke at his own execution.
2. More knew what his king wanted him to do, but he still insisted on opposing the king’s wishes.
3. Elizabeth was a woman in a man’s world when she showed the men what a “feeble woman” could do.
4. King Philip II was the ruler of Catholic Spain who thought he could conquer England.
5. Elizabeth I restored the Church of England although the persecution of Catholics intensified.
Sir Thomas More and Queen Elizabeth's Writing Styles Prompt and Comparison
Full credit
Due to the conditions and circumstances in which they lived, both Queen Elizabeth and Sir Thomas More wrote for very purposeful reasons. The content each wrote about was driven by their intended messages; and likewise, the writing style each crafted was created for a specific audience and delivery.
Write a comparison focusing on the similarities and differences between Queen Elizabeth's and Sir Thomas More's writing styles. Make sure that your analysis of their styles has a larger purpose and discusses how their rhetoric and use of language contributed to and/or allowed for their meaning to be expressed.
Tone- author's attitude
Mood - an effect on the reader
Never say diction by itself
Antithesis -> show both side
Highlight for essay:
Because Sir Thomas More and Queen Elizabeth I wrote for very different reason, it would appear that their writing styles would differ greatly. However, that is not entirely true. With a sixty-seven year difference between their births, More wrote Utopia to address his grievances with the current king of England, Henry VIII, while Elizabeth delivered her speech to rally her troops before fighting the Spanish Armada. However, they both talked about how the normal people, the citizens, were the top priority of the nobility, a change from the selfish views of the nobility in the Middle Ages. Both of them are great persuaders, as they both use repetition and parallel structure to drill into their audience’s ears that what they are saying. Thomas More uses this technique when he proclaims, “a prince ought to take more care of his people’s happiness than of his own, as a shepherd ought to take more care of his flock than of himself,” and Elizabeth I uses this when she says she will “…lay down, for my God, and for my kingdom, and for my people, my honor and my blood…”As evident in his quote, More also uses similes and biblical allusions to relate his struggle with the king to Jesus. More also uses rhetorical questions to appeal to logos and convince the reader that Henry’s actions are not logical, as evident in, “Or who rushes in to create disorders which such desperate boldness as the man who has nothing to lose and everything to gain?” More uses examples to further illustrate his point as shown in, “Thus Fabricus…said he would rather govern rich men than be rich himself.” On the other hand, Elizabeth equates saving England from the Spanish Armada as a holy duty. She also appeals to ethos and uses a metaphor when she says, “I know I have but the body of a weak and feeble woman; but I have the heart of a king, and of a king of England, too…” She creates pity for her frail status, but then creates inspiration when she proclaims that she has the courage of a king, especially a king of England. Lastly, Sir Thomas More and Queen Elizabeth I’s tones differ greatly. Whereas More talks with a bitter, sarcastic tone against Henry VIII, Elizabeth speaks warmly and urgently to inspire the troops to defeat the Spanish.
Due to the conditions and circumstances in which they lived, both Queen Elizabeth and Sir Thomas More wrote for very purposeful reasons. The content each wrote about was driven by their intended messages; and likewise, the writing style each crafted was created for a specific audience and delivery.
Write a comparison focusing on the similarities and differences between Queen Elizabeth's and Sir Thomas More's writing styles. Make sure that your analysis of their styles has a larger purpose and discusses how their rhetoric and use of language contributed to and/or allowed for their meaning to be expressed.
Tone- author's attitude
Mood - an effect on the reader
Never say diction by itself
Antithesis -> show both side
Highlight for essay:
Because Sir Thomas More and Queen Elizabeth I wrote for very different reason, it would appear that their writing styles would differ greatly. However, that is not entirely true. With a sixty-seven year difference between their births, More wrote Utopia to address his grievances with the current king of England, Henry VIII, while Elizabeth delivered her speech to rally her troops before fighting the Spanish Armada. However, they both talked about how the normal people, the citizens, were the top priority of the nobility, a change from the selfish views of the nobility in the Middle Ages. Both of them are great persuaders, as they both use repetition and parallel structure to drill into their audience’s ears that what they are saying. Thomas More uses this technique when he proclaims, “a prince ought to take more care of his people’s happiness than of his own, as a shepherd ought to take more care of his flock than of himself,” and Elizabeth I uses this when she says she will “…lay down, for my God, and for my kingdom, and for my people, my honor and my blood…”As evident in his quote, More also uses similes and biblical allusions to relate his struggle with the king to Jesus. More also uses rhetorical questions to appeal to logos and convince the reader that Henry’s actions are not logical, as evident in, “Or who rushes in to create disorders which such desperate boldness as the man who has nothing to lose and everything to gain?” More uses examples to further illustrate his point as shown in, “Thus Fabricus…said he would rather govern rich men than be rich himself.” On the other hand, Elizabeth equates saving England from the Spanish Armada as a holy duty. She also appeals to ethos and uses a metaphor when she says, “I know I have but the body of a weak and feeble woman; but I have the heart of a king, and of a king of England, too…” She creates pity for her frail status, but then creates inspiration when she proclaims that she has the courage of a king, especially a king of England. Lastly, Sir Thomas More and Queen Elizabeth I’s tones differ greatly. Whereas More talks with a bitter, sarcastic tone against Henry VIII, Elizabeth speaks warmly and urgently to inspire the troops to defeat the Spanish.
SOAPSS for Machiavelli's The Prince
Full credit
Subject:
The subject is how to be a good prince or how to become a good one. It is best to be loved and feared, but since it is difficult to achieve both, one should choose to be feared rather than loved. Fortune accounts for a half of everything that happens, while choice accounts for the other. (Be feared, but not hated)
Occasion: (historical background - personal, cultural, national)
Machiavelli lived in Florence all of his life. He lived in a tumultuous time when Popes commanded armies and the many city-states in Italy waged wars against, and lost to, the strong foreign powers of France, Italy, and the Holy Roman Empire. When Machiavelli became a clerk and ambassador to the Florentine government in 1494, they had expelled the Medici family from their 60-year reign. Machiavelli witnessed Cesare Borgia enlarge his territories in central Italy from 1502 to 1503 by using the tactics of strong emotional belief and cruelty. Between 1503 and 1506, Machiavelli commanded the Florentine militia and won several battles. He retired in 1513 from politics and began to write his theories of political philosophy.
Audience:
Machiavelli wrote The Prince for all princes, and all who aspired to be princes, to read. It also can be said that he wrote it for all people who were in the government or aspired to be in it someday.
Purpose:
The Prince was written so that princes, or future princes (or anyone else in the government), would know how to correctly rule their subjects through the use of such tactics as cruelty and torture. It was also written so that princes would know how to maintain that position by asserting their power over their subjects.
Speaker:
Machiavelli’s attitude is cynical and condescending towards the average human. He sides with the ruler of the people, the prince, rather than siding with the average citizen. Machiavelli considers humans to be incapable of forming a just government. Machiavelli sponsors acts against humanity such as cruelty and torture to maintain stability in the prince’s principality.
Style:
Machiavelli uses complex style. He includes several examples to justify his points, known as anecdotes. He uses long sentences and complex syntax to expound his theories. He switches perspectives numerous times. In third person, he writes about how the struggle between politics and ethics. In second person, he writes about what you, the reader, should do. In first person, he writes about his own personal opinions and experiences. (Verbose + convoluted, in order to sound more knowledgeable so as to make his argument more effective)
Machiavellian - "the ends justify the means"
Thesis - subject (what you're writing about) - attitude (what you're saying about that) - focus (specific angle or perspective being used to prove argument)
Subject:
The subject is how to be a good prince or how to become a good one. It is best to be loved and feared, but since it is difficult to achieve both, one should choose to be feared rather than loved. Fortune accounts for a half of everything that happens, while choice accounts for the other. (Be feared, but not hated)
Occasion: (historical background - personal, cultural, national)
Machiavelli lived in Florence all of his life. He lived in a tumultuous time when Popes commanded armies and the many city-states in Italy waged wars against, and lost to, the strong foreign powers of France, Italy, and the Holy Roman Empire. When Machiavelli became a clerk and ambassador to the Florentine government in 1494, they had expelled the Medici family from their 60-year reign. Machiavelli witnessed Cesare Borgia enlarge his territories in central Italy from 1502 to 1503 by using the tactics of strong emotional belief and cruelty. Between 1503 and 1506, Machiavelli commanded the Florentine militia and won several battles. He retired in 1513 from politics and began to write his theories of political philosophy.
Audience:
Machiavelli wrote The Prince for all princes, and all who aspired to be princes, to read. It also can be said that he wrote it for all people who were in the government or aspired to be in it someday.
Purpose:
The Prince was written so that princes, or future princes (or anyone else in the government), would know how to correctly rule their subjects through the use of such tactics as cruelty and torture. It was also written so that princes would know how to maintain that position by asserting their power over their subjects.
Speaker:
Machiavelli’s attitude is cynical and condescending towards the average human. He sides with the ruler of the people, the prince, rather than siding with the average citizen. Machiavelli considers humans to be incapable of forming a just government. Machiavelli sponsors acts against humanity such as cruelty and torture to maintain stability in the prince’s principality.
Style:
Machiavelli uses complex style. He includes several examples to justify his points, known as anecdotes. He uses long sentences and complex syntax to expound his theories. He switches perspectives numerous times. In third person, he writes about how the struggle between politics and ethics. In second person, he writes about what you, the reader, should do. In first person, he writes about his own personal opinions and experiences. (Verbose + convoluted, in order to sound more knowledgeable so as to make his argument more effective)
Machiavellian - "the ends justify the means"
Thesis - subject (what you're writing about) - attitude (what you're saying about that) - focus (specific angle or perspective being used to prove argument)
Geoffrey Chaucer's The Canterbury Tales: "The Prologue" Comprehension Questions
Full credit
1. Chaucer says that people long to go on pilgrimages and palmers long to seek the stranger strands when the spring comes. People long to go on pilgrimages during this time because the start of the pilgrimage falls on the first day of the first sign of the zodiac. Palmers, those who have gone to the Holy Land and thus wear two crossed palm leaves, wish to continue their religious experiences and travel to far-off saints. Thomas Becket was especially popular with pilgrims because he was a martyr who had been killed in his own cathedral by Henry II’s knights. Henry himself went on a pilgrimage to Canterbury to mourn the loss. Miracles were said to have been performed at his tomb site, causing Becket to be referred as a saint.
2.
a. The Prologue takes place at The Tabard in Southwark, a suburb of London at the time. The next day the pilgrims depart and are on their way to Canterbury.
b. People have gathered at this place because they are a fellowship and they are departing the next morning to go on a pilgrimage to Thomas Becket’s tomb. In addition, the rooms and stables of the inn were wide, the finest victuals were served, the wine was good, and the host was entertaining.
Some background information on the Middle Ages:
1. Chaucer says that people long to go on pilgrimages and palmers long to seek the stranger strands when the spring comes. People long to go on pilgrimages during this time because the start of the pilgrimage falls on the first day of the first sign of the zodiac. Palmers, those who have gone to the Holy Land and thus wear two crossed palm leaves, wish to continue their religious experiences and travel to far-off saints. Thomas Becket was especially popular with pilgrims because he was a martyr who had been killed in his own cathedral by Henry II’s knights. Henry himself went on a pilgrimage to Canterbury to mourn the loss. Miracles were said to have been performed at his tomb site, causing Becket to be referred as a saint.
2.
a. The Prologue takes place at The Tabard in Southwark, a suburb of London at the time. The next day the pilgrims depart and are on their way to Canterbury.
b. People have gathered at this place because they are a fellowship and they are departing the next morning to go on a pilgrimage to Thomas Becket’s tomb. In addition, the rooms and stables of the inn were wide, the finest victuals were served, the wine was good, and the host was entertaining.
Some background information on the Middle Ages:
- The Battle of Hastings 1066 - transition from Old English to Middle English
- Geoffrey Chaucer 1343-1400
- Hundred Years' War promotes English language
- Anglo-Saxons' invasion starts English
- Printing press in 1454
- Black Death - 1.5 million died
- Alfred the Great
- War of the Roses - Peasant Revolt
- Chaucer - individualism - all classes- flaws -> 7 deadly sins
- Enjambment, when a thought does not end at the end of the line
Machiavelli's The Prince Quiz Answers
12/15
4/4: Machiavelli says that it is best to be both feared (cruel) and loved (compassionate). However, since it is difficult to be both, one should be feared more. Being feared scares people into doing the right thing, and if punishments are necessary to achieve this peace, then they should be done as much as necessary. However, one should not be hated.
5/6: Machiavelli uses the image of a river overflooding as a metaphor for fortune. Fortune says that the river may or may not overflood, but if it does overflood, one should have already taken precautionary steps and built dikes to save oneself. Machiavelli states that it is best not to count on fortune alone to save your power, but rather competence.
3/5: the term "Machiavellian" refers to a person who uses cruel tactics to maintain his or her power and peace in his or her dominion. It is not necessarily a bad thing, as peace and order is widely believed to be the best thing to have in a state. (Simply, the ends justifies the means)
4/4: Machiavelli says that it is best to be both feared (cruel) and loved (compassionate). However, since it is difficult to be both, one should be feared more. Being feared scares people into doing the right thing, and if punishments are necessary to achieve this peace, then they should be done as much as necessary. However, one should not be hated.
5/6: Machiavelli uses the image of a river overflooding as a metaphor for fortune. Fortune says that the river may or may not overflood, but if it does overflood, one should have already taken precautionary steps and built dikes to save oneself. Machiavelli states that it is best not to count on fortune alone to save your power, but rather competence.
3/5: the term "Machiavellian" refers to a person who uses cruel tactics to maintain his or her power and peace in his or her dominion. It is not necessarily a bad thing, as peace and order is widely believed to be the best thing to have in a state. (Simply, the ends justifies the means)
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