Peer Review 2

Posted to: https://daniel4946.wordpress.com

Hi again Daniel!
I really enjoyed the way you spoke about the expressive language Spenser uses to entice the audience and the examination of the allegory to England at the time. Something that you could further investigate is the sense of mystery Spenser uses to get the reader to continue onto Canto 1 after the prologue. I think that by outlining the heroic nature of the coming story but withholding details makes the reader want to continue and find out more about the knights,  monsters and faeries. This sense of mystery surrounding the heroic deeds tell us as readers that it truly is a worthwhile read.
Keep up the great work! Excited to see your future posts 🙂

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Honesty and Hypocrisy

What is the central complaint that underlines Ralegh’s poem “The Lie”?

Ralegh’s poem The Lie, at its’ very core is about the hypocrisy of all aspects of society and the false pretences these groups live under and portray outwardly. Under the pretence of good, each feature or organisation introduced is really enacting the opposite of what it teaches hence highlighting the corrupt nature of everything in Ralegh’s society. The poem encourages the reader to “tell” the people of their hipocrisy rather than to accept what they are teaching and then to “give the lie” when they argue back meaning to tell them that they are lying. Clearly, this demonstrates that Ralegh is sick of pretending that the society is honest in any way and wants to uncover the corrupt, decaying nature or individuals and groups.

One example of Ralegh highlighting the hypocritical nature of society is shone in his line about the church, “Say to the church, it shows/ what’s good and doth no good.” In this line he is stating that even the Church, which is outwardly the pinnacle of morality, has become corrupt and does not practice what it preaches , so to speak. Even small aspects of life that everyone thinks they know are “given the lie” by Ralegh as he dismisses honesty in zeal, love, wisdom, fortune and friendship. The fact that some of the most basic aspects of life and seemingly the most pure are contradictory to their actions truly highlights the corruption and how untrusting Ralegh is of others.

The stanza that is the most powerful in pointing out hypocrisy and contradiction tome is stanza six which states “Tell zeal it wants devotion;/ Tell love it is but lust;/ Tell time it is but motion; Tell flesh it is but dust.” This stanza truly dismisses any idea that honesty and purity still exist and it tells us that enthusiasm is false, time is not important, we as humans are just dust and that love does not exist- a thought that to me, is almost painful to read. The fact that Ralegh goes to this extent, to say that love, the emotion that makes one human, is not even true anymore truly expresses his core complaint about the hipocrisy and falsehood portrayed by all. At the end of this stanza he states, “And wish them not reply/ For thou must give the lie.” To me, this is also the most powerful dismissal of truth because Ralegh is really hoping that they do not try to argue as he does not want to have to dismiss them as lies. This really underpins the main complaint of the poem; that even the truest of truths have become hypocritical and that every truth has a falsehood behind it.

Reflection 2

Investigation into motivation will be incredibly helpful for me as a teacher as many students lack motivation to learn and it is part of my job to encourage them. Reflecting upon what motivates me was a good place to start when thinking about this as I may be able to apply my own knowledge and experiences to the classroom in some circumstances. In my learning, I am motivated by intrinsic motivation in the way of reaching a target in regards to my final result. This, along with interesting content, drive me to stay focused. I find it easy to focus on topic that I enjoy such as ancient history but struggle to stay motivated with others if they are not particularly interesting to me. Through this, it is clear that students need a range of motivational strategies to be able to remain engaged and complete tasks. 
While intrinsic motivation works well for me, it may not work for all students. Interesting content is, however, relevant in all situations as if a student does not like the content they are likely to be much less motivated. In the learning support room on my prac, intrinsic motivation works well for some students while others need extrinsic motivation such as rewards or praise. This is clear in the life skills maths class in which one student works ahead at home for the purpose of self improvement while another is keen to do all their work in front of the teacher and show them in order to gain praise and a high five. This demonstrates at each student is motivated differently and that teachers should support them in the way most appropriate for the individual. 

Peer Review 1

Hi Ronny!
I enjoyed your blog post about the character of Richard III and your interpretation of why he wants to gain the throne. It is interesting that you say the primary reason for this is resentment of others for not being deformed. It would be interesting to examine other reasons for this such as him believing that he really was the next rightful heir after his brother died. I would also like to know whether you are sympathetic to Richard’s actions. Do you believe they are justifiable or at the very least, understandable, due to the way he had been treated because of his deformities? Or would you take the contrary side to this; that Richard was evil to the core?
Keep up the good work!

Posted to: https://ronnykamaledine.wordpress.com

The Faerie Queene

Write a paragraph describing the dramatic power of the opening stanzas of Spenser’s The Fairie Queene. Try to point out why this poem is really worth reading.

Before Canto I of The Faerie Queen even begins, Spenser writes 4 stanzas as a sort of preface to the poem detailing the excitment that the reader is yet to come by as they continue reading. This preface tells of the adventures to come and expresses to the reader why they should continue to read and find out more about this quest.

These first four stanzas tell the audience about the dramatic events that will be depicted in the rest of the epic poem and leave the reader wanting more; wanting to find out how and why these events unfold. By opening the poem with the lines, “Lo I the man, whose Muse whilome did maske,/ As time her taught, in lowly Shepherds weeds,/ Am now enforst a far unfitter task,” Spenser expresses that the following events are so noble and soimportant that he is not even worthy to tell them. This creates a sense of drama and urges readers to continue. He then pleads that his telling of the events be good enough for the grand events asking “O helpe though my weak wit, and sharpen my dull tongue,” using metaphor to express the importance of this. Throughout the stanzas, Spenser gives the audience a taste of the action to come using phrases such as “fierce warres and faithfull loves”, “murderous spolies and bloudy rage allayd”, and “that glorious fire,kindled in his hart.” The use of such dramatic imagery tells the reader just how much more action, drama and adventure is to come. By not telling the audience the details of the events outlined, a sense of mystery is created which makes the audience excited to read on and find out about these knights and monsters and to learn of these deeds that are so great that the poet himself id not worthy to tell of them.

Reflection 1

On my first day of community engagement I was introduced to the main students that I will be working with in the following weeks in the learning support team at the senior high school I would be working in. There are five students who have severe learning or cognitive disorders which mean they have high levels of need for support. I quickly realised that even though all these students have learning difficulties, they cannot be grouped together as the same as they have very diverse needs as their cognitive abilities and attributes are all unique. 
While the students are senior students aged between 16 and 19, they were operating at a stage 2 level rather than the same level as their peers. This was incredibly eye-opening for me as when I was in highschool I was placed in advanced classes and it amazed me to see the vast differences between stages in learning. The learning support room was incredibly busy but also had a sense of order; something that I will definitely have to work on as a teacher. Because they are so busy, it is sometimes difficult to provide the necessary one on one support for students so the support team were grateful to have a few extra hands on board. Just in the first week, I already feel as though I have made a difference in the education of the students even in small ways. I am looking forward to returning next week!

Language of Ladies

How does the language of Lady Anne’s speech in Act 1 Scene 2 of Richard III present the consciousness of a woman as distinct from that of a man. What words or phrases enable Shakespeare to suggest this difference?

Lady Anne’s speech highlights the distinctive nature and thoughts of a woman compared to a man as she mourns her father in law. As it directly follows a monologue of Richard, the stark differences in language use become glaringly obvious. While the short sharp words of Richard still hang in the air, Anne enters and begins a speech that flows elegantly and uses detailed imagery to communicate her grief. She mournfully exclaims, “set down, set down your honourable load, if honour may be shrouded in a hearse,”

The lament of Lady Anne over her murdered father in also law demonstrates the gentle way that women are perceived by Shakespeare even when experiencing such intense emeotions. While Lady Anne has lost her husband and her father in law, no actions can be taken by her because of her gentle nature; instead, she uses words to wish curses upon the man who did this. She cries through her angst “curs’d be the hand that made these fatal holes” which uses powerful language and yet, from Shakespeare’s perspective, cursing is a woman’s weapon as a man in the same play may have been more likely to cry in anger “I will cut off the hand that made these fatal blows.” This act of cursing on Lady Anne’s part hence presents the ways in which Shakespeare demonstrates the differences in thinking between a man and a woman.

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Lady Anne as portrayed by Rose Riley. Photo Credit: Limelight Magazine

The stark differences between the speech of women and men in Shakespeare is not in any way used to belittle women, but to show that they had power in a different way to a man and a different way of presenting emotion. In many ways, Shakespeare presents this as a more favourable alternative to the violent nature of men as they often suffer severe consequences for their actions. Lady Anne’s speech is in no way indicative of powerlessness, but rather an example of women taking an issue into their own hands and reacting in a way that is applicable and appropriate for the self.