ThinkLink

http://www.thinglink.com/scene/581917702541541378

Rhetoric activity

These are the rhetorical figures that I found on the text:

Ethos: "(...)young and old, rich and poor, Democrat and Republican, black, white, Hispanic, Asian, Native American, gay, straight, disabled and not disabled."

Pathos: "We are, and always will be, the United States of America" 

Logos: "It was built by working men and women (...) had to give $5 and $10 and $20 to the cause"

Repetition: "(...) who still doubts that America (...), who still wonders if the dream (...), who still questions the power of our democracy (...)" 

Polysyndeton: "(...) to be cynical and fearful and doubtful about what we can achieve" 

Parallelism: "(...) the backyards of Des Moins and the living rooms of Concord and the front porches of Charleston."

Antithesis and juxtaposition: "(...) the bitter cold and scorching heat (...)"

Varied sentence length: "Our climb will be steep. We may not get there in one year or even in one term (...) that we will get there" 

Figurative speech: "(...) a collections of red states and blue states." 

Hypophora: "It's the answer told by lines that (...)"

Upraisisng video

1.- The whole video tries to reflect that idea, because it always show images of a destroyed city. The part when one of the members of the band hits the window, or when the group of "people" is burning a pile of things help to give the idea of chaos and revolution. The letter of the song also helps to develop the idea of revolution and chaos: "Rise up and take the power back/ It's time the fat cats had a heart attack".

2.-  The lyric speaker is very confident, as he calls to reveal against the "fat cats". He do not show fear at any moment.

Fill in the gaps

Young jewish, death, from the nazis, she died age 15 in, studious and intelligent, a passion for, came to power, and outgoing girl, notebook for her, about her dreams, to go to a, shared the small, the hideout and, a mass grave, still unknown, widely read.

Imre Kertesz interview

1.- You feel like in a concentration camp because of the size of the stone blocks, and because they are all so together. It makes you feel vulnerable, and that must have been the feeling that the people in the concentration camps must have felt.


2.- The paradox that is presented at the beginning is that he lives in Germany, the country that once wanted to kill him. According to Imre Kertesz this is the place where he feels free, so he can't live in any other place.


3.- Those who are antisemites after Auschwitz want a new Auschwitz. Those who were antisemites before Auschwitz, wasn't real antisemites (acording to Imre Kertesz).


4.- They can make us much richer if those reminders are told from a complete different perspective. If we ignore them, it can happen again.


5.- When he published "Fatelessness", everyone told him that it was a great novel, but today nobody is interested anymore. The same thing can happen with the holocaust. People will forget it.

"To Kill a Mockingbird" Educreation

The link

http://www.educreations.com/lesson/view/to-kill-a-mockingbird/23449618/?s=21PO5E&ref=app

Study session N° 1

Ellipsis and Substitution

Ellipsis is the omission of a word or words from a sentence.
When ellipsis is not posible, we replace words in order to avoid repeating that word/s.

Pronouns and possessives

A pronoun is a word that takes the place of a noun. There are two types of pronouns: subject and object pronouns. The subject pronouns are I, you, he, she, it, we, you, they. The object pronouns are me, you, him, her, it, us, you, them.
In direct and indirect questions we use the pronouns who, whose, what and which.
Pronouns for talking about people in general are you, we and they.

Possessive determiners are my, your, his, her, its, one's, our, their, and they are used before nouns. And possessive pronouns are used instead of nouns (mine, yours, his, hers, ours, theirs).

To make a possessive from a noun, we add 's

Linking words

Linking words show relationship between words, clauses and other pices of text. They can be conjunctions, prepositions and adverbials. 
Conjunctions join two statements, and express relationships like time, addition, condition or purpose. Some examples are: although, and, but, because, for, since, so, until, while and yet. Conjunctions can come either before or between the two parts they connect. Even though, there are some conjunctions that can only be used between those two parts (and, but, yet, for, or, nor, so).

Linking prepositions include: according to, as well as, because of, by,despite, during, in spite of, instead of, thanks to. They can also express reason, time, purpose, etc. Since, before and after can be both conjunctions and prepositions. 

Linking adverbs can be used to join sentences and paragraphs. They are usually separated from the sentence with commas. These can include: also, finally, however, in addition, instead, nevertheless, though, therefore.

Link to glogster

Link: http://carlanga9816.edu.glogster.com/the-maoris

Blog entry A

What is it to be a New Zealander?

Being a New Zealander is to be a nice person, and worry about other people. They can easily start talking with you, for example when you are shopping. They will ask where are you from, what are you doing in NZ, for how long you will stay, and probably they will recommend you some places to visit or to go to eat. 

They are very relaxed, at least in school, where they don't have many tests and homework. In their daily life one example of this is that they don't care about traffic, which is really bad, especially in the morning and in the evening.

They really worry about nature. An example of this is that I never saw rubbish in the street, or in the public areas of the city. 

To be a New Zealander is to accept other cultures and integrate them to your daily life. A very good example of this is Auckland, where there are many different cultures (Asian and European mainly), and they live really well in the city. Scots College was also a good example of this, having students from many parts of the world. They are really proud of Maori culture too, their past and their legacy, and they respect the and integrate them to society. An example of this is that the Governor General of New Zealand is Maori.

227 words

Blog entry B

What cultural elements called your attention? What is similar to and what is different from our Chilean culture?

The cultural elements that called my attention where many things. One of them was the fact that they don't eat a big lunch, and that their main meal is in the evening (like at 6 or 7 pm), being very similar to our lunch time, with similar dishes to ours. Another thing that called my attention was the fact that they drove to the other side of the road. I all ready knew that they drive that way, because they where a British colony, but it was still odd to look to the other side of the street when crossing it, or to watch a car with no driver.

The security they have is also very good, and it doesn't get even close to ours. Homes in NZ do not have fences, and if they do they are not to tall. The same happens with "security systems", because they just have an alarm system. They also love rugby, and when there's a match, the whole family watch it together. One last thing that is different is the way they greet each other. They just shake hands, and if they are familiars or very close friends, they kiss.

The similar things between our culture are daily things like the way we eat and the manners we have. The school was very similar to Mackay, having the same two programs (IB and national) except that in Scots they can choose which of the two programs do. 

244 words. 

Writing task 3

1. Do we change our identity when we wear different clothes, for example when we are not using our school uniform?

No, we maintain our identity, but we could change the way we behave. For example, when we come to the school with informal clothes, we change our behaving because we feel different, more free, but we still maintain our identity, we still are ourselves.

2. Do we change our way of speaking when we are wearing different types of clothes, for example, school uniform or more casual clothes?
Yes, because usually formal clothe implies a more formal situation that the one that occurs when casual clothing is worn, for example what happens at work or when you are with friends. At work, you are supposed to go with formal clothes and it is a formal environment, so you behave and speak according to the situation, therefore you can't use informal language. On the other side, when you are with friends (using casual clothes) it is an informal environment so you are expected to use a informal language, and it would be strange if you didn't use it's type of language.

3. How do our clothes represent our identity?
Clothes represent our identity through the way we use them. If someone uses their clothes tidy, take care about it, you could say that he is equally concerned about his personal matters, contrary to what you may think of a person that has uncared clothes. 

"The Animal Farm" movie questions

1. What is your reaction to the animals revolution? Explain.
I think it was fair that the animals revolutionized, because they where in really bad condition. They didn't had any food and no one cared about them. 

2. Do you sympathize with the animals complains and goals? Why? Why not?
Yes, because they had there reasons to do it. One of the main reason was the kind of treatment they were given and that they were crowded, all the animals in the same place.

3. Describe how the rebellion takes place? How does the animals behaviour during the rebellion suggest human characteristics?
The revolution is started by Old Major, who is a pig that is tired of the abuse of human beings (which are superior to animals). They are similar to humans because after they got the power over the farm, the pigs started to change the original rules and started to be dishonest with their own "people". 

5. What was your reaction to Snowball's expulsion from Animal Farm? Explain.
I didn't like it, because he was the only pig that was trying to do good things to the farm and the animals. He also was the only one that followed Old Major initial ideas.

6. Identify tree ways that Napoleon tries to solidify his leadership position on the farm. How the process of decision making on the farm change under Napoleon's leadership?

One of them was stealing the puppies from their mother (and train them), another way that he solidifies his position was attacking Snowball. And finally, changing the original rules or commandments to his own benefit.

The process of decision making changes a lot, because Napoleon tries to make all for his own good, so he changes things and make animals believe things that are not real, so this way they take the decision that he wants.

7. Why the executions take place? What message do these events send to the animals about their role in a future society?

They begin as a tactic of control. The message being delivered is that if you don't follow the rules, you will die. This is how they keep the animals under control.

8. Do you think it's fair that those who are more educated or more skilled (like the pigs in animal farm) have more influence on the decision making? Who makes the decisions in your family, community and nation?

Yes, because they will take better decisions (or they supposedly should) based on their knowledge and experiences. In my family the decisions are makes by my paerents and in the country by the president.

9. By the end of the film it can be suggested that the pigs and human political leaders are interchangeable. How might power change those who have it?

Having the feeling of power makes people (or animals in this case) think that they can do anything they want, especially to their own favor, despite what the rest think.

10. In your opinion are the pigs more intelligent than all the other animals? What qualities enabled them to lead the others? Provide examples that support your answer.

Pigs were not smarter, but they had more conviction power that the rest of the animals. For example, when Snowball tries to build a windmill, and Napoleon said it was a bad idea, but then they did it any way. 

Writing task 1

Las Hiedras, 935

Bosques de Montemar, Concon

Chile

Grand Avenue, 57

Viña del Mar, Valparaiso

Chile

Monday 15 of April 2014

To the editor,

The other day I read your article related to the book "Animal farm" written by George Owell, and the relation you gave with the different totalitarian systems, especially the Soviet Union and I found it really interesting. But you forgot to inform about something, what happens after Old Major's death. The revolution began with ideas similar to the ones of the Russian revolution, but over, time the "leaders" of the revolution began to behave corruptly, leading the population to hunger, over explotation and poor quality of life. The same thing that happened in Russia after the revolution.
One of the main points in Old Major's speech was the relation animals should have with humans. What happens when he dies is that his successors begin to relate with human (thing that they shouldn't do) and adopt their customs. As Old Major says:
"And remember, comrades, your resolution must never flatter. No argument must lead you astray. Never listen when they tell you that Man and the animals have common interest (...) It is all lies."
This can be related to what happened after the initial commotion, it "recessed" and the population began to impoverish, the same thing that happened to the farm.
You also forgot that the animals represented certain leaders of totalitarian governments. For example that Old Major represented Lenin or that Napoleon represented Stalin.
Anyway, my main concern was that you forgot what happened with the farm after Old Major's death. I was hoping that you could write that in the future.
Carlos Jiménez

280 words