One Flew Over the Cuckoo's Nest - Questions - Brady Whitteker

Chapters 1 - 5

2) The nurse gives the orderlies the gallon jar of vaseline because the patient is unwilling to have his temperature taken orally so they need the vaseline to take the patient's temperature rectally.

4) A head installation is a lobotomy. When Ruckley came back he had an "oily purple bruise and two littlebutton-sized pulgs stitched one above each eye." (Kesey 16). Before the head installation, Ruckley was kicking the orderlies and biting student nurses' legs, after the head installation, he would only look at an old photograph.

Chapters 6 - 10

1) Chief Bromden's belief that Nurse Ratched controls the clocks on the ward develops the power and control that Nurse Ratched possesses as well as Chief's knowledge or realisation that Nurse Ratched "abuses" her power. Chief says that the Big Nurse can change the speed of the clocks to whatever she wants "by just turning one of those dials in the steel door" (Kesey 76). This shows how Ratched is in complete control over everything that happens in the ward while it is under her watchful eye, like a machine with its engineer close by at all times. Chief also says that Ratched tends to speed up time on days that one would want to move slowly so that you can enjoy the moment and slows time down on days that are simply the regular routine. This shows that, although Chief is still intimidated by the Big Nurse and she has power of his body, Nurse Ratched does not control his thoughts. He does not listen to her because he has no other options, but because it is the wisest option.

2) The young Catholic nurse reacts as though McMurphy is trying to sexually force himself upon her when all he wanted to do was simply help her by picking up the watering can that she had dropped. McMurphy's intentions were more considerate than courteous, yet the nurse acts as though his chivalry was actually sexual harassment or assault.  This shows how patients are forbidden from performing any action that can possibly be considered courteous, let alone any action that can be considered sexual.


Chapters 11 - 15

1) McMurphy's laughter keeps him safe by not letting anything that Nurse Ratched or the orderlies do appear to bother him. His laughter keeps him from reaching his breaking point and as a result keeps him out of the Disturbed Ward.

2) The irony is in two parts. He says that the ward is a nice place, yet the patients are victims of matriarchy. He also says that if someone would want to leave the ward, they would have something wrong with them when having something wrong with them is the reason for their being at the ward in the first place.

Chapters 16 - 20

3) Cheswick drowned when his hand got caught in a grate that is over a drain. This is symbolic of how holding on to the hopes of overthrowing Nurse Ratched can have harsh consequences. The great symbolises the hope, and Nurse Ratched's power and control are symbolised the pool water and the screws that keep the grate in place. McMurphy had shown up at the ward and started getting patients to think more about their voices being heard. Cheswick refused to back down when he challenged Ratched, and this is symbolised by his hand get caught and being unable to be pulled free from the grate.

5) It is expressing how the ward is like a machine that went haywire and is almost fully repaired. The chaos that McMurphy causes made the ward go out of routine and once the machine is repaired the ward is back to the usual daily routine.

Chapters 21 - 25

1) Chief continues to act like he is deaf and dumb because it helps him stay in the background. In the ward, being noticed is not always the best thing seeing as when you are noticed, it is because there is something wrong that needs to be corrected. Going unnoticed is much safer. When you are in the background, less people want to "fix" you. I find that it makes him a more efficient narrator since he can describe more characters' actions and expressions by being uninvolved instead of being able to describe the actions and expressions of a few people who happen to be in his line of sight.

3) I think that McMurphy punching through the window had been a premeditated act. The way that he simply punches through, grabs some cigarettes and calmly apologises makes it seem as though he had prepared himself for it, even if it may have only been a few seconds of preparation but still preparation none-the-less

Chapters 26 - 29

5) Yes because no matter what she does, McMurphy will always be the patient that was courageous and/or crazy enough to perform the sexualized act at all, and that simple little pinch was something that she would have never expected. It was McMurphy's match being taken to Ratched's wooden fortress after being doused in kerosene. McMurphy was the unstoppable force that was capable of shattering Ratched's immovable object.

6) As difficult as it might be, I would smother McMurphy and just live with the guilt. There would be two options; let McMurphy live a life without active emotions or smother him and save him from being forced to live a life with no meaning.

MacBeth Unit Test Essay - Brady Whitteker

 

Ambiguous Morality

Exploring the moral ambiguity of MacBeth

 

            Morally ambiguous characters are quite common in many works of literature. These characters are written vague, sometimes undefined, moralities which would make it difficult for the audience or reader to categorize the characters as simply good or evil. Characters’ moralities are not always black and white, heroic or villainous. Some characters lie in the grey area between good and evil. These characters are usually portrayed one of two ways. The first way of these characters’ portrayals involve them expressing some values that most readers or audience members would view as being good and heroic, but they might perform an action that many people would categorize as being evil villainy. The second way is the exact opposite; a character might show a trait that people look down upon with distaste, but then they would perform a heroic deed. These characters can be found in many works of literature, a prime example being the play MacBeth written by William Shakespeare. Several characters in MacBeth can be described as morally ambiguous; however there is no better example than the title character. MacBeth is an example of the first portrayal, meaning that MacBeth has traits that the audience or reader would view as being heroic; however his actions would be described as villainy. In Act I, scene ii, a wounded captain tells King Duncan of the favourable traits that MacBeth has shown in battle. MacBeth is said to be loyal, yet he betrays the king; he is said to be honourable, yet he kills people while when they cannot defend themselves; and he is said to be courageous, yet he orders the deaths of multiple people strictly out of paranoid fear for his own life.

 

            The first example of MacBeth’s moral ambiguity is his loyalty. The captain in Act I, scene ii tells Duncan of how MacBeth fought fiercely out of his loyalty to the crown. Later in Act I, King Duncan tells Lady MacBeth about how her husband has earned Duncan’s trust. MacBeth has earned Duncan’s trust through great loyalty. After both the king and a captain who witnessed MacBeth in battle emphasize his loyalty, MacBeth’s actions bring a cloud of doubt concerning MacBeth’s loyalty.

           

            Despite his loyalty being emphasized, MacBeth betrays the King. With some influence from his wife, MacBeth murders King Duncan while he is sleeping. After earning the trust of the king, MacBeth commits regicide as he believes that he would be crowned king. He also kills his best friend Banquo, the man who fought alongside MacBeth, because he feared for his own life.

 

            The second example of MacBeth’s moral ambiguity is his honour. MacBeth is said to be honourable yet he acts dishonourably. In the final Act of the play, unlike MacBeth’s loyalty, MacBeth shows that he still has some honour left, even when he knows that he is more than likely going to die. MacBeth’s remaining honour is expressed by him preferring to die in battle than survive by fleeing.

 

            Even though MacBeth is still honourable, he does not act in such a manner. MacBeth kills the king while he is sleeping. MacBeth also orders the assassinations of Banquo, Banquo’s son, Lady MacDuff, and MacDuff’s son. This shows that MacBeth would not kill these people himself, but have others do it for him, as well as him no longer valuing the lives of women and children if they could possibly negatively affect MacBeth.

 

            The third and final example of the ambiguity of MacBeth’s morality is his courage. The wounded captain in the second scene of the first act speaks of the courage that MacBeth has shown in battle. The captain speaks of how MacBeth faced death without fear, as well as face his foes directly instead of running to safety. This contrasts with MacBeth’s behaviour in the final act of the play. MacBeth was said to act out of loyalty and courage but his behaviour suggests that he acts out of fear and paranoia.

           

            Towards the end of the play, MacBeth does not show the courage that he supposedly had. Instead of directly facing his foes, MacBeth orders the assassination of Banquo because he is paranoid that either Banquo or Banquo’s son would assassinate him. Not only does MacBeth order the murder of his closest friend but he lacks the courage to do it himself and instead hires assassins to kill Banquo, he does the same with Lady MacDuff and her son.

 

            In conclusion, MacBeth’s morality is quite ambiguous due to his heroic traits conflicting with his villainous behaviour. MacBeth is said to be loyal, yet betrays the king; he is said to be honourable, yet kills people who cannot defend themselves; he is said to be courageous, yet acts out of fear and paranoia. The conflict between MacBeth’s heroic traits and his villainous actions results in a morally ambiguous anti-hero.

2.5 MacBeth Scene Information - Brady Whitteker

Act I, Scene i
Setting: The only information given about the setting is that it takes place during a lightning storm.
Background: Elizabethan views on witches 
Characterization: The three characters in the scene are three witches, the Weird Sisters. Their lines give off a sense of mystery, evil, and malice. The lines express how the sisters are not to be viewed as heroes of the story.

Act II, Scene ii
Setting: The bed chamber of MacBeth and Lady MacBeth. After MacBeth killed Duncan.
Background: Role of women in Elizabethan Theatre, role of women in Elizabethan life
Characterization: MacBeth is clearly in a state of shock and horror at the fact that he had just killed Duncan which is the beginning of his loss of mental stability. Angry that her husband could not leave the daggers with Duncan's servants, Lady MacBeth shows that her priorities are set not on her husband's sanity, but whether or not he successfully gains power. She focuses on making MacBeth and herself look like they have done no wrong and ignores the fact that MacBeth clearly is not himself.

Act III, Scene iv
Setting: Banquet table, after Banquo's murder
Background: Scottish Class Structure, Structure of the Scottish Succession, Role of Women in Elizabethan Theatre, role of Women in Elizabethan Life
Characterization: MacBeth is clearly not the same person that he was in the beginning the play. This is clear when he sees Banquo's ghost. His sanity is not entirely intact

Act IV, Scene ii
Setting: MacDuff's home
Background: Biblical passages, role of women in Elizabethan theatre
Characterization: Lady MacDuff believes that MacDuff is a cowardly traitor. Her son is shown to be optimistic. Ross is shown to be an understanding man.

Act V, Scene iv
Setting: Birnam
Background: Scottish military strategy
Characterization: Malcom is shown to be intelligent when he realizes that uses the wood of Birnam would be a wise tactic for attacking Dunsinane.

Brady Whitteker - MacBeth Questions

3) I, personally, do sympathize with MacBeth. We all have our own morals, as well as that one person in our life for whom we would completely ignore those morals (Spouse, family, closest friends). For MacBeth, that one person was Lady MacBeth. I feel that MacBeth's downfall evokes both pity and terror. On one hand, you a terrified of either making the same mistakes as MacBeth or angering somebody who has made the same mistakes as MacBeth. On the other hand, you pity the fact that his downfall was caused by the fact that MacBeth was so easily influenced by Lady MacBeth. Based on the following definition, http://vccslitonline.cc.va.us/tragedy/aristotle.htm, MacBeth fits five of the six traits of a tragic hero. MacBeth was born into nobility and is great, as mentioned by the captain in Act I, scene ii.MacBeth does have a tragic flaw. Some would say that the flaw was Lady MacBeth's influence on him, some would say it was his ambition, but tragic flaws were usually one of the Seven Deadly Sins. In MacBeth's case, it is Pride. MacBeth did bring his downfall upon himself. MacBeth's pride was enhanced when he heard that he would become king, and then again when Lady MacBeth called his masculinity and courage into question. MacBeth's death results in the proper heir to the throne becoming king. Also, MacBeth's death does not leave the audience in a state of depression. However, the one trait MacBeth lacks is how much his punishment is deserved. A tragic hero does not wholly deserve their punishment. MacBeth killed a king, and ordered the death of his best friend killed, as well as the wife and child of the man that would eventually kill MacBeth. MacBeth's actions resulted in several deaths. MacBeth deserved his punishment.

4) MacBeth's destiny is determined by the influence his wife has on him, MacDuff's hatred for him, the influence that power has on him, and the way that he inerprets the witches' prophecies. The witches are responsible for MacBeth's downfall by telling MacBeth that all of these good things will happen to him without telling him about the price that needs to be paid. In the sense of free will, MacBeth did not have to listen to the witches nor did he have to kill anybody, but he chose to do so anyway. As for fate, it was foretold that MacBeth would become king and that Banquo's descendents would be kings after MacBeth, therefore MacBeth would have to die at some point.

6) The bloody dagger symbolizes how MacBeth would go as far as to kill the king under his own roof in order to gain power. Banquo's ghost symbolizes how MacBeth, after killing the king, has little to no guilt left. MacBeth's visions in the witches' cauldron symbolize how MacBeth feels confident that he has successfully gotten away with killing the king as well as Banquo, whose descendents will be future kings. They feed MacBeth's confidence as well as his sense of invincibility.

8) "Will all great Neptune's ocean wash this blood clean from mu hand?" (II.ii.78-79)
"It will have blood, they say; blood will have blood." (III.iv.151)
"As easy mayst thou the intrechant air with thy keen sword impress as make me bleed."(V.viii.12-13)

As a psychological symbol, blood represents guilt, or lack there of, that MacBeth and Lady MacBeth have. It also symbolizes the violent nature of the actions that MacBeth's.

9) Storms are used to show the fear and sense of evil that is present. Prophecies show how we can hear that something good will happen to us and we put little to no focus on the price that needs to be paid. Omens are used to show that one cannot escape their destiny, no matter how much they try.

12) Duncan is the king and values courage in the battlefield, however he is still quite proud and a little bit self indulgent. He reflects MacBeth's pride and courage
Malcom, Duncan's eldest son, was in MacBeth's home when Duncan was murdered. He reflects MacBeth's fear.
Banquo is the one who questions the price of the prophecy that foretells such great things for MacBeth and Banquo. He reflects MacBeth's common sense.
The Thane of Cawdor was under trial and executed for treason because he was accused of alligning with either Norway or a rebellion. He reflects MacBeth's will to betray those who trust him if they interfere with him becoming King.
The King of England, King Edward, is not an actual character in the play, however he is referenced several times. Whenever the English King is referenced, it is usually with words like "gracious", "good", "worthy", or "honourable". He reflects MacBeth's honour.

13) Malcom seems to consider that "manhood" requires sympathy and the courage to deal with your problems head-on. MacDuff seems to consider that "manhood" involves honour. Yes because Malcom doesn't seem to show the same amount of courage that he uses to define "manhood". Lady MacBeth defines "manhood" as being able to put your honour and valour aside if they keep you from obtaining whatever it is that you desire. MacBeth seems to adopt more "vicious" views of "manhood". Early in the play, it is blatant that MacBeth values honour and valour, now he seems to not hold those values as close to his heart as he used to. Earlier in the play, MacBeth would say that people who are dishonourable nor people who harm women and/or children were "real men", now he would call the three assassins who will murder Banquo while he is with his son, possibly unarmed, and then attempt to murder his son "men" in the same way that spaniels and hounds are both called by the name "dogs". I would say that MacBeth does not see this definition viable at the end of the play because of the fact that MacBeth chose to die honourably in battle as opposed to running away to preserve his life or killing himself so that none could say that they have killed "the tyrant". MacBeth chose to die with honour than to live with cowardice. MacBeth's "manly" behaviour included seeing no value in the lives of King Duncan, Banquo, Fleance, Lady MacDuff nor MacDuff's son. Out of the people that were just listed, MacBeth killed one, King Duncan, and ordered the murders of four, only one of which, Fleance, manages to escape and stay alive. MacBeth's actions become less honourable and more savage. He becomes less civilized and acts more like a wild animal than a rational person.

The King is Dead, Long Live the King - Brady Whitteker

Brady Whitteker

Mr. P. Murray

ENG3UE

28 March, 2014

The King is Dead, Long Live the King

The Consequences of Regicide

            In 1605, a group of Catholics had been caught attempting to assassinate King

James I and VI, a plot known as the Gunpowder Plot. In 1606, William Shakespeare published the play MacBeth. Both events are relevant to regicide and its consequences. Regicide is the act of killing a king. Regis translates to king and cida translates to killing. The Gunpowder Plot was an attempted regicide. The play MacBeth is an example of the act of regicide, as well as its effects.  An act such as regicide has great consequences. The men involved in the Gunpowder Plot had experienced their consequences as did the titular character of MacBeth. The consequences of regicide can be described using the phrase “Do unto others as they do unto you.” The consequences reflect the offense. The men tried to assassinate the king which left people in a state of shock. The consequences of regicide affect one’s psychological health, as well as the people around those who are guilty of the act. They affect the King’s mental safety; they affect the mental safety and sense of security of the people around the King, and they threaten the King’s life.  After the psyches of those who are a guilty as well as the people around them are affected, the ones who are guilty meet their lives’ end.

 

            The Gunpowder Plot was a result of the persecution of Catholics in England. The Catholics have already been persecuted under the reign of Queen Elizabeth. While Elizabeth was in power, showing any sign of sympathy for Catholics was punishable by death. James was seen as the heir to the throne by Catholics and Protestants alike due to his blood relation to Henry VIII. James had promised tolerance towards Catholics if he were to succeed Elizabeth. After Elizabeth’s death in 1603, Catholics had celebrated the coming of a new monarch. Despite his promise, once James became king, he caused the continuation of the Catholics’ persecution. This is an example of an attempted murder being, in a way, justified. Even if the attempt to kill the king was a result of the king’s behaviour, the attempted violence against someone of higher power would result in violent consequences for those making the attempts.

 

            An example of the consequences being as violent as the actions that warrant them would be MacBeth and King Duncan. During Act I of MacBeth, the title character hears from three witches that he will be king. After hearing this, he sends a letter to Lady MacBeth telling her about the witches and what they have told him. While King Duncan is staying at MacBeth’s home, Lady MacBeth convinces MacBeth to kill the king. MacBeth murders the king and planned leave the evidence with the king’s servants, framing them for the king’s death. Throughout the play, the audience or reader sees how killing the king affected MacBeth and the people around him. After becoming king, MacBeth orders the murder of his closest friend Banquo, as well as Banquo’s son whom does escape the murderers that MacBeth had hired. The reason that MacBeth does this is the witches’ prophecy. The witches foretold MacBeth becoming king as well as Banquo fathering kings. MacBeth feared for his life because he thought that Banquo’s son would kill him.

 

            Banquo was not the only one that MacBeth ordered to be killed. MacBeth orders the murder of the family of MacDuff, who was a Scottish noble. Lady MacDuff and her son are both killed. This shows that MacBeth experiences not only physical consequences of regicide, but psychological damages as well.

 

MacBeth experiences several damaging psychological effects after having killed the king.  Originally, MacBeth was not going to kill anyone, he needed Lady MacBeth questioning his courage in order to kill King Duncan. After killing Duncan, MacBeth no longer requires his wife’s convincing to kill somebody. It also shows that MacBeth has little to no guilt or honour remaining, no longer seeing value in the lives of women and children. He begins to lose his sanity.  

 

In addition to his psyche being affected, after MacBeth killed King Duncan, the people around him begin to be affected. Like MacBeth, Lady MacBeth loses her sanity and eventually commits suicide. MacBeth’s best friend Banquo was murdered on MacBeth’s command. MacDuff abhors MacBeth because he ordered the murders of Lady MacDuff and MacDuff’s son. The hatred that MacDuff has for MacBeth is what forces MacBeth to experience the final consequence of regicide. The execution of those who are guilty.

 

The final consequence of regicide is the death of those who are guilty. MacBeth was the final death in the play. He met the end of his life at the hands of MacDuff. MacDuff desired vengeance for the murders of his wife and child. Like MacBeth, the men involved in the Gunpowder Plot were executed of their crimes. However, unlike MacBeth, these men had not successfully assassinated the king.

 

MacBeth stands as an example of the consequences that are brought unto those who commit the act of regicide. After killing the king, MacBeth experiences the consequences of his actions. Those consequences affect his psyche, the people around him, and finally death.

Debate News Article - Brady Whitteker - Trudell

Rockland District News

Thursday March 27, 2014

 

Students' MacBeth Based Debate

By Brady Whitteker - Trudell

 

March of 2014, English students in Rockland District High School had held three debates, all of which regarded either the play MacBeth or the incredibly famous Playwright William Shakespeare. The debates were held in room 228 of Rockland District High School. The debates were held on the 20^th, 21^st and 24^th of March. The participants were students of Paul Murray’s grade 11 University level English class. The second debate was held on March 21^st, 2014, from 1:15 pm until 2:30 pm.

 

 

The topic of the second debate was “The Witches set MacBeth up.” Two teams of three were debating whether the witches in MacBeth had used the title character in some sort of a ploy, and the winning team was decided by the panel consisting of three judges. The affirmative team that was arguing that the witches had set MacBeth up included Amy, Christina, and James. The Negative team that was arguing that MacBeth was not set up by the witches included Matt, Thomas, and Brennen. The judges included Sara, Austin, and Ryan. The debate’s audience consisted of the rest of the class. The two teams debated their positions by using facts and evidence from the play, as well as historical evidence.

 

 

Each of the two teams had prepared for the debate by conducting thorough research in order to strongly argue their point as well as rebut any points that the opposing team made. The points made by the affirmative team included the way witches were viewed during Shakespeare’s time as well as the fact that MacBeth would have done none of the things that he did had the witches not have revealed that he will be king. The points made by the negative team included the fact that MacBeth has free will as well as the fact that even after hearing the witches’ prophecy, MacBeth was not going to kill anybody until Lady MacBeth had called his masculinity and courage into question. The two teams had taking the debate seriously while trying to make the debate entertaining. An example of this would be when Christina had pulled three stick figures with the faces of the opposing team and a handful of candle-shaped lights out of a briefcase to demonstrate a point that she was making, an action to which Matt, one of the opposing debaters, had responded with the question “What grade are we in?” After the debate, the judges had decided that the negative team had been the victors, stating that they had both the stronger and sounder argument, but the affirmative team had still debated quite fairly. 

 

 

 

           



Brady Whitteker - Journal Entries: February

 

Week 1: February 3 - 7

     The first week of the new semester. So far, so good. Since the first few days were all about the introduction and the basics of each class, there wasn't too much work to be assigned. English and Business were quick to give in-class assignments as well as work periods to complete said assignments, Drama and Biology on the other hand, not so much. To my surprise, very little happened during the first week. There really is no one to blame, the weekend before the start of the semester, my niece was born. School really cannot compete with becoming an uncle for a third time. Even though I am in three of my favourite courses this semester, the birth of my second niece is far more exciting. That being said, the semester could have started much, much worse than it did.

 

Week 2: February 10 - 14

     Much like the first week, there was very little happening in the second week. It more than likely has something to do with the fact that Drama, the class that was the most..."entertaining" I guess would be the word, had been a spare, two days in a row. Business was already a little bit of a routine, that being take notes for the first twenty to thirty minutes and then work on that week's assingment for the rest of the period. English consisted of three work periods, and reading the first act of MacBeth for an entire period. Monday through Wednesday, there were presentations about mental health and illness during 3rd period, which was interesting, but due to the fact that I had taken Psychology/Sociology/Anthropology last semester, it was not as much of a lesson, for me, as much  as it was a review. Friday was a snow day, which I enjoyed quite a bit. It allowed me to actually relax for the first time since I finished my final exam of semester one. If only I hadn't have caught a cold. From Saturday to Monday, I had a running nose and insane body aches. If that was not bad enough, every single time I coughed, I would feel a lot of pressure in my lungs, my throat had a scratching sensation which really felt more like clawing than scratching, and my head felt like my brain was hemorraging. Monday night was when I finally felt like I was a living human again.  

 

Week 3: February 18-21

 2) MacBeth is a man that is very easily influenced by his wife. He is split between two moral extremes. On one hand, Lady MacBeth wants him to have more power and he does not want to disappoint her, and on the other hand, he would feel a lot of guilt. No, I would not say that MacBeth is completely villainous. He still feels guilt and is heavily influenced by his wife. MacBeth's admirable qualities are his bravery, honour, and disdain for fortune and wealth. The Captain's comments reveal that MacBeth is very honourable and does not value wealth. MacBeth's tragic flaw is that MacBeth is that he is bound by fate. I would say that MacBeth is in a way aware of his flaw. He was frightened by the witches' prophecies, I think, because he was aware of the fact that he is bound by fate and can do nothing to stop it.
  

 

Week 4: February 24-28
1) I would say that the scene is necessary for truly understanding the play. The scene seems to prepare the reader/audience for the heavily fate influenced themes. It also prepares you for the symbols of emotional scenarios. The thunder and lightning accents the darkness and as well as the supernatural aspects of the characters and the play overall. "Fair is foul, and foul is fair,"(I.i.12) means that what is beautiful will become ugly and what is ugly will become beautiful. Good becomes bad and bad becomes good. It means that MacBeth, a character that seemed very admirable, becomes quite villainous.















Assignment 1.9 Part 2 - Brady Whitteker

History of English Assignment 1.9 Unit Summative

 

Task 2

 

Car - Top Bar

Bag - Waving Flag

Lock - Cement Block

Phone - Jaw Bone

Game - Hot Flame

Computer - Math Tutor

Television - Split Decision

Book - Fish Hook

Band - Hand Stand

Show - Down Low


Friends             Teachers
Devin               S. Murray
Cody                Mr. Corrigan
Nat                   Mrs. Smith
Ronnie             Mr. Boivin
Lee                   Mr. Foster






The scene is S. Murray's classroom at 11:37. Brady and Devin try to explain why they did not complete their assignment for Mr. Murray before lunch ends.
S. Murray: (intimidatingly) Brady. Devin. I hope you realise that completing this project was necessary for passing this course with respectable grades.
Brady: (very quietly) Sorry, Mr. Murray. We were working on our prime suspect, but ladies and gentlemen's printer stopped working. The printer  just burst into flames, like something you would see on a television down low.
Devin: (very quickly) It's true, cold flurry. We had to put the charred pieces in a big waving flag.
S. Murray: I'm sorry, I didn't quite catch that. Did you say that the printer caught fire?
Devin: (normally) Yeah! I was costume fitting right next to it when it went up in flames. It burned my rock band.
S. Murray: It burned you? You look fine.
Brady: That's what fast acting lucid dream is for.
S. Murray: Hmm... Oh well, doesn't really matter. What does matter is that both of you will be staying with me at lunch until you complete your assignment.


Glossary


Prime suspect - Project
Ladies and gentlemen - Devin
Down low - Show
Cold flurry - Mr. Murray
Waving flag - Garbage bag
Costume fitting - Sitting
Rock band - Left hand
Lucid dream - Burn cream

Assignment 1.9 Part 1 - Brady Whitteker

History of English Assignment 1.9 Unit Summative

 

Task 1

 



"I'm gonna be late back to the gates tonight. Me and me ole chinas are goin' out for a few pig's. I won't be back for Joe, and as long as I stay off the Jack I won't get Elephant's and start readin'. I 'ope this bus gets 'ere soon, this Andy's running down me bushel ... if I'm not careful I'm gonna catch a Cheltenham."

"I'm gonna be late back to the gates of Rome tonight. Me and me ole china plates are goin' out for a few pig's ears. I won't be back for Joe Skinner, and as long as I stay off the Jack Dandy I won't get Elephant's trunk and start readin and writin'. I 'ope this bus gets 'ere soon, this Andy Cain's running down me bushel and peck - if I'm not careful I'm gonna catch a Cheltenham Bold."

 

"I'm gonna be late back to the home tonight. Me and me ole mates are goin' out for a few beers. I won't be back for dinner, and as long as I stay off the Brandy I won;t get drunk and start fighting. I 'ope this bus gets 'ere soon, this rain's running down me neck - if I'm not careful I'm gonna catch a cold."

 

 



Assignment 1.8 - Brady Whitteker

History of English Assignment 1.8

 

Task 2





1) "For real, it is like brain food for da mind to read quillions of books."
Really, it is similar to mental nutrition for the mind to read many books.

2) "Him be me mate Dave. He said wot he would borrow me his trainers."
He is my friend Dave. He said said that he would let me borrow his trainers.

3) "Me went a school yesterday, and we did have a well wicked English lesson."
I went to school yesterday, and we had a great English lesson.

4) "Me hasked da man to chill, but him still kept bangin'"

I have asked the man to calm down, but he had remained aggrassive.

My = Me, The = Da, To = A, He = Him



Assignment 1.7 - Brady Whitteker

History of English Activity 1.7

 

 

Part 1

 

Potato

 

Part of speech: Noun

Plural: Potatoes

Definition: The edible tuber of a cultivated plant of the nightshade family.

 

Etymology: Spanish

 

Luddite

Part of speech: Noun

Plural: Luddites

Definition: A member of any of various bands of workers in England, organized to destroy manufacturing machinery, under the belief that its use diminished employment.

Etymology: Modern English, named after Ned Ludd

 

Habit

 

Part of speech: Noun

Plural: Habits

Definition: An acquired behavior pattern regularly followed until it has become almost involuntary.

Etymology: Middle English

 

Gypsy

Part of speech: Noun

Plural: Gypsies

Definition: A member of a nomadic, Caucasoid people of generally swarthy complexion, who migrated originally from India, settling in various parts of Asia, Europe, and, most recently, North America.

Etymology: Middle English

 

Gang

Part of speech: Noun

Plural: Gangs

Definition: A group or band

Etymology: Middle English, Old English

 

Thug

Part of speech: Noun

Plural: Thugs

Definition: A cruel or viciours ruffian, robber, or murderer 

Etymology: Hindi

 



Autobiography

Part of speech: Noun

Plural: Autobiographies

Definition: The history of a person's life written or told by that person

Etymology: Greek

 

Part 2

 

Balaclava: Named after Balaklava

 

Wellingtons: Named after Arthur Wellesley "The Iron Duke"

 

Sandwich: Named after John Montagu, fourth Earl of Sandwich


Part 3

Prefix: An affix placed before a word to change the word's meaning

Suffix: An affix that follows the element to which it is added.

Root: A morpheme that underlies an inflectional or derivational paradigm

Part 4

Auto: A combining form meaning "Self"
Bio: A combining form meaning "Life"
Graphy: A combining form denoting a process or form of writing, drawing, recording, describing, representing, etc, or an art or science concerned with such a process.

Part 5

"Car" comes from the Old Irish world carr meaning "wheeled vehicle". Cars are also called automobiles because they move themselves. Auto meaning "self", mobile meaning "moving"

"Television"  is a combination of the Greek word tele meaning "far" and the Latin word visio meaning "sight"

Part 6

Boomerang: Comes from the Dharuk word bumarin
Juggernaut: Comes from the Hindi word Jugannath meaning ruler of the world
Malady: Comes from Old French, which comes from Latin phrase male habitus meaning in poor condition
Calypso: Comes from the Greek word kalyptein meaning to conceal
Candy: Comes from the Persian word quand meaning cane sugar
Anorak: Comes from the Greenland Eskimo word anoraq
Pyjamas: Comes from the Persian word paejamah literally meaning leg clothing.

 

 



Assignment 1.6 - Brady Whitteker

History of English Activity 1.6

 

Task 1

 

A)
"Ours was the marsh country, down by the river, within, as the river wound, twenty miles of the sea. My first most vivid and broad impression of the identity of things, seems to me to have been gained on a memorable raw afternoon towards evening. At such a time I found out for certain, that this bleak place overgrown with nettles was the churchyard; and that Philip Pirrip, late of this parish, and also Georgiana wife of the above, were dead and buried; and that Alexander, Bartholomew, Abraham, Tobias, and Roger, infant children of the aforesaid, were also dead and buried; and that the dark flat wilderness beyond the churchyard, intersected with dykes and mounds and gates, with scattered cattle feeding on it, was the marshes; and that the low leaden line beyond, was the river; and that the distant savage lair from which the wind was rushing, was the sea; and that the small bundle of shivers growing afraid of it all and beginning to cry, was Pip."

 

 

Nettles: A herbacious plant that has jagged leaves that are covered with stinging hairs.

 

Parish: A small administrative district typically having its own church and a priest or pastor

 

Leaden: Dull, heavy, or slow

 

 

B) The narrator is Pip. Pip is in a churchyard that is full of overgrown nettles, near a river that is twenty miles away from the sea, the surrounding terrain being full of small hills. The person whom Pip was visiting was Philip Pirrip. Pip was visiting the graves of Philip, Philip's wife and their children. Pip went to visit the graves to make sure that Philip and his family were actually dead.

 

C) There are one hundred and twenty-nine words in the sentence.

 

D) Dickens uses a lot of commas and semi-colons that allow him to write longer sentences.

 

E)  Victorian hobbies included singing, dancing, lawn tennis, croquet, hunting, fishing, rugby, cricket, football (soccer), archery, billiards, falconry, wrestling, boxing, and many other sports and physical activities. Compared to my personal hobbies, which include reading, watching movies, playing video games, listening to music, and hanging out with my friends. I would say that Victorian hobbies do justify the incredibly large vocabulary and complexity of Victorian autors' novels. Several Victorian hobbies require much more patience than most hobbies of today. Victorian hobbies also seem more "classy" than most of toady's hobbies. Combining the patience and "class" could result in the use of a much more "intellectually advanced" diction.

 

 

 

 



Assignment 1.4 - Brady Whitteker

History of English Activity 1.4

 

 

Once again, made in Paint.

 

 

Dryness is equivalent to Droughte

Had is equivalent to Hath

Showers is equivalent to Shoures

Root is equivalent to Rote.

 



Assignment 1.3 - Brady Whitteker

History of English Assignment 1.3

 

 

1. Who was Duke William? Duke William was a Norman Duck who  became King of England in 1066.
2. What is he better known as? He is better known as William the Conqueror
3. How was he related to both Vikings and the King of England? William was of Viking descent. King Harold Godwinson was a distant relative of William's
4. Was there really a King of England at the time? If so who was he? Yes, his name was Harold Godwinson and he was a distant relative to William
5. Who is the only English King to be named a Christian saint? King Edward the Confessor
6. How is he related to Duke William? William's grandfather was brother to Edward's mother.
7. What happened at Hastings in 1066? Edward the Confessor was killed in a battle against William the Conqueror.
8. What language did Duke William speak? Duke William spoke French
9. Why is this significant?Duke William was the first Norm king of England. It is significant because Duke William became the king of England.

 

Assignment 1.2 - Brady Whitteker

History of English Activity 1.2

By Brady Whitteker-Trudell

 

Task 1

 

 

Flor is equivalent to "floor"

 

Feond is equivalent to "fiend"

 

Treddode is equivalent to "trod on"

 

To the house the warrior walked steadily

Far from peaceful, the door opened,

Though the bolts were strong, when his fists hit it,

And in a storm of blind rage, he entered

The house's entrance. Very quickly, then

On clean, smooth flor, the fiend walked on
Wrathful he walked, in his eyes was
Terrified flashes, like a flame in his eyes

 



History of English Activity 1.1 - Brady Whitteker

History of English Activity 1.1

By Brady Whitteker-Trudell

 

 





 

Task 1

Please remember that this was done using Paint...not the best quality...

Task 2

 

Five facts about Vikings;

1. Their Religion                                                                                                                            The Vikings' religion was Paganism, also known as Forn Sior or "Old Custom". Paganism involved there being nine worlds; Asgard (Home of the Aesir, and location of Valhalla, the place of eternal bliss, Vikings believe that if they died on the battlefield, Valkyries would take them to Valhalla), Vanaheim (Home of the Vanir), Alfheim (Home of the Light Elves), Midgard (Home of Humans, and is connected to Asgard via Bifrost, the "Rainbow Bridge"), Jotumheim (Home of the Giants), Svartalfheim (Home of the Dark Elves), Nidavellir (Home of the Dwarves), Niflheim (The Northern-most world, the world of fog and mist. Located somewhere underneath Niflheim is Helheim, the home of the dead), and Muspelheim (The Southern-most world, the world of fire. Home of the Fire Giants and Demons)
2. Horned Helmets                                                                                                                                         When people think about Vikings, many imagine a large warrior in chainmail with a horned helmet. Although Vikings' armor was chainmail, there is no historical evidence that prove Vikings wore helmets with horns. The misconception that Vikings' helmets had horns likely came from the fact that many Pagan gods were depicted has having horns on their helmets.
3. Fact Vs Myth                                                                                                                                When you hear the word "Viking", what comes to mind? "Big", "powerful",  "filthy", and "savage" seem to be what many people think. In fact, Vikings were shorter than many people believe, the average height for men was 171 cm or 5'7". Vikings were also very clean people, especially when compared to other people of their time.
4. Social Classes                                                                                                                        In Viking society, there were three classes. Jarls, who were noblemen, Karls, who were the equivalent to middle class, and Thralls, who were slaves.
5. Days of the Week                                                                                                                                      Sunday and Monday come from Old English, Sun's day and Moon's day respectively, Saturday comes from Rome, Saturn's day, but the other four days of the week come from Paganism. Tuesday was Tyr's day, Tyr was the god of single combat and heroic glory, Wednesday was Woden's day, Woden, also known as Odin, was the ruler of the gods, Thursday was Thor's day, Thor was the god of thunder, and Friday was Freyja's day, Freyja was the goddess of beauty and fertility.