Fashion from the 1850-1920 in New Zealand: HOW PEARL BUTTON WAS KIDNAPPED

Pre-Reading Task

As the Europeans settled in New Zealand, Maori became to take in their fashion also. Some outfits of the time mixed the style of Europeans and Maoris. With the emphasis on women--and children--clothes, they wore long dresses, corsets and hats which were popular at the time--especially in Europe. Many of the styles of fashion were based around styles done in London and Paris. in the late years of that era '19th hundreds' practical clothes--knickerbockers (baggy knee-length trousers) for women became more popular, Throughout the years around the 1900s dresses became more laced and `feminine`. The 1920s then changed once more into a much simpler as well as looser fashion. Similarly, children were dressed in victorian-esque clothing babies wearing robes. In the around the same years as women wore knickerbockers, boys wore such as well--knickerbocker suits--girl, dresses. Often New Zealand children were barefoot. 

Post Reading- Tasks

In the story, there were three main characters and focus in the story. Pearl Button as the title of the story suggest is the main focus. She is a little child, comprehended-- European, she was blonde-haired and white-skinned. The other characters can be inferred as two Maori women. In contrast to Pearl's clothing which she wore layers upon layers, stockings and shoes; the two women had red and other in yellow-green, both barefoot. The women were described as fat and dark-skinned. In several parts one of the women was as described by Pearl "She was softer than a bed and had a nice smell--a smell that made you bury your head and breathe and breathe it." 

The story is can be broken down in five main parts.

1. Pearl was in her front yard.
2. Two--Maori--women took her to their house. 
3. They dined and had a laugh, she was 'introduced' to the others in the house (communal village). 
4. They took Pearl to the beach.
5. A police officer came to take Pearl back to her house. 

The Secret Life of Walter Mitty

Comprehension Question:

What were Walter’s daydreams about? Rank the daydreams from your favourite to your least favourite

1. Firing Squad
2. The Commander
3. Court Scene
4. The Sergeant Captain
5. The Doctor scene

What was Walter Mitty doing in his waking life? 

Simply put, it was going into town, dropping his wife off, getting overshoes and puppy biscuit; finally returning to the hotel that they--with his wife- were staying at. 

Does Walter Mitty enjoy his life? Why or why not?

It can be inferred that the real-life is not something that he enjoyed. He longed for stimulation and thus daydreams came to play. Though it can also be argued that most of his real life is composed of such daydreams. This would mean that if indeed his real-life was filled with such dreaming, it is his real-life. On a technicality--given that he enjoys daydreaming-- it would seem that he does enjoy his life. His life can be deemed as boring and simple, not much stimulation aside from his ever-occurring daydreams.

Find me one literary feature/device (simile/metaphor/onomatopoeia etc) from the text and quote the sentence it is in. 

"Then, with that faint, fleeting smile playing about his lips, he faced the firing squad; erect and motionless, proud, and disdainful, Walter Mitty the Undefeated, inscrutable to the last. " -Quoted from The Secret Life of Walter Mitty. the example above is a great example of listing. In addition, the emotive language given is great, sending shivers up the spine when I've first read it. It was impactful. 

Yellow Brick Road: Post-Reading

Upon reading the "Yellow Brick Road" by Witi Ihaimaera we come to questions that arose from completing it. Bellow the queries I have written my thoughts to better understand the story.

I have partitioned the story into fragments to better understand.

--The reason for the narrator to move to Wellington--

There are plenty of indications that are implied by the situation and statement said by the narrator. "Wellington is where the money is. And you have to go where the money is, ay Dad. No use staying in Waituhi and being poor all the time, ay. "- quoted. Events-- as observed by the narrator-- further indicates this. Examples include their vehicle and how cramped it was. Financial problem is a driving point for travelling and moving to Wellington. Opportunities to turn the tides in their favour are seemingly, in Wellington. 

--Big difference between Waituhi and Wellington does the narrator mentioned--

There are two differences that are stated between Wellington and Waituhi. Both, stated by the narrator. One of these differences lies with the people and the societal contrast between the two cities. Whilst in Waituhi where there are only a few Pakeha in Wellington there are plenty. The second traverse once more in the money problem; whereas in Wellington, the narrator views his family as being rich, in Waituhi it's the opposite.

--Dad told Uncle Sam they were moving to Wellington-- 

He was tired of "--shearing, the fruit-picking and the going down South to shear some more." -quoted. Moving to Wellington, the probability of working a better job increases as there are as quoted 'factories'. There are not many jobs in Waituhi but plenty in the other city. In addition to that 'Dad' wanted a better life for his children, that him, nor his wife had when they were young. He is fighting for his children to have everything.

--The narrator’s attitude towards moving changes once they draw nearer to the city--

Upon seeing the shining light of the Emerald City--Wellington--he felt glad, excited even. Though as they come closer his emotions change. To such an extent into which, the opposite from what he felt before is what he began to feel currently. Seeing 'yellow signs' that directs them where to go, it must've felt suffocating. He began to feel scared. Singing to himself to feel reassurance.

Emerald City, Yellow Brick Road, Flying Monkeys, scarecrow, tinman and cowardly lion, are all allusions (references) to______

All of the allusions stated are part of a narrative titled "The Wizard of Oz". In my opinion, there are several connections that I can see in relation to the common aspects of the plot and characters of both stories. Much like the characters from The Wizard of Oz they are travelling upon a path where opportunities lay. The yellow brick road. Upon their travels problems arose, similar to what happened in this text [Yellow Brick Road]. 

The characters from The Wizard of Oz believed that by going to the Emerald City where they'll be helped; they'll gain what they wanted for, be it a heart, a brain or courage. Akin to the characters in this story. They are moving to Wellington for prosperity, money. However, there is one wish that both stories possessed in the way. Home. In the Yellow Brick Road they're hesitant, and the family, in each of their ways, wanted to go home. In a way, the story leaves us between the devil and the deep blue sea. What can you give for a better life, for your ambition, what are you willing to do. A quote from the story is a great example of this "You and your dreams, son.". 

I believe that the comparison gives us a lesson to create our own paths. The narrator--Matiu--had ambitions for the Emerald City, as well as his father. They and their family may not entirely know what will happen in Emerald City. But, by following their own "Yellow Brick Road"  they may find answers to questions they don't have, yet answers they need nonetheless.

Yellow Brick Road: Pre-Reading Blog

Witi Ihimaera--author, novelist, short story writer, anthologist and librettist. Ihimaera, a New Zealander, was born in Gisborne. Witi Ihimaera was the first-ever recorded Maori to publish books--stories-- about Maori rather than a European. Several of the short stories that Witi Ihimaera had written were adapted into a film, including; 'Mahana', 'Déwé Gorodé : Écrire Le Pays', 'White Lies', 'Kawa' and 'Whale Rider' in no particular order. 

Witi Ihimaera

We now begin to look at one of his works titled "Yellow Brick Road". Before doing so questions need to be answered. The meaning of the title, I've watched "The Wizard of OZ"  and have known that the "Yellow Brick Road" is the way home. It may be that the story surrounds that idea of home, or at least the want to be home. By following the path you'll be led to your home, the place which brings you comfort. 

The title "Yellow Brick Road" could imply that following the path in front of you may lead home. It may also imply that the character wants to go back home instead of being in a place new to them. 

English Scholarship Pathways

6th of August, Friday, wasn't the usual timetable. We [a group of students] were invited to participate in an English Scholarship Pathways workshop; different types of topics around English were brought upon and taught. The workshop contained many topics that revolved around English, such were: 'Narratology Theory', 'Rhetorical Theory', 'Philosophy' and 'Shakespeare'. The subjects given were taught to us by several of the teachers from the English department. Each of the workshop sessions took around an hour to complete and a reflection was to be completed during the day. To summarise what I have learned and acquired from the lessons that I had today I will be giving my thoughts on all the sessions that were presented--starting with the  'Narratology Theory'--following the order given previously. I have enjoyed the workshops greatly and I am hopeful that I could be able to participate once more. 

Tzvetan Todorov

'Narratology Theory'--During this session--the first session-- we look at the many factors of creating a "Narrative". Though even previous to that we look at the difference between 'Literary Criticism' and 'Literary Theory' --Quoted--"Literary criticism is the study, evaluation and interpretation of literature whereas literary theory is the different frameworks used to evaluate and interpret a particular work." After doing so we resume top the previous statement, factors of a "Narrative". Briefly, plot, characters, exposition and such were discussed-- as we move forward to the main subject of the topic, the theories. Tzvetan Todorov, "Equilibrium Theory" into which a most "Narrative" fall in this category; broken down, 1. A state of Equilibrium  2. Disruption of Equilibrium  3. Recognition of Disruption  4. Attempt to Repair the Disruption  5. Reinstatement of Equilibrium. Although simplistic in nature, it does pose truth; this pattern is recognised as normality from way back then and currently in the present--probable in the future as well. I have found this 'theory' to be not only interesting by accurate. Many of the 'Narratives' that I've read fall into this category of Todorov's theory. It is arduous to find a story that doesn't follow this at all, which is used primarily everywhere from movies, series, books and myths. Certainly, this helps tremendously with dissecting a story and makes me wonder why this pattern always seemingly appears.         

Following Todorov's Theory, I have found Barthes Enigma Code/Theory to be immensely interesting as well. In contrary to Todorov, Barthes argues that mystery is a key to creating a successful 'Narrative'. Surprisingly, the mystery doesn't need to come in a grand fashion, though it can do so. A costume, perhaps the music, uses certain aspects that help to create mystery and thus become immersive. Hermeneutic Codes. In addition to that other aspects may ask more than a singular question to the audience. These are called Semantic codes. For instance, take this scene from "Pirates of the Caribbean on Stranger Tides" Davy Jones has broken Jacksparrow's sword, though instead of throwing it away, Jacksparrow keeps it. This creates several questions, why does he need it? if he's going to use it, what for? Following "Pirates of the Caribbean" once more, we look at 'Proairetec Codes'--plot action not necessarily meant to ask particular questions, rather it's an action caused by a previous act. "Davy Jones gets a few of his tentacles cut off." Previously he was in a sword fight, hence he was hurt.

   

Kenneth Burke

In the second session, we come to look at Rhetorics, which is looking at finding symbols through "Human Symbol Use". Similar to the "Narratology Theory" we first look at what even is 'Rhetorical Theory'. It begins with two contrasting ideas in which revolves around views upon rhetorical situations. Their 'Theories' juxtaposed--the initial theory presented by Lloyd Bitzer argues around the idea of objectivism paired with realism, which then comes to rhetoric is defined by a situation. Whereas Richard E. Vatz suggests otherwise, a situation is defined by rhetoric as well as the rhetor enjoying more agency; simply a rhetor chooses which path the agenda takes. Furthermore, a rhetor is not "controlled" by a situation, thus enjoys more agency-- constructs a situation by making it overt in language. Subsequently, we look at the old definition of Rhetoric, in which we have learnt that rhetoric was used in persuasion, logical argument-- though today it a more usual use for 'Rhetoric' is Human Symbol. After doing so, contemporary was the next discussion.  The theorist we discussed first was Kenneth Burke, with his most popular theory 'Dramatism'. The theory poses that certain actions that are done by individuals are "motivated" to act in certain ways due to certain situations-- recognising guilt to be the basis of human actions and emotions. Burke created a pentad to show--analyse--a dramatic situation to show the "motivation".  The five points are as tagged, 'Agent', 'Agency', 'Scene', 'Purpose' and 'Act'; looking into a situation from one of these perspectives gives a different view.  It aims to give a motive to why the character did what they did, their motive. 

Burkes' Pentad

           

There were several theorists mentioned in the lesson, one in particular piqued my interest. Jean Baudrillard avows that meaning is meaning for what it is not. Take, for example, he avers that a book is a book not because it is, but rather because it's not a pen nor pencil. Further stating everything-- objects and such are intertwined through a web of meaning. Arguing that meaning [objects] is and can only be understood through its relation to other objects. This is followed by his thoughts upon seeking total knowledge is fruitless and the search for it creates delusion.

Jean Baudrillard

 I agree with seeking total knowledge as fruitless, even downright impossible. However, I perceive such empty statements as arrogant. Recently I have read an article [of which unfortunately I cannot remember where from] about Homosapien hundreds of years ago. It foretold our evolution and intellect compared to the other species at the time, specifically the Neanderthals. The Neanderthals were much superior to the Homosapien in all ways possible; physically stronger, smarter, communicate better, etc. But they did not survive. Why so? Neanderthals stopped when that have found resources that they were able to use, stopped where there was water and stayed.  We on the other by pure, stupidity--and luck-- risked countless lives to venture through bodies of water, seas and oceans. Many perished,  some reached land and were able to populate, Homosapien spread throughout the continents; Neanderthals did not, causing their downfall. Either by pure luck or of genius--probably pure luck-- we were able to survive and thrive at that. We sought what was impossible and did not stop, even today, we do not stop. All perhaps is fruitless but it's how we survive, how we thrive, we aim for the impossible.  

Besides Baudrillard's previous statements, hyperreality is another topic that he argues. Though, what is clarified is that the reality itself becomes unreal but rather when societies bring reality together the more unstable it becomes. In Baudrillards' perspective, we are living on a map rather than using a map to navigate where we live. Unsurprisingly, he's become a huge inspiration to "The Matrix" which ties into the next session that we entered. Philosophy, what does everything, what does anything mean? One of the specific topics that we encountered was the meaning of life. Are we living in a simulation? If I claim that we're living in a simulation can I ever truly be proven wrong?  This subject has reminded me of a statement that I've encountered several years ago, a book written by John Connolly, "The Gates". "Just because he hasn't been seen doesn't mean he isn't out there. This is known as an inductive argument."--quoted, chapter 4, page 31. Perfectly sums up the argument, just because it hasn't been proven doesn't mean that it's not there. The theory of a simulation can neither be proven nor unproven. Thorugh it may not be probable, it is possible. If there's a good chance that it exists, supposedly there's at least as good a chance that it doesn't exist. 

Trolley Problem

Moreover, ethics were also discussed.  I studied ethics a few months before and have created an essay about ethics and morality. It was interesting however as I was able to further prove a point that I have stated in my essay months before. In cases where such dilemmas are presented, many would freeze. Though when we were presented with the "Trolley Problem"  people did not necessarily freeze; they showed effects that many have done so when a "real" "Trolley Problem" was conducted. Many of the students gave excuses. Excuses in which they would question and alter the question in a way where they are able to manipulate the "tragedy" into no one getting hurt. Another aspect that I expected them to follow [which they did] was not doing anything; walking away seems to be common action. This takes away the responsibility of which the "safety" of another human being is concerned.

Social Morals and Human Behaviour - PDF of the essay.

Lastly, we look at Shakespeare, why was he so successful and his stories enduring. How his stories were received by his audience. For this session, beliefs of the Elizabethan era had a great impact. "The Chain of Being" was implanted in most if not all of Shakespeare's plays. The chain puts everything in accordance with its importance. At the time many believed in God, most were religious and although there may perhaps be non-religious individuals, they knew how it worked. It was a common system and a common belief of when something has been put out of place in "The Chain of Being" a disaster would occur. Such as in Hamlet where the king dies it brought about tragedy. Shakespeare made excellent use of his audience and his knowledge of social beliefs. This helped to make not only his play relatable but enjoyable as well. 

William Shakespeareare

Short Film-Kasunduan [Oath]--English Project

During the past few weeks, we have been in action and in doing a project that was tasked for us in English. In this term, we have been looking at film studies and how films have many aspects similar or in fact the same as those in a novel, per see. However, unlike the studies that were done in the previous year, we then quite quickly began to look at shooting our own films. This was done in several weeks that included the planning, filming and post-production. A challenge was set for us with not only filming but also with the subject that we needed to interpret. In the previous term, we looked at Shakespeare, specifically "The Merchant of Venice"; a 'retelling' of the 'court' scene was needed. This perhaps could be from the idea of the court scene, the values that it possesses or other aspects of what it was.

We have created our film with such topics in mind. Yet, we have altered to our view of what the court scene can be-- taking inspiration from great movies such as "The Godfather", fragments from "John Wick" and a few other films from our country to make the movie scene. The idea of "oaths" was taken quite greatly from "The Merchant of Venice". This is seen clearly in the stakes of the "oath" implemented in our film. In a sense around midway through the film, an actual court was "set". The film created was about an oath of two siblings. A sibling which has helped the other to get back into the family[Mafia family] after marrying someone who was not to their class. However, in doing so agreement was done and the agreement proposed anything is possible for the other to do. This then becomes a problem as a family was at stakes. What can be done?

In the filming of this movie, we have used several camera techniques. Some of the camera techniques that used [not in the Film Techniques rubrik] were "Eye Level" and "Over The Shoulder" angles. Such techniques are seen throughout the film and were used quite commonly as it has progressed. Though we have successfully created a film, there were problems along the way.  The weather was one of them, lighting was different at times; many takes were needed for a few scenes and problem with a few dialogues and shootings. The biggest problem however was the sound, the wind was quite unpredictable and has affected the audio quite a bit. This was a bit hectic in the post-production and it may be the aspect that I would do differently if this was done again.  I learnt a lot in terms of a fragment of the movie industry. How arduous the process of creating an effective film is, however, I loved it, it was something that I enjoyed doing.

Narrative Story: Marlow McRroy

 In English, we come to conclude the term with the final task of creating our own stories. There has been a great range of genre to choose from such as fiction or non-fiction (I chose the latter). It was also possible to create a script like a story however I did not do so. Instead, I wrote a narrative story. I was inspired by how "Dracula"-Bam Stroker-- was written in a diary entry fashion. I took the method and used it to tell the story that I have written. The story is quite short with only 2000 words, I took inspiration also from what I have been reading lately. Such as horror and crime.  Also beginning to experiment with elements such as foreshadowing. I have put several foreshadowing in the story, from the wording of certain sentences, subjects like birds, as well as some others. The dates are quite important o the story also and play a major role. I am hoping that they are sufficient enough to convey the idea but still being able to surprise the reader in the end. 

The following text is considered Rated R in my opinion. Language and topic were intended for a more mature audience.

The Narrative story:

Marlow McRroy

All Summer in a Day

After finishing "The Narrative" tasks we come to another into which we change our focus from "The Merchant of Venice"- Shakespear[The term's focus] to a short story by Ray Bradbury. The story titled 'All Summer in a Day'; speculative and science fiction in which we are told a story of the once in every 7 years experience of a group of children in Venus.

Tasks:

Find 3 words you don’t know the meaning of. Look them up and write the definitions in your post.

Discuss the Exposition of the story -- what are the characters, setting, and mood?

List and label one metaphor, one simile, and one example of sensory language from the story.

List and label an example of show not tell from the story.

Publish your post with an image.

English Reflection

After having finished the set of tasks that were made for us to complete. We are now to reflect upon the learning that we've done. I have learnt many things throughout the course of these lessons, but one that stuck to me the most is my understanding of detail. How each word helps to paint a picture. This is a learning that I will be keeping in future narrative writing to improve how substantial my work is. For me, this was most shown in the setting up activity, specifically "The Fountain of Youth". I enjoyed creating a scene in which remains vague, detailed and seems as if the work was a piece of a bigger puzzle. Aspects of creativity are the most that I have enjoyed in the set of works.

Though I have learnt many from completing the tasks there is a method of learning that I've liked the most. Having examples is one of the greatest methods of learning for me. Although deep explanation could probably be better I understand it much better when an example is given. I like analysing pieces of work; giving a text to analyse--by means of examples-- feeds that interest. However, learning does come with obstacles the biggest one for me is ideas. Though through this I had many ideas, but, what came of it was I did not find them good enough.  Trying to find a decent idea was the hardest part of learning these. Nonetheless, it can be overcome. Though there may be pieces of work [that I have created for this subject] that I found wasn't the best; I do find that the idea of the text is creative and so I created them. 

English Activity Link

English Tasks

A new set of tasks have been set for us--in English-- and thus we are now to complete them. The first task challenges us to translate the set s of sentences in a much more convincing and engaging piece of text. By doing so we achieve showing not telling. Using the structure and detailed words to describe and complete showing of the sentences. I have completed the said task, the following is the final product that I have completed.

Task:

" How can we re-write these sentences to “show” and not “tell”?

The buildings were tall.

Sarah was really upset.

She was so happy to see him.

The lake was beautiful."

Show not tell--

It soared--the edifice-- making it seem as if we were mere mites.

Her face distorted, an arch formed with Sarah's lips as her eyes began to water.

The fire of her raged, though the reason not is anger, but joy, as she saw him once more.

From the anguish of the goddess flowed tears; the starfell, from her pain, came an alluring lake reminiscence of the beauty of the goddess.

Following the "show not tell" activity, we then move forward into the topic that is about the opening of a narrative. How within a mere few phrases an introduction to a narrative can be formed. We are tasked with creating an opening to a narrative that comes from our imaginations or in cases such as mine I used the provided images for ideas. I have completed doing so with a sense of vagueness, with them having a seemingly tragic start, a conflict. Though it is not necessarily completed--the narrative--but merely giving a sense of conflict may engage the audience to want for more. 

Completing the final three task meant understanding settings and characters. For the third task, it included writing and being able to describe the setting in which the scene plays in. This would include how the scenery can be imagined and is a landscape that can be viewed. As such it comes back to the previously completed 'Show not Tell' Being able to address a scene as an actual event. In the task presented we were to complete 3 setting up activities, which is writing the settings of a place as we have imagined it.

Following on, still on the topic of settings we were to create a scene that had an action. In such a scene, we were to introduce a character whilst still being able to portray the scene in a realistic view. For this, we were task with only completing one followed by the creation of a character. Firstly we had known the difference between a protagonist as well as an antagonist. In doing so we then have the knowledge to manufacture a character of our choice. The way that I have created a character is by using a short narrative for the said character. Written as if the narrative was a part of a bigger story. Hence I have presented the following tasks on a slideshow.

Creative Writing Reflection

Finally having completed the English tasks we then come to the conclusion, the reflection. So far in English I have learned a few language features, such as anaphora as well as learning about what a slam poetry is. I have enjoyed creating poems, Haiku poems, I find them quite enjoyable. I have come across Haiku poetry several years a go but do still enjoy it as much as I did. I find that planning and putting a deeper meaning into words gives me much delight. How meaning can be given in a few words is astonishing. Another task--activity-- that I have enjoyed much also is creating the similes and metaphors. Although they themselves are quite basic how each can be subtly used amused me. One of the phrases that I made was "Christopher Columbus found the Earth was round? Such fraud! He believed the Earth was shaped like a pear and had a supple nipple!". I found it quite hilarious--but still very true. 

Having learnt of such it has made me appreciate good story writing. A way of writing where you are consumed and enamored. Being creative with how phrases are written, how words relate with each other. Knowing how using such words, a collection of words can affect the audience. Excited is how I feel about progressing more into literature and being able to learn and read more of great writing.

Slam Poetry

 This is the last main task for our English subject, well at least the last main task that I have completed. The task relates into Slam Poetry, a poetry that is verbally presented, often in competitions involves the participation of the audience, with clapping and oral cheering. It is about the performance and writing of the cerate topic that they are to do or have done. The task required us to choose--from a selection--the video that we most like and explain why it is that we have done so. Giving supporting evidences for the answer that we have given. 

The video that I have chosen:

The topic of the poem that the poet "Ben Stroke" has done is about New Zealand, 'Place to be' as the title suggest. What I have taken interest in this piece of text is how, not only that he suggest and state the good and positive that we have in New Zealand, he takes into consideration what we were before. The history, the culture one of the phrases from the poem states, "fear the fire the first men stole from the sun", which can be traced from the story of Maui. The poem also states the ingenuity of the people of NZ by saying "we patch our broken hearts up with duck tape and number eight wire".  With the mixture of culture, tradition and how we are in New Zealand the title reflects on what we feel, it is indeed a "Place to be".

Metaphors and Simile

 What are the difference between a metaphor and a simile? Both are used in comparison but in slightly different ways. With metaphors almost as if contradicting each other whilst the other is state how something is "like" something. In this English task we continued to look at language and the different types of features there are and what they mean. How they affect the text and how they are used.  Also with this as well I have created my own  take on creating metaphors and similes. I have created my presentation on what they are and in by doing so has completed this task for English.

https://create.piktochart.com/output/52729081-metaphors-and-similes

Sensory Language

Following the previous English tasks here lies another that has been completed. In this case the undertaking is about learning and using sensory language. Which is the writing and using language that connects with our "five" senses. Through writing this piece of text, we are challenged with creating a paragraph without using words such as saw, heard, smelled, tasted and felt.

"Task: Explore sensory language

Write a short paragraph describing a scene (real or imaginary) in first person (using the word I) using sensory language that connects to each of the 5 senses. Try NOT to use the words: saw, heard, smelled, tasted, felt"

The paragraph that I have written dwells upon my feelings after completing something that I enjoy. Though it is about reading a book, I also sense these feelings when I finish a series that I have grown to love. The book that is "mentioned" in this text is not a novel but instead is type of "comic" per se. I've always enjoyed reading Mangas, Manhwas and Manhuas and as such when I find one that I connect with this would usually be how I feel when it ends.

"The thumps became faster as the pages flickered through. With for which it seemed like the action was taking place, the lines that separated disappeared with a blur. I was in, inside. Watching how the scene was playing, swords ringing, guns firing. Lingering clouds of powder, rough and bitter, made me bury my snout under a cloth. Upon reaching the summit, waves of fires, heat and cold surged through the body. The quake became inevitable; finally there, the conclusion to it all. As the last piece of paper slipped between my fingers, feelings of completion overcame me. However, so long as I remember the joy of reading, the dread dwelled around, why? Emptiness once more..."

Language Features

 In every text that we read there are essence in which could go unnoticeable, yet even so they are important in creating the passage. Language features, there are many in which are used to turn a piece of text in a great story. Using effective and the appropriate type of language feature. There are used even in verbal and oral communication such as describing something that has happened or something that is bound to. Metaphors, similes, and onomatopoeia are some of the most common. With metaphors with saying "You're my light", simile-"he's like a cheetah at work"  and with onomatopoeia-- "they went SWOOSH through". There are many usage of the said language features but they are only some of the many that we have classified. 

The following is an English task that has been completed regarding Language features.

Haiku Poetry

In our English subject we are tasked with completing multiple tasks with it including creating and understanding 'Haiku' poetry. We were presented with a slide which introduced us to the topic into which we then began to learn more by research. With learning how they are created-- though I have done so before--we were then to create poems of our own. As such I have done so, I have created 6 poetry that contains the seasons of winter, autumn, spring and what can be called a 'rainy' season. I have presented teh following in a slide that I have created.

Biblical References: Old Testament

Several weeks into Term 2 of 2019 [last term]; Scholarship English Students were given activities in which we had to write about a certain topic that we've chosen. An activity book was given to us, in which we read; took the topic that we most liked and started to write about it. After reading the book, I chose to write more in detail about some of the major stories in the "Old Testament"(Christian Bible). The reason for choosing this subject is that being a Christian myself I know sufficient information about this topic. Not only that but since we owned a bible I thought that would make it easier since I have already got an excellent source.

In the duration of Term 2, I have only been reading the "Old Testament" in the Bible; while reading I, with the guide of the activity book as well began to chose which I will write a "summary" about.

The stories/events that I chose were; Genesis - The Garden of Eden; Noah's Ark; Exodus -  Moses - Ten Commandments and Daniel in the Lions'  Den.

After the Term, in several periods of the holidays, I have started to write the "summaries".  This was done in order starting from "The Beginning" up to the "Daniel in the lion's Den". I've made several changes to how the wording in most parts of my writing. Though however, some are entirely quoted from "The Bible"; by that, I am stating that some of the writing in which we would see a character talking, most was kept original. This was done so that the writing would have some aesthetics of where it originated. 

I am currently reading more, however, the topic I am focusing on now; again continuing on the Biblical Reference, I am reading the New Testament.

Biblical References: Old Testament