Glossary of literary terms

allegory: The representation of abstract ideas or principles by characters, figures, or events in narrative, dramatic, or pictorial form.

alliteration: The repetition of the same sounds or of the same kinds of sounds at the beginning of words or in stressed syllables.

allusion: The act of alluding; indirect reference

hyperbole: A figure of speech in which exaggeration is used for emphasis or effect.

metaphor: A figure of speech in which a word or phrase that ordinarily designates one thing is used to designate another, thus making an implicit comparison.

onomatopeia: The formation or use of words such as buzz or murmur that imitate the sounds associated with the objects or actions they refer to.

personification: A figure of speech in which inanimate objects or abstractions are endowed with human qualities or are represented as possessing human form.

simile: A figure of speech in which two essentially unlike things are compared, often in a phrase introduced by like or as.

understatement/litote: A figure of speech consisting of an understatement in which an affirmative is expressed by negating its opposite.

oxymoron: A rhetorical figure in which incongruous or contradictory terms are combined.

irony: A literary style employing such contrasts for humorous or rhetorical effect.

pun: A play on words, sometimes on different senses of the same word and sometimes on the similar sense or sound of different words.

analogy: Similarity in some respects between things that are otherwise dissimilar.

http://www.thefreedictionary.com/analogy

Fatelessness Chapter 3 quotes

This week the task is to analyse three interesting quotes from the third chapter of "Fatelessness".

1.-  "I once asked him what he found so great about smoking so much, to which he gave the curt reply, 'It's cheaper than food".
       This quote is set when Georg is with "Smoker", a poor boy who didn't had money enough to buy food. This situation affects very much in the context in which Jews are, starving in the streets, kids addicted to ciggarets because they can't afford anything else.

2.- "They led us on into a maze of gray buildings, before we suddenly debouched onto a huge open space strewn with a white gravel".
       This quote is set when Georg is taken to the concentration camp, we can notice how he was unfamiliar to that kind of places, and how imponent were the buildings. The labyrinth of stone.


3.-“He turned toward the gendarmes, ordering them, in a bellow that filled the entire square, to take the whole Jewish rabble off to the place”.
      This quote represents the superiority the nazis thought they had over the Jews, and also how Jews were considered trash. This quote is said by the protagonist of the story inside the "labor camp".

Written Task 1: "Fatelessness" New Opening

 Prologue

                                                                Be Proud

             

                  The sun is almost gone, the day is almost gone. My day is almost gone. I remember everything as it had been yesterday. Fire falling from the skies, the smell of rotten flesh that filled my lunghs with my kin, my same blood. No human should ever go through that. No soul should live hell without dying before. My people has suffered so much, so many tears, wounds and sweat in our faces. But that just make us stronger, we fought and we survived, though not before loosing the ones we loved. And we have rised again, and we'll build our empire the graves of the fallen in Aushwitz.

                  "Zeyde Imre!" My meditation was interrumpted, but I wasn't upset, in fact, everytime I hear her I know that all that suffering I went through to survive worths it. That was the voice of little Anne, named like that in honor of my beloved wife that now rests in peace with all the ones who fell in war. My son named his daughter with the most beautiful name I can think of ; Love. "Anny, long time since we last met. I allready miss you. She is very sentimental, and I like to play with her. Having nine years old she's allready a lady. "I'm sorry Zeyde , I didn't ment to hurt you, it's just that I'm not allow to travel in bus alone". She was telling me her mother left her here to spend the night and tommorrow morning I was invited to have lunch with them.

                  "And how's school going?" I know last year she had some problems with some classmates. Their parents were reluctant to having jewish kids in the school, so they tought their own own that jews were evil, and of course they would harass my little Anne. "Shul is allright". She said right away, without hessitation. Of course I don't believe a word. "Are you sure darling? Because I have a little friend that doesn't tells me that..." Before I could finish my words game she jumped from the chair were she was having a cookie and her face turned red. "I can bet that nasty boy Hans told you! I'll puch his teeth out!". I hit the jackpot with that question, and actually, she needs someone to talk to. My son and my daughter in law work all day, and they don't give much time to her and her problems. Probably she doesn't even wants someone to know she's having troubles at school. "Lady, don't use that foul language and lesss to refere to someone". "I don't really care if I offend that rat!" Maybe I got her mad, it was very easy, and I'll take advantage of the situation to let her explain why she's so pissed off. "What has he done to you sweetie? But calm down, breathe". Her eyes were drowning in tears of sorrow, but she wouldn't let a single tear come down. She was a strong girl, and I was proud of her. "They just won't stop". She had a pause. I think to contain the cry. "No they won't stop Zeyde". I was really touched with the scene that was happening right in front of me, she's really suffering at school. "But what do they do to you Anny?". She was telling me they would draw on her books and notebooks the svastika, and that every boy and girl would laugh at her.

                   After her explanation I offer her a cup of milk with some kuchen wich she accepted very glad. Once she was glad and relaxed again I started." Are you embarassed of being a Jew?" She didn't knew what to tell me, she took a look to the silling, like wanting to scape, then, still doubtfull about what to say she answered back. " Yes I am, sometimes I'll like to be like the rest of the kids, they don't have all this strange customs and stuff. I mean, why are we together if we are so different?". "Well darling, one of them asked the same long time ago, when I was just a kid, a bit older than you". The thing is childrens are the most dangerous weapons, they can cut your heart with words, and they don't keep nothing to them, maybe they are still wild and that's why they follow their instincts, specially in the moment of bothering someone that's different. "Annie, there's nothing bad about being a Jew. We are an ancient community, we've lived many horrors, we have suffered, and here we are, standing still, and you Anny, once I'm gone, you would have to tell this to your own kids. Be proud!" Her face was shining and with tears, so I took a book from the shelf and invited her to take a seat in my nap."Let me tell you a story that I once wrote. The story of a boy just like you, a bit older than you... Fatelessness

Rationale

I’ve chosen a new opening for my written task to explore what outcome or effects have caused the discrimination of the Nazzi regime in today’s society. That’s because the context is set in the XXI century, in the home of Imre Kertész, the author of Fatelessness. As it’s known, the story of Georg Koves (main character of the novel) is related to the life of the author. But my main idea was to show how proud should be the Jewish society of now days, and for this I had to include a new character, someone who had doubts about being a Jew, so I created little Anne, Imre’s granddaughter, a character that shows discrimination in our society. I had the opportunity to read “To Kill a Mockingbird” some months ago and I related the personality of Anne to the narrator of this other novel who is Scout. Both characters are discriminated for being who they are and they don’t really know why. Both are innocent characters involved in a discriminating society. And that’s when Imre, (Atticus in TKM, the voice of the reason) helps the lost kid.

In the opening I used some Hebrew words with the purpose of placing readers in the context of the Jewish culture, though Imre doesn’t uses this words because he doesn’t really understands much and in the novel it’s mentioned (assuming that he reflects Georg’s image) when they are praying he doesn’t get a word.

Fatelessness Chapter 2 analyse

Title of selection: Fatelessness
Author: Imre Kertész                            
Genre: Historical Novel
Setting: Aushwitz, 1945 (IIWW), Germany
Historical Context: Holocaust, 1945 IIWW

The author wrote this piece to: (author's purpose)
To inform us about the psychollogical aspects of Georg (main character) when his father left to the labor camps.

The main idea of this piece is:
To go deep into the "feelings" of Georg, showing us that he can't have feelings or refuses to say he's is love to someone. This shows he's still inmature and childish in some aspects.

Characters: (mayor)
Protagonist(s): Georg Koves

Antagonist(s): The "iconic" antagonist" of the whole story is the nazzi regime, like a evil entity that causes fear.

Static Character(s): Mr Suttó, because he doesn't developes new features or psychollogical aspects toward the novel.

Dynamic Character(s): Annemarie, that changes her feelings at the end.

Did the author use any literary devices in this selection such as: personification, metaphor, simile, foreshadowing, suspense, flashback, imagery, irony, humor, poetic sound devices such as rhyme, etc... List and give examples:
A very good literary device I could identify in this chapter was the story of the "Prince and the Beggar", that looked very similar and they changed places and nobosy could notice it. This is told by Georg when he is descussing about what is to be a jewish and all the problems it carries.

What was the author's tone toward the subject/person/idea he/she wrote about?
Well the author makes us feel like we are listening to a real teenager, and he developes the whole story with words and attitudes proper to a youngster with all the "sillyness" and life problems.

What point of view was this pice tolf from? List word clues that indicate this.
Well, this piece and the whole book is in first person, actually the whole book can be considered as a quote to be an example of this, as the narartor doesn't change (Georg).

List the conflicts in this selection (internal and/or external)
I would consider two internal conflicts that are taking place in Georg's head. The first one is the fight of not accepting he had fall in love. And the second one is the conflict of being a jew, that I consider it internal because it is an existencial conflict, about who you are.

Anne Frank (related novel)

I had the chance (at a young age) to read this amazing book called The Diary of Anne Frank. The " life" or tales of a jewish young girl that lived the second world war. She was hiding with her fammily and another one in the "secret" rooms they had, though the diary does not have an ending and it's known that she was sent to a concentration camp and that she died there.

 I'm introducing the novel in "Fatelessness" because (of course) the context of production is the same on both. And they are very important pieces of literature, because they tell us how it really was with the eyes of people who lived it, and that's something that maybe in ten years there wont be any survivor of the Holocaust (as the interview to Imre Jertesz). And this books are the ones (not just Fateless and Anne Frank) to tell the future generations what happened, how much blood and innocent persons.

That's why I consider correct to include in the analysis of Fatelessness a brief contextualization of                                                                                         Anne Frank's story. 

Fatelessness Chapter 1 analysis guide.

We started reading the Book Fatelessness and this week task is to make an analysis of the first chapter, as we've allready been working in context of production, the author,  etc.

1.- "What characters are introduced in this chapter?"
The main character Georg Koves, his mother, his father, his step mother, his grandparents, Mr Suttó, Annamarie and many members of Georg's family.

2.- "Choose two characters and select a quote to describe them physically or psychollogically"

"Yellowish red light-spots were dancing like busting pustules all over his round, brownish-skinned features with the pencil mustache and the tiny gap between his two broad, white front teeth" -Mr Suttó-

"Being a big boy, now in my fifteenth year..." -Georg-

3.-"What is the narrative technique?" Provide evidence
Speech: Reported (The narrator makes a summarize of what is said) : The next sentence was again spoken by my father, with something about "goods" that "it would be best" if Mr. Suttó "were to take with him right away"

Point of View: First Person : "I didn't go to school today"

Narration: Indirect : "We were allready on the upper floor when it occured to my stepmother  that she had forgotten to redeem the bread coupon, I had to go back to the bakers"

Tense: Past tense: " I didn't go to school today"

4.- "Describe the setting of this chapter"
The seeting of the story take place in Budapest, Hungary, at the beggining of the Second World War. Jewish are forced to wear yellow stars and they are sending them to "labor camps".

Task I: online research about Jewish traditions

To contextualize better what is happening in the book the task this week is to make a litle research about jewish traditions.

Sabbath
An important part of Judaism is acknowledging the fruits of the earth as a gift from God. Hence, Judaism prescribes the recitation of blessings before and after eating, before enjoying fragrant aromas such as spices, or upon seeing pleasing sights such as rainbows. The blessing serves to elevate the physical into the realm of the spiritual. On Friday evening, as Jews welcome in their holy day of rest, Shabbat, blessings are recited over candles, wine, bread, children and more.
                                                                    http://judaism.about.com/od/sabbathdayshabb2/



Mezuzah
In the Torah, God commands the Jewish people to hang mezuzot on their doorposts. Two Torah portions, Shema and Vehaya, include the verse: "And you shall inscribe these words upon the doorposts of your house and upon your gates."
The Shema (Deuteronomy 6:4-9) begins with "Hear O Israel, the Lord is our God, the Lord is One." The Shema reminds us that God is always present in our lives, and that we should keep God's words constantly in our minds and in our hearts. The Shema tells us that one way to do this is by writing them on the doorposts of our house. Vehaya (Deuteronomy 11:13-21) assures us of God's compensation if we fulfill his commandments (mitzvot).
It is a Torah commandment to hang mezuzot on our doorposts. Mezuzot, in turn, remind of God's presence and of our duty to fulfill God's commandments.

Tefillin
A G-d-given commandment, the wearing of Tefillin proclaims allegiance to G-d and Judaism therefore views wearing Tefillin made in strict adherence to Jewish Law of utmost importance.
Our commitment to quality, we have a department for Manufacture of Tefillin, Mezuzot, and Seferi Torah. Tefillin includes several levels of Kashrut, You can rest assured that you are getting the highest quality Tefillin for each level of Kashrut. Each set of Tefillin is checked both  computer and by a certified scribe. Our Tefillin are 100% Kosher and made in Israel.

http://www.ajudaica.com/category/3/Tefillin/


Shofar
The shofar (שופר‎) is a Jewish instrument most often made from a ram’s horn, though it can also be made from the  of a sheep or goat. It makes a trumpet-like sound and is traditionally blown on Rosh HaShanah, the Jewish New Year.

http://judaism.about.com/od/holidays/a/whatisashofar.htm



Hanukkah

Hanukkah (sometimes transliterated Chanukkah) is a Jewish holiday celebrated for eight days and nights. It starts on the 25th of the Jewish month of Kislev, which coincides with late November-late December on the secular calendar.

In Hebrew, the word "hanukkah" means "dedication." The name reminds us that this  commemorates the re-dedication of the holy Temple in Jerusalem following the Jewish victory over the Syrian-Greeks in 165 B.C.E.

http://judaism.about.com/od/holidays/a/hanukkah.htm

Kosher

  Kosher food is food prepared in accordance with Jewish Dietary Laws.

In their most "biblical" form, Jewish Dietary Laws state:

• Pork, rabbit, eagle, owl, catfish, sturgeon, and any shellfish, insect or reptile are non-kosher.
Other species of meat and fowl must be slaughtered in a prescribed manner to be kosher.
• Meat and dairy products may not be made or consumed together.

http://kosherfood.about.com/od/whatiskosherfood/f/kosherfood.htm

Tzedakah

 In Judaism, tzedakah refers to the religious obligation to do what is right and just, which Judaism emphasises are important parts of living a spiritual life.

http://en.wikipedia.org/wiki/Tzedakah

I hope this short resume of some of the jewish traditions can be helpfull and intresting for everyone, because indeed they are (as seen in the video) since long time ago, Jesus celebrated Hanukkah, so to keep this is an amazing work of a solid culture, that remains tills today bright.

Narrative Techniques

We've review in class what we call narrative techniques, something that an author should and MUST have in mind at the moment of writing a novel. Following them you can change the understanding of the readers, wive your writing a personal tray, your own way to write, though it's not just a game of who writes the most, but a complex organaization of your words and ideas, using the following components:

• Point Of View: This is related to the person that is telling the storie, it might be the author, the reader or an external person. (1st, 2nd and 3rd person)
• Narration:  This is related to who is the narrator speaking to. It has three clasifications
• Direct narration (narrator talking to the reader)
• Frame narration (narrator is talking about someone else)
• Indirect narration (narrator not talking to the reader, just telling the story)
• Speech: This is related in the way the character speaks in the story (and the narrator). As the narration, this has three clasifications:

• Direct speech (Dialogues)
• Reported speech (The narrators makes a summarize of what is said)
• Free indirect speech (The character thoughts)                
• Tense: Of course this is related to the time in which the story is happening, it may be present, past or future tense. The narrator may use also jumps in the "timeline" of the events, like going back to memories or just starting and the end (future) and going back to the problem or beggining of the story (past). One of this literary device is called Flashback, one of the most known, and it's a short "jump" to the past that could be a memory (as I've allready said).                               

Interview to Imre Kertéz

As we allready know (because I've allready told it in another blog!) Imre Kertész is the author of the book Fatelessness. This weel we watched an interview about the author and the book, so I hope it's usefull for you . Ad of course there are questions to the clip.

Questions
1.- According to the visit to the monument to the Holocaust. In whar ways do you think he represents the reality in the concentration camps?

2.- Which is the paradox the presenter mentions regarding Imre Kertész and the place where he lives?

3.- Refer to antisemitism before and after Auschwitz according to Kertész.

4.- In what way do reminders of the past in historical books make us "much richer"?

5.- Which metaphor does Imre use to exemplify the effect of Fatelessness on its readers?

1.- How you felt insecure, vulnerable, traped and you can`t scape.
2.- He feels free in the country that wanted to kill him.
3.-The antisemitism before wants a new Aushwitz, totalitarism, based on hatres.
4.- It can be a dead reminder, and more than 1 point of view (perspectives), for instance you learn more.
5.- If we don't know about the past this would become an entity lock down in a box trying to break down the wall. Or, in other words, if we don't know the past this will become our future and we will fel into the same mistakes.

Holocaust Timeline

The Holocaust
Date	Summary	Detailed Information
30th January 1933	Hitler Chancellor of Germany	Adolf Hitler was elected Chancellor of Germany
22nd March 1933	First concentration camp opened	The first concentration camp was opened at Dachau in Germany
1st April 1933	Jewish shops boycotted	Germans were told not to buy from Jewish shops or businesses
24th November 1933	'Undesirables' sent to camps	Homeless, alcoholic and unemployed people were sent to concentration camps
17th May 1934	Jewish persecution	An order was issued which prohibited Jewish people from having health insurance
15th September 1935	Nuremberg Laws	The Nuremberg Laws were introduced. These laws were designed to take away Jewish rights of citizenship and included orders that: Jews are no longer allowed to be German citizens. Jews cannot marry non-Jews. Jews cannot have sexual relations with non-Jews.
13th March 1938	Austrian Jews persecuted	Following Anschluss which joined Germany and Austria, Jews in Austria were persecuted and victimised.
8th July 1938	Munich synagogue destroyed	The Jewish synagogue in Munich was destroyed
5th October 1938	Jewish passports stamped with 'J'	The passports of all Austrian and German Jews had to be stamped with a large red letter 'J'
9th November 1938	Kristallnacht	A night of extreme violence.Approximately 100 Jews were murdered, 20,000 German and Austrian Jews arrested and sent to camps, Hundreds of synagogues burned, and the Windows of Jewish shops  all over Germany and Austria smashed.
12th November 1938	Jews fined	Jews were made to pay one billion marks for the damage caused by Kristallnacht.
15th November 1938	Jewish children expelled from schools	An order was issued that stated that Jewish children should not be allowed to attend non-Jewish German schools
12th October 1939	Austrian and Czech Jews deported	Jews living in Austria and Czechoslovakia were sent to Poland
23rd November 1939	Yellow Star introduced	Jews in Poland were forced to sew a yellow star onto their clothes so that they could be easily identified.
Early 1940	European Jews persecuted	Jews in German occupied countries were persecuted by the Nazis and many were sent to concentration camps.
20th May 1940	Auschwitz	A new concentration camp, Auschwitz, opened
15th November 1940	Warsaw Ghetto	The Warsaw Ghetto was sealed off. There were around 400,000 Jewish people inside
July 1941	Einsatzgruppen	The Einsatzgruppen (killing squads) began rounding up and murdering Jews in Russia. 33,000 Jews are murdered in two days at Babi Yar near Kiev.
31st July 1941	'Final Solution'	Reinhard Heydrich chosen to implement ‘Final Solution’
8th December 1941	First 'Death Camp'	The first 'Death Camp' was opened at Chelmno.
January 1942	Mass-gassing	Mass-gassing of Jews began at Auschwitz-Birkenau
Summer 1942	European Jews gassed	Jews from all over occupied Europe were sent to 'Death Camps'
29th January 1943	Gypsies sent to camps	An order was issued for gypsies to be sent to concentration camps.
19th April - 16th May 1943	Warsaw Ghetto Uprising	An order was issued to empty the Warsaw Ghetto and deport the inmates to Treblinka. Following the deportation of some Warsaw Jews, news leaked back to those remaining in the Ghetto of mass killings. A group of about 750 mainly young people decided that they had nothing to lose by resisting deportation. Using weapons smuggled into the Ghetto they fired on German troops who tried to round up inmates for deportation. They held out for nearly a month before they were taken by the Nazis and shot or sent to death camps.
Late 1943	'Death Camps' closed	With the Russians advancing from the East, many 'Death Camps' were closed and evidence destroyed.
14th May - 8th July 1944	Hungarian Jews sent to Auschwitz	440,000 Hungarian Jews were transported to Auschwitz
30th October 1944	Auschwitz	The gas chambers at Auschwitz were used for the last time
27th January 1945	'Death Marches'	Many remaining camps were closed and evidence of their existence destroyed. Those who had survived the camps so far were taken on forced 'Death Marches'.
30th April 1945	Hitler committed suicide	Faced with impending defeat, Hitler committed suicide
7th May 1945	German surrender	Germany surrendered and the war in Europe was over
20th November 1945	Nuremberg war trial began	Surviving Nazi leaders were put on trial at Nuremberg

http://historyonthenet.com/Chronology/timelineholocaust.htm

And this is my own timeline, LIKE IT because it took a long time to make it.
http://www.timetoast.com/timelines/holocaust--127

Image Analysis

We'll be reading the nexts weeks Fatelessness, a book by Imre Kertész based on his own experiences lived in the IIWW Holocaust, so the activity in class was to analyse one of four pictures realted to the Holocaust. So that we get a clue of what and how the context was (and is in the book).


I. Observation
What do you see?
It's a white and black image. There's a pile of dead people and a man standing beside. In front of him there's a fence. The man is just standing still, lost in his thoughts, a look without hope, sad, with no will to live.

II. Inferences
Based on the observations make three inferences.
The standing man belongs (was familiar) to the dead pile (white and bold), analaysing his sight we may say he can't scape his faith whish is one more dead body in the pile, he's depressed, he desires freedom though the fence stops him.

III. Questions
1.- What questions does the image rise in your mind?
-How can a man accept death in his life, something that you know is going to happen very soon, like cancer?

2.- Describe the mood.
- Darkness consumes the background, this generates a feeling of desolation and hopelessness, as the man is alone with the dead pile.

3.- What information do you already know about the Holocaust?
Jews were killed during the Holocaust during the IIWW.

Assignment for the week!!

FInd examples (at least two) of men writing as women, and women writing as men. Many critics have pointed out that Jane Austen rarely presented a male character with a private internal monologue, or in a scene that wasn't told from the point of view of a female observer, due to her extremely limited social circumstances, and a desire to retain a sense of authenticity in her writing. 

What are the benefits and limitations of this approach?

First author: J.K. Rowling

Second Author: C.S. Lewis

I don't think there's a problem with a men/women having a principal character (in the case of C.S. two of the four kids of Narnia "the lion, the witch and the wardrobe"), though of course a men knows how a men thinks and in that way there might be some aspects of a book or novel in which it doesn't seems real that a men is thinking that, something that a good writer can easily avoid.                               

Task II "Atonement"

Book (CC) page 291

1.- What is happening?

-French army is retreating while the British stays. Tommies were disappointed.

2.- What ideas or fealings are being suggested?

- The British army is hopeless. There's fear and anger in the mood.

3.- Who is the narrator?

-Briony

4.-Who's speaking in the passage?

-Robbie

5.-Who's seeing the events taking place?

- Robbie, the British troops.

6.- What's the setting?

-France coast, were British troops waited to go home.

7.- What do you know about what's going on?

- WWII

               

Task I "Atonement"

This week we analysed the movie (watched in class) Atonement. So of course we've got some questions to answer.

I  Questions
1.- What sort of social and cultural setting does the Tallis House create? What emotions and impulses are being acted upon or repressed by its inhabitants?

2.- A passion for order, a lively imagination, and a desire for attention seem to be Briony's strongest traits. In what ways is she still a child?

3.- Why does Briony stich to her "version of the story" with such unwavering commitment? Does she act entirly in error in a situation she is not old enough to understand, or does she act, in   on an impusle of malice, revenge, or self- important?

4.- As sge grows older, Briony develops the empathy to realise what she has done to Cecilia and Robbie. How and why do you think she does this?

1.- A high class family that repress thee love from Cee to Robbie because there is a social difference in between them that is over their love.

2.- In the way that she creates stories, totally distortioned from what reality is, and all going around her narcissism. From an inocent view.

3.-I believe everything is related to her capacity of imaginating and creating stories, due to the fact that she is not present in the whole storie and she just see what make he believe wrong.

4.- Narcissism is a key word in this question, as she grows older and with more experience she realizes that she had harmed so bad her sister and Robbie she needs to "fix" what she broke, in one way or another to not feel guilty.

Task I "Pride and Prejudice"

In today's class we've been analysing a text from our Course Companion from the book written by Jane Austen. We haven't yet watched the film, though a short extract. Though first we watched some trailers for adaptations of the movie. Each one of them told in different ways, even with zombies, so our first activity was  to answer some questions about those.

Questions
I part.
1.- Why do you think "Pride and Prejudice" continues to be a referent for modern tales?
2.- What do you think is the effect that these different authors want to achieve in today's audiences?
3.-If you had to choose one of the previous versions to analyse, which would be the one and why?

1.- It has isseus that are related to now-days life as stereotypes, persue of love, the true love, etc.
2.-Capture the audience telling the same story in different ways, context. Conect it with XXI century.
3.- Bridget Jone's Diray, because it's the most related to our society so I don't have to make a similie with a story in a context that happened two hundred years ago, and is the same Pride and Prejudice but in this times

Now the Course Companion questions to an extract of the book.
Part II
1.- What degrees of emancipation and/or conservative reinforcement of 18th century family values does Elizabeth Bennett's marriage to Mr. Darcy support?
2.- What attitudes to marriage does Pride and Prejudice convey? What other options did Elizabeth Bennet have?
3.- How does this introduction affects your reading and approach to the novel?
4.- How could the social circumstances and contexts of P & P apply to different cultures and contexts today?

1.-She goes against what the society/ family wants for her that is getting married to Mr. Darcy,  she follows what society and family want that is marriage (reinforcement of women freedom)
2.- P & P conveys that women can chose if they want to marry or not and with who. So she had as many options as she wanted. Though society didn't had that ideals. Women are rational.
3.- It describes me how the context and topic is. The setting and theme, not if it's love or drama.
4.- In our culture (latin American, more specific Chile) the idea of marriage is not as radical as in the book. Women are ment to marry though it's not a sin not to, or the family is going to be ruined. Different from what happens in some oriental cultures such as Indians (about the Indians correct me if I'm wrong)

PEE structure

             What is PEE? Well, when explaining or supporting one idea a good way to do it is by using PEE structure, that is

1. Point:  Is the idea or your point of view, in the case of an essay this would be the main idea of the argument. It should be subjective, as it is a controversial theme in which you have to make a tesis statement. 
2. Evidence: In this part you quote and give (as it is named) evidence to support your point. A book, a famous author, any related document, etc.
3. Explanation: In the third part of the PEE we find explanation, here you have to explain every feature of your quote, why you used it, who talks or by whom is written by, the language used, etc...

Using this method, explaining your ideas would become much easier. Be sure your Point is linked or has a relation to the quote being used, and that you make a relation between the explanation and the point and finally mention your point again to make sure everybody understands what  want them to.