Portfolio de Jennifer Lee

Projet d'intégration

Declaration of Intention Assignment

In this programme, I have acquired the skills of organizing my thoughts and ideas in order, with the help of terms that I have learned during the past two years, and I have also acquired the skills of communicating in different languages other than English and French.

What I plan to do with my project is a journal where all my research papers will be in. I plan on writing about how the Chinese language and the Nawat language influenced other languages. I will write a brief resume of the history of each language, on how other languages borrowed various words and on how these languages connected within other languages. I will also integrate explanations and examples of the writing systems and their evolutions, the genealogy, the terminology and some artefacts related to these languages by using French as an introduction, English for the Chinese language and Spanish for the Nawat language.  

The skills that I will integrate into this project will be those of using linguistic terms properly from the Linguistics course, those of looking back through the history of a language and its culture from the Contexte sociohistorique et culturel course, those of analysing and criticising work of arts from every angle from the Courants artistiques courses, those of translating from the three languages mentioned earlier from the Translation course and those of the language courses.  

I have chosen this particular topic because I want to know more about my ancestors’ cultures. It is also a great opportunity for me to discover more about the people who made me who I am, since I have many origins. For this very reason, I hope to answer this question: How did the Chinese language and the Nawat language influence other languages?  And in return, I hope to gain more knowledge about these two languages and their culture.

                   Here is my schedule for my project:

Week 4: (Class meeting) Feb. 12 Declaration of Intentions due
Week 5: Feb. 19 Search the cultural history of both languages.
Week 6: Feb. 26 – Find the writing systems, of both languages.
Week of the March Break – Find the genealogy, the terminology and the evolution.
Week 7: March 12 – Sort up the examples and works.   
Week 8: March 19 –. Translate the examples into the required language and arrange R.J.
Week 9: March 26     Research Journal due
Week with no class (Good Friday) Start writing up Abstract of Project.
Week 10: April 9 – Finish writing up Abstract of Project and compile project.
Week 11: April 16 - Start the final revision.  
Week 12: April 23 Abstract of Project due
Week 13: April 30 Written Project due

            I will need Internet and books about these languages, their culture and their history to make this project possible. 

Journal Entries

Journal Entry # 1

Due: Week 5: Feb. 19 – Search the cultural history of both languages.


Cultural history

The Native community of Pipil in El Salvador

 The Pipil are an indigenous people who live in western El Salvador. The language spoken is a dialect of Nahualt called Nahuat or Pipil. The Pipil natives are Aztecan which have said over traditional holds that they migrated out of central Mexico. However, they mythology are most likely closely related with the Mayans’.

 This is just a really small description of who the Pipil people are.

I should do a small map from where the Pipil came from and where they have spread, as in the migration alongside of legends. In this map, other tribes could be mentioned, but not detailed. There are too many small tribes. The Spanish conquest is also an important factor; therefore it is the cause of the Pipil extinction, I should as well mention what the modern Pipil had become and what they still conserve.

It’s harder to find the cultural aspects such as the traditions but the artefacts have lots of meanings behind them, so I guess that it will present both the art and the tradition.
A time-line should be created to help me with chronological order for both cultures.

I feel like reading everything about the Uto-Aztecan people because it makes more sense to me about my ancestors. I know more and more about them and I am starting to know what part of me is from. Although there are many things I could mention, I feel sad that I can only say the general.

I have to cut lots of things if I want to include the Chinese cultural history in this project.

Websites: http://countrystudies.us/el-salvador/28.htm

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

 
Books: Empires of the World: A Language History of the World by Nicholas Ostler p.351

 

 The Chinese community from stone-age till now

Since there are so many historical events in this country throughout all these years, I should only point out what is more important such as each era and dynasty. If I don’t do this, I think it will be too long for the whole project itself.

I should put both historical events of each language on a big time-line to situate them where they were at the same time. It should be more interesting and more challenging.

I should also compare the artefacts of each language as I go along.

The most difficult part of this part of the project is that there are just so many things to talk and to write about that it made it really hard to choose what to do it on about. This is one of the countries of the world which has conserved so much, as opposed to the Pipil civilization. Two different cultures and I should compare and point out the similarities that they both share.

The only thing that I am afraid about this project is the lack of time. I should always think of this project when I have a bit of free time.

 

Websites: http://sitara.com/china/history.html  (960 and under)

                 http://www.china-travel-golden-route.com/history_of_China.html  
                  (960 and up)

                 http://www.historyforkids.org/learn/china/history/stoneage.htm (stone-age)

Book: IBID p.117-122

 

Journal entry #2

Due: Week 6: Feb. 26 – Find the writing systems of both languages.


Writings systems

 

Aztec pictograms

            The Aztecan civilization used pictograms not to write like we do everyday writing. They used it to memorise different events, but when the Spanish came into the lands, they adapted to their writing system which was in Latin alphabet. I think that this should also include the syntax and the phonetics. Maybe it’s in the next journal entry, but I can’t confuse myself with it, but I can use it as a starter or a pre-entry. I should use many pictograms as possible. Not too much, but enough so that we can see how they used to communicate with writings.  

 

Chinese writing system

            As for the Chinese people, they have used pictograms also, but their writing system has evolved into an everyday writing made out of characters deriving from these pictograms. This is probably one of the oldest writings in history. There are a lot of characters, which is nearly impossible to use them all while writing. Some of the characters have also lost its signification and is more used as accompaniment for the characters which still have meanings. I should also put pictograms and also show how both writing systems have evolved during the years as I mentioned, with a time line, to put everything in order.  

 

Journal Entry #3

Due: Week of March Break – Find the genealogy, the terminology and evolution.

 

Genealogy, Terminology and Evolution

From the Aztecs

           Uto-Aztecan is the name of the family of the Nahualt languages derivation. It contains all the dialects from the Aztecs. I should use this section to show the evolution completely. Also, this part should be for the words which are borrowed and loaned from other languages and the languages that contain borrowed or loaned words from these languages. (Last entry – no explanation about the evolution!). This part is more about the families and which languages they influenced, what influenced them and also how did they make changes over the years.

From the Chinese

            The Chinese languages are divided into dialects more commonly known as Mandarin (from various different regions also) and Cantonese. They also have a simplified (today’s writing) and the traditional writing (which is still used nowadays in some regions out of Mainland China). Of course, there are other dialects (http://en.wikipedia.org/wiki/Chinese_dialect ). I have to find a way to only introduce some of them and if possible, to introduce them in chronological order as in at the same time as the Nahualt language (writing).

 

Journal Entry #4

Due: Week 7: March 12 – Organize the examples and works.

           

In general for both languages

     For this part of my project, I think this is the most difficult part because there’s a lot of information. I need to choose wisely of what I want to really present, for I only have about 15 minutes to present my work and a 5 minute presentation after that, therefore I need to eliminate (more like summarize) the information within my project already finish in order to fit everything in its place.   As for the organization, it is proportionally getting a bit clearer. Its structure is still a bit vague though. The Chinese timeline is already done, but I have to put the Pipil and Nahualt timeline next to the Chinese one. It is still difficult for me to choose the ones that I want to put and sort it all out. For now, I have loads of books on the Chinese language and loads of information about the Nahualt language as well. I think this was meant to be a much larger project than I thought it would actually become. At least I have all my information and it’s only a matter of choosing the right info for my project to fit in all together in the end.

 

Journal Entry #5

Due: Week 8: March 19 – Translate the examples into the required language and  

                                             arrange the Research Journal.

 

 

Translations in general

 

             For the time being, the translations are not finished. It needs more time due to the choice of examples and information to be used in this project of mine. I have many books, therefore it takes a long time to translate and choose the small and important info. My biggest problem right now is that my time is very limited. I have too much in hand to keep on working my project in just one shot. It seems that my project is very slowly progressing, but not fast enough. It’s too slow. The time and project, I have to admit it, it is hard for me to keep up with the paste and to be precise of certain things to simplify my work. I have found many books and I will also give the titles of them, because I haven’t finished translating them, since there’s lots of info to sort out.

 

 List of books in use for this project:

1. Empires of the World: A Language History of the World by Nicholas Ostler

2. Caractères Chinois by Edoardo Fazzioli

3. Spoken Here: Travels Among Threatened Languages by Mark Abley 

4. Précis de calligraphie chinoise a l’usage des amateurs : L’écriture sigillaire

    by Yolaine Escande

5. Méthode de Chinois : premier niveau by Isabelle Rabut – Wu Yongyi – Liu Hong 

6. Peuples & Horizons : Chine by Larousse 1992

 

List of websites in use:

1. ChineseWriting system: http://en.wikipedia.org/wiki/Chinese_writing_system

2. Nahualt Writing system: http://www.mexica.net/nahuatl/writing.html

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

3. Aztec culture:http://www.crystalinks.com/azteculture.html

Aztec pictograms

800px-Codex_Osuna_Triple_Alliance.JPG

Aztlan_codex_boturini.jpg

Codex_Borbonicus,_p11_trecena13.PNG

Chinese pictograms

evolution-of-chinese-characters.jpg

LastScan2.jpg

LastScan2.jpg
LastScan2.jpg (929.4 ko)

Written Part of Project (rough copy)

Introduction au projet d’intégration

 

            Pour mon projet d’intégration, j’ai choisi de faire une recherche sur mes ancêtres. C’est un projet qui prend beaucoup de temps parce qu’il y a beaucoup d’information sur ces deux civilisations : Les Pipils du Salvador et Les Chinois. L’idée m’est venue par la tête parce que je voulais en savoir plus sur mes origines. Qu’ont-ils ces deux civilisations en commun? Je suis la personne qui relie c’est deux cultures. C’est un projet de réflexion personnelle qui me permet de connaitre d’où je viens et de voir d’autres cultures autre que celles de mes alentours. J’ai toujours été curieuse à propos de mes origines parce que je n’ai pas vraiment eu la chance de vivre la culture de mes parents. J’ai aussi un peu de misère à m’identifier pourvue que j’ai justement plusieurs origines. Parfois, je me confus moi-même, et c’est ainsi que je dois me faire un espace, un monde où seulement moi qui peu vivre à l’intérieure du monde extérieur pour m’aider à trouver mon endroit sur terre. Pour ces raisons, je découvre presque tout ce qui touche ces deux civilisations comme : leur histoire culture, leur système d’écriture, leur généalogie, leur terminologie et leur évolution à travers le temps. 

Previous Classes

Program Course Review Sheet

 

2. Initiation à des notions de linguistique de la langue anglaise

3.  - to be initiated to linguistics notions.

     - recognize the basic concepts of the phonetic and etymologic analysis.

     - apply these concepts to another language other than French.                                                     

4. Learning how to use different sections of dictionaries, learning the different etymologies by searching words in the dictionary, learning phonetics, phonology, morphology, syntax, and semantics with exercise sheets.
5. A research paper assignment about a type of language, which had English influences or any other type. There were many oral presentations about words.

6. Oral presentation on a word, an oral presentation on applied linguistics such as language teaching; there were also many mini quizzes about the historical facts and events about the English history.

7. The skills developed in this course were the skills of speaking with more terms, the ability of classifying time periods with some English authors, the skills of using the dictionary and searching the right term.
8. The methods of language teacher got me interested. The fact that we had lots of history, this could also help me with my project somehow.

9. I liked this course, because it allowed us to really search for things that interested us. It was also very useful for our English. Knowing the history and the branches in certain words was really interesting and it made me see a lot of things we could do with words.

 

2. Contexte sociohistorique et culturel de la langue anglaise

3. Learning different types of literature in various time periods while looking at the history of the language and of the specific era.

4. Oral presentations and reading about many famous writers and their novels; learning the kings and queens by studying their history.

5. Writing our comments about certain ways that an author thinks about certain works such as novels and poems.

6. Oral presentation on one of Shakespeare’s poems (sonnets), a differentiation between characters in A Midsummer night’s dream, an Oran presentation about a deceased novelist. 

7. The ability of differentiate the types of poems and writings during various eras. We develop the ability of understanding a novelist and his or her ideas and meanings.

8. The way that poems are written could be integrated in my project. The history about how the language is conserved or has changed could also be another possibility.

9. At first, I really didn’t like this course because I couldn’t concentrate on what Shakespeare meant in his poems or even in his plays. Since the kings and queens of England and from other European countries were introduced to us, I guess that made me get into Shakespeare’s works. Also, reading from different novelists was really fun for me.

 

2. Commentaire anglais

3. To situate ourselves in a contemporary world in the culture and in the history of the culture. To analyse and to criticize works while expressing our own thoughts.

4. Writing journals to increase our English and our thoughts on work of arts such as paintings, novels, poems and plays. Presenting the things we’ve seen and read, while still criticising what’s being presented.

5. Book resumes and journals about all the things we’ve seen as art works.

6.  Everything counted and the final dissertation was on a play or on some other kind of big art work.

7. The ability of writing in English has increased the ability of analysing and criticising work of arts and also commenting has also increased.

8. The choice of art works where pretty much up to us. I had so many novels and plays which interest me very much.

9. I liked this course because we had the opportunity of choosing what to present and to analyse and all. It was really fun going to all those plays and writing. I had fun knowing different things from different work of arts.

 

2. Création culturelle

3.  To express oneself on the creation and demonstrate a thinking ability process.

4. To know how the mind works and to analyse the way we think. The brainstorms made us come up with ideas just like that and we had to discover what made us think about it.

5. Writing many plays and small vignettes.

6. Plays and an electronic journal with all of our work.

7. The ability of thinking a bit more clearly, the ability of having great ideas with the smallest things, the ability of writing in English.

8. This will be useful for putting my thoughts in order and to how to come up with an idea for my final project.

9. I didn’t really like this course, but it was still kind of free of thought. We had the choice of ending stories the way we wanted and we also created plays of our own with just the aid of a picture and other things.

 

2. Traduction anglaise

3. being capable of translating from English into French and from French to English. 

4. We had the 100 French sentences and the Gallicisms and false cognates sheets that we worked on with the teacher to improve our translation skills. We also had to translate some articles and a part of the Cégep’s program documents into English.

5. We had to work on the book and study various sentences.

6. Quizzes on the sentences and some dissertations. Also, we had to translate a small document.

7. The English grammar is reviewed, so I think that it helped increase our French and our English. It has also made us see how to translate properly by using the right material.

8. Maybe I could translate parts of my oral if I’m presenting something from another language.

9. I really liked this course because it made me realize that translating into any language is very fun. I love languages very much and learning how a language is supposed to keep the same meaning is very interesting because there isn’t just one way to say it. I think this course was essential for everyone in this program.

 

2. Courant artistique I et II
3. The objective was to know various artists and arts from prehistoric time to the present day.

4. We had to take various notes and to look carefully at the different aspects of each era depending on the art and on the artists.

5/6. We had to give a final project at the end of the semester in which we had to put every thing we have learned and analyse the work of art just like the teacher had told us to do.

7. Analysing and criticising work of arts from every angle.

8. The various arts and historical aspects from different cultures might be useful.

9. I liked this course because we got to see all the famous painters with all the different things about art. It made me appreciate art more that I used to because it’s really beautiful when you really know how it was created and how the idea came to the artist.

 

2. Courant littéraire: rupture et continuité

3. The objective was to learn and explore the different eras from the 16th century to the 20th century in the French culture.

4. We had to read 3 novels from different centuries and then analyse it from what we have learned in the course. The history of each era was also very important to learn.

6. The dissertation was on a novel from today and we had to say why it is from a certain era.

7. The ability of situating the different time eras with other cultures and events that occurred on the same time.

8. Maybe the skills of learning the different eras by heart.

9. I kind of disliked this course, but I learned to like it after reading some of the novels.

 

2. Production visuelle

3. To get some knowledge on how to use computers and incorporate arts with it.

4/5/6. To use Photoshop to modify certain images in certain ways, make short videos with weird shapes, as in abstract things.

7. Knowing how different programs work.

8. If I decide to make a video, I would use this course as a resource.

9. I didn’t like this course at all. It had nothing to do with the language program. I felt like it was a bit useless, but since there are arts in our program, I guess I had no choice to do it.

 

2. Espagnol II - III  ---- German I

3. To speak another language other than English and French.

4. We had a lot of oral comprehensions and a lot of grammar.

5. We had to write a lot in Spanish/German to increase our skills.

6. Oral presentations were really important to know if we could communicate in a beginners’ level.

7. The skills of knowing the grammar correctly and to be able to memorise the vocabulary while understanding the culture.

8. I will need one of these languages to speak during the final project.

9. I love these courses, but it would have been great if we had more languages other than these 4. I think that these courses were useful, but I don’t think we learn enough on these cultures or any other culture in general.

Comments made by Priscilla Bijou

I think that Jennifer has done a effective reseach. The subject of her reseach is very original. Learning more about Asiatic languages would allow people to be more aware of this people who are slowly getting powerful. I dare say that Jennifer wanted to do her Projet d'intégration on Chinese language because she has, according to me, always been interested by Asiatic languages such as Chinese, Corean, Japanese,etc... and because she has origins from from Asia. I read about the little introduction of the little people from the San Salavador that I haven't heard about until now. I found very good that someone wanted to study something that is little known by most of people in general. It is rafreshing to know that we always learn things everyday, and I am looking forward to learn even more things when the class will present their work.

Concerning her writting, I think Jennifer used extensive variety of vocabulary and expressions. She explained her progress and her thoughts rightly. Her sentences structure are perfect according to me. Also, every steps of her work are well developed and detailed which faciliated the comprehension and the purpose of her research.

Her organization is well done. Each week, she has done something which is great in order to not running late or spending sleepless night before hand the work in. Finally, the large amount of references and sources are significant, which allowed Jennifer to make a good reseach. All the references provided to her several perceptions and thoughts about the suject she studied.

She also pu some pictures such as the chinese writing and its evlotion throught centuries. It is a good idea that Jennifer add these pictures to stenghten her research and what she discovered.

 Jennifer put her introduction which sounds interesting to me. As I mentionned, her purpose is to find who she really is and to learn about her origins as the asiatic culture, their writing, their language, etc...

To conclude, I think that Jennifer has worked a lot of this project and made an excellent reseach even she hasn't put her complete written project on the e-portfolio. I sais this because her journal entries were complete and she described each part of her work. She added also the problems she was facing and what she did to make a sucessful project.

 

 

 

 

 

 

Class notes

1. The Design mind vs. the Sign mind

The Design mind vs. the Sign mind

 Sign     and     Design       

Block A            Block B

  • Left side of the brain = Sign mind

                     Contains: mostly words and technical knowledge.

  • Right side of the brain = Design mind

                     Contains: mostly creativity, arts, structures, systems, patterns, pictures, maps

 

Design Mind:                                                      

                    -Structure,                                                     

                   -essays (intro., development, conclusion.),          

                   -Synthesises   

Sign Mind:  

               - Logical order

               - Verbal

               - Words 

               - Distiguishes

               - Diffirentiantes                                                  

2. The Trial-Web shift

Trial-web shift

 

       It shows how the design mind works. Ideas mostly come to mind from clustering.

 

Web = Formed by weaving or interweaving. It gives pictures, unity, coherence and complicity.

 

Trial = It is not definite, you need to try again and again, but it’s still experimental.

              It’s best looking for a pattern which produces the web.

            (Sign mind = order, logic, sequence. It comes one idea after another.)

 

Shift = It is when you become aware of what you want to write. Ideas come to mind:

                       The clustering = The web = The focus on what you want

3. Three-Act Story Structure

1.     Setup

Pre-existing conditions:

Characters

(If they are new characters you need to establish their personality somehow)

Setting

(Time and place)

+

New conditions:

     An action, Event or Situation

     (a new character, a sudden change, etc.)

This makes the conflict.

 

2.     Conflict   

Conflict                         +

Reactions of the characters which are motivated by their characteristics

(of person or relationships between characters)  

        =

. reversals

. complications

. secondary conflicts

And, eventually…

3.    Resolution

  •  Resolution

                 Of conflict, either temporarily or permanently

  •  Stasis

                 (Things return to normal.)

  • Change

                 (Things have changed, fundamentally or superficially.)  

4. How to write a one-act play

1.  How to Write an Over-Act Play

The best ways are: 

                         -  to get the feeling,    - to compress a lot of ideas,

                         -  to see a scene,        - to think about what to write and characters.

    It needs to be interesting and engaging.

    After creating the characters, all the details you've given to them don't have to be in the inside story, but it shows you what they really are just to give you an idea.

    It is also important to see the actions and to sharpen your script.

*Keep in mind that you use the "stage" as well.

 

2. Structuring a Play

  • Exposition   ---->  Background of your characters and of your story, just enough for the audiance to understand what's happening befoe the conflict. There's no need to put all of the details. 
  • Rising actions ----> as the story develops and the conflicts hit, which buils and builds until you get to the climax.
  • Falling action ----> the wrap up of the climax and all that has happened there.
  • Denouement ----> the unraveling = the resolvement.

 

    The exposition should be started as quickly, there's no need to be slow and talky until we get into it. The whole part of the rising action is already 80% of the play. Cutting parts into acts would mean that the climax would be near the end of the rising action, which is followed by a rapid falling action. It is recommended to put an exclamation mark at the end of the story to keep people interested. There should be something strange or different which would change the play.

Note-cards

  • Change the order of things, get to the main points to make sense.
  • Think as if you were going on a journey where your the driver and the passengers are your characters. the journey is unknown and you'll still have fun along the way.

 

3. Writing Dialog for a Play

  • To hear it, not sit and write it (it's best to say it out loud).
  • Play, screenplay = bluprint (write it to be spoken) for the producers and actors to bring the action into life.
  • People are all different, talks have to fit each character (doesn't mean you have to write much depending on the characters. 
  • Less dialog and more action. Dialogs are more concise and actions are more visual.

 

4. Acting and Scripts: Stage Direction

   Your plays are copyright creations by you, except for titles, which can be reused. The name of each character should be in capital letters and cetered.

Dialogs are usually start on the left side of the page and the directions for the actors on the right side of the page.

Entrances and exits have a deviding stage into 9 acting areas. Starting from the front, down stage right (actor's right) facing the audience.

  • Down stage Right   = DR
  • Down stage Center = CR
  • Down Stage Left     = DL

For the Center stage, it still follows the same patern:

  • Center stage Right   = CR
  • Center stage Center = CC
  • Center stage Left     = CL

This also applies for the Up Stage as well: 

  • Up stage Right    = UR
  • Up stage Center  = UC
  • Up stage Left      = UL

Log Book

Sept. 3 : Reflections on Chapter 1 (handout)

Personal Thoughts

           What I think about this document that I have just read is that I feel like it was about time that someone let us write for fun and for constantly keeping track of the things we do. It’s not like I don’t do that at home, it’s just that I don’t do it as often as I should. It’s just that like it said, we lost our capacities for writing freestyle. We get used to what we have to follow in school instead of letting our minds think freely. My reaction was as if the book has read my mind! It became a kind of a literal hero, because in this program, us students get the chance to express ourselves after all these years without really worrying about what others think. The thought of writing this way makes me want to write everyday just like the document suggested. If it makes me think more than now, I’m up for it. For the writing test we did in the lab, I think that I was still not used of being timed to write anything that comes on my mind about a certain subject. Even if it’s about me, I can’t decide what and how to write into words either because I want it to be perfect or because I just don’t know where to begin. I always wanted a class where we could write without worrying about what others might think of our thoughts. It’s kind of hard not to care, but it’s something that is essential for each and everyone to see how we think and how our minds work. By doing these small exercises, I’m sure that we could all write beautiful things, but we also need to have experience or simply a visual aid to get inspired on what we want to write about. Ideas may come randomly like they could also come by looking back on what we have done, seen or heard. I expect that I increase my thinking capacities at least a little bit by the end of the semester if everything goes well. 

Sep.10: Reflections on my creative process of Letting Go and Time

1. Letting Go

          When I was clustering for this vignette, I was mostly thinking of my brother. It had been a long time since I’ve seen him. It’s not that these emotions from the clustering have anything to do with him, but he was just the person that I was thinking about the most. The words were mostly related to sad things. I guess he did have something to do with this then! I guess it’s because I was sad that he had to leave so soon out of the house that I’ve never really felt the real love of a brother until now. On another side, I was thinking about the literal sense of letting go, like drop, the grip and it led me various words that went really over board, which didn’t had anything to do with letting go.

2. Time 

        When I was writing down my poem, I had to look at the words and try to link them all together to make a story or just sentences which would give sense to a topic to another. It was a bit rushed when I did it, but it came out as a poem, which talks about life in general. Nothing special, but it was what I came upon as I instantly tried to link words together. Mostly negative words one would think would invade the sheet, but if you look closely, it could easily be transformed into a positive point of view. Since it’s a theme where you can write basically anything, I wrote down all the words I knew and that would try to touch as many other themes without forgetting the main one.

Oct. 1: Reflections on my creative process of Toy

       When I wrote about what I used to think, it brought me back lot of memories about my childhood. It was really fun playing in my mom’s plants with my teddy bear, but reality hit and I had to go to school without it. I then thought about the difficult times I had in kindergarten. I had difficulties approaching other kids at first. Also with the fact that I was alone, I also had difficulties with languages. I spoke mostly English and Spanish. French was my least mastered language I spoke and I had lots of difficulties with it. As for this, I brought my teddy bear at school anyways. When I look back at this, I don’t want to go back to my childhood days.    

Oct. 22: Reflections on my experience of the trial-web shift

      For this paragraph, I came up with these ideas because I tried to select in my mind what would suite best for a certain word. It’s like I chose the first word in that category and wrote it down. For example, the trees are green which reminded me of paintings in museums. To sum up, the things I saw before helped me with this work.

Nov. 5: Reflections on my recent writings

1. The true story of the three little pigs (reflection)


            How I came up with these ideas are when I was watching a martial arts movie. At first, I didn’t have a clue on what to write. It was really difficult to come up with an idea. So, I started reading other versions of the story as well as watching different cartoon animations. Nothing really came to mind until I watched Kung Fu Hustle. It was still not enough to get me inspired. What I did was listen to soundtracks from various TV Dramas and movies. Believe it or not, it gave me a lot of inspiration. Depending on the atmosphere that the soundtrack gave, it made me think of a certain situation and I would start writing and modifying it to get something which made sense. While I was writing, I was also searching for words that I never use to change and increase my vocabulary. I also wanted my story to sound a bit different from my usual stories. As I was writing, I combined the ideas of what I was watching and listening to with the main idea of keeping the theme of the three little pigs and the big bad wolf.   

2. The Beautiful Witch (reflection) (Nov. 12)

         When I was writing my story, I thought about many things. I thought about turning a very ugly witch into a beautiful one as beautiful as a butterfly. At first I was going to turn the witch into a butterfly or have a fairy to transform her. That’s when I decided that Jade, a young human girl, should be the one saving her. I must admit that when I saw the picture that we were supposed to use to start our clustering, I didn’t know what I was seeing. I only saw shapes and forms. I really had to focus on what they looked like for me. And so that’s how I began writing my story. For the character Tonic, the hedgehog, I just thought of the forest and also got inspired of Sonic the hedgehog, which he was one of my cartoon heroes as a young girl. I had to add lots of details to them and I had a hard time deciding what they should do. I used what was really best and, voila! My story was created.

Relection on the play team work (Nov. 26)

        For the performance of the play from my teammates and I, I must admit that we didn’t have time to practice as much because my play was one of the last ones to be practiced. We only read it once and we didn’t get the chance to perform it at all. It was only the day of the evaluation that we had the chance to act. Even though it was very last minute, I was satisfied with on how my teammates acted. It was very similar to what I was thinking. The character Tonic as very well acted and the witch as well. For Jade, I thought that she looked very calm and light hearted. Over all, I enjoyed watching my teammates acting my play.   

My creative writing

Vignettes

Prose

  1. Letting Go (Sept. 3)

            My brother lost control and had a painful accident when he fell. He got up and was looking for inner peace when he was drinking alcohol and got drunk. The next thing he saw was a fish in a river who led him to the ocean. He also followed a seagull that brought him to the Arctic Ocean with penguins and polar bears, where it’s cold and snowy. He then realized that he was dreaming as soon as he woke up from being hit from beach ball, while he was sleeping on a hammock. The next thing he noticed was that he had sunburns. He soon thought to himself, “I better let go of the past or it will cost me my life”.

       2. Me/Myself/I (Sept. 10) 

            I am a girl who just turned 18 years old a couple of weeks ago in August. I love my birthday because it is during summer time, on of my favourite seasons of the year. I have black shoulder length hair and brown eyes. I have small hands and I’m average height. I like to travel. Music is something that I must here a lot. I love it very much. It doesn’t matter what kind of music I listen to, it just has to have a good vibe. It also doesn’t matter from where it comes from or in what language it is. Since languages are also my passion, I study various languages on my free time.  I’m kind and friendly. If I don’t know you, I will be very polite.

       3. Phrase/Song from childhood (Sept. 10)

                                 You’re my melody – Rising Gods of the East

               This song isn’t a childhood song because I don’t remember any one of them. Instead, I have chosen a song I used to listen a lot. This song made me feel special like if the singers were addressing this song to the listener, in this case, me. It’s a love song which goes very well if a singer confesses their love to the one whom they love. It felt really nice to hear those words. With their sweet voices, their singing is like the title says, “You’re my melody”. Anytime I feel lonely, I would always listen to this song and it would always make me feel loved. The melody is also very relaxing, so when I go to bed, I usually listened to this song. I would recommend this song even if it’s in a language that most people wouldn’t understand.  

     4. A proverb of our choice (Oct. 8)

Absence makes the heart grow fonder.

               When I think about the meaning of this proverb, I think about two people in love but can’t see each other due to too much work or that they are just simply distant from each other. When a couple is separated for a while, it makes them miss each other’s company. As in a relationship, breaks are needed to let both persons to breathe and do what they need. Often, both will start missing each other, and they will feel lonely. They will also start to have unpleasant, gloomy, dull, sad and boring days. When it would rain, they would heavily sigh and wish they could see the other. Their lives are full of work and they do not have the time to spend time with each other, so they start daydreaming or planning what they would like to do with the their lover. They would most likely think about dates such as amusement parks, walks in the park, holding each other’s hands, comforting each other and most importantly are having fun while laughing and enjoying each other’s company. When the couple or even two people in love, which haven’t confessed their love, they would get heartbeats and would love to kiss and hug each other. Finally, these are the things I thought when I heard the proverb.

    5. Web (Oct. 15)

             With the word web, there are various meanings to it. There’s one with the actual web, which comes from arachnids, more specifically, from the spiders. It naturally lives in nature with the green trees where most painters go and paint the scenery. These artists are also inspired by music and dancing, which is rather very relaxing and suite their ears with peaceful sounds of instruments such as the piano and the violin. For dancing, it relaxes them just seeing the slow movements and the passion it projects.      

      6.Dominant impression on a painting (Oct. 15)

             My first impression of that picture was a bridge and then I saw what the bridge was made of sail boats. It wasn’t until I had to figure out what a bridge was used for and what the bridge has that I started clustering. The bridge becomes a passage way for cars and trucks to drive over the waters, which are oceans, rivers and lakes. Sailors can also pass though the holes of the bridge, but only on water levels. So the bridge is something that helps us circulate either on top or under it. These Ideas aren’t really strong but they are what I have thought during clustering time.

 

Poetry

                       Time (Sept.3)

When you live life, time is always calculated

You first go to school to find a career

And try to get a good salary to support your family,

In a house you’ve always dreamt of.

 

While looking up in the sky from the top of a building,

You can see towers from far away with the bright sunny day

And some white clouds passing over the country side.

 

Nature itself is filled with all the nutrition that humans need,

Such as foods which end up in the restaurants.

It accompanies the pork chops which came from the farm,

Where all the corn and wheat grow.

The milk that we drink reminds us

About the milky way up in the starry night sky,

Which let us know our zodiac sign.

 

They are often myths, which dragons appear in movies.

They also seem to entertain us a lot.

The television showed us lots of things about the world,

But Internet has fewer boundaries to show us what we really want to see.

 

The world gets information this way

And we tell others to recycle and to not waste

Unless they don’t want to smell the beautiful flowers

Which the colourful butterflies inspire the painters

To make a great work of art in the early months of spring.

 

Drama

         Imaginary dialog of a scene on the college yard (Sept. 10)

One morning behind the Cegep, Carla and Ricky where sitting on the green grass.

   - Ricky:  Ahh… it’s such a nice day, don’t you think, Carla?

Carla ignored what Ricky was saying and got ready to study. 

-          Carla: ok, let’s start studying now for the next class.

-          Ricky: but it’s morning!

Carla stares at him.

   -     Ricky: ok, let’s study…

Ricky got nervous and uneasy.

   -     Carla: oh look! Tom and Jade came!
   -     Jade: Hi guys! What’s up?
   -     Carla: oh not much, we’re just trying to study. Care to join us?

   -     Tom: sure! We were about to do the same.

They all sat down together and studied.

-          Ricky: hey Jade, what’s that in your hand?

-          Jade: oh, it’s a present from Tom. I don’t know what’s inside yet.

-          Carla: open it!

-          Tom: he he… it’s not much, just a little appreciation gift, that’s all.

Jade takes out the gift from the small box.

-          Carla: aww… how sweet! A bracelet! How come you never gave me anything, Ricky?

-          Ricky: that’s because you always ignore me!

-          Carla: I do not! When was the last time I ignored you?

-          Ricky: Don’t tell me you haven’t noticed?! It was right before we sat down to study! I said it was such a beautiful day, but you were more concentrated on textbooks…

-          Carla: I’m sorry… I’ll try to be more attentive from now on.

-          Jade: Ok, now that that’s over, can we continue studying?

-          Tom: yeah, it’s almost time to go to class!

 

 

 

Full-length pieces

Prose

     First creative project: The true story of the three little pigs (Oct. 22)

The Old Master and the Three Little Pigs

       On a beautiful hot summer day, in a small and peaceful village on the countryside near a forest, three little pigs were outside playing in the grass. They lived only with their mother ever since their father was killed by the wolves from the Wolf tribe when they were trying to invade the Pig tribe, while the Chef was gone on vacation. Their father had sacrificed his life in order to protect his family and friends as he became pork sausages to the wolves. In exchange, the wolf tribe had promised to never to return and bother the small village. The little piggies were only a couple of months old when that happened. Now, they are five years old and the piglets were filled with energy. They couldn’t stop running around and laugh while they were having so much fun, when all of a sudden; their mother had called them to go pick some hay to restore the roof before it started raining. As soon as she told them, the little ones have started walking to the hay fields and grab as many as they could. After a couple of hours of hard work, the three piglets ate a good meal peacefully, until all you could hear were growls.

 

       As every villager was curious, they’ve all gathered outside. “Oh no! The Wolf tribe has returned!” said the mother in a terrified voice, while reminiscing the past. One of the villagers had said, “What is the meaning of this? What had become of the promise from five years ago? Go away! We do not want you here! Leave at once!” In the mean time, more and more wolves gathered around. “We are hungry and there is nothing left for us to eat. You should have known better than to make such a promise with a pack of hungry wolves”, said the leader of the tribe as the wolves started to destroy and chase the Pig tribe’s home and villagers. All that could be heard were very loud and annoying oinkings. The Wolf tribe had destroyed their village made out of hay roofs and captured at least five enormous pigs to keep themselves from starving again and left.

 

The very next day, the elder of the village came back from his small trip once again. All he could say was “oh dear… I knew I should have stayed home”. In fact, the elder was very good in defending his village, but every time something bad happens, he’s always away from home. Since he was just a piglet, he had learned the art of defending and fighting. He now had a goal: to teach the young how to defend, fight and protect. While the pig tribe was trying to rebuild their village, the elder intervened and said:

-       We must not use the same substance to rebuild our homes. We would be on their tomorrow morning’s breakfast plate as bacon if we do.

-       Then what can we use that could be much more resistant against them? , said a villager.

-       We can use the wood from the forest. I heard from a far away village that it was pretty resistant, said the elder.

As he said this, the villagers started walking toward the forest and rebuild their homes with wood as told. Meanwhile, he had to find the youngsters. They were lying on the bare floor of their half destroyed home, while the elder came and said, “The three of you will now become my pupils whether you like it or not. I will teach you how to protect your home and defeat the predators. The reason why is because I’m never there when something bad happens to the village, but if you three learn how, nothing bad will ever happen to the Pig tribe for a long while”. As the piglets listened to the elder, who now became their master, they’ve all agreed to go on training and become stronger for the Pig tribe’s sake.

 

The next day early in the morning, the piglets have woken up and started their training. They have decided to give what it takes to defend their precious home. Their master has now taught them for about a week and a half from dawn to dusk since the wolves have appeared. On the same paste, the villagers have finished rebuilding their village with the wood used from the trees in the forest nearby just as the master had said.

-       Ok, I think you’ve all trained very hard. You all need a small break, so I will give you the rest of the day off to relax, but tomorrow we will continue training, said the old master.

-       Yay! We can finally rest! , said the three little pigs full of joy.

As soon as they stopped, the sound of growls came from afar. The wolves were already on their

way to capture more food for this week. The piglets were confident that they will not let those beasts destroy their land once again, so they immediately told the villagers to stay in their wooden houses and they directly went to attack the wolves. The master, who was watching, could not interfere since his disciples are still in the process of learning. The results were that the piglets were too weak and that the Wolf tribe ended up destroying their wooden village, which rewarded themselves by capturing five other enormous pigs. The master wasn’t expecting for their first battle to be successful, so he gave them another week of hardcore training. He also told the rest of the surviving villagers to rebuild their homes with bricks, which was more resistant than wood. They did as they were told.

 

       The following week has arrived, as it was already predicted that the wolves would once again come and capture more food, and the three piglets were ready. They have become stronger than the two previous weeks. The old master was very proud and had sent them to confront the enemy once more, while he told the Pig tribe to take cover in their bricked houses with their doors locked. Once accomplished, the wolves have arrived and the piglets were provoking them. They were punching, kicking them and even throwing big rocks at them. Since this only slowed the enemy down, the piglets ran as fast as they could to take cover in their own house. The wolves didn’t get the chance to capture any of the pigs this time, but they have waited for them to come outside. They were expecting for them to come out because they would also need to eat and that would be their chance to capture them all. Unfortunately for the Wolf tribe, the Pig tribe had prepared for this, so they had reserved food in their homes. A whole week later, the only thing that could be seen was a pile of dead wild mutts on the floor. The three little pigs were happy that they have defeated the enemy and all said in unison, “We’re never going to get defeated by the Wolf tribe ever again! Not by the hair on our chinny-chin-chin!" and lived in their village happily ever after.

 

                                                     The End

Drama

          Second creative writing project (Nov. 12)

 

The Beautiful Witch

 

(Jade enters and starts whispering to animals and giggles)

 

NARRATOR 1

Once there was a young six year old girl named Jade who lived up in a tree house in a mysterious forest near a small river. She lived alone, but could talk to the animals and the small creatures that lived near her home. The wild animals all said that she was the most adorable living creature they have ever seen. Therefore, they considered her as the little princess of the forest.

 

NARRATOR 2

All of the animals loved her because she was very kind-hearted and very open minded. She didn’t like to discriminate nor did she like hurting others. One morning, Jade went to pick berries and nuts for her daily meals when a very ugly and fearful witch flew on a broom. The witch killed every living creature that was more beautiful than she thought she was, and now it was Jade’s turn.

 

(The witch is on her broom looking at Jade with an evil smile)

 

WITCH

Ha ha ha! Little girl, prepare to perish under my spells!

(Jade was expressionless and just stared at the witch while blinking her eyes)

 

NARRATOR 1

As the witch continued threatening her, Jade had never been frightened of anything and even the ugliest of all people never made her scared. Since she was young, she was left alone in the forest with no parents and she had to survive on her own, but luckily the forest had given her the ability to communicate the animals. She had the help of the forest and of many animals for her survival.

 

(Jade looked at the witch)

 

JADE

I don’t want to be rude Miss, but may I ask why you need me to perish? Are you really willing to kill an innocent person?

 

(The witch is surprised and backs away while gasping)

 

NARRATOR 2

The ugly witch was very shocked from what she had just heard the courageous little girl say. She was amazed, but also was very annoyed by her because no one has ever questioned her actions before, not even in a million years. People were too frightened by her ugliness that they’ve given up on trying to escape. The witch never felt loved ever since her parents left her at a young age just like Jade.

 

(The witch approached the girl, turned crookedly around her and looked at her like if she had problems seeing her)

 

WITCH

Hm… interesting… You’re not the slightest bit afraid of me?

 

(The witch takes Jade by the chin and studies her face)

 

JADE

Why should I be?

 

(A butterfly passed by them)

(Jade points at it)

(The butterfly lands on her hand)

 

 

JADE

See this? This is a butterfly. Isn’t it beautiful? It has many colours which make it pleasant to watch it fly, especially around this peaceful area. Do you know what the word ‘beautiful’ means?

 

NARRATOR1

As Jade introduced the witch some new words to her vocabulary, the witch was getting a bit interested in this mystical world that Jade lived in.

 

(Walks with difficulty and points everywhere with a curious face while saying: What’s that?)

 

 

NARRATOR 1

As soon as the witch got closer to Jade to listen to her explanations, a hedgehog named Tonic came up running to the girl and told her:

 

 

TONIC

LOOK OUT, JADE! SHE’S GOING TO EAT YOU!

 

(Tonic grabs Jade and goes in front of Jade to protect her from the Witch)

(Jade looks at Tonic with a really confused look)

 

JADE

What are you talking about, Tonic? I’m only teaching her new things.

 

(Tonic faces her with an uncertain look)

 

TONIC

Really? Can we really trust her?

 

NARRATOR 2

Both Jade and Tonic looked at the witch. Jade was already convinced that she could trust her, but Tonic was still sceptical since she is a witch. He has never ever seen any other creature except for Jade. He also thought that every other creature from outside the forest was as ugly as the witch could be. He then imagined the outside world.

 

(Tonic puts his paw on his chin and looks up as a thinking mode)

 

(The witch was listening to their little conversation, but was pretending she wasn’t)

 

JADE

Alright! I’m going to teach you everything about beauty.

 

(The Witch gives a smirk and goes Theh! while her hand on her hip and her foot tapping)

 

WITCH

Really… and how are you going to do that? Change me into a butterfly while you’re ad it!

 

 

 

(Jade tilted her head to the left and looked at the witch with big eyes)

 

JADE

Do you want to become a beautiful witch?

 

(The witch looks at Jade with a serious face and wide eyes)

 

 

NARRATOR 1

The witch was once again shocked at the little girl’s words. Even though it’s not in her nature to feel good inside, the witch had felt joy and comfort for the very first time of her life. She didn’t know why she was angry at the world and to everyone, but this had made her realize the bad she was doing to others.

 

(The witch takes both of Jade’s hands)

 

WITCH

I-is that really possible?


JADE      

Do not underestimate a young girl living in a mystical forest. If I can communicate with animals, then this shouldn’t be any different.

 

WITCH

Alright then… please help me transform into a beautiful witch.

 

(Both the with and Jade smile)

 

NARRATOR 2

They walked around the forest and Jade showed her different things such a flowers, plants, wild creatures and natural resources. The witch was getting even more amazed by the minute. They had spent the whole afternoon walking around and left Jade to answer every single question the witch had. As they both walked around deeper into the mysterious place, the witch became prettier little by little.

 

JADE

Oh my goodness! You’ve become beautiful now!

(The witch looks at herself in the river)

NARRATOR 1

She was shocked because she hadn’t recognized herself at all. With what she saw, the witch shed tears of happiness for the first time.

 

(The witch grabs Jade’s hands again)

 

 

WITCH

Thank you very much for your help, Jade. It’s all because of you that I’ve become a beautiful witch.

 

JADE

Oh don’t thank me, I didn’t do anything. I just thought you might have needed help, so I did the least I could do to help. The rest was the forest’s power. I guess the forest saw that you were willing to give nature a chance, so it gave you a gift of gratitude.

 

(They both smile and giggle)

 

NARRATOR 2

With the witch’s new look, she couldn’t thank the forest and the young girl enough. She now realized that no matter how much life hurts and gets hard to live in, she still needs to look for all the good things in her life and to be strong as life has many unpredictable events, just like what had happened when Jade and her parents left them alone to live in an world where they had no one else to take care of them. The witch then vowed never to disturb anyone ever again and fled happily on her broom exploring the wonders of nature.

 

The End


Final Project

Time can change everything

 

            On a very long day in school, Micky looked at the class window beside him and watched the first snow fall. He was bored, so he asked the teacher if he could go to the washroom. He always used this excuse to clear up his mind and walked in the hallway. He didn’t like sitting still and found studying very boring. Suddenly, he saw this door that he never noticed. He got curious, opened the door and went through it, but as he did, he traveled through time.

 

            Once he woke up from the hard fall from when he traveled through time, he found himself in a castle. He was looking around with wide eyes and excitement when all of a sudden; he got arrested from the castle guards. They threw him in a very old and dirty cell. Moments later, Twin sisters came out secretly from hiding. He was curious about what was happening, so they talked over the situation. Once explained, one of the twins opened the door while the other distracted the guards for them to escape. They were all in danger when the guards called out to release the dragon for the prisoner to not escape. Micky and the twin past by the medical room and hid there for a little while. After, they’ve climbed the stoned gate which surrounded the castle, but they saw that they were on an island. Fortunately, there was a boat. The Dragon came out of the castle and was going to attack the teenagers when they noticed that, when they hoped on the boat and started paddling, the dragon didn’t like water.

 

            For this, they traveled to a nearby forest to another island, which was the twin’s home. Once stepping on land, Micky started disappearing and eventually went back to his own time. The next thing he knew, he had the end of the janitor’s mop on his head and realized that he had fallen asleep in the janitor’s room. He then ran back to class and went directly to his desk and followed the teacher’s lessons. After this experience, he never dared stepping one foot outside of the class even if he was bored.