We started off class with Professor Bergren giving us a little grammar lesson on run on sentences. The lessons consisted of using words such as however, and how we should use them carefully–usually when however is used in the middle of a sentence it is a run on sentence. Professor Bergren used an example to show us the “dos” and “fonts” of grammar. “Lady Audley tried to lie[.] [[H]owever] [,] Robert discovered the truth.” We learned that we could either just not use “however”, make two complete sentences, or just not use run on sentences anymore! The best advice we are given at trinity is “do not use run on sentences”.<\/p>\n
Next, we moved watching the first two minutes of an interpretation\/adaptation of Shakespeare’s play, Titus. \u00a0We then analyzed a paper Maddie wrote on the first two minutes of this adaptation to show us how to do a proper film analysis. This paper was for a class Maddie took called Shakespeare (on)? film. This was to prepare us for an acti city we did later in class and for our essays due soon. In Maddie’s essay, she had to choose a scene, screen shot every single cut, and then describe and touch upon things such as lighting and sound, etc. We read the introduction ands first paragraph of Maddie’s paper to give us an idea of what kind of writing we should be doing when close reading our tv shows. Professor Bergren then told the class that connection is what we need to work on (along with grammar). The thesis of Maddie’s paper is\u00a0\u201cThe actualization of the violent world he creates with his toys draws the attention of both Young Lucius and the audience to the horrors of the brutality promoted by children\u2019s entertainment.”<\/p>\n
Then, not for long, we opened up the article that was assigned for the night before called “Serials and Satisfaction” We were given examples types of sentences we should be writing for our essay. For example, “x is the consequence of y, thats why we need to embrace it.” The class was told that the way you become a better write is by ripping of sentence structures of other people until you find out own voice. Also, anytime you have a key word, use it with precision. Professor Bergren then continued to ask us questions that we should think about during our writing; who gets to relate to something? whats the benefit? what does it really mean? Define terms, relate it to the topic you’re addressing. How is suspense creative? What does it do with creative narrative?<\/p>\n
After briefly looking at the article, for 15 minutes we filled out a work sheet to figure out the connection between the tv show we watched this weekend and Lady Audley, giving us an idea about what we want to write about. The questions on the sheet were: what was your favorite aspect? why? who is your favorite character? why? what was the most off-putting aspect? who was your least favorite character? why? what is it similar to? what does it make you think of? describe a scene that you remember vividly. Then when we finished the worksheet, we were paired of into groups and then asked to discuss our answers with either people who have also watched your same series, or watched a series with the same topic. Most people either watched House of Cards, Orange is the New Black, Prison Break, Game of Thrones, or the Walking Dead. After a few minutes of that, we went back into the room and a few people went around and shared what tv show they watched, their connection to Lady Audley, and what they want to write about. Maddie and Professor Bergren shared their feedback with us helping us kickstart our essay. We ran out of time and were unable to get to the rest of the class.<\/p>\n","protected":false},"excerpt":{"rendered":"
We started off class with Professor Bergren giving us a little grammar lesson on run on sentences. The lessons consisted of using words such as however, and how we should use them carefully–usually when however is used in the middle of a sentence it is…<\/p>\n","protected":false},"author":873,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[1],"tags":[],"_links":{"self":[{"href":"https:\/\/commons.trincoll.edu\/guiltypleasures\/wp-json\/wp\/v2\/posts\/506"}],"collection":[{"href":"https:\/\/commons.trincoll.edu\/guiltypleasures\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/commons.trincoll.edu\/guiltypleasures\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/commons.trincoll.edu\/guiltypleasures\/wp-json\/wp\/v2\/users\/873"}],"replies":[{"embeddable":true,"href":"https:\/\/commons.trincoll.edu\/guiltypleasures\/wp-json\/wp\/v2\/comments?post=506"}],"version-history":[{"count":1,"href":"https:\/\/commons.trincoll.edu\/guiltypleasures\/wp-json\/wp\/v2\/posts\/506\/revisions"}],"predecessor-version":[{"id":507,"href":"https:\/\/commons.trincoll.edu\/guiltypleasures\/wp-json\/wp\/v2\/posts\/506\/revisions\/507"}],"wp:attachment":[{"href":"https:\/\/commons.trincoll.edu\/guiltypleasures\/wp-json\/wp\/v2\/media?parent=506"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/commons.trincoll.edu\/guiltypleasures\/wp-json\/wp\/v2\/categories?post=506"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/commons.trincoll.edu\/guiltypleasures\/wp-json\/wp\/v2\/tags?post=506"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}