יום חמישי, 2 בינואר 2014

reflection - all my sons act 3

Reflection:

1.    The difference is that when you are just reading you have to add your own imagination to the action because even when the stage directions are there, you do not know exactly how an actor might interpret that direction. Further, you will find that not hearing someone recite the lines changes the way in which we think about the dialogue and how the actors handle it.
2.    The characters we have the most exposure to are the Kellers. Ann and her brother are minor characters so won't be considered here. I find Kate to be the most interesting. I understand the denial she experiences in accepting Larry's death, but I find it interesting that one of the reasons she refuses to acknowledge he is anything but alive stems from the fact that she doesn't want to place any kind of blame on her own husband. To admit Larry is gone is to admit that her husband is a murderer. She'd had to live with both of these very sad truths, but she doesn't want to. It amazes me that she can do so.

3.    I think you always have to be prepared to read between the lines, so to speak, in this play. Much of the character development relies on the reader's skill interpreting emotions, gestures, and motives of the characters. One example of this is when mother finally wants to get rid of Larry's apple tree by saying there will be, “more light with that thing gone “. She is finally accepting that Larry won't be coming home.

post reading - all my sons act 3

Post Reading:
(If it's a diary entry, you should add a date and the words "dear diary")

1. Today it's finally over. The war is over. Germany has fallen down and we won. I miss my family with my whole heart, my mother, my father and mostly my brother - Larry. It's wired(sp.+ww.) (that) I haven't heard from him for a while, (new sentence) he usually writes to me, maybe he couldn't because he fought in the war too(ww.), I just hope he is fine.  Right now I'm on my way home to my family. I hope the rumors aren't true that my father is guilty for killing 21 pilots because of his business. I know my father, he couldn’t do something like that, and the business isn’t that important to him, he wouldn’t kill my friends(ww.)! I hope it will past(ww.) fast and the court will find him not guilty as charged. In about two hours I will get home and I'm sure that now we can all live as one big old(ww.) family.

2. What is this? A different ending? - You need to specify.

Chris gets the letter from Ann. (New sentence) he would read(gr.) it quietly and then decide(gr.) to not(wo.) show the letter to his father because he knows how much pain it could bring him. So instead(of) letting Joe read the letter, Chris is facing(gr.) Joe and tells him everything he (has) felt inside all this time and telling(gr.) him the truth about how he feels. At the beginning of the conversation they are talking quietly but it’s(מיותר) quickly becomes an argument between them. Joe is trying to defend himself but Chris is not convinced. After a long loud argument, Joe is saying to Chris that he is tired from(ww.) this subject and from digging this up. He is apologizing(gr.) to Chris for everything he has done, including blame(ing)  Ann’s father. Chris, not peace with himself(phr.), is forgiving(gr.) him and folding(gr.) the letter into his pocket. The two are exiting(gr.) and then Chris is entering(gr.) again and we can see him hiding the letter inside his journal as we know it will never be forgotten.

 Not bad work.
(80)
Daphna

יום רביעי, 25 בדצמבר 2013

All my sons act 3 - Bridging text and context:

Bridging text and context



Arthur Miller's plays address social issues, such as how we deal with the pressures that are put on us by family and society. Recurring themes of his major works include the importance of personal and social responsibility and the danger of moral corruption caused by materialism and greed.


This information adds to my understanding of the play by showing me that the play is dealing with real problems and issues from the real life that's reflected in the play. The information tells about the hard life that people, soldiers and families had to go through the hard life after the war when they had to go to their "normal" life(phr.) but sometimes they had to live their usual life without one or more members from the family. The play reflects the exact situations that families had to go through after the(מיותר) World War 2. - this is too general.You need to start connecting the information you were given to the characters and plot of the play.

In the play Joe, a businessman, made a huge mistake that caused the deaths of 21 pilots. Because of Joe's action - sending broken cylinders, he killed(ww.-caused the death of) his own son - Larry. At the end of the play, Larry's letter is being(מיותר) discovered and the family, for the first time, understands that Larry isn't alive, he killed himself because he couldn't handle with(מיותר) the terrible actions of his father. Larry turns out to be more idealist than Chris who until then considered with the idealist thought(phr.).

Your work is messy and incomplete. You don't relate to the relevant issues in the play. What about Joe's and Chris' conflicting points of view on the issue of social responsibility and the profit Joe made during the war? How did Joe try to excuse his actions? What is the connection to Miller' life? - so much is missing.

(70)
Daphna

יום שבת, 2 בנובמבר 2013

A Letter of Complaint - correction

                                                                                                  45 Sokolov Street,                                                                                                                                      Holon, Israel                                           
                                                                                                   October 2, 2013      

Mrs. Smith
The Manager
"Zara"
POB 69875
Tel Aviv

Dear Mrs. Smith,

Recently I have noticed that your store "Zara" has raised its prices by more than 30%. I am writing this letter because I want your understanding about the price raising(phr.) and (that you) see it through your shoppers' point of view. 

Since you opened your clothing store I was immediately amazed by their low prices, their quality and their style. It was always full of people and everybody went shopping there. But lately the store has increased its prices and because of that I can't find any item which is in my price range. Now going shopping for one or two items of clothes make(gr.) me waste my salary of one or two full days(phr.).

Moreover, I am sure you are aware of the face(ww.) that your style of clothing is made for teens, like me. As a result, most of the teenagers can't afford these prices for clothing, especially when we have to pay for other things by our selves without anybody's help, like (a) driving license. Your choice to raise the prices by more than 30% will probably lead to the leaving(phr.) of many shoppers like me because we can't afford that kind of prices on clothing.

To conclude, I will be glad if you consider my suggestion to lower the prices of the clothes like it used to be. Many teens, including me, will appreciate your consideration and thoughtfulness.

Yours faithfully,
Jane Mayer

This is much better. Well done.
(88)
Daphna


Modul G Page 12 - Teens volunteering - correction

Teens volunteering

Students should and can become more involved in their community, but only a few do(gr. - are) . The school can use certain methods like psychology because there are ways that the students will see it(phr.) as something fun and not as a duty.

In my opinion, students can choose what they want to do for their community like, helping old people or Holocaust survivors, by being with them and listen(ing)  to their stories, (New sentence) it may not seems(gr.) importent(sp.) to others but it is very important to those survivors. They can also help kids with their homework, play games in the afternoon with little kids etc.

Moreover, schools can offer rewards for the teens' help in their community. The schools can do(ww.) a contest, (in which) whoever helps and volunteers in the community the most will get a valuable award. This system will motivate them to volunteer and do something good and valuable for their community.

To sum up, students need motivation to help and volunteer. Few of the teens will volunteer by their free willing without getting something in return. It is also important that they love what they do because they won't just do it, they will do it with their heart and soul. 

This is better, but you still haven't mentioned the benefits of volunteering.
(84)
Daphna

יום ראשון, 13 באוקטובר 2013

Module G page 12 - Teens volunteering

Teens volunteering

Students can become more involved in their community, but the few that will do it by their own willing(phr. - only a few do it.......). The school can use certain methods like psychology because there are ways that they(who?) will see it as something fun and not as a duty.- Yes but should teens volunteer?

In my opinion, students can choose what they want to do for their community like, helping old people or Holocaust survivors(in what way?), helping kids with their homework, play games at(ww.) the afternoon with little kids etc.

Moreover, schools can offer rewards for the teens' help in their community. The school(s) can make(ww.) a contest, whoever helps and volunteers in the community the most will get a valuable award. This system will motivate them to volunteer and do something good and valuable for their community.- Yes, but again, why should teens volunteer? Why is it good for them?

To sum up, students need motivation to help and volunteer. Few of the teens will volunteer by their own willing(ww.) without getting something in return. It is also important that they will(מיותר love what they will(מיותר) do because they won't just do it, they will do it with their heart - You need to make yourself clearer here.

(73)
Daphna 


יום רביעי, 18 בספטמבר 2013

All the years of her life – post reading - correction

All the years of her life – post reading

There are some themes during the story(phr.). One of them is to be caught red-handed. When I was 5 years (old) I have done(gr.) something wrong, I have(מיותר) stole. This is something I remember until today and I will remember it for the rest of my life. I do regret it but I am also happy that (it) happened because from that day I have learned an important lesson.

When I was young, my mother asked me to buy milk from the grocery. She gave me 7 shekels, the exact money for paying the milk(phr.). When I got there I went to the refrigerator to get the milk and on my way to the cash desk(ww.-register) I saw a candy that looked really good. I wanted the candy really badly but I couldn't afford it because I didn't have the money for it. The more I looked at the candy the more I wanted it. At last, unreasonably, I took the candy and put it into my pocket without the cashier's attention. I went to the cash desk(ww.) really nervous because I wasn't sure if the Cashier noticed. I paid for the milk and went home.


When I got home I gave the milk to my mom as I was requested to, but my mother noticed that I had an extra candy in my pocket. She asked me how I got it. I admitted that I had stolen the candy. She explained to me why it was wrong stealing(gr.- to steal) because stealing is not only against the law but also it's hurting(gr.) the person I have(מיותר) stole from and I felt really guilty. She told me that we were going to get(ww.-go) back to the grocery to give it back and tell the cashier that I was sorry for stealing, and so we did.


From that day I have learned my lesson, I will never steal again.

This is much better!
(88)
Daphna