Monday, March 29, 2010

Critical Essay: Stage 3

Some will say the success of the Copyleft/Free Culture movement succeeded in a return to a pre-modern, that is, pre-copyright, creative environment. The problem with saying it is a success, is during that period, such technologies that exist today were unimaginable. To say, humanity needs to return to a point before copyright was introduced would be unjust to all authors of media today of whom are creators of websites, software, music, art, etc. Instead, we must think of what humanity learned from copyright laws, and how as technology evolves, so must our laws change to adjust to the protection of the creators, but at the same time, promote the expansion of knowledge and useful arts.

First and foremost, let us make sure we have the proper ideas of all terminology. Copyrights are set of laws granted to an author of an original work that include, rights for that work to be copied, distributed, and adapted. After a period of time, this work enters what is known as the public domain. This period of time, is internationally standardized between fifty to one hundred years after the author’s death or in corporation’s case, less than fifty years. As soon as anyone creates anything, whether it be a sketch on a napkin, or blue prints for a new invention, the creator has copyright over it (Sherman, Brad). Copyright was first introduced in US laws in the Copyright Clause in the Constitution to, “promote the progress of science and useful arts, by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries.” It has been in the past couple of decades; however, that copyright laws do not fully promote said goal, as technologies changed. Thus, copyleft was introduced as “tag along” license of copyrights. Most simply, copyleft is a form of tweaking copyright licensing, so that others are granted permission to reproduce, adapt or distribute work as long as the derivative works are remain under copyleft. This became most useful for computer programs which could be tweaked for different purposes or reasons to ensure the “promoting of science and useful arts.” It has been even more recent, however, that a movement for even more freedom of creative works be introduced for this goal. This is the Free Culture Movement. Said to start in 1998, this movement promotes the freedom to display, distribute, and allow derivative work in the form of free content through the use of the internet and other such medias. This idea, unlike the “tagging along” of copyleft, the Free Culture Movement pushes to eliminate copyright laws. Members of the movement claim such laws as copyright, ultimately hinder the growth of culture.

There are countless cases of how copyright crumbles under new technologies. For example, two citizens of India made an “app” on facebook very similar to America’s Scrabble. It is a big deal, because these two acquire $25,000 a month for this game, so it is clearly a commercial gain, not a personal use issue. An even bigger issue is that Scrabble is so old, it should belong in the public domain. The game was developed in 1938; that is 72 years ago. Remember that copyright in cooperation’s case hold rights for the creation for less than fifty years, thus Hasbro holds no credibility in suing these two men, who simply made a derivative work of a common game on facebook. A change was made In the copyright law however, since the time of the game’s creation. The current law says, that Scrabble is protected 100 years after the death of the creator, which would protect the game until 2063. However, when the game was created it was protected by the copyright law, only reserving the rights until 1994 (Scrabulous Highlights). So if the changes in the law were created, what ultimately, in this case, promotes the “sciences and useful arts?” Hasbro, yes ,has every right to be upset someone else is making money off their game online, but these people beat them to it, and the game is more than 70 years old. The bottom line is, the game is old enough to undisputedly, belong in the public domain, and thus the Indian citizens were right in making the derivative work available on facebook. If Hasbro wants to avoid damage from the public eye, they simply need to make their own “app” on facebook of the original Scrabble users will know and love.

As there are countless examples of how copyright fails in the 21st century, there are even more examples of how adaptations were made of copyright using copyleft. Perhaps the most well known example of copyleft is of the well known internet browser, Mozilla Firefox. Mozilla is a open source software. That means, it is free for anyone to use (Mozilla Code Licensing). No one is taking Mozilla, “reskinning” it and calling it their own. That is because of copyleft. There are countless add-ons and skins for Firefox, but as long as the program is still Firefox, everyone stays happy. Those people who have an idea of a reskin for Firefox, simply make it available online, but make sure that they specify it is for Firefox. The derivative work, holds the same rights as the original, credit is given where earned, to both creators. A hundred years ago, the closest example to this would seem, painting a house a different color, and giving credit to the painter, and architect. This proves then how copyleft promotes the expansion of human culture, science, and art. Unlike how, if Microsoft releases Office, one cannot view the code and change settings, because Microsoft is not protected under copyleft. So as technology changes, so must our laws, and yes, copyleft is a prime example of this evolution.

In a more extreme, less commercial, cases, the Free Culture Movement proved great success in its promotion of human knowledge. This movement sparked the creation of Creative Commons which grants easy, free licensing, to any internet user creating new media in of any sort. For example, If something is protected by the “CC,” it is allowed multiple options set by the creator. This means, CC has a collection of all things in both the instantly in public domain group and in the protected group. Creative Commons is useful in that it skips the steps and avoids corruption when going through a process of seeking permission to use work, as original required by copyright laws (Creative Commons). Such examples of groups using CC are Flickr, Google,music artists, and multiple open source software. This avoids such problems caused by copyright laws such as that with the Indian citizens and Hasbro, because it is very clear what permissions are granted. This movement lead to the creation of Creative Commons, and will push for more new ideas of how to protect the creators of their ideas, if wanted to be, while promoting useful arts and science.

The success of copyleft/Free Culture Movement lead, not to a pre-copyright, pre-modern period in humanity, but instead made it publicly known the importance of how, as technology changes, so must the laws which protect creators, if they want to be, for the ultimate promotion of humanity’s knowledge, culture, and art. With newer and newer technologies, technicalities emerge from the old copyright laws, thus new laws must be established, for not every work created is for profiting purposes, some simply are to advance the arts and science, and should enter the public domain immediately.

Works Cited

Article I, Section 8, Clause 8, United States Constitution

"Mozilla Code Licensing." Mozilla.org - Home of the Mozilla Project. Web. 30 Mar. 2010. http://www.mozilla.org/MPL/.

"Scrabulous Highlights the Failure of American Copyright Law." The Inquisitr | News. Web. 30 Mar. 2010. http://www.inquisitr.com/2010/scrabulous/.

Sherman, Brad, and Lionel Bently. The Making of Modern Intellectual Property Law: the British Experience, 1760-1911. Cambridge [England]: Cambridge UP, 1999. Print.

"Speech Transcript - Craig Mundie, The New York University Stern School of Business." Microsoft Corporation. Web. 30 Mar. 2010. http://www.microsoft.com/presspass/exec/craig/05-03sharedsource.mspx.

"The Tyranny of Copyright? - NYTimes.com." The New York Times - Breaking News, World News & Multimedia. Web. 30 Mar. 2010. http://www.nytimes.com/2004/01/25/magazine/the-tyranny-of-copyright.html?sec=&spon=&pagewanted=2.

Warren, Jim C. (July 1976). "Correspondence". SIGPLAN Notices (ACM) 11 (7): pp. 1–2.

"Who Uses CC? -." Creative Commons. Web. 30 Mar. 2010. http://creativecommons.org/about/who-uses-cc/.

Friday, March 19, 2010

Critical Essay: Stage 2

Does the success of the Copyleft/Free Culture movement involve a return to a pre-modern, or at least pre-copyright, creative environment?
The success of the Copyleft/Free Culture movement involves a return to a pre-modern, that is, pre-copyright, creative environment in that it ____________, ____________, and _________. The problem with saying it is a success, is during that period, such technologies that exist today were unimaginable. To say, humanity needs to return to a point before copyright was introduced would be unjust to all authors of media today such as websites, software, music, art, etc.
First and foremost, let us make sure we have the proper ideas of all terminology. Copyrights are set of laws granted to an author of an original work that include, rights for that work to be copied, distributed, and adapted. After a period of time, this work enters what is known as the public domain. This period of time, is internationally standardized between fifty to one hundred years after the author’s death or in corporation’s case, less than fifty years. As soon as anyone creates anything, whether it be a sketch on a napkin, or blue prints for a new invention, the creator has copyright over it. Copyright was first introduced in US laws in the Copyright Clause in the Constitution to, “promote the progress of science and useful arts, by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries.” It has been in the past couple of decades; however, that copyright laws do not fully promote said goal, as technologies changed. Thus, copyleft was introduced as “tag along” license of copyrights. Most simply, copyleft is a form of tweaking copyright licensing, so that others are granted permission to reproduce, adapt or distribute work as long as the derivative works are remain under copyleft. This became most useful for computer programs which could be tweaked for different purposes or reasons to ensure the “promoting of science and useful arts.” It has been even more recent, however, that a movement for even more freedom of creative works be introduced for this goal. This is the Free Culture Movement. Said to start in 1998, this movement promotes the freedom to display, distribute, and allow derivative work in the form of free content through the use of the internet and other such medias. This idea, unlike the “tagging along” of copyleft, the Free Culture Movement pushes to eliminate copyright laws. Members of the movement claim such laws as copyright, ultimately hinder the growth of culture.

Sunday, March 14, 2010

Critical Essay: Stage 1

i would like to ask robin for those questions she has up in class. I would like to chose the one involving the students for free culture.
Thesis would go something like this... but having the question would make this a lot easier....
main idea. Copyright slows the growth of new ideas
1. disallows completely sometimes the use of a users work by another through software that stops this.
2. free culture, as an alternative, is pushes for human growth of science and culture
3. talk about specific cases

Thursday, March 11, 2010

Multimodal Donne Annotation: Stage 4



Donne’s Holy Sonnets as a whole are simply conversations in a sense by him to God, trying to understand the universe, and depict the experience of repentance (Kuchar). The most interesting Sonnet, to me, is Holy Sonnet XII. After every read, readers can find themselves discovering something new. Let’s start with the sonnet’s structure and rhyme scheme. Sonnets are all 14 lines, and with specific rhyme schemes, this one is {a, b, b, c, c, d, b, a, e, f, f, e, h, h}. Different than most poems, Arthur Fenner writing from the MLA International Bibliography describes this sonnet as “achieving its power entirely by structure of explicit argument. It has no detailed imagery, absolutely no metaphors …or figurate [language]. Also, he explains the main theme of the poem in mathematical terms. Donne says first, animals do not sin, so they are better than humans, but God made humans that sin, and put animals below them for their use (Gen. 1:26-27), and of course God is above all (Fenner Arthur figure). Matt Slick from the Christian Apologetics and Research Ministry confirms that Sin is for humans only for animals do not have consciousness. Donne wonders how a God so powerful would create such a paradox for He creates and destroys and is righteous (Fenner, Slick). The last two lines of this sonnet are the most exciting. They say, God created all these great things, but why, if would His son, without sin or nature, meaning his Godliness, would ever sacrifice himself for humans, which are the most corrupt of his creations (Bromber). Taking Fenner’s view of this mathematical analysis, this relationship of God saving those who love him and are his enemies does not compute. Donne introduced a paradox, and explained nothing, but simply explored the God’s awe.

The audio playing of this poem, I believe, is very inaccurate to how the discussions in class portrayed the pauses between commas, periods, and capitalized words. It is made available on audio perhaps, to allow those who cannot read to enjoy Donne’s Holy Sonnets or perhaps, Barnes read these sonnets with a monotone voice because he believed this is how they would be read at Donne’s time. We cannot ask Donne if he meant his punctuation to emphasize his ideas for the reader, or if read out loud, to emphasize tone.

The wordle for Holy Sonnet XII, in a way summarizes the main points; the three biggest words being, “thou” for man, “creatures” for animals, and “nature” for God. The paradox of creation Donne was talking about, and Fenner elaborated on, are visually represented with three distinct colors and the words being larger than the others in the poem. Other words can be seen randomly, for man’s theme, words like corruption, weakness, sin, and subdue appear. For God’s theme, words like pure, created, and creator stick out.


Works Cited

Barnes, David. "Holy Sonnet XII." Rec. 07 Oct. 2007. LibriVox. Public Domain, 07 Oct. 2007. Web. 3 Mar. 2010. http://ia351434.us.archive.org/0/items/holy_sonnets_drb_librivox/holysonnet_12_donne_64kb.mp3.

Bromberg, Howard. “Holy Sonnets.” Masterplots II: Christian Literature. Pasadena, California: Salem Press Inc. 2008. Accessed online: March 02, 2010. http://search.ebscohost.com/login.aspx?direct=true&db=lfh&AN=MOL9830002025&site=lrc-live.

The English Standard Version Bible: Containing the Old and
New Testaments with Apocrypha. Oxford: Oxford UP, 2009. Print.

Fenner, Arthur. "Donne's 'Holy Sonnet XII'." Explicator 40.4 (1982): 14-15. MLA International Bibliography. EBSCO. Web. 1 Mar. 2010.


Kuchar, Gary. "Petrarchism and Repentance in John Donne's Holy Sonnets." Modern Philology: Critical and Historical Studies in Literature, Medieval Through Contemporary 3rd ser. 105 (2008): 535-69. Print.


Slick, Matt. "Are Animals Sinful Too? Why Do Animals Have to Suffer? | Christian Apologetics and Research Ministry." CARM - Christian Apologetics and Research Ministry. Web. 11 Mar. 2010. http://www.carm.org/questions/about-morality/are-animals-sinful-too-why-do-animals-have-suffer.

Slick, Matt. "Why Did Jesus Have to Die for Our Sins? | Christian Apologetics and Research Ministry." CARM - Christian Apologetics and Research Ministry. Web. 05 Mar. 2010. http://www.carm.org/christianity/christian-doctrine/why-did-jesus-have-die-our-sins.

Wednesday, March 10, 2010

Recasting: Reflectoin

Through every stage in the Recasting the Canterbury Tales assignment, my draft evolved dramatically. For the first stage, i chosen to retell the Wife of Bath's Tale by recasting the knight in her story, however, this was not allowed by the assignment description. So instead i chose a character who i can most relate to, the Clerk. Since i had to start over my next draft comprised of only a very short description of my new ideas of the Clerk's recasting. I entailed my Resetting assignment into this assignment very well for i chose the recasting to be a Tech student, as my resetting was Georgia Tech. My biggest weakness is failing to incorporate quotations from texts when citing material. My video was very simple, i used Windows Movie Maker to flourish my ideas. Through every stage i got very useful advise. Especially for stage 1 when i found out i could not do the Wife of Bath's Tale. If a visitor to my Blog were not to read my text, but see my Recasting video, he or she would get a entertaining detailed summary of my paper. Every argument in the paper is touched in the video but, a more visual understanding is made available. This assignment allowed me to gain movie making skills, for i have never done it before. Also, i gained knowledge of how to compile to compositions into one which can take me further in my career as a student and later in the workplace.

Sunday, March 7, 2010

Multimodal Donne Annotation: Stage 3

HOLY SONNETS. "John Donne - Biography and Works."
XII.
Why are we by all creatures waited on ? <http://www.archive.org/details/holy_sonnets_drb_librivox>
Why do the prodigal elements supply
Life and food to me, being more pure than I, <"Man Vs. God - WSJ.com.">
Simpler and further from corruption ?
Why brook'st thou, ignorant horse, subjection ?
Why dost thou, bull and boar, so sillily
Dissemble weakness, and by one man's stroke die,
Whose whole kind you might swallow and feed upon ?
Weaker I am, woe's me, and worse than you ;
You have not sinn'd, nor need be timorous.
But wonder at a greater, for to us
Created nature doth these things subdue ; <"Coma versus Comma: John Donne's Holy Sonnets in Edson's WIT." >
But their Creator, whom sin, nor nature tied,
For us, His creatures, and His foes, hath died. <"Why Did Jesus Have to Die for Our Sins? | Christian Apologetics and Research Ministry." >

Friday, March 5, 2010

Multimodal Donne Annotation: Stage 2

Multimodal Donne Annotation: Stage 2
HOLY SONNETS.
XII.
Why are we by all creatures waited on ?
Why do the prodigal elements supply
Life and food to me, being more pure than I,
Simpler and further from corruption ?
Why brook'st thou, ignorant horse, subjection ?
Why dost thou, bull and boar, so sillily
Dissemble weakness, and by one man's stroke die,
Whose whole kind you might swallow and feed upon ?
Weaker I am, woe's me, and worse than you ;
You have not sinn'd, nor need be timorous.
But wonder at a greater, for to us
Created nature doth these things subdue ;
But their Creator, whom sin, nor nature tied,
For us, His creatures, and His foes, hath died.
Source 6
“Donne’s “Holy Sonnets” are best understood not individually but as a group. In isolation, they can present a misleading conception of Donne’s faith; together they reveal the pattern of Donne’s devotion.” I have another source linking Donne’s history so this could be used with that in that he wrote the Sonnets to be a whole, although this project specifically asks for a part of that whole.
Bromberg, Howard. “Holy Sonnets.” Masterplots II: Christian Literature. Pasadena, California: Salem Press Inc. 2008. Accessed online: March 02, 2010. http://search.ebscohost.com/login.aspx?direct=true&db=lfh&AN=MOL9830002025&site=lrc-live.
Source 7
Lamont, Rosette C. "Coma versus Comma: John Donne's Holy Sonnets in Edson's WIT." Massachusetts Review: A Quarterly of Literature, the Arts and Public Affairs 40.4 (1999): 569-575. MLA International Bibliography. EBSCO. Web. 2 Mar. 2010.
Further connection than just what we discussed in class connecting Wit, the play, and Donne’s Holy Sonnets. I plan to use this source in the same sense I will use the audio playback of my text, to describe pauses, and semicolons, comas, etc. between both authors and their uses.
Source 8
"Man Vs. God - WSJ.com." Business News & Financial News - The Wall Street Journal - WSJ.com. Web. 05 Mar. 2010. .
This article talks of man’s evolution to become so close to god as other creatures are not. And how creatures are put on this earth to serve us. Wall Street Journal so yes it is credible.
Source 9
Evans, Gillian R. "John Donne and the Augustinian Paradox of Sin." Review of English Studies: A Quarterly Journal of English Literature and the English Language 33.129 (1982): 1-22. MLA International Bibliography. EBSCO.
The beginning of my poem talks of how man can be better than creature if he has original sin, and they are so corrupt, I needed a source to further talk about this. This comes from the journal of English literature so yes it is credible.
Source 10
"Why Did Jesus Have to Die for Our Sins? | Christian Apologetics and Research Ministry." CARM - Christian Apologetics and Research Ministry. Web. 05 Mar. 2010. .
“Therefore, salvation is by grace through faith since it was not by our keeping the Law, but by Jesus, God in flesh, who fulfilled the Law and died in our place.”
Jesus died for our sins. Last 2 lines of this poem. Source is the Christian Apologetics and Research Ministry. Credible and trustworthy.

Outline.
I plan for my final project to be a website that is easy to navigate through. I plan to have two panels, the first with the sonnet, and either underlined words or the entire line will have links that make the other panel lead in to an annotation.

Wednesday, March 3, 2010

Multimodal Donne Annotation: Stage 1

HOLY SONNETS.
XII.
Why are we by all creatures waited on ?
Why do the prodigal elements supply
Life and food to me, being more pure than I,
Simpler and further from corruption ?
Why brook'st thou, ignorant horse, subjection ?
Why dost thou, bull and boar, so sillily
Dissemble weakness, and by one man's stroke die,
Whose whole kind you might swallow and feed upon ?
Weaker I am, woe's me, and worse than you ;
You have not sinn'd, nor need be timorous.
But wonder at a greater, for to us
Created nature doth these things subdue ;
But their Creator, whom sin, nor nature tied,
For us, His creatures, and His foes, hath died.

Source 1
Barnes, David. "Holy Sonnet XII." Rec. 07 Oct. 2007. LibriVox. Public Domain, 07 Oct. 2007. Web. 3 Mar. 2010. .
This is an audio playing of the poem. Poems are meant to be heard, so the flow (pauses between words, comas, semicolons, and rhyme) can be understood in another way than by reading. Credibility is trustworthy.
Source 2

Fenner, Arthur. "Donne's 'Holy Sonnet XII'." Explicator 40.4 (1982): 14-15. MLA International Bibliography. EBSCO. Web. 1 Mar. 2010.
Analyses the different portions of Holy Sonnet XII. Also, it acknowledges differences between man and creature with and without sin. Very credible source.
Source 3

"John Donne - Biography and Works." The Literature Network: Online Classic Literature, Poems, and Quotes. Essays & Summaries. Web. 03 Mar. 2010. .
Donne’s background information to give the reader of my essay an understanding of the author of the Sonnets and specifically the one I chose to write about. Credibility is trustworthy although not entirely scholarly.

Source 4
Kuchar, Gary. “Petrarchism and Repentance in John Donne's Holy Sonnets .“ Modern Philology: Critical and Historical Studies in Literature, Medieval Through Contemporary (MP) 2008 Feb; 105 (3): 535-569. < http://web.ebscohost.com.www.library.gatech.edu:2048/ehost/pdf?vid=2&hid=12&sid=02856eff-16de-47f3-be2d-fcc2b75a5a97%40sessionmgr10/>.
Very trustworthy source. Journal talking about the relations of the speaker, Donne, with God, and how the Sonnets are a way of asking forgiveness for sins. Very detailed.

Source 5
Williamson, George. "Donne's Satirical Progresse of the Soule." ELH 36.1 (1969): 250-64. Web. 3 Mar. 2010. The Johns Hopkins University Press .
Journal by The Johns Hopkins University Press. Discusses Donne’s texts dealing with satire and sin. Only a few pages are accessible, I need to find a way to see more. Credible source.

Monday, February 22, 2010

Recasting The Canterbury Tales: Stage 3



My resetting of the Canterbury Tales was Georgia Tech’s Britain Dining Hall so it is fitting the recasting would be of the Clerk as a Tech student. The new “Clerk” will be similar to Chaucer’s Clerk in that his appearance relating to his career/image will be the same, the Tech student’s tale will be a modernized adaptation of the Clerk’s Tale, and inevitably, their morals will be compared with Chaucer’s as well as our time. Just as the Chaucer’s Prologue describes the Clerk as quiet lonely man, my recasting will have the clerk as a very studious type. He will be poorly dressed, as most of his money went to buying the ridiculously priced books for his studies. When he opens his mouth, all will hear with uncompromising attention. The narrator of my story will ask the “new” Clerk to tell a story not of fraternity gossip or drunkenness but of true happiness.

The original tale starts with a nobleman, Walter, who untraditionally decides to pick his own wife, whom will be of any estate or class. He finds such a woman by the name of Griselde, while he was off hunting, whom was beautiful, charitable, and could pass as sure nobility. The two were married; Walter, still bothered by the town’s people’s doubts, after the birth of their daughter, Walter decided to test his wife’s love. He faked the baby’s death but instead sent it to live with his sister. Griselde mourned dearly, Walter soothed her with another child, whom Walter faked its death as well. Walter went as far to test his wife’s loyalty as to declare a necessity for a new wife. The new wedding, Walter asked, was to be planned all by Griselde. She fulfilled his wishes, but at her surprise when the day of the wedding came she was returned her children and Walter told him it was all a test. The Clerk explains the moral being all women should marry with this steadfast loyalty, but what Walter put Griselde through was over the top.

The messy Tech genius would begin his story with a rising Georgia Tech professor. Jonathan. He would choose his wife no matter what college she attended. At the “old fashioned hate” football game against UGA, the rising professor, Jonathan, met a hillbilly girl named Sally. He knew right away he was in love. His friends however, were doubtful of her worthiness. Jonathan tested her worthiness with three tests. First, he had his friend hit on her at a party and invite her to join him in a private room. Not knowing it was a test, Sally, slapped the man and exclaimed she was taken. For the second test, Jonathan took Sally on a date, but acted the exact opposite of his normal self. He spat on the ground, did not open doors for her, did not pay for anything, and was obnoxious during dinner. At the end of the night, she forgave him, for she knew he was acting different. The third and most extreme test of her faithfulness, Jonathan got his friend from School Board to offer Sally her dream job of teaching fourth graders under one condition, she must never see Jonathan again. She turned down the job and apologized to the School Board Director, her dream job was no match for spending the rest of her life with Jonathan. Jonathan was so happy with her success in all these tests he praised and confessed to Sally of his misbehavior. They lived happily ever after, and all of Britain was stunned with awe by the Tech genius’ story of loyalty and love.
Even though the Clerk and the recasting are centuries apart, their message is the same. In Chaucer’s Canterbury Tales, at the completion of his story, the Clerk exclaims the moral to his story is, all women should love unconditionally as Griselde, however, no one should test that love to the extent Walter did. The messy Tech genius’s story has the same moral, showing Chaucer’s writing is still pertinent today. Both stories, however, are very one sided. That is, they explain how women should love unconditionally, and how it is unjust for men to test this love to such an extreme. Even more so than in the fifteen hundreds, during Chaucer’s writing, is this moral incomplete. Perhaps a modernization of Chaucer’s idea would apply to both men and women. The story being that the women is prestigious, and she decides to marry a man of lower “class.”

The video incorporates the core of this essay, but presented in a way which the audience requires less attention and time. The video is just under three minutes, and includes audio stimulation. The essay goes farther in dept, on the description of the Tech student, the Clerk, Jonathan, and Walter, than the video. Both mediums, however, encompass the assignment’s goals independently.

Works Cited
Chaucer, Geoffrey. The Canterbury Tales (Barnes & Noble Classics Series) (Barnes & Noble Classics). New York: Barnes & Noble Classics, 2007. Print.
Lady Gaga. "Bad Romance." Rec. 25 Oct. 2009. Record Plant Studios. RedOne. CD.
The Lord of the Rings film trilogy. The Ring Goes South. Cond. Howard Shore. 2003. Http://en.wikipedia.org/. Web.

Wednesday, February 17, 2010

Stage 5 Resetting

My Resetting of the Canterbury Tales assignment went through many different drafts before coming to its final. I found it very helpful to have my peers help me decide which pictures to incorporate in the sideshow through the use of comments using blogger.com. My biggest problem, however, was not splitting my ideas up in paragraphs so I could go deeper into my discussion. I found that when posting a log text block on the internet is not pleasing to the human eye; splitting up my paper into paragraphs would have eased my reader to notice the flow change in my writing. When posting papers using blogger.com, new paragraphs are made by inserting < p >. For my next assignment, i will be sure to elaborate on my ideas by simply starting a new paragraph allowing myself room to discuss the topic.

Monday, February 15, 2010

Stage 2 Recasting (no video, stage 1 inadequate topic)

The Clerk
My resetting of the Canterbury Tales was Georgia Tech’s Britain Dining Hall so it is fitting the recasting would be of the Clerk as a Tech student. Just as the Chaucer’s Prologue describes the Clerk as quiet lonely man, my recasting will have the clerk as a very studious type. He will be poorly dressed, as most of his money went to buying the ridiculously priced books for his studies. The narrator of my story will ask him to tell a story not of fraternity gossip nor of drunkenness but of true happiness. The original story begins with a nobleman, Walter, who untraditionally decides to pick his own wife, whom will be of any estate or class. He finds such a woman by the name of Griselde who was beautiful, charitable, and could pass as sure nobility. The two were married, but after the birth of their daughter, Walter decided to test his wife’s love. He faked the baby’s death but instead sent it to live with his sister. Griselde mourned dearly, Walter soothed her with another child, whom Walter faked its death as well. Wlater went as far to test his wife’s loyalty as to declare a necessity for a new wife. The new wedding, Walter asked, was to be planned all by Griselde. She fulfilled his wishes, but at her surprise when the day of the wedding came she was returned her children and Walter told him it was all a test. The Clerk explains the moral being all women should marry with this steadfast loyalty, but what Walter put Griselde through was over the top. The messy Tech genius would begin his story with a rising Georgia Tech professor. Jonathan. He would choose his wife no matter what college she attended. At the “old fashioned hate” football game against UGA, the rising professor, Jonathan, met a hillbilly girl named Sally. He knew right away he was in love. His friends however, were doubtful of her worthiness. Jonathan tested her worthiness with three tests. The first, he had his friend hit on her at a party and invite her to join him in a private room. Not knowing it was a test, Sally, slapped the man and exclaimed she was taken. For the second test, Jonathan took Sally on a date, but acted the exact opposite of his normal self. He spat on the ground, did not open doors for her, did not pay for anything, and was obnoxious during dinner. At the end of the night, she forgave him, for she knew he was acting different. The third and most extreme test of her faithfulness, Jonathan got his friend from School Board to offer Sally her dream job of teaching fourth graders under one condition, she must never see Jonathan again. She turned down the job and apologized to the School Board Director, her dream job was no match for spending the rest of her life with Jonathan. Jonathan was so happy with her success in all these tests he praised and confessed to Sally of his misbehavior. They lived happily ever after, and all of Britain was stunned with awe by the Tech genius’ story of loyalty and love.

Friday, February 12, 2010

Stage 1 (Recasting)

I am thinking of doing the Wife of Bath's Tale, the knight however, will be a student who has been caught cheating. He must redeem his honor somehow. He meets the dean of students who asks him what teacher's ultimate goal is and why cheating is so wrong. He traveled to Britain, ( my resetting of the Tales), where he would contemplate and ask his friends over the matter. He finds his answer when he glances at the stain glassed window of Britain.


I plan to expand this video with the student meeting the dean of students, then eating in Britain with his freinds, he asks them the question and they say, "to pay the mortgage, "to fail their students for pleasure," but finally realizing the answer to the question when he looks at the stain glassed window. Teacher's Goal is preperate their students to better themselves and the wrold.

Monday, February 1, 2010

Resetting The Canterbury Tales: Stage 4




Chaucer's Canterbury Tales is a timeless classic of about very distinct members of society resting all together in a tavern from their pilgrimage. As Chaucer made his stories a resetting of the Decameron, I tell my story, as a resetting of the Canterbury Tales, here in Georgia Tech. The story opens up with individuals of different social statuses, or castes, meeting in one place, a tavern, with a common goal, to travel to the shrine of Saint Becket. This would be the one place during medieval times one would find such a diverse crowd. What better setting is this than the Georgia Tech cafeteria, well known as Britain. Britain serves as a resetting of the Canterbury Tales for it serves as a resting place for the main purpose of Tech, allows diverse groups of students to meet together in one place, and serves as a reminder of purpose of attending Georgia Tech.Different groups of students meet together, in one place, ready to make their journey back to their studies, just as the citizens of the Canterbury Tales met to travel to the shrine of their martyr. The pictures I have chosen best corporate the mood of Britain. The first, two people walk through the front doors of Britain, which represents a transition of a place where knowledge is acquired to a place of relaxation. Once inside, the picture with the television and people eating and chatting, represents a place where all different types of students meet, no one is unwanted or discriminated. This is different than say a fraternity cafeteria, where one would find only a specific group of students. The tale of the Knight would be traded for that of an athlete, the nun would be replaced with a member of the Christian Fraternity, and the wife of Bath’s would be one of the few women of Tech whom are very promiscuous. Lastly, the picture of the stain glassed window servers as a reminder for students of their main goal, to exceed in the acquiring of knowledge. This relates to how the Canterbury Tales mostly focuses on the tales of the pilgrims, Chaucer still reminds you of their purpose. As the tales go on, Chaucer disengages you from the actual tavern, pilgrimage, and the diversity of the group, and instead focuses on the tales or in Tech’s case the knowledge to be acquired. No multimodal presentation would be complete without audio stimulation. An excerpt from the Lord of the Rings Theme song serves as a perfect representation of the ingenious. As Frodo had to embark on his epic journey to destroy the One Ring, the song played all throughout the trilogy. The directors played the song every time Frodo would have a hardship on his long quest. The song fills the listener with excitement and is more at tentative to the quest. As the pilgrims make their journey, this song will play for them, as it will for the students stepping outside Britain, ready to challenge the world with their knowledge.

Works Cited
Chaucer, Geoffrey. The Canterbury Tales (Barnes & Noble Classics Series) (Barnes & Noble Classics). New York: Barnes & Noble Classics, 2007. Print.
The Lord of the Rings film trilogy. The Ring Goes South. Cond. Howard Shore. 2003. Http://en.wikipedia.org/. Web. .

Friday, January 29, 2010

Stage 3

Chaucer's Canterbury Tales is a timeless classic of about various members of society meeting together in a tavern, traveling together for a pilgrimage. As Chaucer made his stories a resetting of the Decameron, I tell my story, as a resetting of the Canterbury Tales, here in Georgia Tech. The story opens up with individuals of different, almost social statuses, meeting in one place, a tavern, with a common goal, traveling to the shrine of Saint Becket. What better setting is this than the Georgia Tech cafeteria, well known as Britain. Different groups of students meet together, in one place, ready to make their journey back to their studies, just as the citizens of the Canterbury Tales met to travel to the shrine of their martyr. The pictures i have chosen best corporate the mood of Britain. The first, two people walk through the front doors of Britain, which represents a transition of a place wehre knowledge is acquired to a place of relaxation. Once inside, the picture with the television and people eating and chatting, represents a place where all different types of students meet, no one is unwanted or discriminated. This is different than say a fraternity cafeteria. Lastly, the picture of the stain glassed window servers as a reminder for students of their main goal, to exceed in the acquiring of knowledge. This relates to how the Canterbury Tales mostly focuses on the tales of the pilgrims, Chaucer still reminds you of their purpose. The audio track i have selected is an excerpt from the Lord of the Rings Theme song. As Frodo had to take his epic journey to destroy the One Ring, the song played all through out the trilogy. As the pilgrims make their journey, this song will play for them, as it will for the students stepping outside Britain, ready to challenge the world with their knowledge.

Wednesday, January 27, 2010

Sunday, January 24, 2010