TODAY

Today is Fryday.
Fryday is a first in Islam.
All tht muslim man must go to mosque foh Fryday pray.

FISHING

Fishing is a good hobby.
It can training us to be a pation person.
(17.2.2010)

RABBIT

Rabit is a animal that was so cute.....
it has alot of colour such as white,gray,blac and brown....
Normally rabbit like to eat carrot.
(16.2.2010)

SKY LINE CAR

The car that the very look good si sky line...
it was so fast speed....
it is so comfort and easy to control
(15.3.2010)

BURN THE NEW BORN

So cruel,look like animal but animal better than whose had burn that baby.
I think,better we kill the people that burn the baby.
So poor the baby,he want to make him own life,but his father and mather was so like animal.
Whoes must respontsible about this case?Where the leader of this country?Maby they just wait and wait.Like what the Nabil said,”lu pike ar sndri”.
(14.2.2010)

WEDDING ON THE WATER

I think this story look like nomally situation because have a lot of people had dident that.
But congratulation to whose had arrange this programe.
Wedding on the water look like a crazy wook right???but it is interesting for me and in the same time it is my dream…………….
(13/2/2010)

'Gulp and Gasp' Description

This is one of twelve "Classic Spirals", from the established series for reluctant readers with a track record of over 25 years. It features dynamic plots and storylines, which encourage readers to pick them up again and again. It includes engaging themes without being immature or patronising and attractive cover designs in new paperback style binding are designed to motivate pupils. Short but substantial chapters are provided to give a sense of achievement in reading whole texts. Clearly laid out text, without illustrations and activities, encourages focus on reading and enables low achievers to improve at their own

HOME WORK

1.Daily log
have done @ plan to do.

2.Reflection
personal thoughts

3.Interesting Reading List
-Article/Newspaper

GULP AND GASP By: John Townsend

This is one of twelve "Classic Spirals", from the established series for reluctant readers with a track record of over 25 years. It features dynamic plots and storylines, which encourage readers to pick them up again and again. It includes engaging themes without being immature or patronising and attractive cover designs in new paperback style binding are designed to motivate pupils. Short but substantial chapters are provided to give a sense of achievement in reading whole texts. Clearly laid out text, without illustrations and activities, encourages focus on reading and enables low achievers to improve at their own pace.

Elements of Drama

Character

Most simply a character is one of the persons who appears in the play, one of the dramatis personae (literally, the persons of the play). In another sense of the term, the treatment of the character is the basic part of the playwright's work. Conventions of the period and the author's personal vision will affect the treatment of character.

Most plays contain major characters and minor characters. The delineation and development of major characters is essential to the play; the conflict between Hamlet and Claudius depends upon the character of each. A minor character like Marcellus serves a specific function, to inform Hamlet of the appearance of his father's ghost. Once, that is done, he can depart in peace, for we need not know what sort of person he is or what happens to him. The distinction between major and minor characters is one of degree, as the character of Horatio might illustrate.

The distinction between heroes (or heroines) and villains, between good guys and bad guys, between virtue and vice is useful in dealing with certain types of plays, but in many modern plays (and some not so modern) it is difficult to make. Is Gregers Werle in The Wild Duck, for example, a hero or a villain?

Another common term in drama is protagonist. Etymologically, it means the first contestant. In the Greek drama, where the term arose, all the parts were played by one, two, or three actors (the more actors, the later the play), and the best actor, who got the principal part(s), was the protagonist. The second best actor was called the euteragonist. Ideally, the term "protagonist" should be used only for the principal character. Several other characters can be defined by their relation to the protagonist. The antagonist is his principal rival in the conflict set forth in the play. A foil is a character who defines certain characteristics in the protagonist by exhibiting opposite traits or the same traits in a greater or lesser degree. A confidant(e) provides a ready ear to which the protagonist can address certain remarks which should be heard by the audience but not by the other characters. In Hamlet, for example, Hamlet is the protagonist, Claudius the antagonist, Laertes and Fortinbras foils (observe the way in which each goes about avenging the death or loss of property of his father), and Horatio the confidant.

Certain writers-- for example, Moliere and Pirandello--use a character type called the raisonneur, whose comments express the voice of reason and also, presumably, of the author. Philinte and the Father are examples of the raisonneur.

Another type of character is the stereotype or stock character, a character who reappears in various forms in many plays. Comedy is particularly a fruitful source of such figures, including the miles gloriosus or boastful soldier (a man who claims great valor but proves to be a coward when tested), the irascible old man (the source of elements in the character of Polonius), the witty servant, the coquette, the prude, the fop, and others. A stock character from another genre is the revenger of Renaissance tragedy. The role of Hamlet demonstrates how such a stereotype is modified by an author to create a great role, combining the stock elements with individual ones.

Sometimes group of actors work together over a long period in relatively stable companies. In such a situation, individual members of the group develop expertise in roles of a certain type, such as leading man and leading lady (those who play the principal parts), juveniles or ingénues of both sexes (those who specialize as young people), character actors (those who perform mature or eccentric types), and heavies or villains.

The commedia dell'arte, a popular form of the late Middle Ages and early Renaissance, employed actors who had standard lines of business and improvised the particular action in terms of their established characters and a sketchy outline of a plot. Frequently, Pantalone, an older man, generally a physician, was married to a young woman named Columbine. Her lover, Harlequin, was not only younger and more handsome than her husband but also more vigorous sexually. Pantalone's servants, Brighella, Truffaldino, and others, were employed in frustrating or assisting either the lovers in their meetings or the husband in discovering them.

A group of actors who function as a unit, called a chorus, was a characteristic feature of the Greek tragedy. The members of the chorus shared a common identity, such as Asian Bacchantes or old men of Thebes. The choragos (leader of the chorus) sometimes spoke and acted separately. In some of the plays, the chorus participated directly in the action; in others they were restricted in observing the action and commenting on it. The chorus also separated the individual sins by singing and dancing choral odes, though just what the singing and dancing were like is uncertain. The odes were in strict metrical patterns; sometimes they were direct comments on the action and characters, and at other times they were more general statements and judgments. A chorus in Greek fashion is not common in later plays, although there are instances such as T.S. Eliot's Murder in the Cathedral, in which the Women of Canterbury serve as a chorus.

On occasion a single actor may perform the function of a chorus, as do the aptly named Chorus in Shakespeare's Henry V and the Stage Manager in Thornton Wilder's Our Town. Alfieri in the View from the Bridge functions both as a chorus and a minor character in the action of the play.

Theme

The plot has been called the body of a play and the theme has been called its soul. Most plays have a conflict of some kind between individuals, between man and society, man and some superior force or man and h imself. The events that this conflict provokes make up the plot. One of the first items of interest is the playwright\rquote s treatment of the plot and what them he would draw from it. The same plots have been and will be used many times; it is the treatment that supplies each effort with originality or artistic worth. Shakespeare is said to have borrowed all but one of his stories, but he presented them so much better than any of the previous authors that he is not seriously criticized for the borrowing. Th e treatment of theme is equally varied.

The same theme or story may be given a very serious or a very light touch. It may be a severe indictment or a tongue-in- cheek attack. It could point up a great lesson or show the same situation as a handicap to progress. The personality, background an d social or artistic temperament of the playwright are responsible for the treatment that he gives to his story or theme. We must, therefore, both understand and evaluate these factors.

To endure, a play should have a theme. It is sometimes suggested in the title as in Loyalties, Justice, or Strife, You can't Take It With You, or The Physician in Spite of Himself. At other times it is found in the play itself, as in Craig's Wife when the aunt says to Mrs. Craig, "People who live to themselves are often left to themselves." Sometimes theme is less obvious, necessitating closer study.

If a play has a theme, we should be able to state it in general terms and in a single sentence, even at the risk of oversimplification. The theme of Hamlet is usually stated as the failure of a youth of poetic temperament to cope with circumstances that demand action. The theme of Macbeth is that too much ambition leads to destruction; a Streetcar Named Desire, that he who strives hardes t to find happiness oftentimes finds the least; and of Green pastures, that even God must change with the universe.

Of course the theme, no matter how fully stated, is not the equivalent of the play. The play is a complex experience, and one must remain open to its manifold suggestions.

As indicated above, the statement of the play in specific terms is the plot presented. Plot and theme should go hand in hand. If the theme is one of nobility, or dignity, the plot must concern events and characters that measure up to that theme. As we a nalyze many plays, we find that some posses an excellent theme, but are supported by an inconsequential plot. One famous play of this nature, Abie's Irish Rose, held the stage for many years. The theme said: Difference of r eligion need not hinder a happy marriage. The plot was so thin and both characters and situation so stereotyped, that justice was not done to the theme. This weakness was most obvious in the play's revival after twenty years.

Examples of the frequent fault of superior plot and little or no theme come to us in much of the work of our current playwrights. Known for their cleverness in phrasing and timing, and their original extremely witty conceptions, these plays are often ver y successful. More often than not, however, they are utterly lacking in a theme or truth that will withstand more than momentary analysis. They are delightful but ephemeral. An audience believes them only while watching in the theatre. Consequently, the author, although now among ou r most popular, will not endure as artists, nor are their plays likely to be revived a hundred years hence. They but emphasize more strongly the axiom that a good plot or conflict is needed for transitory succ. Plot
It refers to the order of the events that happen in a play. In actuality it refers to what happens rather than what it means. The plot is usually structured with acts and scenes and the action and movement in the play begins from the initial entanglement, through rising action, climax, and falling action to resolution. The interest generated by the plot varies for different kinds of plays. The plot of the drama is shown in the `through-line` of the drama - its beginning, middle and end - although it does not have to be presented in a linear structure. The characters in a play are also part of the plot. The action of the drama consists in the events that the characters take part in as they act the play. The content of the drama lies in the themes it deals with, example bullying, the responsibilities of power and the bravery of ordinary people.ess, but a great theme is Dialogues
It refers to the word choices made by the playwright and the enunciation of the actors delivering the lines. Language and dialogues delivered by the characters moves the plot and action along, provides exposition, defines the distinct characters. Thus, in short, the dialogues also provide the substance of a play Convention
This is the starting point of the theatrical performance. This element is considered as the domain of the playwright in theatre. It is the pure process by which the playwright`s work is brought to realization by the director, actors, designers, technicians, dancers, musicians and any other collaborators that come together on the script, scenario, or plan. This is the works in progress stage..

• Dialogue: This refers to the words written by the playwright and spoken by the characters in the play. The dialogue helps move the action of the play along.
• Music/Rhythm: While music is often featured in drama, in this case Aristotle was referring to the rhythm of the actors' voices as they speak.
• Spectacle: This refers to the visual elements of a play: sets, costumes, special effects, etc. Spectacle is everything that the audience sees as they watch the play.

---

boolean search

taken here

synopsis of qwertyuiop

i took this synopsys here

reflection

Plagiarism is theft of another person's writings or ideas. Generally, it occurs when someone steals expressions from another author's composition and makes them appear to be his own work. Plagiarism is not a legal term; however, it is often used in lawsuits. Courts recognize acts of plagiarism as violations of Copyright law, specifically as the theft of another person's Intellectual Property. Because copyright law allows a variety of creative works to be registered as the property of their owners, lawsuits alleging plagiarism can be based on the appropriation of any form of writing, music, and visual images.Plagiarism can take a broad range of forms. At its simplest and most extreme, plagiarism involves putting one's own name on someoneelse's work; this is commonly seen in schools when a student submits a paper that someone else has written. Schools, colleges, and universities usually have explicit guidelines for reviewing and punishing plagiarism by students and faculty members. In copyright lawsuits, however, allegations of plagiarism are more often based on partial theft. It is not necessary to exactly duplicate another's work in order to infringe a copyright: it is sufficient to take a substantial portion of the copyrighted material. Thus, for example, plagiarism can include copying language or ideas from another novelist, basing a new song in large part on another's musical composition, or copying another artist's drawing or photograph.Courts and juries have a difficult time determining when unlawful copying has occurred. One thing the plaintiff must show is that the alleged plagiarist had access to the copyrighted work. Such evidence might include a showing that the plaintiff sent the work to the defendant in an attempt to sell it or that the work was publicly available and widely disseminated.Once access is proven, the plaintiff must show that the alleged plagiarism is based on a substantial similarity between the two works. In Abkco Music, Inc. v. Harrisongs Music, Ltd., 722 F.2d 988 (2d Cir 1983), the Second Circuit Court of Appeals found "unconscious" infringement by the musician George Harrison, whose song "My Sweet Lord"was, by his own admission, strikingly similar to the plaintiff's song, "He's So Fine." Establishing a substantial similarity can be quite difficult as it is essentially a subjective process.Not every unauthorized taking of another's work constitutes plagiarism. Exceptions are made under copyright law for so-called fair use, as in the case of quoting a limited portion of a published work or mimicking it closely for purposes of Parody and satire. Furthermore, similarity alone is not proof of plagiarism. Courts recognize that similar creative inspiration may occur simultaneously in two or more people. In Hollywood, for example, where well-established conventions govern filmmaking, this conventionality often leads to similar work. As early as 1942, in O'Rourke v. RKO Radio Pictures, 44 F. Supp. 480, the Massachusetts District Court ruled against a screenwriter who alleged that a movie studio had stolen parts of his unproduced screenplay Girls' Reformatory for its film Condemned Women. The court noted that the similar plot details in both stories—prison riots, escapes, and love affairs between inmates and officials—might easily be coincidental.Sometimes the question is one of proper attribution. In January 2002, two highly regarded historians, Stephen Ambrose and Doris Kearns Goodwin, were accused of plagiarism in The Weekly Standard. The magazine revealed that Ambrose (who died in October 2002) took passages from another author's work and used them in his 2001 book The Wild Blue, while Goodwin used passages from several authors in her 1987 book The Fitzgeralds and the Kennedys. Both authors apologized, acknowledging that they had erred and adding that their failure to provide proper attribution was completely inadvertent. Goodwin went so far as to address her mistakes in an essay in Time magazine. They agreed to correct the problem in future editions of the books in question. While some of their colleagues accepted the explanation, others questioned whether authors of such talent and prominence were in fact being disingenuous considering that both had borrowed numerous passages, not just one or two.The Internet has added a new layer to the question of plagiarism, particularly among high school and college students. In the mid-1990s a number of Web sites cropped up that offered term papers, thesis papers, and dissertations for sale. These "paper mills" make it easy for students to purchase papers instead of writing their own. (The fact that many of the papers being sold are poorly written and minimally researched is apparently of little concern.) A similarly egregious problem results from the wide array of legitimate reports many Web sites make available on the Internet for research purposes. Unscrupulous students with a computer can easily copy large blocks of these reports and paste them into their own papers. Anecdotal evidence suggests that while the ease of copying information has not led to a dramatic increase in plagiarism among honest students, those who have already cheated are likely to make frequent use of electronic resources to continue cheating. Students who use the "copy-and-paste" writing method are being thwarted by instructors who simply type questionable phrases into search engines; if the passage exists in another paper, the search engine will probably find it.Further readings

key words!!!!

theme
plot
summary
synopsis
literature review
by author(vivien alcock)