In-depth has truly begun, and I’m loving it

So today, I finally had my first mentor meeting! We didn’t spend much time working on actual Spanish, since it is our first meeting, and we were more occupied with figuring out how this project will work. However, I did get a few questions answered, regarding my Spanish lessons that I’ve been doing at home. We also talked a bit, so that we could learn more about each other, since there isn’t much time for student-teacher relationships in the regular classroom setting. Señora Galliford actually did all of her Spanish learning in schools in our district, plus university. She loved speaking Spanish in school, because she gained a lot of confidence by being a quick learner. Just like me, she was originally drawn to Spanish because of the way it sounded, and appreciates it even more now, after getting the chance to speak with lots of native speakers. She likes the minimal structure (unlike in French) and Spanish’s focus on having real life conversations even at a basic level. She even mentioned that she might be able to set me up for a conversation, later on in the project, with some of the Spanish exchange students at our school. I love the way that my last year mentor, and even Señora Galliford already, have made our mentor meetings a fun space. They are willing to share anecdotes of their past experiences, which I really appreciate, and they are good at listening to me when I’m expressing areas of difficulty, to aid my learning and growth in the future. Unfortunately, this post isn’t in Spanish, but the next one is where I will begin this process, using mostly Spanish, with some English words if I don’t know, or am unable to find the translation. There is also a possibility of me filming my future posts, as a vlog, so that I can really work on my pronunciation, and watch my progress at the end of in-depth.

¡Hasta luego!

See you later!

Juliet: just a kid taking a personality test to sort things out

For those of you who don’t know, I have used the 16 personalities test, to discover how Juliet from Shakespeare’s play, Romeo and Juliet, might score. The test assesses a personality, and gives a percentage, rating the person with one of the two letters for each category. The letters, and what they stand for are listed below.

I (Introverted)    VS   E (Extroverted)

S (obServant)   VS   N (iNtuitive)

T (Thinking)      VS   F (Feeling)

P (Prospecting) VS   J (Judging)

In Romeo and Juliet, by William Shakespeare, Juliet’s personality type has been widely debated. From her reserved attitude, to pretending to be dead for a boy she’s known for mere days, Juliet is certainly an INFP personality type in my opinion. She has a philosophical outlook on life, questioning “What’s in a name? That which we call a rose by any other name would smell as sweet” (2.2 43) proves that she has an intuitive personality, as well as is extremely introverted; she keeps her thoughts to herself until they are well-developed. Juliet tries to showcase herself as independent to Romeo when she asks him to “[…] trust [her, she’ll] prove more true than those that have more cunning to be strange” (2.2 100). She is a feeling person, because she is asking Romeo for his acceptance despite their houses ongoing grudge, and she is allowing this to guide her towards the more prospective lifestyle which Romeo leads. Juliet is extremely logical and thoughtful, but is influenced by the people around her to showcase her personality in different ways, which alters the way different readers perceive her character.

Romeo and Juliet – act two critical response

In a response to Jo Ledingham’s theatre review of Bard on the beach, Jindra Kulich claims that the love which Romeo and Juliet possess is not “‘infatuated children’ engaging in ‘puppy love,’” but rather that the teens are experiencing real love, because they are considered adults in the Elizabethan era. I do agree, that Romeo and Juliet’s love should be taken with the same seriousness that adults are today, however, I don’t think that anyone can really get away with getting married the day after they met. Juliet’s, “ears have not yet drunk a hundred words [of Romeo’s creation], yet [she knows] the sound.” implying that she barely knows Romeo, but is still willing to sacrifice everything she owns, for him (Act 2 Scene 2 58-59). I have never known a couple who experienced ‘love at first sight,’ which probably reaffirms my idea that it is not possible. Even people of fifty years in modern time, would likely be considered immature and blinded, if they married the day after meeting. In this regard, I do believe that their brains, since not completely developed, are urging them to make irrational decisions. It is also important to account for the fact that in the Elizabethan era, very few people made it to thirty years; therefore the percentage of time they have for everything in their lives is nearly a third of what we have now. It is apparent that Juliet is being pressured to marry, from her mother “[In] Verona, ladies of esteem, are made already mothers” this shows why Juliet may feel the need to find a husband as soon as possible. Despite her parents denial of Montague and Capulet love, Juliet feels that her parents, specifically her mother, would be more accepting if she married Romeo sooner rather than later, so that she doesn’t waste her life away. Thus, we should take Romeo and Juliet’s love with the same respect that we do as adults nowadays, but also understand that they are even more pressured for time. This leads us to believe that Romeo and Juliet do indeed, withhold true love, but that it could still blossom a bit more before they marry each other.


Jindra Kulich claims that Romeo and Juliet’s love for each other should be considered in the same way as that of two adults in the modern day, because that is how they were regarded in the Elizabethan era. It is true that a person was considered of age to consent much earlier, in the era which Romeo and Juliet was written. As lays out, with a parents consent, girls were considered legal to marry at just twelve years old, and boys at 14. Most people however, didn’t get married until the female was at least 18, and the man 22. In rich families, marriage was proposed earlier, as the man already had the money which would bring the couple through life. Because of this, Romeo and Juliet were still children, but they were being pressured to get married, which led to their marriage. We should still remember that as teens, our pre frontal lobes are not entirely developed, which impedes our ability to make good decisions. Although Romeo and Juliet are of the age to get married, their parents did not sign off on it, nor should they be able to make such an important decision in the matter of hours. As states, “There is no sign of any divorces during the Elizabethan times” which means that Romeo and Juliet are signing to live as one for the rest of their lives.



In-depth, here we go!

Guess what? In depth is starting again! As you may recall, last year I studied the art of SLAM poetry, which left me craving more of this project. Well its back, and for a long time I was unsure of what I wanted to study. I have figured it out, and have decided to study Spanish. Over my Christmas break, I visited the beautiful country of Mexico, and acted as my family’s amateur tour guide. I failed. I thought that my Spanish skills were somewhat proficient, but once the pressure of speaking to people with thick accents, at top speeds, kicked in, I was useless. My conjugation was off, I was slow, and I kept having to ask people to write things down, as I can read better than I can speak. Since I have always wanted to study Spanish in university, and travel once I graduate, I figured that the in-depth project would be the perfect learning environment for the culmination of my language skills. Last year I completed my first year of Spanish in school, and am currently taking intro 11 online. This allows me plenty of resources, to make this project as fun, and stimulating as it was last year. I will probably consult with many Spanish speakers on a regular basis, however, I have found one person who I can call my mentor. Last year, Señora Galliford taught me grade nine Spanish, and I consult her occasionally when I have questions about the Spanish I am learning. I talked to her, and she agreed to be my mentor. She will help me with my pronunciation, speed while speaking Spanish, and she has also agreed to help me write my biweekly blogposts, IN SPANISH! I will have an English translation, (don’t worry non-spanish speakers), but this will help me see the growth that has occurred in my language skills, throughout the course of this project. I also obtained several contacts during my trip, who agreed to help me with the project, by allowing me to phone them occasionally, to practice speaking to a native Spanish speaker. Since I know the stress that these phone calls will provide me, I plan on doing three throughout my project. Speaking will be the focus of this project, as writing is usually easier, but not very useful while travelling. Obviously not much has happened in the means of process so far, as I am just beginning my project. Over the reading break I plan on completing one research session, and ideally one of the units on Rosetta Stone, but that is likely pushing it a bit too far. As for my plans for the project on he whole: I hope to complete two Duolingo sessions every week, since there are seventy in total. That will leave me a few weeks before the final project, to prepare my presentation in the time usually designated to Duolingo. I will also do two grammar lessons every week on, as they have a similar number of lessons as Duolingo. Altogether, these two forums will amount to approximately an hour a week. However, I would also like to do one unit on Rosetta Stone every two weeks. Each unit requires ten hours or more, so I will have my hands full. I don’t think I will mind putting in six hours a week or more, as this is a project of passion, and I am excited to get started. So, let’s begin the road of conjugation and present participles, and hope that one day fluency is attainable!

Check back in two weeks for an update on how my reading break plans worked out, or didn’t… Wish me luck!

Zip document of learning number 4

Knowing what you know now, what advice would you give yourself at the start of your inquiry?

I would tell myself to slow down, and stop being so ambitious. I have spent so long editing these stories, that I had to take a week long break during winter break, from zip, so that I could get the words out of my head. Obviously there are still a lot of errors in the stories, but I had no interest in dealing with them all, when I had the stories memorized word by word. I stopped seeing my own mistakes, and simply reciting the stories in my head. Setting goals are important, but I need to stop wearing myself out with the goals that I set, for it is not beneficial in the long run. Today, will be the first time I look at the stories in over a week, so hopefully my eyes will be refreshed. I have also refrained from having peers edit the stories, as I am taking what Mr. Morris said on the last day of school, to heart. I am worried that if they edit it for more than grammatical, and spelling errors, it will be considered plagiarism, which I do not want to get into. In TALONS we have habits of changing sentence structure and style on our peers work, because we want them to succeed, but there is a thin line between helping and hindering here. I only had people who I trusted to edit the stories without changing everything, edit them; and I was extremely critical of the edits I received, petrified they would change too much. Hopefully, this turns out alright.