#literature notes

[florasstudyjournal]

studying before class, 21.08 WED

good morning! i am studying before class, are we shocked? no.

anyways, just going through to take the notes, then ill see what more i can read of Othello before class. considering i was supposed to have finished it. honestly i forgot that it was the reading for this week (could have sworn it was for week 5, but i fooled myself 💔💔)

[stellar95snotebook]

20/04/2023 - Zettelkasten

Llevo dos años estudiando la manera en que se realiza un Zettelkasten, debido a mi carrera de Historia del Arte debo saber organizar y jerarquizar muchas fechas, nombres, ubicaciones y contextos. A pesar de ver muchos videos y leer sobre el sistema de notas, me resultaba muy complicado entender el sistema de manera general. Por lo que decidí regresar al inicio de todo y entender el sistema desde lo más básico. Aquí está mi sketchnoting de lo más sencillo del sistema. Los tipos de notas que se manejan.

[wedarkacademia]

[literaryvein-references]

Writing Notes & References

Alchemy ⚜ Antidote to Anxiety ⚜ Attachment ⚜ Autopsy

Art: Elements ⚜ Principles ⚜ Photographs ⚜ Watercolour

Bruises ⚜ Caffeine ⚜ Color Blindness ⚜ Cruise Ships

Children ⚜ Children's Dialogue ⚜ Childhood Bilingualism

Dangerousness ⚜ Drowning ⚜ Dystopia ⚜ Dystopian World

Culture ⚜ Culture Shock ⚜ Ethnocentrism & Cultural Relativism

Emotions: Anger ⚜ Fear ⚜ Happiness ⚜ Sadness

Emotional Intelligence ⚜ Genius (Giftedness) ⚜ Quirks

Facial Expressions ⚜ Laughter & Humour ⚜ Swearing & Taboo

Fantasy Creatures ⚜ Fantasy World Building

Generations ⚜ Literary & Character Tropes

Fight Scenes ⚜ Kill Adverbs

Food: Cooking Basics ⚜ Herbs & Spices ⚜ Sauces ⚜ Wine-tasting ⚜ Aphrodisiacs ⚜ List of Aphrodisiacs ⚜ Food History ⚜ Cocktails ⚜ Literary & Hollywood Cocktails ⚜ Liqueurs

Genre: Crime ⚜ Horror ⚜ Fantasy ⚜ Speculative Biology

Hate ⚜ Love ⚜ Kinds of Love ⚜ The Physiology of Love

How to Write: Food ⚜ Colours ⚜ Drunkenness

Jargon ⚜ Logical Fallacies ⚜ Memory ⚜ Memoir

Magic: Magic System ⚜ 10 Uncommon ⚜ How to Choose

Moon: Part 1 2 ⚜ Related Words

Mystical Items & Objects ⚜ Talisman ⚜ Relics ⚜ Poison

Pain ⚜ Pain & Violence ⚜ Poison Ivy & Poison Oak

Realistic Injuries 1 2 ⚜ Rejection ⚜ Structural Issues ⚜ Villains

Symbolism: Colors ⚜ Food ⚜ Numbers ⚜ Storms

Thinking ⚜ Thinking Styles ⚜ Thought Distortions

Terms of Endearment ⚜ Ways of Saying "No" ⚜ Yoga

Compilations: Plot ⚜ Character ⚜ Worldbuilding ⚜ For Poets ⚜ Tips & Advice

all posts are queued. will update this every few weeks/months. send questions or requests here.

[herigo]

[maiarosa]

[literaryvein-reblogs]

Writing Notes: Children's Dialogue

Language is extremely complex, yet children already know most of the grammar of their native language(s) before they are 5 years old.

BABBLING

Babbling begins at about 6 months and is considered the earliest stage of language acquisition

By 1 year babbles are composed only of the phonemes used in the language(s) they hear

Deaf babies babble with their hands like hearing babies babble using sounds

FIRST WORDS

After the age of one, children figure out that sounds are related to meanings and start to produce their first words

Usually children go through a holophrastic stage, where their one-word utterances may convey more meaning

Example: "Up" is used to indicate something in the sky or to mean “pick me up”

Most common first words (among the first 10 words uttered in many languages): “mommy,” “daddy,” “woof woof,” “no,” “bye,” “hi,” “yes,” “vroom,” “ball” and “banana”

WORD MEANINGS

When learning words, children often overextend a word’s meaning

Example: Using the word dog to refer to any furry, four-legged animal (overextensions tend to be based on shape, size, or texture, but never color)

They may also underextend a word’s meaning

Example: Using the word dog to refer only to the family pet, as if dog were a proper noun

The Whole Object Principle: When a child learns a new word, (s)he is likely to interpret the word to refer to a whole object rather than one of its parts

SYNTAX

At about two years of age, children start to put words together to form two-word utterances

The intonation contour extends over the two words as a unit, and the two-word utterances can convey a range of meanings:

Example: "mommy sock" = subject + object or possessive

NOTE: Chronological age is NOT a good measure of linguistic development due to individual differences, so instead linguists use the child’s mean length of utterance (MLU) to measure development

The telegraphic stage describes a phase when children tend to omit function morphemes such as articles, subject pronouns, auxiliaries, and verbal inflection

Examples: "He play little tune" or "Andrew want that"

Between 2;6 and 3;6 a language explosion occurs and children undergo rapid development

By the age of 3, most children consistently use function morphemes and can produce complex syntactic structures:

Examples: "He was stuck and I got him out" / "It’s too early for us to eat"

After 3;6 children can produce wh-questions, and relative pronouns

Sometime after 4;0 children have acquired most of the adult syntactic competence

PRAGMATICS

Deixis: Children often have problems with the shifting reference of pronouns

Children may refer to themselves as "you"

Problems with the context-dependent nature of deictic words: Children often assume the hearer knows who s/he is talking about

AUXILIARIES

In the telegraphic stage, children often omit auxiliaries from their speech but can form questions (with rising intonation) and negative sentences

Examples: "I ride train?" / "I not like this book"

As children acquire auxiliaries in questions and negative sentences, they generally use them correctly

SIGNED LANGUAGES

Deaf babies acquire sign language in the same way that hearing babies acquire spoken language: babbling, holophrastic stage, telegraphic stage

When deaf babies are not exposed to sign language, they will create their own signs, complete with systematic rules

IMITATION, REINFORCEMENT, ANALOGY

Children do imitate the speech heard around them to a certain extent, but language acquisition goes beyond imitation

Children produce utterances that they never hear from adults around them, such as "holded" or "tooths"

Children cannot imitate adults fully while acquiring grammar

Example:

Adult: "Where can I put them?" Child: "Where I can put them?"

Children who develop the ability to speak later in their childhood can understand the language spoken around them even if they cannot imitate it

NOTE: Children May Resist Correction

Example: Cazden (1972) (observation attributed to Jean Berko Gleason) – My teacher holded the baby rabbits and we patted them. – Did you say your teacher held the baby rabbits? – Yes. – What did you say she did? – She holded the baby rabbits and we patted them. – Did you say she held them tightly? – No, she holded them loosely.

Another theory asserts that children hear a sentence and then use it as a model to form other sentences by analogy

But while analogy may work in some situations, certainly not in all situations:

– I painted a red barn. – I painted a barn red. – I saw a red barn. – I saw a barn red.

Children never make mistakes of this kind based on analogy which shows that they understand structure dependency at a very young age

BIRTH ORDER

Children’s birth order may affect their speech.

Firstborns often speak earlier than later-born children, most likely because they get more one-on-one attention from parents.

They favor different words than their siblings. 

Whereas firstborns gabble on about animals and favorite colors, the rest of the pack cut to the chase with “brother,” “sister,” “hate” and such treats as “candy,” “popsicles” and “donuts.” 

The social dynamics of siblings, it would appear, prime their vocabularies for a reality different than the firstborns’ idyllic world of sheep, owls, the green of the earth and the blue of the sky.

MOTHER'S LEVEL OF EDUCATION

Children may adopt vocabulary quite differently depending on their mother’s level of education.

In American English, among the words disproportionately favored by the children of mothers who have not completed secondary education are: “so,” “walker,” “gum,” “candy,” “each,” “could,” “wish,” “but,” “penny” and “be” (ordered starting with the highest frequency).

The words favored by the children of mothers in the “college and above” category are: “sheep,” “giraffe,” “cockadoodledoo,” “quack quack,” the babysitter’s name, “gentle,” “owl,” “zebra,” “play dough” and “mittens.” 

BOYS / GIRLS

One area of remarkable consistency across language groups is the degree to which the language of children is gendered.

The words more likely to be used by American girls than by boys are: “dress,” “vagina,” “tights,” “doll,” “necklace,” “pretty,” “underpants,” “purse,” “girl” and “sweater.”

Whereas those favored by boys are “penis,” “vroom,” “tractor,” “truck,” “hammer,” “bat,” “dump,” “firetruck,” “police” and “motorcycle.”

Tips for Writing Children's Dialogue (compiled from various sources cited below):

Milestones - The dialogue you write should be consistent with the child's developmental milestones for their age. Of course, other factors should be considered such as if the child has any speech or intellectual difficulties. Also note that developmental milestones are not set in stone and each child is unique in their own way.

Too "Cutesy" - If your child characters are going to be cute, they must be cute naturally through the force of their personality, not because the entire purpose of their existence is to be adorable.

Too Wise - It’s true kids have the benefit of seeing some situations a little more objectively than adults. But when they start calmly and unwittingly spouting all the answers, the results often seem more clichéd and convenient than impressive or ironic.

Unintelligent - Don’t confuse a child’s lack of experience with lack of intelligence. 

Baby Talk - Don’t make a habit of letting them misuse words. Children are more intelligent than most people think.

Unique Individuals - Adults often tend to lump all children into a single category: cute, small, loud, and occasionally annoying. Look beyond the stereotype.

Personal Goals - The single ingredient that transforms someone from a static character to a dynamic character is a goal. It can be easy to forget kids also have goals. Kids are arguably even more defined by their goals than are adults. Kids want something every waking minute. Their entire existence is wrapped up in wanting something and figuring out how to get it.

Don't Forget your Character IS a Child - Most of the pitfalls in how to write child characters have to do with making them too simplistic and childish. But don’t fall into the opposite trap either: don’t create child characters who are essentially adults in little bodies.

Your Personal Observation - To write dialogue that truly sounds like it could come from a child, start by being an attentive listener. Spend time around children and observe how they interact with their peers and adults. You can also study other pieces of media that show/write about children's behaviour (e.g., documentaries, films, TV shows, even other written works like novels and scripts).

Context - The context in which children speak is crucial to creating realistic dialogue. Consider their environment, who they're speaking to, and what's happening around them. Dialogue can change drastically depending on whether a child is talking to a friend, a parent, or a teacher. Additionally, children's language can be influenced by their cultural background, family dynamics, and personal experiences. Make sure the context informs the dialogue, lending credibility to your characters' voices.

Sources and other related articles: 1 2 3 4 5 6 7 8 9 10

Writing Notes: On Children ⚜ Childhood Bilingualism More: Writing Notes & References

[livfordoodles]

Outsiders based off book descriptions <3

[academic-vampire]

𝔞𝔩𝔴𝔞𝔶𝔰 𝔰𝔱𝔲𝔡𝔶𝔦𝔫𝔤 … 🕯️

…𝔡𝔬𝔫’𝔱 𝔣𝔬𝔯𝔤𝔢𝔱 𝔱𝔬 𝔱𝔞𝔨𝔢 𝔞 𝔟𝔯𝔢𝔞𝔨

[gautierprotectionsquad]

I based these on the quotes most mentioned in the notes of that post about that telegraph article (btw jkr didn't even win the vote. Dickens did)

edit to show my tags: #i just really love books and want a collection of everyones favorite quotes#feel free to mention quotes that arent in english! it did say world literature

edit 2: I made another poll with non english quotes. And obviously you can make your own version

[existingillusion]

[thelostfilesofstudents]

[wedarkacademia]

[astrobymarwa]

Astrology observations #7

(Media edition)

Venus in 9th house love foreign media more

Venus in 11th house loves media about friendships or society issues/norms

Venus in 2nd house loves media involving money

Venus in 10th house loves media about social status

Moon in the 3rd house love intellectual media and the type to think about the things they watch/read and try to analyse them

Mars in 3rd love thrillers or horror

Mercury in 3rd love to read intellectual books

Scorpio venus loves complicated media (the ones with complicated storylines and have too much happening at once)

Capricorn venus loves stories about rich people/society

Aries venus loves action oriented media

Aquarius venus loves media that is considered "weird" or "different" by their surroundings

Water venus loves mellow and emotionally heightened media

Leo venus loves extravagant media

[fullmetalfisting]

Arguably one of the funniest ways to begin a novel

[sparknoteslitmemes]