Week 2: Haikus and Free Verse - Lecture and Discussion
Objective: - Explore the concise beauty of haikus and the expressive freedom of free verse. - Understand the traditional structure and themes of haikus. - Discuss the flexibility and artistic possibilities in free verse.
Day 1: Introduction to Haikus - Lecture: - Definition and structure of haikus (5-7-5 syllable pattern). - Explanation of the traditional themes and nature focus.

• Discussion Questions:
  1. What appeals to you about the concise structure of haikus?
  2. Why do you think nature is a common theme in traditional haikus?
  3. Can you identify any famous haikus or haiku poets?

Day 2: Analyzing Haikus - Part 1 - Lecture: - In-depth analysis of classic haikus. - Exploration of the 5-7-5 syllable pattern and its impact.

• Discussion Questions:
  1. How does the 5-7-5 syllable pattern contribute to the rhythm of haikus?
  2. What emotions or images are conveyed through the haikus analyzed?
  3. How does the traditional nature focus enhance the themes of haikus?

Day 3: Analyzing Haikus - Part 2 - Lecture: - Discussing modern variations and themes in haikus. - Exploring the flexibility of the form.

• Discussion Questions:
  1. How have modern haikus evolved from traditional themes?
  2. In what ways does the flexibility of haikus allow for more diverse expression?
  3. Share your thoughts on the artistic possibilities in breaking away from traditional structures.

Day 4: Crafting Haikus - Part 1 - Lecture: - Step-by-step guide on crafting the first two lines of a haiku. - Emphasis on capturing a moment or emotion.

• Discussion Questions:
  1. How can you effectively capture a moment or emotion in just two lines?
  2. What challenges do you anticipate in adhering to the 5-7 syllable pattern?
  3. Share examples of moments or emotions that might inspire haikus.

Day 5: Crafting Haikus - Part 2 - Lecture: - Step-by-step guide on crafting the third line of a haiku. - Emphasis on creating a sense of resolution.

• Discussion Questions:
  1. Why is the third line of a haiku crucial in providing resolution?
  2. How can a haiku evoke a sense of completeness within the 5-7-5 structure?
  3. Share and discuss individual haikus, highlighting successful elements.

Homework Assignment: - Craft a haiku focusing on capturing a specific moment or emotion.
Study Guide Questions: 1. Reflect on the challenges of crafting the first two lines of your haiku. How did you capture a moment or emotion? 2. How did you approach creating a sense of resolution in the third line of your haiku? 3. What insights did you gain from the process of crafting a haiku?
Quiz: Assessment on the understanding of haikus, the 5-7-5 syllable pattern, and the expressive possibilities within this concise form.
Day 6: Introduction to Free Verse - Lecture: - Definition and characteristics of free verse. - Emphasis on the absence of a strict rhyme or meter.

• Discussion Questions:
  1. What intrigues you about the absence of rhyme and meter in free verse?
  2. How does free verse differ from more structured poetic forms?
  3. Can you think of any famous poets known for their use of free verse?

Day 7: Analyzing Free Verse - Lecture: - In-depth analysis of classic free verse poems. - Exploration of the varied structures and rhythms.

• Discussion Questions:
  1. How does the absence of rhyme and meter contribute to the overall feel of free verse poems?
  2. What impact does varied structure and rhythm have on the reader's experience?
  3. Share your thoughts on the artistic freedom provided by free verse.

Day 8: Crafting Free Verse - Part 1 - Lecture: - Step-by-step guide on embracing the freedom of expression in free verse. - Emphasis on the importance of imagery and emotion.

• Discussion Questions:
  1. How can you effectively convey emotion in free verse without relying on rhyme?
  2. What challenges do you anticipate in embracing the freedom of expression?
  3. Share examples of imagery or emotions you might explore in free verse.

Day 9: Crafting Free Verse - Part 2 - Lecture: - Discussing various techniques to enhance rhythm in free verse. - Exploration of line breaks and pacing.

• Discussion Questions:
  1. How can you create a sense of rhythm without a strict meter in free verse?
  2. Why are line breaks important in the pacing of a free verse poem?
  3. Share and discuss individual free verse poems, highlighting successful elements.

Day 10: Peer Review and Feedback - Activity: - Peer review workshop for free verse poems. - Focus on providing constructive feedback on expression, imagery, and rhythm.

I had a strange relationship with deconstruction as my dad was trained at a university level to do apologetics. He was an LDS chaplain in the Army, and every night for scripture study, we got discourses on the nuances of our faith and justifications for every question we ever had. I didn’t swear until I was 18 years old, or drink caffinated anything until about that time as well, because it was never a matter of justification. It was what my family, my tribe, my people did, to go to church on Sunday, and to be worthy. I was senior patrol leader and assistant to the bishop if that clarifies who I was. I didn’t have “God will reveal it in due time” parents. I had “Here’s the answer, here’s contemporary discussion about it. Here’s some reading material if you want to learn more” parents, except for they were wicked smart, and had biased conclusions.
I was called to serve in the Mexico City East mission. Shortly before opening my mission call, I broke up with my girlfriend at the time. i left BYU-I and went home to prepare. I received my endowments after lying to my stake president about my worthiness to enter the house of the lord. I came clean, and he threatened to not let me go out for a year because I was unclean. The prick made me talk to a therapist to be cleared for the mission field. The therapist had a brain and let me go out. When I was giving my mission farewell speech, I wrote it to include the teachings of many religions in it. I had drawn inspiration from the 13th article of faith “We believe all things, hope all things-“ and wrote a poem about how Adam and Eve related to the Resurection and Atonement of christ. My dad tells me the stake president was shifting in his seat like he wanted to pull me down from the pulpit. Prick.
The CCM was a pleasure to attend because of my district. The guys in my district there held a secret thanksgiving feast after hours when we were supposed to be in bed with food we had smuggled out of the cafeteria. We had look outs so we wouldn’t be caught by the patrolling teachers. My district was placed under surveillance because of politics against our spanish teacher who we could tell actually cared about us, and we were transferred into a classroom with one sided mirrors, and microphones hanging from the ceiling. An apostle came to speak to the entire CCM, and I thought we would get a chance to meet with him directly, or that he would be even remotely accessible in some way. He was kept away from us, separate and removed even though we had the same mission. I played a lot of volley ball, and got into shape enough that I touched the rim of a basketball hoop for the first time while I was there.
My first companion was a native speaker, and liked to spend the mornings in the cyber (Internet Cafe). He would make sure I was on LDS.org while he looked at softcore porn on instagram. We would spend hours there, and I was disappointed that this was the mission.
We went to a previous investigators house, and while there, we saw preparations for an animal sacrifice. These guys were putting alcohol, cocaine, and blowing smoke onto a white chicken, and placed in into a cardboard box with a bunch of black chickens. They showed us a room full of weapons, with blood and feathers strewn all over the floor. We noped the fuck out, and went home.
I requested an emergency transfer after spending most days in the cyber, watching my companion deface JW’s property, and being an all around dick to me by telling me how to shower and how to sleep.
For his replacement, the person that would help me with his bastion of knowledge, they gave me a white guy who spoke as much Spanish as I did because he was only a transfer further into his mission than me. They made this poor kid senior companion to me before his first transfer was over. Why? Because the kid was a workaholic.
The first thing this elder and I did when we got to our apartment was to pick up and leave to go to the house of a member who had just died. We sang at the wake. I sang in a language I didn’t know, for people I didn’t know, with a companion I didn’t know. We sounded pretty damn good. The elder began setting appointments with the non-believing family members during the service. I just sat and watched the mindless kids chase the family dog.
This elder skipped lunch every day, and made me do the same. We knocked every door in our area twice that transfer. One time, he got very sick, and was delirious out in the sun with me while we were walking. I made us go home for lunch that day, and he made me promise to wake him up after thirty minutes so we could get back to the Lord’s work. Three hours later he woke up, chewed me out for letting him sleep that long, and then begrudgingly thanked me for making him rest.
One time, while walking, this Elder expressed to me that he also had some questions, but he was afraid to share the details because he knew my own testimony was fragile. I pressed him for details of his plight, and he revealed to me the darkest part of church history that he had learned while we were in the CCM, that Joseph Smith had drank alcohol while in Carthage Jail before he died. Thoughts of Fanny Alger, of Mountain Meadows Massacre, and of my own mother’s rather recently implemented looser interpretation of the word of wisdom all flashed through my head. This guy was supposed to be my teacher? All I could do was express how sorry I was for his confusion, and told him to have faith. Heaven knew I couldn’t help him.
One night with this companion, it was storming hard, and the streets were flooded. This guy refused to let us go home. We climbed along fences to avoid getting our already wet shoes soaked, and waded through a foot of water to get to the doors that were slammed in our faces. There was a loose wire on a door bell, and when I rang it, I was shocked by the completed circuit the water made. Rejection after rejection piled up. Finally, my “senior” companion said that this was the last row of houses. On the last house of the last row, there was a family that was all deaf. The father opened the door, and was suprised to see us and didn’t know who we were. I remembered the sign for Jesus from my grandparents who started and ran the ASL endowment ceremony in the Saint George temple. The family was thrilled we knew the sign. When I asked if we could come in, the family politely waved goodbye and closed the door on our faces.
Another time when it rained, something fell into my eye. It was one of those freak nature accidents, and small enough that I couldn’t figure out how to get it out without a mirror. The thing stayed wedged in the corner of my eye for hours before we got home and I could finally get the foreign object out. Looking at it on my finger, I could see it was a small green spider. Days later, still in pain, I pulled what I can only assume was accumulated webbing from the spider that I’d crushed against my eyeball off of my lower eye lid. The pain stopped after that.
I bought a $500 camera. It was stolen within a month.
This Elder and I had the good luck before transfers to baptize two children. They would have been baptized anyways, so I didn’t do any actual converting, but I taught a few lessons, got in the water and did the dunk. Bucket list item, check.
I didn’t have enough time for laundry on P-Day, so I’d wash my outfit and dry in on the radiator through the night. Transfers happen, and my new companion lied to our land lords about the electricity bill, paying it in full but not giving a reason as to why it was so high. I didn’t care anymore, I just needed something clean to wear, but these land lord had treated me and my previous companion well, better than the previous landlord who had stolen our cleaning supplies. I felt these people deserved honesty. My senior companion capitulated eventually, and he and I butted heads regularly after that on the morality of things. I think in hindsight he was a smarter and better man than I was.
The new land lords, the “Lagunez Family”, were wonderful. They included us in their activities, and I felt like I had some people in my corner. When I eventually came home from my mission, a daughter of the family had written me a goodbye letter. She is currently serving a mission. They made some great music, and I have “Infiltradors” on CD, the official name of the band the father of the family was a part of (he was the drummer).
I knew the whole area by heart by that point, so I navigated us to our appointments. Half of the landmarks I watched for to know our location were interesting buildings with unique colors. The other half of my landmarks were dead dogs whose decaying corpses had become second nature to see. I began marking how much time had passed by how deeply a certain dog on a certain dirt path’s chest was caved in.
There was an apartment complex in my area that I had been told not to proselytize in because “It’s dangerous.” Turns out, those people didn’t have any money, so the church didn’t want them. That complex was past the dog and to the east about ten blocks.
My companion and I knocked on a door, and visited a man who was missing his legs. His daughter was there, putting dirty water on the aching wounds. He had a single room for a house, and wheezed when he spoke. He couldn’t afford medication. He still went out and worked all day for his daughter, and gave her whatever money he made, trusting her to keep him alive somehow. The church expected this man to pay tithing. The church expected me to tell this man to pay tithing.
I got the chance to hike up a mountain. At the top, I played chess with a chess set I’d procured from one of the best rapid chess players I’ve ever met. He had been the ward mission leader. He was a good man, a good father, and I wish him the best.
I found another man who was deaf and spoke sign language. I sat with him, and convinced him to come to church all by myself while my companion talked with some tienda tender. I was so excited because this was my own personal project and it was going well. The man came to church, and I sat with him through sacrament meeting. In Sunday school (I can’t believe I did this), I accidentally drooled on the guy. I was just talking so he could read my lips, and I guess I forgot to swallow at some point because a dolup of spit landed on his arm. I apologized profusely, and he played it off, but I never saw that investigator again.
My companion and I knocked a door one day, and a man answered. He wore tattered clothes, and maggots were burrowing into and out of his feet. He muttered something about the stars, missing his wife, and he began to tear up. My eyes stung from the stench. The door closed. Somehow, I knew the man would be dead in a matter of weeks.
I had lost hope that I was doing anything worth while. I looked down on the Doc Martins that had stayed with me five months at this point. I was angry with myself for being so useless in the field, angry with the church for giving me leaders that didn’t listen to my needs or perspective, angry with my mom for drinking while I had to teach people that it was a sin, angry with my dad for giving me the skills and knowledge to justify anything, even pedophilia in the early days of the church, to the point where I could look someone in the eye, and knowing the kind of man Smith was, tell them he was a good man and a true prophet of God. Suddenly a man approached us. He said he recognized us as missionaries, and asked about our message. This never happened. People didn’t just come up to us unless they were crazy or dangerous. But this was a public place, and this guy was genuine. My companion talked to him, and gathered his story, but I was plotting something else. I was done with not caring about these people in a way that mattered. I was tired of walking in another man’s shoes, a man who wasn’t me, who believed different things than me. The chopped leg, the rotting dogs, the infested feet, it all swirled into a single thought in that moment.
What would Jesus do?
I walked over to the man, and in broken Spanish asked him to stand next to me. He did so, and I compared my shoe size to his foot. It was a perfect match. He protested, but I didn’t let him get a word in edge wise. I took off my shoes, put them on his dirty feet, and laced them up nice and tight. Those shoes had cost a ton, and had been meant to last the whole mission. All I had left at this point were my fancy dress shoes that gave my blisters back at the apartment. I didn’t care. I walked home in my socks that day, happy as a lark.
Covid-19 hit a month later. I was one of the few they brought home instead of quarantining. After having served only 6 months. I told God if he wanted me to stay home, he’d have to make them release me.
They released me. I think I was one of maybe a hundred missionaries that were released due to Covid. The church realized their mistake pretty soon after I was released. Once Covid infrastructure began to develop, they didn’t release any more. I guess I didn’t serve a full two years, but I did serve a full mission.
My brother served, and he nearly killed himself due to intense depression brought on by Covid quarantine and poor leadership (I’ve got a few mission president stories, but those are for another time).
I learned lying to someone’s face from my mission, and spent the rest of my time at BYU-I as “nuanced” until the last two years, over which the most epic hoe phase imaginable became my new mission. I spent those years terrified of getting a call from the honor code office.
I’m married now, with my degree irrevocably in my possession. I have friends and loved ones that are in the church and are working on their mission papers. I’m beginning to feel powerless again. I’m seeing the decay again, not on legs, feet, or dogs anymore, but in the souls of the people who the church raises to do their dirty volunteer work. I see them like the animal sacrifices I saw being prepared. I’m not sure what shoes I have left to give to those people that I know are going to be in pain.
My parents are out completely now. It was a long time coming, but they are out and so much happier. I’m working on building a new relationship with my family, one based off of the fact that we won’t be together forever, so we have to make the most of our time together now.
Happy Sunday guys, best of luck to you all. And most importantly, chupa la piña.

Tissue
Polysemous title- Tissue • Tissue- paper + skin (human life is fragile [criticises arrogance, encourages us to protect]) • Also paper (not alive) + skin (alive)- criticises monotony of life, not really living • Tissue paper- found in bibles and holy texts, but fragile (overinflated importance of identity causing wars and discrimination, really it’s very fragile and identity isn’t real, we’re all just people (tissue as in skin)) • Tissue- used to wipe away tears, togetherness can reduce suffering • Tissue- medical term for deep skin- poem shows deeper nature of humans and our potential for goodness, can be wounded and damaged by outside influences but can always heal
"Paper that lets the light shine through, this is what could alter things" - reference to religious texts paper, light as Jesus and Allah (power of religion) - or coexistence with nature (Dharker is a Muslim Calvinist)
Enjambment- freedom, lack of control of humans, rejecting constraints
Free verse- same thing
"Let the daylight break through capitals and monoliths" - power of nature, criticism of authority, weakness of humans- “break” violent personification, destroying authority, daylight + break = sunrise + hope
"The sun shines through their borderlines" - nature overcomes human segregation identity, criticism of war, power of nature) sibilance shows power, “their” still shows separation, criticise that
"fly our lives like paper kites" - childish metaphor, mocking control of money over life (criticism of authority)
"the back of the Koran" - “the” repetition shows importance, “back” shows it is hidden/shunned by society, still holding onto identity
"Transparent" - repetition, criticism of dishonesty of authority
Exposure
"Merciless iced east winds that knive us" - personification of wind shanking people (first line not about war but nature- more significant) (power of nature)- subtle sibilance (just as dangerous as bullets but most people don’t realise)- Germans were in the east, but the only thing from there is wind
ABBAC rhyme, structure is built only to be taken down (tension of soldiers expecting fight but let down)
Pararhyme- unsatisfying for reader, reflects how the soldiers are always nervous but never get to chill
“What are we doing here?” Rhetorical question to criticise authority, or actual question to show PTSD confusion, can be asking what they are DOING or why they are HERE
"For love of God seems dying" ok 1. The soldier's love of God is dying 2. God's love for the soldiers is dying 3. To show love of God, you should die
"forgotten dreams" - juxtaposition, loss of hope, forgotten dreams on purpose to be less sad? war made them forget? “forgotten” disassociated from PTSD, “dreams” as happiness from the past that seems unreal
“a dull rumour of some other war" reference to the Bible and Armageddon, metaphorical end of the world for the soldiers be suffering "sudden successive flights of bullets streak the silence" - sibilance represents sound of bullets, jolting reader out of relative lack of noises, feel like soldiers
Epistrophe "but nothing happens" cyclical structure, stuck in suffering
“we” “us” “our” collective pronouns, shared experience, comradeship, loss of identity, relatable to all soldiers
Kamikaze
Title- single word, only military rank- only seen as a kamikaze pilot by others
Structure- 6 lines per stanza but free verse and lots of enjambment- conflict between control and freedom (military/social expectations/duty vs love for family/nature/memories/life)
Constant shifts between first person and third person- disconnect from family due to shame
“Her father embarked at sunrise” -sunrise as power of nature + Japan’s military flag- conflict
“a shaven head full of powerful incantations” -incantations are deliberately vague- orders from military? prayers? inner conscience against it? It’s “powerful” tho and influences him, and it’s “full” showing his distress, shaved head like most kamikaze pilots
“green-blue translucent sea” beautiful imagery, “translucent” shows how things are unclear but getting clearer- nature helps him decide what to do
Describes fishes “like a huge flag”- patriotic semantic field shows brainwashing, but reduces as the poem goes on, simile shows how he is starting to disconnect and change his mind,
also as “a figure of eight”- shows thoughts of pride and prosperity-
“The dark shoals of fishes/flashing silver as their bellies/swivelled towards the sun” - • sibilance shows ocean noises and beauty, “dark” -> “flashing silver” things get brighter and easier to see- knows what to do thanks to nature • “Silver”- medals he would have gotten for being a kamikaze pilot, but true reward is in nature • “Sun”- represents beauty of nature and also Japanese flag- conflict but now there’s also nature in the mix • Belly up- death on his mind
“bringing their father’s home safe/-yes, grandfather’s boat- safe” repetition of “safe” shows reason to come back- wants to return to family, memories
“a tuna, the dark prince, muscular, dangerous.” • first mention of danger = power in the whole poem, danger to the mission as it causes the pilot to have doubts, true power is in nature and memory • First full stop in the poem and lots of commas- makes us stop and think like the pilot about what he’s abt to do
“laughed” “loved” at the end of the poem- all in past tense- nothing left for the soldier
“we too learned to be silent”- “learned” should be positive but contrasts with what they learnt- criticises how they were taught shame by the older generations- but it’s said in first person, the daughter is criticising this and teaching her children not to think that way
Poppies
Title- honours and grieves dead soldiers, short single word title shows full intent of the poem and how the mother’s life is consumed by grief
Dramatic monologue- emphasis on the domestic impact and how the soldier isn’t present in the poem
Free verse, enjambment- chaotic, lack of control over the son, distressed
Domestic + military semantic fields- life has been ruined by war
“Spasms of paper red, disrupting a blockade of yellow bias”- mix between war + domestic • “spasms” and “red” is injury and pain- mother is worried or is hurt by letting go (spasms is involuntary muscle action- involuntary letting go), • “paper” is the fragility of the son • “blockade” is military language showing her worry abt the conflict, how she wants to “block” her son from going into the military • “disrupting” the fabric - the son becoming a soldier disrupts the peace or she is trying to disrupt him from going to war
“The dove pulled freely against the sky, / an ornamental stitch”- dove represents peace and grief- she and her son is at peace with death, “pulled freely” is an oxymoron- inner conflict with grief or letting her son go, the comma shows a pause to reflect on the grief, the “ornamental stitch” metaphor for the mother (pretends to hold it together)
“I was brave”- takes down ideas of just the soldier’s bravery but also the mother’s, but past tense shows current weakness from grief
“Sellotape bandaged around my hand” • Bandage shows wounds • Sticks them together one last time- cat hairs are removed, no more reason to stay • Claustrophobic feeling- stuck in the domestic role, can’t go and protect the son
“Blackthorns of your hair”- religious connotations of Jesus on the cross, sacrificed for the country- metaphor for the son
History Boys
"Enemy of education" war metaphor and alliteration, opposition between true understanding of literature and grades only used shallowly “Cheat’s Visa”
"a fact of life" indisputable and unchangable, in opposition with Irwin's views on history (truth does not matter to him until now?)
Drummer Hodge: Intertextuality, Tom Hardy (the poet) represents Hector, sympathising with the ordeal of the youth, Drummer Hodge represents the Boys, thrown into the chaos of life without proper guidance
"She's my western front" war metaphor objectifies Fiona, personal pronoun further expresses how women were seen as objects to be owned
“... all the other shrunken violets you people line up" [you people] segregates gay people, [shrunken violets] derogatory language
"Some of the literature says it will pass" looking to literature for solace and comfort during a sexuality crisis
"All literature is consolation" Dakin changes his mind on literature symbolising him changing to Irwin's side. No need to look for solace in literature when he can pursue Irwin
Parallels with "all knowledge is precious" from Hector - A.E. Housman, one of the first intertextualities and used in the intro to establish his character
“cunt-struck” “a cunt”- Mrs Lintott repeats the colloquialism “cunt” twice, to describe Dakin as “cunt-struck” and Headmaster as “a cunt”. This is the hardest swear in the play and is used show that it wasn’t a slip of the tongue, and to break down stereotypes of women being gentle and passive
“history is women following behind with the bucket” - her big scene about women in history at the end of the play (which is typical for Alan Benett’s plays such as “Kafka’s Dick”) so it would be recent and stay in the audience’s mind when the show ended
Irwin intro as politician in the future "etc., etc." while talking abt freedom- that man gives no fucks about freedom really, just waffling on (first impression for the audience too!!)
Parallel with Holocaust debate- Lockwood uses the SAME EXACT PHRASE while talking abt how the holocaust was bad, (dismissiveness of mass genocide? in this education system? it’s more likely than you think) then goes on to argue that they should be unique with their arguments- Irwin passed on thr mindset even on such an important subject
Hector is set up to be looking cool and all (motorcycle scene dramaticness, greek name connotations, fav teacher) but is absolutely uncool when we get to know him- purposeful? "studied eccentricity" and all. clinging onto youth?
Posner is actually rather helpful as the "dictionary person" bc i doubt the audiences know what "otiose" means
SCRIPPS IS THE MOST RELIGIOUS ONE AND CLOSEST TO POSNER it can dismantle the idea that religion is against queerness
Irwin didnt know how nietzche was pronounced bc from what we know of him he would call Dakin out on that

I'm going to try to translate those top comment from Hupu for MSI, I might skip some of them as they are Chinese internet memes that I've no idea how to translate, and those comment related to Honor of Kings, a popular league like mobile game made by Tencent.
The rating is user poll generated, you can give a rating between 2 and 10, and average is used. A total of 725k people participated in this series' rating.
Hupu rating is an in APP feature so it doesn't really have a link, but here is the post match thread for the match, and on the top there is an link you can click on that get you to that page. link

MATCH 1: BLG vs. T1

Bilibili Gaming

	Player Rating	Top Comment
Bin Twisted Fate	9.8	This is our BLG's double marksman!
Xun Xin Zhao	8.3	Good tempo, but what give you the confidence to so steal blue by yourself?
Knight Taliyah	9.7	This game Trist kept getting fed kills, while you are the one controlling the tempo of the game, and give all the kill to your teammates, you are the true MVP of this game.
Elk Kalista	3.7	This game just treat Kalista like Tahm Kench.
ON Renata Glasc	9.6	"I didn't say you could go, did I?"
BigWei	5.5	Don't ban Nid against Gen.G but ban it against T1, are you drunk?

T1

	Player Rating	Top Comment
Zeus K'Sante	6.0	I often think what if Sang-hyeok brother is 10 years younger.
Oner Sejuani	3.8	Tarzan: I logged on.
Faker Tristana	2.8	Hey bro, maybe you should go tryout for the Old Guy Cup.
Gumayusi Senna	3.6	That herald in the baron pit, directly give BLG a way to go in, pure comedy.
Keria Nautilus	7.9	Looks a bit red from player cam.
kk0ma	3.4	Kenzhu: I'm going to keep picking Neeko next game.

MATCH 2: BLG vs. T1

Bilibili Gaming

	Player Rating	Top Comment
Bin K'Sante	8.9	So weird, you are the most in form, but bot lane is getting the highest priority.
Xun Wukong	3.5	You the only one pick Wukong this whole MSI, and last time you tried you got giga gapped, why pick it again, J4 and Xin would be so much better.
Knight Neeko	8.6	Not your fault, same like last series against Gen.G, bot feed a lot of kills and then blame you invisible.
Elk Varus	2.6	You were not human in any of the recent games.
ON Kalista	2.7	If you keep playing like this, I'm gonna go watch KPL.
BigWei	2.7	BigWei and rest of the coaching stuff come out and face the flame, why are you so focused on strong lanes, didn't you learn. Don't waste so many ban for mid, just tell left hand be more confident and pick a tempo champ, don't always think about laning. Pick some engage champ like Naut, Rell, Alistar, Camille for On, Xun could pick carry jungle like Nid or Kindred if there are engage already, else just pick J4, Sej, Maokai, Wukong. Bin watch out for Zeus last pick counter pick, don't be cocky, BLG fighting, please win this!

T1

	Player Rating	Top Comment
Zeus Camille	8.7	Using the T1 formula, if Zeus can carry, this game will be a stomp.
Oner Sejuani	8.7	You tempo is so good, so why are you kept picking Viego.
Faker Akali	7.1	Dude, what use do you have? I mean seriously, you are not really useful.
Gumayusi Draven	9.3	Why kept picking me Senna, am I weaker than them?
Keria Ashe	7.4	If you didn't ult the real Wukong, that last fight will turn out different.
kk0ma	6.8	No difference compared to Ham. (Laker coach.)

MATCH 3: BLG vs. T1

Bilibili Gaming

	Player Rating	Top Comment
Bin Twisted Fate	9.9	Fine red wine glitters in a jade chalice that glows in the night, next card will be a ace of heart. (The first part is a famous Chinese poem "葡萄美酒夜光杯", and the second part rhymes with that in Chinese.)
Xun Xin Zhao	9.2	That flash for flash at top was so critical, as a Yasuo main I felt the pain.
Knight Annie	9.8	Knight: Yagao, I don't know what to do. Yagao: ZhuoDing, maybe its time for Annie.
Elk Senna	9.5	WE.Jiumeng, UP.ELK, BLG.Husband is fighting for control of the body, husband is winning right now. (past name and nickname for Elk.)
ON Ornn	9.7	Gift a kill when fountain diving, champion at karma.
BigWei	7.7	Wow, did you just first pick Senna? (This was a 1 star rating comment, probably made right after the draft.)

T1

	Player Rating	Top Comment
Zeus Yasuo	2.5	Come duo with me, I'm silver, my username is weird top. (It is the name for a steamer 霸哥 that is known for been bad，farming under tower, and possibly using 3rd party software to cheat.)
Oner Nidalee	2.8	Oner: Nidalee, I don't know what to do now. Nidalee: What, who are you again?
Faker Zac	2.8	This Zac pick is like a summary of T1, once Faker dies, four turd pop out.
Gumayusi Kalista	2.8	So you are really an egg, either fried egg, or egg drop soup. (Those are dishes in China, and dish is called 菜, which also means bad when used in league.)
Keria Nautilus	2.9	OP
kk0ma	3.1	Kenzhu:Hmm, did you reuse your old password? 1557, such an easy password.

MATCH 4: BLG vs. T1

Bilibili Gaming

	Player Rating	Top Comment
Bin Twisted Fate	9.6	Tried your best.
Xun Vi	2.4	Fully responsible.
Knight Corki	7.2	When Chovy's Corki had an advantage, his teammate didn't decide to int.
Elk Varus	3.5	You finally got you condition under control, your jungler's is acting up again.
ON Nautilus	6.6	OK I guess, the support Naut is the only one that could face check.
BigWei	3.2	Xun's Vi, Elk's Varus, game is GG at BP.

T1

	Player Rating	Top Comment
Zeus K'Sante	8.0	Showmaker.jpg.
Oner Viego	8.5	Oner: Viego, I don't know what to do now. Viego: Who are you? Oner: I'm Zhao "JieJie" Li-Jie, don't turn around to look.
Faker Aurelion Sol	6.5	Head scratcher, inted at least 4 times.
Gumayusi Senna	8.3	Your ult is so clutch, so many key shields.
Keria Ornn	8.1	I upgrade based on age, Zeus sad :C.
kk0ma	6.0	Kenzhu: You still haven't change your password yet, I get to pick Senna and Asol again.

MATCH 5: BLG vs. T1

Bilibili Gaming

	Player Rating	Top Comment
Bin Camille	9.9	Best top in the world, LPL's pride, you deserves it!
Xun Xin Zhao	7.6	Your entire purpose this game is to facecheck.
Knight Neeko	9.7	Watching you whole game, you were laughing the whole game.
Elk Senna	9.3	I think I kinda get LCK's love for Senna now, and your Senna last year G5 against Gen.G, maybe Senna is actually good.
ON Ornn	9.8	Everyone is even before Letme.
BigWei	5.7	So dumb, I guess you've made enough money and want to retire, how did you BP like this?

T1

	Player Rating	Top Comment
Zeus K'Sante	2.8	Now you really became Bin's son.
Oner Viego	2.6	Viego: Wait, your are not Zhao "JieJie" Li-Jie, byebye.
Faker Taliyah	3.2	Faker, now its time to wake up from the sweet dream.
Gumayusi Varus	2.8	A kid came to T1, his Varus is flying. (A copy pasta for TheShy, original one is something like: A kid came to WE, his Riven is flying. It was an compliment, but in this case Guma's Varus was literality in the sky.)
Keria Nautilus	2.6	That flash hook clone is a bit cringe.
kk0ma	4.1	Password too hard, let me try other side's.

Unlocking the Beauty of Terza Rima**
Summary:
Terza rima is a poetic form originating from Italy, traditionally associated with Dante Alighieri's "Divine Comedy." It consists of tercets (three-line stanzas) linked by a rhyme scheme (ABA, BCB, CDC, and so on), with the final stanza often a rhymed couplet.
Examples:

1. Classical: "The Divine Comedy" by Dante Alighieri.
   
2. Modern: "Acquainted with the Night" by Robert Frost.
   
3. Modern: "Ode to the West Wind" by Percy Bysshe Shelley.
   

Tips for Creative Writing:

• Embrace Unity: The interconnected rhyme scheme adds coherence to the poem.
  
• Explore Themes: Terza rima lends itself well to exploring complex themes or narratives.
  
• Rhyme Creatively: Experiment with word choices to create a harmonious and rhythmic flow.
  

Questions for Exploration:

1. How does the interlocking rhyme scheme contribute to the poem's overall structure?
   
2. Can you identify any modern poems or songs that use terza rima?
   

Additional Resources:

• Read more of Dante Alighieri's work, particularly "Purgatorio" and "Paradiso."
  
• Explore T.S. Eliot's "The Waste Land" to see a modernist take on terza rima.
  

Creative Writing Prompt:
Step 1: Choose a theme or emotion to explore.
Step 2: Craft the first tercet (ABA).
Step 3: Build on the narrative or emotion in the next tercet (BCB).
Step 4: Continue the pattern, leading to a concluding rhymed couplet.
Example: In the twilight's embrace, whispers linger (A), Reflecting shadows dance, a silent figure (B). Beneath the moon's glow, memories trigger (A).
Remember: Terza rima offers a structured canvas for poetic exploration and narrative development.

Mastering the Repetitive Beauty of the Triolet**
Summary:
A triolet is a short poetic form with eight lines, typically characterized by a specific rhyme scheme and repeated lines. The first, fourth, and seventh lines are the same, as are the second and eighth lines. This creates a rhythmic and melodic pattern within the poem.
Examples:

1. "A Triolet" by Christina Rossetti.
   
2. "Triolet on a Line Apocryphally Attributed to Martin Luther" by A. E. Stallings.
   
3. "Triolet" by Robert Bridges.
   

Tips for Creative Writing:

• Choose a Captivating Refrain: Craft a refrain that can be interpreted in multiple ways.
  
• Explore Emotional Layers: Use repetition to emphasize different emotions with each iteration.
  
• Mind the Syllabic Count: Maintain a consistent syllabic count for each line.
  

Questions for Exploration:

1. How does the repetition of lines contribute to the triolet's impact?
   
2. Can you think of everyday situations or emotions that could be beautifully expressed through a triolet?
   

Additional Resources:

• Explore triolets by French poets from the 17th century for historical context.
  
• Read contemporary poets like Mary Jo Bang for innovative approaches to the triolet form.
  

Creative Writing Prompt:
Step 1: Choose a theme or emotion for your triolet.
Step 2: Craft a captivating refrain that encapsulates the essence of your chosen theme.
Step 3: Develop the narrative or emotion within the remaining lines, incorporating the refrain.
Example: In twilight's embrace, shadows softly fall (A) In twilight's embrace, shadows softly fall (A) A dance of darkness, a poetic sprawl (B) In twilight's embrace, shadows softly fall (A)
Remember: The triolet's concise structure offers a canvas for exploring depth within brevity.

hello sirs.. i am student of samskrutam language and decide to try compose poem to shree krushna ji in rhyming shaardool vikreedit chand which is masajasatatag chand... please giving me feed back very much will appreciated

क्रुष्णाजी तव नाम मे श्रवणयोः शशवत् ध्वनन्नस्तितम
क्रोषामि प्रमुदात् कदाचिद तवा मूर्तिꣳ ददर्षा अहम।
यत् त्वꣳ इंदरपराजितꣳ अथ गिरौः श्री भागवद् मे कथे
तत् क्रुष्णा नववैदिकस्य असतो आदाद्रुशः अंतमें॥

in angl lipi per my guru ji's taittreey pronunciation this is

krushna ji tav naam meh shravnayohu shashwatu dhwananan astitam
kroshaami pramudaathu kadachida tava moorthigum dadarsha aham
yathu twagum indraparaajitagum atha girauhu sheebhaagawad meh katheh
thathu krushna navavaidikasya asato aadadrushaha antameh

and english transaltion is

o krushna ji, you name is always eternly the most roaring around in my ears!!
and i am crying from happiness only whenever i have seeing your moorthihi...
and when u defeating indr at mountain according to shree bhaagawtham,
then o krushaji you have once and forall proving falsehood of neovedics (who are claiming worship indra aur deny achievement of krushnaji)

i hope that this poem is inspire you also.. just like i have been inspiring to worship shree krushna ji by bhakti poem "adharam madhuram,

Week 3: Villanelles and Ekphrastic Poetry - Lecture and Discussion
Objective: - Explore the structured repetition of villanelles and the visual inspiration of ekphrastic poetry. - Understand the fixed form of villanelles and their emotional impact. - Discuss the interplay between visual art and written expression in ekphrastic poetry.
Day 1: Introduction to Villanelles - Lecture: - Definition and characteristics of villanelles. - Explanation of the ABA ABA ABA ABA ABA ABAA rhyme scheme.

• Discussion Questions:
  1. What intrigues you about the structured repetition of villanelles?
  2. Why is the ABA ABA ABA ABA ABA ABAA rhyme scheme significant in villanelles?
  3. Can you think of any famous villanelles or poets known for this style?

Day 2: Analyzing Villanelles - Part 1 - Lecture: - In-depth analysis of classic villanelles. - Exploration of the emotional impact through repetition.

• Discussion Questions:
  1. How does the repetition in the villanelles contribute to their emotional resonance?
  2. What themes or emotions are effectively conveyed through this structured form?
  3. Share your thoughts on the impact of repetition on the reader.

Day 3: Analyzing Villanelles - Part 2 - Lecture: - Discussing modern variations and themes in villanelles. - Exploring the versatility of the form.

• Discussion Questions:
  1. How have modern villanelles evolved in terms of themes and structure?
  2. In what ways does the fixed form of a villanelle challenge or enhance creativity?
  3. Share examples of emotions or themes that might work well in a villanelle.

Day 4: Crafting Villanelles - Part 1 - Lecture: - Step-by-step guide on crafting the first four lines of a villanelle. - Emphasis on creating a strong thematic foundation.

• Discussion Questions:
  1. What challenges do you anticipate in crafting the first four lines of a villanelle?
  2. How can you establish a strong thematic foundation within this repetition?
  3. Share examples of themes or emotions suitable for a villanelle.

Day 5: Crafting Villanelles - Part 2 - Lecture: - Step-by-step guide on crafting the final three lines of a villanelle. - Emphasis on creating resolution and impact.

• Discussion Questions:
  1. Why is the final three-line structure crucial in providing resolution in a villanelle?
  2. How can a villanelle evoke a sense of completeness within the repeated lines?
  3. Share and discuss individual villanelles, highlighting successful elements.

Homework Assignment: - Craft a villanelle focusing on a theme or emotion that lends itself well to repetition.
Study Guide Questions: 1. Reflect on the challenges of crafting the first four lines of your villanelle. How did you establish a strong thematic foundation? 2. How did you approach creating resolution and impact in the final three lines of your villanelle? 3. What insights did you gain from the process of crafting a villanelle?
Quiz: Assessment on the understanding of villanelles, the ABA rhyme scheme, and the emotional impact of repetition.
Day 6: Introduction to Ekphrastic Poetry - Lecture: - Definition and characteristics of ekphrastic poetry. - Explanation of the relationship between visual art and written expression.

• Discussion Questions:
  1. What interests you about the interplay between visual art and poetry in ekphrastic works?
  2. How might visual stimuli enhance or influence the creative writing process?
  3. Can you think of any famous ekphrastic poems or poets known for this style?

Day 7: Analyzing Ekphrastic Poetry - Part 1 - Lecture: - In-depth analysis of classic ekphrastic poems. - Exploration of how poets respond to visual stimuli.

• Discussion Questions:
  1. How does the visual inspiration impact the themes and imagery in ekphrastic poetry?
  2. What unique perspectives or insights can arise from responding to visual art?
  3. Share your thoughts on the relationship between the visual and the written in ekphrastic works.

Day 8: Analyzing Ekphrastic Poetry - Part 2 - Lecture: - Discussing modern variations and themes in ekphrastic poetry. - Exploring the diverse ways poets engage with visual art.

• Discussion Questions:
  1. How have modern poets expanded the themes and approaches in ekphrastic poetry?
  2. In what ways does the incorporation of visual art broaden the possibilities in written expression?
  3. Share examples of visual art that you believe would inspire compelling ekphrastic poems.

Day 9: Crafting Ekphrastic Poetry - Part 1 - Lecture: - Step-by-step guide on responding to visual art in writing. - Emphasis on capturing the essence and emotion of the artwork.

• Discussion Questions:
  1. What challenges do you anticipate in responding to visual art with written expression?
  2. How can you capture the essence and emotion of an artwork in your ekphrastic poem?
  3. Share examples of artworks that you find particularly inspiring.

Day 10: Crafting Ekphrastic Poetry - Part 2 - Lecture: - Discussing the role of personal interpretation and creativity in ekphrastic poetry. - Exploring the potential for multiple ekphrastic responses to a single artwork.

• Discussion Questions:
  1. How does personal interpretation influence the creative process in ekphrastic poetry?
  2. In what ways can multiple poets respond differently to the same piece of visual art?
  3. Share and discuss individual ekphrastic poems, highlighting successful elements.

Homework Assignment: - Craft an ekphrastic poem in response to a chosen piece of visual art.
Study Guide Questions: 1. Reflect on the challenges of responding to visual art with written expression in your ekphrastic poem. How did you capture the essence and emotion? 2. How did personal interpretation shape your creative process in crafting an ekphrastic poem? 3. What insights did you gain from the process of crafting an ekphrastic poem?
Quiz: Assessment on the understanding of ekphrastic poetry, the relationship between visual art and written expression, and the creative possibilities in responding to visual stimuli.

1. Imagery: Prompt: Choose a setting (real or imaginary) and describe it using detailed sensory imagery. Imagine the sights, sounds, smells, and textures to create a vivid scene, just like a painter with words.
   
2. Metaphor: Prompt: Compare a personal experience to an everyday object or phenomenon in an unexpected way. For example, "My heart is a compass that always points to the north of your laughter."
   
3. Simile: Prompt: Write a series of similes to express intense emotions. For instance, "As brave as a lion facing the storm, as fragile as a petal in the wind."
   
4. Rhyme: Prompt: Craft a short poem or lyrics with a consistent rhyme scheme. Experiment with different rhyme patterns (ABAB, AABB, etc.) to enhance the musicality of your writing.
   
5. Meter: Prompt: Compose a poem with a specific meter, such as iambic pentameter. Pay attention to the syllabic beats in each line to create a rhythmic flow.
   
6. Alliteration: Prompt: Create a tongue-twisting line using alliteration. Focus on the repetition of initial consonant sounds to add a playful or musical quality to your writing.
   
7. Assonance: Prompt: Write a passage where the vowel sounds within words echo each other. Experiment with different vowel combinations to create a melodic effect.
   
8. Personification: Prompt: Choose an inanimate object and personify it. Describe its actions, thoughts, and emotions as if it were a living being.
   
9. Symbolism: Prompt: Select an object or element and explore its symbolic meaning. Connect it to broader themes or emotions in your writing.
   
10. Enjambment: Prompt: Write a poem where the thoughts flow continuously from one line to the next without a pause. Explore how this technique can create a sense of movement or urgency.
    
11. Repetition: Prompt: Repeat a word or phrase throughout a poem for emphasis. Consider how repetition can enhance the overall impact and meaning of your writing.
    
12. Free Verse: Prompt: Embrace the freedom of expression by writing a poem without adhering to rhyme or meter. Allow your thoughts to flow organically, exploring the beauty of formless verse.
    
13. Stanza: Prompt: Divide your writing into stanzas to create distinct sections with varying themes or tones. Explore how the organization of lines contributes to the overall structure of your work.
    
14. Theme: Prompt: Choose a universal theme (love, loss, freedom, etc.) and explore it through your lyrics. Delve into the nuances and perspectives associated with the chosen theme.
    
15. Tone: Prompt: Write a poem that conveys contrasting tones. Explore how shifts in tone can evoke different emotions and responses from the reader.
    
16. Connotation: Prompt: Select a word with strong connotations and use it in a poem. Explore the emotional baggage and cultural associations tied to the word within the context of your writing.
    
17. Irony: Prompt: Craft a poem with elements of irony. Create situations or lines that convey a meaning opposite to the literal interpretation, adding layers of complexity to your writing.
    
18. Allusion: Prompt: Reference a well-known song, book, or historical event in your lyrics. Explore how the use of allusion can enrich the depth and meaning of your writing.
    
19. Syntax: Prompt: Experiment with sentence structure to create different effects. Play with word order, sentence length, and punctuation to convey specific emotions or rhythms in your writing.
    
20. Diction: Prompt: Choose a specific mood or atmosphere you want to convey and carefully select words that evoke that feeling. Pay attention to the impact of your word choices on the overall tone of your writing.
    

A Luc Bat is a traditional Vietnamese verse form that consists of alternating lines of six and eight syllables. The structure typically follows a pattern where each six-syllable line (short line) is followed by an eight-syllable line (long line). The final short line of the poem rhymes with the preceding long line, creating a rhyme scheme that continues throughout the poem.
The term "Luc Bat" translates to "six-eight" in English, reflecting the alternating line lengths. This form is often used for narrative poetry and has been employed in various Vietnamese literary works.
😅😅😅😅😅😅😅😅
In the pot, a symphony of flavors brews (6) Simmering broth, a dance that slowly stews (8) Carrots and onions, a colorful blend (6) Aromas rise, a savory trend (8)
Chunks of beef, tender and succulent (6) Herbs and spices, a fragrant testament (8) Potatoes absorb the savory delight (6) Stew's embrace, a comforting night (8)
With ladle in hand, we savor each spoon (6) A hearty concoction, a culinary tune (8) In the warmth of stew, memories accrue (6) A bowl of comfort, a homely view (8)

Island Headcanons:
Ezekiel: Loves to make up stories and put on shows for his parents as a "school project"
Eva: Secretly enjoys the idea of taking gym selfies to show off her progress
Noah: Isn't actually lazy, but is one of the most active people you will ever meet with his favorite sport being dodgeball
Justin: Is cousins with Alejandro and absolutely loved doing his make up when they were younger
Katie: Can Easily make friends with tons of people and makes clothes for her entire town as a small secret business from Sadie
Tyler: Doesn't actually like sports, but moreso tinkering with things to see how they work, like the scoreboards for Basketball games
Izzy: Escaped a mental hospital she lived in all her life and lived with a strange woman who she was convinced was her mom
Cody: Loves coding things he thinks will impress his fellow students, but doesn't have the guts to show them
Beth: Is actually one of the most popular students, well, not for the right reasons anyways
Sadie: Has a secret hair styling business that Katie doesn't know of
Courtney: Has abusive parents who push her into doing things she doesn't want to, but she has an absolute secret love for horseback riding
Harold: Loves making poems for all the girls he falls in love with and see them try guessing which jock wrote them
Trent: Loves making cars, trailers, camper vans and motorcycles in which he wants to be able to survive any and everything that would be a threat
Bridgette: Loves snowboarding during the winter and has even won a couple of competitions
Lindsay: Has learned to make her own makeup and tests it out on a dummy her dad got her for her 13th birthday and plans to open a business
DJ: Opens a restaurant at his home town in which everyone comes to try him and his mom's cooking
Geoff: Has 6 older brothers who his grandparents have the habit of comparing him to, considering they're not as wild as Geoff and his 4 younger brothers
Leshawna: Can actually dance and just acts like she doesn't for show
Duncan: Enjoys seeing angry looks on his parents faces when he gets in jail for absolute no reason
Heather: Has always wanted to be either a queen or a hair stylist and secretly envies Gwen for being brave enough to dye her hair
Gwen: Secretly envies Alejandro and has a huge crush on Heather
Owen: Knows how to say Alejandro and calls him Al just to annoy him
Blaineley: Is secretly a teen and lied about her age so Chris would never know, but Chris does actually know
Sierra: Secretly has a huge crush on Chris but covers it up as a crush on Cody but loses her crush when he gets mad at her for blowing up his plane, but she still has that crush come all stars
Alejandro: Secretly has a huge crush on Courtney even after he didn't find her of use anymore
ROTI Headcanons:
Anne-Maria: Loves doing Zoey's hair and has a huge crush on her instead of Vito
B: Knows ASL is just scared that the other contestants don't know it so he chooses not to talk, only Dawn knows this
Brick: Is secretly gay
Cameron: Is actually more stronger and even works out with Jo sometimes
Dakota: Is best friends with Anne-Maria, who used the money from the diamond to help her be able to control Dakotazoid
Dawn: Has one weakness nobody knows, and that's Jo
Jo: Secretly has a crush on the aura-reading girl.
Mike: Izzy zapped him and now he's forced to live with his personas as his family
Lightning: Didn't lose the season and made his dad extremely proud of him
Sam: Loves creating video games for Dakota to play to calm her down so she doesn't become Dakotazoid
Scott: Loves making things out of wood and tried making Fang a gift so he would leave him alone, it didn't work well
Staci: Only lies because she's afraid to never make friends
Zoey: Loves making clothes for all the female contestants
PI Headcanons:
(Note I don't have much)
Sammy: Is much more popular than Amy at school so Amy tries to make her life hell at home
Shawn: Has schizophrenia and escape a mental hospital when he was 6 years old and the "zombies" he sees in his mind are the doctors
Reboot Headcanons:
(Also not much)
Julia: Secretly is jealous of Nichelle, MK and Wayne and has a huge crush on all of them
Priya: While she's trained all her life, she is not ready for high school yet
DC1:
(Also not much so do bare with me, for the last four seasons there isn't much headcanons)
Ellie & Jake: Are secret siblings who have never met up until Disventure Camp cause their parents divorced when they were 1 years old. Tom and Gabby find this out and start acting hostile towards' the other's lover
DC 2:
Tess & Aiden: Are also secret siblings (cause I love the idea of them never knowing until later in life) and Aiden's "parents" decide to take Tess in so they can have sibling time they never got to have
What do you guys think?

Hi everyone,
Here's the summary/outline for the first half of Day 2 of Safe House! I'm sorry it got so long; it's partially because today was actually a full day as opposed to the first day which was only a half day, and also because a lot more interesting activities and conversations happened today, so I wanted to try to translate and transcribe some of them for you all. I hope this is is helpful!
Video 1 Link: https://www.youtube.com/live/C13r3ScN0L4?feature=shared

• Luke is the first one up and about. At around 9:30, he apologises for the lull and says that "the kids" should hopefully be up and about soon.
• 11:45 Neo reads a letter saying that the losing team from yesterday's game has to prepare breakfast for the whole house within 15 minutes.
• 13:00 Luke reassures the audience that he's not by himself because he feels isolated from the rest of the guys or anything; he just wanted to wake up early to exercise, and now he's doing some light reading while waiting for "the kids" to wake up and get ready
• 15:00 The cooking team enter the kitchen and start planning what to cook. There's no rice ready in the rice cooker, so they'll serve bread/toast as the carbohydrate. They want to make eggs, so they decide to make scrambled eggs because of the time restriction. They also decide to make sausages and bacon
• 22:00 Neo and Mix make toast and make another wordplay joke (verbs related to preparing food that rhyme or sound similar, basically. Kind of translates to "cook (usually as it pertains to grains), warm up, stew, boil, and steam")
• 24:00 Luke tries to explain the difference between scrambled eggs and a similar preparation of soft omelette in Thai cuisine
• 28:00 Pond and Neo go to wake up Earth, Gun, and Khaotung with some musical style. They're basically singing to stop being lazy and go downstairs to eat. It's taking longer than 15 minutes to prepare the food, but it's fine.
• 32:00 Gun and Khaotung slightly sarcastically thank the sponsors for the opportunity to sleep as comfortably as they did and then to be awoken by the sight and sound of Neo
• 38:00 Mix makes fried eggs
• 41:00 They start to sit down to eat. There's no jam or any typical spreads for the toast, so they'll have it plain today. Luke starts eating the salad leaves, not knowing that they haven't been washed yet. Neo tries to get people to compliment the toast because it was his contribution to the meal preparation.
• 50:45 PD greets everyone and asks Neo to collect a box containing the next mission from the front door. At 55:00, Neo reads the cards which says that from today, they will do a short challenge each morning which will determine the "King of the Day," which comes with a photo-op and some small perks when it comes to the rest of the games and activities that day.
  • The challenge today is to produce the loudest chicken noises they can, first in pairs, and then the winning pair will compete between them to determine the King of the Day. They pair up randomly by doing the hand game (sorry; I don't' know how to call the game in English, but basically, you choose whether to show your hand with the palm facing up or down. It's like rock/papescissors, but usually used as a first round when there are more than 2 people to choose between. When playing, the players call out "noi aok," which means that the minority hand position goes out)
  • 1:12:00 King of the Day photo-op

Video 2 Link: https://www.youtube.com/live/NEbQ_IZiQTQ?feature=shared

• Gun takes the viewers on a guided tour of the house. We start at the pool, where Neo, Luke, and Khaotung improvise a song on the spot. They name the song "We Love You."

Video 3 Link: https://www.youtube.com/live/UsQj1v25xv4?feature=shared

• 4:00 They print out and frame the photos they took yesterday (product plug for Canon)

8:30 Earth and Mix make coffee (sponsored by Super Coffee). Includes product endorsement, and a reference to the fact that this brand also sponsored Tale of Thousand Stars. They try to recite the lines from that scene. They also plug that the company are doing a sort of lottery promotion where if you save and mail in the empty sachets, you can be entered for several prizes. They privately plan to make as much coffee for the rest of the house as possible during this week so they can collect have as many sachets as possible. At 14:30, Earth misunderstood that it was a private plan, so he tells everyone else to help collect the sachets, and Mix tries to stop him.

• 16:30 PD announces the next competitive game. King of the day gets a wastebasket full of random items, and PD instructs him to assign each item to one person and to make up a good reason why he's assigning them thusly.
  • Egg carton: for Phuwin because he likes to cook eggs (Luke makes a pronunciation error while saying "egg" (khai) to make it sound like Phuwin makes food that is ill with a cold (khai with a different tone), and they joke about it. Neo builds on the joke and asks "Makes food with whom? (who=krai->khai in colloquial Thai, which is yet another tone from the previous two)
  • GMMTV Yearbook: for Gun because he's the eldest. He wants him to look at the photos and remember everyone
  • Electric mosquito swatter: for Earth because he recently mentioned that he wanted to hit Neo
  • Flip flops: for Neo because his feet look a bit dirty (Luke also learns the Thai term for them)
  • Leaf/branch from a fake plant: for Mix because he wants him to plant it. It's a silly reason, so he adds some fluff to say that he hopes that Mix stays alive and well as long as the fake plant that he plants
  • Shirt: for Pond because Luke wants him to wear it to go exercise with him tomorrow
  • Wok spatula: Luke doesn't know what it is or its purpose at first, so they guys explain that it's used to make food. He decides to assign it to Khaotung because the "Khao" in his name is the same "khao" used in one of the Thai words for "food."
  • Wastebasket for Luke because it's the last thing left, and he can use it for basketball

21:00 Everyone wonders what the items are for. Gun guesses that maybe they're supposed to literally do what Luke told them to do when he assigned the items. He immediately hopes that's not the case because it's unmanageable to memorise everyone's name/face from the yearbook. Mix says that his task is even more impossible because Luke wants him to plant the fake branch and watch it grow. PD tells them to bring their items to the Play Zone.
38:30 PD invites everyone to the kitchen to collect their lunch. Menu is a choice of fried rice or (they think) yellow curry with rice. Neo asks everyone for donations of cucumber because he loves cucumber (he mentioned this at the first meal last night)
53:45 PD announces (and startles the guys) that the winners of the last game will get dessert, and it can now be collected from the front door. It's doughnuts. The guys who lost are a bit sad about the doughnuts, but the winners offer to share with them
1:01:00 Relaxing time.
1:37:00 PD announces that all the guys were previously instructed to bring one item of sentimental value with them to the house, and now is the time to bring those items to the larger bedroom to present them
1:54:00 They suggest playing a typical Thai game; the name roughly translates to "live fish, dead fish." It's a game that involves moving and freezing. (The person who's "it" is blindfolded and has to order all the other players to move (live) and freeze (die). In the frozen periods, the blindfolded person moves around needs to find and and successfully identify each of the other players just by touch. This game can be played on the ground or in the water.)
Video 4 Link: https://www.youtube.com/live/Op_kJG20Jag?feature=shared

• Gun and Luke feel like eating something, so they round everyone up to go eat some som tam (green papaya salad) by the side of the pool.

Week 5: Sonnets and Found Poetry - Lecture and Discussion
Objective: - Explore the traditional elegance of sonnets and the creative use of found poetry. - Understand the structure of sonnets and the impact of rhyme and meter. - Discuss the artistic possibilities of creating poetry from existing texts in found poetry.
Day 1: Introduction to Sonnets - Lecture: - Definition and characteristics of sonnets. - Explanation of the traditional sonnet structures (Shakespearean and Petrarchan).

• Discussion Questions:
  1. What appeals to you about the traditional elegance of sonnets?
  2. How does the structure of sonnets, particularly rhyme and meter, contribute to their impact?
  3. Can you think of any famous sonnets or poets known for this style?

Day 2: Analyzing Sonnets - Part 1 - Lecture: - In-depth analysis of classic sonnets (Shakespearean and Petrarchan). - Exploration of rhyme schemes, meter, and emotional depth.

• Discussion Questions:
  1. How does the structure of Shakespearean and Petrarchan sonnets differ?
  2. How does rhyme and meter contribute to the emotional impact of sonnets?
  3. What themes or emotions are effectively conveyed through sonnets?

Day 3: Analyzing Sonnets - Part 2 - Lecture: - Discussing modern variations and themes in sonnets. - Exploring how contemporary poets adapt and expand on the traditional form.

• Discussion Questions:
  1. How have modern sonnets evolved in terms of themes and structure?
  2. In what ways do contemporary poets use sonnets to address current issues?
  3. Share examples of themes or emotions suitable for a sonnet.

Day 4: Crafting Sonnets - Part 1 - Lecture: - Step-by-step guide on crafting the first eight lines of a sonnet. - Emphasis on establishing the thematic foundation.

• Discussion Questions:
  1. What challenges do you anticipate in crafting the first eight lines of a sonnet?
  2. How can you establish a strong thematic foundation within this structure?
  3. Share examples of themes or emotions you might explore in a sonnet.

Day 5: Crafting Sonnets - Part 2 - Lecture: - Step-by-step guide on crafting the final six lines of a sonnet. - Emphasis on creating resolution and impact.

• Discussion Questions:
  1. Why are the final six lines crucial in providing resolution in a sonnet?
  2. How can a sonnet evoke a sense of completeness within the structure?
  3. Share and discuss individual sonnets, highlighting successful elements.

Homework Assignment: - Craft a sonnet focusing on a theme or emotion that lends itself well to the traditional structure.
Study Guide Questions: 1. Reflect on the challenges of crafting the first eight lines of your sonnet. How did you establish a strong thematic foundation? 2. How did you approach creating resolution and impact in the final six lines of your sonnet? 3. What insights did you gain from the process of crafting a sonnet?
Quiz: Assessment on the understanding of sonnets, their traditional structures, and the emotional impact of rhyme and meter.
Day 6: Introduction to Found Poetry - Lecture: - Definition and characteristics of found poetry. - Exploration of creating poetry from existing texts.

• Discussion Questions:
  1. What interests you about the creative use of existing texts in found poetry?
  2. How might the process of repurposing words and phrases from other sources impact the creation of poetry?
  3. Can you think of any famous found poems or poets known for this style?

Day 7: Analyzing Found Poetry - Part 1 - Lecture: - In-depth analysis of classic found poems. - Exploration of the different approaches to selecting and arranging found material.

• Discussion Questions:
  1. How does the process of repurposing existing texts contribute to the unique qualities of found poetry?
  2. What unique perspectives or insights can arise from using found material in poetry?
  3. Share your thoughts on the relationship between the source material and the resulting found poem.

Day 8: Analyzing Found Poetry - Part 2 - Lecture: - Discussing modern variations and themes in found poetry. - Exploring the diverse ways poets engage with existing texts.

• Discussion Questions:
  1. How have modern poets expanded the themes and approaches in found poetry?
  2. In what ways does the incorporation of existing texts broaden the possibilities in written expression?
  3. Share examples of themes or concepts suitable for found poetry.

Day 9: Crafting Found Poetry - Part 1 - Lecture: - Step-by-step guide on selecting source material and extracting words for found poetry. - Emphasis on creating meaning through selection and arrangement.

• Discussion Questions:
  1. What challenges do you anticipate in selecting source material and extracting words for found poetry?
  2. How can you ensure that the selected words create meaning and convey your intended message?
  3. Share examples of themes or concepts you might explore in found poetry.

Day 10: Crafting Found Poetry - Part 2 - Lecture: - Discussing the role of experimentation and creativity in found poetry. - Exploration of different techniques for arranging found words.

• Discussion Questions:
  1. How does experimentation play a role in the creative process of found poetry?
  2. In what ways can different techniques of arranging found words impact the overall effect of the poem?
  3. Share and discuss individual found poems, highlighting successful elements.

Homework Assignment: - Craft a found poem using existing texts and experimenting with different arrangements.
Study Guide Questions: 1. Reflect on the challenges of selecting source material and extracting words for your found poem. How did you create meaning through selection and arrangement? 2. How did experimentation and creativity contribute to the creative process of your found poem? 3. What insights did you gain from the process of crafting a found poem?
Quiz: Assessment on the understanding of found poetry, the creative use of existing texts, and the impact of different arrangements in found poems.

1. Imagery: Creating vivid mental images through descriptive language.
   
2. Metaphor: Using figurative language to imply a comparison between unrelated things.
   
3. Simile: Drawing comparisons using "like" or "as" to highlight similarities.
   
4. Rhyme: Employing words with similar sounds at the end of lines.
   
5. Meter: Organizing lines with a rhythmic pattern, often in syllabic beats.
   
6. Alliteration: Repetition of initial consonant sounds in neighboring words.
   
7. Assonance: Repeating vowel sounds within nearby words for musicality.
   
8. Personification: Assigning human characteristics to non-human entities.
   
9. Symbolism: Using objects or concepts to represent deeper meanings.
   
10. Enjambment: Continuation of a sentence without a pause beyond the end of a line.
    
11. Repetition: Emphasizing ideas or emotions by repeating words or phrases.
    
12. Free Verse: Unrestricted by traditional poetic structures like rhyme or meter.
    
13. Stanza: Grouping lines together to form a distinct unit within a poem.
    
14. Theme: Central idea or underlying message explored in the poem.
    
15. Tone: The poet's attitude or emotional stance toward the subject.
    
16. Connotation: The emotional or cultural associations attached to words.
    
17. Irony: Presenting ideas in a way that signifies the opposite of the literal meaning.
    
18. Allusion: Referencing another work, person, or event to enrich meaning.
    
19. Syntax: Arrangement of words to create specific effects or convey emotions.
    
20. Diction: Careful choice of words to convey a particular meaning or atmosphere.
    

1. Glosa: A poetic form that begins with a quatrain from another poet, followed by four ten-line stanzas concluding with lines from the initial quatrain.
   
2. Haikai: A traditional Japanese collaborative linked-verse poem, often written by multiple poets.
   
3. Kyrielle: A form of French poetry with rhyming couplets and a repeated line or phrase at the end of each stanza.
   
4. Ottava Rima: An Italian form consisting of eight-line stanzas with a specific rhyme scheme, often used in epic poetry.
   
5. Ronka: A Japanese poetic form with five lines, each with a specific syllable count (5-7-5-7-7).
   
6. Sijo: A traditional Korean poetic form with three lines, each containing fourteen to sixteen syllables, often exploring nature and human emotions.
   
7. Spenserian Stanza: A nine-line stanza with a specific rhyme scheme (ABABBCBCC), commonly used by Edmund Spenser in "The Faerie Queene."
   
8. Strambotto: An Italian form of poetry with varying line lengths and rhyme schemes.
   
9. Tanaga: A traditional Filipino poetic form with four lines and seven syllables per line, often focused on themes of nature and love.
   
10. Virelai: A medieval French poetic form with alternating rhymes and a repeated refrain.
    

im 21 and she’s 20, we met in college and never were that close until a few months back when she messaged me out of the blue telling me that she really admires me and can’t stop thinking about me. I had sensed some tension between us before never really paid heed. Since then we’ve been talking to each other almost everyday on social media- sending each other reels and memes etc. a lot of the stuff she sends me does end up being kinda romantic like poems and stuff.
We recently had a basketball match and our college team won (our mutual friends are in the team) after the match everybody was heading home but we were just hanging out near the almost empty court- smiling, looking at each other and hugging (I don’t usually hug people & here I was on my tippy toes with my arms wrapped around her:)) when a couple of our friends from the team walked by and asked us what’s happening and whether we were secretly dating. I laughed it off as maybe and she replied to them that even if we were they should support us to which they said “of course we do.” She gave me a small handwritten letter telling me thank you for existing. That’s the only time we did anything beyond texting.
The texting has been continuing since then and we keep trying to get to know each other more and ask each other about her days (very wholesome- the only person who asks me about my day atp) but still I’m just very unsure of whether this is all romantic (my friend thinks so, even my mom implied it) But she’s never told me if she’s queer and I’ve only heard her talk about male crushes (not assuming her sexuality)
how do I ask her this without creeping her out.

im 21 and she’s 20, we met in college and never were that close until a few months back when she messaged me out of the blue telling me that she really admires me and can’t stop thinking about me. I had sensed some tension between us before never really paid heed. Since then we’ve been talking to each other almost everyday on social media- sending each other reels and memes etc. a lot of the stuff she sends me does end up being kinda romantic like poems and stuff.
We recently had a basketball match and our college team won (our mutual friends are in the team) after the match everybody was heading home but we were just hanging out near the almost empty court- smiling, looking at each other and hugging (I don’t usually hug people & here I was on my tippy toes with my arms wrapped around her:)) when a couple of our friends from the team walked by and asked us what’s happening and whether we were secretly dating. I laughed it off as maybe and she replied to them that even if we were they should support us to which they said “of course we do.” She gave me a small handwritten letter telling me thank you for existing. That’s the only time we did anything beyond texting.
The texting has been continuing since then and we keep trying to get to know each other more and ask each other about her days (very wholesome- the only person who asks me about my day atp) but still I’m just very unsure of whether this is all romantic (my friend thinks so, even my mom implied it) But she’s never told me if she’s queer and I’ve only heard her talk about male crushes (not assuming her sexuality)
how do I ask her this without creeping her out.

im 21 and she’s 20, we met in college and never were that close until a few months back when she messaged me out of the blue telling me that she really admires me and can’t stop thinking about me. I had sensed some tension between us before never really paid heed. Since then we’ve been talking to each other almost everyday on social media- sending each other reels and memes etc. a lot of the stuff she sends me does end up being kinda romantic like poems and stuff.
We recently had a basketball match and our college team won (our mutual friends are in the team) after the match everybody was heading home but we were just hanging out near the almost empty court- smiling, looking at each other and hugging (I don’t usually hug people & here I was on my tippy toes with my arms wrapped around her:)) when a couple of our friends from the team walked by and asked us what’s happening and whether we were secretly dating. I laughed it off as maybe and she replied to them that even if we were they should support us to which they said “of course we do.” She gave me a small handwritten letter telling me thank you for existing. That’s the only time we did anything beyond texting.
The texting has been continuing since then and we keep trying to get to know each other more and ask each other about her days (very wholesome- the only person who asks me about my day atp) but still I’m just very unsure of whether this is all romantic (my friend thinks so, even my mom implied it) But she’s never told me if she’s queer and I’ve only heard her talk about male crushes (not assuming her sexuality)
how do I ask her this without creeping her out.

im 21 and she’s 20, we met in college and never were that close until a few months back when she messaged me out of the blue telling me that she really admires me and can’t stop thinking about me. I had sensed some tension between us before never really paid heed. Since then we’ve been talking to each other almost everyday on social media- sending each other reels and memes etc. a lot of the stuff she sends me does end up being kinda romantic like poems and stuff.
We recently had a basketball match and our college team won (our mutual friends are in the team) after the match everybody was heading home but we were just hanging out near the almost empty court- smiling, looking at each other and hugging (I don’t usually hug people & here I was on my tippy toes with my arms wrapped around her:)) when a couple of our friends from the team walked by and asked us what’s happening and whether we were secretly dating. I laughed it off as maybe and she replied to them that even if we were they should support us to which they said “of course we do.” She gave me a small handwritten letter telling me thank you for existing. That’s the only time we did anything beyond texting.
The texting has been continuing since then and we keep trying to get to know each other more and ask each other about her days (very wholesome- the only person who asks me about my day atp) but still I’m just very unsure of whether this is all romantic (my friend thinks so, even my mom implied it) But she’s never told me if she’s queer and I’ve only heard her talk about male crushes (not assuming her sexuality)
how do I ask her this without creeping her out.

A clerihew is a whimsical, four-line biographical poem that follows a specific rhyming scheme (AABB). It was invented by English novelist and humorist Edmund Clerihew Bentley. Clerihews often feature humorous or satirical content, and they playfully capture peculiarities or anecdotes about a person.
Key features of a clerihew include:

1. Structure: Four lines with a rhyming scheme AABB.
2. Subject: Typically focuses on a person, often a public figure, in a humorous or light-hearted manner.
3. Irregular Meter: Clerihews often have irregular meter, with lines of varying lengths. 🤫🤫🤫🤫🤫🤫🤫🤫🤫🤫🤫🤫🤫 Here's a simple example:

Albert Einstein Had a mind so divine He unlocked gravity's mystery Over tea and afternoon history. 🥴🥴🥴🥴🥴🥴🥴🥴🥴🥴🥴🥴🥴🥴 Joe, the grease monkey, hands grease-smeared and bold (A) Underneath hoods, his stories unfold (A) With a wrench in hand, he conquers each glitch (B) Engines hum thanks to his mechanical pitch (B)