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Formal Review of The Goose Girl

Informal Review

This is a great, wholesome, and cute book. It is easy to get lost in the page and the story. It is a little long and drags a little, but the story itself makes you not care. The story is simple and easy to follow. The plot is an innovative and faithful adaptation of the Goose Girl fairy tale.

Ani is an intriguing protagonist. The fact that people are infatuated and drawn to her makes since with her traits and personality. She is someone that could be labelled as a “Strong, Independent Women”, however, she understands that she needs support to reach her goals. I love that there are so many positive relationships in this story.

The protagonists and supporting cast are likeable characters, and you want to root for them. The antagonists are written in a way that makes you want the protagonists to overcome them.

The world has two vary different cultures between the two kingdoms, it makes the world feel real. Ani is form Kildenree, and she is a foreigner in Bayern. I love that we get to learn about the culture of Bayern through the eyes of a foreigner.

AKT (Port Coquitlam, BC, Canada)’s review of The Goose Girl | Goodreads

 

Formal Review

The Goose Girl, written by Shannone Hale, was published in 2003, and it’s based on the fairy tale of the same name. The story fallows Anidori, Princess of Kildenree, as her life is taken from her, betrayed by a close friend, and forced to live in a foreign land. Ani must find allies among the working class to rescue those around her from a thickening plot. The world is rich with interesting characters and culture and the plot keeps you engaged. The writing is a little awkward, but it makes sense in context.

The Goose Girl explores many interesting themes in a unique way. One theme is of identity. Ani, the protagonist, has everything to her name, including her name, taken from her. She is forced to build a new identity from the ground up, literally. Another theme is community, it is very important for the people of this world. Those who don’t live within the cities are excluded from major community events. Both themes are connected within the story and are played out very well.

See the source image

The plot of the story is a faithful adaption of the fairy tale of the same name. This adaption fallows the same major plot points (Ie: the insurgence, Falada the horse being set as an example, and the final confutation); however, this version adds a lot more stakes, drama, and excitement. If you have read the story, you can guess the plot and the twists. However, it is enjoyable without the prior knowledge. Ani’s growth is understandable based upon the events that took place in her life. Selia’s actions make sense for her personality and abilities. The way people react make sense for their culture.

The writing in this story is a little weird. The style drags on a little, it feels like major story points are far part. However, the story is so engaging that you want to keep reading. The writing works in the story’s favor. The events in the story do take place months apart and it shows the passage of time. If you don’t like it when the writing style helps with the immersion, don’t read this story.

In conclusion, The Goose Girl was Shannone Hale’s first published work, and it shows. While the story is engaging and the characters are beautiful, the writing helps and hinders the work. The writing is not very refined but that makes sense for the context.

Math 10 – week 15 – graphing

This week in math 10, we learned how to tell what a graph will look like by looking at a linear equation. The equation is: y=mx+b

m = slope

b = y intercept

lets take a look at this picture and find the equation.

Remember the equation for slope is y/x or rise/run. So, after finding to nice points, the slope is 7/1, witch can be simplified to just 7. The y-intercept for this line -8, so the equation for this line is: Y=7x – 8.

Know, lets to the opposite, take an equation and make a graph from it: Y=1/3x + 4.

My recommendation would be to start form the y-intercept and then add the slope

Y=1/4x + 2

math 10 – week 14 – slope

This week in math 10 we learned different ways to calculate slope. Slope is presented in the form of rise over run () or y over x ( ).

The first way is counting. We will be solving the slope of this picture

The first step is to find the some reasonable integer coordinates that the line passes over.

 

The next step is to count the rise and the run

The rise of the slope is 4 and the run of the slope is 2. The fraction would be 4/2.

 

The second way is to use math. I will show a step by step lesson in how to solve the slope of: (2,10) and (6,17)

Before the math, this is the equation to use to solve for slope:

Slope=y1-y2/x1-x1

The first thing to do is a basic recommendation. Highlight the y factors in each equation. We are used to dealing with x first.

(2,10) (6,17)

Second plug the coordinate into the equation.

10-17/2-6

Lastly solve

7-/4

Sometimes the fraction can be simplified but that is not the case here.

Math 10 – week 12 – function notation

This week in math we learned how to write function notation. There are 3 different types, equation, mapping, and function notation.

1: equation

5x+4

You can input any number in this equation and there will be no overlapping outputs. This is the t-chart for the equation that can then be charted on a plane

x y
-3 -11
-2 -6
-1 -1
0 4
1 9
2 14
3 19

 

2: mapping

This is the same equation but in map notation: f:(x)→5x+4

The f at the start is the name of the function (eg: g,h,k). the arrow means happed onto. So if I where to use function f to solve if x=3, it would look like this:

f:(3)→5(3)+4

f:(3)→15+4

f:(3)→19

3: function

This is what the same equation would look like in function notation: f(x)=5x+4

The function still has a name(f) and the equal sign(=) is mapped onto.

This is what it looks like to solve if x=3:

f(3)=5(3)+4

f(3)=15+4

f(3)=19

Week 7 – Math 10 – Factoring Polynomials

This week in math 10 we learned how to Factoring Polynomials. There are several ways to factor polynomials.

Common factors: To make an equation easier to understand, you can find a common factor in the numbers. The example I will be using is: 2x^2 + 12x + 10

all number in this equation have a common factor of 2, so we have to divide all the hole equation. and this is the result: 2(x^4 + 6x + 5)

Trinomials: x^2 -11 + 28

In order to factor the example above, we need to find 2 numbers that add or subtract to -11 and multiply to 28. To Start,  I will create a list of factors for 28: 1,2,4,7,14,28

7+4=11 so -7-4=-11 and that means our simplified equation is:

(x-7)(x-4)

Binomials: x^2 – 25

(x-5)(x+5)

Week 6 – Math 10 – Multiplying polynomials

This week we learned how to multiply polynomials in several different ways. In order to multiply polynomials, you need to understand the distributive property and the multiplication exponent law, but I will explain them when they come up. I this I will explain how to multiply a trinomial (3 terms) by a binomial (2 terms) in 2 ways. The example I will be solving is (5x2-3x+6)(4x+5)

 

Way 1: algebraically

First I can start with expanding. Each term in the first bracket will multiply into terms in the second, because of the distributive property. This is what the equation would look expanded:

5x2(4x)+5x2(5)-3x(4x)-3x(5)+5(4x)+5(5)

 

Know I can do the individual multiplication:

20x3+25x2-12x2-15x+20x+20

 

The reason 5x2(4x)=20x3 is according to the multiplication exponent law. There in an invisible exponent of 1 on the 4x.

Before I combine like terms I like to organize my equation to make things easier for myself. I organize the equation by like terms then I combine. This equation is already organized so I can skip that step.

Like terms combined: 20x3+13x2+5x+20

 

Way 2: visually

(5x2-3x+6)(4x+5)

You start with making a box with lines separating it to the number of terms

     
     
     
     

 

Then you fill in the polynomials to their respective sides. put each term on a line like this

  4x 5
5x2    
-3x    
6    

 

Then I would do the multiplication in the individual squares

  4x 5
5x2 20x3 25x2
-3x -13x2 -15x
6 24x 30

 

Know I can right out the hole equation and combine like terms.

Written out: 20×3+25×2-12×2-15x+20x+20

Like terms combined: 20×3+13×2+5x+20