10 ELEMENTS OF LITERATURE (FROM A TO Z)
1 PLOT (series of events which make-up a story)
A 5-POINT PLOT SEQUENCE:
Exposition: initial part of a story where readers are exposed to setting and characters.
Situation: event in the story which kicks the action forward and begs for an outcome.
Complication: difficulties faced by characters as they experience internal and external conflicts.
Climax: watershed moment when it becomes apparent that major conflicts will be resolved.
Resolution: (Denouement): tying up of the loose ends of the story.
B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT.
Foreshadowing: hints and clues of plot.
Flashback: portion of a plot when a character relives a past experience.
Frame story: plot which begins in the present, quickly goes to the past for story, then returns.
Episodic plot: a large plot sequence that is made up of a series of minor plot sequences.
Plausibility: likelihood that certain events within a plot can occur.
Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest.
2 POINT OF VIEW (eyes through which a story is told)
C First Person major (participant major): narrator is the major character in the story.
First Person minor (participant minor): narrator is a minor character in the story.
Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of
seeing into the heart, mind and motivations of all characters.
Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at
most, into the heart, mind, and motivations of one character. Narrator is
objective if not omniscient.
3 SETTING (time and place of a story, both physical and psychological)
D Physical (external) Setting: the time and place of a story, general and specific.
Psychological (internal) Setting: mood, tone, and temper of story.
E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make
good decisions, you will be rewarded. There is a God that is in control
Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is
right.
Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of
changing his circumstances.
Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to
bad people, and sometimes bad things happen to good people. That is just the way it is.
F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes.
Transcendentalism: Offshoot of romanticism, nature is a window to divine.
Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It
lacks meaning.
4 CONFLICT (nature of the problems faced)
G Four Universal Conflicts: Person versus self
Pe.
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Important note 5 to 6 slides in power point form very Imp.docxterirasco
Important note: 5 to 6 slides in power point form
very Important notes
explain or write every slides in your own way more than 4 to 5 sentences.
please write a small notes around 10 sentences for overall explaining the presentation,
Requirements:
Approximately 5-6 slides
Every slide should have some sort of graphic
Evaluation Criteria
Delivery
Organization
Language
Visual Element
Central Message
Things to Avoid:
Large blocks of text
The topics of the short story is The Yellow wallpaper
An analysis of the short story from one of the areas of critical theory we examined in class: Feminism, Psychoanalytic, Marxism, New Historicism, Archetypal, etc.
According to my story its more related to feminism.
Feminist criticism
is concerned with "...the ways in which literature (and other cultural productions) reinforce or undermine the economic, political, social, and psychological oppression of women" (Tyson). This school of theory looks at how aspects of our culture are inherently patriarchal (male dominated) and "...this critique strives to expose the explicit and implicit misogyny in male writing about women" (Richter 1346). This misogyny, Tyson reminds us, can extend into diverse areas of our culture: "Perhaps the most chilling example...is found in the world of modern medicine, where drugs prescribed for both sexes often have been tested on male subjects only" (83).
Feminist criticism is also concerned with less obvious forms of marginalization such as the exclusion of women writers from the traditional literary canon: "...unless the critical or historical point of view is feminist, there is a tendency to under-represent the contribution of women writers" (Tyson 82-83).
Common Space in Feminist Theories
Though a number of different approaches exist in feminist criticism, there exist some areas of commonality. This list is excerpted from Tyson:
1. Women are oppressed by patriarchy economically, politically, socially, and psychologically; patriarchal ideology is the primary means by which they are kept so
2. In every domain where patriarchy reigns, woman is other: she is marginalized, defined only by her difference from male norms and values
3. All of western (Anglo-European) civilization is deeply rooted in patriarchal ideology, for example, in the biblical portrayal of Eve as the origin of sin and death in the world
4. While biology determines our sex (male or female), culture determines our gender (masculine or feminine)
5. All feminist activity, including feminist theory and literary criticism, has as its ultimate goal to change the world by prompting gender equality
6. Gender issues play a part in every aspect of human production and experience, including the production and experience of literature, whether we are consciously aware of these issues or not (91).
Typical questions:
How is the relationship between men and women portrayed?
What are the power relationships between men and ...
What is literature ?
Literature is a term use to describe written or spoken material. The term is most commonly used to refer to words of the creative imagination including works of poetry, drama, fiction and non-fiction. Literature is the art of written works. It is the body of written works of a language period or culture. Literature is published in written works in a particular style or particular subject. Literature is the mirror of life. Our life and all the subject are related to our life is the subject matter or element of literature. So we can get the touch of our life trough literature.Etymologically, literature has to do with letters,the written as opposed to the spoken word, though not everything that is written down is literature.
What is the function of literature ?
As based conception, Aristoteles in “poetic’ that the function of literature is called “catharsis the primary functions of literature are to delight the reader, and heighten his awareness of life. The subsidiary functions are ‘propaganda’, ‘release’ and ‘escape’; but they are subordinated to the primary creative functions of literature.Propaganda literature’ must be distinguished from mere propaganda in which there is nothing creative. The writer of mere propaganda is simply concerned to popularize facts, ideas, and emotions with which he is familiar. But propaganda that is literature is a creative influence irradiating and transforming the writer’s experience.‘Release literature’ is that in which the dominant motive of the writer is simply the assuagement of starved needs, the release of pent-up forces in the personality. Romances, detective stories, thrillers, poems etc.
Literature also provides ‘escape’ from the grim realities of life, and many people read to escape boredom. The higher type of literature helps the reader to escape from trivial reality into significant reality.
Element of Narrative
Conceptual elements ( surface facts )
Actions – events and the sequence ( plot )
Character ‘ agent of motivation
setting – point of reference
Mode of narration ( expressive devices )
Point of view - focus of the narrator knowledge and values
Style - focus of the author’s atittudes and values
The Most Influential Person in My Life Free Essay Example. Important Person For Me Essay. 11 Reasons Why Essay Writing Is Important In One’s Professional Life. Important people in your life essay. Expository essay: A famous person you admire short essay. 004 Essay Example Why Is College Important On Importance Of Education .... How to Write an Essay About a Famous Person in History: 14 Steps. An Unforgettable Influential Person In Your Life Free Essay Example.
English Assignments (4 assignments) Description of eac.docxkhanpaulita
English Assignments (4 assignments)
Description of each assignments and due dates
Due April 6th
Textbook Reading: The Book of Lost Things: Chapter Thirty-One to Thirty-Three
Discussion 7 - "Of All That Was Lost and All That Was Found"
No unread replies.No replies.
Choose one of the following questions to respond to:
1. Does David meet your definition of a hero from the Discussion Board back in Module 2? Why/Why Not? Which character causes the greatest change in David?
2. The Crooked Man offers David pointed advice, “truth about the world to which he so desperately wants to return.” He says that the world is a horrible place and that the life David left behind “is no life at all” (Connolly 318). Is David’s fantasy world truly a better place than the real world? Does David have a life in either world? Why or why not?
3. How did you react to the ending? Did you find it sad/uplifting/hopeful? If you could rewrite the ending, would you? What would your ending be?
Remember the Initial Responses, due by Saturday, should:
Be between 500 and 700 words in length
Meet Minimum Standards
Contain at least 1 quote, correctly formatted with an in-text citation and work cited entry (for help, remember there are handouts in Module 1 that cover quoting, citing, and Work Cited entries).
Remember that a minimum of 2 Peer Responses, due by the Tuesday following Initial Responses, are required and should be between 50 and 100 words. These should be substantial posts - not just "I like your response."
Due April 14Research Modules 1These are broken into 3 mini-modules to be completed across four weeks:
Part 1 - The first part will focus in on the basics of research: what it is, finding a topic, and bringing the focus into something that can be covered in the word count and time allowed. The first Research Assignment is a Prospectus or proposal of a research topic based on the questions provided. From there, we will move into an overview of sources working to Research Module 2. There is one last Check Your Understanding quiz to complete before moving forward; this quiz will be on the selection and use of sources in particular.
Part 2- The second part of the research module, which will be two weeks in duration, focuses first on the selection and development of sources, leading to the Annotated Bibliography. All the information you will need on how to craft an Annotated Bibliography will be covered.
Part 3 - The final Research Module will focus on the basics of forming an argument, claims, reasons, and evidence, response, and warrants. The final Research Module focuses on taking all the information from planning to organizing, to incorporating sources to focusing on introductions and conclusions and then revising. The third part of the Research modulefinishes with the Research Paper being turned in.
Lecture Source for this Module:
Most of our lectures in this Module are based on the writings of Wayne Booth, Gregory Colomb, Joseph Williams, and .
100 Original WorkZero PlagiarismGraduate Level Writing Required.docxchristiandean12115
100% Original Work
Zero Plagiarism
Graduate Level Writing Required.
DUE: Saturday, March 6, 2021 by 5pm Eastern Standard
Select one of the following topics:
Immigration
Drug legislation
Three-strikes sentencing
Write a 1,250- to 1,400-word paper describing how EACH BRANCH of the government participates in your selected policy.
Format your presentation consistent with APA guidelines.
PLEASE NOTE: There needs to be at least three different peer reviewed literature references
Wikipedia, dictionaries, and encyclopedias are not peer reviewed literature references.
.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docxchristiandean12115
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
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Important note 5 to 6 slides in power point form very Imp.docxterirasco
Important note: 5 to 6 slides in power point form
very Important notes
explain or write every slides in your own way more than 4 to 5 sentences.
please write a small notes around 10 sentences for overall explaining the presentation,
Requirements:
Approximately 5-6 slides
Every slide should have some sort of graphic
Evaluation Criteria
Delivery
Organization
Language
Visual Element
Central Message
Things to Avoid:
Large blocks of text
The topics of the short story is The Yellow wallpaper
An analysis of the short story from one of the areas of critical theory we examined in class: Feminism, Psychoanalytic, Marxism, New Historicism, Archetypal, etc.
According to my story its more related to feminism.
Feminist criticism
is concerned with "...the ways in which literature (and other cultural productions) reinforce or undermine the economic, political, social, and psychological oppression of women" (Tyson). This school of theory looks at how aspects of our culture are inherently patriarchal (male dominated) and "...this critique strives to expose the explicit and implicit misogyny in male writing about women" (Richter 1346). This misogyny, Tyson reminds us, can extend into diverse areas of our culture: "Perhaps the most chilling example...is found in the world of modern medicine, where drugs prescribed for both sexes often have been tested on male subjects only" (83).
Feminist criticism is also concerned with less obvious forms of marginalization such as the exclusion of women writers from the traditional literary canon: "...unless the critical or historical point of view is feminist, there is a tendency to under-represent the contribution of women writers" (Tyson 82-83).
Common Space in Feminist Theories
Though a number of different approaches exist in feminist criticism, there exist some areas of commonality. This list is excerpted from Tyson:
1. Women are oppressed by patriarchy economically, politically, socially, and psychologically; patriarchal ideology is the primary means by which they are kept so
2. In every domain where patriarchy reigns, woman is other: she is marginalized, defined only by her difference from male norms and values
3. All of western (Anglo-European) civilization is deeply rooted in patriarchal ideology, for example, in the biblical portrayal of Eve as the origin of sin and death in the world
4. While biology determines our sex (male or female), culture determines our gender (masculine or feminine)
5. All feminist activity, including feminist theory and literary criticism, has as its ultimate goal to change the world by prompting gender equality
6. Gender issues play a part in every aspect of human production and experience, including the production and experience of literature, whether we are consciously aware of these issues or not (91).
Typical questions:
How is the relationship between men and women portrayed?
What are the power relationships between men and ...
What is literature ?
Literature is a term use to describe written or spoken material. The term is most commonly used to refer to words of the creative imagination including works of poetry, drama, fiction and non-fiction. Literature is the art of written works. It is the body of written works of a language period or culture. Literature is published in written works in a particular style or particular subject. Literature is the mirror of life. Our life and all the subject are related to our life is the subject matter or element of literature. So we can get the touch of our life trough literature.Etymologically, literature has to do with letters,the written as opposed to the spoken word, though not everything that is written down is literature.
What is the function of literature ?
As based conception, Aristoteles in “poetic’ that the function of literature is called “catharsis the primary functions of literature are to delight the reader, and heighten his awareness of life. The subsidiary functions are ‘propaganda’, ‘release’ and ‘escape’; but they are subordinated to the primary creative functions of literature.Propaganda literature’ must be distinguished from mere propaganda in which there is nothing creative. The writer of mere propaganda is simply concerned to popularize facts, ideas, and emotions with which he is familiar. But propaganda that is literature is a creative influence irradiating and transforming the writer’s experience.‘Release literature’ is that in which the dominant motive of the writer is simply the assuagement of starved needs, the release of pent-up forces in the personality. Romances, detective stories, thrillers, poems etc.
Literature also provides ‘escape’ from the grim realities of life, and many people read to escape boredom. The higher type of literature helps the reader to escape from trivial reality into significant reality.
Element of Narrative
Conceptual elements ( surface facts )
Actions – events and the sequence ( plot )
Character ‘ agent of motivation
setting – point of reference
Mode of narration ( expressive devices )
Point of view - focus of the narrator knowledge and values
Style - focus of the author’s atittudes and values
The Most Influential Person in My Life Free Essay Example. Important Person For Me Essay. 11 Reasons Why Essay Writing Is Important In One’s Professional Life. Important people in your life essay. Expository essay: A famous person you admire short essay. 004 Essay Example Why Is College Important On Importance Of Education .... How to Write an Essay About a Famous Person in History: 14 Steps. An Unforgettable Influential Person In Your Life Free Essay Example.
English Assignments (4 assignments) Description of eac.docxkhanpaulita
English Assignments (4 assignments)
Description of each assignments and due dates
Due April 6th
Textbook Reading: The Book of Lost Things: Chapter Thirty-One to Thirty-Three
Discussion 7 - "Of All That Was Lost and All That Was Found"
No unread replies.No replies.
Choose one of the following questions to respond to:
1. Does David meet your definition of a hero from the Discussion Board back in Module 2? Why/Why Not? Which character causes the greatest change in David?
2. The Crooked Man offers David pointed advice, “truth about the world to which he so desperately wants to return.” He says that the world is a horrible place and that the life David left behind “is no life at all” (Connolly 318). Is David’s fantasy world truly a better place than the real world? Does David have a life in either world? Why or why not?
3. How did you react to the ending? Did you find it sad/uplifting/hopeful? If you could rewrite the ending, would you? What would your ending be?
Remember the Initial Responses, due by Saturday, should:
Be between 500 and 700 words in length
Meet Minimum Standards
Contain at least 1 quote, correctly formatted with an in-text citation and work cited entry (for help, remember there are handouts in Module 1 that cover quoting, citing, and Work Cited entries).
Remember that a minimum of 2 Peer Responses, due by the Tuesday following Initial Responses, are required and should be between 50 and 100 words. These should be substantial posts - not just "I like your response."
Due April 14Research Modules 1These are broken into 3 mini-modules to be completed across four weeks:
Part 1 - The first part will focus in on the basics of research: what it is, finding a topic, and bringing the focus into something that can be covered in the word count and time allowed. The first Research Assignment is a Prospectus or proposal of a research topic based on the questions provided. From there, we will move into an overview of sources working to Research Module 2. There is one last Check Your Understanding quiz to complete before moving forward; this quiz will be on the selection and use of sources in particular.
Part 2- The second part of the research module, which will be two weeks in duration, focuses first on the selection and development of sources, leading to the Annotated Bibliography. All the information you will need on how to craft an Annotated Bibliography will be covered.
Part 3 - The final Research Module will focus on the basics of forming an argument, claims, reasons, and evidence, response, and warrants. The final Research Module focuses on taking all the information from planning to organizing, to incorporating sources to focusing on introductions and conclusions and then revising. The third part of the Research modulefinishes with the Research Paper being turned in.
Lecture Source for this Module:
Most of our lectures in this Module are based on the writings of Wayne Booth, Gregory Colomb, Joseph Williams, and .
100 Original WorkZero PlagiarismGraduate Level Writing Required.docxchristiandean12115
100% Original Work
Zero Plagiarism
Graduate Level Writing Required.
DUE: Saturday, March 6, 2021 by 5pm Eastern Standard
Select one of the following topics:
Immigration
Drug legislation
Three-strikes sentencing
Write a 1,250- to 1,400-word paper describing how EACH BRANCH of the government participates in your selected policy.
Format your presentation consistent with APA guidelines.
PLEASE NOTE: There needs to be at least three different peer reviewed literature references
Wikipedia, dictionaries, and encyclopedias are not peer reviewed literature references.
.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docxchristiandean12115
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docxchristiandean12115
10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
apy have been addressed in the literature, but the focus has typically
been on secrets disclosed in individual sessions. The literature
largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
pists are trained to handle the consequences of such a disclo-
sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
ity of the family therapist to maintain the safety of the mem-
bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
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10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
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ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
10.1 What are three broad mechanisms that malware can use to propa.docxchristiandean12115
10.1 What are three broad mechanisms that malware can use to propagate?
10.2 What are four broad categories of payloads that malware may carry?
10.3 What are typical phases of operation of a virus or worm?
10.4 What mechanisms can a virus use to conceal itself?
10.5 What is the difference between machine-executable and macro viruses?
10.6 What means can a worm use to access remote systems to propagate?
10.7 What is a “drive-by-download” and how does it differ from a worm?
10.8 What is a “logic bomb”?
10.9 Differentiate among the following: a backdoor, a bot, a keylogger, spyware, and a rootkit? Can they all be present in the same malware?
10.10 List some of the different levels in a system that a rootkit may use.
10.11 Describe some malware countermeasure elements.
10.12 List three places malware mitigation mechanisms may be located.
10.13 Briefly describe the four generations of antivirus software.
10.14 How does behavior-blocking software work?
10.15 What is a distributed denial-of-service system?
.
10.0 ptsPresentation of information was exceptional and included.docxchristiandean12115
10.0 pts
Presentation of information was exceptional and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
9.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
8.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited scholarly support from nursing literature was provided.
4.0 pts
Presentation of information in one or two of the following elements fails to meet expectations: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
0.0 pts
Presentation of information is unsatisfactory in three or more of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
10.0 pts
This criterion is linked to a Learning Outcome Definition/Explanation of Selected Concept
25.0 pts
Presentation of information was exceptional and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
22.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
20.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for thi.
10-K
1
f12312012-10k.htm
10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R
Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o
Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware
38-0549190
(State of incorporation)
(I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan
48126
(Address of principal executive offices)
(Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class
Name of each exchange on which registered*
Common Stock, par value $.01 per share
New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act. Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Smaller reporting company o
Indicate by check mark whether the registra.
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docxchristiandean12115
10-K 1 f12312012-10k.htm 10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware 38-0549190
(State of incorporation) (I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan 48126
(Address of principal executive offices) (Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class Name of each exchange on which registered*
Common Stock, par value $.01 per share New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act.
Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.
Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any,
every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
Page 1 of 216F 12.31.2012- 10K
3/7/2019https://www.sec.gov/Archives/edgar/data/37996/000003799613000014/f12312012-10k.htm
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter)
is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information
statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in
Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer .
10 What does a golfer, tennis player or cricketer (or any othe.docxchristiandean12115
10 What does a golfer, tennis player or cricketer (or any other professional sportsperson) focus on to achieve high performance? They nearly always give the same answer: “Repeat my process (that is the process they have practised a million times) – replicate it under real pressure and trust in my ability” That’s why Matthew Lloyd throws the grass up under the roof at Etihad Stadium. It is why Ricky Ponting taps the bat, looks down,
looks up and mouths “watch the ball”. It’s
unnecessary for Matthew Lloyd to toss the
grass. There’s no wind under the roof – it’s
simply a routine that enables him to replicate
his process under pressure.
Ricky Pointing knows you have to watch the
ball. Ponting wants the auto pilot light in his
brain to fl ick on as he mutters “watch the ball”.
High performance in sport is achieved through focusing on your
processes, not the scores.
It is absolutely no different in local government. Our business
is governance and we need to be focusing very hard on our
governance processes. We need to learn these processes, modify
them when necessary, understand them deeply, repeat them
under pressure and trust in our capabilities to deliver. If we do
that, the scores will look after themselves.
I want to share with you my ten most important elements in
the governance process. Let me fi rst say that good governance is
the set of processes, protocols, rules, relationships and behaviours
which lead to consistently good decisions. In the end good
governance is good decisions. You could make lots of good
decisions without good governance. But you will eventually
run out of luck – eventually, bad governance process will lead
to bad decisions. Consistently good decisions come from good
governance processes and practices.
Good governance is not only a prerequisite for consistently
good decisions, it is almost the sole determinant of your
reputation. The way you govern, the ‘vibe’ in the community
and in the local paper about the way you govern is almost the
sole determinant of your reputation. Believe me, if reputation
matters to you, then drive improvements through good
governance.
So here are the ten core elements:
1. THE COUNCIL PLAN
An articulate council plan is a fundamental fi rst step to achieving
your goals. It is your set of promises to your community for a
four-year term.
Unfortunately, there are too many wrong plans:
• Claytons Plans – say too little and are too bland. Delete the
name of the council from these plans and you can’t tell whose
it is! There’s no ‘vibe’ at all.
• Agreeable Plans – where everyone gets their bit in the plan.
There’s no sense of priorities, everyone agrees with everything
in the plan and we save all the real fi ghts and confl icts to be
fought out one by one over the four-year term.
• Opposition-creating Plans – we don’t do this so often but we
sometimes ‘use the numbers’ to enable the dominant group of
councillors to achieve their goals and fail to a.
10 Research-Based Tips for Enhancing Literacy Instruct.docxchristiandean12115
10 Research-Based Tips
for Enhancing Literacy
Instruction for Students
With Intellectual
Disability
Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba,
and Lauren M. LeJeune
Literacy
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TEACHING EXCEPTIONAL CHILDREN | SEPTEMBER/OCTOBER 2016 19
In the past 2 decades, researchers
(often working closely with parents,
teachers, and other school staff
members) have conducted studies that
have substantially increased
understanding how to effectively teach
children and adolescents with
intellectual disability (ID) to read. This
research focus has been fueled by
increased societal expectations for
individuals with ID, advocacy efforts,
and legislative priorities (e.g.,
strengthened accountability standards).
Findings from this body of work
indicate that children and adolescents
with ID can obtain higher levels of
reading achievement than previously
anticipated (Allor, Mathes, Roberts,
Cheatham, & Al Otaiba, 2014). Recent
research also suggests that the historic
focus on functional reading (e.g., signs,
restaurant words) for this population of
learners is likely too limited of a focus
for many (Browder et al., 2009).
Research outcomes suggest that
integrating components of traditional
reading instruction (e.g., phonics,
phonemic awareness) into programs
for students with ID will lead to
increases in independent reading skills
for many (Allor, Al Otaiba, Ortiz, &
Folsom, 2014). These increased reading
abilities are likely to lead to greater
postsecondary outcomes, including
employment, independence, and
quality of life. Unfortunately, many
teachers remain unsure of how to best
design and deliver reading intervention
for students with ID.
We offer a set of 10 research-based
tips for special education teachers,
general education teachers, and other
members of IEP teams to consider when
planning literacy instruction for students
with ID in order to maximize student
outcomes. For each tip, we describe our
rationale for the recommendation and
provide implementation guidance. Our
Literacy Instruction and Support
Planning Tool can be used by team
members to organize information to
guide planning. Our aim is to provide
educators and IEP team members with a
framework for reflecting on current
reading practices in order to make
research-based adjustments that are
likely to improve student outcomes.
The Conceptual Model of Literacy
Browder and colleagues (2009) proposed
a conceptual model for early literacy
instruction for students with severe
developmental disabilities. We believe
their framework provides guidance for
designing and delivering literacy
instruction for all students wit.
10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docxchristiandean12115
10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
Week Two Assignment Instructions DNP 820
Please read the instructions thoroughly
Tutor MUST have a good command of the English language
The Rubric must be followed, and all the requirements met
This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample:
· How will you determine the sample size?
· What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify!
· Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.
· Data analysis-What test will you use to answer your research question?
Clinical/PICOT Questions:
“In adult patients with CVC at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?”
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
T: Two months
“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
“In adult patients, with define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments
1. I used central Missouri as an example, replace with a description of your site.
2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider
3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need to determine another question to help
4. How are your two comparison groups different, as they are currently stated the groups seem very much the same, could you state, standard care instead of pre and post intervention assessments?
5. One month is the longe.
10 Most Common Errors in Suicide Assessment/Intervention
Robert Neimeyer & Angela Pfeiffer
1. Avoidance of Strong Feelings – Diverting discussions away from powerful, intense
emotion and toward a more abstract or intellectualized exchange. These responses keep
interactions on a purely cognitive level and prevent exploration of the more profound
feelings of distress, which may hold the key to successful treatment. Do not retreat to
professionalism, advice-giving, or passivity when faced with intense depression, grief, or
fear.
• Do not analyze and ask why they feel that way.
• USE empathy! “With all the hurt you’ve been experiencing it must be impossible
to hold those tears in.”
• Tears and sobbing are often met with silence of tangential issues instead of
putting into words what the client is mutely expressing: “With all the pain you’re
feeling, it must be impossible to hold those tears in.”
• “I don’t think anyone really cares whether I live or die.” Helpers often shift to
discussing why/asking questions as opposed to reflecting emotional content.
2. Superficial Reassurance – trivial responses to clients’ expressions of acute distress and
hopelessness can do more harm than good. Rather than reassuring clients, these responses
risk alienating them and deepening their feelings of being isolated in their distress.
• Attempts to emphasize more positive or optimistic aspects of the situation: “But
you’re so young and have so much to live for!”
• Premature offering of a prepackaged meaning for the client’s difficulties: “Well
life works in mysterious ways. Maybe this is life’s way of challenging you.”
• Directly contradicting the client’s protest of anguish: “Things can’t be all that
bad.”
3. Professionalism – Insulating or protecting by distancing and detaching from the brutal,
exhausting realities of clients’ lives by seeking refuge in the comfortable boundaries of role
definition. The exaggerated air of objectivity/disinterest implies a hierarchical relationship,
which may disempower the client. Although intended to put a person at ease, this can come
across as disinterest or hierarchical. Empathy is a more facilitative response.
• “My thoughts are so awful I could never tell anyone” is often met with, “You can
tell me. I’m a professional” as opposed to the riskier, empathic reply.
4. Inadequate Assessment of Suicidal Intent – Implicit negation of suicide threat by
responding to indirect and direct expressions of risk with avoidance or reassurance rather
than a prompt assessment of the level of intent, planning, and lethality. Most common
among physicians and master’s level counselors – due to time pressures, personal theories
or discomfort with intense feelings.
• What they’ve been thinking, For how long, Specific plans/means, Previous
attempts
1
• “There’s nowhere left to turn” and “I’d be better off dead” should be met with
“You sound so miserable. Are y.
10 Customer Acquisition and Relationship ManagementDmitry .docxchristiandean12115
10 Customer Acquisition and Relationship Management
Dmitry Kalinovsky/iStock/Thinkstock
Patronage by loyal customers yields 65 percent of a typical business’ volume.
—American Management Association
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify how organizational growth is best achieved by an HCO, and state the effect of the product life cycle
on an organization’s revenues.
• Discuss several approaches that an HCO can use to attract new customers, or patients.
• Delineate the premises upon which customer relationship management is based.
• Explain the advantages of database marketing, and identify ways for an organization to use a marketing
database.
• Provide examples of how an HCO can effectively manage real and virtual customer interactions.
Section 10.1Organizational Growth
Introduction
This chapter focuses on how to attract and keep patients through understanding and meeting
their needs. The long-term success of an HCO depends on its ability to attract new patients
and turn them into loyal customers who not only return for needed services, but recommend
the HCO’s services to others. This is especially important because of the nature of the life cycle
for products and services, from their introduction to their decline. Attracting new customers
and keeping existing ones involves interacting internally and externally with patients, analyz-
ing data on current patients, and managing real and virtual interactions with patients. Manag-
ing relationships with patients helps to ensure that patients stay informed and feel connected
to the HCO through its internal and external customer relationship efforts.
10.1 Organizational Growth
Most organizations have growth as a basic goal. Growth means an increase in revenue and
a greater impact on the communities served. Growth also creates opportunities for staff to
advance and take on new responsibilities. While many activities can help an HCO grow, the
most important is the development of an effective marketing plan to provide a consistent
platform for the organization’s visibility and to brand the HCO as an attractive option for
medical services. The development of an effective marketing plan was stressed in Chapter 8
as a basic marketing need for an HCO: that is, to inform new and existing customers of the
organization’s services and to persuade them to continue using or to try using these services.
Product/Service Life Cycles
Like people, products and services have a life cycle. The term product life cycle refers to the
stages that a product or service goes through from the time it is introduced until it is taken
off the market or “dies.” The stages of the product life cycle, illustrated in Figure 10.1, usually
include the following descriptions:
• Introduction—The stage of researching, developing, and launching the product or
service.
• Growth—The stage when revenues are increasing at a fast rate.
• M.
10 ers. Although one can learn definitions favor- able to .docxchristiandean12115
10
ers. Although one can learn definitions favor-
able to crime from law-abiding individuals,
one is most likely to learn such definitions
fiom delinquent friends or criminal family
A Theory of sociation members. with These delinquent studies typically others find is the that best as-
Differential predictor of crime, and that these delinquent others partly influence crime by leading the
individual to adopt beliefs conducive to
Association crime (see Agnew, 2000; Akers, 1998; Akers and Sellers, 2004; Waw, 2001 for summaries
of such studies).
Sutherland 's theory has also inspired
Edwin H. Sutherland dnd much additional theorizing in criminology.
Theorists have attempted to better describe
Donald R. Cressey the nature ofthose definitions favorable to vi-
olation of the law (see the next selection in
Chapter 11 by Sykes and Matza). They have
Before Sutherland developed his theory, attempted to better describe the processes by
crime was usually explained in t e r n ofmul- which we learn criminal behavior from oth-
tiple factors-like social class, broken homes, ers (see the description o f social learning the-
age, race, urban or rural location, and mental ory by Akers in Chapter 12). And they have
disorder. Sutherland developed his theory of drawn on Sutherland in an effort to explain
differential association in an effort to explain group differences in crime rates (see the Wolf-
why these various factors were related to gang and Ferracuti and Anderson selections
crime. In doing so, he hoped to organize and in this part). Sutherland's theory o f differen-
integrate the research on crime u p to that tial association, then, is one of the enduring
point, as well as to guide future research. classics in criminology (for excellent discus-
Sutherlandk theory is stated in the f o m o f sions ofthe current state o f differential asso-
nine propositions. He argues that criminal ciation theory, see Matsueda, 1988, and Waw,
behavior is learned by interacting with oth- 2001).
ers, especially intimate others. Criminals
learn both the techniques of committing
crime and the definitions favorable to crime References
from these others. The s k t h proposition> Agnew Robe*. '2000. "Sources of Mminality:
which f o r n the heart of the theory, states Strain and Subcultural Theories." In Joseph F.
that 'h person becomes delinquent because of Sheley (ed.), Criminology: A Contemporary ,
an excess of definitions favorable to law vio- Handbook, 3rd edition, pp. 349-371. Belmont,
lation over definitions unfavorable to viola- CA: Wadsworth.
tion oflaw."According to Sutherland, factors Akers, Ronald L. 1998. Social Learning and So-
such as social class, race, and broken homes cia1 Structure: A General Theory of Crime and
influence crime because they affect the likeli- Deviance. Boston: Northeastern University
hood that individuals willdssociate with oth- Press.
ers who present definitions favorable to Akers, Ronal.
10 academic sources about the topic (Why is America so violent).docxchristiandean12115
10 academic sources about the topic (Why is America so violent?)
*Address all 10 academic sources in the literature review
*What have they added to the literature?
*End literature review with "What has not been addressed is.... "and with "What I'm Addressing....." (I am addressing that overpopulation is the main reason America is so violent).
*Literature review should be a minimum of 2-2 1/2 pages
Attached are my 10 academic sources.
.
10 citations are distributed in a document below. Use these 10 s.docxchristiandean12115
10 citations are distributed in a document below. Use these 10 sources to:
A. Convert each citation to proper Turabian style
footnote
format. Keep the ten entries in the order given. Number the entries 1-10.
Then
B. Convert each citation to proper Turabian style
bibliography
format. Alphabetize the entries by the author’s last name.
Submit this assignment as one document.
.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docx
1. 10 ELEMENTS OF LITERATURE (FROM A TO Z)
1 PLOT (series of events which make-up a story)
A 5-POINT PLOT SEQUENCE:
Exposition: initial part of a story where readers are exposed to
setting and characters.
Situation: event in the story which kicks the action forward and
begs for an outcome.
Complication: difficulties faced by characters as they
experience internal and external conflicts.
Climax: watershed moment when it becomes apparent that major
conflicts will be resolved.
Resolution: (Denouement): tying up of the loose ends of the
story.
B SUB-PLOTS: PLOTS BENEATH AND AROUND THE
MAJOR PLOT.
Foreshadowing: hints and clues of plot.
Flashback: portion of a plot when a character relives a past
experience.
Frame story: plot which begins in the present, quickly goes to
the past for story, then returns.
Episodic plot: a large plot sequence that is made up of a series
of minor plot sequences.
Plausibility: likelihood that certain events within a plot can
occur.
Soap Opera: multiple stories told along the sequence and spaced
to sustain continual interest.
2 POINT OF VIEW (eyes through which a story is told)
2. C First Person major (participant major): narrator is the major
character in the story.
First Person minor (participant minor): narrator is a minor
character in the story.
Third Person omniscient (non-participant omniscient): narrator
is outside the story and capable of
seeing into the heart, mind and motivations of all characters.
Third Person limited (non-participant limited): narrator is
outside the story and capable of seeing, at
most, into the heart, mind, and motivations of one character.
Narrator is
objective if not omniscient.
3 SETTING (time and place of a story, both physical and
psychological)
D Physical (external) Setting: the time and place of a story,
general and specific.
Psychological (internal) Setting: mood, tone, and temper of
story.
E Major Tempers: Romanticism: man is free to choose against
moral, spiritual backdrops. If you make
good decisions, you will be rewarded. There is a God that is in
control
Existentialism: man is free to choose absent backdrops other
than his own. If he feels it is right, then it is
right.
Naturalism: man is largely trapped, a cog in the impersonal
machinery. He has no real way of
changing his circumstances.
Realism: eclectic view, but leaning toward the naturalistic
3. position. Sometimes good things happen to
bad people, and sometimes bad things happen to good people.
That is just the way it is.
F Other Tempers: Classicism: Man is free, but appears to be
trapped due to conflicting codes.
Transcendentalism: Offshoot of romanticism, nature is a
window to divine.
Nihilism: Fallout of either extreme existentialism or
naturalism. Life is horrible and painful. It
lacks meaning.
4 CONFLICT (nature of the problems faced)
G Four Universal Conflicts: Person versus self
Person versus person
Person versus society
Person versus nature
H Other Conflicts: Person versus God/ Machine/ the
Unknown
5 CHARACTERIZATION (nature, type, and development of
characters)
I Protagonist: central figure in a story, character who absorbs
brunt of the burden and conflicts.
Antagonist: Character (or force) opposing the protagonist.
J Stock: basic “fill-in” character used to make scenes realistic.
Flat: Character with some, but not extensive dimension and
development.
Round: multi-sided, multi-dimensional, fully-developed
character.
K Static: character whose basic values remain consistent from
4. story’s start to finish.
Dynamic: character whose basic values undergo change from
story’s start to finish.
L Coded Character: code indicates a character who is self-
aware for an internal pattern for the
behavior. Coded characters must be willing to exercise
discipline and personal sacrifice in service to
the pattern.
M Character Traits: Physical, emotional, mental, spiritual,
social? Fear or love? Virtues? Vices? Governing
tendencies?
N Character Trends: Is the character moving toward love or
fear; identity or disintegration; conformity or
non-conformity; self-mastery or solitude; contentment or
disillusionment.
O Character Purpose: what is the character trying to obtain,
retain, regain, or explain?
P Character and Forces: Is the character entrapped by outside
forces? Is the character entrapped by
inside forces? Is the character free with clear choices? Is the
character free with murky
choices?
Q Method of development: events, actions, narrator’s analysis,
personal dialogue, object of dialogue.
6 SYMBOL (when the concrete takes on abstract values)
R An object remains true to itself, but begins to take on
connotations of meaning derived from the work.
5. 7 THEME (Central insight in the work, the meaning beneath
the plot, the life comment)
S Universal Themes: Love / Time / Commitment /
Disillusionment / Self-Realization / Sacrifice / Suffering /
Justice / Fear / Power / Courage / Survival / Beauty
/ Corruption / Faith / Innocence / Loss /
Redemption / Revenge / Freedom / Greed / Hate / Pride /
Nature / Change
8 ALLUSION (reference in literature to literature or history)
T The two great sources of allusion in Western Literature are
the Bible and Shakespeare.
9 STYLE (combination of words and elements that produce a
unique personality)
U Writers choice and use of words.
V Nature of the language employed: language of images,
language of ideas, language of metaphor.
W Writer’s palette is the blending of other elements, such as
symbols, characterization, allusion, setting,
etc.
10 IRONY (break in the natural logic with a story, a logical
inconsistency)
x Verbal Irony: spoken inconsistencies.
Y Dramatic Irony: inconsistencies between perception and
reality-the audience knows what the
characters do not.
Z Situational Irony: circumstances work at cross-purposes to
common sense
6. “Sweat” by Zora Neale Hurston
from Carol Oates, Joyce, Ed. The Oxford Book of American
Short Stories. Oxford: Oxford
University Press, 1992.
7.
8. Feminist criticism is concerned with "...the ways in which
literature (and other
cultural productions) reinforce or undermine the economic,
political, social, and psychological
oppression of women" (Tyson). This school of theory looks at
how aspects of our culture are inherently
patriarchal (male dominated) and "...this critique strives to
expose the explicit and implicit misogyny
in male writing about women" (Richter 1346). This misogyny,
Tyson reminds us, can extend into
diverse areas of our culture: "Perhaps the most chilling
example...is found in the world of modern
medicine, where drugs prescribed for both sexes often have
been tested on male subjects only" (83).
Feminist criticism is also concerned with less obvious forms of
marginalization such as the exclusion of
women writers from the traditional literary canon: "...unless the
critical or historical point of view is
feminist, there is a tendency to under-represent the contribution
of women writers" (Tyson 82-83).
Common Space in Feminist Theories
Though a number of different approaches exist in feminist
criticism, there exist some areas of
9. commonality. This list is excerpted from Tyson:
1. Women are oppressed by patriarchy economically,
politically, socially, and psychologically;
patriarchal ideology is the primary means by which they are
kept so
2. In every domain where patriarchy reigns, woman is other:
she is marginalized, defined only by her
difference from male norms and values
3. All of western (Anglo-European) civilization is deeply
rooted in patriarchal ideology, for example, in
the biblical portrayal of Eve as the origin of sin and death in the
world
4. While biology determines our sex (male or female), culture
determines our gender (masculine or
feminine)
5. All feminist activity, including feminist theory and literary
criticism, has as its ultimate goal to
change the world by prompting gender equality
6. Gender issues play a part in every aspect of human
production and experience, including the
production and experience of literature, whether we are
consciously aware of these issues or not (91).
Typical questions:
● How is the relationship between men and women portrayed?
● What are the power relationships between men and women (or
characters assuming
10. male/female roles)?
● How are male and female roles defined?
● What constitutes masculinity and femininity?
● How do characters embody these traits?
● Do characters take on traits from opposite genders? How so?
How does this change others’
reactions to them?
● What does the work reveal about the operations
(economically, politically, socially, or
psychologically) of patriarchy?
● What does the work imply about the possibilities of
sisterhood as a mode of resisting
patriarchy?
● What does the work say about women's creativity?
● What does the history of the work's reception by the public
and by the critics tell us about the
operation of patriarchy?
● What role the work play in terms of women's literary history
and literary tradition? (Tyson)
Psychoanalytic criticism builds on Freudian theories of
psychology. While
we don't have the room here to discuss all of Freud's work, a
general overview is necessary to explain
11. psychoanalytic literary criticism.
The Unconscious, the Desires, and the Defenses
Freud began his psychoanalytic work in the 1880s while
attempting to treat behavioral disorders in his
Viennese patients. He dubbed the disorders 'hysteria' and began
treating them by listening to his
patients talk through their problems. Based on this work, Freud
asserted that people's behavior is
affected by their unconscious: "...the notion that human beings
are motivated, even driven, by
desires, fears, needs, and conflicts of which they are unaware..."
(Tyson 14-15).
Freud believed that our unconscious was influenced by
childhood events. Freud organized these events
into developmental stages involving relationships with parents
and drives of desire and pleasure where
children focus "...on different parts of the body...starting with
the mouth...shifting to the oral, anal,
and phallic phases..." (Richter 1015). These stages reflect base
levels of desire, but they also involve
fear of loss (loss of genitals, loss of affection from parents, loss
of life) and repression: "...the
expunging from consciousness of these unhappy psychological
events" (Tyson 15).
12. Tyson reminds us, however, that "...repression doesn't eliminate
our painful experiences and
emotions...we unconsciously behave in ways that will allow us
to 'play out'...our conflicted feelings
about the painful experiences and emotions we repress" (15). To
keep all of this conflict buried in our
unconscious, Freud argued that we develop defenses: selective
perception, selective memory, denial,
displacement, projection, regression, fear of intimacy, and fear
of death, among others.
Id, Ego, and Superego
Freud maintained that our desires and our unconscious conflicts
give rise to three areas of the mind
that wrestle for dominance as we grow from infancy, to
childhood, to adulthood:
● id - "...the location of the drives" or libido
● ego - "...one of the major defenses against the power of the
drives..." and home of the
defenses listed above
● superego - the area of the unconscious that houses Judgment
(of self and others) and
"...which begins to form during childhood as a result of the
Oedipus complex" (Richter 1035)
Freud and Literature
So what does all of this psychological business have to do with
literature and the study of literature?
13. Put simply, some critics believe that we can "...read
psychoanalytically...to see which concepts are
operating in the text in such a way as to enrich our
understanding of the work and, if we plan to write
a paper about it, to yield a meaningful, coherent psychoanalytic
interpretation" (Tyson 29). Tyson
provides some insightful and applicable questions to help guide
our understanding of psychoanalytic
criticism.
Typical questions:
● How do the operations of repression structure or inform the
work?
● Are there any oedipal dynamics - or any other family
dynamics - are work here?
● How can characters' behavior, narrative events, and/or images
be explained in terms of
psychoanalytic concepts of any kind (for example...fear or
fascination with death, sexuality -
which includes love and romance as well as sexual behavior - as
a primary indicator of
psychological identity or the operations of ego-id-superego)?
● What does the work suggest about the psychological being of
its author?
● Are there prominent words in the piece that could have
different or hidden meanings? Could
14. there be a subconscious reason for the author using these
"problem words"?
Marxist Criticism is based on the theories of Karl Marx (and so
influenced by
philosopher Georg Wilhelm Friedrich Hegel). This school
concerns itself with class differences,
economic and otherwise, as well as the implications and
complications of the capitalist system:
"Marxism attempts to reveal the ways in which our
socioeconomic system is the ultimate source of our
experience" (Tyson 277).
Theorists working in the Marxist tradition, therefore, are
interested in answering the overarching
question, whom does it [the work, the effort, the policy, the
road, etc.] benefit? The elite? The middle
class? And Marxists critics are also interested in how the lower
or working classes are oppressed - in
everyday life and in literature.
The Material Dialectic
The Marxist school follows a process of thinking called the
material dialectic. This belief system
15. maintains that "...what drives historical change are the material
realities of the economic base of
society, rather than the ideological superstructure of politics,
law, philosophy, religion, and art that is
built upon that economic base" (Richter 1088).
Marx asserts that "...stable societies develop sites of resistance:
contradictions build into the social
system that ultimately lead to social revolution and the
development of a new society upon the old"
(1088). This cycle of contradiction, tension, and revolution
must continue: there will always be conflict
between the upper, middle, and lower (working) classes and this
conflict will be reflected in literature
and other forms of expression - art, music, movies, etc.
The Revolution
The continuing conflict between the classes will lead to
upheaval and revolution by oppressed peoples
and form the groundwork for a new order of society and
economics where capitalism is abolished.
According to Marx, the revolution will be led by the working
class (others think peasants will lead the
uprising) under the guidance of intellectuals. Once the elite and
middle class are overthrown, the
16. intellectuals will compose an equal society where everyone
owns everything (socialism - not to be
confused with Soviet or Maoist Communism).
Though a staggering number of different nuances exist within
this school of literary theory, Marxist
critics generally work in areas covered by the following
questions.
Typical questions:
● Whom does it benefit if the work or effort is
accepted/successful/believed, etc.?
● What is the social class of the author?
● Which class does the work claim to represent?
● What values does it reinforce?
● What values does it subvert?
● What conflict can be seen between the values the work
champions and those it portrays?
● What social classes do the characters represent?
● How do characters from different classes interact or conflict?
New Historicism seeks to reconnect a work with the time period
17. in which it was
produced and identify it with the cultural and political
movements of the time (Michel Foucault's
concept of épistème). New Historicism assumes that every work
is a product of the historic moment
that created it. Specifically, New Historicism is "...a practice
that has developed out of contemporary
theory, particularly the structuralist realization that all human
systems are symbolic and subject to the
rules of language, and the deconstructive realization that there
is no way of positioning oneself as an
observer outside the closed circle of textuality" (Richter 1205).
A helpful way of considering New Historical theory, Tyson
explains, is to think about the retelling of
history itself: "...questions asked by traditional historians and
by new historicists are quite
different...traditional historians ask, 'What happened?' and
'What does the event tell us about history?'
In contrast, new historicists ask, 'How has the event been
interpreted?' and 'What do the
interpretations tell us about the interpreters?'" (278). So New
Historicism resists the notion that
"...history is a series of events that have a linear, causal
relationship: event A caused event B; event
18. B caused event C; and so on" (Tyson 278).
New historicists do not believe that we can look at history
objectively, but rather that we interpret
events as products of our time and culture and that "...we don't
have clear access to any but the most
basic facts of history...our understanding of what such facts
mean...is...strictly a matter of
interpretation, not fact" (279). Moreover, New Historicism
holds that we are hopelessly subjective
interpreters of what we observe.
Typical questions:
● What language/characters/events present in the work reflect
the current events of the
author’s day?
● Are there words in the text that have changed their meaning
from the time of the writing?
● How are such events interpreted and presented?
● How are events' interpretation and presentation a product of
the culture of the author?
● Does the work's presentation support or condemn the event?
● Can it be seen to do both?
● How does this portrayal criticize the leading political figures
or movements of the day?
● How does the literary text function as part of a continuum
with other historical/cultural texts
from the same period...?
19. ● How can we use a literary work to "map" the interplay of both
traditional and subversive
discourses circulating in the culture in which that work emerged
and/or the cultures in which
the work has been interpreted?
● How does the work consider traditionally marginalized
populations?
Jungian, or Archetypal criticism, attempts to explore the
connection between literature and what Carl Jung (a student of
Freud) called the “collective
unconscious” of the human race: "...racial memory, through
which the spirit of the whole human
species manifests itself" (Richter 504). Jungian criticism,
closely related to Freudian theory because of
its connection to psychoanalysis, assumes that all stories and
symbols are based on mythic models
from mankind’s past.
Based on these commonalities, Jung developed archetypal
myths, “composing a whole, the unified self
20. of which people are in search" (Richter 505).
In literary analysis, a Jungian critic would look for archetypes
in creative works: "Jungian criticism is
generally involved with a search for the embodiment of these
symbols within particular works of art."
(Richter 505). When dealing with this sort of criticism, it is
often useful to keep a handbook of
mythology and a dictionary of symbols on hand.
Typical archetypal events: birth, death, separation from parents,
initiation, marriage, the union of
opposites
Typical archetypal figures: great mother, father, child, devil,
god, wise old man, wise old woman,
the trickster, the hero, the rebel, the innocent or orphan, the
lover, the femme fatale, the creator,
the magicial
Related is Structuralism, which suggests that the same structure
is used to tell stories across cultures.
For example, "...if you examine the structure of a large number
of short stories to discover the
underlying principles that govern their composition...principles
of narrative progression...or of
characterization...you are also engaged in structuralist activity
if you describe the structure of a single
literary work to discover how its composition demonstrates the
underlying principles of a given
21. structural system" (Tyson 197-198).
Structuralists assert that, since language exists in patterns,
certain underlying elements are common
to all human experiences. Structuralists believe we can observe
these experiences through patterns:
"...if you examine the physical structures of all buildings built
in urban America in 1850 to discover the
underlying principles that govern their composition, for
example, principles of mechanical construction
or of artistic form..." you are using a structuralist lens (Tyson
197).
Moreover, "you are also engaged in structuralist activity if you
examine the structure of a single
building to discover how its composition demonstrates
underlying principles of a structural system. In
the first example...you're generating a structural system of
classification; in the second, you're
demonstrating that an individual item belongs to a particular
structural class" (Tyson 197).
Typical questions:
● What connections can we make between elements of the text
and the archetypes? (Mask,
Shadow, trickster, etc.)
22. ● How do the characters in the text mirror the archetypal
figures? (Great Mother or nurturing
Mother, Whore, destroying Crone, Lover, Destroying Angel)
● How does the text mirror the archetypal narrative patterns?
(Quest, Night-Sea-Journey)
● How symbolic is the imagery in the work?
● How does the protagonist reflect the hero of myth?
● Does the “hero” embark on a journey in either a physical or
spiritual sense?
● Is there a journey to an underworld or land of the dead?
● What trials or ordeals does the protagonist face? What is the
reward for overcoming them?
http://en.wikipedia.org/wiki/Child_(archetype)
http://en.wikipedia.org/wiki/Devil
http://en.wikipedia.org/wiki/God
http://en.wikipedia.org/wiki/Wise_old_man
http://en.wikipedia.org/wiki/Wise_Old_Woman/Man
http://en.wikipedia.org/wiki/The_trickster
http://en.wikipedia.org/wiki/Hero
Formalism (1930s-present)
Form Follows Function
Formalists disagreed about what specific elements make a
literary work "good" or "bad"; but
generally, Formalism maintains that a literary work contains
certain intrinsic features, and the theory
23. "...defined and addressed the specifically literary qualities in
the text" (Richter 699). Therefore, it's
easy to see Formalism's relation to Aristotle's theories of
dramatic construction.
Formalism attempts to treat each work as its own distinct piece,
free from its environment, era, and
even author. This point of view developed in reaction to
"...forms of 'extrinsic' criticism that viewed
the text as either the product of social and historical forces or a
document making an ethical
statement" (699). Formalists assume that the keys to
understanding a text exist within "the text
itself," (..."the battle cry of the New Critical effort..." and thus
focus a great deal on, you guessed it,
form (Tyson 118).
Typical questions:
● How does the work use imagery to develop its own symbols?
(i.e. making a certain road stand
for death by constant association)
● What is the quality of the work's organic unity "...the working
together of all the parts to make
an inseparable whole..." (Tyson 121)? In other words, does how
the work is put together
reflect what it is?
24. ● How are the various parts of the work interconnected?
● How do paradox, irony, ambiguity, and tension work in the
text?
● How do these parts and their collective whole contribute to or
not contribute to the aesthetic
quality of the work?
● How does the author resolve apparent contradictions within
the work?
● What does the form of the work say about its content?
● Is there a central or focal passage that can be said to sum up
the entirety of the work?
● How do the rhythms and/or rhyme schemes of a poem
contribute to the meaning or effect of
the piece?
Story/Author:
Thesis:
Literary Devices that support the thesis:
Specific Evidence: Specific Evidence:Specific
Evidence:Specific Evidence:
25. Answer one of the following questions to create a
preliminary thesis statement:
● What literary devices are most important in
creating meaning in this story?
● What does this story tell us about human nature?
● What is the major theme of the story, and how
does the author develop it?
● How does the use of a certain type of literary
criticism help us understand certain literary
devices in the story?
In ____________’s story, “____________,” he/she uses
__________, ___________, and __________ to explore
the idea of _______________.
By using _(critical theory)_ to analyze __(short
story)__, ___(theme)_____ is revealed in _____(literary
devices).
L-1 Analyzing a Short Story (August, 2011; g:ASC/English
Reading) Page 1
Writing Handout L-1
26. Analyzing a Short Story (10 steps)
Step 1: Know the Assignment ― If you are assigned to analyze
a short story, you are being asked to identify
your personal reaction to the work and develop a clear
explanation of your reaction, providing
supporting arguments. You may be required to provide support
from external sources (books, articles,
etc.). These assignments are usually written in the third person,
present tense. Remember: An analysis is
not a simple recitation of the plot.
Step 2: Read ― Read the entire short story, trying to identify
the writer’s main idea.
Step 3: Review ― Summarize the story in your own words,
using no more than two sentences.
Step 4: Read the story a second time to analyze how the author
has supported his or her ideas. Take notes,
including page numbers for future reference. Examine the
literary elements used by the author. Some
possible elements you might find that contribute to the meaning
of the story or the author’s purpose
include the following:
*Allusion — Does the author refer to any past literary source or
event in history? For example, many
authors use Biblical allusions.
*Character – What are the qualities reflected in the actions
27. and/or thoughts of the individual figures in
the plot? Are the characters dynamic (changing) or static
(unchanging)?
*Figurative language — (metaphor, simile, etc.) Is language
used to help a reader understand the
characters or to help establish the significance of theme and
tone?
*Imagery — Does the author use imagery to advance the story
or provide insight to the characters? If
so, why? Imagery includes the senses (sight, sound, etc.).
*Point-of-view — Who is telling the story and what does he or
she know (or not know)? Is the tale told
by an omniscient (all-knowing) narrator who doesn’t interact in
the events, or is it presented by
one of the characters within the story?
*Plot — Is the story logical? If not, why not?
*Setting — Does the time period, location, time of day, season,
weather, or any other setting play a role
in understanding the author’s intent?
*Symbolism — Does a character or element of the story
represent something else?
*Tone — How does the author feel about the work? How does
the author make the reader feel about
the characters? Sympathetic? Humorous? How does this tone
affect the story?
Step 5: Find examples — Identify examples of elements in the
short story to support your assignment or
28. proposed thesis. Find specific details and avoid making general
statements without examples. Underline
important passages.
Step 6: Write a thesis statement for your paper — Based on the
evidence that relates to your topic—and
what you anticipate you might say about those pieces of
evidence—create a working thesis. Use the
example below as a guide.
Sample thesis statement: Integrated into the plot is Aikman’s
real theme of the camaraderie shared by those facing
death and the need to sacrifice oneself for the good of many.
L-1 Analyzing a Short Story (August, 2011; g:ASC/English
Reading) Page 2
Step 7: Create an outline
I. Introductory paragraph (general introduction, summary of the
story, and thesis statement).
II. First element you will discuss (first body paragraph)
A. evidence (examples, citations)
B. evidence (examples, citations)
29. III. Second element you will discuss (second body paragraph)
A. evidence (examples, citations)
B. evidence (examples, citations)
IV. Concluding paragraph
Note: Longer papers probably will have more than two body
paragraphs.
Step 5: Write ― Introduce the work in your first paragraph by
identifying the title and author, possibly
using the following format as a guide:
Malcolm Aikman’s “The Columbus Raid” is a short story
illustrating the plight of a young American who volunteers
to help a guerilla group during the Mexican Civil War of the
early 1900’s. At the story’s heart is a compelling depiction of
the protagonist, Tom Mix, whose sense of duty conflicts with
his love for one of the guerillas, Maria. Integrated into the plot
is Aikman’s real theme of the camaraderie shared by those
facing death and the need to sacrifice oneself for the good of
many. Aikman achieves this effect through his use of character,
plot, symbolism, and setting.
Step 6: Support ― Write your body paragraphs following your
outline, making certain that each body
paragraph has a topic sentence and specific supports.
Step 7: Conclude ― Write the final paragraph, restating the
thesis in different words. Do not introduce any
30. new ideas at this point. End with a statement that draws a
conclusion.
Example:
Aikman successfully utilizes four basic tools to illustrate the
plight of a man torn by love and war: character, plot,
symbolism, and setting. His combination of these tools in “The
Columbus Raid” reveals a greater theme of the story —
camaraderie and sacrifice. These two human elements remain
timeless and universal, forcing readers to contemplate the
tragic consequences of war and duty.
Step 8: Revise ― Make certain that your essay provides
support for the thesis statement, follows applicable
style (MLA or instructor’s guidelines), and flows smoothly from
point to point and introduction to
conclusion. Remember: Your teacher is expecting your analysis,
not a plot summary.
Step 9: Proofread ― Edit your paper for spelling and
grammatical errors.
Step 10: Seek advice ― If you are in doubt about any aspect of
your essay, including format and topic,
schedule an appointment with your teacher or a conference in
the ASC Writing Center.
NOTE: More handouts are available at the following ASC
website.
32. ideas at work? What does this story tell us about human nature?
What are the principles this
story asks us to contemplate? Use the literary devices outlined
on pages 2-3 of The Dictionary of
First Concepts handout to analyze the techniques used to create
meaning in your story.
Organization:
The introduction should give some key background on the story
and where it fits in the
canon of the author’s works. Any historical details concerning
the author or the circumstances
surrounding the story’s creation should remain in the
introduction or conclusion. The thesis
should indicate the theme (big idea, principle or overall
message of the story) and which literary
devices you will use to analyze the story.
The body will identify where, how and to what effect your
chosen literary devices work in
your short story. Use quotes (but none longer than 2-3 lines at
a time), paraphrasing and
outside sources to root your essay in textual analysis. Organize
the body so your analysis builds
on each previous paragraph, giving us the basics first and
ending on whichever element you feel
33. is the culmination or unifying element of all the rest.
The conclusion should restate your thesis and examine any new
understandings about
the literary devices and themes that arise from analyzing the
short story. What should we take
with us about this subject? What have you uncovered in the
short story that is worth
remembering?
Requirements:
• MLA formatted with in-text citations and a works cited page.
• 3 pages (plus a works cited page), typed, double-spaced, 12pt
font, Times.
• Three college-level sources in addition to your story, either
from a printed source or
the college’s online databases. If you are unable to find sources
this way, please contact me.