The document summarizes the assessment objectives, components, and requirements for the Literature in English subject in the Hong Kong Diploma of Secondary Education (HKDSE) examination. It outlines that the assessment has three components: a Paper 1 appreciation exam worth 30%, a Paper 2 essay writing exam worth 50%, and a Paper 3 portfolio worth 20%. It also provides details on two sets of prescribed texts that will be examined under this subject across the different exam papers and years.
This Teaching Literature Guidebook provides a
roadmap to the most popular resources from Prestwick House and guidance for choosing the right ones for your classroom.
If you have any questions, please don’t hesitate to
give us a call at 1-800-932-4593 or email us at info@prestwickhouse.com.
The document discusses reasons for teaching literature such as developing language skills, promoting critical thinking, and motivating learners. It also outlines different ways students can respond to literature, like describing or interpreting texts, and defines common literary terms such as genres, elements of fiction, and forms of poetry, essays, and drama. Key aspects of drama genres - tragedy, comedy, tragicomedy, and farce - are also defined.
The document discusses using literature in English language teaching. It provides rationales for why literature can be an effective tool, such as exposing students to cultural contexts and authentic language models. Literature is motivating for students and helps develop reading, writing, speaking and listening skills. Short stories, poems and plays are highlighted as genres that can be used in the classroom. Specific activities are outlined, such as cloze exercises, role plays, pronunciation practice and writing assignments. The document concludes that literature provides authentic examples of language use while also encouraging cultural and personal growth.
This document provides information and instructions for a lesson on writing a letter from the perspective of a Civil War soldier. The lesson asks students to choose whether they will write as a Confederate or Union soldier, and provide details about their experiences, including descriptions of enemy soldiers, equipment, food, lodging, and any battles mentioned. Students are directed to resources on the Civil War for additional context. The letter must be 2-3 pages and include standard letter formatting.
This document outlines the syllabus for a digital Theatre 1030 course. The course explores the roles of theatre artists and how they collaborate to create theatrical experiences. Students will complete chapter assignments, write two play analysis papers, and a final production planning paper. They will also take midterm and final exams. The course uses a flexible schedule with biweekly due dates to accommodate remote students. Academic honesty is strictly enforced.
This document provides definitions and examples of different types of literature including poetry and prose. It discusses various forms of poetry such as sonnets, ballads, epics, lyrics and more. It also covers different types of prose like novels, short stories, biographies, plays, legends and more. Examples are given for many literary forms. The document is aimed at educating the reader about the various kinds of literature that exist.
This document provides the course syllabus for an English writing class titled "True Lies: Creative Writing as Critical and Trans-Cultural Consciousness" offered on a Semester at Sea voyage during the spring of 2009. The syllabus outlines the course description, objectives, topical outline with assigned readings, field component, evaluation methods, required textbooks, and reserve library list. The course uses creative writing to explore storytelling traditions, cultural experiences during port visits, and developing critical perspectives on literature from different cultures. Students will keep a field journal and produce two longer fiction pieces reflecting their travels. Classwork incorporates lectures, discussions, collaborations and revisions to improve students' writing.
This lesson plan teaches students about the practical advantages of studying and reciting poetry by having them write short pieces of fiction where characters use quotes or "scraps" of poetry in impactful ways. The plan introduces the idea that poetry can be useful in real life situations. Students then search a poetry anthology to find 3 memorable passages they think could be applied usefully. Finally, they write 2-3 page short stories where their selected quotes are incorporated and help affect a character or listener in some way. The goal is for students to see how knowing a poem by heart could make a positive difference.
This Teaching Literature Guidebook provides a
roadmap to the most popular resources from Prestwick House and guidance for choosing the right ones for your classroom.
If you have any questions, please don’t hesitate to
give us a call at 1-800-932-4593 or email us at info@prestwickhouse.com.
The document discusses reasons for teaching literature such as developing language skills, promoting critical thinking, and motivating learners. It also outlines different ways students can respond to literature, like describing or interpreting texts, and defines common literary terms such as genres, elements of fiction, and forms of poetry, essays, and drama. Key aspects of drama genres - tragedy, comedy, tragicomedy, and farce - are also defined.
The document discusses using literature in English language teaching. It provides rationales for why literature can be an effective tool, such as exposing students to cultural contexts and authentic language models. Literature is motivating for students and helps develop reading, writing, speaking and listening skills. Short stories, poems and plays are highlighted as genres that can be used in the classroom. Specific activities are outlined, such as cloze exercises, role plays, pronunciation practice and writing assignments. The document concludes that literature provides authentic examples of language use while also encouraging cultural and personal growth.
This document provides information and instructions for a lesson on writing a letter from the perspective of a Civil War soldier. The lesson asks students to choose whether they will write as a Confederate or Union soldier, and provide details about their experiences, including descriptions of enemy soldiers, equipment, food, lodging, and any battles mentioned. Students are directed to resources on the Civil War for additional context. The letter must be 2-3 pages and include standard letter formatting.
This document outlines the syllabus for a digital Theatre 1030 course. The course explores the roles of theatre artists and how they collaborate to create theatrical experiences. Students will complete chapter assignments, write two play analysis papers, and a final production planning paper. They will also take midterm and final exams. The course uses a flexible schedule with biweekly due dates to accommodate remote students. Academic honesty is strictly enforced.
This document provides definitions and examples of different types of literature including poetry and prose. It discusses various forms of poetry such as sonnets, ballads, epics, lyrics and more. It also covers different types of prose like novels, short stories, biographies, plays, legends and more. Examples are given for many literary forms. The document is aimed at educating the reader about the various kinds of literature that exist.
This document provides the course syllabus for an English writing class titled "True Lies: Creative Writing as Critical and Trans-Cultural Consciousness" offered on a Semester at Sea voyage during the spring of 2009. The syllabus outlines the course description, objectives, topical outline with assigned readings, field component, evaluation methods, required textbooks, and reserve library list. The course uses creative writing to explore storytelling traditions, cultural experiences during port visits, and developing critical perspectives on literature from different cultures. Students will keep a field journal and produce two longer fiction pieces reflecting their travels. Classwork incorporates lectures, discussions, collaborations and revisions to improve students' writing.
This lesson plan teaches students about the practical advantages of studying and reciting poetry by having them write short pieces of fiction where characters use quotes or "scraps" of poetry in impactful ways. The plan introduces the idea that poetry can be useful in real life situations. Students then search a poetry anthology to find 3 memorable passages they think could be applied usefully. Finally, they write 2-3 page short stories where their selected quotes are incorporated and help affect a character or listener in some way. The goal is for students to see how knowing a poem by heart could make a positive difference.
This document provides guidance on teaching the Cambridge IGCSE Literature (English) Unseen paper. It recommends that students have experience reading poems and prose prior to studying for the exam. The Unseen paper tests skills developed throughout the course by requiring analysis of previously unseen extracts. Teachers should integrate work on set texts with unseen exercises to prepare students. Specific learning objectives for the Unseen include developing informed personal responses to different genres of poems and prose extracts. Suggested activities include using past papers and examples to familiarize students with the format, and providing opportunities to practice planning, annotating, and writing responses to unseen questions.
El Comité Dominicano de los Derechos Humanos nombró al Dr. Virgilio Almanzar y a la Licda. Coralia Caraballo como representantes. El Dr. Almanzar agradeció la confianza depositada en él para fungir como Representante de Asuntos Internacionales.
The author enjoys hearing updates from friends on their friends list about family, both good news and support during difficult times. They wish they could visit friends in real life rather than just on Facebook. The author thanks friends for being part of their life and thinks about them even if they don't talk regularly. They want to see who pays attention by copying the post as their status for a minute to show they cherish family and friendship.
El documento describe la evolución de la enseñanza del inglés en Chile, desde el uso de la tiza y pizarrón hasta las herramientas digitales actuales. También analiza las razones por las cuales los chilenos están aprendiendo inglés y las diferentes opciones disponibles para estudiar el idioma, incluyendo los programas a distancia. Finalmente, destaca los elementos clave que debe tener un buen programa de enseñanza de inglés en línea.
Este documento presenta un estudio lingüístico multidisciplinar sobre la población inmigrante en la Comunidad de Madrid llevado a cabo por un grupo de investigación formado por expertos en sociolingüística, traducción, medios de comunicación, enseñanza del español como lengua extranjera y gestión de proyectos. El grupo analiza aspectos lingüísticos, socioculturales y educativos relacionados con la inmigración.
Una carta a los infelices y miserables de este paisJesus Mejia
Este documento critica duramente a los gobiernos dominicanos recientes por castigar al pueblo como lo hacían los imperios antiguos, robando el pan de muchos y causando que mueran de hambre. Compara a los políticos con los Escribas y Fariseos que apedreaban a Jesucristo, y dice que hoy en día apedrean al pueblo con leyes abusivas y contratos entreguistas. El autor pide que Dios juzgue a los gobernantes por su indiferencia hacia los pobres del país.
Este documento presenta la guía para la tercera sesión ordinaria del Consejo Técnico Escolar del ciclo escolar 2013-2014. La guía propone organizar la sesión en tres momentos: 1) recuento de compromisos asumidos, 2) fortalecimiento de la ruta de mejora, y 3) discusión sobre actividades permanentes que promuevan competencias de lectura, escritura y matemáticas. El objetivo es ayudar a los maestros a planear de manera ordenada y continua las actividades del consejo a lo largo
El documento proporciona una guía para que los padres hablen con sus hijos sobre el consumo de alcohol de manera responsable. Explica que los padres son la mayor influencia y deben fijar un buen ejemplo, hablar de forma objetiva sobre los efectos del alcohol desde una edad temprana, y establecer reglas claras. Además, recomienda que los padres escuchen activamente a sus hijos y busquen ayuda externa si es necesario.
El versículo 10 del capítulo 3 de la 1ra Epístola de San Juan distingue entre los hijos de Dios y los hijos del diablo. Aquellos que no practican la justicia ni aman a su prójimo no son considerados hijos de Dios.
This document discusses a custody dispute over a child named Mila. Several people comment on Facebook about the situation. They debate whether Mila should be with her mother or father, with some arguing the mother has exploited Mila online, while others say the father is preventing the mother from seeing her daughter. The discussions become heated with accusations thrown between those on different sides of the issue.
Blogging the beginners guide to blogging for profitTims Minions
Blogging: The Beginners Guide to Blogging For Profit
All you need to know to get you started earning like a professional blogger.
The top bloggers in the industry can and do regularly make thousands of dollars each and every month from their blogs. This report gives you all you need to know to get started blogging like those professionals. www.timsminions.com is a fun based educational website teaching how to make money online.
El documento presenta una breve historia de la educación y la tecnología educativa. Resume la evolución de la educación desde la antigua India y Grecia hasta la actualidad, destacando que la estructura básica de escuelas, maestros y aprendizaje sincrónico ha permanecido igual. También resume la historia de la tecnología educativa desde los años 50 hasta la actualidad dominada por Internet y la World Wide Web. Finalmente, introduce las ventajas de usar la Web para la enseñanza, como la flexibilidad, accesibilidad y
This document provides the course syllabus for a Literary Criticism class required for fourth-year English students at the University of Costa Rica. The course introduces students to basic literary criticism approaches and their application to literature. It aims to foster understanding, enjoyment, and appreciation of literature. Over the course of the semester, students will learn about and apply formalist, mythic, feminist, structuralist, post-structuralist, new historicist, cultural studies, and reader response approaches through analyzing assigned texts. Students will be evaluated based on midterm exams, quizzes, an annotated outline, an oral presentation, classwork, and a final critical paper applying one approach.
This document provides the syllabus for a BA English course over 6 semesters. It summarizes the goals, structure, and content of the program. The syllabus aims to develop students' understanding and use of English through exposure to classic and contemporary literature. It offers more topics and choices than previous versions, including new papers on nature, mythology, African literature, and linguistics. Attention is given to emerging voices from outside the West and to Indian and women writers. The courses are designed to prepare students for higher-level English and related studies through exposure to literary theory and criticism.
Topics for paper #1 possible topics for paper #1 a) SALU18
The article examines the narrative significance of verse in Feng Menglong's short story "The Pearl Shirt Reencountered." It argues that Feng utilized the two narrative spaces of prose and verse to juxtapose a moralizing narratorial voice in prose with a counter-voice influenced by Wang Yangming's School of the Mind in verse. While previous scholarship viewed verse as redundant or a sign of orality, the article aims to demonstrate how verse related meaningfully to the prose in this prosimetric story. It seeks to understand the prosimetric form and strengthen interpretations of late imperial Chinese fiction.
The document provides details about the syllabus and exam structure for English Class IX. It includes:
1. There are two papers - Paper 1 tests English Language and Paper 2 tests Literature in English. Each paper is worth 80 marks and has a 2 hour duration.
2. Paper 1 has 5 compulsory questions testing writing skills, comprehension, and grammar. Paper 2 requires answers from drama, prose and poetry prescribed textbooks.
3. 20 marks are allocated to internal assessments covering listening, speaking, and assignments on the literature texts. Guidelines for marking the assessments with grades are provided.
Ashford eng 125 introduction to literature (documents and forms)smith54655
This document outlines the syllabus for Week 1 of an English literature course. It includes required readings from the course textbook on literary concepts and genres. There are two discussion questions posted for the week on defining literature and analyzing examples of literary terms. The assignment is a 2-4 page reading reflection analyzing a literary work using an analytical approach and citing sources in APA format. The document also provides an overview of readings and assignments for Weeks 2-4, including analyzing elements of short stories and poems and drafting a comparative paper on works with the same theme.
Ashford eng 125 introduction to literature (documents and forms)GONAUs
This document provides an overview of the required readings, discussions, and assignments for a 15-week online literature course. It outlines the reading materials, discussion prompts, and paper requirements for each week. The course introduces students to various literary genres including short stories, poetry, and drama. Weekly topics explore elements of each genre like plot, character, theme and symbolism. Students are asked to analyze works, compare genres, and write a final comparative paper analyzing how two works share and differ in their themes.
This document provides guidance on teaching the Cambridge IGCSE Literature (English) Unseen paper. It recommends that students have experience reading poems and prose prior to studying for the exam. The Unseen paper tests skills developed throughout the course by requiring analysis of previously unseen extracts. Teachers should integrate work on set texts with unseen exercises to prepare students. Specific learning objectives for the Unseen include developing informed personal responses to different genres of poems and prose extracts. Suggested activities include using past papers and examples to familiarize students with the format, and providing opportunities to practice planning, annotating, and writing responses to unseen questions.
El Comité Dominicano de los Derechos Humanos nombró al Dr. Virgilio Almanzar y a la Licda. Coralia Caraballo como representantes. El Dr. Almanzar agradeció la confianza depositada en él para fungir como Representante de Asuntos Internacionales.
The author enjoys hearing updates from friends on their friends list about family, both good news and support during difficult times. They wish they could visit friends in real life rather than just on Facebook. The author thanks friends for being part of their life and thinks about them even if they don't talk regularly. They want to see who pays attention by copying the post as their status for a minute to show they cherish family and friendship.
El documento describe la evolución de la enseñanza del inglés en Chile, desde el uso de la tiza y pizarrón hasta las herramientas digitales actuales. También analiza las razones por las cuales los chilenos están aprendiendo inglés y las diferentes opciones disponibles para estudiar el idioma, incluyendo los programas a distancia. Finalmente, destaca los elementos clave que debe tener un buen programa de enseñanza de inglés en línea.
Este documento presenta un estudio lingüístico multidisciplinar sobre la población inmigrante en la Comunidad de Madrid llevado a cabo por un grupo de investigación formado por expertos en sociolingüística, traducción, medios de comunicación, enseñanza del español como lengua extranjera y gestión de proyectos. El grupo analiza aspectos lingüísticos, socioculturales y educativos relacionados con la inmigración.
Una carta a los infelices y miserables de este paisJesus Mejia
Este documento critica duramente a los gobiernos dominicanos recientes por castigar al pueblo como lo hacían los imperios antiguos, robando el pan de muchos y causando que mueran de hambre. Compara a los políticos con los Escribas y Fariseos que apedreaban a Jesucristo, y dice que hoy en día apedrean al pueblo con leyes abusivas y contratos entreguistas. El autor pide que Dios juzgue a los gobernantes por su indiferencia hacia los pobres del país.
Este documento presenta la guía para la tercera sesión ordinaria del Consejo Técnico Escolar del ciclo escolar 2013-2014. La guía propone organizar la sesión en tres momentos: 1) recuento de compromisos asumidos, 2) fortalecimiento de la ruta de mejora, y 3) discusión sobre actividades permanentes que promuevan competencias de lectura, escritura y matemáticas. El objetivo es ayudar a los maestros a planear de manera ordenada y continua las actividades del consejo a lo largo
El documento proporciona una guía para que los padres hablen con sus hijos sobre el consumo de alcohol de manera responsable. Explica que los padres son la mayor influencia y deben fijar un buen ejemplo, hablar de forma objetiva sobre los efectos del alcohol desde una edad temprana, y establecer reglas claras. Además, recomienda que los padres escuchen activamente a sus hijos y busquen ayuda externa si es necesario.
El versículo 10 del capítulo 3 de la 1ra Epístola de San Juan distingue entre los hijos de Dios y los hijos del diablo. Aquellos que no practican la justicia ni aman a su prójimo no son considerados hijos de Dios.
This document discusses a custody dispute over a child named Mila. Several people comment on Facebook about the situation. They debate whether Mila should be with her mother or father, with some arguing the mother has exploited Mila online, while others say the father is preventing the mother from seeing her daughter. The discussions become heated with accusations thrown between those on different sides of the issue.
Blogging the beginners guide to blogging for profitTims Minions
Blogging: The Beginners Guide to Blogging For Profit
All you need to know to get you started earning like a professional blogger.
The top bloggers in the industry can and do regularly make thousands of dollars each and every month from their blogs. This report gives you all you need to know to get started blogging like those professionals. www.timsminions.com is a fun based educational website teaching how to make money online.
El documento presenta una breve historia de la educación y la tecnología educativa. Resume la evolución de la educación desde la antigua India y Grecia hasta la actualidad, destacando que la estructura básica de escuelas, maestros y aprendizaje sincrónico ha permanecido igual. También resume la historia de la tecnología educativa desde los años 50 hasta la actualidad dominada por Internet y la World Wide Web. Finalmente, introduce las ventajas de usar la Web para la enseñanza, como la flexibilidad, accesibilidad y
This document provides the course syllabus for a Literary Criticism class required for fourth-year English students at the University of Costa Rica. The course introduces students to basic literary criticism approaches and their application to literature. It aims to foster understanding, enjoyment, and appreciation of literature. Over the course of the semester, students will learn about and apply formalist, mythic, feminist, structuralist, post-structuralist, new historicist, cultural studies, and reader response approaches through analyzing assigned texts. Students will be evaluated based on midterm exams, quizzes, an annotated outline, an oral presentation, classwork, and a final critical paper applying one approach.
This document provides the syllabus for a BA English course over 6 semesters. It summarizes the goals, structure, and content of the program. The syllabus aims to develop students' understanding and use of English through exposure to classic and contemporary literature. It offers more topics and choices than previous versions, including new papers on nature, mythology, African literature, and linguistics. Attention is given to emerging voices from outside the West and to Indian and women writers. The courses are designed to prepare students for higher-level English and related studies through exposure to literary theory and criticism.
Topics for paper #1 possible topics for paper #1 a) SALU18
The article examines the narrative significance of verse in Feng Menglong's short story "The Pearl Shirt Reencountered." It argues that Feng utilized the two narrative spaces of prose and verse to juxtapose a moralizing narratorial voice in prose with a counter-voice influenced by Wang Yangming's School of the Mind in verse. While previous scholarship viewed verse as redundant or a sign of orality, the article aims to demonstrate how verse related meaningfully to the prose in this prosimetric story. It seeks to understand the prosimetric form and strengthen interpretations of late imperial Chinese fiction.
The document provides details about the syllabus and exam structure for English Class IX. It includes:
1. There are two papers - Paper 1 tests English Language and Paper 2 tests Literature in English. Each paper is worth 80 marks and has a 2 hour duration.
2. Paper 1 has 5 compulsory questions testing writing skills, comprehension, and grammar. Paper 2 requires answers from drama, prose and poetry prescribed textbooks.
3. 20 marks are allocated to internal assessments covering listening, speaking, and assignments on the literature texts. Guidelines for marking the assessments with grades are provided.
Ashford eng 125 introduction to literature (documents and forms)smith54655
This document outlines the syllabus for Week 1 of an English literature course. It includes required readings from the course textbook on literary concepts and genres. There are two discussion questions posted for the week on defining literature and analyzing examples of literary terms. The assignment is a 2-4 page reading reflection analyzing a literary work using an analytical approach and citing sources in APA format. The document also provides an overview of readings and assignments for Weeks 2-4, including analyzing elements of short stories and poems and drafting a comparative paper on works with the same theme.
Ashford eng 125 introduction to literature (documents and forms)GONAUs
This document provides an overview of the required readings, discussions, and assignments for a 15-week online literature course. It outlines the reading materials, discussion prompts, and paper requirements for each week. The course introduces students to various literary genres including short stories, poetry, and drama. Weekly topics explore elements of each genre like plot, character, theme and symbolism. Students are asked to analyze works, compare genres, and write a final comparative paper analyzing how two works share and differ in their themes.
Ashford eng 125 introduction to literature (documents and forms)adadafafvdvsv
This document outlines the syllabus for an introductory literature course. It includes required readings from the textbook for each of the first four weeks, covering topics like short stories, poetry, and drama. It also lists discussion questions and written assignments for students to complete each week analyzing various literary elements and forms. The assignments require applying concepts from the readings to examples and comparing different works to identify themes. Students must write multi-page papers following APA style and using scholarly sources.
Ashford eng 125 introduction to literature (documents and forms)adewfewfef
This document outlines the syllabus for an introductory literature course. It includes required readings from the textbook for each of the first four weeks, covering topics like short stories, poetry, and drama. It also lists discussion questions and written assignments for students to complete each week analyzing various literary elements and forms. The assignments require applying concepts from the readings to examples and comparing different works to identify themes. Students must write multi-page papers following APA style and citing sources to demonstrate their understanding of literature.
Ashford eng 125 introduction to literature (documents and forms)sdfsgdhdhdh
This document outlines the syllabus for Week 1 of an English literature course. It includes required readings from the course textbook on literary concepts and genres. There are two discussion questions posted for the week on defining literature and analyzing examples of literary terms. The assignment is a 2-4 page reading reflection analyzing a literary work using an analytical approach and citing sources in APA format. The document also provides an overview of readings and assignments for Weeks 2-4, including analyzing elements of short stories and poems and drafting a comparative paper on works with the same theme.
Ashford eng 125 introduction to literature (documents and forms)kiareo
This document provides an overview of the required readings, discussions, and assignments for a 15-week online literature course. It outlines the reading materials, discussion prompts, and paper requirements for each week. The course introduces students to various literary genres including short stories, poetry, and drama. Weekly topics explore elements of each genre like plot, character, theme and symbolism. Students are asked to analyze works, compare genres, and write a final comparative paper analyzing how two works share and differ in their themes.
Ashford eng 125 introduction to literature (documents and forms)litmanen232
This document provides an overview of the required readings, discussions, and assignments for a 15-week online literature course. It outlines the reading materials, discussion prompts, and paper requirements for each week. The course introduces students to various literary genres including short stories, poetry, and drama. Weekly topics explore elements of each genre like plot, character, theme and symbolism. Students are asked to analyze works, compare genres, and write a final comparative paper analyzing how two works share and differ in their themes.
This document outlines a lesson plan for teaching 21st century literature genres. It includes the topic, content and performance standards, learning competencies, specific learning outcomes, time allotment, materials, resources, and procedures. The procedures section details the introduction, motivation, instruction/delivery, practice, and evaluation sections of the lesson. It involves identifying and explaining different 21st century literary genres, comparing and contrasting genres, analyzing poems using literary elements, and debating themes. The lesson aims to help students understand, appreciate, and analyze various 21st century literary texts.
The document provides information about an English Language exam, specifically section A which focuses on poetry from other cultures. It details that the section will include one question comparing two poems, one seen previously and one unseen. It evaluates students on their ability to read poems insightfully, make references, understand language and structure, and compare cultural aspects. It provides an example question, including an unseen poem to annotate and compare to a poem from the pre-release booklet.
This document provides information about an English Language Arts 10 course, including the instructor's contact information, course objectives, assessment methods, and course outline. The key points are:
1) The course aims to prepare students for the provincial ELA 10 exam through developing reading, writing, and language skills.
2) Students will be assessed through various assignments and a final provincial exam worth 20% of their grade.
3) The course outline details 16 units covering topics like vocabulary, grammar, novels, poetry, plays, and exam preparation across 160 hours.
This document outlines a course on creative writing for students pursuing a B.Ed. in English Education. The course aims to expose students to a wide range of poetry forms and techniques, help them gain confidence in writing poems and short stories, and learn how to use creative writing to develop English competency in their own students. Over the course of 4 units, students will study elements of poetry and fiction like rhyme, metaphor, plot, and dialogue. They will complete writing assignments in various forms and develop lesson plans for teaching language through literature. Students will be evaluated through class participation, writing portfolios, mid-term exams, and an external evaluation.
Assignment InstructionsThis final project will require you to ga.docxhoward4little59962
Assignment Instructions
This final project will require you to gather research material, analyze it, evaluate it, and bring it together to act as support for your writing. All options require strong critical engagement with both the focal primary text(s) and with the required peer reviewed sources.
General Requirements for the Project:
All submissions must:
use 3 peer reviewed sources in addition to whatever primary texts they discuss (and these sources must be used, actually cited, in the essay, not just listed in the works cited at the end)
be 1000-1500 words long
must be original to this class and assignment (no submissions from other courses and or previous forums are allowed)
be in MLA format and use MLA style citations (see The APUS Library MLA Guide for MLA formatting models; most of you sources will probably need to use the "Journal Articles" model)
BE CAREFUL that you do not create a cut and paste essay of information from your various sources; your ideas are to be the focus of the essay, and the research should only supplement and support your ideas. Also, take great care not to plagiarize; if in doubt, cite the source. See the sample essay for an example of an MLA formatted essay.
These projects will be graded using the Research Project Essay rubric .
DISCLAIMER: Originality of attachments will be verified by Turnitin. Both you and your instructor will receive the results.
TOPIC
Satire in The Importance of Being Earnest: Oscar Wilde is known for his satire, and The Importance of Being Earnest is no exception to Wilde's usual mode of satirical writing. The effect of satire will change, however, depending upon the audience, and one of the fascinating things about this play is that the people Wilde satirizes are also the people he expects to be watching the play. Why does Wilde satirize the viewers who will be buying the tickets? What kind of reaction might he be aiming to evoke in his audience?
Works to Cite
Jordan, Robert J. "Satire and Fantasy in Wilde’s’ The Importance of Being Earnest’." ARIEL: A Review of International English Literature 1.3 (1970).
Reinert, Otto. "Satiric Strategy in ‘The Importance of Being Earnest’." College English 18.1 (1956): 14-18.
Roger J. Kreuz & Richard M. Roberts (1993) On Satire and Parody: The Importance of Being Ironic, Metaphor and Symbolic Activity, 8:2, 97-109, DOI: 10.1207/s15327868ms0802_2
WEBSITE LINKS AND RESEARCH NOTES:
https://www.mesacc.edu/~paoih30491/ArgumentClaims.html
The above link has 2 sections on TYPES OF CLAIMS AND ETHOS, PATHOS, AND LOGOS
http://artsedge.kennedy-center.org/interactives/greece/theater/playsTragicStructure.html
On Tragedy as a FORM. Will be of help when you attempt Antigone.
http://www.theatrehistory.com/origins/ridgeway001.html
Origin of Tragedy.
https://www.britannica.com/art/short-story
On the origin and development of the short story format.
https://www.history.com/topics/womens-history/feminism-womens-history
On Feminism. Useful when you work on .
This document outlines the curriculum for a 11th/12th grade Creative Writing course. The course aims to develop students' practical and creative writing skills through exploring various genres like poetry, fiction, and drama. It covers key elements and techniques of each genre, with examples from local and foreign authors. Across two semesters divided into quarters, students will analyze sample works, practice techniques in short exercises, and work towards creating a final output like a blog, completed story, or play script. The curriculum aims to introduce students to creative writing fundamentals and hone their ability to thoughtfully craft and contextualize original works.
This document provides a summary of an academic writing lecture. It discusses fine-tuning work, editing, and differences in academic writing across cultures. The lecture covers revising arguments, supporting claims, logical fallacies, concise writing, and editing techniques. It also examines how paragraph structure, plagiarism, and notions of individualism in writing can vary between cultures due to linguistic and rhetorical differences.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
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Liberal Approach to the Study of Indian Politics.pdf
2012hkdse e-elit
1. LITERATURE IN ENGLISH
INTRODUCTION
The public assessment of this subject is based on the Curriculum and Assessment Guide (Secondary
4−6) Literature in English jointly prepared by the Curriculum Development Council and the Hong
Kong Examinations and Assessment Authority. Candidates should refer to the Guide for the
knowledge, understanding, and skills, etc. they are required to demonstrate in the assessment.
ASSESSMENT OBJECTIVES
The assessment objectives of Literature in English are to evaluate the following:
(a) candidates’ familiarity with the background and content of literary and film texts as well as the
techniques employed by the writers/filmmakers in their works;
(b) candidates’ ability to articulate an informed personal response;
(c) candidates’ ability to write clear, succinct answers which demonstrate critical and analytical
skills; and
(d) candidates’ ability to express themselves more freely, informally and imaginatively in portfolio
work which relates topics of literary significance to issues of importance in contemporary
culture.
MODE OF ASSESSMENT
The table outlines the various components of the public assessment of Literature in English in the
2012 HKDSE:
Component Weighting Duration
Public Paper 1 Appreciation 30% 2½ hours
Examination Paper 2 Essay Writing 50% 3 hours
Paper 3 Portfolio 20%
PUBLIC EXAMINATION
Paper 1 Appreciation (2½ hours) (30%)
This paper will be divided into 3 sections. Candidates must choose one question (from a choice of
two) from all three sections.
Multi-part questions will invite critical analyses and/or comparisons of one or two passages from the
prescribed novel or play in Section A (10%), two or three set poems either by the same or different
poets in Section B (12%), and one or two unseen poems in Section C (8%). (For the Unseen Poetry
section, candidates should study a broad range of modern poetry including themes such as love, nature,
war, death and animals. Candidates will be expected to show an ability to understand the thought and
feeling in the poetry, and the ways in which these are conveyed.) Copies of the set and unseen poems
will be included in the question paper.
2012-HKDSE-LIT ENG
2. Paper 2 Essay Writing (3 hours) (50%)
This paper will be divided into two parts. Part I will be comprised of four sections, A – D, covering
a single novel, play, film, and set of short stories respectively. There will be two questions in each
section. Part II will be comprised of eight questions requiring comparisons of two or more of the set
texts from Part I. Candidates must answer three questions from the paper as a whole, two from Part I
(taken from different sections) and one from Part II, which must cover those texts the candidate has
not already covered in Part I. All questions will require essay-type answers, with some inviting
imaginative expansion of texts.
Paper 3 Portfolio
The portfolio component of Literature in English constitutes 20% of the total weighting for the subject.
It involves the preparation of two pieces of work:
● EITHER a review of a film/play/performance of about 600 words OR a piece of creative work,
which will be allocated 8% of the subject weighting, and
● an extended essay of 1500 – 2000 words on a theme/work/writer connected to learners’ study
in the subject; this will take up 12% of the subject mark.
It should be noted that the work for the portfolio should be related to but not exclusively or
extensively based on the set texts for study. Learners can use the texts they study as an inspiration
for their portfolio work, but they should not include detailed analysis of those works. Instead they
should focus on other arts-related materials. In the context of this subject, ‘arts’ refers to activities such
as literature, cinema, television, music, painting and dance, which people can take part in for the
purposes of enjoyment, or to create various impressions and/or meanings.
The main prose or film works chosen for study should be written or made originally in English.
Similarly, studies of other cultural mediums should centre largely on the works of English-speaking
artists or performers. Candidates should be encouraged to make connections between what they read
and things occurring in Hong Kong and around the world. Cross-cultural references can be made in
the work, e.g. comparing the set film with local films/television.
Extended essays which deal exclusively with such subjects as history, sociology, psychology, scientific
or liberal studies are not appropriate.
Submissions for Portfolio work should not exceed the word limit stated, which includes footnotes.
Work should be typed on A4 paper with the task type(s) clearly indicated on the front cover(s) and
presented in a folder. The tasks may be submitted as two separate pieces of work or bound together
providing both sections are clearly indicated. Portfolios will be collected at the end of January of the
year of examination.
SCHOOL-BASED ASSESSMENT (SBA)
School-based Assessment for Literature in English will be implemented in the 2014 HKDSE
Examination and will constitute the portfolio as described above. However, the review/creative
work should be submitted at the end of S5, and the extended essay at the end of S6.
2012-HKDSE-LIT ENG
3. The implementation schedule for SBA is as follows:
Year(s) of
Implementation of SBA
examination
Both pieces of the students’ portfolio work will be collected at the end of
2012 and 2013
January for S6 and marked by the HKEAA.
SBA will be fully implemented. The portfolio work will be marked by the
students’ own teachers and their marks will be submitted to the HKEAA.
2014 and thereafter
(the review/creative work at the end of S5, and the extended essay at the end
of S6.)
The detailed requirements, regulations, assessment criteria and guidelines will be provided in the SBA
Handbook (Trial Version) for HKDSE Literature in English published by the Hong Kong Examinations
and Assessment Authority. During the transition years, schools will be expected to conduct the SBA
activities as an integral part of learning and teaching and internal assessment as recommended in the
Curriculum and Assessment Guide. In the light of feedback from schools during the transition years, a
finalized version of the Handbook will be published when the SBA is implemented.
THE SYLLABUS
The syllabus is based on the study of one of two sets of texts which will vary over time. Each set is
comprised of one novel, one play, one film, a set of short stories selected from a given volume and a
set of poems selected from a given volume. The texts will be examined as follows:
Text Paper(s)
Novel 1 Section A (text analysis) & 2 Part I Section A, Part II
Play 1 Section A (text analysis) & 2 Part I Section B, Part II
Film 2 Part I Section C, Part II
Short stories 2 Part I Section D, Part II
Poetry 1 Section B (comparison of works by one or more poets)
2012-HKDSE-LIT ENG
4. Set 1
Novel: Lord of the Flies, William Golding
Play: Othello, William Shakespeare
Film: The Painted Veil (2006) Dir: John Curran,
Short stories: Fiction: A Pocket Anthology (Sixth Edition) ed. R.S. Gwynn. Penguin Academics.
C. P. Gilman: The Yellow Wallpaper
Edith Wharton: Roman Fever
Willa Cather: Paul’s Case
J. Steinbeck: The Chrysanthemums
Shirley Jackson: The Lottery
Hisaye Yamamoto: Seventeen Syllables
Chinua Achebe: Dead Men’s Path
Raymond Carver: Cathedral
Alice Walker: Everyday Use
L. Erdrich: The Red Convertible
Poetry: From The Rattle Bag ed. S. Heaney & T. Hughes, Faber and Faber
W. H. Auden: ‘Funeral Blues’ (p.406); ‘This Lunar Beauty’ (p.428);
‘The Wanderer’ (p.454).
Elizabeth Bishop: ‘The Bight’ (p.76); ‘The Fish’ (p.153); ‘Sandpiper’ (p.363).
Robert Frost: ‘Birches’ (p.78); ‘Gathering Leaves’ (p.176);
‘Stopping by Woods on a Snowy Evening’ (p.407).
Philip Larkin: ‘At Grass’ (p.45); ‘Cut Grass’ (p.119); ‘Days’ (p.121);
‘Seventy Feet Down’ (p.376).
Sylvia Plath: ‘Crossing the Water’ (p.117); ‘Mushrooms’ (p.299); ‘Pheasant’
(p.342); ‘Poppies in July’ (p.351); ‘You’re’ (p.474).
Set 2
Novel: The Year of Living Dangerously, Christopher J. Koch
Play: The Crucible, Arthur Miller
Film Chinatown (1974) Dir: Roman Polanski
Short stories: Fiction: A Pocket Anthology (Sixth Edition) ed. R.S. Gwynn. Penguin Academics.
Sarah Orne Jewett: A White Heron
C. P. Gilman: The Yellow Wallpaper
Edith Wharton: Roman Fever
James Joyce: Araby
Flannery O’Connor: Everything that Rises Must Converge
Richard Yates: Doctor Jack-o’-Lantern
Raymond Carver: Cathedral
Bobbie Ann Mason: Shiloh
Gish Yen: In the American Society
Daniel Orozco Orientation
Poetry: From 100 Great Poets of the English Language. ed. Dana Gioia. Penguin Academics.
Emily Dickinson: ‘I’m Nobody! Who are You?’ (p.240),
‘I Taste a Liquor Never Brewed’ (p.240),
‘This is My Letter to the World’ (p.242),
‘Because I could not Stop for Death’ (p.243)
John Keats: ‘La Belle Dame sans Merci’ (p.170), ‘Ode on Melancholy’ (p.174),
‘Ode to a Nightingale’ (p.175)
Langston Hughes: ‘Cross’ (p.401), ‘I, Too’ (p.401), ‘The Weary Blues’ (p.403),
‘The Negro Speaks of Rivers’ (p.403), Theme for English B (p.405)
Ted Hughes: ‘The Thought-Fox’ (p.508), ‘Hawk Roosting’ (p.509), ‘Pike’ (p.510)
Stevie Smith: ‘One of Many’ (p.407), ‘Mr Over’ (p.407),
‘Not Waving but Drowning’ (p.408)
2012-HKDSE-LIT ENG