This document summarizes information about two early horror films: Nosferatu, eine Szmphonie des Grauens from 1921, and Frankenstein from the 1930s. Nosferatu was one of the first horror films ever made and was based on Dracula but without permission. It featured Max Schreck as the title character Nosferatu. Frankenstein was based on the Mary Shelley novel and featured Boris Karloff famously playing the monster. It portrayed a new type of horror where audiences sympathized more with the monster than with the humans like Dr. Frankenstein.
Cummings' poem "i sing of Olaf glad and big" satirizes traditional war hero epics by making its hero, Olaf, a conscientious objector who is brutally beaten for his beliefs while refusing to fight back. The poem uses biting satire and irony to condemn both the violence inflicted on Olaf and the society and institutions, including the military, president, and even Christ, that allow such treatment to occur. By portraying Olaf's heroism as stemming from his unwillingness to abandon his principles rather than through actions of war, the poem challenges what constitutes true nobility and bravery.
The document discusses the history and roots of the horror genre. It notes that horror has been around since ancient times and exists in all cultures as a way for people to confront their anxieties through frightening stories. Examples of influential early horror films that helped establish conventions of the genre include Nosferatu, Bride of Frankenstein, and The Woman in Black. The document also suggests that horror appeals to something primal in the human imagination and that each generation explores different monsters that represent threats relevant to their time.
This document provides information about the film genre project for a creative arts class. It includes definitions of the term "genre" and lists examples of different film genres. It also describes an activity where students will watch a montage of mainstream film genres and identify common stylistic elements. Finally, it discusses the German Expressionist film genre, providing context and describing its distinctive visual style including bizarre sets, unusual angles, shadows, and characters. Students are asked to create a drawing representing German Expressionism.
Count Orlok is the main vampire character in the 1922 silent German film Nosferatu. He is depicted as a truly frightening vampire, resembling a rat or spider rather than having any charm like Count Dracula. Orlok brings the plague with him and is the first vampire to be destroyed by sunlight in film. The film was an unauthorized adaptation of Bram Stoker's Dracula novel and all prints were ordered to be destroyed, but some copies survived and the film went on to influence later depictions of vampires.
Nosferatu was an influential 1922 German Expressionist horror film directed by F.W. Murnau, based on Bram Stoker's Dracula. It featured Count Orlok, a vampire from Transylvania who brings plague and feeds on human blood. Orlok resembles a rat/spider and was the first vampire depicted as being destroyed by sunlight. The film was ordered to be destroyed but some prints survived and it became a classic, though often confused with the 1931 Dracula film. It was remade in 1979 by Werner Herzog but did not equal the success and impact of the original silent film.
German Expressionism was a movement in silent horror films that emerged during World War 1. These films used stylistic techniques like twisted sets and landscapes to express feelings about the war and critique society. The Cabinet of Dr. Caligari, released in 1920, is considered one of the earliest and most influential examples, dealing with themes of insanity, murder and serial killers that went on to influence many later horror films. Nosferatu also used expressionist techniques in its 1922 adaptation of the Dracula story. Overall, German Expressionist films shocked audiences by using horror and psychological drama to provide social commentary on the post-war era in a way not seen before in cinema.
This document provides biographical details about J.D. Salinger and an overview of his most famous novel, The Catcher in the Rye. It notes that Salinger served in World War II and was later hospitalized for combat stress. The Catcher in the Rye, published in 1951, tells the story of Holden Caulfield and was an immediate success. However, it also led to unwanted attention and was frequently challenged and banned from schools for its mature content. The document also briefly discusses cultural references to the book in films, television, music, and other works.
This document summarizes information about two early horror films: Nosferatu, eine Szmphonie des Grauens from 1921, and Frankenstein from the 1930s. Nosferatu was one of the first horror films ever made and was based on Dracula but without permission. It featured Max Schreck as the title character Nosferatu. Frankenstein was based on the Mary Shelley novel and featured Boris Karloff famously playing the monster. It portrayed a new type of horror where audiences sympathized more with the monster than with the humans like Dr. Frankenstein.
Cummings' poem "i sing of Olaf glad and big" satirizes traditional war hero epics by making its hero, Olaf, a conscientious objector who is brutally beaten for his beliefs while refusing to fight back. The poem uses biting satire and irony to condemn both the violence inflicted on Olaf and the society and institutions, including the military, president, and even Christ, that allow such treatment to occur. By portraying Olaf's heroism as stemming from his unwillingness to abandon his principles rather than through actions of war, the poem challenges what constitutes true nobility and bravery.
The document discusses the history and roots of the horror genre. It notes that horror has been around since ancient times and exists in all cultures as a way for people to confront their anxieties through frightening stories. Examples of influential early horror films that helped establish conventions of the genre include Nosferatu, Bride of Frankenstein, and The Woman in Black. The document also suggests that horror appeals to something primal in the human imagination and that each generation explores different monsters that represent threats relevant to their time.
This document provides information about the film genre project for a creative arts class. It includes definitions of the term "genre" and lists examples of different film genres. It also describes an activity where students will watch a montage of mainstream film genres and identify common stylistic elements. Finally, it discusses the German Expressionist film genre, providing context and describing its distinctive visual style including bizarre sets, unusual angles, shadows, and characters. Students are asked to create a drawing representing German Expressionism.
Count Orlok is the main vampire character in the 1922 silent German film Nosferatu. He is depicted as a truly frightening vampire, resembling a rat or spider rather than having any charm like Count Dracula. Orlok brings the plague with him and is the first vampire to be destroyed by sunlight in film. The film was an unauthorized adaptation of Bram Stoker's Dracula novel and all prints were ordered to be destroyed, but some copies survived and the film went on to influence later depictions of vampires.
Nosferatu was an influential 1922 German Expressionist horror film directed by F.W. Murnau, based on Bram Stoker's Dracula. It featured Count Orlok, a vampire from Transylvania who brings plague and feeds on human blood. Orlok resembles a rat/spider and was the first vampire depicted as being destroyed by sunlight. The film was ordered to be destroyed but some prints survived and it became a classic, though often confused with the 1931 Dracula film. It was remade in 1979 by Werner Herzog but did not equal the success and impact of the original silent film.
German Expressionism was a movement in silent horror films that emerged during World War 1. These films used stylistic techniques like twisted sets and landscapes to express feelings about the war and critique society. The Cabinet of Dr. Caligari, released in 1920, is considered one of the earliest and most influential examples, dealing with themes of insanity, murder and serial killers that went on to influence many later horror films. Nosferatu also used expressionist techniques in its 1922 adaptation of the Dracula story. Overall, German Expressionist films shocked audiences by using horror and psychological drama to provide social commentary on the post-war era in a way not seen before in cinema.
This document provides biographical details about J.D. Salinger and an overview of his most famous novel, The Catcher in the Rye. It notes that Salinger served in World War II and was later hospitalized for combat stress. The Catcher in the Rye, published in 1951, tells the story of Holden Caulfield and was an immediate success. However, it also led to unwanted attention and was frequently challenged and banned from schools for its mature content. The document also briefly discusses cultural references to the book in films, television, music, and other works.
The document provides a history of the horror genre in film from 1896 to present day. It describes how horror began as campfire stories and evolved with the rise of cinema in the late 19th century. Key developments and influential films are highlighted for each decade, such as Nosferatu (1922), Dracula (1931), The War of the Worlds (1953), The Exorcist (1973), and The Shining (1980). Trends in the genre are discussed, from the introduction of sound and color to evolving styles like creature features, serial killers, and psychological horror.
In the early 1900s, German filmmakers created the first horror films, with Paul Wegener's 1913 film Der Golem enjoying great success. F.W. Murnau's 1922 vampire film Nosferatu was also influential as the first feature-length vampire movie. In the 1930s, Universal Studios dominated the genre with successful films like Dracula and Frankenstein, which spawned numerous sequels. In the 1950s, the tone of horror films shifted from the gothic themes of the 1930s to focus more on modern threats involving aliens and mutations, as seen in popular films like The Thing From Another World and Invasion of the Body Snatchers.
The document provides details about the 2014 Italian film "There Will Be Meadows Again" directed by Ermanno Olmi, which depicts the experiences of 20 Italian soldiers trapped in trenches in the Alps during World War I in 1917. The soldiers feel isolated from the true front-line experience and alienated from an invisible enemy. They face harsh conditions as their real enemies become the forces of nature and meaningless orders from incompetent officers. In the freezing cold, the soldiers suffer from illness and start to experience hallucinations. The film draws from Olmi's childhood memories of his father telling him about his experiences as a soldier in the war.
Dmk germans are starting up submarine warfarenorita ahmad
1. The document discusses Richard's experiences during World War I, including exchanging letters with the poet Mr. Kilmer, deciding not to participate in a school play due to anti-German sentiment, and learning that Mr. Kilmer was killed in the war.
2. Richard gains confidence in his poetry through his correspondence with Mr. Kilmer and decides to read his poetry to his class.
3. Hannah declines the role of Lady Liberty in the school play because of prejudice against her German heritage. Richard then also decides not to participate in the play.
The legend of Faust tells the story of a scholar who makes a deal with the devil, trading his soul for unlimited knowledge and pleasures. This legend has been adapted and reinterpreted through many literary, artistic, and musical works over time. Two seminal versions are Christopher Marlowe's play Doctor Faustus from the 16th century and Johann Wolfgang von Goethe's 19th century play Faust, which complicates the moral message of earlier versions. F.W. Murnau also directed a famous silent film adaptation of Faust in 1926 featuring impressive special effects.
The document traces the history and evolution of the horror genre from its origins in Gothic literature in the late 1700s through early films in the 1890s and 1900s to modern psychological horrors of the 1990s and 2000s. It notes key authors and films that helped establish conventions like haunted houses and castles as settings during nighttime. Universal Pictures played a major role in popularizing horror films in the 1930s with films like Dracula and Frankenstein.
Horror has been an ancient art form used to terrify audiences through tales that trigger the imagination. Some of the earliest horror films were created in Germany in the 1910s-1920s during the Expressionist era. In the early 1930s, Universal Pictures popularized the genre with Gothic films like Dracula and Frankenstein, blending horror with science fiction. Advances in technology in the 1950s shifted the tone from gothic to concerns more relevant to audiences, with subgenres including horror of armageddon and horror of the demonic as seen in films like War of the Worlds.
The document discusses different narrative structures and plot devices commonly used in movies, television shows, and other works of fiction. It defines closed narratives found in standalone movies or franchises with prequels/sequels, open narratives seen in ongoing television shows, and multi-stranded narratives that tell intertwining stories from multiple perspectives. It also explains point-of-view narratives, plot twists, MacGuffins, deus ex machina resolutions, red herrings that misdirect the audience, and narratives that begin in medias res without initial exposition. Examples are provided for each term to illustrate how the techniques are employed.
Agnese Dracula movie making @ Media Pro studios BucharestAPIER
This document proposes recreating the Dracula legend through a media experience at MediaPro Studios. It involves guests spending about 25 minutes at each of 13 stages/locations, including welcoming guests to Dracula's world, recreating scenes from Dracula films, teaching defense techniques against villains, ballroom dancing, acting, building coffins, and knitting garlic for protection. The goal is to both create an immersive experience and educate guests about aspects of Romanian history related to the Dracula legend. A detailed implementation plan and timeline is provided for the proposed January 13, 2011 event.
When The Roman Empire Was Stopped at the RhineBob Mayer
The Battle of the Teutoberg Forest halted the expansion of the Roman Empire east of the Rhine. 30,000 men died. It was one of the most significant events in history; eventually leading to a unified Germany. What if Rome won the battle? What if . . .
The document discusses different types of news story leads, including the straight lead which relies on who, what, when, where, why and how. An anecdotal lead uses an interesting short story to hook the reader. A descriptive lead uses sensory language to describe the scene. A zinger lead is intended to make the reader question what the story is about.
Vampire films have evolved over time from frightening monsters to romantic figures. Early silent films like Nosferatu portrayed vampires as animalistic threats. Later films like Horror of Dracula showed vampires as gentlemanly yet still frightening. Bram Stoker's Dracula elicited more sympathy for vampires. Twilight transformed vampires into attractive, "vegetarian" beings and placed romance at the center of the story, changing perceptions of vampires. While vampires have become less scary, the horror genre often cycles and vampires may regain their frightening image in future films that depart from the Twilight mold.
The History of the Horror Genre and AnalysesEllie Buchan
This document discusses the history and evolution of the horror genre across different eras:
1. The roots of horror literature in the 19th century led to classics like Frankenstein and Dracula being adapted to film in the early 20th century. This set conventions for the genre including using music, camera angles, and costumes to build tension and scare audiences.
2. German Expressionist films of the 1920s-30s featured abstract, painterly styles that broke conventions and influenced Hollywood. As the economy struggled after WWI, horror films provided affordable entertainment.
3. In the 1940s-50s, Universal Studios popularized monster films that referenced fears of war, science, and communism. Low-budget
This document defines and provides examples of three types of irony: verbal, situational, and dramatic. Verbal irony occurs when what is said differs from the intended meaning, like sarcasm. Situational irony involves a situation turning out differently than expected. Dramatic irony exists when the audience knows something a character does not, such as a killer's hiding place in a horror movie.
Queen Victoria became gassy in her later years and had a journalist tried for libel after he wrote she was fat, flabby and flatulent. Sir Henry Ludlow farted so loudly in Parliament in 1607 it inspired a poem about it. Whoopi Goldberg got her stage name from friends who said she sounded like a whoopee cushion when she farted. Katy Perry and Britney Spears are both known for their flatulence, with Russell Brand describing Perry as a "flatulence factory." Martin Luther used farts to make points and chase away the devil. Nancy Grace denied farting during an interview on Dancing with the Stars but video evidence and her partner's reaction suggested otherwise.
The document summarizes the history of horror films from the 1890s to the 2000s. It describes how the genre evolved from early silent films depicting supernatural events and monsters to talkies produced by Universal in the 1930s-1940s. It then discusses the emergence of science fiction-horror hybrids in the 1950s-1960s addressing Cold War fears and how occult and demonic themes rose in popularity in the 1970s. Franchise slasher films were prominent in the 1980s-1990s followed by a quiet period in the 2000s with remakes and sequels of classic films.
The screenplay depicts a meeting between Hitler, Goebbels, and Himmler in Hitler's office in 1934 Germany. Himmler suggests a plan to promote procreation in ancient cemeteries to imbue babies with the souls of Norse warriors. Goebbels objects to the plan as making them seem like occult-obsessed lunatics. They prepare for a ritual involving knives to contact a deceased spiritual guide, but are interrupted by Hitler's secretary.
This document defines plagiarism and discusses why it is important to avoid. Plagiarism involves presenting someone else's ideas or work as your own without giving them proper credit. It is considered theft and cheating. If caught, it can result in failing grades or other penalties. While some information may be considered "common knowledge" and not require citation, students should always cite direct quotes, paraphrased ideas, and facts/statistics taken from other sources to avoid plagiarism. The document provides examples of proper citation formats and additional resources on plagiarism and copyright issues.
The document provides a history of the horror genre in film from 1896 to present day. It describes how horror began as campfire stories and evolved with the rise of cinema in the late 19th century. Key developments and influential films are highlighted for each decade, such as Nosferatu (1922), Dracula (1931), The War of the Worlds (1953), The Exorcist (1973), and The Shining (1980). Trends in the genre are discussed, from the introduction of sound and color to evolving styles like creature features, serial killers, and psychological horror.
In the early 1900s, German filmmakers created the first horror films, with Paul Wegener's 1913 film Der Golem enjoying great success. F.W. Murnau's 1922 vampire film Nosferatu was also influential as the first feature-length vampire movie. In the 1930s, Universal Studios dominated the genre with successful films like Dracula and Frankenstein, which spawned numerous sequels. In the 1950s, the tone of horror films shifted from the gothic themes of the 1930s to focus more on modern threats involving aliens and mutations, as seen in popular films like The Thing From Another World and Invasion of the Body Snatchers.
The document provides details about the 2014 Italian film "There Will Be Meadows Again" directed by Ermanno Olmi, which depicts the experiences of 20 Italian soldiers trapped in trenches in the Alps during World War I in 1917. The soldiers feel isolated from the true front-line experience and alienated from an invisible enemy. They face harsh conditions as their real enemies become the forces of nature and meaningless orders from incompetent officers. In the freezing cold, the soldiers suffer from illness and start to experience hallucinations. The film draws from Olmi's childhood memories of his father telling him about his experiences as a soldier in the war.
Dmk germans are starting up submarine warfarenorita ahmad
1. The document discusses Richard's experiences during World War I, including exchanging letters with the poet Mr. Kilmer, deciding not to participate in a school play due to anti-German sentiment, and learning that Mr. Kilmer was killed in the war.
2. Richard gains confidence in his poetry through his correspondence with Mr. Kilmer and decides to read his poetry to his class.
3. Hannah declines the role of Lady Liberty in the school play because of prejudice against her German heritage. Richard then also decides not to participate in the play.
The legend of Faust tells the story of a scholar who makes a deal with the devil, trading his soul for unlimited knowledge and pleasures. This legend has been adapted and reinterpreted through many literary, artistic, and musical works over time. Two seminal versions are Christopher Marlowe's play Doctor Faustus from the 16th century and Johann Wolfgang von Goethe's 19th century play Faust, which complicates the moral message of earlier versions. F.W. Murnau also directed a famous silent film adaptation of Faust in 1926 featuring impressive special effects.
The document traces the history and evolution of the horror genre from its origins in Gothic literature in the late 1700s through early films in the 1890s and 1900s to modern psychological horrors of the 1990s and 2000s. It notes key authors and films that helped establish conventions like haunted houses and castles as settings during nighttime. Universal Pictures played a major role in popularizing horror films in the 1930s with films like Dracula and Frankenstein.
Horror has been an ancient art form used to terrify audiences through tales that trigger the imagination. Some of the earliest horror films were created in Germany in the 1910s-1920s during the Expressionist era. In the early 1930s, Universal Pictures popularized the genre with Gothic films like Dracula and Frankenstein, blending horror with science fiction. Advances in technology in the 1950s shifted the tone from gothic to concerns more relevant to audiences, with subgenres including horror of armageddon and horror of the demonic as seen in films like War of the Worlds.
The document discusses different narrative structures and plot devices commonly used in movies, television shows, and other works of fiction. It defines closed narratives found in standalone movies or franchises with prequels/sequels, open narratives seen in ongoing television shows, and multi-stranded narratives that tell intertwining stories from multiple perspectives. It also explains point-of-view narratives, plot twists, MacGuffins, deus ex machina resolutions, red herrings that misdirect the audience, and narratives that begin in medias res without initial exposition. Examples are provided for each term to illustrate how the techniques are employed.
Agnese Dracula movie making @ Media Pro studios BucharestAPIER
This document proposes recreating the Dracula legend through a media experience at MediaPro Studios. It involves guests spending about 25 minutes at each of 13 stages/locations, including welcoming guests to Dracula's world, recreating scenes from Dracula films, teaching defense techniques against villains, ballroom dancing, acting, building coffins, and knitting garlic for protection. The goal is to both create an immersive experience and educate guests about aspects of Romanian history related to the Dracula legend. A detailed implementation plan and timeline is provided for the proposed January 13, 2011 event.
When The Roman Empire Was Stopped at the RhineBob Mayer
The Battle of the Teutoberg Forest halted the expansion of the Roman Empire east of the Rhine. 30,000 men died. It was one of the most significant events in history; eventually leading to a unified Germany. What if Rome won the battle? What if . . .
The document discusses different types of news story leads, including the straight lead which relies on who, what, when, where, why and how. An anecdotal lead uses an interesting short story to hook the reader. A descriptive lead uses sensory language to describe the scene. A zinger lead is intended to make the reader question what the story is about.
Vampire films have evolved over time from frightening monsters to romantic figures. Early silent films like Nosferatu portrayed vampires as animalistic threats. Later films like Horror of Dracula showed vampires as gentlemanly yet still frightening. Bram Stoker's Dracula elicited more sympathy for vampires. Twilight transformed vampires into attractive, "vegetarian" beings and placed romance at the center of the story, changing perceptions of vampires. While vampires have become less scary, the horror genre often cycles and vampires may regain their frightening image in future films that depart from the Twilight mold.
The History of the Horror Genre and AnalysesEllie Buchan
This document discusses the history and evolution of the horror genre across different eras:
1. The roots of horror literature in the 19th century led to classics like Frankenstein and Dracula being adapted to film in the early 20th century. This set conventions for the genre including using music, camera angles, and costumes to build tension and scare audiences.
2. German Expressionist films of the 1920s-30s featured abstract, painterly styles that broke conventions and influenced Hollywood. As the economy struggled after WWI, horror films provided affordable entertainment.
3. In the 1940s-50s, Universal Studios popularized monster films that referenced fears of war, science, and communism. Low-budget
This document defines and provides examples of three types of irony: verbal, situational, and dramatic. Verbal irony occurs when what is said differs from the intended meaning, like sarcasm. Situational irony involves a situation turning out differently than expected. Dramatic irony exists when the audience knows something a character does not, such as a killer's hiding place in a horror movie.
Queen Victoria became gassy in her later years and had a journalist tried for libel after he wrote she was fat, flabby and flatulent. Sir Henry Ludlow farted so loudly in Parliament in 1607 it inspired a poem about it. Whoopi Goldberg got her stage name from friends who said she sounded like a whoopee cushion when she farted. Katy Perry and Britney Spears are both known for their flatulence, with Russell Brand describing Perry as a "flatulence factory." Martin Luther used farts to make points and chase away the devil. Nancy Grace denied farting during an interview on Dancing with the Stars but video evidence and her partner's reaction suggested otherwise.
The document summarizes the history of horror films from the 1890s to the 2000s. It describes how the genre evolved from early silent films depicting supernatural events and monsters to talkies produced by Universal in the 1930s-1940s. It then discusses the emergence of science fiction-horror hybrids in the 1950s-1960s addressing Cold War fears and how occult and demonic themes rose in popularity in the 1970s. Franchise slasher films were prominent in the 1980s-1990s followed by a quiet period in the 2000s with remakes and sequels of classic films.
The screenplay depicts a meeting between Hitler, Goebbels, and Himmler in Hitler's office in 1934 Germany. Himmler suggests a plan to promote procreation in ancient cemeteries to imbue babies with the souls of Norse warriors. Goebbels objects to the plan as making them seem like occult-obsessed lunatics. They prepare for a ritual involving knives to contact a deceased spiritual guide, but are interrupted by Hitler's secretary.
This document defines plagiarism and discusses why it is important to avoid. Plagiarism involves presenting someone else's ideas or work as your own without giving them proper credit. It is considered theft and cheating. If caught, it can result in failing grades or other penalties. While some information may be considered "common knowledge" and not require citation, students should always cite direct quotes, paraphrased ideas, and facts/statistics taken from other sources to avoid plagiarism. The document provides examples of proper citation formats and additional resources on plagiarism and copyright issues.
This document discusses plagiarism, including what it is, different types of plagiarism, prevalence of plagiarism, and issues related to plagiarism. It defines plagiarism as stealing another's work and ideas and presenting them as one's own without proper citation or credit. The document outlines different types of plagiarism such as copying work word-for-word without citation, paraphrasing without citation, and self-plagiarism. It also discusses how to avoid plagiarism through proper citation and summarizes guidelines for paraphrasing, quoting, and citing sources.
The document discusses plagiarism and its negative consequences. It defines plagiarism as copying another's writing and submitting it as one's own work. Several examples are provided of students committing plagiarism by copying articles from sources and passing them off as their own work to a teacher. The document emphasizes that plagiarism is considered cheating, is not permitted in any class or university, and can result in failure if detected. It also notes that while the internet makes plagiarism easier, it also enables teachers to more easily identify plagiarized content. Students are advised to only submit their original work and to ask the teacher if they have any questions about plagiarism.
Romiette and Julio - Chapters 33-37 DiscussionMissMayfield
Ben is comparing the Devildogs gang to the alien monster in Star Trek, suggesting they act as an unthinking collective rather than individuals. Luis argues with his father about his relationship with Romiette, bringing up points about respecting his choices, though it's unclear if they are good points. In her dream after using a soul mate system, Destiny sees a tall, dark-skinned man with kind eyes as her soul mate. Romiette and Julio realize the Devildogs threat against their relationship has escalated and they do not know how to stay safe without hiding their romance.
This document provides guidelines for writing a concise biography essay in 3 paragraphs: an introduction, body, and conclusion. The introduction should grab the reader's attention with an interesting fact or quote. The body should have 3-5 supporting details in varied sentence structures. The conclusion should restate the main points and leave the reader with a lingering thought about the person's impact. Formal language without slang or contractions should be used.
This document contains discussion questions about a weekend reading. It asks whether dancing is an effective way to deal with a gang in the cafeteria. It also questions if differences in people's living situations should impact their relationships. Additionally, it asks the reader to make predictions about Romiette's recurring nightmare and the meaning behind hearing Julio's voice. Finally, it asks for opinions on Malaka's new attitude of having someone else think for her instead of thinking for herself.
To effectively research online:
1. Be specific in your search terms by including relevant details like a person's name and the topic you want to learn about.
2. Leave out unnecessary words to refine results and use quotation marks to search for exact phrases.
3. Evaluate website trustworthiness by checking the URL extension for the type of organization, looking for creator details like a copyright and "About" page, and assessing professional language and appearance.
Romiette and Julio - Chapters 38-47 DiscussionMissMayfield
The document provides discussion questions about a novel. It asks the reader to summarize key parts of the story, including:
1) What Destiny hears when she sees her soulmate and what the author wants the reader to believe about destiny.
2) Why the character Ben would play the 1812 Overture and how the narrator describes the weather as the plan is put into action, foreshadowing what is to come.
3) What is ironic about the newscast in Chapter 40 and who the feuding families initially blame for the disappearance of their children, as the story explores the themes of predictions, hope, and redemption.
Romiette and Julio Test Review QuestionsMissMayfield
This document contains 20 multiple choice and short answer questions about the novel "Snowman" by Bennet. The questions cover various literary elements and analysis topics such as foreshadowing, metaphors, point of view, conflict types, climax, theme, and characters. The answers provide explanations and examples from the text to support the responses.
Romiette and Julio Discussion Chapters 54-62MissMayfield
The document summarizes and asks questions about various chapters in a book. It discusses how Ben reveals he likes Destiny in chapter 54, how weather in that chapter could foreshadow events, the types of questions a reporter asks and how people respond in chapter 57, how two feuding families overcome differences in chapter 58, how two teens are found in chapter 58 compared to expectations, and themes of destiny and chance from the overall book. The summary focuses on the key chapters, events, characters, and themes discussed without verbatim quotes from the document.
논문을 쓸 때 이 모든 출처를 명확하게, 완전히 밝히는 것은 너무나도 중요합니다. 다른 사람의 아이디어나 표현, 혹은 이전 작업에 크레딧을 주지 않고 사용하는 것은 무척 비윤리적인 행위로 이를 표절이라고 명명합니다. 표절은 비윤리적이거나 게으른 연구자가 의도적으로 하는 경우도 있지만 경솔한 연구자가 실수로 저지르는 경우도 있습니다. 이 글에서는 표절의 개념을 다루면서, 표절을 알아내는 방법, 그리고 표절을 피하는 방법에 대해서 이야기하겠습니다.
The document discusses plagiarism and defines several actions that are considered plagiarism, including copying work from another source without giving them credit or paraphrasing too closely to the original text. It notes that while copying and pasting from the internet is easy, teachers can also easily detect plagiarized work since it may not be written at the student's level. The consequences of plagiarism range from getting a zero on the assignment to expulsion from class depending on the school and grade level.
The document discusses plagiarism, defining it as stealing and passing off another's ideas as one's own. It identifies two main types of plagiarism - deliberate and accidental. Deliberate plagiarism includes directly copying text from sources without citing, while accidental plagiarism can occur when a source is used too closely in paraphrasing. The document also provides tips on how to avoid plagiarism, such as putting all copied text in quotations and paraphrasing rather than replacing a few words. Additionally, it shares some alarming facts about the prevalence of plagiarism, such as studies finding that the majority of college students admit to cheating and not properly citing sources.
Plagiarism involves copying or stealing ideas and text from others without giving proper credit. The document advises readers to avoid plagiarism by citing sources, using quotation marks for direct quotes, and paraphrasing or summarizing others' work while still giving credit. It also notes that readers should cite sources properly to avoid plagiarism.
Summarizing, Paraphrasing, and QuotingMissMayfield
This document provides guidance on skills for essay writing such as summarization, paraphrasing, and using quotes. It explains that a summary should use an author's main ideas in your own words and be much shorter than the original. A paraphrase should be about the same length as the original while changing the vocabulary and sentence structure. Quotes should be used selectively to support ideas or preserve elegant language. Citation of sources is required for summaries, paraphrases, and quotes, unless stating common knowledge.
Plagiarism undermines a student's integrity and credibility, as some colleges will immediately dismiss students who are caught plagiarizing, whether intentional or unintentional. Properly citing sources prevents plagiarism, which is not difficult when students document sources, understand the differences between quotes and paraphrases, and learn citation styles like MLA or APA to give credit where it is due.
The document defines plagiarism and discusses its different types and consequences. It notes that plagiarism can be intentional, such as copying text without citation, or unintentional through improper citation or paraphrasing. Consequences of plagiarism include academic penalties like failing courses or suspension. The document recommends properly citing sources to avoid plagiarism.
Point of View Practice/Diagnostic QuizMissMayfield
This document provides a quiz on point of view in writing. It asks students to identify the point of view being used in different passages as first person, third person omniscient, third person limited, or third person objective. The quiz also asks how telling a story from the perspective of one of the goats (in first person point of view) would change the story and affect the reader.
This document provides summaries and recommendations for resources about Napoleon and the Napoleonic era. It begins with summaries of four documentary films on Napoleon that range from 4 hours to 1 hour and 28 minutes. It then summarizes several books on Napoleon and his armies, including comprehensive works by John Elting and David Chandler. Further recommendations include historical fiction novels by Bernard Cornwell, websites containing resources on Napoleon, and episodes from a television drama about Napoleon's life. The document is aimed at providing concise overviews and guidance for further viewing, reading, and surfing on topics related to Napoleon.
The document provides a detailed timeline and overview of key events, leaders, battles, and developments during World War 1 from 1914 to 1918. It touches on the initial assassination that sparked the war, major offensives like the Somme, the entry of the US, and the eventual armistice. Photos supplement the text in depicting the immense human toll through battle scenes, cemeteries, and memorials dedicated to those who fought.
The document provides background information on World War 1, including its differing viewpoints, causes, key players and events that led to its start in 1914. The main causes that contributed to the outbreak of the war were militarism and arms buildup among the great powers, the system of opposing alliances that divided Europe, imperial rivalries, and rising nationalism. The assassination of Archduke Franz Ferdinand provided the spark that set off a chain of events leading countries to declare war on each other due to their alliance obligations. This began the "Great War", which quickly escalated into a global conflict through the mobilization of millions of troops and the opening of battlefronts across Europe, Africa and Asia.
mithun sharing his collection of quizzes which were left over in his laptop. this is something i have prepared for my own learning or for conducting some quiz in hyd or bglr between 2005 and 2011
This book review summarizes Paul Brickhill's book "The Great Escape", which tells the true story of a mass escape from a German prisoner of war camp during World War 2. While only 3 prisoners ultimately reached freedom in England, the escape disrupted German forces and led to 50 prisoners being murdered on Hitler's orders. The author was imprisoned at Stalag Luft III and was a member of the organization that planned the escape. His firsthand account vividly describes life in the camp and the planning of the elaborate escape tunnel. The leader of the escape, Roger Bushell, is portrayed as a captivating figure who did everything possible to resist the Nazis, even escaping twice before. The book honors those who sacrificed their lives and brought
The document discusses key aspects of World War I, including:
- The stalemate of trench warfare on the Western Front as armies faced difficulties advancing across no man's land against machine guns and barbed wire.
- The introduction of new military technologies like tanks, airplanes, poison gas, and submarines that revolutionized warfare, though their effectiveness varied early in the war.
- How total war involved entire societies being mobilized for the war effort through conscription, rationing, propaganda, and redefined gender roles for women on the home front.
Overview of trench warfare in WWI with effects it had on the war and the soldiers involved. At the end, it includes an assignment for students to practice writing a "primary" document.
The Giver Novel Questions, Quizzes, and ActivitiesMissMayfield
This PowerPoint uses many real-life connections to draw students into the text. It also introduces Bloom's Taxonomy to students (because why keep it secret?) and includes quizzes which utilize higher-level thinking skills. Biblical allusions are mentioned at the end.
This document provides a table comparing Greek and Roman gods, listing their names in each tradition and their domains of rule. It shows that many Greek gods have direct counterparts in Roman mythology with parallel roles and functions. Key gods listed include Zeus/Jupiter as king, Hera/Juno as queen, Hermes/Mercury as messenger, and gods of the sea, fire, wine, wisdom, hunting, harvest, sun, war, and underworld.
This PowerPoint serves as an introduction to terms, people, and places mentioned in the myth of Orpheus. This was designed for 7th grade English/Language Arts students.
The document discusses different types of symbols people encounter in everyday life, including visual symbols like traffic lights, written symbols, musical and sound symbols, nonverbal symbols, and verbal symbols. It prompts readers to make a list of common symbols within these categories and discusses how authors use symbolism in stories to convey additional meanings and have an effect on the story.
There are two main types of conflict: internal and external. Internal conflict involves a character struggling with their own emotions, choices, or past troubles. External conflict involves a character struggling against outside forces such as other characters, nature, or society. Conflict is crucial to any story as it creates drama, tension, and drives the plot forward.
The document discusses three types of third-person point of view in narratives: omniscient, limited, and objective. In omniscient point of view, the narrator knows the thoughts and feelings of all characters. Limited point of view means the narrator only knows the thoughts of one character. Objective point of view takes an impersonal, observational approach without getting inside any character's perspective.
This document discusses three types of narration point of view: first person, second person, and third person. First person point of view uses pronouns like "I" and "we" and tells the story from within. Third person uses pronouns like "he" and "she" and tells the story as an observer from outside. Second person uses "you" and is uncommon in literature but common for instructions. Character dialogue does not reveal point of view, only the narration outside of quotes. Examples are provided to demonstrate identifying point of view.
The document discusses different types of narratives including allegory, fable, and moral. It provides examples of each like The Tortoise and the Hare as a fable that conveys a moral. The story of The Dog and The Bone is also described, where a dog drops his bone while trying to take another in his reflection, conveying the moral of being greedy. The document reviews how Animal Farm can be interpreted as both an allegory and a fable, and asks what moral the novel aims to teach.
This document provides a quiz on persuasion, propaganda, and logical fallacies. It includes 10 multiple choice questions testing the identification of objective vs subjective writing, common logical fallacies, and propaganda techniques. The key for each section lists the possible answer choices and identifies the correct response for each question.
This document provides tips for writing an effective essay, including focusing on strong introductions, avoiding clichés and unnecessary phrases, considering audience and structure, and using credible, emotional, and logical appeals. It recommends grabbing the reader's attention in the introduction without boring or tacky openings. Specific tips are given on eliminating subjective language, structuring paragraphs with a clear opinion and supporting facts/examples, and appealing to the intended audience's interests and values. Proper formatting of 1-2 double-spaced pages with appropriate citations is also addressed.
The document defines propaganda and lists some common tactics used, including fear appeal, rumor, innuendo, slogan, repetition, bandwagon, and doublespeak/euphemism. It provides examples and brief explanations of each tactic, such as using fear to frighten people into agreeing, subtly derogatory remarks, getting people to join in by following others, and using unclear or mild language to describe negative ideas. The overall message is that propaganda uses biased or misleading information to promote a particular viewpoint through these different persuasive techniques.
The document discusses 5 common logical fallacies: name-calling, either/or, hasty generalization, cause and effect, and loaded language. It provides examples of each fallacy and how they appear in news stories and political rhetoric. The purpose is to help identify and avoid using flawed reasoning techniques in arguments and conclusions.
Subjective writing relies on personal feelings, opinions, and judgments that cannot be independently verified, while objective writing focuses on facts, figures, and observable details.
Subjective styles are used in personal essays and autobiographies, while journalists reporting news stories aim for objectivity by only including verifiable facts. However, some texts like biographies may contain both subjective and objective elements. Readers must be able to distinguish fact from opinion.
Metaphors - Direct, Implied, and ExtendedMissMayfield
The document discusses different types of metaphors:
1) Direct metaphors make a direct comparison using "is" or "are".
2) Implied metaphors hint at a comparison rather than stating it directly.
3) Extended metaphors continue a comparison over multiple sentences or paragraphs, like in the excerpt from "Me Talk Pretty One Day" where the author compares being taken from class to a criminal capture.
Direct characterization directly states a character's personality traits, while indirect characterization reveals a character's personality through their speech, thoughts, actions, effects on others, and appearance. Indirect characterization uses techniques like showing a character's speech, thoughts, effects on others, actions, and controllable aspects of their appearance to indirectly portray their personality to the audience.
Literary terms - Foreshadowing, Protagonist, and AntagonistMissMayfield
The document defines literary terms and provides an example of foreshadowing from the novel To Kill a Mockingbird. It describes how Mr. Bob Ewell spits in Atticus Finch's face and threatens him, foreshadowing future conflicts between the characters. The document also defines the terms protagonist and antagonist, and provides a journal prompt asking the reader to argue for one side of a controversial issue.
Elements of Persuasion and MLA FormattingMissMayfield
This document discusses the elements of persuasion and provides guidelines for formatting papers according to MLA style. It defines persuasion as convincing others that one's belief is correct and getting them to act on that belief. The key elements of persuasion are credibility, logic, and emotion. Aristotle believed rhetoric is the ability to see the available means of persuasion in each situation. The document then provides examples of using credibility and emotion to persuade and explains that logic uses facts to persuade. It asks which method would be best to persuade others in different scenarios and provides tips for adhering to an audience's interests, values, and expectations. Lastly, it outlines the proper formatting for papers, including font, spacing, margins, and title formatting
An idiom is an expression that means something other than the literal meaning of its words, with examples including "It's raining cats and dogs" and "Don't cry over spilled milk." A theme is the central idea or ideas explored in a literary work, such as the themes of racism and justice explored in To Kill a Mockingbird.
1. The act of presenting the words or
ideas of others as your own.
2. Let’s assume that two students are
writing research papers for a history
course. On a visit to the library they both
come across the following excerpt from a
compilation, Napoleon: The Final
Verdict, copyrighted in 1996 by Arms &
Armour Press.
The passage refers to the closing stages of
the Battle of Waterloo and was written by
Andrew Uffindell.
Learning in the Academy: An Introduction to the Culture of Scholarship, Creighton
University, College of Arts & Sciences, 2nd printing, 2005
3. At this stage many a general would have broken off the
battle and retreated. But Napoleon could not afford a
single setback for it would destroy his reputation and
embolden the political opposition in Paris. He had no
choice but to stake everything on an attack by his Guard
against Wellington. To boost his army’s flagging
morale, Napoleon sent messengers around the
battlefield falsely to announce that Marshal Grouchy was
arriving. This ruse was risky for if Napoleon’s troops
discovered the truth, the sudden disillusionment would
shatter the army. But Napoleon was a gambler, and the
cheers of “Vive l’Empereur! Soldats, voila Grouchy!”
certainly galvanized his army into a renewed effort in
support of the Guard attack.
4. Example A- Unacceptable
All seemed lost for Napoleon, and many a
general would have broken off the battle and
retreated. Yet, he could not afford to do so
as a single setback would destroy his
reputation and harden the political
opposition in Paris.
Why is this unacceptable?
The words in red are taken directly from the
source.
Nothing gives credit to the author.
5. Example B- Acceptable
According to Uffindell, all seemed lost for
Napoleon, but to pull out would "destroy his reputation
and embolden the political opposition in Paris” (186).
Why is this acceptable?
The author’s words are in quotations
Statement is bookended
Begins with author’s name
Ends with citation (page number from book)
6. Example A- Unacceptable
Napoleon had a choice to make. He could either retreat and face
almost certain political collapse back in Paris or stake everything by
confronting the British troops with his Imperial Guard. Never one to
break off an engagement willingly, Napoleon chose the latter option.
Then, to boost his troops’ morale, the Emperor dispatched
messengers around the camp with the false announcement that
Marshal Grouchy would soon arrive to relieve them.
Why is this unacceptable?
“In Example A, the writer picks numerous words and phrases from
Uffindell’s paragraph, sometimes changing their form slightly (for
example, substituting false announcement for falsely to announce).
But he does nothing to disguise his wholesale adoption of Uffindell’s
analysis of the situation. The resulting text is plagiarized because the
author could fairly claim very little as his own work beyond some
superficial editing.”– Learning in the Academy: An Introduction to the
Culture of Scholarship, Creighton University, College of Arts &
Sciences, 2nd printing, 2005
7. Example B- Acceptable
According to Andrew Uffindell, Napoleon had a challenging
decision to make at this point: either fall back and face
almost certain rejection at home or “stake everything on an
attack by his Guard against Wellington.” Never one to accept
defeat, Napoleon chose the latter and, “[to] boost his army’s
flagging morale, ... sent messengers around the battlefield
falsely to announce that Marshal Grouchy was arriving”
(Uffindell 186).
Why is this acceptable?
Everything borrowed is in quotation marks
The paragraph is bookended
The quotes are truly part of the sentence
Her own words are used in between
8. Example A- Unacceptable
Out of fear that his debilitated army would be unable or
willing to make a final charge, Napoleon started the rumor
that Marshal Grouchy was nearby and would be arriving to
assist them at any moment. This could have been a dangerous
move for the Corsican; if his soldiers had found out it was no
more than a rumor, they would most definitely have lost
heart and with it the desire to fight. But Napoleon was
always one to take chances. His ruse worked, and a newly
invigorated army prepared to attack the British line.
Why is this unacceptable?
Even though the writer used his own words, he did not give credit to
the author for using her information.
9. Example B- Acceptable
According to historian Andrew Uffindell, out of fear that his
debilitated army would be unable or willing to make a final
charge, Napoleon started the rumor the Marshal Grouchy was
nearby and would be arriving to assist them at any moment.
This could have been a dangerous move for the Corsican; if
his soldiers had found out it was no more than a rumor they
would most definitely have lost heart and with it the desire
to fight. But Napoleon was always one to take chances. His
ruse worked and a newly invigorated army prepared to attack
the British line (Uffindell 186).
Why is this acceptable? (Notice the phrasing is the same)
The writer cited the author.
Bookending it makes it acceptable!
10. Learningin the Academy: AN Introduction
to the Culture of Scholarship, Creighton
University, College of Arts & Sciences
http://puffin.creighton.edu/ccas/forms/Learnin
ginAcademy.pdf
Avoiding Plagiarism: Mastering the Art of
Scholarship, a UTSA Publication of
Student Judicial Affairs.
SFU Library- Subject Research website
http://www.lib.sfu.ca/researchhelp/subjectguid
es/engl/classes/EssayArch.htm