Heroes exam format
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The document provides information about an upcoming English Literature exam, including: - It is a 2 hour exam with 1 hour focused on analyzing extracts from the novel "Heroes" - It consists of a 10 mark extract question analyzing language, structure, and form for 20 minutes - And a 20 mark essay question choosing between two titles analyzing the entire text for 40 minutes. - The exam counts for 40% of the student's final English Literature grade.
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Final Thoughts: Poetry can enlighten and/or evoke deep emotion in readers. Express the impact each of the two poems you have analyzed for this assignment had on you. What insights did you gain about life or human nature, and what feelings did each piece stir in you? Has your view of poetry changed in any way since reading and analyzing the Phase 3 poems? Explain your answer
Be able to describe the key elements of form, character, voice, symbolism, language, etc., that enable the writer to deliver a key message
Can articulate the (sometimes various) main meaning or key message in a story or poem as the writer intended it, as well as describe the writer’s unique point of view
Can reflect upon how a piece of literature illuminates or enriches one’ own experience
Un.
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Themes: What are the main messages of both poems? Give reasons for your answers.
Sound: Read both poems aloud. What do you notice about their rhythms, rhyme schemes and musicality? How does listening to the sound of a poem differ from merely reading it as words on a page?
Final Thoughts: Poetry can enlighten and/or evoke deep emotion in readers. Express the impact each of the two poems you have analyzed for this assignment had on you. What insights did you gain about life or human nature, and what feelings did each piece stir in you? Has your view of poetry changed in any way since reading and analyzing the Phase 3 poems? Explain your answer
Be able to describe the key elements of form, character, voice, symbolism, language, etc., that enable the writer to deliver a key message
Can articulate the (sometimes various) main meaning or key message in a story or poem as the writer intended it, as well as describe the writer’s unique point of view
Can reflect upon how a piece of literature illuminates or enriches one’ own experience
Un.
English Literature Paper 1 and Paper 2
This document provides guidance and assessment objectives for students taking a literature exam consisting of multiple questions. It includes sample exam questions on Shakespeare, a 19th century novel, modern texts, poetry, and unseen poetry. For each question, it lists the assessment objectives, key content to discuss in responses, and level descriptors for marking. The document aims to help students understand what is required to answer questions successfully and achieve higher marks in the literature exam.
Revision prompts 1
This document provides guidance on analyzing Shakespeare's play "Much Ado About Nothing" in three sections. Section A explains an extract question asking how Shakespeare presents an idea through language, characters, and devices. Section B discusses analyzing key themes and ideas, with two practice tasks on presenting disagreements. Section C provides a writing task and practice analyzing the idea of loyalty versus disloyalty in the play.
Information sheets for introduction to poetry
The document provides guidance on analyzing different elements of a poem, including its structure, meaning, viewpoint, imagery, language, and effect on the reader. It suggests examining the poem's appearance on the page, its rhyme and rhythm, repetition, themes, narrative elements, imagery like similes and metaphors, the speaker's perspective, word choice, tone and more to fully understand the poet's intent. The goal is to interpret how these various components work together to convey the writer's message and perspective.
Blood brothers mothers comparison act 1
This document provides information and guidance about an upcoming exam on the play "Blood Brothers" by Willy Russell. It outlines the structure of the exam, including two sections with different types of questions. For Section A, the first question will focus on analyzing the contrasting characterization of the main female characters, Mrs. Johnstone and Mrs. Lyons, in Act One of the play. It also provides assessment criteria for evaluating answers, focusing on demonstrating understanding of characters, themes, and language used by the writer.
Yr10 set1 RandJ 19/3/08 to 11/4/08
This document provides guidance for analyzing various elements of Shakespeare's play Romeo and Juliet, including:
- Exploring poetic language such as similes, metaphors, and assonance/alliteration in Act 1 Scene 1
- Contrasting the language of Romeo and Tybalt
- Tracking the changing moods in a scene and considering how the audience is manipulated
- Analyzing how character is revealed through actions, speech, and what others say
For your third Individual Project, you will be writing an essay of.docx
For your third Individual Project, you will be writing
an essay of 1,000 words or more about two additional poems from the assigned reading list
. Please select two works from the list of fifteen—excluding the one you already reflected on in Part A of the Phase 3 DB assignment—and answer the questions below. Again, be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Also, make sure you maintain your credibility by including in-text citations and a reference list correctly formatted in APA style.
Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions?
Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.)
Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest?
Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in an older dialect or contemporary English? Provide examples.
Tone: What tone does each poet take (e.g., sad, humorous, sarcastic, loving, etc.) toward his or her subject matter?
Themes: What are the main messages of both poems? Give reasons for your answers.
Sound: Read both poems aloud. What do you notice about their rhythms, rhyme schemes and musicality? How does listening to the sound of a poem differ from merely reading it as words on a page?
Final Thoughts: Poetry can enlighten and/or evoke deep emotion in readers. Express the impact each of the two poems you have analyzed for this assignment had on you. What insights did you gain about life or human nature, and what feelings did each piece stir in you? Has your view of poetry changed in any way since reading and analyzing the Phase 3 poems? Explain your answer
.
Literarure: Poetry Analysis and other related themes
The document provides guidance on analyzing poems by examining the speaker, meaning, structure, imagery, and rhythm/meter. It recommends first looking at the poem, reading it aloud, and considering the title before analyzing the speaker, meaning, structure, imagery, and rhyme/rhythm. Key questions are provided under each section to help guide analysis of the poem's various elements.
Romeo and juliet reflection statement
This lesson is designed for a Year 9 English/Drama class studying Shakespeare's Romeo and Juliet. Students will analyze the balcony scene and present their interpretations using a PowerPoint presentation with their own dialogue in red underneath Shakespeare's text. They will include images and discuss the theme of love overcoming barriers of families and names. Students can choose to act out their interpretation or make a video posting it online for assessment and reflection.
Romeo and juliet reflection statement
This lesson is designed for a Year 9 English/Drama class studying Shakespeare's Romeo and Juliet. Students will analyze the balcony scene and present their interpretations using a PowerPoint presentation with their own dialogue in red underneath Shakespeare's text. They will include images and discuss the theme of love overcoming barriers of families and names. Students can choose to act out their interpretation or make a video posting it online for assessment and reflection.
Unseen poem revision handout
The document provides guidance on analyzing an unseen poem in three paragraphs or less. It includes:
1) An 11-step process for close reading the poem, identifying themes, viewpoint, and analyzing language and structure.
2) A reminder to address the essay questions, use evidence from the poem, and explain how language and structure reveal the poet's feelings and themes.
3) An "Unseen Poem Essay Plan" outline and a table of "Poetry Features and Explanations" with examples of how different poetic techniques could reveal themes.
Romeo and juliet reflection statement
This lesson is designed for a Year 9 English/Drama class studying Shakespeare's Romeo and Juliet. Students will analyze the balcony scene and present their interpretations using a PowerPoint presentation with their own dialogue in red underneath Shakespeare's text. They can choose to act out the scene using their dialogue or make a video presentation. Students must also write a reflective blog post discussing their representation of the scene and how it conveys the theme of love and barriers.
Analyses of poetry
The document provides guidance on analyzing poems by breaking them down into their formal elements and literary devices. It recommends closely reading the poem several times, taking notes on observations and questions, and using those notes to investigate the poem's elements. It then lists and defines several elements to analyze, including the speaker, tone, tension, context, imagery, form, language, syntax and their corresponding poetic devices. Analyzing these elements can help the reader understand the poem's overall theme, tone and purpose.
Essay on the Following poemsThey by Siegfried Sassoon & Magi.docx
Essay on the Following poems:
"They" by Siegfried Sassoon & "Magic of Love" by Helen Farries
Begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Also, make sure you maintain your credibility by including in-text citations and a reference list correctly formatted in APA style.
Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions?
Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.)
Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest?
Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in an older dialect or contemporary English? Provide examples.
Tone: What tone does each poet take (e.g., sad, humorous, sarcastic, loving, etc.) toward his or her subject matter?
Themes: What are the main messages of both poems? Give reasons for your answers.
Sound: Read both poems aloud. What do you notice about their rhythms, rhyme schemes and musicality? How does listening to the sound of a poem differ from merely reading it as words on a page?
Final Thoughts: Poetry can enlighten and/or evoke deep emotion in readers. Express the impact each of the two poems you have analyzed for this assignment had on you. What insights did you gain about life or human nature, and what feelings did each piece stir in you? Has your view of poetry changed in any way since reading and analyzing the Phase 3 poems? Explain your answer
.
Choose a poem or song lyric about.pdf
This document provides instructions for analyzing a poem or song lyric about love. Students are asked to:
1) Choose a work that speaks to them and read it closely, paying attention to language, structure, and themes.
2) Consider the context of when it was written and how this informs its meaning.
3) Analyze the narrator's perspective on love and how it is conveyed through language and form.
4) Consider the intended audience and how the work addresses them.
5) Reflect on how the work resonates personally in relation to their own experiences with love.
6) Write a critical analysis of at least 550 words exploring the work's themes, language, structure, and context,
ENGL 102Fiction Essay InstructionsIn ModuleWeek 3, you wi.docx
ENGL 102
Fiction Essay Instructions
In Module/Week 3, you will write a 750-word (about 3–4-pages) essay that compares and contrasts 2 stories from the Fiction Unit. Before you begin writing the essay, carefully read the guidelines for developing your paper topic that are given below. Review the Fiction Essay Grading Rubric to see how your submission will be graded. Gather all of your information, plan the direction of your essay, and organize your ideas by developing a 1-page thesis statement and outline for your essay. Format the thesis statement and the outline in a single Word document using current MLA, APA, or Turabian style (whichever corresponds to your degree program). You have the opportunity to submit your thesis and outline by 11:59 p.m. (ET) on Monday of Module/Week 2 for instructor feedback.
The essay is due by 11:59 p.m. (ET) on Monday of Module/Week 3 and must include a title page (see the General Writing Requirements), a thesis/outline page, and the essay itself followed by a works cited/references page of any primary or secondary texts cited in the essay.
Guidelines for Developing Your Paper Topic
Chapter 39 in your textbook provides some helpful pointers for reading actively, taking notes, brainstorming, developing a clearly-defined thesis statement, preparing an outline, and writing a cogent fiction essay. Be sure that you have read the chapter before doing any further work for this assignment.
Choose 2 of the following short stories to compare and contrast in your essay:
“The Lottery” by Shirley Jackson
“The Destructors” by Graham Greene
“The Rocking-Horse Winner” by D.H. Lawrence
“Young Goodman Brown” by Nathaniel Hawthorne
“The Child by Tiger” by Thomas Wolfe
“The Most Dangerous Game” by Richard Connell
Also, make at least 1 of these elements of fiction the focus of your essay:
Conflict/Plot/Structure
Characterization
Setting
Theme/Authors’ Purposes
Point of View
Tone/Style/Irony/Symbol/Imagery
If you need help focusing your essay, ask yourself questions that correspond to your chosen element(s).
Conflict/Plot/Structure (This is not a summary of the stories)
What are the basic conflicts, and how do these build tension, leading to major complicated incidents and climactic moment(s)?
What are the ways in which each major character experiences conflict (either with self, with other characters, or with the social and/or physical environment)?
How are the conflicts resolved? Do the protagonists succeed in achieving their goals?
Who receives your deepest sympathy and why?
Characterization
Who are the main characters in the stories?
What are their outstanding qualities? Does the author give any indication as to how or why the character developed these qualities?
What are the characters’ emotions, attitudes, and behaviors? What do these indicate to the reader about the character?
Can the characters’ motivations be determined from the text?
Setting
Where and when do the stories take place (remember to in ...
SONG Perfect to me by Anne Marie.pdf
The document provides instructions for writing a critical analysis of a poem or song lyric about love. It instructs the reader to choose a work that speaks to them, closely read and analyze the language, structure, themes, and context of the work. It also prompts considering the perspective of the speaker/narrator, intended audience, and how the work resonates personally. The critical analysis should explore these elements, support analysis with examples, and conclude by considering the work's lasting significance. It will be graded on choice of work, close reading, contextual and speaker analysis, language/structure analysis, audience consideration, personal reflection, concluding thoughts, proofreading, organization, and citations.
WJEC AS Level English language and Literature
This document outlines the structure and assessment objectives for English Language and Literature (LL1). It provides an overview of what students will study during the year to prepare for the LL1 exam. The exam consists of two sections - Section A focuses on poetry pre-1900 and an unseen text, while Section B examines prose texts. Students will be assessed on their ability to analyze language, structure, and contextual factors (Assessment Objectives 1-3). To prepare, students will learn terminology and analyze example poems and texts. As homework, students will work in groups to create presentations teaching their peers different terminology related to literary and linguistic analysis.
How to Read and Understand an Expository EssayThe Initial Read.docx
How to Read and Understand an Expository Essay
The Initial Reading
Read the first paragraph (or section for a longer essay). Then, read the conclusion. Identify what seem to be key concepts introduced in the opening of the essay and those concepts that have been emphasized or that have emerged in the conclusion.
Scan any headings or subheadings for a sense of progression of the development of key points.
With a pen in hand, begin reading the essay from the beginning, marking in your notes or on the printed page the main ideas as you see them appearing.
From your list of main ideas, annotated in the margins of each paragraph and copied to a separate page or note card, try to reconstruct mentally the main ideas of each paragraph.
Identify key passages that you may wish to use as direct quotations, paraphrases, summaries, or allusions in the drafts of an essay.
Subsequent Readings/Reviews
Always begin by reviewing first your notes and note cards on which you have copied the annotations of main ideas from each paragraph.
Turn to the text of the essay only when you fail to remember the exact reference made in the annotations of main ideas.
Identify the Mode of Development
Is the purpose of the essay to inform, persuade, entertain, or to explore?
What is the conclusion of any argument the author may be developing?
As an informational work, is the author's voice prominent or muted?
Be sure that you understand the writer's viewpoint and purpose:
Is the writer trying to explain his or her own opinion? Trying to attack another's position? Trying to examine two sides of an issue without judgment?
Is the writer being persuasive or just commenting on or describing a unique, funny, or interesting aspect of life and what it 'says about us'?
As a piece of entertainment, what specific literary humorous devices does the author employ? (See burlesque, hyperbole, understatement, other figures of speech.)
As an exploratory work, what is the focus of the inquiry? What is the author's relationship to that focus? Is s/he supportive, hostile, indifferent? What?
Analysis of the Author
Explain the author's attitude toward the subject of the essay. Is s/he sympathetic to the thesis, issue, or key concepts?
Explore on the Internet and/or other electronic or print media any information you can find about the author and the essay. Explain how this external information better helps to understand the essay.
Explain what seems to be the author's motivation in writing the essay and what s/he hopes to accomplish with the composition.
Identify any other factors in the author's biography or notes that seem relevant to the purpose of the composition.
Some Major Essayists
Benjamin Franklin (1706–1790)
St. John de Crevecœur (1725–1813)
Thomas Paine (1737–1809)
Thomas Jefferson (1743–1826)
James Madison (1751–1836)
Alexander Hamilton (1757–1804)
Ralph Waldo Emerson (1803–1882)
Abraham Lincoln (1809–1865)
Margaret Fuller (1810–1850)
Henry David Thoreau (1817–1862)
Frederic.
Similar to Heroes exam format (20)
or your third Individual Project, you will be writing an essay of .docx
or your third Individual Project, you will be writing an essay of .docx
For your third Individual Project, you will be writing an essay of.docx
For your third Individual Project, you will be writing an essay of.docx
Literarure: Poetry Analysis and other related themes
Literarure: Poetry Analysis and other related themes
Essay on the Following poemsThey by Siegfried Sassoon & Magi.docx
Essay on the Following poemsThey by Siegfried Sassoon & Magi.docx
ENGL 102Fiction Essay InstructionsIn ModuleWeek 3, you wi.docx
ENGL 102Fiction Essay InstructionsIn ModuleWeek 3, you wi.docx
How to Read and Understand an Expository EssayThe Initial Read.docx
How to Read and Understand an Expository EssayThe Initial Read.docx
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George tells Lennie not to drink so much and gets frustrated with Lennie's behavior. George and Lennie dream of owning their own land together one day. George worries about Lennie getting them into trouble again.
Heroes quotations – read the following and complete the table
This document contains 20 short quotes from a novel. The quotes reflect on themes of heroism, war, guilt, identity and human nature. They describe how people perceive the narrator, memories of family and friends, the idea of places or acts being unlucky, recognizing betrayal, contemplating what makes a good or heroic death, struggling with sin, the sound of gunshots, failing to recognize someone, not blaming oneself, feeling special or finding one's identity, questioning the meaning of heroism, describing soldiers as scared kids who fought and stayed rather than running away.
Aic quotes
The document contains quotes from the play An Inspector Calls by J.B. Priestley. It explores themes of social responsibility, class differences, and the impact of individual actions on others through quotes discussing looking after others, blaming oneself and others for a girl's suicide, and the inspector's message that we are all responsible for each other.
Heroes robert cormier key quotations
This document provides key quotations from the first 8 chapters of the novel "Heroes" by Robert Cormier. The quotations are accompanied by brief analysis. Some of the main points that emerge are:
- The narrator Francis was disfigured in the war and returns home anonymously with a mission to fulfill
- He had feelings for Nicole Renard before the war but their relationship is now a mystery
- Larry LaSalle is a charismatic teacher and role model in the town, but there are hints of a dark past
- Flashbacks reveal Francis' admiration for Larry and the growing triangle/jealousy involving Nicole
- The characters are still scarred by their war experiences
Representation ethnicity
The document discusses representation of ethnicity in media. It states that ethnicity, like gender, consists of both biological and culturally defined characteristics. Media representation of ethnic groups can rely on rigid stereotypes similar to gender stereotypes. However, stereotyping of race is seen as more harmful than gender stereotypes because media may provide children's only experience of certain ethnic groups. The document also notes that most research has focused on representation of black people and that representation of other groups like Asian and Latino people is also important given their population sizes. It discusses how representation of ethnic groups has both improved and still includes negative stereotypes at times.
Representation sexuality
The document discusses representation of sexuality in media. It outlines common representations of heterosexual women and men, homosexual women and men, and transgender individuals. These representations include monogamous, promiscuous, embarrassed or in the closet. It notes that sexuality is often expressed through gender expression and physical attributes. The document advises analyzing how a character's gender and sexuality are constructed and whether the representation is positive, negative, or stereotypical.
Representation disability
This document discusses representation of different types of disabilities and abilities in media. It identifies physical, sensory, intellectual, mental health, developmental, and non-visible disabilities. It also mentions physical abilities like superheroes. It provides questions to consider when analyzing representation of disabilities/abilities in drama, such as what type is shown, how they are portrayed and treated by others, their role, and the overall message conveyed about that disability or ability.
Representation disability
The document discusses representation and disability in media. It lists different types of disabilities including physical, sensory, intellectual, mental health, developmental, non-visible, and those with limited abilities. It also mentions physical abilities such as superheroes and people with exceptional talents. The document poses questions about representation of disabilities and abilities in media such as what type is represented, how they are portrayed and treated by others, what role they play, and whether the representation is positive, negative, or stereotypical.
Representation disability
The document discusses representation and disability in media. It lists different types of disabilities including physical, sensory, intellectual, mental health, developmental, non-visible, and those with limited abilities. It also mentions physical abilities such as superheroes and people with exceptional talents. It provides questions to consider when analyzing representation of disabilities and abilities in media such as what type is represented, how they are portrayed and treated by others, what role they play, and whether the representation is positive, negative, or stereotypical.
Exam advice
This document provides exam advice for studying representations in television drama. It discusses the four micro-elements of mise-en-scene, cinematography, editing, and sound. For each element, it outlines the key technical aspects and terminology. It also evaluates example student responses, noting strengths like frequent terminology use and clear analysis, as well as weaknesses like an imbalance of focus across the elements. The document concludes with revision tips, emphasizing visual study aids, exemplar essays, practicing timed responses, and self-assessment.
Heroes robert cormier key quotations
This document provides key quotations from the first 5 chapters of the novel "Heroes" by Robert Cormier. The summaries focus on establishing the characters of Francis, the narrator who returns from war disfigured, and Nicole, the woman he loves. Francis believes he has no identity and hides his injuries. He carries a gun and has a mysterious mission. Flashbacks reveal Francis admired teacher Larry LaSalle and felt like an outsider as a child. The quotations analyze Francis' low self-esteem, lost love for Nicole, and belief that he is not a hero despite being awarded a medal. They also hint at darker secrets surrounding Larry and build mystery around what happened to Francis and Nicole
Representation gender
This document discusses the representation of gender in media. It explains that media helps shape cultural ideologies and notions of what is considered normal or appropriate for different social groups like men and women. Representations of women in media often focus on beauty, sexuality, and emotional roles while minimizing intellectual roles and independence. Representations of men often emphasize strength, power, physique and independence. Both gender representations in media can be unrealistic and contribute to body image issues.
Character profiles
This document outlines and prompts analysis of the main characters in the play: the Birling family (Arthur, Sybil, Eric, and Sheila), Gerald Croft, the Inspector, and Eva Smith/Daisy Renton. For each character, it poses questions about how they are described, how they treat others, their role in Eva Smith's suicide, and important quotes related to that character. The overall document aims to guide examination of these key figures and their interactions, which seem central to the events and themes of the play.
Representation 7 areas intro
Representation describes how signs like media texts stand in for and depict reality. Producers intentionally frame reality through signs like editing and camerawork to position texts ideologically. Audiences make sense of reality through these representations. Common representations of social groups in media include stereotypes like criminal black men, nerdy white men, sexy Latinas, and helpless disabled people. Understanding how media represent social groups through signs is important for recognizing the ideologies that shape perceptions of reality.
7. heroes chapter_7_hdo
The chapter shows the development of a relationship between Francis and Nicole. It also depicts Francis' transformation from a shy boy to a table tennis champion under Larry's guidance at the Wreck Centre. Against the odds, Francis wins the table tennis match against Larry. However, Larry undermines Francis' victory by implying he let Francis win. The chapter demonstrates Larry's influence and control over the young people at the Wreck Centre.
5. heroes chapter_5_hdo
The chapter provides insights into Francis' lonely childhood and introduction to the Wreck Centre. It describes Francis' growing attraction to Nicole, who also begins attending activities at the centre. Additionally, the chapter introduces Larry LaSalle, the youth worker who motivates the young people at the centre and reorganizes its activities. The chapter closes with Francis leaving in the rain, reflecting his depressed mood.
4. heroes chapter_4_hdo - copy
Francis has a drink at the St Jude Club with other veterans from the war. He recognizes them but they do not know who he is. On his way to the Wreck Centre, Francis meets Arthur Rivier, another veteran. Francis feels like an outsider even in his hometown. The chapter explores how the war has changed Francis and the other veterans, and suggests that the reality of war was not as heroic as initially thought.
Editing techniques
Editing is the process of organizing sound and images into an overall narrative. There are several common editing techniques, such as continuity editing which aims to create a sense of reality and time progression, and jump cuts which create discontinuity for artistic effect. Other techniques include cross-cutting to build tension, cutaways to interrupt scenes, and parallel editing to imply connections between separate events. Through these various techniques, editors structure footage to tell a story in the most effective way.
3. heroes chapter_3_hdo
Francis visits the town where he grew up and recalls discussing Nicole with an army comrade. In a flashback, he remembers joining the army at a young age of 15. He has nightmares about his traumatic war experiences, describing them in graphic detail. His landlady feels sorry for his injuries from the war. Memories of Nicole remain fresh in Francis' mind as he visits where she used to live.
2. heroes chapter_2_hdo
This document contains lesson materials for analyzing the novel "Heroes" including:
- Objectives to critically respond to the text by referring to relevant aspects, discussing characters/relationships thoroughly, and considering experimental ideas.
- A summary of Chapter 2 which introduces the main character Francis and his childhood love and devotion to Nicole through flashbacks.
- Analysis of how Francis is portrayed as a shy boy lacking in confidence in his interactions with Nicole before the events of the war transformed him.
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Heroes quotations – read the following and complete the table
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
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International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaExecutive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
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Heroes exam format
- 1. Unit 2b English Literature exam – 22nd May 2014 PM
- 2. 2 hour exam 1 hour on Heroes Question 1 – extract question (10 marks) – 20 mins Question 2 – choose one of two essay titles writing about whole text (20 marks) – 40 mins 40% of final English Literature grade
- 3. Spend 20 mins Questions tend to focus on either character or mood and atmosphere (or thoughts and feelings if Foundation tier) AO1 – explore key quotations from the extract in detail and explain their affect on a reader AO2 Language – use of imagery, dialogue, punctuation, sentence construction, figurative language (metaphors, similes) etc Structure – where does the extract feature in relation to the novel? What comes before and what follows? Form – which novel conventions are used e.g. 1st person narrative, enigma codes, themes, humour, drama, tension, dramatic irony, foreshadowing etc
- 4. Look closely at how _________ speaks here. What does it reveal about her feelings?/What impressions would an audience receive of their character?/How may it affect an audience’s feelings towards him/her?/What does it reveal about his/her character?/ How does it create mood and atmosphere for an audience? With close reference to the extract, show how Robert Cormier creates mood and atmosphere for an audience here.
- 5. Spend 40 mins Questions tend to be character or theme based You must show your knowledge of the whole novel Strong introduction and clear overview/evaluation of the question needed AO1 - explore key quotations from the novel in detail and explain their affect on an audience AO2 – Language - actual language/dialect used by characters and how it reveals class status Structure – the order of events, how the characters are revealed etc Form – which novel conventions are used e.g. stage directions, music, humour, the role of the narrator etc
- 6. For which character do you have most sympathy for and why? Imagine you are __________ Write down your thoughts and feelings at the end of the novel, remembering how that character would speak when you write your answer. How does Robert Cormier present the theme of __________________? Why did Robert Cormier call the novel Heroes?