Personal response To Kill A MockingbirdLaylaChuya19
A lecture on personal response to the novel To Kill A Mockingbird.
The definition of Personal Response and examples given. Also tutorial task for students.
Personal response To Kill A MockingbirdLaylaChuya19
A lecture on personal response to the novel To Kill A Mockingbird.
The definition of Personal Response and examples given. Also tutorial task for students.
Children's Literature - Introduction - Definition and Elements (KMB)Kris Thel
Definition of literature - “pieces of writing that are valued as works of art, especially novels, plays and poems”. (Oxford Advanced Learner’s English Dictionary).
Assignments1.Read the following worksa.The Br.docxAMMY30
Assignments
1.
Read the following works:
a.
The Bridge of San Luis Rey
by Thornton Wilder
b.
Our Town
by Thornton Wilder
c.
“A Rose for Emily” by William Faulkner
d.
“Hills Like White Elephants” by Ernest Hemmingway
e.
Short Story of your choice by F. Scott Fitzgerald
f.
Five poems of your choice written by Langston Hughes
2.
The last lines of
The Bridge of San Luis Rey
are:
a.
“But soon we shall die and all memory of those five will have left the earth, and we ourselves shall be loved for a while and forgotten. But the love will have been enough; all those impulses of love return to the love that made them. Even memory is not necessary for love. There is a land of the living and a land of the dead and the bridge is love, the only survival, the only meaning.”
b.
In a 1-2 page essay, explain how this theme is developed in the novel.
3.
Pick one of the following essay prompts to write a 1-2-page essay for each prompt about
The Bridge of San Luis Rey.
a.
Thornton Wilder said that he wrote the novel to ask the follow question, "Is there a direction and meaning in lives beyond the individual's own will?" According to the novel, what conclusion if any does Wilder reach? If he does not reach a conclusion, then why not?
b.
Choose a character from the novel and discuss the nuances that contribute to the character’s development.
c.
Was Brother Juniper an objective researcher? Explain your answer.
d.
Consider the following quote:
i.
Now he discovered that secret from which one never quite recovers, that even in the most perfect love one person loves less profoundly than the other. There may be two equally good, equally gifted, equally beautiful, but there may never be two that love one another equally well.
ii.
Use examples from the book to defend, qualify or challenge this assertion.
4.
Write one 4-5-page essay on the following topic: These works deal with the issues of disillusionment with old ideas and ideals. How do we see this disillusionment in these works?
5.
Watch the movie
The Crucible
(I have a copy that you can borrow – please note this movie is PG-13, and it does have some very brief nudity in it). Then write a 2-3 page essay comparing and contrasting the movies with the play. This essay should address some of the following questions:
a.
How are the themes of the book represented in the movies? How does this enhance, change, or diminish the meaning of the book?
b.
How does the director interpret the book? How do these interpretations enhance, change, or diminish the meaning of the book?
c.
What stylistic choices (lighting, cinematography, music and sound effects, and/or other special effects) did the director make? How do these choices enhance, change, or diminish the meaning of the book?
d.
How were the characters similar to/different from how you interpreted them in the book? How does this enhance, change, or diminish the meaning of the book?
e.
What was added to the movie that was not in the book? What w ...
An overview of the literary element Tone with examples from the prose of James Baldwin and the poetry of Martin Espada. With questions to help start a Response essay.
An introduction to syntax for ENGL 151L, Writing 2. With examples from modern and contemporary fiction and poetry. And a section on sentence structure.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. This Lecture and Essay #2
In Essay #2,* due in Week 6, compare and contrast
how two pieces use any literary element we have
studied so far. Setting is one element you might use.
We’ll discuss possible pair ups in the Week 6 forum.
*Extended Essay 2 Option: Discuss a 3rd piece (25 pts) and/or a 2nd
element (25 pts). To earn the full 25, cover the 2nd piece or element in
depth. All attempts will earn some extra points.
Introduction to Setting. ENGL 151L 2
3. Our Literary Elements so Far
Plot – What happens and why do we keep
watching/reading?
Characterization – Who does it happen to and why do we
care?
Narration – Who is telling the story? What do we learn
about the characters/time/place through the teller?
Point of View – How much does the narrator know and
see? Whose thoughts do they “hear”? What’s their
attitude?
Setting – Where & when does the story happen? How
does that place & time affect all the above?
Introduction to Setting. ENGL 151L 3
4. Setting with Plot-sized Muscle
Zhang Yimou’s epic film To Live follows a family as they ride the
social and historical rapids of rapid change in modern China.
Mao’s communist revolution and later “Great Leap Forward”
sweep them one way and then another, bringing drama, conflict
and growth. In this sense the time setting acts like plot: It forces
the characters to change, revealing and building character. It
might also keep us, as a suspenseful plot does, on the figurative
edge of our seats. What, we wonder, will hit this poor family next?
Has your own family ever been swept up by historical and social
forces beyond their control? How did they deal? How did that
change them? Tell me about it in an email (10 Bonus Points).
And/or dramatize it in a Creative Blog post. See instructions in the
blog area for this week.
Introduction to Setting. ENGL 151L 4
5. Introduction to Setting. ENGL 151L 5
As a child, were you ever in a food fight? Ever do something mean to another child? In
this scene from To Live, the father, Fugui, feels he must publicly shame his young son
because he has just dumped a bowl of noodles on the son of a politically powerful
member of the village. “Counter revolutionary!” yells the man – words that in that time
and place could get a person shot. Fugui must act quickly and more harshly than he
wants to. Were your parents every afraid for you or more controlling because of the
society you live in?
6. “Ballad of Birmingham”:
Historical Setting in a Poem
Some pieces can best, or only, be understood in their historical context. In Dudley
Randall’s “Ballad of Birmingham, on the bombing of a church in Birmingham, Alabama,
1963,” one family’s tragedy happens within the context The Civil Rights movement. The
bombing affected the movement, changing public opinion in favor of it. And the poem
about the bombing resonates with everything that happened before and after that day.
In the poem, a little girl asks her mother if she can attend a Freedom March. The
mother says no, “For the dogs are fierce and wild / and clubs and hoses, guns and jails,
Aren’t good for a little child.” She sends her instead to church “to sing in the children’s
choir.”
The mother smiled to know her child
Was in a sacred space
But that smile was the last smile
To come upon her face.
The poet makes history human. In a sense, we can say his subject is the setting itself.
The full poem is here
Introduction to Setting. ENGL 151L 6
Note: When quoting a few lines of poetry in passing, show line
breaks with a back slash, as in the paragraph above. When
quoting more, esp in an essay, keep the line breaks, showing the
poem as it appears on the page, as here to the left.
7. Bonus Point Opportunity
Analyze how setting and descriptions of it reflect a
character’s inner state in a piece below or another of
your choosing. For an example, see the essay on pages
207-212; what you turn in need not be so long & formal.
Worth 10 points. Longer, more detailed writing (300+
words) could earn up to 20 points. Or might be expanded
into an essay.
Shorter Pieces to consider: Daystar (525), The Shabbat
(21), I Wandered Lonely as a Cloud (485), The Sky is Low,
the Clouds are Mean (488), The Story of an Hour (287)
Longer options: A Hunger Artist (336), The Yellow
Wallpaper (316); The Raven (730); Persimmons (534)
Introduction to Setting. ENGL 151L 7
8. Bonus Point Opportunity
Discuss what a piece shows or suggests about a time
period or a society (or a society at a certain time). See
previous slide on points.
Shorter pieces to consider: London (554); Good People
(156); Easter 1916 (746 – may need some research too); I,
Too & Harlem (715-16); Identity (see link in Week 1)
Longer: Sonny’s Blues (66); Trifles (771); A Doll’s House
(812 – a long play, also a movie version); Black Mirror,
West World or other speculative fiction; Persimmons
(534). Any play in the drama section, starting p 768.
Introduction to Setting. ENGL 151L 8
9. Setting Questions to help begin
a Compare-Contrast Essay
• How central is setting to each of these pieces?
• Is there a vague, archetypal setting (p 186)? That is, would the piece be the same
where or whenever it took place? Or is the setting vivid and specific?
• Did you like one piece more? Did setting have anything to do with your
reactions?
• As you read/watched/listened, did certain descriptions of the place and time
stand out for you? (Note those for possible use in the essay.)
• Did you feel the mood of either piece’s time and place? How did the author(s) do
that?
• Where and how do historical events and social movements affect the plot and
characters? If they don’t affect them, why is that?
• How do point-of-view and setting work together (or not) in each piece?
• Does setting ever act like plot, in terms of raising obstacles and causing conflicts
that make characters grow and change?
• What did you learn about each piece’s place and time? What questions are you
left with?
Introduction to Setting. ENGL 151L 9