Law of life theme graphic organizer
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The document provides guidance on identifying themes in literary works. It explains that theme is the central message communicated and often emerges through elements like the resolution of conflicts, traits of characters, significance of settings, point of view, symbolic meanings, and titles. It includes a chart for analyzing the short story "The Law of Life" by recording these details to identify its theme(s).
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Course Themes Guide The English 112 course will focus o.docx
Course Themes Guide
The English 112 course will focus on a central theme that runs throughout the course. Students
will choose a theme, and then use this theme when completing assignments under modules 2-4.
Course Themes:
o Addiction
o Aging, death, and dying
o Body image/eating disorders
o Coming of Age
o Heterosexual gender roles: equality and civil rights
o Lesbian, gay, bisexual, and transgender roles: equality and civil rights
o Mental illness: schizophrenia, OCD, bipolar disorder
o Physical disability, impairment, and disfigurement
o Psychosis and violence
o War and Post Traumatic Stress Disorder (PTSD)
Module Two: Course Theme Literary Analysis
In Module Two, students will work on a literary analysis. To complete the analysis, course theme
will have to be paired with a fictional work (such as a fictional short story, poem, play, or film).
Below are some suggested fictional works listed under their corresponding course themes.
Author names are provided parenthetically. Most of the suggested stories/poems/plays can be
found through a quick web search. If a story is unavailable, inform the instructor so he or she
may assist you.
Addiction:
“Babylon Revisited” (F. Scott Fitzgerald)
“Sonny’s Blues” (James Baldwin)
Aging, death, and dying
“Thanatopsis” (William Cullen Bryant)
“Midterm Break” (Seamus Heaney);
“Death Be Not Proud” (John Donne)
Time Flies (David Ives)
Body image/eating disorders
“Barbie Doll” (Marge Piercy)
Wasted (Marya Hornbacher)
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“A&P” (John Updike)
“How Far She Went” (Mary Hood)
“Where Are You Going, Where Have You Been?” (Joyce Carol Oates)
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“The Curse” (Andre Dubus)
“Yellow Wallpaper” (Charlotte Perkins Gilman)
Trifles (Susan Glaspell)
Lesbian, gay, bisexual, and transgender roles: equality and civil rights
“Life After High School” (Joyce Carol Oates)
“Paul’s Case” (Willa Cather)
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“Hunters in the Snow” (Tobias Wolff)
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“Soldiers Home” (Ernest Hemingway)
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“The Thing in the Forest” (A.S. Byatt)
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Course Themes Guide The English 112 course will focus o.docx
Course Themes Guide
The English 112 course will focus on a central theme that runs throughout the course. Students
will choose a theme, and then use this theme when completing assignments under modules 2-4.
Course Themes:
o Addiction
o Aging, death, and dying
o Body image/eating disorders
o Coming of Age
o Heterosexual gender roles: equality and civil rights
o Lesbian, gay, bisexual, and transgender roles: equality and civil rights
o Mental illness: schizophrenia, OCD, bipolar disorder
o Physical disability, impairment, and disfigurement
o Psychosis and violence
o War and Post Traumatic Stress Disorder (PTSD)
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In Module Two, students will work on a literary analysis. To complete the analysis, course theme
will have to be paired with a fictional work (such as a fictional short story, poem, play, or film).
Below are some suggested fictional works listed under their corresponding course themes.
Author names are provided parenthetically. Most of the suggested stories/poems/plays can be
found through a quick web search. If a story is unavailable, inform the instructor so he or she
may assist you.
Addiction:
“Babylon Revisited” (F. Scott Fitzgerald)
“Sonny’s Blues” (James Baldwin)
Aging, death, and dying
“Thanatopsis” (William Cullen Bryant)
“Midterm Break” (Seamus Heaney);
“Death Be Not Proud” (John Donne)
Time Flies (David Ives)
Body image/eating disorders
“Barbie Doll” (Marge Piercy)
Wasted (Marya Hornbacher)
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“A&P” (John Updike)
“How Far She Went” (Mary Hood)
“Where Are You Going, Where Have You Been?” (Joyce Carol Oates)
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“The Curse” (Andre Dubus)
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“The Tale-Tell Heart” (Edgar Allan Poe)
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“Good Country People” (Flannery O’Connor)
“The Birthmark” (Nathaniel Hawthorne)
Psychosis and violence
“A Good Man Is Hard to Find” (Flannery O’Connor)
“The Curse” (Andre Dubus)
“The Cask of Amontillado” (Edgar Allan Poe)
“Hunters in the Snow” (Tobias Wolff)
War and Post Traumatic Stress Disorder (PTSD)
The Red Badge of Courage (Stephen Crane)
“Soldiers Home” (Ernest Hemingway)
“The Things They Carried” (Tim O’Brien)
“The Thing in the Forest” (A.S. Byatt)
Modules Three and Four: Course Theme Research
In Modules Three and Four, you will research your course themes in the social and natural
sciences. Keywords will.
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This document provides guidance on writing arguments about literature, including short stories and poems. It discusses selecting an issue to address, forming a claim about that issue and providing evidence to support the claim. It also covers analyzing various elements of literature like characters, themes, symbols and literary devices. The document emphasizes choosing a clear thesis, using quotes to support arguments, and comparing multiple works through their similarities and differences.
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The English 112 course will focus on a central theme that runs throughout the course. Students
will choose a theme, and then use this theme when completing assignments under modules 2-4.
Course Themes:
o Addiction
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o Body image/eating disorders
o Coming of Age
o Heterosexual gender roles: equality and civil rights
o Lesbian, gay, bisexual, and transgender roles: equality and civil rights
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In Module Two, students will work on a literary analysis. To complete the analysis, course theme
will have to be paired with a fictional work (such as a fictional short story, poem, play, or film).
Below are some suggested fictional works listed under their corresponding course themes.
Author names are provided parenthetically. Most of the suggested stories/poems/plays can be
found through a quick web search. If a story is unavailable, inform the instructor so he or she
may assist you.
Addiction:
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“Sonny’s Blues” (James Baldwin)
Aging, death, and dying
“Thanatopsis” (William Cullen Bryant)
“Midterm Break” (Seamus Heaney);
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Time Flies (David Ives)
Body image/eating disorders
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“How Far She Went” (Mary Hood)
“Where Are You Going, Where Have You Been?” (Joyce Carol Oates)
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“The Curse” (Andre Dubus)
“Yellow Wallpaper” (Charlotte Perkins Gilman)
Trifles (Susan Glaspell)
Lesbian, gay, bisexual, and transgender roles: equality and civil rights
“Life After High School” (Joyce Carol Oates)
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“A Rose for Emily” (William Faulkner)
“The Tale-Tell Heart” (Edgar Allan Poe)
“Bartleby” (Herman Melville)
Physical disability, impairment, and disfigurement
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“Good Country People” (Flannery O’Connor)
“The Birthmark” (Nathaniel Hawthorne)
Psychosis and violence
“A Good Man Is Hard to Find” (Flannery O’Connor)
“The Curse” (Andre Dubus)
“The Cask of Amontillado” (Edgar Allan Poe)
“Hunters in the Snow” (Tobias Wolff)
War and Post Traumatic Stress Disorder (PTSD)
The Red Badge of Courage (Stephen Crane)
“Soldiers Home” (Ernest Hemingway)
“The Things They Carried” (Tim O’Brien)
“The Thing in the Forest” (A.S. Byatt)
Modules Three and Four: Course Theme Research
In Modules Three and Four, you will research your course themes in the social and natural
sciences. Keywords will help limit searches to the appr.
Short story, poetry, and modernist topics
This document provides guidance for students on writing an essay responding to literature from the Modernist period. It offers several essay prompts focused on the short story "Barn Burning" and poems the class has read. Students can also choose to analyze aspects of works by Zora Neale Hurston or characteristics of Modernism. The essay should be 500-750 words, cite sources using MLA style, and demonstrate skills learned in class such as close reading and integrating quotations. Expectations include outlining, researching, and applying rhetorical strategies to support a thesis through evidence from assigned texts.
Short story, poetry, and modernist topics
This document provides guidance for students on writing an essay in response to assigned readings from the Modernist period. It offers prompts on stories by William Faulkner and Zora Neale Hurston, as well as poetry and themes of Modernism. Students must choose one prompt to respond to in a 500-750 word MLA-formatted essay, using textual evidence and citing sources as needed. The document outlines learning objectives, submission requirements, and advice on best practices and things to avoid in completing the assignment successfully.
Themes: The Immortal Life of Henrietta Lacks
The document discusses themes that emerge from The Immortal Life of Henrietta Lacks by Rebecca Skloot. Specifically, it addresses how themes are expressed as complete sentences in a generic and third-person manner without direct references to the text. An example theme provided is the conflict between individual rights and scientific inquiry as seen in the book through the use of Henrietta Lacks' cells without her family's consent and the benefits gained by medical science from her cells.
Short story, poetry, and modernist topics
This document provides guidance and instructions for students writing an essay responding to literature from the Modernist period. It offers several essay prompts focused on the short story "Barn Burning" and poems the class has read. Students must choose one prompt and write a 500-750 word thesis-driven essay using MLA style. The document outlines learning objectives, submission requirements, and tips for a successful essay, including best practices like highlighting evidence from the text and avoiding vague descriptions. It also lists previously learned skills and potential traps to watch out for in the writing process.
Literary analysisppt
A compilation run through of basic literary analysis techniques intended for use with freshman composition students. Sources include the Bedford Guide for College Writers (Lottery examples).
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The document discusses what a literary analysis is and how to conduct one. It explains that a literary analysis attempts to answer questions about a text by viewing it through different lenses, such as cultural, linguistic, psychoanalytical, feminist, or Marxist lenses. It provides examples of questions one could ask about classic stories like Snow White viewed through different interpretive lenses. The document also provides tips for identifying patterns and connections in a text and how to synthesize ideas and form a thesis statement for a literary analysis.
Course Themes Guide The English 112 course will focus o.docx
Course Themes Guide
The English 112 course will focus on a central theme that runs throughout the course. Students
will choose a theme, and then use this theme when completing assignments under modules 2-4.
Course Themes:
o Addiction
o Aging, death, and dying
o Body image/eating disorders
o Coming of Age
o Heterosexual gender roles: equality and civil rights
o Lesbian, gay, bisexual, and transgender roles: equality and civil rights
o Mental illness: schizophrenia, OCD, bipolar disorder
o Physical disability, impairment, and disfigurement
o Psychosis and violence
o War and Post Traumatic Stress Disorder (PTSD)
Module Two: Course Theme Literary Analysis
In Module Two, students will work on a literary analysis. To complete the analysis, course theme
will have to be paired with a fictional work (such as a fictional short story, poem, play, or film).
Below are some suggested fictional works listed under their corresponding course themes.
Author names are provided parenthetically. Most of the suggested stories/poems/plays can be
found through a quick web search. If a story is unavailable, inform the instructor so he or she
may assist you.
Addiction:
“Babylon Revisited” (F. Scott Fitzgerald)
“Sonny’s Blues” (James Baldwin)
Aging, death, and dying
“Thanatopsis” (William Cullen Bryant)
“Midterm Break” (Seamus Heaney);
“Death Be Not Proud” (John Donne)
Time Flies (David Ives)
Body image/eating disorders
“Barbie Doll” (Marge Piercy)
Wasted (Marya Hornbacher)
Coming of Age
“A&P” (John Updike)
“How Far She Went” (Mary Hood)
“Where Are You Going, Where Have You Been?” (Joyce Carol Oates)
Heterosexual gender roles: equality and civil rights
“A Work of Artifice” (Marge Piercy)
“The Curse” (Andre Dubus)
“Yellow Wallpaper” (Charlotte Perkins Gilman)
Trifles (Susan Glaspell)
Lesbian, gay, bisexual, and transgender roles: equality and civil rights
“Life After High School” (Joyce Carol Oates)
“Paul’s Case” (Willa Cather)
A Streetcar Named Desire (Tennessee Williams)
Mental illness: schizophrenia, OCD, bipolar disorder
“A Rose for Emily” (William Faulkner)
“The Tale-Tell Heart” (Edgar Allan Poe)
“Bartleby” (Herman Melville)
Physical disability, impairment, and disfigurement
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“Good Country People” (Flannery O’Connor)
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“Soldiers Home” (Ernest Hemingway)
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Modules Three and Four: Course Theme Research
In Modules Three and Four, you will research your course themes in the social and natural
sciences. Keywords will.
Introlit analysis-1217252303491728-9
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The document provides instructions for an in-class writing assignment on character analysis for the novel A Game of Thrones. Students will discuss their characters in assigned teams to facilitate participation points. They are given 5 potential essay prompts to choose from that involve analyzing and arguing about specific characters from the novel through their roles, development, cultural significance, experiences of conflict, or status as a "tragic hero." Outlines are to be constructed with evidence from the text to support points for the chosen prompt. A directed introduction is also assigned to set up the argument and thesis.
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This document is intended to guide new writers in constructing clear and cohesive literary analysis thesis statements.
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Unit 4 pretest
This document contains a 20 question pretest assessing understanding of key literary terms like voice, diction, tone, point of view, imagery, conflict, plot structure, narrator, setting and symbolism. It also asks students to identify examples that demonstrate concepts like hyperbole, understatement and context clues. The bonus question asks students to identify the author Mark Twain.
Unit 4 study guide
This study guide covers several short stories by Mark Twain and other authors and provides discussion questions about key elements of each story such as setting, plot, symbols, themes, and literary techniques. The stories that will be analyzed are Life on the Mississippi, The Notorious Jumping Frog of Calaveras County, The Law of Life, The Yellow Wallpaper, and The Story of an Hour. Questions prompt identification of the author, genres of local color and naturalism, narrators, conflicts, tones, and structures of each story. Literary devices like symbolism, point of view, dialect, hyperbole, and understatement are also addressed. General questions cover definitions of core literary concepts.
Unit 4 study guide
This study guide covers several short stories by Mark Twain and other authors and provides discussion questions about key elements of each story such as setting, plot, symbols, themes, and literary techniques. The stories that will be analyzed are Life on the Mississippi, The Notorious Jumping Frog of Calaveras County, The Law of Life, The Yellow Wallpaper, and The Story of an Hour. Questions prompt identification of the author, genres of local color and naturalism, narrators, conflicts, tones, and structures of each story. Literary devices like symbolism, point of view, dialect, hyperbole, and understatement are also addressed. General questions cover definitions of core literary concepts.
Unit 4 study guide
This study guide covers several short stories by Mark Twain and other authors and provides discussion questions about key elements of each story such as setting, plot, symbols, themes, and literary techniques. The stories that will be analyzed are Life on the Mississippi, The Notorious Jumping Frog of Calaveras County, The Law of Life, The Yellow Wallpaper, and The Story of an Hour. Questions prompt identification of authors, settings, conflicts, themes, and tones as well as definitions of literary devices like local color, naturalism, point of view, hyperbole, and understatement.
Unit 4 study guide
This study guide covers several short stories by Mark Twain and other authors and provides discussion questions about key elements of each work such as setting, plot, symbols, themes, and literary techniques. The stories that will be analyzed are Life on the Mississippi, The Notorious Jumping Frog of Calaveras County, The Law of Life, The Yellow Wallpaper, and The Story of an Hour. Questions prompt identification of authors, analyses of local color and naturalism, examinations of narrators, conflicts, tones, and structures. Definitions of literary devices like point of view, hyperbole, and understatement are also required.
The story of an hour quiz
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Story of an hour stations
The document provides instructions for students to complete 6 stations analyzing Kate Chopin's short story "Story of an Hour". The stations guide students to:
1) Describe imagery from paragraphs 4-6 and its symbolism.
2) Describe how imagery shifts from paragraphs 18-19 and its significance.
3) Identify the thesis statement and a major theme supported by details.
4) Learn about 19th century domesticity from a website and how Chopin represents it.
5) Draw and complete a plot diagram of the story's exposition, conflict, climax etc.
6) Define words from the story and use them in original sentences.
The story of an hour text
Kate is told that her husband Brently Mallard was killed in a railroad accident. She is initially overcome with grief but then finds joy and freedom in her new widowhood. She realizes she can now live for herself without being under the power and will of another. However, when Brently unexpectedly returns home, the shock of seeing him assumed to be dead causes Kate to die of heart failure from the intense emotions she experienced.
The story of an hour presentation
Mrs. Mallard, upon hearing that her husband had passed away, is initially overcome with grief but then begins to feel a sense of freedom and new possibilities for her life alone. However, her sense of freedom and new life are suddenly taken away when she sees her husband enter through the front door, very much alive. The shock of this revelation causes Mrs. Mallard to collapse and die from a heart issue.
The yellow wallpaper quiz
This document contains a 10 question quiz about the short story "The Yellow Wallpaper" by Charlotte Perkins Gilman. The questions assess the reader's understanding of key plot points and themes in the story, including the narrator's obsession with the wallpaper pattern in her room, her husband John's restrictive "rest cure" treatment for her nervous condition, and themes of women's roles and mental health in the late 19th century.
Yellow Wallpaper Abc boxes
This document contains the English alphabet written out across six lines. It lists all 26 letters of the alphabet from A to Z in a linear fashion without any other distinguishing features or context.
The yellow wallpaper presentation
The narrator of "The Yellow Wallpaper" is a woman whose husband has placed her under the "rest cure" for depression. She is confined to an upstairs bedroom in their rented home and forbidden from working, which causes her mental state to deteriorate. In her isolation, she becomes obsessed with the pattern of the yellow wallpaper in her room. She starts seeing a woman behind the pattern and believes she is trapped within the wallpaper. By the end, she seems to have lost her grip on reality.
Law of life presentation
This document provides background information on Jack London, the author of the short story "Law of Life." It summarizes London's life experiences in Alaska during the Klondike Gold Rush that influenced his writing. The document then outlines directions for a book activity where students will summarize pages of the story and illustrate them to create their own version of the book. It concludes with discussion questions about the story's themes and characters.
Notorious jumping frog quiz
The document is a quiz about "The Notorious Jumping Frog of Calaveras County", a short story by Mark Twain. It contains 10 multiple choice questions testing comprehension of details from the story, such as characters, events, descriptions, and narrative techniques used. The questions cover topics like hyperbole, understatement, context clues, bets made by the character Jim Smiley, and how his love of gambling negatively impacted his life.
Notorious jumping frog graphic organizer
This document provides analysis tools for identifying features of tall tales in "The Notorious Jumping Frog of Calaveras County", including hyperbole, understatement, and local color. It includes an example of understatement from the story and prompts the reader to consider how the story might be different if told from the perspective of the original narrator.
Notorious jumping frog presentation
The document is a summary of the short story "The Notorious Jumping Frog of Calaveras County" by Mark Twain. It discusses how the narrator meets a man named Simon Wheeler in a mining camp who tells a story about a man named Jim Smiley who liked to bet on anything, including a frog jumping contest. However, Smiley's frog was tricked by the opponent who made the frog swallow quail shot, making it too heavy to jump. The summary concludes with the narrator leaving as Wheeler begins another story.
Life on the mississipp paraphrasing worksheet
This document provides guidance on how to paraphrase passages from Life on the Mississippi by Mark Twain. It explains that paraphrasing is restating difficult passages in simpler terms. It outlines two steps for effective paraphrasing: 1) Write a literal paraphrase using a dictionary if needed. 2) Revise the paraphrase to account for any understatement or exaggeration used by the author. The document includes an example passage and paraphrase to demonstrate the process. Readers are instructed to select difficult passages and write both a literal and final paraphrase accounting for Twain's style.
Life on the mississippi picture and summary worksheet
This short document contains three words: Picture, Words, and Summary. It does not provide much context or information on its own beyond listing those three terms in a single sentence format.
Life on the mississippi vocabulary graphic organizer
This document provides vocabulary words extracted from the book "Life on the Mississippi" along with their location in the text, examples of usage from sentences in the story, definitions, and a space to write your own sentence. The words include various types of vessels, concepts like sufficiency and prudence, structures like levees, and descriptors like drawling and dismal. The document supports analyzing unfamiliar words by providing context from the book alongside definitions.
Life on the mississippi presentation
Mark Twain's memoir "Life on the Mississippi" recounts his early days working as a riverboat pilot on the Mississippi River. He describes the challenges of learning to navigate the ever-changing river. Twain grew up in Missouri and had an intimate knowledge of the Mississippi from his work as a riverboat pilot. The memoir provides colorful details about life and work on the river during the 19th century.
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Syllabus
Chapter-1
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Chapter 2
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Chapter 3
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Chapter 4
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Chapter 5
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Chapter 6
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Law of life theme graphic organizer
- 1. Copyright©HoltMcDougal,adivisionofHoughtonMifflinHarcourt 161 TheLawofLife Unit 4 American Literature Resource Manager Name Date The Law of Life Copy Master Text Analysis Theme Theme is the central message communicated by a literary work. Theme often emerges as a set of ideas expressed through literary elements. The answers to the following questions can help you identify a story’s theme or themes. • What is the resolution of the primary conflict? • What traits do the main characters display? • What about the physical or cultural setting is significant? • What point of view is used to describe the experiences of the main characters? • What objects or figures have symbolic meaning? • What does the title refer to? Directions: In the chart, record the answers and details to analyze the theme of “The Law of Life.” An example has been done for you. Details Revealing Theme Conflict Man vs. Nature—Nature does not wait for, or care about, any man. For man (Old Koskoosh), death is inevitable. Character Setting Point of View Symbol Title