Macbeth review
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This document provides discussion questions about William Shakespeare's play Macbeth for a student to answer with their group. The questions cover whether Macbeth is a tragic hero and what his tragic flaw may be, whether goodness is destined to be defeated in the world, what caused Macbeth's downfall between fate or free will, gender roles and how they are reversed in the play, themes of equivocation, supernatural effects on behavior, and the corrupting force of power and ambition. It also asks students to explain the significance and provide examples of recurring motifs in the play involving hands, blood, light vs dark, and the weather.
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List of Writing Prompts
For students:
There are three prompts below each with four texts. For your literary analysis essay, choose
ONE prompt and text pairing that interests you. Then, take a look at the guiding questions for
the text you choose. You don’t necessarily need to answer all of these questions in your paper.
The questions are there to help get you thinking in a direction that will be more likely to lead
you to a successful literary analysis.
PROMPT 1.
Write an analysis of a key character in a literary work. Focus on two or three key actions of that
character. Discuss the character’s motivations and decisions in terms you can support with clear
evidence from a critical reading of the text. Consider whether this character’s actions fit
together or contradict each other. You may also want to consider whether or not any other
characters in the story are aware of this conflict, and if so, how they influence the character you
are writing about.
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“Interpreter of Maladies” (Jhumpa Lahiri, 1999)
Guiding Questions:
1. How does a new outsider community member like Mrs. Das influence Mr. Kapasi, who
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2. How does Mr. Kapasi’s desire for Mrs. Das make him unable to understand Mrs. Das’
desires, leading to his failure to fulfill his role as the Interpreter of Maladies?
3. How do the Das family’s actions surrounding their children show that their desires or
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Guiding Questions:
1. How does the grandmother’s property at the pawn shop help to define the narrator’s
desires and feeling of obligation to recover it? Why is it so important?
2. How does the character accomplish his objective, and how is this surprising considering
all of the unfortunate events and bad decisions he makes along the way?
3. How do the other characters--the Aleuts, the pawn shop owner, the waitress, the police
officer, the other Indians at the bar--each play an important role in showing how the
http://central-lausd-ca.schoolloop.com/file/1251955222331/1251955217263/2279767265736662414.pdf
http://www.newyorker.com/magazine/2003/04/21/what-you-pawn-i-will-redeem
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List of Writing Prompts
For students:
There are three prompts below each with four texts. For your literary analysis essay, choose
ONE prompt and text pairing that interests you. Then, take a look at the guiding questions for
the text you choose. You don’t necessarily need to answer all of these questions in your paper.
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PROMPT 1.
Write an analysis of a key character in a literary work. Focus on two or three key actions of that
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1. How does a new outsider community member like Mrs. Das influence Mr. Kapasi, who
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3. How do the Das family’s actions surrounding their children show that their desires or
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“What You Pawn, I Will Redeem” (Sherman Alexie, 2003)
Guiding Questions:
1. How does the grandmother’s property at the pawn shop help to define the narrator’s
desires and feeling of obligation to recover it? Why is it so important?
2. How does the character accomplish his objective, and how is this surprising considering
all of the unfortunate events and bad decisions he makes along the way?
3. How do the other characters--the Aleuts, the pawn shop owner, the waitress, the police
officer, the other Indians at the bar--each play an important role in showing how the
http://central-lausd-ca.schoolloop.com/file/1251955222331/1251955217263/2279767265736662414.pdf
http://www.newyorker.com/magazine/2003/04/21/what-you-pawn-i-will-redeem
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1. To what conflicts does the title allude (social? Political? Cultural? others?)?
2. The first-person narrator switches tenses (from present to future). How does this create
tension in the story?
3. How is the narrator’s internal conflict (“man v. self”) merely an internalization of
political, familial, and social conflict?
“The Things They Carried” (Tim O’Brien, 1990) - 5.4 in Journey into Literature
Guiding Questions:
1. The second paragraph of the story b ...
Week 3 Assignment Literary Analysis DraftLink to Video Transc.docx
Week 3 Assignment: Literary Analysis Draft
Link to Video Transcript
For your Week Three assignment, you will write a two and a half page draft (excluding the title and references page) of your Week Five Literary Analysis. The draft should contain a working thesis (which you wrote in the Week One assignment), an introduction, at least three body paragraphs, and a conclusion. Be sure to include some paraphrases and quotations of the reference material in your Week Two Annotated Bibliography. You should use your research to help you develop and support the thesis.
· Copy and paste the writing prompt you chose to explore in Week One at the beginning of your draft (this will help your instructor see if you focused well on the prompt).
· Restate your working thesis after the copy-and-paste prompt.
· Develop your working thesis based on the feedback you have received. Again, the thesis should offer a debatable claim in response to one of the prompts on the list.
· Analyze the literary work(s) from the approved list of prompts chosen in Week One that pertained to your selected topic and include the three key ideas developed in the Week One Proposal.
· Focus on one or two primary text(s).
· Include references from at least two secondary sources identified on your Week Two Annotated Bibliography. More sources are not necessarily better.
· Apply your knowledge of literary elements and other concepts in your response to the prompt. Reference the List of Literary Techniques.
· Avoid any use of the first person.
· Do not summarize the plot.
List of Writing Prompts
Click each prompt below to expand and click twice to collapse.
View in PDF
Writing Prompt #1
Write an analysis of a key character in a literary work. Focus on two or three key actions of that character. Discuss the character’s motivations and decisions in terms you can support with clear evidence from a critical reading of the text. Consider whether this character’s actions fit together or contradict each other. You may also want to consider whether or not any other characters in the story are aware of this conflict, and if so, how they influence the character you are writing about.
Literary Works (choose one):
“Interpreter of Maladies” (Jhumpa Lahiri, 1999)
Guiding Questions:
1. How does a new outsider community member like Mrs. Das influence Mr. Kapasi, who seems to have become bored with his life and his role in the community?
2. How does Mr. Kapasi’s desire for Mrs. Das make him unable to understand Mrs. Das’ desires, leading to his failure to fulfill his role as the Interpreter of Maladies?
3. How do the Das family’s actions surrounding their children show that their desires or interests do not accord with their obligations?
"What You Pawn, I Will Redeem" (Sherman Alexie, 2003)
Guiding Questions
1. How does the grandmother’s property at the pawn shop help to define the narrator’s desires and feeling of obligation to recover it? Why is it so important?
2. How does the character accompli.
List of Writing Prompts For students There are th.docx
List of Writing Prompts
For students:
There are three prompts below each with four texts. For your literary analysis essay, choose
ONE prompt and text pairing that interests you. Then, take a look at the guiding questions for
the text you choose. You don’t necessarily need to answer all of these questions in your paper.
The questions are there to help get you thinking in a direction that will be more likely to lead
you to a successful literary analysis.
PROMPT 1.
Write an analysis of a key character in a literary work. Focus on two or three key actions of that
character. Discuss the character’s motivations and decisions in terms you can support with clear
evidence from a critical reading of the text. Consider whether this character’s actions fit
together or contradict each other. You may also want to consider whether or not any other
characters in the story are aware of this conflict, and if so, how they influence the character you
are writing about.
Literary Works (choose one):
Lahiri, J. (1999). Interpreter of Maladies. Boston: Houghton Mifflin.
Retrieved from http://central-lausd
ca.schoolloop.com/file/1251955222331/1251955217263/2279767265736662414.pdf
Guiding Questions:
1. How does a new outsider community member like Mrs. Das influence Mr. Kapasi, who
seems to have become bored with his life and his role in the community?
2. How does Mr. Kapasi’s desire for Mrs. Das make him unable to understand Mrs. Das’
desires, leading to his failure to fulfill his role as the Interpreter of Maladies?
3. How do the Das family’s actions surrounding their children show that their desires or
interests do not accord with their obligations?
“What You Pawn, I Will Redeem” (Sherman Alexie, 2003)
Guiding Questions:
1. How does the grandmother’s property at the pawn shop help to define the narrator’s
desires and feeling of obligation to recover it? Why is it so important?
2. How does the character accomplish his objective, and how is this surprising considering
all of the unfortunate events and bad decisions he makes along the way?
3. How do the other characters--the Aleuts, the pawn shop owner, the waitress, the police
officer, the other Indians at the bar--each play an important role in showing how the
http://central-lausd-ca.schoolloop.com/file/1251955222331/1251955217263/2279767265736662414.pdf
http://www.newyorker.com/magazine/2003/04/21/what-you-pawn-i-will-redeem
narrator is committed to an important mission he is worthy of completing?
“We Came All the Way from Cuba so You Could Dress Like This?” (Achy Obejas, 1994)
Guiding questions:
1. To what conflicts does the title allude (social? Political? Cultural? others?)?
2. The first-person narrator switches tenses (from present to future). How does this create
tension in the story?
3. How is the narrator’s internal conflict (“man v. self”) merely an internalization of
political, familial, and social conflict?
“The Things They Ca ...
Import
The document outlines the literature study and assessments students will complete after reading The Well of Sacrifice by Chris Eboch, a story about the Maya civilization. Students must read the book, keep a reading log, answer comprehension questions, and write chapter summaries. They must also create a diary from a character's perspective and a Venn diagram comparing two characters. Students choose two additional activities such as making a vocabulary puzzle or book jacket. The assessments conclude with students writing a book review and producing a newspaper with nine articles about the book or Maya culture.
History through video games
The document provides a list of video game options and potential assignment ideas for learning history through playing video games. It includes games like Assassin's Creed, The Walking Dead, Civilization, Bioshock, and others. For each game, it outlines historical accuracy, story elements, and possible assignment topics focused on analyzing key decisions, locations, battles, strategies for victory and their historical context. The assignments are designed to have students experience and learn from the games to write reflective analyses.
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This document provides an overview of the learning objectives and activities for a unit on short stories. The unit will focus on analyzing elements of literature like plot, setting, characterization and point of view through several short stories. Students will complete close readings of stories, activities exploring themes and characters, and a final project analyzing a myth or creating an original myth. The document lists learning standards, objectives, vocabulary words, story resources, and assessment requirements for the unit.
Discuss the present state of groupware implementation in your orga.docx
This document provides writing prompts and guiding questions for students to choose from for a literary analysis essay. It includes three prompts about analyzing characters, characters in conflict with culture/society, and the role of setting. For each prompt, four literary works are provided for students to choose from, along with 3-4 guiding questions to help focus their analysis for the chosen work. The document aims to help students select a topic and text for their essay and provide directional questions to develop their analysis.
English Answer ONE of the following questions from each genre..docx
English
Answer ONE of the following questions from each genre. Copy and paste the question you are answering to your document so I will know which one your are answering; then, answer the question. Each answer is worth 25 points (4 x 25 = 100) Answers must be a fully developed paragraph. DO NOT USE ANY SOURCES FOR YOUR ANSWERS. Answers are to be your thoughts and not what you have taken from the internet.
Novella – Of Mice and Men - Answer ONE of the following questions about this novella.
Of Mice and Men is an allegory. Each character possesses a specific trait that represents something or some group in society that is also linked to reasons they feel loneliness. Compare and contrast at least three of the characters’ traits and/or societal representations during this era to how society views these traits today. Are they the same, different, or no change? Why or why not?
The character names that Steinbeck uses in Of Mice and Men are symbolic. Discuss the symbolism in at least three of the characters’ names. Use evidence from the text to support your claim of this symbolism. You do not have to use a direct quote. Just reference and paraphrase.
_____________________________________________________________
Drama – Answer ONE of the following questions about this novella.
Oedipus
Think about the characters Oedipus, Jocasta, their children, or the people of Thebes, in this drama. Which character do you feel is the biggest victim in this drama? Why? Use details from the text to support your theory.
Trifles
A foil is a character whose main purpose is to offer a contrast to another character. The foil's differences highlight the key qualities of the main character.In what ways can Mrs. Peters be said to be a foil to Mrs. Hale?
Poetry – Choose any poem from your list of readings this term to answer the following question.
The theme of a reading passage and the author’s purpose for writing the passage are two different things. The theme of the passage is the message that the author wants the reader to take from the passage. The author’s purpose is the reason the author wrote the passage – to entertain, to inform, to persuade, to show historical significance, etc.
Choose your poem of choice and tell me the theme of the poem and the author’s purpose for writing this poem.
Short Story – Choose ONE of the following to answer your discussion question - “The Most Dangerous Game”, “A Good Man’s Hard to Find”, or the “A & P”.
Point-of-View helps shape the message that the author wants to reveal about the writing. Using one of the above stories, explain how the point-of-view shapes the plot, and how the message of the theme would be changed if told through the perspective of one of the other characters in the story.
...
Comedy lesson 5 and 6
The document provides context and analysis of William Shakespeare's play Much Ado About Nothing. It discusses:
1) The play contains three intertwining plot lines - the relationship between Claudio and Hero, the bumbling policeman Dogberry, and the relationship between Beatrice and Benedick.
2) Aristotle's definition of comedy is discussed alongside the four elements of comedy identified by Donatus and Euanthius - the prologue, protasis, epitasis, and catastrophe.
3) The play questions and subverts social norms through its use of oppositional characters like the assertive Beatrice against the subservient Hero. Characterization in the play enhances its dramatic qualities and provides commentary on Elizabeth
The chrysalids 2 w
This document provides chapter summaries and discussion questions for the novel "The Chrysalids" by John Wyndham. It takes place after a nuclear war in a small community that has regressed and become intolerant of any physical or mental differences. The protagonist David can communicate telepathically and discovers others with similar abilities. As the story progresses, David and his friends' powers are at risk of being discovered by the community. They eventually escape to a more tolerant society called Sealand. The document analyzes themes of prejudice, conformity, and individualism through discussion questions about each chapter.
The Hero's Archetypal characters
Kishan Jadav submitted a paper on literary archetypes and the hero archetype to his professor at MKBU. The paper discusses how archetypes are universal symbols that evoke deep responses in readers. It outlines common character archetypes like the hero, outcast, and scapegoat. The paper then examines the archetypal hero, describing how they are usually morally, mentally, and physically superior to opponents. It also lists different types of heroes like the willing hero, unwilling hero, and tragic hero. In conclusion, the paper states it has represented the main themes of different archetypal heroes.
Hum2310 fa2019 atlantis film response
1. The document is a film response assignment for a mythology in art and literature class that asks students to answer 25 questions about the film Atlantis: The Lost Empire in relation to Joseph Campbell's hero's journey monomyth.
2. The questions probe the protagonist, their ordinary world, their special birth circumstance, their call to adventure, mentors, crossing the threshold, challenges, allies, new skills/knowledge, climax, reward, return home, and which hero archetype they fit.
3. Additional questions analyze character archetypes like the Platonic Ideal, Devil Figure, Temptress, Damsel in Distress and settings like darkness, as well as the conflict between nature and technology archetypes in
In this section you will probably see how considerations about cha.docx
In this section you will probably see how considerations about character overlap with last weeks explanation of plot. At the center of a story's plot is the story's conflict. And that conflict is always between people, or at least it's always between characters (sometimes they are actually not people, in the literal sense).
As you begin to think about character, be careful to distinguish between two possible definitions of character:
· the personality of the individual.
· the particular individual in a literary work.
When talking about the individuals who populate stories, round (or well rounded) characters are usually considered essential to quality fiction. We might also describe these characters as complex and three dimensional (in this sense, they seem realistic).
Flat characters are those who are not shown in true complexity.
· In lesser story telling, these might be stock characters who are sometimes too clearly used as plot devices.
· Or in finer stories they are used as types for allegorical purposes, as features of the story's landscape, as necessary but brief participants in action, or to enhance readers' understanding of a central character (See Chekhov’s Misery for an example of the latter).
Another way of looking at character in a story is to ask how the writer develops his or her characters:
· Through dialogue?
· Exposition and description?
· Actions?
· Other characters or the setting?
Key Distinctions
Protagonist: this is a label for the main character whose actions move the story forward… often associated with the hero or anti-hero.
Antagonist: the primary character or force in the story that acts in opposition to the protagonist.
Another note: protagonists and antagonists are not always human or even individuals. The setting in Jack London’s story, To Build a Fire, is actually the antagonist. Because of the need for an empathetic main character (see distinctions between empathetic and sympathetic here) , the protagonist is almost always human or, if nothing else, a symbolic representation of human desires.
An interesting variance in formula to consider: Satan, as portrayed in Paradise Lost. The fallen angel initially takes on the role of an apparent anti-hero. However, Milton reveals him to be a fool by the end of his epic poem and ultimately a false-protagonist. The real character making all of the key choices that advance the story forward? God. Why did Milton have a story where the main character seems to shift? It does fit his story's purpose: to show the appeal of evil (the initial empathy that the poem creates for Satan). As the poem progresses, however, Satan's argument becomes more pathetic, obviously manipulative, and less empathetic.
Another good question to answer: is the character dynamic or static? Usually, main characters change in some way, making them dynamic characters. If the main character doesn't change, he or she usually keeps us interested by his or her desire to change or keep from changing. Th.
Hum2310 atlantis film response
The protagonist of Atlantis: The Lost Empire is Milo Thatch, an ordinary linguist who is called to adventure when he discovers evidence of the lost city of Atlantis. He accepts the call and joins an expedition led by Rourke and Helga Sinclair to find Atlantis. Along the way, Milo overcomes challenges and gains new skills and allies like Kida. The climax occurs when Milo helps defeat Rourke's plan to take Atlantis's power, and as a reward Milo and his friends discover the true nature of Atlantis and its people.
Action adventure 1 2 3
The document provides information about an upcoming exam on the action adventure genre, including the time allotted, tasks that will be covered, and conventions of the genre that students need to understand. It discusses common elements of action adventure films like settings, narratives, characters, and icons. Students are asked to analyze film posters and clips to identify action and adventure elements. They also discuss representation of masculinity and how the role of women, such as the "princess" character, has changed in the genre.
Ewrt 1 b class 18
This document contains the agenda and notes for an English writing class. It discusses upcoming exams, assignments, and presentations. Key topics include: discussing trickster characters from readings like "Grandison" and evaluating whether Osama fits the definition of a trickster; introducing an essay assignment on trickster tales and characters; defining traits of tricksters; and in-class writing to analyze a character as a trickster. The document provides guidance for students on preparing for future classes and assignments related to analyzing trickster archetypes.
4 narrative
This document provides information on narrative theory and concepts that can be used to analyze stories and media texts. It discusses Tzvetan Todorov's concept of narrative as involving equilibrium, disequilibrium, and a new equilibrium. It also covers Claude Levi-Strauss's idea of narratives being driven by constant conflict between binary oppositions. Additionally, Vladimir Propp's characterization of common character types in folk tales, such as heroes, villains, and donors, is summarized. Examples are given of applying these theories to films and exploring their limitations. Students are assigned the task of analyzing one of their media texts using these narrative concepts.
Narrative theorys
The document discusses several narrative theories and how they are portrayed in film openings. It explains Tzvetan Todorov's theory of narrative equilibrium, Vladimir Propp's 8 character types, Roland Barthes' 5 codes including enigma and action codes, Chris Vogler's 12 stages of the hero's journey, and Claude Levi-Strauss' concept of binary oppositions. Examples are given of how Terminator 2 and American Beauty use elements of Barthes' and Levi-Strauss' theories in their openings through enigma codes and binary oppositions.
Similar to Macbeth review (20)
RequirementAnswer the following questions (25 points each) in.docx
RequirementAnswer the following questions (25 points each) in.docx
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Week 3 Assignment Literary Analysis DraftLink to Video Transc.docx
List of Writing Prompts For students There are th.docx
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Speaking like a puritan – metaphoric language from act two of the crucible
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Macbeth review
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