Narrative structure
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The narrative is linear, following the events of a day from morning to night. It has a closed structure with a clear ending and fixed characters. The narrative focuses on a single main character, an explorer, and her interactions with other characters like penguins. While some elements like talking penguins are not realistic, the narrative teaches a moral lesson about not stealing in a fun, magical way for children. The narrative uses conflict between the explorer and penguins when she takes their things without permission, resolution when the explorer learns her lesson, a climax when the penguin confronts her, and manipulates time to show a full day in just 10 pages.
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Narrative evaluation scott wilson
The narrative is linear, following the characters from being friends to having a falling out and racing to determine who is best. It is a closed narrative that does not continue into further stories. The narrative has a single strand that follows a simple storyline of the race between the characters to keep it easy for children to understand. It uses an anti-realist narrative as the story is set in the ocean with creatures racing, which does not reflect realistic elements.
Achieving the "So what?" Factor
This document discusses including a "so what" factor in narratives to avoid leaving readers wondering about the point or purpose of the story. It provides two examples of stories, only one of which includes a clear "so what" by explaining how the narrator's view of childhood fantasies and expectations for adulthood changed as they grew up. The document concludes by offering tips for including a "so what," such as answering questions about what characters learned, how they changed or matured, or what readers should take away.
Point of View instruction
education, writing lesson, Narrator's perspective, 1st person, 2nd person, 3rd person, language instruction, Ereading worksheets
Evaluation
The document summarizes the author's graphic narrative project. They created a 5+ page comic exploring supernatural themes involving a devil child murdering people. Though initially open-ended, the story focuses on the main character trying to stop the child. Key events include the child's parents attempting murder and their failure, along with other killings and a character's death. The tone is dark and gloomy. Captions were included to explain events and dialogue. Feedback helped the author refine their ideas and address religious sensitivities to avoid offense. Overall, planning and feedback helped the author successfully complete the project on time.
Narrative structures
The document discusses different types of narratives that could be used in a children's book. It states that the book uses a closed narrative structure, meaning it has a clear beginning, middle, and end. It also uses a single, linear storyline that progresses sequentially from start to finish without diversion, to make it easier for children to follow. While some books use more complex multi-strand or non-linear narratives, the focus here is on a simple structure for a young audience. Finally, it notes the book has an anti-realist narrative, involving imaginary characters and locations rather than realistic settings and events that could occur in real life.
Evaluation
The story follows a linear narrative from beginning to end without flashbacks or flashforwards to avoid confusing young children readers. It has a closed narrative with a clear beginning and ending suited for its target audience of young children. The story also follows a single storyline as most children's books do, to prevent young readers from struggling to follow multiple plotlines. It is considered anti-realist due to the inclusion of magical elements like magic beans, harps, giants that are not part of reality.
Evaluation of graphic narrative
The author analyzes the narrative techniques used in their graphic narrative adaptation of "The Three Little Pigs". They explain that the narrative is linear to follow a timeline, closed with resolution of the conflict, and has multiple strands by including rabbits and a fox as main characters. It is also anti-realist by depicting animals that can speak and build houses. Key narrative components are the conflict between rabbits and fox with resolution, and climaxes that build relief. Time and space are manipulated for pacing but opening and enigma are not used to be suitable for children, mirroring the original story. Sticking to the original story's techniques helps remake it faithfully while varying the version.
Point of View Notes and Practice (In-Depth)
This document discusses point of view in stories. It defines three main points of view: omniscient, first-person, and third-person limited. Omniscient point of view means the narrator knows everything about all characters. First-person uses "I" and is from the perspective of a character in the story. Third-person limited focuses on the thoughts and feelings of just one character. The document provides examples of each point of view and exercises for readers to practice identifying point of view in short passages.
Recommended
Narrative evaluation scott wilson
The narrative is linear, following the characters from being friends to having a falling out and racing to determine who is best. It is a closed narrative that does not continue into further stories. The narrative has a single strand that follows a simple storyline of the race between the characters to keep it easy for children to understand. It uses an anti-realist narrative as the story is set in the ocean with creatures racing, which does not reflect realistic elements.
Achieving the "So what?" Factor
This document discusses including a "so what" factor in narratives to avoid leaving readers wondering about the point or purpose of the story. It provides two examples of stories, only one of which includes a clear "so what" by explaining how the narrator's view of childhood fantasies and expectations for adulthood changed as they grew up. The document concludes by offering tips for including a "so what," such as answering questions about what characters learned, how they changed or matured, or what readers should take away.
Point of View instruction
education, writing lesson, Narrator's perspective, 1st person, 2nd person, 3rd person, language instruction, Ereading worksheets
Evaluation
The document summarizes the author's graphic narrative project. They created a 5+ page comic exploring supernatural themes involving a devil child murdering people. Though initially open-ended, the story focuses on the main character trying to stop the child. Key events include the child's parents attempting murder and their failure, along with other killings and a character's death. The tone is dark and gloomy. Captions were included to explain events and dialogue. Feedback helped the author refine their ideas and address religious sensitivities to avoid offense. Overall, planning and feedback helped the author successfully complete the project on time.
Narrative structures
The document discusses different types of narratives that could be used in a children's book. It states that the book uses a closed narrative structure, meaning it has a clear beginning, middle, and end. It also uses a single, linear storyline that progresses sequentially from start to finish without diversion, to make it easier for children to follow. While some books use more complex multi-strand or non-linear narratives, the focus here is on a simple structure for a young audience. Finally, it notes the book has an anti-realist narrative, involving imaginary characters and locations rather than realistic settings and events that could occur in real life.
Evaluation
The story follows a linear narrative from beginning to end without flashbacks or flashforwards to avoid confusing young children readers. It has a closed narrative with a clear beginning and ending suited for its target audience of young children. The story also follows a single storyline as most children's books do, to prevent young readers from struggling to follow multiple plotlines. It is considered anti-realist due to the inclusion of magical elements like magic beans, harps, giants that are not part of reality.
Evaluation of graphic narrative
The author analyzes the narrative techniques used in their graphic narrative adaptation of "The Three Little Pigs". They explain that the narrative is linear to follow a timeline, closed with resolution of the conflict, and has multiple strands by including rabbits and a fox as main characters. It is also anti-realist by depicting animals that can speak and build houses. Key narrative components are the conflict between rabbits and fox with resolution, and climaxes that build relief. Time and space are manipulated for pacing but opening and enigma are not used to be suitable for children, mirroring the original story. Sticking to the original story's techniques helps remake it faithfully while varying the version.
Point of View Notes and Practice (In-Depth)
This document discusses point of view in stories. It defines three main points of view: omniscient, first-person, and third-person limited. Omniscient point of view means the narrator knows everything about all characters. First-person uses "I" and is from the perspective of a character in the story. Third-person limited focuses on the thoughts and feelings of just one character. The document provides examples of each point of view and exercises for readers to practice identifying point of view in short passages.
How To Generate Animal Magnetism
The document discusses how to become a compelling speaker through developing "response potential" and using strong storytelling structures. It explains that while people are drawn to interesting content, stories told with compelling structures can engage listeners even without great content. Specifically, it recommends pausing in unexpected places in sentences, breaking up stories to build intrigue, and maintaining a strong confident frame about the story and interaction to draw others in and override their own perspectives. Mastering these storytelling techniques through practice can make even mundane stories captivating.
narrative theory
Vladmir Propp was a Russian scholar who analyzed common plot elements and character types in folktales. He identified 31 common plot elements that often occur in a certain order, though not all may be present. He also identified 8 common character types, including the hero, villain, and helper. In the story of Hansel and Gretel, Hansel is the hero who uses breadcrumbs to leave a trail, and Gretel is also a hero who pushes the witch into the fire. The witch is the villain who locks the children up and tries to eat Hansel. The children's goal is to survive, which is their "prize." There is no donor character, but Hansel and Gretel
1st 3rd person narrative classslides
This document discusses point of view and narration in stories. It explains that there are three main points of view: first person, where the narrator uses "I"; second person, where the narrator addresses the reader as "you"; and third person, where the narrator refers to characters by name or as "he" and "she". Examples are provided for each type of narration. The document emphasizes determining the narrator's perspective in order to understand from whose point of view the story is being told.
Making Inferences
This document discusses inferences and how readers use inferencing skills when reading. It provides examples to illustrate how readers can infer information that is not directly stated by looking at pictures and passages and using their background knowledge and experiences to make logical assumptions. Specifically, it shows how readers can infer that: 1) Lucy in the cartoon is angry based on her facial expression and words; 2) Lucy thinks she is more mature than others based on her statement; and 3) the girls in the picture are friends going shopping based on visual cues. It encourages readers to actively question and make judgments about what they read through inferencing.
First Pitch
Blair and Chuck sneak away to the school science lab after classes, where they start getting intimate. However, Blair is worried her boyfriend Nate will find out, so she suggests they leave. When they try to leave, they discover they are locked in. Strange noises and a blackout cause panic. Blair finds matches and petrol, worrying her. The next morning, headlines report two students died in a suspicious fire. A mourning Nate tells a friend this ensures Blair will always be his.
First Pitch 2
Blair and Chuck sneak away to the school science lab after classes, where they start getting intimate. However, Blair is worried her boyfriend Nate will find out, so she suggests they leave. When they try to leave, they discover they are locked in. Strange noises and events in the darkening lab frighten them. Blair finds matches and petrol, worrying it is part of an experiment. The next day, newspaper headlines reveal two students were killed in a suspicious fire. A mourning Nate tells a friend this ensures Blair will always be his.
The Orphanage Slideshow
The document discusses how the film "The Orphanage" influenced the creator's own film project. Some key influences and elements adopted from "The Orphanage" include:
1) Having a protagonist whose mental state is ambiguous and leaves the audience questioning what is real.
2) Using a mask for the antagonist to create surrealism and fit with the thriller genre.
3) Incorporating nursery rhymes since thrillers with children can be very scary.
4) Filming in a large house to fit the common convention of thrillers taking place in big settings.
Planning a story
The document provides guidance on writing a short story in 5 sections: beginning, main characters, middle, resolution, and ending. It recommends that the beginning grab attention with 2-3 characters. The main characters section stresses developing characters through description and interaction. The middle introduces the problem that must be solved. The resolution discusses solving the problem, which can be happy, sad, or a cliffhanger. Finally, the ending wraps up loose ends and keeps the reader's attention. Planning and following these sections is vital for writing a cohesive short story.
Magazine article text contents final draft
The documentary follows a mother and daughter discussing their family history. It shows their personal journey and makes the viewer feel like they are reliving their own childhood. Some scenes feel too intimate but were included to share different childhood experiences. The ending is ambiguous and leaves the viewer wondering what will happen next. The documentary exposes raw emotions and makes the painful parts of the woman's childhood feel tangible. It aims to support women by sharing their stories, though some filming techniques cause restlessness.
How To See Between Their Words
A man's wife disappeared in a famous case several years ago. Though the man seemed distraught and sought public support to find his wife, he had actually killed her. When speaking to police, the man slipped up and used the past tense rather than the present tense to describe his wife, revealing that he knew she was dead. This small linguistic mistake led the police to realize he was the killer and helped them get him to confess after continued questioning. The document discusses how analyzing others' language through conversational hypnosis techniques can provide insights into what people are truly thinking.
First second-and-third-person-lesson
This document discusses narrator perspective and point of view in stories. It explains that there are three types of narration: first-person, where the narrator is a character in the story and uses "I"; second-person, where the reader's actions are narrated using "you"; and third-person, where the narrator is outside the story and refers to characters using pronouns like "he" and "she". Examples are provided for each type of narration. The key differences between the three perspectives are summarized.
Point of View
This document discusses point of view in narratives. There are three main points of view: first person, second person, and third person. First person uses pronouns like I and me, and the narrator is a character in the story. Second person puts the reader directly in the story using you. Third person uses pronouns like he, she and their names, and can be omniscient, limited to certain characters, or purely objective without knowing thoughts. The examples help illustrate the different types of point of view.
Audio task 2 2021
The document provides an initial response and ideas for an audio story project. Key points include:
1) The student has researched ghost stories from York and settled on telling the story of "the stick man" from 35 Stonegate, finding it has audio-based elements that fit their goals.
2) Narration was considered but the student feels audio-only using sound effects best fits their skills and the horror genre.
3) The student outlines ideas for setting the scene with background sounds and telling the story from a different perspective.
4) Concerns are expressed about ensuring all sounds work together to clearly tell the story, but the student is excited to experiment with sound effects and tension-
Making Inferences for Fourth Grade
This document discusses inferences and how readers make inferences when reading. It explains that making inferences involves taking clues from the text and combining them with your own background knowledge to picture what is happening beyond just the explicit words. It provides an example of making inferences about the emotions and perspectives of characters in a cartoon based on visual clues and things left unsaid. The document encourages readers to practice making inferences to better understand implicit details and meanings in texts.
Point Of View
The document discusses different points of view (POV) that can be used in fiction writing, including first person, second person, third person limited, and third person omniscient. It provides examples of each POV and discusses the advantages and limitations of each. It also encourages readers to think about how the POV affects their response to characters in a story.
How cara bristol started writing erotic stories
Cara Bristol got into writing erotic stories after reading the work of erotic romance author Lora Leigh. Bristol was inspired by a sex scene involving spanking in one of Leigh's novels, which piqued her interest in BDSM acts. This led Bristol to write her first erotic novel "Intimate Submission" about a woman so enamored by her boss that she gives into his dominant desires. The novel was published in Black Velvet Seductions' "Spanking Wives" series. Bristol then wrote "Secret Desires" exploring disciplinary spanking further and experimented with ménage relationships. This sparked the idea for her novel "Spanking Melania" about domestic discipline as
Characteristics of realistic fiction stories
Realistic fiction stories take place in the present or recent past, involve characters experiencing events that could happen to real people, and depict characters living in places that exist or could exist. The characters seem like real people facing realistic issues that are solved in a believable manner, and the events raise questions that readers could face in their own lives.
Point of view for Fourth Graders
The document discusses three perspectives, or points of view, from which a story can be told: first-person, second-person, and third-person. In first-person point of view the narrator is a character in the story who uses pronouns like "I" and "me". Second-person point of view is told by "you", while third-person perspective uses pronouns like "they", "he", and "she" and the narrator is not a character in the story.
Point Of View
This is geared for Middle school students to help them understand point of view. It references Cynthia Rylant's "A Crush"
Point of view
This document provides an overview of different points of view that authors can use including first person, third person limited, third person omniscient, and third person limited-omniscient. Examples are given for each point of view to illustrate how the perspective and knowledge of the narrator differs. The lesson goal is for the reader to learn about these points of view and how they impact the reading experience.
Narrative structure
The document discusses the narrative structure of a children's book. It has a linear structure that starts at the beginning and progresses to the end. It has a closed narrative that reaches a conclusion. The story has a single narrative strand to avoid confusion, and is anti-realist with fictional elements like talking animals.
Narrative structure
The document discusses different types of narrative structures that could be used in storytelling. It analyzes the narrative structure of the author's story, identifying it as a linear structure that follows a single storyline from beginning to end. It also notes that the story uses a closed structure that reaches a conclusion, and can be considered anti-realistic as it involves talking penguins living in Antarctica.
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How To Generate Animal Magnetism
The document discusses how to become a compelling speaker through developing "response potential" and using strong storytelling structures. It explains that while people are drawn to interesting content, stories told with compelling structures can engage listeners even without great content. Specifically, it recommends pausing in unexpected places in sentences, breaking up stories to build intrigue, and maintaining a strong confident frame about the story and interaction to draw others in and override their own perspectives. Mastering these storytelling techniques through practice can make even mundane stories captivating.
narrative theory
Vladmir Propp was a Russian scholar who analyzed common plot elements and character types in folktales. He identified 31 common plot elements that often occur in a certain order, though not all may be present. He also identified 8 common character types, including the hero, villain, and helper. In the story of Hansel and Gretel, Hansel is the hero who uses breadcrumbs to leave a trail, and Gretel is also a hero who pushes the witch into the fire. The witch is the villain who locks the children up and tries to eat Hansel. The children's goal is to survive, which is their "prize." There is no donor character, but Hansel and Gretel
1st 3rd person narrative classslides
This document discusses point of view and narration in stories. It explains that there are three main points of view: first person, where the narrator uses "I"; second person, where the narrator addresses the reader as "you"; and third person, where the narrator refers to characters by name or as "he" and "she". Examples are provided for each type of narration. The document emphasizes determining the narrator's perspective in order to understand from whose point of view the story is being told.
Making Inferences
This document discusses inferences and how readers use inferencing skills when reading. It provides examples to illustrate how readers can infer information that is not directly stated by looking at pictures and passages and using their background knowledge and experiences to make logical assumptions. Specifically, it shows how readers can infer that: 1) Lucy in the cartoon is angry based on her facial expression and words; 2) Lucy thinks she is more mature than others based on her statement; and 3) the girls in the picture are friends going shopping based on visual cues. It encourages readers to actively question and make judgments about what they read through inferencing.
First Pitch
Blair and Chuck sneak away to the school science lab after classes, where they start getting intimate. However, Blair is worried her boyfriend Nate will find out, so she suggests they leave. When they try to leave, they discover they are locked in. Strange noises and a blackout cause panic. Blair finds matches and petrol, worrying her. The next morning, headlines report two students died in a suspicious fire. A mourning Nate tells a friend this ensures Blair will always be his.
First Pitch 2
Blair and Chuck sneak away to the school science lab after classes, where they start getting intimate. However, Blair is worried her boyfriend Nate will find out, so she suggests they leave. When they try to leave, they discover they are locked in. Strange noises and events in the darkening lab frighten them. Blair finds matches and petrol, worrying it is part of an experiment. The next day, newspaper headlines reveal two students were killed in a suspicious fire. A mourning Nate tells a friend this ensures Blair will always be his.
The Orphanage Slideshow
The document discusses how the film "The Orphanage" influenced the creator's own film project. Some key influences and elements adopted from "The Orphanage" include:
1) Having a protagonist whose mental state is ambiguous and leaves the audience questioning what is real.
2) Using a mask for the antagonist to create surrealism and fit with the thriller genre.
3) Incorporating nursery rhymes since thrillers with children can be very scary.
4) Filming in a large house to fit the common convention of thrillers taking place in big settings.
Planning a story
The document provides guidance on writing a short story in 5 sections: beginning, main characters, middle, resolution, and ending. It recommends that the beginning grab attention with 2-3 characters. The main characters section stresses developing characters through description and interaction. The middle introduces the problem that must be solved. The resolution discusses solving the problem, which can be happy, sad, or a cliffhanger. Finally, the ending wraps up loose ends and keeps the reader's attention. Planning and following these sections is vital for writing a cohesive short story.
Magazine article text contents final draft
The documentary follows a mother and daughter discussing their family history. It shows their personal journey and makes the viewer feel like they are reliving their own childhood. Some scenes feel too intimate but were included to share different childhood experiences. The ending is ambiguous and leaves the viewer wondering what will happen next. The documentary exposes raw emotions and makes the painful parts of the woman's childhood feel tangible. It aims to support women by sharing their stories, though some filming techniques cause restlessness.
How To See Between Their Words
A man's wife disappeared in a famous case several years ago. Though the man seemed distraught and sought public support to find his wife, he had actually killed her. When speaking to police, the man slipped up and used the past tense rather than the present tense to describe his wife, revealing that he knew she was dead. This small linguistic mistake led the police to realize he was the killer and helped them get him to confess after continued questioning. The document discusses how analyzing others' language through conversational hypnosis techniques can provide insights into what people are truly thinking.
First second-and-third-person-lesson
This document discusses narrator perspective and point of view in stories. It explains that there are three types of narration: first-person, where the narrator is a character in the story and uses "I"; second-person, where the reader's actions are narrated using "you"; and third-person, where the narrator is outside the story and refers to characters using pronouns like "he" and "she". Examples are provided for each type of narration. The key differences between the three perspectives are summarized.
Point of View
This document discusses point of view in narratives. There are three main points of view: first person, second person, and third person. First person uses pronouns like I and me, and the narrator is a character in the story. Second person puts the reader directly in the story using you. Third person uses pronouns like he, she and their names, and can be omniscient, limited to certain characters, or purely objective without knowing thoughts. The examples help illustrate the different types of point of view.
Audio task 2 2021
The document provides an initial response and ideas for an audio story project. Key points include:
1) The student has researched ghost stories from York and settled on telling the story of "the stick man" from 35 Stonegate, finding it has audio-based elements that fit their goals.
2) Narration was considered but the student feels audio-only using sound effects best fits their skills and the horror genre.
3) The student outlines ideas for setting the scene with background sounds and telling the story from a different perspective.
4) Concerns are expressed about ensuring all sounds work together to clearly tell the story, but the student is excited to experiment with sound effects and tension-
Making Inferences for Fourth Grade
This document discusses inferences and how readers make inferences when reading. It explains that making inferences involves taking clues from the text and combining them with your own background knowledge to picture what is happening beyond just the explicit words. It provides an example of making inferences about the emotions and perspectives of characters in a cartoon based on visual clues and things left unsaid. The document encourages readers to practice making inferences to better understand implicit details and meanings in texts.
Point Of View
The document discusses different points of view (POV) that can be used in fiction writing, including first person, second person, third person limited, and third person omniscient. It provides examples of each POV and discusses the advantages and limitations of each. It also encourages readers to think about how the POV affects their response to characters in a story.
How cara bristol started writing erotic stories
Cara Bristol got into writing erotic stories after reading the work of erotic romance author Lora Leigh. Bristol was inspired by a sex scene involving spanking in one of Leigh's novels, which piqued her interest in BDSM acts. This led Bristol to write her first erotic novel "Intimate Submission" about a woman so enamored by her boss that she gives into his dominant desires. The novel was published in Black Velvet Seductions' "Spanking Wives" series. Bristol then wrote "Secret Desires" exploring disciplinary spanking further and experimented with ménage relationships. This sparked the idea for her novel "Spanking Melania" about domestic discipline as
Characteristics of realistic fiction stories
Realistic fiction stories take place in the present or recent past, involve characters experiencing events that could happen to real people, and depict characters living in places that exist or could exist. The characters seem like real people facing realistic issues that are solved in a believable manner, and the events raise questions that readers could face in their own lives.
Point of view for Fourth Graders
The document discusses three perspectives, or points of view, from which a story can be told: first-person, second-person, and third-person. In first-person point of view the narrator is a character in the story who uses pronouns like "I" and "me". Second-person point of view is told by "you", while third-person perspective uses pronouns like "they", "he", and "she" and the narrator is not a character in the story.
Point Of View
This is geared for Middle school students to help them understand point of view. It references Cynthia Rylant's "A Crush"
Point of view
This document provides an overview of different points of view that authors can use including first person, third person limited, third person omniscient, and third person limited-omniscient. Examples are given for each point of view to illustrate how the perspective and knowledge of the narrator differs. The lesson goal is for the reader to learn about these points of view and how they impact the reading experience.
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Narrative structure
The document discusses the narrative structure of a children's book. It has a linear structure that starts at the beginning and progresses to the end. It has a closed narrative that reaches a conclusion. The story has a single narrative strand to avoid confusion, and is anti-realist with fictional elements like talking animals.
Narrative structure
The document discusses different types of narrative structures that could be used in storytelling. It analyzes the narrative structure of the author's story, identifying it as a linear structure that follows a single storyline from beginning to end. It also notes that the story uses a closed structure that reaches a conclusion, and can be considered anti-realistic as it involves talking penguins living in Antarctica.
Structures
The document discusses different types of narrative structures and components that can be used in stories. It describes open and closed narratives, single and multi-strand stories, linear and non-linear narratives, realist and anti-realist narratives. It also outlines some common components in stories, including openings, conflicts, resolutions, enigmas, climaxes, and the manipulation of time and space. The author's story uses a closed, non-linear, anti-realist narrative structure that goes back in time to explain events and features mermaids, captured characters, and a climactic resolution involving a sea witch.
Types of structure
The document discusses different types of narrative structures. Open narratives do not reach a conclusion, like soap operas with ongoing stories, while closed narratives do conclude, such as films and books. Single strand narratives have a single storyline, commonly used in children's books, while multi strand narratives feature multiple concurrent storylines, as seen in soap operas. Linear structures progress the story chronologically from beginning to end, while non-linear narratives jump around in time. Realist narratives reflect realistic events, and anti-realist narratives involve impossible elements like magic or talking animals. Components that make up narratives include an opening, conflict, resolution, enigma, climax, and manipulation of time and space.
Evaluation
The document discusses Vladimir Propp's theory of character types and narrative structures. It analyzes a children's story called Rapunzel using Propp's 8 character types of villain, hero, helper, princess, father, donor, false hero, and dispatcher. It finds the hero (prince), princess (Rapunzel), and villain (witch) in the story. It also analyzes the story using Vladimir Propp's 31 plot functions and Todorov's equilibrium, disequilibrium, new equilibrium structure. Finally, it discusses the production process and challenges of creating a graphic narrative adaptation of the Rapunzel story.
Book evaluation
The document analyzes the story elements in the author's book, including:
- The story is linear with a single narrative strand and closed ending.
- Events in the story are anti-realist/unrealistic, such as a witch possessing magic powers.
- There is no manipulation of time or space in the story.
- The main conflict arises from the introduction of an antagonist witch.
- The resolution shows the character Barky continuing the search for Little Brown Wolf.
- An enigma is that the story acts as a prequel revealed to link to Little Red Riding Hood.
- The climax occurs when Little Brown Wolf is trapped by the witch.
Narrative Theory
This document discusses narrative structure and components. It explains that narratives can be linear or non-linear, open or closed, and have single or multiple storylines. Linear narratives present events chronologically while non-linear narratives use time jumps. Open narratives have no clear ending while closed narratives reach a resolution. Single strand narratives follow one storyline while multi-strand narratives incorporate several interconnected storylines. Narratives can also be classified as realist, reflecting real life, or anti-realist, featuring unlikely events. Key narrative components include an opening to set the scene, conflict to propel the plot forward, and a resolution to conclude the story.
Narrative structure
There are several types of narrative structures that can be used in stories. An open narrative does not have a definite ending while a closed narrative concludes the story. A single-strand narrative focuses on one storyline while a multi-strand narrative incorporates multiple interconnected plots. Linear narratives present events in chronological order whereas non-linear narratives employ techniques like flashbacks. Realist narratives are based in reality while anti-realist narratives include fantastical elements. The document then discusses common structural components of narratives such as the opening, conflict, and resolution.
Narrative Theory
The document discusses narrative structure and components. It examines whether a narrative is linear or non-linear, open or closed, single or multi-stranded, and realist or anti-realist. It also analyzes the narrative components used in the author's story "The Grey Caterpillar", including an opening to establish setting and characters, a conflict involving bullying, a resolution where the caterpillar accepts being different, and a climax with heightened conflict. The author also condensed time during the cocoon stage.
Book evaluation
The document analyzes the story elements in a children's book about a wolf named Barky searching for her cousin Little Brown Wolf. It discusses how the story has a linear narrative, closed ending, single narrative strand, anti-realist elements involving magic, and does not manipulate time or space. It also provides examples of how the story opens, establishes conflict with the introduction of a witch antagonist, resolves with Barky continuing the search, includes an enigma by being a prequel to Little Red Riding Hood, and climaxes when Little Brown Wolf is trapped by the witch.
Narrative evaluation
Propp analyzed folk tales and identified 8 character types and 31 plot elements that are present in many stories. These include character types like the hero, villain, and donor, as well as plot elements like trickery, guidance, and punishment. The student analyzed their story "Hansel and Gretel" using Propp's theories and found it aligned with 5 of the 31 plot elements. The student also discussed other narrative theories and how they apply their story, such as Todorov's 3-step and 5-step structures, and binary oppositions.
Narrative structures
The document discusses different types of narrative structures and components that can be used in storytelling. Some key structures mentioned include open versus closed, single versus multi-strand stories, and linear versus non-linear narratives. Open structures have no conclusion, single strands follow one storyline, and linear narratives present events in chronological order. Closed structures conclude, multi-strands have multiple intertwining plots, and non-linear narratives use techniques like flashbacks. The document also outlines components like openings, conflict, and resolution that were used in the author's children's book about fish building homes and confronting a threatening shark.
Narrative structures
The document discusses different types of narrative structures and components that can be used in storytelling. Some key structures mentioned include open versus closed, single versus multi-strand stories, and linear versus non-linear narratives. Open structures have no conclusion, single strands follow one storyline, and linear narratives present events in chronological order. Closed structures conclude, multi-strands have multiple intertwining plots, and non-linear narratives use techniques like flashbacks. The document also outlines components like openings, conflict, and resolution that were used in the author's children's book about fish building homes and confronting a threatening shark.
Evaluation
The document discusses Vladimir Propp's theory of character types and functions that appear in stories. It analyzes the character types and functions that appear in the author's graphic narrative of the children's story Rapunzel based on Propp's theories. The author finds that their story includes 3 of the 8 character types but only 9 of the 31 possible functions. The author concludes that while Propp's theories apply somewhat, modern stories often diverge from the traditional character types and functions.
Narrative structure
The document discusses the narrative structure of the story "The Story that Never Ends". It has a linear structure that starts at the beginning and ends at the end. It is a closed narrative with a conclusion, as opposed to open-ended stories that set up future installments. It follows a single story line rather than multiple parallel plots. While it manipulates time and space within a short page count, the narrative is realistic rather than fantastical, with no supernatural or mythical elements. In summary, it has a simple, linear structure with a single resolved plot line and a realistic rather than fantastical setting.
In Their Eyes By Lucy Crichton
This document discusses the importance and benefits of using storytelling in the classroom. It provides tips for teachers on choosing stories, preparing students, telling stories engagingly, and using stories to teach language. Some key points include that storytelling is a powerful teaching method, helps students develop language skills and problem solving, and enhances empathy. The document also shares ideas for setting up the classroom environment, including using a colorful curtain at the door, and gives examples of stories and exercises teachers can use.
Evaluation
This document provides feedback from three reviewers on Clara Johnson's fanzine project. The reviewers provide their opinions on the storyline, illustrations, and their favorite elements. They generally enjoyed the storyline and found it easy to follow, though one reviewer noted a confusing transition between parts. The illustrations received praise for being detailed and effective. All three reviewers cited the illustrations as their favorite part. The feedback will help Clara improve transitions and standardize the art style between the cover and interior.
Narrative theory
The narrative is non-linear, with flashbacks, as it does not follow the story in chronological order. It is about a man named Joel searching a ruined city filled with monsters to find chicken soup for his friend Marline. The story begins with Marline as an older adult telling the story of Joel's search. It has a closed narrative that concludes with Joel finding the soup and living happily ever after. The narrative has multiple strands as it follows different characters. It is considered anti-realist due to unrealistic elements like monsters, talking dogs, and a vampire character. The narrative uses manipulation of time and space but does not include other common components like an opening, significant conflict, enigma, or climax.
Narrative structures
The document discusses different types of narrative structures that can be used in stories. It describes open narratives that end in cliffhangers, close narratives that have conclusions, single strand narratives that have a single storyline, and multi-strand narratives that have multiple concurrent storylines. It also outlines linear narratives that progress without interruptions, non-linear narratives that jump between past and present, realist narratives that could occur in real life, and anti-realist narratives involving elements like magic. Additionally, it defines common narrative components like openings, conflicts, resolutions, enigmas, climaxes, and the manipulation of time and space.
FMP Research
The document discusses ideas for an animated short film. The author considers doing either a silent film or adapting a nursery rhyme with a twist. They analyze the advantages and disadvantages of both ideas. While a silent film would provide animation experience, adapting a nursery rhyme would allow them to focus on animation over storytelling. They decide adapting a nursery rhyme is better suited for the project.
Similar to Narrative structure (20)
More from rachel hewitson
Evaluation
The student created a display board and two posters for a client promoting awareness of emotional abuse. They found free images online to use but modified them to make them their own. A schedule was created and deadlines were met. Regular communication ensured the client's expectations were clear. The display board included required materials and met the brief's goals. Feedback from the client confirmed the project met their needs.
Evaluation
The document discusses the creation of a display board for a client promoting awareness of emotional abuse. The author found free images online to use for posters but modified them to make them their own work. A schedule was created with pre-production and production periods over 4 weeks to meet the deadline. Communication with the client included meetings, emails, and feedback to ensure the requirements and outcomes of the brief were achieved. A survey gathered positive feedback that the display board was easy to read and laid out well.
Development pro forma
The document provides details of three ideas for a display board about emotional abuse. The first idea is to create an infographic using pie charts and cartoons to present statistics from a survey. The second idea is a poster showing the different signs of emotional abuse with graphics and links to help sites. The third idea is to create a collage for the display board including posters, leaflets, and other students' work from past projects, as well as two pieces by the author. The author evaluates each idea and decides to develop all three ideas further for the display board to create original materials and showcase different aspects of the campaign's work. A schedule for the two-week production period is outlined.
Working to a brief pro forma
A tender brief is when a client publishes details of a project they want completed and invites companies to submit proposals or "pitches" for how they would complete the project. Companies then submit their ideas and estimated costs to the client. The client will review all the submissions and select the proposal they feel best meets their needs and criteria, whether that be the cheapest bid or the one with the highest quality. This allows the client flexibility in choosing the best company for the job from a range of options and ideas.
Development pro forma
The document provides ideas and evaluations for a display project promoting awareness of emotional abuse. The first idea is an infographic using statistics from a student survey. The second idea is a poster outlining different signs of emotional abuse. The third idea is to create a collage display featuring work from the client's campaign and other students. The candidate evaluates each idea and decides to develop all three for the display, as they were approved by the client. A plan is outlined for the timelines, costs and personnel involved to complete the project on time.
Pitch
Rachel Hewitson has created two mock-up poster designs and a display board layout for a charity event. The target audience is children ages 5 and up of any social background. Resources needed include Photoshop, a printer, display board, paper, string, scissors, blue tack, a Mac, and images. Rachel will organize a printing team, Kyra, the client, a drama workshop, and herself. The total budget is £3 to cover Rachel's bus fare to the event being held at York St Johns University. Rachel allotted herself 2 weeks for pre-production and the production period runs from May 7th to the 21st deadline.
Task 5
This document provides biographical information about Caitlyn Jenner and the Kardashian family. It discusses Caitlyn Jenner's transition and struggle with gender identity. It also mentions Bruce Jenner's athletic accomplishments. Additionally, it shares facts about the early lives and careers of the Kardashian sisters before they became famous from their reality television show. An interview with Sophie is included where she gives her opinions on the Kardashians and their popularity.
task 4 Pre production
This document provides layout and content ideas for a fanzine about the Kardashian family. It includes proposed page designs with photos and articles. For example, pages 2-3 would feature a bird's eye view photo of a morning routine spread across both pages. Page 4-5 would have an article about the Kardashians before and after fame over a painted background. The schedule outlines work to be done over three weeks, including creating fact files, articles, covers and editing photos.
Audience theories handout blank copy 2
The Uses and Gratifications theory proposes that people actively seek out media and content to fulfill personal needs and desires. It focuses on why audiences use media rather than how media affects people. The theory views audiences as active, choosing media based on interests, background, and preferences to fulfill needs like information, entertainment, social interaction, and identity formation. Criticisms of the theory include that gratifications may be dependent on researcher input rather than subjects, different age groups have varying motivations, and self-reported data used in studies can be unreliable.
Hypodermic needle model
The Hypodermic Needle Model sees audiences as passive receivers of media messages. It suggests that the media can directly inject ideas into people and influence their thinking without them questioning or challenging the messages. The theory views audiences as sitting targets that will believe everything they are told by media sources. However, the theory has been criticized for failing to account for people's ability to think critically and be influenced more by personal interactions than media alone. Studies showed people did not always vote or act as the media intended, disproving the idea that the media can hypodermically determine audiences' beliefs and behaviors.
Audience theories reception thoery
Reception Theory examines how audiences receive and interpret media messages. There are two types of message sending - encoding, where a group creates a text with hidden meanings to convey to audiences, and decoding, where audiences interpret messages based on their own experiences. Audiences can be preferred, negotiated, or oppositional - agreeing, partially agreeing, or disagreeing with the message. The theory sees audiences as both active, in interpreting messages through their own lens, and passive, by just receiving encoded messages. Critics argue that encoding does not work, as audiences will always interpret based on their own experiences and perspectives. An example is the controversial Pepsi ad showing Kendall Jenner resolving tensions by giving a Pepsi to a police officer, which received both
Pre production
This document provides layout and scheduling details for a fanzine about the Kardashian family. It outlines that pages 2-3 will feature a bird's eye view photo of a morning routine, pages 4-5 will have an article about the Kardashians before and after fame over a painted background, page 6 will be dedicated to the Kardashian children as a scrapbook, page 7 will be a step-by-step guide to becoming a Kardashian, pages 8-9 will respectively feature an article and facts about Caitlyn Jenner and the Kardashians, and pages 10-11 will contain interviews. The schedule allocates tasks like photo editing and page layout across three weeks
Audience theories hypodermic Needle Model
The Hypodermic Needle Model theory from the 1920s-1930s viewed audiences as passive receivers of media messages. It claimed the media could directly inject ideas into people's minds like a needle, making them think and act in certain ways without question. However, the theory was criticized and found to be outdated. Studies showed that personal communication and individual choice influenced people more than media alone. While some early broadcasts, like Orson Welles' 1938 "War of the Worlds," supported the theory by causing panic, it did not reflect how audiences interacted with media over the long term.
Task 3- Research
This document contains interviews and research about the Kardashian family. In interviews, people had differing opinions on Kylie Jenner's daughter's name Stormi - some felt it was unique while others felt it didn't fit with traditional Kardashian names. Secondary research explored how Robert Kardashian originally found fame through representing OJ Simpson and how this launched his family's reality TV career. The document also profiles each Kardashian family member and their relationships and businesses.
Censorship done
The media effects theory proposes that exposure to media can directly influence individuals' attitudes and behaviors. The hypodermic needle model suggests that mass media has significant power to uniformly inject audiences with messages and trigger desired responses, treating audiences as passive receivers. However, cultivation theory argues repeated exposure over time, rather than single exposures, shapes attitudes. While some evidence links media exposure to behaviors, theories cannot prove causation, and individual backgrounds likely better explain actions. Censorship aims to restrict potentially objectionable or offensive media to protect audiences like children who are highly susceptible to influence.
Task 4 critical approchaes
Participatory media allows audiences to interact with and discuss the media they consume through various social media platforms. Audiences share their views on TV shows, movies, music and more on sites like Facebook, Twitter, and Tumblr. These discussions help audiences connect with others who have similar interests and debate different perspectives. Reality TV shows like I'm A Celebrity...Get Me Out of Here! actively encourage audience participation through voting and sharing opinions on social media, which boosts viewer engagement with the shows. Fan culture is also a form of participatory media, where fans take an active role in the media they enjoy through writing fan fiction, attending fan conventions, and purchasing merchandise bearing logos and characters from their favorite movies, books and other
Task 1
- The document discusses the design choices made for a charity leaflet, instruction manual, piano learning guide, and news article.
- Key design elements discussed include use of color, images, formatting text for clarity, following legal/ethical standards, and highlighting important information.
- The goal of each design is to clearly communicate information to target audiences through visuals, concise text, and accessibility of content.
task 2 bias
The document discusses whether factual writing should contain bias. It notes that bias means having a one-sided viewpoint without being open-minded to other ideas. While bias can help some people enjoy articles that match their views, it can also mislead readers by cherry-picking facts. Bias in the media is also problematic as it can unduly influence audiences, especially young people, through the hypodermic needle theory effect. Overall, the conclusion is that factual writing should not contain bias in order to give readers both sides of issues and allow them to make up their own minds.
Task 3
This document contains interviews summarizing opinions on the Kardashian family. Alisia likes Kylie Jenner's daughter's name Stormi because it is unique. However, she notes it does not follow the K naming tradition of the family. Sophie dislikes the name Stormi and thinks it does not fit with the family. She also finds the Kardashians reality shows boring and unoriginal. Both interviews discuss how the Kardashians originally became famous from Kim Kardashian's sex tape but have expanded their brand through beauty and fashion lines.
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一比一原版(Columbia文凭证书)哥伦比亚大学毕业证如何办理
一模一样【微信：176555708】【(Columbia文凭证书)哥伦比亚大学毕业证成绩单Offer】【微信：176555708】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
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三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
EV Charging at Multifamily Properties by Kevin Donnelly
Kevin Donnelly gave this presentation at the Forth Addressing The Challenges of Charging at Multi-Family Housing webinar on June 11, 2024.
快速办理(napier毕业证书)英国龙比亚大学毕业证在读证明一模一样
学校原件一模一样【微信：741003700 】《(napier毕业证书)英国龙比亚大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版(AUT毕业证)奥克兰理工大学毕业证成绩单如何办理
AUT毕业证【微信95270640】奥克兰理工大学毕业证购买,办理AUT成绩单,AUT毕业证制作【Q微信95270640】《奥克兰理工大学毕业证》，AUT毕业证购买，AUT学位证，奥克兰理工大学学位证《AUT成绩单制作》【AUT毕业证文凭 AUT本科 澳洲学历认证原版制作《diploma certificate degree transcript 》【留信网认证，本科，硕士，海归，博士，排名，成绩单】代办国外（海外）澳洲、韩国、加拿大、新西兰等各大学毕业证。 ?我们对海外大学及学院的毕业证成绩单所使用的材料，尺寸大小，防伪结构（包括：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。 文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）都有原版本文凭对照。
[留学文凭学历认证(留信认证使馆认证)奥克兰理工大学毕业证成绩单毕业证证书大学Offer请假条成绩单语言证书国际回国人员证明高仿教育部认证申请学校等一切高仿或者真实可查认证服务。
多年留学服务公司,拥有海外样板无数能完美1:1还原海外各国大学degreeDiplomaTranscripts等毕业材料。海外大学毕业材料都有哪些工艺呢？工艺难度主要由：烫金.钢印.底纹.水印.防伪光标.热敏防伪等等组成。而且我们每天都在更新海外文凭的样板以求所有同学都能享受到完美的品质服务。
国外毕业证学位证成绩单办理方法：
1客户提供办理奥克兰理工大学奥克兰理工大学毕业证成绩单信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）
— — — — 我们是挂科和未毕业同学们的福音我们是实体公司精益求精的工艺！ — — — -
一真实留信认证的作用(私企外企荣誉的见证):
1：该专业认证可证明留学生真实留学身份同时对留学生所学专业等级给予评定。
2：国家专业人才认证中心颁发入库证书这个入网证书并且可以归档到地方。
3：凡是获得留信网入网的信息将会逐步更新到个人身份内将在公安部网内查询个人身份证信息后同步读取人才网入库信息。
4：个人职称评审加20分个人信誉贷款加10分。
5：在国家人才网主办的全国网络招聘大会中纳入资料供国家500强等高端企业选择人才。电总将小方桌搁在门口看书写作业有一次山娃坐在门口写作业写着写着竟伏在桌上睡着了迷迷糊糊中山娃似乎听到了父亲的脚步声当他晃晃悠悠站起来时才诧然发现一位衣衫破旧的妇女挎着一只硕大的蛇皮袋手里拎着长铁钩正站在门口朝黑色的屋内张望不好坏人小偷山娃一怔却也灵机一动立马仰起头双手拢在嘴边朝楼上大喊：“爸爸爸——有人找——那人一听朝山娃尴尬地笑笑悻悻地走了山娃立马“嘭的一声将铁门锁死心却咚咚地乱跳当山娃跟父亲有
Hand Gesture Control Robotic Arm using image processing.pptx
Hand Gesture Control Robotic Arm using image processing
AadiShakti Projects ( Asp Cranes ) Raipur
Welcome to ASP Cranes, your trusted partner for crane solutions in Raipur, Chhattisgarh! With years of experience and a commitment to excellence, we offer a comprehensive range of crane services tailored to meet your lifting and material handling needs.
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What do the symbols on vehicle dashboard mean?
Ever been troubled by the blinking sign and didn’t know what to do?
Here’s a handy guide to dashboard symbols so that you’ll never be confused again!
Save them for later and save the trouble!
Here's Why Every Semi-Truck Should Have ELDs
Implementing ELDs or Electronic Logging Devices is slowly but surely becoming the norm in fleet management. Why? Well, integrating ELDs and associated connected vehicle solutions like fleet tracking devices lets businesses and their in-house fleet managers reap several benefits. Check out the post below to learn more.
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学校原件一模一样【微信：741003700 】《(Exeter毕业证书)埃克塞特大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
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◇企事业单位必须要求办理的
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◇申请留学生创业基金
留信网认证的作用:
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版(UNITEC毕业证)UNITEC理工学院毕业证成绩单如何办理
UNITEC毕业证【微信95270640】☀《UNITEC理工学院毕业证购买》Q微信95270640《UNITEC毕业证模板办理》文凭、本科、硕士、研究生学历都可以做,《文凭UNITEC毕业证书原版制作UNITEC成绩单》《仿制UNITEC毕业证成绩单UNITEC理工学院学位证书pdf电子图》毕业证
全套服务：UNITEC理工学院UNITEC理工学院硕士毕业证成绩单真实回国人员证明 #真实教育部认证。让您回国发展信心十足#铸就十年品质！信誉！实体公司！可以视频看办公环境样板如需办理真实可查可以先到公司面谈勿轻信小中介黑作坊！
可以提供UNITEC理工学院钢印 #水印 #烫金 #激光防伪 #凹凸版 #最新版的毕业证 #百分之百让您绝对满意
印刷DHL快递毕业证 #成绩单7个工作日真实大使馆教育部认证1个月。为了达到高水准高效率
请您先以qq或微信的方式对我们的服务进行了解后如果有UNITEC理工学院UNITEC理工学院硕士毕业证成绩单帮助再进行电话咨询。
国外毕业证学位证成绩单如何办理：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作UNITEC理工学院毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。嘿嘿的笑连连说记得记得但别忘了拿奖状进城啊考试一结束山娃就迫不及待地给父亲挂电话：爸我拿奖了三好学生接我进城吧父亲果然没有食言第二天就请假回家接山娃离开爷爷奶奶的那一刻山娃又伤心得泪如雨下宛如军人奔赴前线般难舍和悲壮卧空调大巴挤长蛇列车山娃发现车上挤满了叽叽喳喳的同龄人皆一脸惊喜地四处瞅山娃不认识他们也无暇去套近乎一味地跟着父亲昼夜兼程第二天凌晨就辗转到了父亲的城哇父亲的城真的好大好美哟走出广州有
一比一原版(OP毕业证)奥塔哥理工学院毕业证成绩单如何办理
OP毕业证【微信95270640】《如何办理奥塔哥理工学院毕业证认证》【办证Q微信95270640】《奥塔哥理工学院文凭毕业证制作》《OP学历学位证书哪里买》办理奥塔哥理工学院学位证书扫描件、办理奥塔哥理工学院雅思证书！
国际留学归国服务中心《如何办奥塔哥理工学院毕业证认证》《OP学位证书扫描件哪里买》实体公司，注册经营，行业标杆，精益求精！
如果您是以下情况，我们都能竭诚为您解决实际问题：【公司采用定金+余款的付款流程，以最大化保障您的利益，让您放心无忧】
1、在校期间，因各种原因未能顺利毕业，拿不到官方毕业证+微信95270640
2、面对父母的压力，希望尽快拿到奥塔哥理工学院奥塔哥理工学院毕业证学位证；
3、不清楚流程以及材料该如何准备奥塔哥理工学院奥塔哥理工学院毕业证学位证；
4、回国时间很长，忘记办理；
5、回国马上就要找工作，办给用人单位看；
6、企事业单位必须要求办理的；
面向美国乔治城大学毕业留学生提供以下服务:
【★奥塔哥理工学院奥塔哥理工学院毕业证学位证毕业证、成绩单等全套材料，从防伪到印刷，从水印到钢印烫金，与学校100%相同】
【★真实使馆认证（留学人员回国证明），使馆存档可通过大使馆查询确认】
【★真实教育部认证，教育部存档，教育部留服网站可查】
【★真实留信认证，留信网入库存档，可查奥塔哥理工学院奥塔哥理工学院毕业证学位证】
我们从事工作十余年的有着丰富经验的业务顾问，熟悉海外各国大学的学制及教育体系，并且以挂科生解决毕业材料不全问题为基础，为客户量身定制1对1方案，未能毕业的回国留学生成功搭建回国顺利发展所需的桥梁。我们一直努力以高品质的教育为起点，以诚信、专业、高效、创新作为一切的行动宗旨，始终把“诚信为主、质量为本、客户第一”作为我们全部工作的出发点和归宿点。同时为海内外留学生提供大学毕业证购买、补办成绩单及各类分数修改等服务；归国认证方面，提供《留信网入库》申请、《国外学历学位认证》申请以及真实学籍办理等服务，帮助众多莘莘学子实现了一个又一个梦想。
专业服务，请勿犹豫联系我
如果您真实毕业回国，对于学历认证无从下手，请联系我，我们免费帮您递交
诚招代理：本公司诚聘当地代理人员，如果你有业余时间，或者你有同学朋友需要，有兴趣就请联系我
你赢我赢，共创双赢
你做代理，可以帮助奥塔哥理工学院同学朋友
你做代理，可以拯救奥塔哥理工学院失足青年
你做代理，可以挽救奥塔哥理工学院一个个人才
你做代理，你将是别人人生奥塔哥理工学院的转折点
你做代理，可以改变自己，改变他人，给他人和自己一个机会顿时留恋起家乡的小河潺潺活水清凉无比日子就这样孤寂而快乐地过着寂寞之余山娃最神往最开心就是晚上无论多晚多累父亲总要携山娃出去兜风逛夜市流光溢彩人潮涌动的都市夜生活总让山娃目不暇接惊叹不已父亲老问山娃想买什么想吃什么山娃知道父亲赚钱很辛苦除了书籍和文具山娃啥也不要能牵着父亲的手满城闲逛他已心满意足了父亲连挑了三套童装叫山娃试穿山娃有点不想父亲说城里不比乡下要穿得漂漂亮亮爸怎么不穿得漂亮望着父亲山娃可
Digital Fleet Management - Why Your Business Need It?
Fleet management these days is next to impossible without connected vehicle solutions. Why? Well, fleet trackers and accompanying connected vehicle management solutions tend to offer quite a few hard-to-ignore benefits to fleet managers and businesses alike. Let’s check them out!
一比一原版(AIS毕业证)奥克兰商学院毕业证成绩单如何办理
AIS毕业证【微信95270640】《如何办理AIS毕业证奥克兰商学院文凭学历》【Q微信95270640】《奥克兰商学院文凭学历证书》《奥克兰商学院毕业证书与成绩单样本图片》毕业证书补办 Fake Degree做学费单《毕业证明信-推荐信》成绩单，录取通知书，Offer，在读证明，雅思托福成绩单，真实大使馆教育部认证，回国人员证明，留信网认证。网上存档永久可查！
如果您是以下情况，我们都能竭诚为您解决实际问题：【公司采用定金+余款的付款流程，以最大化保障您的利益，让您放心无忧】
1、在校期间，因各种原因未能顺利毕业，拿不到官方毕业证+微信95270640
2、面对父母的压力，希望尽快拿到奥克兰商学院奥克兰商学院毕业证学历书；
3、不清楚流程以及材料该如何准备奥克兰商学院奥克兰商学院毕业证学历书；
4、回国时间很长，忘记办理；
5、回国马上就要找工作，办给用人单位看；
6、企事业单位必须要求办理的；
面向美国乔治城大学毕业留学生提供以下服务:
【★奥克兰商学院奥克兰商学院毕业证学历书毕业证、成绩单等全套材料，从防伪到印刷，从水印到钢印烫金，与学校100%相同】
【★真实使馆认证（留学人员回国证明），使馆存档可通过大使馆查询确认】
【★真实教育部认证，教育部存档，教育部留服网站可查】
【★真实留信认证，留信网入库存档，可查奥克兰商学院奥克兰商学院毕业证学历书】
我们从事工作十余年的有着丰富经验的业务顾问，熟悉海外各国大学的学制及教育体系，并且以挂科生解决毕业材料不全问题为基础，为客户量身定制1对1方案，未能毕业的回国留学生成功搭建回国顺利发展所需的桥梁。我们一直努力以高品质的教育为起点，以诚信、专业、高效、创新作为一切的行动宗旨，始终把“诚信为主、质量为本、客户第一”作为我们全部工作的出发点和归宿点。同时为海内外留学生提供大学毕业证购买、补办成绩单及各类分数修改等服务；归国认证方面，提供《留信网入库》申请、《国外学历学位认证》申请以及真实学籍办理等服务，帮助众多莘莘学子实现了一个又一个梦想。
专业服务，请勿犹豫联系我
如果您真实毕业回国，对于学历认证无从下手，请联系我，我们免费帮您递交
诚招代理：本公司诚聘当地代理人员，如果你有业余时间，或者你有同学朋友需要，有兴趣就请联系我
你赢我赢，共创双赢
你做代理，可以帮助奥克兰商学院同学朋友
你做代理，可以拯救奥克兰商学院失足青年
你做代理，可以挽救奥克兰商学院一个个人才
你做代理，你将是别人人生奥克兰商学院的转折点
你做代理，可以改变自己，改变他人，给他人和自己一个机会的笑连连说记得记得但别忘了拿奖状进城啊考试一结束山娃就迫不及待地给父亲挂电话：爸我拿奖了三好学生接我进城吧父亲果然没有食言第二天就请假回家接山娃离开爷爷奶奶的那一刻山娃又伤心得泪如雨下宛如军人奔赴前线般难舍和悲壮卧空调大巴挤长蛇列车山娃发现车上挤满了叽叽喳喳的同龄人皆一脸惊喜地四处瞅山娃不认识他们也无暇去套近乎一味地跟着父亲昼夜兼程第二天凌晨就辗转到了父亲的城哇父亲的城真的好大好美哟走出广州火车方
一比一原版(WashU文凭证书)圣路易斯华盛顿大学毕业证如何办理
一模一样【微信：176555708】【(WashU文凭证书)圣路易斯华盛顿大学毕业证成绩单Offer】【微信：176555708】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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Narrative structure
- 1. Narrative Structure Is your narrative linear or non linear? My story is linear as it has a start, middle and a end. My narrative tells the reader what happens fromone point to another without using flash backs, my story is straightforward fromthe beginning till the end. At the beginning of my story it shows themorning and what they are doing as you go onto the middle the days starts coming to end and shows thewomen has fallen asleep. At the end of the story it is night time and we see what happens to the women. The story is in order as the day is in order. Is it a open or closednarrative? My narrativeis closed as it has a clear ending with a fixed amount of characters that do not changein the story. Ithas a time limit and does not carry on. Once you have finished the book it has ended. There is one story with the same character's in throughoutthat comes to a end, there is not multiple story and character's. Does it have a single or multiple strands? My narrativeis a single strand as it has one main character the explorer. There are other character's based around her in the story butshe is the central character of the book and keeps the focus of the reader, there are no multiple story's within the book justone main one that’s teaches moral of not stealing to children. Is it realist or anti-realist narrative? My narrativeis anti-realist as it is a story that is different fromour world as it involves talking animals that are not possiblein the real world this makes Itnot realistic. This makes my story more exciting for the readers as the story is surreal and can keep help explore there imagination as it makes it moremagical and fun. There are aspects of my story that is realist for example the explorer represents a normal women in the real world and the moralof the story is realist as people can steal. This is a good thing as the kids can take the moral and useit in there own lives. Which of the following narrative components have youused inyour work and how and why did you use them?
- 2. Conflict- In my story there is conflict between the penguins and the explorer because the women uses there stuff without permission and breaks a entry this makes the penguin made and causes an argument. I used conflict in my story because I think its important to teach the kids right fromwrong so they come away fromthe story moreeducated and no what's wrong and not to do it but they can also havefun learning this fromthe story. Resolution- Thereis resolution in my story becausethe explorer goes away from the situation learning her lesson and not to do it again and the situation is resolved and left and everyone is left happy. This is important to add to a story because the kids need to finish the story on a happy ending and also teaches kids to resolve situation and forgivepeople because it will make you more happy and is also teaches them to learn from there lessons. Climax- My story has a climax, a part of the story were the tension is at its highest. This would be in the bedroomwere daddy penguin finds the explorer and confronts her. I added this in the story because its makeit more interesting and exciting for the reader. Manipulationof time- I havemanipulated time within the story as I havebeen able to show the whole day in just10 pages so the story was speed up to be able to show the moral of the story and so the audience can enjoy it and not miss out on parts of the story.