...Introduction This is a critical analysis paper using sociological literature to analyze the movie “Soul Food.” The topics I plan to analyze are coming to terms with death, family values during and after the death of a loved one and the ability to move past the hurt and pain after a death occurs. Soul Food depicts an African American family with many underlying issues for each child in relation to each other and also in relation to themselves individually. Mother Joe is the patriarch of the family who, despite her every effort to maintain peace and harmony, has her hands full with her daughters. Family is the thread of our society. Success for an individual is measured by the way he or she interacts with family. In relation to death and dying, the movie, Soul Food has every element that families encounter when attempting to grasp the concept of a loved one dying. The overall summary of this movie is about a matriarch, Mama Joe, who is adamant about family. She has three daughters, all with differing dramas in their lives, and issues with each other’s lives. Every Sunday, the family would gather at Mama Joe’s for Sunday dinner. There, family conflict would begin, be discussed and most times, end over dinner. Traditions are begun at the table and never forgotten because of Mama Joe. Children With Differing Personalities Dealing With A Major Life Change The daughters in this movie are seen in varying ways. In each of their respective ways, all daughters love their mother...
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...yMacmillan Study Companions Sharon R. Wilson-Strann POETRY FOR THE CSEC® ENGLISH B EXAMINATION Second edition Prescribed list for 2012–2017 CSEC® is a registered trademark of the Caribbean Examinations Council (CXC) POETRY FOR THE CSEC® ENGLISH B EXAMINATION is an independent publication and has not been authorised, sponsored, or otherwise approved by CXC. CSEC Study Comp Poetry 2nd Ed_2011.indd i 9/6/11 4:31 PM Macmillan Education Between Towns Road, Oxford OX4 3PP A division of Macmillan Publishers Limited Companies and representatives throughout the world www.macmillan-caribbean.com ISBN: 978-0-230-41802-8 Text © Sharon R. Wilson-Strann 2011 Design and illustration © Macmillan Publishers Limited 2011 First published 2008 This edition published 2011 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. These materials may contain links for third party websites. We have no control over, and are not responsible for, the contents of such third party websites. Please use care when accessing them. Designed by Mike Brain Graphic Design Ltd Typeset by E Clicks Enterprise, Malaysia Cover design by Clare Webber Cover photo by Jenny Palmer The author and publishers are grateful for permission to reprint the following copyright material: Bloodaxe Books for the poem...
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... |5 | |AS Marking Criteria |6 | |A2 Marking Criteria |7 | |Selecting and Studying Texts |8 | |Approaching Essays – coursework |9 | |Punctuation Guide |11 | |Glossary of Literary Terms |12 | |Reading List |13 | |Independent Learning Project (Year 11 into Year 12) |18 | AQA English Literature B Specification and other resources can be found at: http://web.aqa.org.uk/qual/gce/english/eng_lit_b_materials.php?id=02&prev=02 AS LEVEL ENGLISH LITERATURE COURSE...
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...the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced Assessment 5.3.2 Modes of Public Assessment 74 74 74 75 77 77 77 Quality Learning and Teaching Resources 104 6.1 Use of Set Texts 6.2 Use of Other Learning and Teaching Resources 104 108 Chapter 6 Chapter 7 109 Supporting Measures 7.1 Learning and Teaching Resource Materials 7.2 Professional Development 109 109 Appendix 1 Examples of Poetry Analysis 110 Appendix 2 Examples of...
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...ENGLISH HANDBOOK -“Welcome to my evil lair…” -Mr. Braiman Brooklyn High School of the Arts www.mrbraiman.com http://handbook.mrbraiman.com “EVIL” Welcome to my evil classroom lair. In order to become full-fledged evil “minions,” you need to read this handbook carefully. It explains everything you need to know. “English,” as you may know, is shorthand for “English Language Arts.” Being that we are in an Arts school, but one where academics must and always do come first, it is important that we approach the subject as what it is: an art form. How does one study the arts? What exactly do we do when we study drawing, sculpture, music, or dance? Well, anyone who has studied the arts will tell you that studying the arts essentially involves two things: • Learning about, and developing an awareness of and appreciation for, existing works of art in that particular form; • Developing the skills and techniques associated with the art form, in order to create our own works. In the case of language arts, much like any other art form, we will be studying existing works of art (i.e., reading books, stories and poems), and developing the skills to produce our own (i.e., writing). That’s what English Language Arts is. We will also be preparing ourselves for New York State’s Regents Comprehensive Examination in English, which we’ll all be taking in June. This two-day, six-hour, four-part exam requires no specific knowledge or content, but it does require the skills to listen, read,...
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...highschool.... it's full of lesson.. it values life. From childhood to senility, the very people who made beautiful contribution in our lives always seem to have special place in our hearts, minds & souls. This movie/book was one of our projects. As a teenager, I really had no interest to read this kinds of books but after a few more chapters, I realized that this book contains lots of valuable lessons. It changed the way I see things. It also made me realize that life is very important so we should not waste it but instead make it a very happy one. We should also spend our lives with our loved ones because we dont know how long we will be with them. I relly love this book/move. ily Morrie!!!!!!!! I'm so happy that finally I got a copy of Mitch Albom's book, Tuesdays with Morrie. I have been wanting to have it. This is the best book I've ever read. I've shed a lot of tears, laughed out loud and pondered about the reality and wisdom shared by an intelligent, compassionate, loving and very kind old man. I love you Morrie Schwartz. Forever I will cherish your words. The movie as well as the book inspired me a lot. This was the 3rd time i read an inspirational book. Just like other people i had no interests reading books before but as i read the 3 books namely living, loving, learning; the secret and this tuesdays with morrie it change the way i live my life. The three books have their similarities but this one focus more about dying. It indeed reminded us...
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...Shakir Hussain Instructor: Dr. Hossain Al Mamun Reg # 2009236059 ENG 416 – Literature in Translation 4th Year 1st Semester Department of English September 2, 2013. Metaphor and Meaning: A Re-reading of The Prophet Abstract: The purpose of this study has been to investigate the metaphors and meaning in Kahlil Gibran’s (1883-1931) literary work The Prophet. Kahlil Gibran speaks in metaphors; perhaps that is the only way to speak about the truth. Through metaphor he gives indirect glimpses and spreads his philosophy of life. Every word in this book is a metaphor. Metaphors are used in this text to accelerate and enhance the meaning. The Prophet through its metaphors provides timeless spiritual wisdom on a range of subjects, including giving, eating and drinking, clothes, buying and selling, crime and punishment, laws, teaching, time, pleasure, religion, death, beauty and friendship. Corresponding to each chapter are evocative drawings by Gibran himself. Key Words: Metaphors, Kahlil Gibran, The Prophet, and Philosophy of Life. Kahlil Gibran is said to be the ‘People’s Philosophy’. Gibran’s The Prophet is a metaphor for the mystery of life. The author seeks the help of metaphoric language in order to present the confluence of philosophy and religion, experience and expectation, desire and duality of human life. The combination of poetic and prosaic style of this book is beautified by the use of many figures of speech. The passages of this book speak to soul....
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...ALLEGOR AND IRONY IN 'OTHELLO' Y ANTOINETT B. DAUBER E Othello is Shakespeare's Spenserian tragedy, in which the theme of slandere d chastity becomes a vehicle for exploring the problems of an allegorica l art . Allegory is the mode of selfconscious faith, and Spenser's corpus may be rea d as a portrai t of the artis t as allegorist , wrestling first with the burdens of selfconsciousness and then with the burdens of faith.l In Othello, Shakespeare compresses and objectifies this struggle. Unlike Spenser, he is not committed to the maintenance of allegory, and so he freely dramatizes the interna l weaknesses and external onslaughts that lead to its destruction. What I am calling the 'Spenserian ' quality begins with the chivalric elements in the tragedy. Truly, Othello is a kind of Savage Knight, Desdemona, the absolutely, almost miraculously, worthy lady, and Iago, something of a manipulator like Archimago.2 But more particularl y I would call attention to a specific engagement with Spenserian rhetoric . Consider Cassio' s words of welcome to the disembarking Desdemona: Tempests themselves, high seas, and howling winds, The gutter'd rocks and congregated sands, Traitors ensteep'd to enclog the guiltless keel, As having sense of beauty, do omit Their mortal natures, letting go safely by The divine Desdemona. (2.1.68-73)3 He sets her in the line of Spenser's heavenly allegories . As a parallel , we may recal l Una , slandere d by the arch-magician , abandone d by 123 her...
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...Кафедра іноземної філології Literary and Social Concerns in the Novels of William Thackeray and Charles Dickens CONTENTS |INTRODUCTION……………………………………………………………… |3 | |PART 1. A review of literary and social concerns in the novels of William Thackeray and Charles Dickens………………………………………………… | | |1.1. Social concerns as a mirror of current literature in the XIX century…. |4 | |1.2. Social and literary problems in “Vanity Fair” by William Thackeray... |4 | |1.3. Art, veracity and moral purpose in “Oliver Twist” by Charles Dickens |5 | |Conclusion ……….…………………………………………………………….. |7 | |PART 2. Approaches and manners of the social problems transmission………. |10 | |2.1. The problem of poverty and social inequalty in society. The authors’ approach to this |11 | |problem............................................................................... ...
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...Roslyn Marshall Mr. Lerma English 1B 1 December 2014 Word Count: 3,399 Grendel: A Symbol for the Unknown In the history of human civilization, stories have always had an educative role. In the literary works of fiction, authors use diverse images and symbols in order to trigger a particular reaction from the audience. Some authors, however, use traditional images in new contexts challenging the audience's perception of those iconic characters. Authors often argue that characters can have different meanings and symbolism in different cultures and different times. The best example of these new meanings is seen through the writing about iconic monsters in different time periods. From the analysis’ of Beowulf and Grendel: The Truth Behind England’s Oldest Legend by John Grigsby and Grendel by John Gardner, the character of Grendel in both books is the symbolic meaning of how society is afraid of the unknown. When people are confronted with an unfamiliar circumstance, it is human nature to twist the unknown into something frightening and unacceptable....
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...Mirror: Who Am I? For our short story analysis, we have chosen Whose Face Do You See by Melvin Burgess, a British author whose focus is on children and young teen’s story. “Whose Face Do You See” tackles the dilemma and contradiction of the comatose Marianne, and those of her loving parents. In this story, mirror played a very important role in helping the main character to rediscover herself, this leads us to wonder about how we people really see in this world. Therefore in a two-way mirror, which side are you on? The primary literary technique that is used in this story is monologue. It is the only way the story is portrayed as through the eyes of the mother and Marianne so that the story is presented with the emotions of the characters. The italicised parts of the short story represent the inner speech of Marianne while the normal text represents the mother’s point of view. This pattern continues all the way until the very last line of the story where Marianne’s speech is no longer italicized. The significance of this change will be discussed later in the next few paragraphs. Each character is similar in their characteristics. Marianne is in a state of comatose with poor medical prognosis of ever opening her eyes again. In her despair she had developed a secondary will that denied her very existence. Marianne’s split will saw herself as a separate existence, and through it, she hopes to lessen the suffering the “other” Marianne might have to go through, if she were to die...
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...12/7/2015 Wuthering Heights - Wikipedia, the free encyclopedia Wuthering Heights From Wikipedia, the free encyclopedia Wuthering Heights is Emily Brontë's only novel. Written between October 1845 and June 1846,[1] Wuthering Heights was published in 1847 under the pseudonym "Ellis Bell"; Brontë died the following year, aged 30. Wuthering Heights and Anne Brontë's Agnes Grey were accepted by publisher Thomas Newby before the success of their sister Charlotte's novel, Jane Eyre. After Emily's death, Charlotte edited the manuscript of Wuthering Heights, and arranged for the edited version to be published as a posthumous second edition in 1850.[2] Although Wuthering Heights is now widely regarded as a classic of English literature, contemporary reviews for the novel were deeply polarised; it was considered controversial because its depiction of mental and physical cruelty was unusually stark, and it challenged strict Victorian ideals of the day, including religious hypocrisy, morality, social classes and gender inequality.[3][4] The English poet and painter Dante Gabriel Rossetti referred to it as "A fiend of a book – an incredible monster ... The action is laid in hell, – only it seems places and people have English names there."[5] In the second half of the 19th century, Charlotte Brontë's Jane Eyre was considered the best of the Brontë sisters' works, but following later re-evaluation, critics began to argue that Wuthering Heights was superior.[6] The book has inspired adaptations...
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...# 2004 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria SDLANG-T/1/2005±2008 LADLAN-A/1/2005±2008 DLL301-Q/1/2005±2008 LLL301-E/1/2005±2008 97636509 3b2 SDLANG style CONTENTS FOREWORD xii STUDY UNIT 1 _______________________________________________________________________ OUTCOMES-BASED EDUCATION AND LANGUAGE TEACHING 1 1.1 INTRODUCTION 2 1.2 WHY DID SOUTH AFRICA'S EDUCATION SYSTEM NEED TO CHANGE? 3 1.3 WHAT IS OUTCOMES-BASED EDUCATION? 3 1.3.1 What are the characteristics of outcomes-based education? 3 1.3.2 The difference between the old and the new approach 4 1.4 OUTCOMES-BASED EDUCATION PRINCIPLES AND TERMINOLOGY 6 1.4.1 Learning area 6 1.4.2 Critical outcomes 7 1.4.3 Learning outcomes 8 1.4.4 Assessment standards 9 1.4.5 Assessment 9 1.4.6 Themes 9 1.5 PLANNING AN OUTCOMES-BASED EDUCATION LEARNING UNIT 11 1.6 OVERVIEW OF THE STUDY UNIT 11 1.7 CONCLUSION 12 STUDY UNIT 2 _______________________________________________________________________ TEACHING LANGUAGE IN A MULTICULTURAL CONTEXT 13 2.1 INTRODUCTION 14 2.2 MULTILINGUALISM 14 2.3 HOME LANGUAGE, FIRST AND SECOND ADDITIONAL LANGUAGES 15 2.4 SWITCHING AND MIXING CODES 16 2.5 LANGUAGE TEACHING IN A MULTICULTURAL CONTEXT 18 2.6 CULTURE...
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... | | |"HIGHER SCHOOL" | | |1977 | TABLE OF CONTENTS Page Предисловие к первому изданию……………………………………………………..6 Предисловие к второму изданию……………………………………………………..7 Part I. Introduction 1. General Notes on Style and Stylistics…………………………………………9 2. Expressive Means (EM) and Stylistic Devices (SD)………………………...25 3. General Notes on Functional Styles of Language……………………………32 4. Varieties of Language………………………………………………………..35 5. A Brief Outline of the Development of the English Literary Standard Language……………………………………………………………………..41 6. Meaning from a Stylistic Point of View…………………………..…………57 Part II. Stylistic Classification of the English Vocabulary 1. General Considerations………………………………………………………70 2. Neutral, Common Literary and Common Colloquial Vocabulary…………..72 3. Special Literary...
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...author's life and thought but also the spirit of the age and the ideals of the nation's history. The third aim is to show, by a study of each successive period, how our literature has steadily developed from its first simple songs and stories to its present complexity in prose and poetry. To carry out these aims we have introduced the following features: (1) A brief, accurate summary of historical events and social conditions in each period, and a consideration of the ideals which stirred the whole nation, as in the days of Elizabeth, before they found expression in literature. (2) A study of the various literary epochs in turn, showing what each gained from the epoch preceding, and how each aided in the development of a national literature. (3) A readable biography of every important writer, showing how he lived and worked, how he met success or failure, how he influenced his age, and how his age influenced him. (4) A study and analysis of every author's best works, and of many of the books required for college-entrance examinations. (5)...
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