...Analytical essay: Sea Story “True love is boundless like the ocean and, swelling within one, spreads itself out and, crossing all boundaries and frontiers, envelops the whole world.”1 – The “Sea Story” is a touching story about a man’s unconditional love and passion for a woman and the beautiful and incredible sea, a love that never withered. The story is a fiction short story written by A.S. Byatt in 2012. The “Sea Story” takes place on the east Yorkshire coast in a small fishing town called Filey. We are introduced to a man called Harold who literally was born beside the sea. One day Cupid’s Arrow struck him, just like when he had seen the sea for the first time. Only this time he had meet the beautiful marine biologist Laura. A beautiful pale woman with long white-gold hair and a lovely face – it was love at first sight. Time went on and Harold had tried to get closer to Laura but had failed greatly. In the meantime Laura had been offered her dream job and was therefore moving to the Caribbean. Despite Laura’s departure and the returned and undeliverable mail he had sent her, Harold’s feelings were still persistent and he decided to write a love letter in a drift bottle just like the one he had found on the beach when he was a child. The events in the short story are presented in chronological order and ends with a closed ending. The text is written in third person narrative with a simple and informal language. The main theme in this story is love, the unconditional love...
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...Sea Story - Analytical essay The short story, ”Sea Story”, is written in 2012 by Dame Antonia Susan Duffy, better knows as A.S. Byatt. A.S. Byatt is an English writer, who mostly writes novels and poems. She has won several prizes for her work, and was on the top 50 list of the greatest British writers since 1945. She is now 79 years old and lives in Sheffield, England. In the short story, “Sea Story”, the main character is called Harold. Harold is a poet who studies eels in the Caribbean. The story is roughly about him trying to win the love of his life, Laura. Harold has always lived close to the seas and was also born near it. His parents loved the seas and everything about it, so that is why Harold loves the sea so much. His grandfather also loved the sea, so that is where Harold’s father got his love for the sea from. Harold’s mother “wrote fierce little poems about waves and weather” (P. 1, L. 7-8). Laura, who is another character in the story, chose life on the sea. Harold chose life on land studying English, because of his mother’s interest in English literature. Both of them carries the sea in their heart, but in two different ways. That is the difference between them Laura and Harold. Harold has a big love for Laura. He sends letters and e-mails to her trying to get in touch with her, but with no luck. After trying these ways, he tries to get in touch with her by throwing a bottle in the ocean, containing one of his letters. This almost succeed as...
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...Sea Story Write an analytical essay (800-1200 words) in which you analyse and interpret A.S. Byatt’s short story “Sea Story”. Part of your essay must focus on the writer’s use of literary quotations and on the role of nature in the story. Love cannot overcome every obstacle. This story serves as an example of how the ocean can be ruthless and unforgiving, and how people cannot best the ocean. The story is written by A.S. Byatt in 2012 and is set in Filey, a town east of Yorkshire. The plot of the story is the main character Harold, meeting a woman, Laura. In the beginning, he moves very slowly and carefully when interacting with her. They start spending more and more time together, but before they really get to know one another, Laura has to move to the Caribbean to study eels. The main character of the story is Harold, who was born into an ocean-loving family by a father who was an oceanographer and a mother who was an English teacher who wrote ”fierce little poems about waves and weather” p. 1 l. 8. He spent a lot of his youth around the ocean, either walking along or fishing. Despite his enormous love for the ocean, Harold chose a life as an English literature graduate at Oxford University. In the story, Harold meets a woman called Laura who is a lot like him in many ways and yet very different. Laura also loves the ocean but unlike Harold, Laura chose a career in the ocean studying it, while Harold stayed inland, finding a career in literature. When they first meet...
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...YEAR 10 RELIGIOUS EDUCATION ASSESSMENT TASK ANCIENT RELIGIONS Religions of Ancient Mesopotamia George Pauls 10K Ms. Delalande (Note: Ms Delanlande instructed that essay format was permitted and an extension was granted in regards to my absence.) George Pauls 10K Year 10 Religious Education Assessment Task Ancient Religions – Religions of Ancient Mesopotamia Many religions around the world in modern time are still believed and followed by a large portion of the world’s population with the predominant religions being Christianity, Islam and Buddhism. Many Religions have simply come to a halt and ceased to be believed and followed such as the religions in Ancient Egypt and Ancients Greece. One of the lesser known and arguably the oldest ancient religion of our world was the ancient religion on Mesopotamia, which did follow some key concepts from the other foreign ancient religions in which there were multiple gods, goddesses and other deities and supreme beings. It is believed to have originated over fifty centuries ago. Mesopotamia is known more commonly known as Iraq, situated within the Middle East. The religion of Ancient Mesopotamia consists of numerous components. The God Anu (Below) The God Anu (Below) The Mesopotamian religion was followed by Sumerians and Akkadians (Assyrians/Babylonians) who lived in Mesopotamia. Mesopotamian religion was basically perceived as a form of paganism with over 2100 deities which associated with a specific region, city or state within...
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...Senior English Curriculum Map: 2010-2011 School Year English IV * Note: “Sacred Book List” Addendum is at the end of this document Quarter #1 August 23 to October 22 Essential Questions: 1. How do writers and artists organize or construct text to convey meaning? 2. What does it mean to be a stranger in the village? Unit Goals 1. To understand the relationship between perspective and critical theory. 2. To apply critical theories to various texts studied and created. 3. To control and manipulate textual elements in writing to clearly and effectively convey a controlling idea or thesis. Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. . Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length. Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum. QUARTER #1 SpringBoard Curriculum Pacing Guide August 23 – October 22 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 1Literature * The students will analyze and compare significant works of...
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...Madison H.S Literature Essay 05/20/11 The Death of The Usher Family and the Detective Styles of Dupin Edgar Allen Poe is considered to be the “father of horror” and the creator of detective fiction. Even though most of his stories fall under horror and detective, they each use different elements to show off gothic and romantic themes. Two of Poe’s short stories are “The Murders in the Rue Morgue” and “The Fall of the House of Usher.” Both of these short stories are written by Poe but they are however very different. “The Fall of the House of Usher” has a lot more gothic and romantic elements such as death and incest, while “The Murders in the Rue Morgue” included a lot more detective and analytical elements, so even though they are both written by Poe, they are very different pieces of literature. One literary element that these two short stories have in common is that they both use foreshadowing to help the reader see what is going to happen in the future. In “The Fall of the House of Usher” the Usher House has a fissure that starts at the bottom and is slowly making its way to the top. Surrounding the house there is a very gloomy and dark appearance and landscape. All of these details foreshadows what may happen throughout the story. From these few descriptions we can assume that the story is going to be very...
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...CCHU9026 - Cultures of Violence: Making Sense of the Human Fighting Instinct Individual Essay The autobiography Kitchener's Last Volunteer: The Life of Henry Allingham, the Oldest Surviving Veteran of the Great War is picked for this essay to express an analytical and critical view about the oldest World War I soldier – Henry Allingham. The autobiography depicts the life of this veteran and his achievements in detailed and is co-authored by Dennis Goodwin, the founder the First World War Veterans' Association, who helped more than 200 veterans to produce their self-portrayal. Henry William Allingham was a First World War veteran and also the 12th-verified oldest man alive in the world. However, he passed away one month after receiving the...
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...Comparative Writing What is a comparative writing? Comparative writing asks that you compare at least two (possibly more) items. These items will differ depending on the assignment. You might be asked to compare • positions on an issue (e.g., responses to healthcare in Canada and the United States) • theories (e.g., capitalism and communism) • figures (e.g., Auto production in the United States and Britain) • texts (e.g., Shakespeare’s Hamlet and Macbeth) • events (e.g., the Great Depression and the global financial crisis of 2008–9) Although the assignment may say “compare,” the assumption is that you will consider both the similarities and differences; in other words, you will compare and contrast. Make sure you know the basis for comparison The assignment sheet may say exactly what you need to compare, or it may ask you to come up with a basis for comparison yourself. • Provided by the question: The question may ask that you consider the gradual loss of morals by major characters in Yann Martel’s Life of Pi and George Orwell’s Animal Farm. The basis for comparison will be the loss of morals by central figures in each text. • Developed by you: The question may simply ask that you compare the two novels. If so, you will need to develop a basis for comparison, that is, a theme, concern, or device common to both works from which you can draw similarities and differences. Develop a list of similarities and differences Once you know your basis for comparison...
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...L.6.1, L.6.2, L.6.4, L.6.5 Teacher Instructions. Preparing for Teaching 1. Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description for teachers about the big ideas and key understanding that students should take away after completing this task. Big Ideas and Key Understandings Companionship demonstrates great loyalty and risk for a true friend. Synopsis The Dog of Pompeii centers on a blind boy, Tito, and his dog, Bimbo, his life-long devoted companion during A.D. 79 in the city of Pompeii. Bimbo is crucial to Tito’s survival because he brings him along the city, provides food for him, and keeps him safe from harm. During the course of the story, a volcano erupts and causes mass panic and death. Bimbo risks and loses his life to save his beloved companion. 2. Read the entire selection, keeping in mind the Big Ideas and Key Understandings. 3. Re-read the text while noting the stopping points for the Text Dependent Questions and teaching Tier II/academic vocabulary. During Teaching 1. Students read the entire selection independently. 2. Teacher reads the text aloud while students follow along or students take turns reading aloud to each other. Depending on the text length and student need, the teacher may choose to read the full text or a passage aloud. For a particularly complex text, the teacher may choose to reverse the order of steps 1 and 2. 3. Students and teacher re-read...
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...Copyright © 2013 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-180360-1 MHID: 0-07-180360-2 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-180359-5, MHID: 0-07180359-9. E-book conversion by Codemantra Version 1.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education logo, 5 Steps to a 5 and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property...
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...Analytical Essay of Maurice Pervin “He seemed to know the presence of objects before he touched them. It was a pleasure to him to rock thus through a world of things, carried on the flood in a sort of blood prescience. He did not think much or trouble much. So long as he kept this sheer immediacy of blood-contact with the substantial world he was happy, he wanted no intervention of visual consciousness.” (pg.8) Had the character Maurice Pervin not been blinded, perhaps stricken with another form of handicap such as deafness, this blood prescience would not have been captured as effectively as is the case of him not having sight. Without being ‘bothered by a great many things’ that the ability of sight allows a human being, Maurice was able to tap into a greater sense of awareness to the things he encountered. He has been granted a new awareness of how to perceive his atmosphere, finding serenity and tranquility of immediate contact in darkness. His blindness is in fact his greatest strength never a weakness, almost supernatural as if to be compared to Superman who possesses superhuman strength. In addition to other attributes that make up Maurice Pervin such as being over-sensitive, passionate, and having feelings that are quick and acute, blindness fits perfectly within this character’s make up. As if to see things for what they truly are on an emotional level was a gift that he already possessed only heightened by his inability to now see with his eyes. D.H. Lawrence builds...
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...GRE Analytical Writing ISSUE Essay Topic - 1 "Important truths begin as outrageous, or at least uncomfortable, attacks upon the accepted wisdom of the time." GRE AWA Analytical Writing ISSUE Essay Sample Solution – 1 “The opposite of a correct statement is a false statement. But the opposite of a profound truth may well be another profound truth.” ― Niels Bohr[->0] This is a proven fact that truth is the initial stage of progress. However, it is also believed that truth always starts away from the traditions and conventions. Therefore, people consider truths as attacks upon their beliefs, which people are following from ages. Truth also means some new facts that are unknown to us. People do not want to deviate from the facts, which they have learnt from their ancestors, and it is true to say that shedding ones dogmas is often difficult. They feel that it is an attack on their wisdom. If we look at the history of the world, we will find many examples where truth has generated commotions in the society. Different people have different views about the existence of God, life after death and origin of earth etc. For example, people took a long time to accept that the earth is round. Religious leaders and clergymen opposed this idea as it was against what they were teaching. Similarly, when Polish astronomer, Copernicus discovered that the earth goes round the sun and not vice versa, he was opposed by churches for many years. In fact he and his supporters were...
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...the complexity of literary analysis and the implications of using fiction as a source of sociological data. This project infuses literary analysis with sociological imagination. Using a random sample of children’s novels published between 1930 and 1980, this article describes both a methodological approach to the analysis of children’s books and the subsequent development of two analytical categories of novels. The first category captures books whose narratives describe and support unequal social arrangements; the second category captures those whose narratives work instead to identify inequality and disrupt it. Building on Griswold’s methodological approach to literary fiction, this project examines how children’s novels describe, challenge, or even subvert systems of inequality. Through a sociological reading of three sampled texts – Tales of a Fourth Grade Nothing, A Wrinkle in Time, and Hitty: Her First Hundred Years – readers learn how these analytical categories work and how the sociology of literature might be enriched by attention to structural forms of inequality within literary fiction. This essay investigates children’s books in order to reinvigorate the discussion and use of novels by sociologists. Keywords: childhood, fiction, gender, literary analysis, literary narrative, power relations, social inequalities, Sociology, Sociology of literature Acknowledgments: I...
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...M.A. Digital Culture and Technology Digital Effect Dissertation Proposal Introduction The aim of this dissertation is to question the nature of digital cinema and its relationship to analogue filmmaking. I would like to argue that “pure” digital or analogue cinema does not exist anymore. Even films which are shot and edited using digital technology, in most cases, eventually will be printed onto film in order to be projected. I am interested in the transformation of storytelling and narration caused by digital revolution. I will analyse the shift that occurred in cinema after 1997, when the video techniques became more popular. I would like to avoid simplifying or dismissive statements about the aesthetics developed by digital techniques. It is a very rare occurrence for a film to be entirely analogue or digital. Therefore, I intend to talk about the intersection of digital and analogue techniques and the effect that digital practices have upon the tradition of storytelling. In their analysis of new media, Anna Everett and John T. Caldwell describe this intersection of analogue and digital with a term “digitextuality”. This fusion of “digital” and “intertextuality” illustrates the process in which old media acquire new shape and form: M.A. Digital Culture and Technology New digital media technologies make meaning not only by building a new text through absorption and transformation of other texts, but also by embedding the entirety of other texts (analogue and digital)...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within 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...
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