...The Reasoning for Beowulf’s Killing (An Analysis of why Beowulf Killed The Three Monsters in The Story Beowulf) Beowulf is an epic poem of a man, who had the strength of 40 men, called Beowulf. He is a Norsemen which were scary, brutal killing men. The tale begins as an oral story, told around campfires and not being written down until several years later. These men live by a code called the Anglo-Saxon code. The code set guidelines on how the Norsemen are supposed to act and behave. This code gave an understanding of the power of a role model, which the men would look to, or in other words, the leader. Beowulf faces three monsters in the poem, and tries to defeat them all. In the epic poem, Beowulf, Beowulf has three motivations for killing the three monsters. In the story, Beowulf, Beowulf’s motivation to kill the first monster, Grendel, was because of duty. Beowulf travels from his country to Harot in order to fight Grendel because his people knew of his ability to fight, therefore, making it his duty to kill the monster. When Beowulf meets Hrothgar, the aging lord of the Dunes, and gives him information about where he comes from and his background. Obligation is another word associated with duty, which made Beowulf...
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...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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...questions (items) to assess learning standards from the English Language Arts Curriculum Framework’s Language and Reading and Literature strands A. Composition The spring 2012 grade 10 English Language Arts (ELA) Composition test and Composition Make-Up test were based on learning standards in the Composition strand of the Massachusetts English Language Arts Curriculum Framework (2001). The learning standards for the Composition strand appear on pages 72–83 of the Framework, which is available on the Department website at www.doe.mass.edu/frameworks/current.html. ELA Composition test results are reported under the reporting categories Composition: Topic Development and Composition: Standard English Conventions. Test Sessions and Content Overview The ELA Composition test included two separate test sessions, administered on the same day with a short break between sessions. During the first session, each student wrote an initial draft of a composition in response to the appropriate writing prompt on the next page. During the second session, each student revised his or her draft and submitted a final composition, which was scored in the areas of Topic Development and Standard English Conventions. The Scoring Guides for the MCAS English Language Arts Composition are available at www.doe.mass.edu/mcas/student/elacomp_scoreguide.html. Reference Materials At least one English-language dictionary per...
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...CONTENTS INTRODUCTION………………………………………………………………3 CHAPTER 1. LINGUISTIC SITUATION IN OLD ENGLISH AND MIDDLE ENGLISH PERIOD……………………………………………………………..5 1.1 THE DEVELOPMENT OF FUTHARK……………………………………5 1.1.1 THE RUNIC ALPHABET AS AN OLD GERMANIC WRITING TRADITION……………………………………………………………………6 1.1.2 OLD ENGLISH LITERATURE IN THE PERIOD OF ANGLO-SAXON ETHNIC EXTENSION…………………………………………………………7 1.2 LINGUISTIC SITUATION IN THE MIDDLE ENGLISH………………..11 1.2.1 LINGUISTIC SITUATION IN MEDIEVAL ENGLAND AFTER THE NORMAN CONQUEST……………………………………………….……….11 1.2.2 DIALECTAL DIVERSITY IN THE MIDDLE ENGLISH PERIOD.…...13 1.3 THE MIDDLE ENGLISH CORPUS……………………………………….15 1.3.1 GEOFFREY CHAUCER AND HIS LENDING SUPPORT OF THE LONDON STANDARD’S DIFFUSION……………………………………….17 1.3.2 THE ROLE OF THE PRINTING IN THE FORMATION OF THE ENGLISH LANGUAGE………………………………………………….…….19 1.3.3 PRINCIPAL MIDDLE ENGLISH WRITTEN RECORDS AS A REFLECTION OF ONGOING CHANGES IN STANDARDIZATION………25 CONCLUSION…………………………………………………….…………....28 REFERENCES………………………………………………………………….30 APPENDIX 1……………………………………………………………………33 INTODUCTION linguistic history english language The English language has had a remarkable history. When we first catch it in historical records, it is a language of none-too-civilized tribes on the continent of Europe along the North Sea. From those murky and undistinguished beginnings, English has become the most widespread language in the world, used by more peoples for more purposes than any language on...
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...I am using this approach to literature in two major projects this year. First, I received a $2,400 National Endowment for the Humanities Younger Scholars Summer Research Grant. I proposed to expand on a prior research project, looking at the use of silence in the novels of Elie Wiesel, and at the ways Wiesel both demonstrates and gets around the fact that conventional language simply breaks down when it is used to talk about the Holocaust. I plan to expand on the same project for my senior English thesis. For this thesis I am studying the ways Wiesel uses silence in the literal content of his novels and in his writing technique, and am working toward explanations as to how he gives these silences meaning. My fluency in French from my semester of study in Grenoble has been invaluable since most of Wiesel's works were written originally in French. My thesis involves close, formalist readings of Wiesel's novels, and is enriched by theoretical work. (This thesis appears as "Senior Essay" on my transcript; that designation will change next semester to "Thesis.") My second major project this year is a self-designed research project which has just replaced comprehensive exams in...
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...Practical 1 Practical 1.1 : Basic of Cluster Computing 1. INTRODUCTION 1.1 Background study Parallel computing has seen many changes since the days of the highly expensive and proprietary super computers. Changes and improvements in performance have also been seen in the area of mainframe computing for many environments. But these compute environments may not be the most cost effective and flexible solution for a problem. Over the past decade, cluster technologies have been developed that allow multiple low cost computers to work in a coordinated fashion to process applications. The economics, performance and flexibility of compute clusters makes cluster computing an attractive alternative to centralized computing models and the attendant to cost, inflexibility, and scalability issues inherent to these models. Many enterprises are now looking at clusters of high-performance, low cost computers to provide increased application performance, high availability, and ease of scaling within the data center. Interest in and deployment of computer clusters has largely been driven by the increase in the performance of off-the-shelf commodity computers, high-speed, low-latency network switches and the maturity of the software components. Application performance continues to be of significant concern for various entities including governments, military, education, scientific and now enterprise organizations. This document provides a review of cluster computing, the various types...
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...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 literature and id relationships among major genres * Analyze the literary devices unique to the literature and how they support and enhance theme and main ideaReading * The student will use pre reading strategies and background knowledge of subject/content area to make and confirm complex predictions * Determine main idea and essential messageWriting * Pre write by generating ideas...
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...symbolism, so that the stories could exert a great influence on contrasting with the new products. Third, they merge the plots of the Bible to give connotative efforts to the readers. Exploring the methods helps us know the western culture and consciousness, have a good appreciation and study for the English-American literature. key words: English-American literature ; the Bible; methods 《圣经》在英美文学作品中的影响 摘要 作为基督教的经典，《圣经》对英美文化影响深远，为英美文化创作提供了永恒的母题。英美作家化用《圣经》故事的主要方法有：直接引用《圣经》中的人名作为作品的人物名称，或直接引用《圣经》故事或对原型故事进行变形或处理，作为创作素材；通过比喻，隐喻或象征等手法，把《圣经》故事的寓意融汇到作品情节中或人物性格里，使这些故事发挥有力的陪衬作用；使作品中的人物，故事和情节与《圣经》故事大体对应，让《圣经》能穿越时空的限制，从而发挥隐含的参照作用。 探讨英美作家化用《圣经》的方法，有助于我们了解英美文化的思想意识，更好的学习，欣赏乃至研究英美文学作品。 关键词：英美文学；《圣经》；方式 Contents 1.Introduction………………………………………………………………..……1 2. The Bible's Influence on English-American literature 2.1 Quoting the Bible directly………………………………….………………2 2.2 Using the symbolic meaning of the Bible…………………..……………....3 2.3 Merging the plots of the Bible………………………………………….…..5 3. The reasons of the Bible’s influence on English-American literature………....7 4. Conclusion...
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...Narrative A narrative is a sequence of events that a narrator tells in story form. A narrator is a storyteller of any kind, whether the authorial voice in a novel or a friend telling you about last night’s party. Point of View The point of view is the perspective that a narrative takes toward the events it describes. First-person narration: A narrative in which the narrator tells the story from his/her own point of view and refers to him/herself as “I.” The narrator may be an active participant in the story or just an observer. When the point of view represented is specifically the author’s, and not a fictional narrator’s, the story is autobiographical and may be nonfictional (see Common Literary Forms and Genres below). Third-person narration: The narrator remains outside the story and describes the characters in the story using proper names and the third-person pronouns “he,” “she,” “it,” and “they.” • Omniscient narration: The narrator knows all of the actions, feelings, and motivations of all of the characters. For example, the narrator of Leo Tolstoy’s Anna Karenina seems to know everything about all the characters and events in the story. • Limited omniscient narration: The narrator knows the actions, feelings, and motivations of only one or a handful of characters. For example, the narrator of Lewis Carroll’s Alice’s Adventures in Wonderland has full knowledge of only Alice. • Free indirect discourse: The narrator conveys a character’s inner thoughts...
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...make illegal, unauthorized copies of the PhraseBook. The PhraseBook and digital version are protected by copyright law and international treaties. The publisher and authors have striven to ensure the accuracy and correctness of the PhraseBook; however, they can accept no responsibility for any loss or inconvenience as a consequence of use, information or advice contained in the PhraseBook. PhraseBook versions ISBN 978-1-903384-02-2 paperback ISBN 978-1-903384-01-5 digital version (download) ISBN 978-1-903384-00-8 digital multiple user version (CD-ROM) for research groups, departments and universities For PhraseBooks and English books for education, visit EnglishforResearch.com ▪ EnglishforStudents.com ▪ EnglishforSchool.com Contents Contents End User Licence...
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...The SAT Essay: Building a Repertoire of Examples The SAT essay is intended to measure your writing skills, not your knowledge of any specific subject. Therefore, the essay prompts given on the SAT must be fairly open-ended, so that anyone with a highschool education and life experiences common to all teenagers can respond to them. Most of them deal with basic philosophical, psychological, moral, or social issues. In my experience as a teacher, I’ve seen that the biggest challenge students face in writing the SAT essay is coming up with rich and relevant examples to discuss within the twenty-five minutes you’re given for the essay section. Quite often, students end up using examples that are inappropriate or superficial, or they don’t know enough about the examples they’ve chosen to write about them in detail. The way to combat this problem is to create your own repertoire of examples that you are well prepared to write detailed paragraphs about. Then, when you read the prompt you’re given on the day of the test, you can simply choose the examples from your repertoire that are most relevant to that particular topic. (Of course, this method isn’t fullproof; it may happen that you are unfortunate enough to get a topic that your prepared examples aren’t really appropriate for. If that’s the case, don’t try to force your examples to fit the topic. The process of coming up with these examples and writing several practice essays will also help you learn how to come up with new examples...
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...heories about how young children acquire and develop language Young children become amazingly proficient communicators during the first three years of life. As the Birth to Three Matters framework points out, they use 'the hundred languages of children' - body language (including facial expressions and dance); sign language (their own and family inventions as well as an officially recognised sign language); painting, drawing and mark-making; and oral expression. They have been acutely active listeners since their days in the womb, where they learned to recognise the speech patterns, tunes and tones of the languages used in their home contexts. Language theory research informs us that young children's language development is influenced by many factors, including having sensitive adults and older children around them who will listen and attend to their expressions and who will use and model appropriate language themselves. This has been called 'Motherese' by researchers led by Cathy Snow. Children's babbling during their first year includes the sounds of every world language and 'crib talk' demonstrates their intense interest in the sounds they hear around them. Although children with a hearing loss will stop babbling, if they grow up in a home with parents who can sign, they will follow the same patterns of development using their first language - signing - and will sign their first word at around the same age that hearing children speak theirs. Between two and three years...
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...Министерство образования и науки Республики Казахстан Кокшетауский государственный университет им. Ш. Уалиханова An Outline of British Literature (from tradition to post modernism) Кокшетау 2011 УДК 802.0 – 5:20 ББК 81:432.1-923 № 39 Рекомендовано к печати кафедрой английского языка и МП КГУ им. Ш. Уалиханова, Ученым Советом филологического факультета КГУ им. Ш. Уалиханова, УМС КГУ им. Ш. Уалиханова. Рецензенты: Баяндина С.Ж. доктор филологических наук, профессор, декан филологического факультета КГУ им. Ш. Уалиханова Батаева Ф.А. кандидат филологических наук, доцент кафедры «Переводческое дело» Кокшетауского университета им. А. Мырзахметова Кожанова К.Т. преподаватель английского языка кафедры гуманитарного цикла ИПК и ПРО Акмолинской области An Outline of British Literature from tradition to post modernism (on specialties 050119 – “Foreign Language: Two Foreign Languages”, 050205 – “Foreign Philology” and 050207 – “Translation”): Учебное пособие / Сост. Немченко Н.Ф. – Кокшетау: Типография КГУ им. Ш. Уалиханова, 2010 – 170 с. ISBN 9965-19-350-9 Пособие представляет собой краткие очерки, характеризующие английскую литературу Великобритании, ее основные направления и тенденции. Все известные направления в литературе иллюстрированы примерами жизни и творчества авторов, вошедших в мировую литературу благодаря...
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...G U I D E T E A C H E R’S A TEACHER’S GUIDE TO TWELVE YEARS A SLAVE BY SOLOMON NORTHUP bY Jeanne M. McGlInn anD JaMes e. McGlInn 2 A Teacher’s Guide to Twelve Years a Slave by Solomon Northup Table of Contents SYNOPSIS......................................................................................................................................3 ABOUT THE AUTHOR...............................................................................................................3 INTRODUCTION TO THE STUDY GUIDE............................................................................3 MEETING COMMON CORE STANDARDS.............................................................3 THE SLAVE NARRATIVE GENRE...............................................................................3 HISTORICAL OVERVIEW..........................................................................................................4 DURING READING.....................................................................................................................6 SYNTHESIZING DISCUSSION QUESTIONS.......................................................................9 ENRICHMENT ACTIVITIES.......................................................................................................9 ACTIVITIES FOR USING THE FILM ADAPTATION........................................................ 11 ADDITIONAL RESOURCES.....................................................................................
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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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