...The Hunger Games written by Suzanne Collins, Harry Potter and the Sorcerer's Stone by J.K Rowling and The Lion, the Witch and the Wardrobe authored by C.J Lewis. These novels have many differences in style, era, character attributes, etc. However one common theme that all of these novels share is that each has a separate society from the real world that is portrayed in the novel itself. My thesis is that authors sometimes use the setting as a character itself to magnify the attributes of other characters. In the novel, Harry Potter and the Sorcerer’s Stone this separate society is Hogwarts in which the students attend school; it is a world completely separate from the regular outside world in the novel. The Hunger Games has the games and The Lion, the Witch and the Wardrobe has Narnia. Beginning with The Hunger Games the protagonist is Katniss Everdeen, a 16 year-old teenage girl living in a lower class dystopian society. Katniss has many features about her that are unspoken and unknown until later in the novel. The strongest point of...
Words: 1373 - Pages: 6
...Harry Potter’s a Hero Alex Terzibachian Harry Potter and the Sorcerer Stone is a great story about an unfortunate young boy’s journey to becoming a Hero. Harry Potter does not live a good life at home on Privet Drive, with his aunt, uncle, and cousin the Dursleys. Harry’s aunt and uncle know that Harry is a wizard and constantly try to suppress his magic spurts and random accidents that keep happening. From early on in Harry’s life he has always been suppressed and victimized by his “family” and he never really felt like he would amount to anything or be nearly as great as he a young wizard as he did become throughout the story. One of the defining moments for him to realize he was more than just a wizard, which was already hard to believe for him, was in the shop with Mr. Ollivander trying to find out which wand would choose Harry. The wands that he was trying out just didn’t seem to work out till Mr. Ollivander grabs one with curiosity wondering if this special wand was the one for Harry, and it was. Mr. Ollivander tells Harry, when explaining why this wand choosing him was curious, he says “It is very curious indeed that you should be destined for this wand when its brother why, it’s brother gave you that scar.” (67) This moment was a big one for Harry as an individual wondering about his own life, but the next thing Mr. Ollivander tells Harry is really when I think Harry had a great expectation to live up to. “I think we must expect great things from you, Mr. Potter”...
Words: 1068 - Pages: 5
...J.K. Rowling vs. Suzanne Collins The Hunger Games Trilogy by Suzanne Collins and The Harry Potter Series by J. K. Rowling have vied for the attention of young readers, not for a long period of time, but have, in their time, blown other books right out of the water. They are some of the most popular books of the 21st Century. Many people favor one series over the other, however both books have made a huge impact in not only literature, but in popular cultural as well. These authors differ greatly in the tone and style of their books, however, they similarly surround much of their work around the subject of violence and war. Both Rowling and Collins are without a doubt amazing authors. Rowling has magnificent imagery and lengthy descriptions that creates a beautiful reality allowing children to get lost in their fantasies of a magical world full of wonder and possibilities. “Perched atop a high mountain on the other side [of a black lake], its windows sparkling in the starry sky, was a vast castle with many turrets and towers” (Rowling, 276). It provided young and old readers alike with a magical safe haven. Collins has a very different writing style, though quite contrasting to that of Rowling, she creates a masterpiece just as great. Her universe is so much more daunting, although lacking in magic, she creates a world with some parallels to our own, filled with corrupt political society and broken government. The science fiction trilogy takes place in a future...
Words: 1913 - Pages: 8
...but, if composed correctly, the paragraph will prioritize action over description. Exposition Paragraph Often times, this kind of a paragraph is used as a component of other types of writing. It’s written in order to clarify or explain problems and phenomena. Writing exposition paragraphs requires strict focus on evidence and objective language. It can contain elements of comparison and contrast, or cause and effect writing as both facilitate accurate exposition of the subject-matter. Definition Paragraph Definition paragraphs are used in order to explain the meaning, origin and function of things. They are used both in academic writing and fiction. To write a definition paragraph, writers should concentrate on the role of its subject in the context of the essay and account for evidence as well as examples accordingly. Classification Paragraph Writing classification paragraphs requires a more varied approach. It should be concentrated on defining as well as making relevant comparisons. In other words, writers should classify the subject of the paragraph in a specific context providing comparisons to corresponding ideas. Classification can be performed on multiple levels – semantic (comparing different...
Words: 1519 - Pages: 7
...Harvard Referencing System In your written work, when you are drawing or referring to or quoting from the ideas of another writer you must provide a reference following the guidelines laid out below. Always cite the author(s) of a book. If the book is an edited collection, you should cite the author(s) of the individual chapters you have used and NOT the editors(s) of the book. 1. Harvard method of citation in the text: (author year) When you are drawing from, paraphrasing or summarising another writer’s work, but NOT quoting directly from them, you must provide a reference as follows: 1.a. Single author of book or chapter: In a book by Said (1978) Orientalism was investigated as.... Orientalism was investigated (Said 1978) as.... When an author has published more than one cited document in the same year these are distinguished by adding lower case letters after the year within the brackets, which should also be used in the bibliography (see 4.i. below): Blunt (1994a) has discussed the impact of travel, gender and imperialism. He has also examined the impact of globalization on travel (Blunt 1994b). 1.b. Two or three authors: In the book by Driver and Rose (1992), ..... 1.c. More than three authors: Benner et al (1996) conclude that .... If more than one citation is referred to within a sentence, list them all in the following form, by date and then alphabetically: There are indications...
Words: 2114 - Pages: 9
...NOTE: This is a published paper and should be cited as follows: Simmons, A.M. (2012). Class on fire: Using the Hunger Games trilogy to encourage social action. The Journal of Adolescent and Adult Literacy, 56(1), 22-34. Abstract This article explores ways to utilize students’ interest in fantasy literature to support critical literacy. Focusing on Suzanne Collins's The Hunger Games series (2008, 2009, 2010), the author addresses how elements of the trilogy relate to violent acts in our world, helping student understand that violence and brutality toward children is not fiction, but very real, and that they can play a role in its abolishment, just like Katniss, through social action projects. Issues such as hunger, forced labor, child soldiers, and the sex trade that appear in both the fictional series and our world are discussed, encouraging students to assess their world and advocate for change. Examples of social action projects that utilize multiple literacies are suggested as a way to inspire students take action in the community and to stand up to injustice and brutality in hopes of creating a better world and a better human race. Using popular literature to pique student interest, this article explores how to incorporate the books in the Hunger Games series into the ELA classroom to support literacy and critical goals. Class on Fire: Using the Hunger Games Trilogy to Encourage Social Action Introduction The Hunger Games trilogy by Suzanne Collins, comprising...
Words: 8057 - Pages: 33
...PY 10 Filipino EP E D C O Modyul para sa Mag-aaral D Ang aklat na ito ay magkatuwang na inihanda at sinuri ng mga edukador mula sa mga publiko at pribadong paaralan at pamantasan. Hinihikayat namin ang mga guro at ibang nasa larangan ng edukasyon na mag-email ng inyong mga puna at mungkahi sa Kagawaran ng Edukasyon sa action@deped.gov.ph. Mahalaga sa amin ang inyong mga puna at mungkahi. ng kagamitan sa pagtuturong ito ay magkatuwang na inihanda at Kagawaran ng Edukasyon sinuri ng mga edukador mula sa mga publiko at pribadong paaralan, Republika ng Pilipinas kolehiyo, at / o unibersidad. Hinihikayat namin ang mga guro at ibang nasa larangan ng edukasyon na mag-email ng kanilang puna at mungkahi sa Kagawaran ng Edukasyon sa action@deped.gov.ph. Mahalaga sa amin ang inyong mga puna at mungkahi. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. EP E D C O PY Filipino – Ikasampung Baitang Modyul para sa Mag-aaral Unang Edisyon 2015 Isinasaad ng Batas Republika 8293, seksiyon 176 na “Hindi maaaring magkaroon ng karapatang-ari (sipi) sa anumang akda ang Pamahalaan ng Pilipinas. Gayunman, kailangan muna ang pahintulot ng ahensiya o tanggapan ng pamahalaan na naghanda ng akda kung ito’y pagkakakitaan. Kabilang sa mga maaaring gawin ng nasabing...
Words: 47092 - Pages: 189
...P A R T I Discovering Momentum 1 1 The Power of Momentum Where’s the Impetus? Momentum. Most businesses get it at some point: the impression that everything they undertake succeeds effortlessly, as if they’re being carried along by a tailwind that increases their efficiency and propels them on to exceptional growth.1 Some hold on to it. Most don’t. Slowly, imperceptibly, the tailwind turns around and the momentum disappears, without anyone quite realizing what has happened. The company is still growing, but not as strongly as before, not as efficiently. Everyone’s maxing out, but it seems like there’s molasses in the works. Sound familiar? Sooner or later, it hits you in the face. Imagine you are meeting up with a senior analyst whose opinion counts with some of your company’s biggest investors. You think you’re on safe ground—after all, your company is doing better than the competition. But the analyst is in full gimlet-eyed, illusion-killing mode. “That’s nothing to crow about,” she says. “Yeah, you’ve got reasonable growth, but it’s nothing exceptional. You’re a safe bet, nothing more. Okay, I might tell my mom to buy, but 3 The Momentum Effect then she’s happy with inflation plus one. The way we see it, you’re really grinding it out. We reckon the strain’s getting harder, too. There’s no impetus—no momentum.” Words like that can really take the gloss off a day. The next time you gather your team, you don’t congratulate them on beating their targets—you...
Words: 104474 - Pages: 418
...500 extraordinary islands G R E E N L A N D Beaufort Sea Baffin Bay vi Da i tra sS t a nm De it Stra rk Hudson Bay Gulf of Alaska Vancouver Portland C A N A D A Calgary Winnipeg Newfoundland Quebec Minneapolis UNITED STATES San Francisco Los Angeles San Diego Phoenix Dallas Ottawa Montreal ChicagoDetroitToronto Boston New York OF AMERICA Philadelphia Washington DC St. Louis Atlanta New Orleans Houston Monterrey NORTH AT L A N T I C OCEAN MEXICO Guadalajara Mexico City Gulf of Mexico Miami Havana CUBA GUATEMALA HONDURAS b e a n Sea EL SALVADOR NICARAGUA Managua BAHAMAS DOMINICAN REPUBLIC JAMAICA San Juan HAITI BELIZE C a r PUERTO RICO ib TRINIDAD & Caracas N TOBAGO A COSTA RICA IA M PANAMA VENEZUELA UYANRINA H GU C U G Medellín A PAC I F I C OCEAN Galapagos Islands COLOMBIA ECUADOR Bogotá Cali S FR EN Belém Recife Lima BR A Z I L PERU La Paz Brasélia Salvador Belo Horizonte Rio de Janeiro ~ Sao Paulo BOLIVIA PARAGUAY CHILE Cordoba Santiago Pôrto Alegre URUGUAY Montevideo Buenos Aires ARGENTINA FALKLAND/MALVINAS ISLANDS South Georgia extraordinary islands 1st Edition 500 By Julie Duchaine, Holly Hughes, Alexis Lipsitz Flippin, and Sylvie Murphy Contents Chapter 1 Beachcomber Islands . . . . . . . . . . . . . . . 1 Aquatic Playgrounds 2 Island Hopping the Turks & Caicos: Barefoot Luxury 12 Life’s a Beach 14 Unvarnished & Unspoiled 21 Sailing...
Words: 249855 - Pages: 1000
...fourth EDItION fourth EDItION This clear, learner-friendly text helps today’s students bridge the gap between Its comprehensiveness allows instructors to tailor the material to their individual teaching styles, resulting in an exceptionally versatile text. Highlights of the Fourth Edition: Additional readings and essays in a new Appendix as well as in Chapters 7 and 8 nearly double the number of readings available for critical analysis and classroom discussion. An online chapter, available on the instructor portion of the book’s Web site, addresses critical reading, a vital skill for success in college and beyond. Visit www.mhhe.com/bassham4e for a wealth of additional student and instructor resources. Bassham I Irwin Nardone I Wallace New and updated exercises and examples throughout the text allow students to practice and apply what they learn. MD DALIM #1062017 12/13/09 CYAN MAG YELO BLK Chapter 12 features an expanded and reorganized discussion of evaluating Internet sources. Critical Thinking thinking, using real-world examples and a proven step-by-step approach. A student ' s Introduction A student's Introduction everyday culture and critical thinking. It covers all the basics of critical Critical Thinking Ba ssha m I Irwin I Nardone I Wall ace CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM bas07437_fm_i-xvi.indd i 11/24/09 9:53:56 AM TM Published by McGraw-Hill...
Words: 246535 - Pages: 987
...fourth EDItION Critical Thinking A student ' s Introduction Ba ssha m I I rwi n I N ardon e I Wal l ac e CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM TM Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2011, 2008, 2005, 2002. All rights reserved. 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 consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 ISBN: 978-0-07-340743-2 MHID: 0-07-340743-7 Vice President, Editorial: Michael Ryan Director, Editorial: Beth Mejia Sponsoring Editor: Mark Georgiev Marketing Manager: Pam Cooper Managing Editor: Nicole Bridge Developmental Editor: Phil Butcher Project Manager: Lindsay Burt Manuscript Editor: Maura P. Brown Design Manager: Margarite Reynolds Cover Designer: Laurie Entringer Production Supervisor: Louis Swaim Composition: 11/12.5 Bembo by MPS Limited, A Macmillan Company Printing: 45# New Era Matte, R. R. Donnelley & Sons Cover Image: © Brand X/JupiterImages Credits: The credits section for this book begins on page C-1 and is considered...
Words: 240232 - Pages: 961
...HUMAN DEVELOPMENT REPORT 2004 Cultural Liberty in Today’s Diverse World Accommodating people’s growing demands for their inclusion in society, for respect of their ethnicity, religion, and language, takes more than democracy and equitable growth. Also needed are multicultural policies that recognize differences, champion diversity and promote cultural freedoms, so that all people can choose to speak their language, practice their religion, and participate in shaping their culture— so that all people can choose to be who they are. 65 108 166 55 34 82 3 14 91 51 40 138 29 62 6 99 161 134 114 66 128 72 33 56 175 173 130 141 4 105 169 167 43 94 73 136 144 168 45 163 48 52 30 32 Albania Algeria Angola Antigua and Barbuda Argentina Armenia Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bhutan Bolivia Bosnia and Herzegovina Botswana Brazil Brunei Darussalam Bulgaria Burkina Faso Burundi Cambodia Cameroon Canada Cape Verde Central African Republic Chad Chile China Colombia Comoros Congo Congo, Dem. Rep. of the Costa Rica Côte d'Ivoire Croatia Cuba Cyprus Czech Republic 17 154 95 98 100 120 103 109 156 36 170 81 13 16 122 155 97 19 131 24 93 121 160 172 104 153 115 23 38 7 127 111 101 10 22 21 79 9 90 78 148 28 44 110 135 50 80 Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Ethiopia Fiji Finland France Gabon Gambia Georgia Germany Ghana Greece Grenada Guatemala Guinea...
Words: 113315 - Pages: 454
