...New York City's Central Park was the first landscaped public park in the United States. In the early 1850s, wealthy New Yorkers envisioned a project to construct a park that had spanned for over a decade and cost the city millions of dollars. Following a long period of debate concerning the site and cost of the project, the state legislature authorized the acquisition of 700 acres of land through eminent domain. Advocates of the park hoped to refute the European notion that Americans were devoted to a life of materialism without taking consideration of the common good. Furthermore, in awe of the public grounds in London and Paris, wealthy New Yorkers wanted to uplift the international reputation of the city—or better yet, the United States—by constructing a similar feature. The high society of New York City imagined an idyllic and rustic landscape, where they could travel in carriages, socialize with the rest of the upper class, and allow the poor to live in a safer and cleaner environment as well. Using the "Greensward Plan" designed by Frederick Law Olmstead and Calvert Vaux as winners of a design contest, the park underwent construction in 1853. Upon the park's completion in 1873, the idyllic landscape that encompassed large meadows, several lakes and hills, and a reservoir finally came to life. During a time period when industrialism in New York City was growing at a rapid and extraordinary pace, the green space intended to lure workers into spending time towards a life...
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...By considering the connections between the texts, we gain an insight into the way values have changed over time. To what extent is this true of the two texts you have studied? (Minimum any 2 scenes, 4 quotes and roughly 1200 words) It is the relationship between context, text and responder that helps the audience to create meaning from a text. Through Pacino recontextualising Shakespeare’s Richard III, the audience is able to develop a better understanding and newfound appreciation of Shakespeare’s text. By comparing the structure and language of both texts the responder is able to go on their own journey of understanding and interpretation. Pacino builds a bridge that enables us to cross over and understand Shakespeare’s context. Pacino develops our understanding of ‘Richard III’ and helps us to recognize how values can be encoded within a text. This can be seen through the different values, beliefs and attitudes towards women reflected in Richard III texts in Act 1 scene 2. The wooing of Lady Anne demonstrates the climax of Richard’s role as a villain. The stichomythic language engages the audience which allows us to be seduced by Richard, for example when Lady Anne say, ‘‘o wonderful, when devils tell the truth’ and Richard replies ‘More wonderful, when angels are so angry’. This short declarative verbal exchange creates momentum in the scene resulting in the audience being in a state of anticipation. It reveals the power of language to persuade and Richard is able to capture...
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...very relaxing. Music can be very useful in many ways. You can give a positive message in music and also get people to enjoy it by expressing on a rhythmic beat and words. Listening and creating music gives an outlet to express many different emotions, sad, mad, and happy. Creating music is fun from recording lyrics to mixing and creating the whole sound. Music is what I do in my free time, it’s my favorite hobby. Part2: A. I have to basic step that I think is going to be the most difficult for me is “Drafting”. The reason I chose drafting is because I never utilized that step unless it was required by the teacher, and counted as part of the assignment. I’m going to start utilizing all of the steps that where listed. When I write my text paper I’m going to sit down and plan my paper, Also planning and taking the proper steps actually make the paper easier to...
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...you stare at a blank screen and flashing cursor and are unable to write. The best solution is to brainstorm and write down anything that pops into your head, and to keep on writing. Do not worry about typos or spelling errors because you can fix them later. Above all, resist the temptation to edit continually the few words you have written because over-editing will drain the life out of what you are writing. The important thing is to get your ideas on paper. Delete with caution. It’s all too easy to delete a paragraph, and then realize five minutes later that you need it back. Hence, instead of deleting a large block of text, move it to the end of a document or writing it to another file, so that you can restore the text if you change your mind. A related practice is to remain in the insert mode (as opposed to the replacement mode) to prevent inadvertent deletion of text as new ideas are added. Save often. A loss of power, whether it is your fault or the power company's, can destroy a creative masterpiece. The best insurance is to save your work constantly and, in addition, to save your work whenever you are interrupted by a phone call, the doorbell, etc. Keep...
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...The world we live in is ever changing, with technology at everyone’s finger tips how can we keep one step ahead in our classrooms to engage our pupils in development issues that were once only found in print texts. Our pupils live in a media age, where technology is built into their lives, the days of waiting for a weekly magazine for the latest news has all but died with a click of button they have access to a wealth of information from varying sources be it bias or unbiased that is for the reader to decide. As a teacher it is becoming increasingly difficult to distract pupils from the latest celebrity gossip to highlight real world issues of race, poverty, sexuality, exploitation, etc., the pupils of today are uninterested in reading about these issues in text books so a new approach needs to be taken to open their eyes. The use of media texts in delivering development education issues to our cinematographic teenagers is the direction we need to head in. The type of media text used is a choice that has to be made by the teacher when highlighting these issues, the question remains should one use documentaries or blockbuster movies; documentaries by their nature are very factual, complex, have real life images and settings and can be difficult to watch; blockbuster movies on the other hand are produced for entertainment value, they must appeal to the cinema going public, must conform to western norms and expectations, in which direction should one head. As a teacher I am going...
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... device, process or event. You have to include the most important points in the diagram. Some minor points or details may be left out. You should write in an academic or semi-formal/neutral style. You should spend no more than 20 minutes on this task. You must write at least 150 words and will be penalised if your answer is too short. While you will not be penalised for writing more than 150 words, you should remember that a longer Task 1 answer may mean that you have less time to spend on Task 2, which contributes twice as much to your Writing band score. You should remember that you will be penalised if what you write does not relate to the topic. You will also be penalised if your answer is not written as a whole piece of connected text (i.e. you must not use notes or bullet points). You will be severely penalised if your writing is plagiarised (i.e. copied from another source). You must write your answer on the answer sheet. What skills are tested? This task tests if you can give a well-organised overview of the visual information using language that is appropriate in its register and style. Depending on the task type, you will be assessed on your ability to: organise, present and possibly compare data describe stages of a process or procedure describe an object, event or sequence of...
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...How to write a characterisation: before, while and after writing | Characterisation Before Writing Step 1 – Read the text carefully. Mark the words or sentences or write down the lines that give you information about the character(s). Step 2 – Draw a chart that includes columns like “situation/position”, “outward appearance”, “behaviour”, “words/thoughts”, “feelings/attitudes”, “others’ reactions” or – if you compare characters – “similarities” and “differences” and fill in your notes. Step 3 – Ask yourself if the character(s) change(s) during the development of the text and if so, how. Step 4 – Number your notes and group them. While Writing Step 1 – Write a short introduction in which you present the character(s) and his or her (their) situation. Step 2 – Organise your notes into paragraphs. Every paragraph should deal with one characteristic feature (e.g. friendliness, carelessness, imagination, etc. are all characteristic features). Present the evidence (words or sentences taken from the text that show that your interpretation is right) taken from the text and comment on it. Don’t forget to refer or quote the text. Step 3 – Try to show how the different characteristic features belong together. Step 4 – Write a conclusion that sums up the results of your detailed analysis. After Writing Checklist: (1) Does your introduction lead to the detailed analysis of one or more characters? (2) Does your characterisation...
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...by reviewing the highlights: * Read the title, headings, and subheadings. * Take note of words that are italicized or bold. * Look at charts, graphs, pictures, maps, and other visual material. * Read captions. * Read the very beginning and end of the chapter. Question As you survey the text, ask a question for each section. Ask what, why, how, when, who and where questions as they relate to the content. Here's how you can create questions: * Turn the title, headings, or subheadings into questions. * Rewrite the questions at the end of the chapter or after each subheading in your own words. Write down your questions. Questions help you pay attention, understand the text better, and recall the information more easily later on. Read Read one section of a chapter at a time, actively looking for an answer to your question for that section. Pay attention to bold and italicized text that authors use to make important points. Be sure to review everything in the section, including tables, graphs, and illustrations, as these features can communicate an idea more powerfully than written text. Recite At the end of each section, look up from the text and in your own words recite an answer to your question for that section. Then write down your answer. Be sure to provide examples that support it. Now repeat the Question, Read, and Recite steps for each section of the chapter or...
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...A wall of text is something that is frowned upon in most, actually virtually all Internet societies, including forums, chat boards, and Uncyclopedia. You should not make walls of text because it can get you banned anywhere unless it is a place that encourages walls of text. I highly doubt any place does support something so irritating and annoying, but anything can exist, but not really because unless you are in heaven then that can happen. But no one actually knows that was just a hypothesis, a lame one that is. Actually not really lame. You can create a wall of text supporting site, but you would be hated if you do that, so do not. But you can if you like, but I discourage that. Now on to the actual information of walls of texts. The wall of text was invented when the Internet was invented, but actually it was slow at that time. So whenever it became fast. But there would need to be some free or not free community for people, and that community would be able to have walls of text. But that community probably wouldn't have actually invented the wall of text. So basically, no one except God and Al Gore knows when or where or how the wall of text existed/was invented. Noobs probably invented, but probably not. Who knows. Walls of texts are usually filled with a lot of useless information and junk. Information and junk can be the same, but only if the information is junk or the junk is information. But who cares. The information/junk inside a wall of text are usually related to...
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...A wall of text is something that is frowned upon in most, actually virtually all Internet societies, including forums, chat boards, and Uncyclopedia. You should not make walls of text because it can get you banned anywhere unless it is a place that encourages walls of text. I highly doubt any place does support something so irritating and annoying, but anything can exist, but not really because unless you are in heaven then that can happen. But no one actually knows that was just a hypothesis, a lame one that is. Actually not really lame. You can create a wall of text supporting site, but you would be hated if you do that, so do not. But you can if you like, but I discourage that. Now on to the actual information of walls of texts. The wall of text was invented when the Internet was invented, but actually it was slow at that time. So whenever it became fast. But there would need to be some free or not free community for people, and that community would be able to have walls of text. But that community probably wouldn't have actually invented the wall of text. So basically, no one except God and Al Gore knows when or where or how the wall of text existed/was invented. Noobs probably invented, but probably not. Who knows. Walls of texts are usually filled with a lot of useless information and junk. Information and junk can be the same, but only if the information is junk or the junk is information. But who cares. The information/junk inside a wall of text are usually related to...
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... | | |What we Expect of A-Level Students |3 | |Overview of the AS and A2 Course |4 | |Assessment Objectives |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 | ...
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...thoughtful, imaginative and effective communicators in a diverse and changing society. The study of English involves exploring, responding to and composing texts • in and for a range of personal, social, historical, cultural and workplace contexts • using a variety of language modes, forms, features and structures. Meaning is achieved through responding and composing, which are typically interdependent and ongoing processes. In Year 12 time is allocated to certain issues and texts based on the time needed to cover the Board of Studies’ requirements for the fulfilment of the English outcomes. This program is based on the premise that: • students are required to experience literature in a variety of modes (short story, novel, poetry, non-fiction, film and drama) • there should be a continuing study of non-literary material (print and non-print, multi-media) • students should be encouraged to develop reading interests outside the classroom • there will be a continuing emphasis on oral English in class discussions, small group discussions, debating, public speaking, interviewing, dramatic reconstructions • writing, both formal and informal, is central to students’ growth in English. Advanced English Course Overview |Topic |Focus |Texts |Assessment | |Area of Study |Discovery |The...
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...A Glimpse of American Cultural Values from the Text of The Declaration of Independence Abstract The Declaration of Independence is a statement of the American Revolutionary War and also an important defense of bourgeois rights. Studying carefully American cultural values from The Declaration of Independence, we can better understand the core of our Chinese cultural values and get to know the main differences and similarities between these two value systems. In this way, we will find all the advantages and disadvantages regarding both cultural values, and thus learn those good ones while overcome the shortcomings. This thesis falls into five chapters. In the first chapter, the necessity and significance of the study are introduced. In Chapter Two, some definitions of key terms included in or related to this thesis are presented, including Value, Cultural Value and The Declaration of Independence. Chapter Three mainly concerns the analysis of the text of The Declaration of Independence. By analyzing the text, the main cultural values related are demonstrated as liberty, equality and democracy. Then each cultural value is explained respectively and thoroughly with proper examples. Chapter Four mainly discusses the contradictions and conflicts inherent in those American cultural values, showing that American cultural values is a double-edged sword. The last chapter is the conclusion part which summarizes the whole thesis. Key Words: American, The Declaration...
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...getting texts, and at the same time she believes many people can get a problem by texting. 2. The speaker describes a change in her thinking from the last time she spoke at TED. At first, what did she expect would be the result of online communication? She expected that knowledge learnt from virtual world or online communication can be used to live better lives in the real world. 3. What does she think about it now? She believes that technology or online communication will take people to get worst lives in the real world instead of getting better lives. 4. What are some examples she gives of new odd or disturbing behavior with our devices? * People text or send e-mails during the meetings or presentations. * Students shop, text and go on Facebook during classes. * Parents text and do e-mails during breakfast and dinner while children complain that they didn’t get the attention from their parents. * Children deny each other by texting and playing their devices while they are together. * People text at funeral. 5. In what 2 ways are we “setting ourselves up for trouble” with these behaviors? We set ourselves up for trouble in how we relate to each other and in how we relate to ourselves. 6. Why are people so attracted to texting and posting as opposed to having real conversation? In other words, what is the “Goldilocks Effect”, or what Turkle calls “the bottom line”? People can edit or control the virtual conversation when they text, post...
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...believe that informational text should be included in primary classrooms. Perhaps you have had professional or personal experiences that have led you to that belief. Perhaps you have thought of some potential benefits informational text may hold for young learners. We hope this chapter helps bring together much of what you have been thinking. It is designed to extend your thinking and provide access to research and theories that support it. What’s the Difference Between Informational Text and Nonfiction? Often the terms “informational text” and “nonfiction” are used interchangeably. In our view, however, they are not the same. Informational text is a type of nonfiction—a very important type. Nonfiction includes any text that is factual. (Or, by some definitions, any type of literature that is factual, which would exclude texts such as menus and street signs.) Informational text differs from other types of nonfiction in purpose, features, and format. Purpose The primary purpose of informational text is to convey information about the natural or social world, typically from someone presumed to know that information to someone presumed not to, with particular linguistic features such as headings and technical vocabulary to help accomplish that purpose. By our definition, therefore, biography is nonfiction but is not informational text, because its primary purpose is to convey information about an individual’s life. Procedural or how-to text is also nonfiction, but...
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