...stories and poems that were assigned and in conjunction with my reviewed analysis of these stories and poems by others, I discovered that a definite subject of the acceptance of others once they were further educated was determined as well. The passages from Lauren Axelrod and my point of view provided a sound transcribed breakdown. Self-empowerment is gained through knowledge. I found myself following the guidance of the author, during my reflection and brainstorming for this essay, and pursued the guidelines on pages eighty nine and ninety. As what needed to be followed in the instructions was stated, some of the wide-ranging generalities and expectations that came to mind while thinking over the words knowledge and individual power are what I penned down. The way toward individual power above one’s individual atmosphere is paved by the possession of knowledge. The ability for you to be a much sounder person and to be able to progress the surroundings for those that are around you. An ideology and the power is instilled in you that you will be confidently encouraged to feel and live better. Assistance in coming up with better choices and lead you in the direction of righteousness in your everyday life is received from knowledge and individual power. The readings that I selected were “Crazy Courage” by Alma Luz Villanueva, “Cathedral” by Raymond Carver, and “Much madness is divinest sense” by Emily Dickinson. I logged on to the internet upon completion...
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...like a Book” Emily Dickinson’s use of figurative language, sound devices and denotation and connotation show us how literature allows use of our imagination to go on a journey. At first glance it may seem that Emily Dickinson has written a simple poem in “There Is No Frigate like a Book”. However, further analysis reveals that she believes reading is a gift to all. Through observation of the poem we find her fascination with reading and the poem’s ability to take her reader on a journey; as well as reveal how reading can take us on any journey we wish to embark. The theme of the poem is that when we use our imagination while reading anything is possible, even travel to distant lands. The first clue that reveals this poem is about traveling through literature lies within its title. A frigate is a U.S. warship used mainly for escorting. The clever comparison of a frigate and a book set the tone and create excitement about where we will go. It is also this comparison that allows us to compare the necessary physical means required to take us on our adventure. The first thing that is noticed is the use of figurative language. The figurative language used in this writing is referred to as simile. A simile is a phrase that compares two different things. In lines 3 and 4 “nor any coursers like a page… of prancing poetry” we find the most obvious use of simile when comparing a horse to pages in a book. The other use of simile used in the poem is when Emily says, “There...
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...CHAPTER 1 INTRODUCTION Background of the Study Poetry is perpetually re-creating language. It helps understand the world by sharpening our own senses, by making us more sensitive to life. Poetry is thought that is felt. Aristotle says, “There is nothing in the intellect that is not first in the senses”. The poet uses figures of speech and creates images-imitations of life, words that evoke mental pictures and appeal to our senses. The essence of poetry is, according to the different types of minds, either quite worthless or of infinite importance (Herbert, 2000). Poetry may be described as rhythmic imaginative language expressing the invention, thought, imagination, taste, passion and insight of the human soul. Its purpose is “enthrallment”. William Wordsworth describes it as “the spontaneous overflow of powerful feelings” taking its origin from “emotion recollected in tranquility”. For Edgar Allan Poe, poetry is “the rhythmical creation of beauty”. Poets, from their own store of felt, observed or imagined experiences, select, combine, and recognize. They create significant new experiences for the readers-significant because the focused and formed in which they may gain a greater awareness and understanding of the world. Poetry can be recognized only by the response made to it by a good reader, someone who has acquired some sensitivity to poetry. There is indeed an ideal reader or listener as well as an ideal poem; and it is useful to think about them all and to consider...
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...Poetry Nursery Rhymes Most children love being told nursery rhymes. Many of the nursery rhymes that we have read to our children have their origins in British history. Rhymes were written for many different reasons. Some rhymes were written to honor a particular local event that has since been forgotten, while others were written to express feelings of love. Rhymes were also used to hide real meanings, such as when someone wanted to express displeasure toward the government or the sovereign without being executed. Another reason for rhymes is that they’re easy to remember, and therefore could be spread by word-of-mouth—an essential feature for a large population of people who could not read or write. So here are some of many nursery rhymes that have been written: Jack be Nimble (aka Jack b Nimble) Jack be nimble Jack be quick Jack jump over The candlestick. Little Tommy Tucker Little Tommy Tucker sings for his supper, What shall we give him? Brown bread and butter. How shall he cut it without a knife? How shall he marry without a wife? The Grand old Duke of York The Grand old Duke of York he had ten thousand men He marched them up to the top of the hill And he marched them down again. When they were up, they were up And when they were down, they were down And when they were only halfway up They were neither up nor down. Diddle Diddle Dumpling Diddle, diddle, dumpling, my son John, Went to bed with his trousers on; One shoe off, and one shoe...
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...aschab@uidaho.edu 209 Brink Hall Department of English University of Idaho Course Meets: Life Sciences South 163 Monday/Wednesday/Friday 9:30 am – 10:20 am January 9, 2013 – May 10, 2013 Course Description In this class, we will learn about the basic conventions and terms used to understand and discuss the three major genres of literature: fiction, poetry, and drama. This class will help you understand the sometimes baffling world of literature, and is intended to provide the general student with basic experience in literary analysis. Additionally, I hope this class will lead you to a lifelong appreciation for (and engagement with) reading literature. Although this class features extensive reading and writing, it is not necessary for you to be a bookworm or a writing superstar to succeed in this class – if you are willing to put in the time and effort to study, faithfully attend...
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...Course Number and Title: American Literature 1 Number of Credits: 3 Instructor Name: Sos Bagramyan Email Address: sbagramyan@aua.am Telephone Number: 51 27 69 Office Location: Paramaz Avedisian Building, 132W Office Hours: Tuesday and Thursday, 8am-9am Term/Year: Spring 2015 ENGL 120 – American Literature 1 This survey course introduces students to American literature from the beginning of European contact to the present, focusing on major authors and different literary genres. It examines the historical influences on the evolution of this body of literature and the construction of a distinct and complex American identity. Through close reading, class discussion and their own research and writing, students will explore how themes such as gender, race, class, spirituality, economics, and the environment play a role in the formation and evolution of the American experience Three hours of instructor-led class time per week. Required Materials: All readings are located in PDF format on our course’s Moodle page. Academic Integrity: All graded assignments must completed individually. Plagiarism is a serious offense, and any attempt to pass off another person's ideas and writings as your own will result in severe disciplinary measures, possibly expulsion from the university. This also applies to your Informal Responses, which should reflect your own understanding of the material and not simply repeat what I or your classmates have already said. Students are required...
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...Final Critical Essay What is love? Love knows no reasons. Love knows no lies. Love defies all reasons. Love has no eyes. Love is not blind; it sees but it doesn't mind. Love knows not its own depth until the hour of separation. Love is so easy to feel, so hard to explain; easy to get, so hard to let go; easy to spell, so hard to define. Love is an emotion that consists of three components; intimacy, passion and commitment, it is an emotional and physical feeling which takes over your whole state of mind and how you feel. There are many definitions and views of love, and the Merriam-Webster dictionary has ten definitions for love in it but it seems as though it doesn’t have any good definitions of love. However I carefully searched for an adequate definition and it was found in the most surprising place, a place that should have been the most obvious but not wanting to start controversy, I refused to see what was sitting right in front of me, a poem. One might say that a poem couldn’t possibly demonstrate the meaning of love. Conversely, many disagree; a poem could in fact demonstrate the meaning and feeling of love. A poem are the words that come from a person’s heart, mind, or soul, meaning it is personal and no one can know the true definition and meaning of something unless one has experienced it. With that being said, a poem, specifically, a poem by Elizabeth Barrett Browning, “How Do I Love Thee?” demonstrated the preeminent meaning of love, compared to all other...
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...| | CCRS | CONTENT STANDARDS | EVIDENCE OF STUDENT ATTAINMENT | RESOURCES | 91929384130 | EIGHTH GRADE: TO BE COMPLETED THROUGHOUT THE COURSEREADING LITERATURE: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of Grades 6-8 text complexity band independently and proficiently. [RL.8.10]READING STANDARDS FOR INFORMATIONAL TEXT: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literary nonfiction at the high end of the Grades 6-8 text complexity band independently and proficiently. [RI.8.10]WRITING STANDARDS: RANGE OF WRITING Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.8.10]KNOWLEDGE OF LANGUAGE Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.8.3]VOCABULARY ACQUISTION AND USE Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.8.6]SPEAKING AND LISTENING STANDARDS Engage effectively in a range of...
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...Further copies of this publication may be downloaded from www.ccea.org.uk Specimen Papers 1 2 ADVANCED SUBSIDIARY (AS) General Certificate of Education 2009 English Literature Assessment Unit AS 2 assessing The Study of Poetry Written after 1800 and the Study of Prose 1800-1945 SPECIMEN PAPER TIME 2 hours INSTRUCTIONS TO CANDIDATES Write your Centre number and Candidate Number on the Answer Booklet provided. Answer two questions. Answer one question from Section A and one question from Section B. Section A is open book. INFORMATION FOR CANDIDATES The total mark for this paper is 120. All questions carry equal marks, ie 60 marks for each question. Quality of written communication will be assessed in all questions. 3 Section A: The Study of Poetry Written after 1800 Answer one question on your chosen pairing of poets. Heaney: Opened Ground Montague: New Selected Poems 1 John Montague and Seamus Heaney both write about the Irish past. Compare and contrast the two poets’ treatment of the Irish past in two poems you have studied. Hopkins: Selected Poems Dickinson: A Choice of Emily Dickinson’s Verse 2 Gerard Manley Hopkins and Emily Dickinson both express intense anguish in their poetry. Compare and contrast how both poets express intense anguish in two poems you have studied. Duffy: Selected Poems Lochhead: The Colour of Black and White 3...
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...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 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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...Business communication Introduction: 1- Memo: Inside Company 2 -Letter: outside company -Good letter – bad letter -Persuasive message: selling things, to help some body 1- Phax: get a crispy message –bad machine. 2- E-mail: haking- not confidential-but advanced –speed (time –zone-barriers) • 3 steps to make a message: planning-writing-completing. • Use “you attitude” as I am here to serve you. • In letter must be: (no racism-no he or she-no bias language-no age-no gender) Chapter 4 1. Letterhead 6.Introduction (body-recommendation) 2. Date 3. References #. 7. Complementary close e.g. sincerely or faithfully yours 4. Name& address of the sender 8 SIGNITURE 9.Enclosure or p.s. (post script) 5. Name &address of the receiver. Every business letter should be: 1. Purposeful: mean a goal-to inform-persuade or solve a problem. 2. Audience centered: the writer should take into consideration, interest etc. also he she must Use the you attitude, that is to have in mind the clients’ needs and point of views. 3. Concise: the letter should be brief, direct to the point, write to express not to impress. The three steps to consider: 1. Planning: gathering data and it takes ½ of the time and include choosing the channel (Memo, presentation, letter, and phone calls). ...
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...Beginning theory An introduction to literary and cultural theory Second edition Peter Barry © Peter Barry 1995, 2002 ISBN: 0719062683 Contents Acknowledgements - page x Preface to the second edition - xii Introduction - 1 About this book - 1 Approaching theory - 6 Slop and think: reviewing your study of literature to date - 8 My own 'stock-taking' - 9 1 Theory before 'theory' - liberal humanism - 11 The history of English studies - 11 Stop and think - 11 Ten tenets of liberal humanism - 16 Literary theorising from Aristotle to Leavis some key moments - 21 Liberal humanism in practice - 31 The transition to 'theory' - 32 Some recurrent ideas in critical theory - 34 Selected reading - 36 2 Structuralism - 39 Structuralist chickens and liberal humanist eggs Signs of the fathers - Saussure - 41 Stop and think - 45 The scope of structuralism - 46 What structuralist critics do - 49 Structuralist criticism: examples - 50 Stop and think - 53 Stop and think - 55 39 Stop and think - 57 Selected reading - 60 3 Post-structuralism and deconstruction - 61 Some theoretical differences between structuralism and post-structuralism - 61 Post-structuralism - life on a decentred planet - 65 Stop and think - 68 Structuralism and post-structuralism - some practical differences - 70 What post-structuralist critics do - 73 Deconstruction: an example - 73 Selected reading - 79 4 Postmodernism - 81 What is postmodernism? What was modernism? -...
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...critical theory today critical theory today A Us e r - F r i e n d l y G u i d e S E C O N D E D I T I O N L O I S T Y S O N New York London Routledge is an imprint of the Taylor & Francis Group, an informa business Routledge Taylor & Francis Group 270 Madison Avenue New York, NY 10016 Routledge Taylor & Francis Group 2 Park Square Milton Park, Abingdon Oxon OX14 4RN © 2006 by Lois Tyson Routledge is an imprint of Taylor & Francis Group, an Informa business Printed in the United States of America on acid‑free paper 10 9 8 7 6 5 4 3 2 1 International Standard Book Number‑10: 0‑415‑97410‑0 (Softcover) 0‑415‑97409‑7 (Hardcover) International Standard Book Number‑13: 978‑0‑415‑97410‑3 (Softcover) 978‑0‑415‑97409‑7 (Hardcover) No part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging‑in‑Publication Data Tyson, Lois, 1950‑ Critical theory today : a user‑friendly guide / Lois Tyson.‑‑ 2nd ed. p. cm. Includes bibliographical references and index. ISBN 0‑415‑97409‑7 (hb) ‑‑ ISBN 0‑415‑97410‑0 (pb) 1. Criticism...
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...SAMAR COLLEGE COLLEGE OF EDUCATION CATBALOGAN CITY _________________________________________________________________________ English Correct Usage, American vs. British English, Politically Correct Words, Confusing Words, Things to Remember When Using Numbers, Phrases, Clauses, Sentences, Punctuation Marks _________________________________________________________________________ In Partial Fulfillment of the Requirements for: ENGLISH 101 – STRUCTURE IN ENGLISH Presented by: JERRY S. PACRIN BSED – 3 (CIT) Presented to: ALONA MEDALIA CADIZ – GABEJAN, M.E. September 12, 2013 ENGLISH CORRECT USAGE There are three (3) main language styles: * Formal * Semi-Formal * Informal The diagram below illustrates how these styles are rated on a scale of 0 to 10. Rules of Language Styles The following rules apply to both written and spoken English. Know person well and on familiar terms Know person well and on familiar terms Know name of person and have exchanged greetings. Know name of person and have exchanged greetings. Know title or name of person, Never met or exchanged info. Know title or name of person, Never met or exchanged info. Don’t know anything about the person who receives letter Don’t know anything about the person who receives letter Different Styles between Formal and Informal English The followingn examples illustrate the main difference between informal and formal English. Dictionary of Formal and Informal English ...
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...www.GetPedia.com History of China: Table of Contents q q Historical Setting The Ancient Dynasties r r r Dawn of History Zhou Period Hundred Schools of Thought q The Imperial Era r r r r r r First Imperial Period Era of Disunity Restoration of Empire Mongolian Interlude Chinese Regain Power Rise of the Manchus q Emergence Of Modern China r r r r r r Western Powers Arrive First Modern Period Opium War, 1839-42 Era of Disunity Taiping Rebellion, 1851-64 Self-Strengthening Movement Hundred Days' Reform and Aftermath Republican Revolution of 1911 q Republican China r r r Nationalism and Communism s Opposing the Warlords s Consolidation under the Guomindang s Rise of the Communists Anti-Japanese War Return to Civil War q People's Republic Of China r r Transition to Socialism, 1953-57 Great Leap Forward, 1958-60 r r r r r Readjustment and Recovery, 1961-65 Cultural Revolution Decade, 1966-76 s Militant Phase, 1966-68 s Ninth National Party Congress to the Demise of Lin Biao, 1969-71 s End of the Era of Mao Zedong, 1972-76 Post-Mao Period, 1976-78 China and the Four Modernizations, 1979-82 Reforms, 1980-88 q References for History of China [ History of China ] [ Timeline ] Historical Setting The History Of China, as documented in ancient writings, dates back some 3,300 years. Modern archaeological studies provide evidence of still more ancient origins in a culture that flourished between 2500 and 2000 B.C....
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