...Song: Get Back To HogwartsHarry Potter: Underneath these stairsI hear the sneers and feel glares ofmy cousin, my uncle and my aunt.Can't believe how cruel they areand it stings my lighting scarto know that they'll never ever give me what I want.I know I don't deserve thesestupid rules made by the Dursleyshere on Privet drive.Can't take all of these muggles,but despite all of my struggles,I'm still alive.I’m sick of summer and this waiting around.Man, its September, and I’m skipping this townHey It’s no mystery, threes nothing here for me nowHe stands up.I gotta get back to Hogwarts;I gotta get back to school.Gotta get myself to Hogwarts,where everybody knows I'm cool.Back to wizards and witches, and magical beasts,to goblins and ghosts and to magical feasts.It’s all that I love, and it's all that I need.HOGWARTS, HOGWARTS, I think I'm going back---I'll see my friends, gonna laugh 'til we crytake my Firebolt, gonna take to the skyNO WAY this year anyone's gonna die, and it's gonna be totally awesome.I'll cast some spells, with a flick of my wanddefeat the dark arts, yeah bring it on!And do it all with my best friend Ron, 'cause together we're totally awesome.Ron Weasley: Yeah, and it's gonna be totally awesome! Did somebody say Ron Weasley?They hug and ad lib greeting (i.e. hey man, what’s up? How ya doing’?) Ron: Hey, sorry it took me so long to get here. I had to go get some Floo Powder, but, uh, we gotta get going. Get your trunk and let’s go!Harry: Where’re we going?Ron: To Diagon...
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...HARRY POTTER AND THE PRISONER OF AZKABAN BY J.K. ROWLING CHAPTER ONE OWL POST Harry Potter was a highly unusual boy in many ways. For one thing, he hated the summer holidays more than any other time of year. For another, he really wanted to do his homework but was forced to do it in secret, in the dead of night. And he also happened to be a wizard. It was nearly midnight, and he was lying on his stomach in bed, the blankets drawn right over his head like a tent, a flashlight in one hand and a large leather-bound book (A History of Magic by Bathilda Bagshot) propped open against the pillow. Harry moved the tip of his eagle-feather quill down the page, frowning as he looked for something that would help him write his essay, ‘Witch Burning in the Fourteenth Century Was Completely Pointless — discuss.’ The quill paused at the top of a likely looking paragraph. Harry pushed his round glasses up the bridge of his nose, moved his flashlight closer to the book, and read: Non-magic people (more commonly known as Muggles) were particularly afraid of magic in medieval times, but not very good at recognizing it. On the rare occasion that they did catch a real witch or wizard, burning had no effect whatsoever. The witch or wizard would perform a basic Flame-Freezing Charm and then pretend to shriek with pain while enjoying a gentle, tickling sensation. Indeed, Wendelin the Weird enjoyed being burned so much that she allowed herself to be caught no less than forty-seven times in various...
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...Harry Potter and the Prisoner of Azkaban By J.K. Rowling CHAPTER ONE Owl Post Harry Potter was a highly unusual boy in many ways. For one thing, he hated the summer holidays more than any other time of year. For another, he really wanted to do his homework but was forced to do it in secret, in the dead of night. And he also happened to be a wizard. It was nearly midnight, and he was lying on his stomach in bed, the blankets drawn right over his head like a tent, a flashlight in one hand and a large leather-bound book (A History of Magic by Bathilda Bagshot) propped open against the pillow. Harry moved the tip of his eagle-feather quill down the page, frowning as he looked for something that would help him write his essay, ‘Witch Burning in the Fourteenth Century Was Completely Pointless — discuss.’ The quill paused at the top of a likely looking paragraph. Harry pushed his round glasses up the bridge of his nose, moved his flashlight closer to the book, and read: Non-magic people (more commonly known as Muggles) were particularly afraid of magic in medieval times, but not very good at recognizing it. On the rare occasion that they did catch a real witch or wizard, burning had no effect whatsoever. The witch or wizard would perform a basic Flame-Freezing Charm and then pretend to shriek with pain while enjoying a gentle, tickling sensation. Indeed, Wendelin the Weird enjoyed being burned so much that she allowed herself to be caught no less than forty-seven times in various...
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...hear your points anyway. But an encouraged one will. Trust me on this. — Julie Gray PRINTER FRIENDLY PAGE Literary analysis looks critically at a work of fiction in order to understand how the parts contribute to the whole. When analyzing a novel or short story, you’ll need to consider elements such as the context, setting, characters, plot, literary devices, and themes. Remember that a literary analysis isn’t merely a summary or review, but rather an interpretation of the work and an argument about it based on the text. Depending on your assignment, you might argue about the work’s meaning or why it causes certain reader reactions. This handout will help you analyze a short story or novel—use it to form a thesis, or argument, for your essay. Summary Begin by summarizing the basic plot: “Matilda by Roald Dahl is about a gifted little girl in small town America who learns to make things move with her mind and saves her teacher and school from the evil principal.” This will help ground you in the story. (When you write your paper, you probably won’t include a summary because your readers will already be familiar with the work. But if they aren’t, use a brief summary to orient them.) Context Research the author’s background and other work. This can give insight into the author’s perspective and bias, as well as tell the reader what he might be commenting on. For example, Tolkien’s The Lord of the Ringsis about a group of friends who embark on an epic journey and fight a...
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...Further Teacher Guidance GCSE English Language Studying Spoken Language: Variations, choices, change in spoken language This document has been compiled from the GCSE English Language Specification, material previously published in the Teacher Guide and material distributed at INSET (also available on the secure website). It includes candidate responses in draft form with Principal Examiner commentaries. This document is intended to offer guidance and support to teachers in preparing students for the controlled assessment of Unit 4 S tudying Spoken Language (for first submission Summer 2012). It must be e mphasised that the advice which follows is exactly that: it is not prescriptive and where approaches are mentioned these are not the only possible or recommended choices. As you make your decisions and des ign teaching programmes, please remind yourselves of the most important factors to be taken into account as detailed in the ‘Key Information’ section of this guide and in the ‘Controlled Assessment’ booklet which must be downloaded from the secure website. Contents Key Information Relevant Assessment Objective Advice on Approaches Frequently Asked Questions Controlled Assessment Checklist Using transcriptions, recordings, recollections & terminology Assessment Criteria Candidate responses with Principal Moderator Commentaries Teaching Resources Key Information Candidates will be required to study an aspect of spoken language. The assignment will be a...
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...a pet a photograph a pizza a rest room in a service station a small town cemetery a storefront window a street that leads to your home or school a treasured belonging a vase of flowers a waiting room a work table an accident scene an art exhibit an ideal apartment an inspiring view an item left too long in your refrigerator an unusual room backstage during a play or a concert the inside of a spaceship the scene at a concert or athletic event your dream house your favourite food your ideal roommate your memory of a place that you visited as a child your old neighbourhood (2) Narration At least one of the topics below may remind you of a particular incident that you can relate in a clearly organised narrative essay. a brush with death a brush with greatness a dangerous experience a day when everything went right (or wrong) a disastrous date a frightening experience a historic event a memorable encounter with someone in authority a memorable journey a memorable wedding or funeral a moment of failure or success a rebellious act a significant misunderstanding a strange job interview a time that you took a...
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...| CYNICAL REALISM | THE NEW ERA OF LGBT COMMUNITY | | The following essay will cover the ongoing concerns and issues that the GBLT community face on everyday basis, as the society that we live in struggle to find peace and solidarity so does those who walk in the path of hatred, ridicule and criticism. | | Nijn Wagstaff | 6/14/2013 | | Gay Right Movement The gay rights movement began to take shape in 1779 by Thomas Jefferson, when he proposed a law that would mandate the castration of all gay men. Prior to the 20th century religious admonitions against sexual relations that transpired between same-sex individuals especially men has been a long stigmatized act between the same sexes. Although the legal codes in Europe remained silent when it came to the discussion of homosexuality (Harvard Business Review). Devious acts such as these were frowned upon and were deemed irreprehensible. Prior to the 20th century the judicial system were made up of predominately Muslims countries that invoked the Islamic Law, many sexual acts including same-sex were criminalized by law that carried very strict penalties including execution. During the early 16th century lawmakers in Brittan began to group and categorize homosexual acts as criminal as opposed to immoral and unjust. Henry VIII, who was the king of England, passed the Buggery Act that subsequently made homosexuality punishable by death ; in Brittan sodomy remained as a Capital offense which carried death...
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...it no longer is seen as the vast plane of information and exploration that it is; but, instead is used merely for gaming, TV, and social media. Dr. Sally Nimon describes the difference between generations well when she states that “to Baby Boomers […] and even Generation X‐ers […] phenomena such as mobile phones and the internet represent tools that can aid them in the performance of their daily lives; to Millennials there is evidence to suggest that they are as seamlessly woven into the fabric of their existence as the clothes they wear or the food they eat” (Nimon 24). Millennials have become so accustomed to technology that it no longer is an asset. To almost any member of Generation Y, a cell phone becomes an expectation at a certain age. When I was a kid, I felt left out when I didn’t have a...
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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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...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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...British literary historians will be consulted to form some socio-cultural and political cross connections. In its broader spectrum, the course covers a reference to the multiple factors from economic theories to religious, philosophical and metaphysical debates that overlap in these literary works of diverse nature and time periods under multiple contexts. The reading of literature in this way i.e. within the sociocultural context will help the readers become aware of the fact that literary works are basically a referential product of the practice that goes back to continuous interdisciplinary interaction. Contents: • Medieval Period • Renaissance and Reformation • Elizabethan Period • Milton, the Metaphysical, and the Cavalier Poets • The Age of Reason and Neo-Classicism • Restoration Drama • Augustan Satire • The Rise of the Novel • Romanticism Recommended Readings: 1. Long, William J.: English Literature: Its History and Significance for the life of English speaking world, enlarged edition, 2006. 2. Evans, Ifor. A Short History of English Literature. London: Penguin, 1976 3. Ford,...
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...VOLUME EDITOR S. WALLER is an Associate Professor of Philosophy at Montana State University Bozeman. Her areas of research are philosophy of neurology, philosophy of cognitive ethology (especially dolphins, wolves, and coyotes), and philosophy of mind, specifically the parts of the mind we disavow. SERIES EDITOR FRITZ ALLHOFF is an Assistant Professor in the Philosophy Department at Western Michigan University, as well as a Senior Research Fellow at the Australian National University’s Centre for Applied Philosophy and Public Ethics. In addition to editing the Philosophy for Everyone series, Allhoff is the volume editor or co-editor for several titles, including Wine & Philosophy (Wiley-Blackwell, 2007), Whiskey & Philosophy (with Marcus P. Adams, Wiley, 2009), and Food & Philosophy (with Dave Monroe,Wiley-Blackwell, 2007). P H I L O S O P H Y F O R E V E RYO N E Series editor: Fritz Allhoff Not so much a subject matter, philosophy is a way of thinking.Thinking not just about the Big Questions, but about little ones too.This series invites everyone to ponder things they care about, big or small, significant, serious … or just curious. Running & Philosophy: A Marathon for the Mind Edited by Michael W. Austin Wine & Philosophy: A Symposium on Thinking and Drinking Edited by Fritz Allhoff Food & Philosophy: Eat,Think and Be Merry Edited by Fritz Allhoff and Dave Monroe Beer & Philosophy: The Unexamined Beer Isn’t Worth Drinking Edited by Steven D. Hales Whiskey & Philosophy:...
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...Advanced Language Practice with key Michael Vince with Peter Sunderland English Grammar and Vocabulary MACMILLAN Macmillan Education Between Towns Road, Oxford OX4 3PP A division of Macmillan Publishers Limited Companies and representatives throughout the world ISBN 1 405 00762 1 with key ISBN 1 405 00761 3 without key Text © Michael Vince 2003 Design and illustration © Macmillan Publishers Limited 2003 First published 1994 This edition published 2003 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. Designed by Mike Brain Graphic Design Limited Layout and composition by Newton Harris Design Partnership Cover design by Oliver Design Illustrated by: Ed McLachlan pp 109; Julian Mosedale pp 12, 39, 110, 123, 153, 176, 195, 217, 225, 257; David Parkins pp 3, 42, 73; Martin Shovel pp 10, 16, 56, 70, 117, 147, 235, 285; Bill Stott pp 122; Kingsley Wiggin pp 24, 27, 57, 191, 220. Photographs by: Eyewire, Photodisc and Andrew Oliver. The author would like to thank the many schools and teachers who have commented on these materials. Also special thanks to Peter Sunderland and Sarah Curtis. Printed and bound in Italy by G. Canale and C. S.p. A Borgaro T.se, Turin 2007 2006 2005 2004 2003 1 09 8 7 6 5 4 3 2 1 Contents Introduction Vlll Grammar 1 Present...
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...Verbal Communication From Chapter 5 of Human Communication in Society, Third Edition. Jess K. Alberts, Thomas K. Nakayama, Judith N. Martin. Copyright © 2013 by Pearson Education, Inc. All rights reserved. 87 Verbal Communication chapter outline The ImporTance of Verbal communIcaTIon Language and Perception Language and Power Power and Words Power and Accent Power and Identity Labels WhaT Is Verbal communIcaTIon? Functions of Language Components of Language Influences on Verbal communIcaTIon Gender Age Regionality Ethnicity and Race Education and Occupation eThIcs and Verbal communIcaTIon Hate Speech Confirming and Disconfirming Communication ImproVIng your Verbal communIcaTIon skIlls “I” Statements Become Aware of the Power of Language The IndIVIdual, Verbal communIcaTIon, and socIeTy 88 “ The verbal elements of communication are the foundation on which meaning is created. When I took a trip to Britain, I thought people would speak with a “British accent.” I didn’t realize that there are many different accents and the differences are not just pronunciation, but also vocabulary. In order to get my message across, I learned to avoid using slang words as much as I could. I didn’t realize how much American slang I use in my everyday speech! Despite the many different ways of speaking English across the UK, I felt the way that I speak English made me stick out as an American. W hen we think of “communication...
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...Proceeding for the School of Visual Arts Eighteenth Annual National Conference on Liberal Arts and the Education of Artists: Art and Story CONTENTS SECTION ONE: Marcel’s Studio Visit with Elstir……………………………………………………….. David Carrier SECTION TWO: Film and Video Narrative Brief Narrative on Film-The Case of John Updike……………………………………. Thomas P. Adler With a Pen of Light …………………………………………………………………… Michael Fink Media and the Message: Does Media Shape or Serve the Story: Visual Storytelling and New Media ……………………………………………………. June Bisantz Evans Visual Literacy: The Language of Cultural Signifiers…………………………………. Tammy Knipp SECTION THREE: Narrative and Fine Art Beyond Illustration: Visual Narrative Strategies in Picasso’s Celestina Prints………… Susan J. Baker and William Novak Narrative, Allegory, and Commentary in Emil Nolde’s Legend: St. Mary of Egypt…… William B. Sieger A Narrative of Belonging: The Art of Beauford Delaney and Glenn Ligon…………… Catherine St. John Art and Narrative Under the Third Reich ……………………………………………… Ashley Labrie 28 15 1 22 25 27 36 43 51 Hopper Stories in an Imaginary Museum……………………………………………. Joseph Stanton SECTION FOUR: Photography and Narrative Black & White: Two Worlds/Two Distinct Stories……………………………………….. Elaine A. King Relinquishing His Own Story: Abandonment and Appropriation in the Edward Weston Narrative………………………………………………………………………….. David Peeler Narrative Stretegies in the Worlds of Jean Le Gac and Sophe Calle…………………….. Stefanie Rentsch...
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