...“Eighty percent of adolescents in psychiatric hospitals come from broken homes” (Photius). This statistic shows how the conditions an individual has to endure can affect the outcome of that individual’s life. In Jesse Walters book, "We Live in Water" he gives readers examples of how an individual’s opportunity to progress or develop in life can be hindered by the surroundings they have to endure. The Title "We Live in Water" relates to a fish living in a fish tank, because no matter how many times that fish may swim to the glass of the tank it cannot change the outcome it has to suffer. In the collection, “We Live in Water”, two specific short stories, "Thief" and "We live in Water" shows readers how the environment and circumstances people...
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...The Beautiful and Brutal Beauty and Brutality can co-exist, and this is something that is very present in The Book Thief. Imagery is used to convey the beauty and brutality. Zuzak uses sight, touch, and sound most often to show what is happening, and help make the beauty and brutality visible. Everything has beauty and brutality, and this is portrayed many times throughout the book. Beauty and Brutality is shown to co-exist when bombings would happen, Hans slapped Liesel, and the bombing of Himmel street happened. Beauty and Brutality was very prominent during some of the bombings that happened. Michael was a character and he was trying to get his mother to a bomb shelter. He cried to Rosa, Liesel’s step mother, “‘Tell me, Rosa, how can she sit there ready to die while I still want to live?’ The blood thickened. ‘Why do I want to live? I shouldn’t want to, but I do.’ (Zusak 487). He was trying everything to get her to move. He had a desire for life, something his mother lacked. Zuzak was using imagery, by hearing his voice, seeing his mother, and trying to pull her to the shelter. Even though this was brutal, beautiful moments were still happening. On Page 488, we learn of the event of the bomb shelter. “The night was long with bombs and reading. Her mouth was drying, but the book thief worked through fifty-four pages. The majority of children slept and didn’t hear the sirens of renewed safety. (Zusak 488)” In the midst of chaos, there was beauty in the...
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...family vacation, seated between my best friend and an older stranger, both snoring, I began to sob. I had just finished my required summer reading book The Book Thief and was an emotional mess. I was so absorbed in my book that I hadn’t realized what a scene I was making on my long flight home. People around me looked like they were ready to throw a box of tissues at my face. As quietly as I could, I stepped over the sleeping stranger’s legs and locked myself in the tiny airplane bathroom. I started crying again, not because I was embarrassed by the dramatic scene I had just made or exhausted from the long flight home, but because I was still thinking about The Book Thief’s character Liesel and her heartache. I had heartache of my own because of hers....
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...Assignment 2: Figurative Language versus Literal Language The lack of exposure to non literal forms of language makes it difficult to engage in productive thinking. Having the capacity to understand figurative language increases our ability to communicate with each other. By increasing our word bank we expand our knowledge base and increase our thinking capacity. Below are a list of ten words with their meaning, definitions, examples and appropriate circumstances in which to use them. 1. Describe the meaning and function of each term. 1. Idiom is a language, dialect or speaking style peculiar to a people. 2. Analogy is a similarity between two like subjects on which a comparison can be based. 3. Metaphor is a figure of speech in which a term or phrase is applied to which is not literally applicable in order to suggest a resemblance. 4. Simile is a figure of speech in which two unlike things are explicably compared. 5. Cliché is a sentence or phrase usually expressing a popular or common thought or idea which has lost its originality, ingenuity, and impact by long overuse. 6. Amphiboly is ambiguity of speech, especially from uncertainty of the grammatical construction rather than the meaning of the word. 7. "Flame word" is a word used or tone used to insult someone. 8. Hyperbole is a figure of speech not intended to be taken literally. 9. Euphemism is the substitution of a mild, indirect or vague expression for one thought to be offensive, harsh or blunt....
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...way in which they were living, however not enough to factor out the savageness that kept occurring. Moreover, this creates a overall blurred image between both animals and human beings. The excessive mentions of animal imagery create an importance in the novel both implies and enhances the idea of the degradation and loss of morality as well as humanity of how overlooked they are amongst the modern world (Aryan) Blindness illustrates, the deterioration of humanity and morality through analogies created between the people and animals. In other words, the novel gives animal like characteristics to the individuals, eventually this becomes intensified through the dominating factors of the...
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...Assessment Task 1 – Year 11 Unit 2B Name: joseph lee 2B Type: Outcomes: Duration Weighting Short answer responses to Jasper Jones 1. Speaking and Listening 3. Reading 2. Viewing 4. Writing Completed in Class – Two Periods 10% of unit total Assessment Task 1 For this task, you will write short responses (Maximum of 200 words) for each of the following questions on Jasper Jones: You may use the text as a resource in completing this task. 1. Discuss the use of imagery in the novel. 2. Discuss the theme of ‘growing up’ as it is developed in the novel? 3. Having considered the representation of gender in other texts, discuss how gender is represented in Jasper Jones. Choose at least two characters to focus on in your discussion. 4. Discuss the notion of ‘the other’ as it relates to the novel, Jasper Jones? Consider specific characters in your answer. 5. Explain how the film, To Kill a Mockingbird and/or Mississippi Burning, has contributed to your understanding of Jasper Jones Process o Read the novel carefully. o Plan your answer to each question. o Answer each question in paragraph form (Maximum length 200 words). Note: some questions may require answers more than one paragraph in length. o Check your answers for accuracy, spelling errors and grammatical errors. What needs to be included in your portfolio? Due dates £ £ Any notes you have made Final copy (typed or written and completed at home) /100 Thursday Week 3, Term 3 Final Mark: Teacher’s Comment: There...
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...“Redemption” The Kite Runner Kati Hernandez 3/3/15 AP English 12 Period 1 Three Questions 1. Why do you think Baba refuses to refer to Ali as his friend? Is it the divide between servant and master? 2. Does a character like Assef even choose between good and evil? Could Assef be innocent in ways Amir is not? 3. Why doesn't Amir admire Rahim Khan as much as he admires his father? What does this tell us about admiration? Literary Criticism New historicism criticism insists that to understand a literary piece, readers need to understand the author's biography and social background. Every human action is actually the effect of a network of material practices. Every act of unmasking, critique and opposition uses the tools it condemns and risks falling prey to the practice it exposes. No discourse, imaginative, scientific, or archival, gives access to unchanging truths, nor expresses inalterable human nature. A critical method and a language adequate to describe culture under capitalism participate in the economy they describe. What makes a legend, is it someone who is a hero or someone who is infallible from making mistakes? In the novel, The Kite Runner by Khaled Hosseini, the character described as a legend is Baba. Seen as the most perfect figure to be looked at for its bravery, generosity and caring for others. His actions describe him better than words can, as he always defends others in time of need and stays loyal to his home and country...
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...He advanced into cinematography in 1914 and soon after made memorable films such as The Three Musketeers (1921), Robin Hood (1922), The Thief of Bagdad (1924), and the much-admired The Lost World (1925). By the 1930s, he combined his creative talents “with director James Whale, for whom he photographed the first three of Whale's quartet of horror films: Frankenstein (1931), The Old Dark House (1932), and The Invisible Man (1933)” (Wikipedia). Edeson’s cinematic technique can be seen elsewhere in film like The Maltese Falcon (1941), Sergeant York (1941), Casablanca (1942), The Mask of Dimitrios (1944), and Three Strangers (1946). The excellent cinematography in Frankenstein evokes a surreal and mysterious quality, perfectly matching the thunder and lightening storm above the gloomy castle in classic black and white imagery, and capturing that German Expressionism completely, from acting to set design, everything is wonderfully filmed, but as film critic Leonard Matlin mentions in his book Leonard Maltin's Movie and Video Guide 1994, “It’s creaky at times, and cries for music score, but it’s still impressive” (Maltins 441). Historians will point out,...
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...English Report Samuel Langhorne Clemens: Mark Twain (pen name) Mark Twain"—steamboat slang for twelve feet of water. I. Personal Background 1. When was the author born? Where was the place he grew up? Mark Twain was born on November 30, 1835 in Florida, Missouri, U.S. but grew up in Hannibal, Missouri. 2. Describe the childhood and educational experiences of the author. In his youth, Twain was a mischievous boy, the prototype of his character, Tom Sawyer. Though he was plagued by poor health in his early years, by age nine he had already learned to smoke, led a small band of pranksters, and had developed an aversion to school. Twain's formal schooling ended after age 12, because his father passed away in March of that year. He became an apprentice in a printer's shop and then worked under his brother, Orion, at the Hannibal Journal, where he quickly became saturated in the newspaper trade. Rising to the role of sub-editor, Twain indulged in the frontier humor that flourished in journalism at the time: tall tales, satirical pranks, and jokes. II. Influences of the Writer The following were the persons, things, places and events that influenced Mark Twain. -his connection to the mississippi river as a boy and the fact that he became a riberboat pilot -time spent traveling the world -the nice life he led shortly after he married -tragedies in his family -financial problems -problems he saw in the south during reconstruction Hannibal inspired...
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...The Old testament prophecies fore seen the birth of Jesus. This came to pass 4 BC. In addition to the accuracy of this prophecy this should leave us no doubt that the Old Testament prophecy of the second coming of Jesus will be accurate and will come pass. As early as genesis in the old testament makes reference to the second coming of Christ. Genesis 3:15 says “and I will put enmity between thee and the women, and between thy seed and her seed; it shall bruise his head, and thy shalt bruise thy heel. The first book of the bible predicts that the incarnate of God, which will be born from a women will defeat Satan. This is a reference to the great tribulation where Satan is defeated then ,cast into the lake of fire. On the contrary Deuteronomy 30:1-20 is speaking on another aspect of the second coming and the event there of. It discusses the believers of Christ will be in heaven with God. It says those who keep his commandments their names are found in the book of the law and to love the lord with all their hearts and they will be in...
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...The Nazarene Way of Essenic Studies 666: The Number of the Beast The Book of Revelation of St. John the Divine "No one may buy or sell except one who has the mark or name of the beast, or the number of his name, and his number is 666" ~The Book of Revelation 13:17-18 Some versions of Christian eschatology holds that this prophecy refers to future events, typically that the Mark of the Beast is one way in which the antichrist will exercise power over the earth, during the period known as the Tribulation in the book of Revelation. Opinions as to what form it will take are varied. The literal interpretation is that the number 666 will be imprinted on the skin, but with recent technological developments the possibilities of universal control are limitless. The notion that the mark is required for all commerce implies that the mark might actually be a special card, or that we might have to have our fingerprints scanned into a worldwide database in order to be recognized in business. Or, the mark might be some kind of smart chip implanted into the body. In Revelation 14:9-12, the third angel warns of wrath and retribution to all those who bear this mark on their heads or hands. The number 666, which supposedly represents the name of the Antichrist, is another source of controversy. There are various theories about the meaning of this verse, and there have been many attempts to show that a person is the Antichrist by relating his name to the number 666. One interpretation is...
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...The Nazarene Way of Essenic Studies 666: The Number of the Beast The Book of Revelation of St. John the Divine "No one may buy or sell except one who has the mark or name of the beast, or the number of his name, and his number is 666" ~The Book of Revelation 13:17-18 Some versions of Christian eschatology holds that this prophecy refers to future events, typically that the Mark of the Beast is one way in which the antichrist will exercise power over the earth, during the period known as the Tribulation in the book of Revelation. Opinions as to what form it will take are varied. The literal interpretation is that the number 666 will be imprinted on the skin, but with recent technological developments the possibilities of universal control are limitless. The notion that the mark is required for all commerce implies that the mark might actually be a special card, or that we might have to have our fingerprints scanned into a worldwide database in order to be recognized in business. Or, the mark might be some kind of smart chip implanted into the body. In Revelation 14:9-12, the third angel warns of wrath and retribution to all those who bear this mark on their heads or hands. The number 666, which supposedly represents the name of the Antichrist, is another source of controversy. There are various theories about the meaning of this verse, and there have been many attempts to show that a person is the Antichrist by relating his name to the number 666. One interpretation is...
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...English - Final Exam Terms to Know The following link is very helpful: Examples Glossary from Your Dictionary Alliteration In alliteration, the first consonant sound is repeated in several words. A good example is “wide-eyed and wondering while we wait for others to waken”. Alliteration can be fun, as in tongue twisters like: “Kindly kittens knitting mittens keep kazooing in the king's kitchen 1. 2. 3. 4. 5. Alice’s aunt ate apples and acorns around August. Becky’s beagle barked and bayed, becoming bothersome for Billy. Carries cat clawed her couch, creating chaos. Dan’s dog dove deep in the dam, drinking dirty water as he dove. Eric’s eagle eats eggs, enjoying each episode of eating. Examples of Alliteration Allusion “I was surprised his nose was not growing like Pinocchio’s.” This refers to the story of Pinocchio, where his nose grew whenever he told a lie. It is from The Adventures of Pinocchio, written by Carlo Collodi. “When she lost her job, she acted like a Scrooge, and refused to buy anything that wasn’t necessary.” Scrooge was an extremely stingy character from Charles Dickens’, A Christmas Carol. “I thought the software would be useful, but it was a Trojan Horse.” This refers to the horse that the Greeks built that contained all the soldiers. It was given as a gift to the enemy during the Trojan War and, once inside the enemy's walls, the soldiers broke out. By using trickery, the Greeks won the war. “He was a real Romeo with the ladies.” Romeo was a character...
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...Oak: Book Review Section one: Miracles at the Jesus Oak is the third of Harline’s contextual biographies. The others include, A bishop’s Tale: Mathias Hovius among His Flock in seventeenth –Century Flanders and Conversions: Two Family Stories From the Reformation and Modern America. His books were adopted by the Yale Printing Press and are used widely in many Universities all across the country. Many Religious groups have taken Harline’s scholarly works and used them as educational tools and belief strengtheners in the Church. Harline is now a history professor at Brigham Young University. Harline received inspiration for his historical texts from extensive research of Belgian and Dutch archives. What made Miracles at the Jesus Oak different from his other books was that he wrote five different stories in one contextual text showing each miracle in a different light. He tried hard to stray from the typical religious view on writing about miracles and this caused for his entire book to be a success. Section 2: Each chapter begins with a story, and typically that story entails setting out for a miracle. Each story is told as if it could be in fact a movie; the description is so vivid that it’s very easy to visualize everything. You visualize a humble peasant who suffers from lack of breast milk for her fourteenth child. After feverish praying and searching far and wide she is given a miracle, which is presumably given to her by God. Harline sets up the book and his...
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...tweakit resource guide The Assassin KS4 > GCSE > Creative Writing 2 > The Assassin How it works This is an oven-ready resource, great for producing effective writing from students because it’s short, simple and elegantly structured. Students follow the instructions and – bingo! – come up with a piece of original prose. However, it has become so well-liked by teachers that exam boards have commented on its popularity as a piece of GCSE coursework, expressing concern about its ‘very limiting framework’ (Edexcel) and ‘questionable content’ (AQA) (see the AQA A Examiners’ Report for June 2006 and the Edexcel Examiners’ Report for Summer 2007). Here are some ideas to take it further. Try this! Do read the Teacher Notes at the start of the resource – they contain a number of great ideas to spice up the activity and develop learning. Or this! Get students to complete their own paragraph plans for a tense, atmospheric narrative. Use the given plan for ‘The Assassin’ to establish the requirements of a successful plan i.e. simple three-stage plot; few characters; logical, cohesive structure etc. Or this! Display the paragraph from sheet 1 describing the character (beginning ‘He shuffled forward …’) on the board. Get pupils in turn to underline / highlight the most expressive words and phrases (start off by focusing on adjectives and adverbs, then look at verbs and key nouns). Then get everyone to rewrite the paragraph, substituting the words...
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