...stories i will be comparing and contrasting, have a good amount of the same elemants and writing tools. However they also have alot of differances. most of the differances will be listed in the paragraphs below such as the climax, situational irony, and plot. Situational irony Both stories have situational irony. Situational irony is when in a story an unexpected twist happens. In the story the interlopers, instaid of one of the hunters men coming to save them a pack of wolves heard there calls for help. That is an example of situational irony. In the story The machine that won the war, all of the hard descisions were made by the flip of a coin. This is also situational irony. If i were to quote the part of the interlopers where a tree falls down on the hunters and they are trapped, that would not be situational irony because it was forshadowed by the author telling at the beginning, that it was windy....
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...by James Hurst and “The Interlopers” by Saki both share a common theme ‘appearance versus reality’. Though both of the articles have two completely different plots, they share an idea that is displayed throughout both stories. The theme may seem to have different levels of importance or appear in different parts of the stories, but it is present in both no matter what. Here is an example of how “The Scarlet Ibis” and “The Interlopers” both have the theme ‘appearance vs. reality’. The theme of appearance versus reality is displayed in the short story “The Scarlet Ibis” by illustrating Big Brother’s disappointment at having a disabled brother transformed to embarrassment and selfish desire of...
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...“The Interlopers”: The short story “The Interlopers” by Saki demonstrates the ironic aura of man vs. nature, and man vs. man. Hector Hugh Munro, pen named Saki, was one of the most popular short story writers during the pre-World War I British literature era. He wrote many stories and is often referred to as a highly under rated author for British literature. His war experiences were apparent in the novellas that he wrote, and often gave readers a gloomy, disturbed feeling. Other stories by Saki include: “Gabriel-Ernest”, “The Toys of Peace”, and “The Storyteller”. These short stories specifically illustrate horror, and the advantage of living life outside of the box. The three predominant literary techniques in Saki’s “The Interlopers” are setting, conflict, and, irony. Having a rough childhood, and unpredictable health; Saki was homeschooled until the age of 14. By the age of 16 he had moved to London to pursue a writing career. Finding a home in the British Museum reading room; he read and did many reports; some of which were published in newspapers and several books. “According to his sister’s memoir, he was much happier surrounded by literature.”( Langguth, par. 1). During this period he also grew highly fond of studying history and war. After World War I broke out Saki enlisted into Calvary, but found that life to be too vigorous and transferred into an Infantry unit. He witnessed gruesome acts that inspired various stories that he would eventually write in...
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...AC English 9 Unit Exam Study Guide Doehrmann First Nine Weeks Your unit exam will cover four short stories that can be found in your textbook. Specifically, by Thursday, you should have already read: “The Lady or the Tiger” “The Most Dangerous Game” “The Leap” “The Interlopers” “Blues Ain’t No Mockin Bird” “The Garden of Stubborn Cats” What will you need to know? Portions of the exam will assess reading comprehension. Be sure you thoroughly understand all of the stages of plot development for each story (TPPS, Rising Action, Climax, Resolution) Literary elements and reading strategies: Static and Dynamic characters, Suspense, Flashback, Dialect, Irony *3, Antagonist, Protagonist, Internal Conflict, External Conflict *3, Diction, TPPS = Exposition, Fiction, Imagery, Rising Action, Climax, Resolution, Science Fiction Vocabulary words as provided by the instructor How will your test be formatted? You can expect to see any combination of matching, true-false, multiple choice, and short answer questions. In addition, you should expect at least one essay question. Usually, I provide multiple essay options so you can choose one that best fits your writing talents. You will not take the same exam as your peers from the other AC English 9 class. A blind draw will be conducted to determine the order of exams. How can I prepare efficiently and effectively for this exam? 1 - Budget your time and activities between now and this...
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...blah Edgar Espana Kara Lybarger-Monson English MO1B February 29, 2012 Questioning Ones Power In T.C. Boyle’s novel When the Killings Done, Dave LaJoy the so-called animal lover and animal rights activist, who by the way hates humans, faces-off with Alma Boyd Takesue, the real animal lover that is trying to restore “Eden” to the way it was before being infested by rats and feral pigs. Both Alma and Dave are interested in animal rights but have different ways in doing so, Alma even though she’d rather not kill anything has to eliminate animals from Eden because she is dedicated to preserving the species unique to Eden’s environment and Dave, on the other hand, is on a determined mission to “save animals” even though the way he goes about it is very destructive. They both will do whatever it takes to preserve the animal’s rights even if that means lives are lost. Throughout the story, we find out that both Alma and Dave question their motives on how they are fighting for the animals rights. Like despite all the power Alma has, she doesn’t really know what to do with it and we also find out Dave questions his motive of controlling because he lacks the power Alma has. Because of each characters’ internal conflict, the actual power of each character is shown: Dave questions his motives of controlling because he lacks the power to do so and ironically, Alma questions her actions even though she has complete control. Alma is very dedicated to what she does such as she...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...Universidad Nacional Autónoma de México University of California Institute for Mexico and the United States Review: The Third Generation: Reflections on Recent Chicano Historiography Author(s): David G. Gutiérrez Source: Mexican Studies / Estudios Mexicanos, Vol. 5, No. 2 (Summer, 1989), pp. 281-296 Published by: University of California Press on behalf of the University of California Institute for Mexico and the United States and the Universidad Nacional Autónoma de México Stable URL: http://www.jstor.org/stable/1052091 . Accessed: 01/05/2011 16:00 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at . http://www.jstor.org/action/showPublisher?publisherCode=ucal. . Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive....
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...A Passage to India E. M. Forster Online Information For the online version of BookRags' A Passage to India Premium Study Guide, including complete copyright information, please visit: http://www.bookrags.com/studyguide−passageindia/ Copyright Information ©2000−2007 BookRags, Inc. ALL RIGHTS RESERVED. The following sections of this BookRags Premium Study Guide is offprint from Gale's For Students Series: Presenting Analysis, Context, and Criticism on Commonly Studied Works: Introduction, Author Biography, Plot Summary, Characters, Themes, Style, Historical Context, Critical Overview, Criticism and Critical Essays, Media Adaptations, Topics for Further Study, Compare &Contrast, What Do I Read Next?, For Further Study, and Sources. ©1998−2002; ©2002 by Gale. Gale is an imprint of The Gale Group, Inc., a division of Thomson Learning, Inc. Gale and Design® and Thomson Learning are trademarks used herein under license. The following sections, if they exist, are offprint from Beacham's Encyclopedia of Popular Fiction: "Social Concerns", "Thematic Overview", "Techniques", "Literary Precedents", "Key Questions", "Related Titles", "Adaptations", "Related Web Sites". © 1994−2005, by Walton Beacham. The following sections, if they exist, are offprint from Beacham's Guide to Literature for Young Adults: "About the Author", "Overview", "Setting", "Literary Qualities", "Social Sensitivity", "Topics for Discussion", "Ideas for Reports and Papers". © 1994−2005, by Walton Beacham. All other...
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...cover next page > title author publisher isbn10 | asin print isbn13 ebook isbn13 language subject publication date lcc ddc subject : : : : : : : : : : : cover next page > < previous page page_i next page > Page i 1100 Words You Need to Know Fourth Edition Murray Bromberg Principal Emeritus Andrew Jackson High School, Queens, New York Melvin Gordon Reading Specialist New York City Schools . . . Invest fifteen minutes a day for forty-six weeks in order to master 920 new words and almost 200 useful idioms < previous page page_i next page > < previous page page_ii next page > Page ii © Copyright 2000 by Barron's Educational Series, Inc. Prior edition © Copyright 1993, 1987, 1971 by Barron's Educational Series, Inc. All rights reserved. No part of this book may be reproduced in any form, by photostat, microfilm, xerography, or any other means, or incorporated into any information retrieval system, electronic or mechanical, without the written permission of the copyright owner. All inquiries should be addressed to: Barron's Educational Series, Inc. 250 Wireless Boulevard Hauppauge, NY 11788 http://www.barronseduc.com Library of Congress Catalog Card No. 00-030344 International Standard Book Number 0-7641-1365-8 Library of Congress Cataloging-in-Publication Data Bromberg, Murray. 1100 words you need to know / Murray Bromberg, Melvin Gordon. p. cm. Includes index. ISBN 0-7641-1365-8 1. Vocabulary. I. Title: Eleven hundred words you need...
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...Bienvenido Santos: The Day The Dancers Came AS soon as Fil woke up, he noticed a whiteness outside, quite unusual for the November mornings they had been having. That fall, Chicago was sandman's town, sleepy valley, drowsy gray, slumberous mistiness from sunup till noon when the clouds drifted away in cauliflower clusters and suddenly it was evening. The lights shone on the avenues like soiled lamps centuries old and the skyscrapers became monsters with a thousand sore eyes. Now there was a brightness in the air land Fil knew what it was and he shouted, "Snow! It's snowing!" Tony, who slept in the adjoining room, was awakened. "What's that?" he asked. "It's snowing," Fil said, smiling to himself as if he had ordered this and was satisfied with the prompt delivery. "Oh, they'll love this, they'll love this." "Who'll love that?" Tony asked, his voice raised in annoyance. "The dancers, of course," Fil answered. "They're arriving today. Maybe they've already arrived. They'll walk in the snow and love it. Their first snow, I'm sure." "How do you know it wasn't snowing in New York while they were there?" Tony asked. "Snow in New York in early November?" Fil said. "Are you crazy?" "Who's crazy?" Tony replied. "Ever since you heard of those dancers from the Philippines, you've been acting nuts. Loco. As if they're coming here just for you. Tony chuckled. Hearing him, Fil blushed, realizing that he had, indeed, been acting too eager, but Tony had said it. It felt that way--as...
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...Illumine by !Super Cat Book One: Rio Book Two: Paris Book Three: Miami A Vampire Chronicles trilogy. Illumine Book One: Rio by supacat Armand has gone into the sun, which means that I have a story to tell. You may blame Lestat. If you have not read the preceding Vampire Chronicles: experto credite. Armand's first words to me were, "I suppose you too are going to write a novel." My name is David Talbot. I was seventy four years old when I became a vampire, but circumstances, Lestat and a psychic accident deposited me into the body of a much younger man. As a result, I am six feet two inches tall and look approximately twenty six years of age. I am also the former Superior General of the Talamasca, though my current situation has reduced that fact to little more than trivia. I have never been able to discover the identity of the man whose body I inhabit. Oddly, however, it is not a mystery that bothers me. Occasionally I look into a mirror and wonder, but that is all. Once, at the beginning of this whole adventure, I told Lestat that I was grateful for the Dark Gift. "It took you two hundred years to learn that you wanted it," I said to him. "I knew the moment I woke out of the stupor. I knew with every breath I took and with every new colour and shape I saw." I was looking with vampire eyes, as he calls it. I was enamoured with the night, and excited by the prospect of eternal life. I am learning that these emotions are not easily sustained. Not after killing a mortal every...
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...Barron GRE word list - A abase abash abate abbreviate abdicate aberrant aberration abet abeyance abhor abide abject abjure ablution abnegation abode abolish abominable abominate aboriginal abortive abrasive abridge abrogate abscission abscond absolute absolve abstain lower; degrade; humiliate; make humble; make (oneself) lose self-respect embarrass subside or moderate shorten renounce; give up (position, right, or responsibility) abnormal or deviant deviation from the normal; mental disorder assist usually in doing something wrong; encourage suspended action detest; hate Dwell; abide by: comply with; put up with; tolerate; Ex. abide by the rules; Ex. I can't abide rude people. (of a condition) wretched; as low as possible; lacking pride; very humble; showing lack of self-respect; Ex. abject apology renounce upon oath washing renunciation; self-sacrifice; self-abnegation dwelling place; home cancel; put an end to detestable; extremely unpleasant loathe; hate being the first of its kind in a region; primitive; native; indigenous; N. aborigine unsuccessful; fruitless rubbing away; tending to grind down condense or shorten abolish cutting off; separation depart secretly and hide complete; totally unlimited; having complete power; certain; not relative; Ex. absolute honesty/ruler; CF. absolutism pardon (an offense) refrain; withhold from participation; intentionally not use one's vote; abstemious abstinence abstract abstruse abusive abut abysmal abyss academic accede accelerate...
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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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...6 Build Your Vocabulary ■ ■ ■ ■ The SAT High-Frequency Word List The SAT Hot Prospects Word List The 3,500 Basic Word List Basic Word Parts be facing on the test. First, look over the words on our SAT High-Frequency Word List, which you’ll find on the following pages. Each of these words has appeared (as answer choices or as question words) from eight to forty times on SATs published in the past two decades. Next, look over the words on our Hot Prospects List, which appears immediately after the High-Frequency List. Though these words don’t appear as often as the high-frequency words do, when they do appear, the odds are that they’re key words in questions. As such, they deserve your special attention. Now you’re ready to master the words on the High-Frequency and Hot Prospects Word Lists. First, check off those words you think you know. Then, look up all the words and their definitions in our 3,500 Basic Word List. Pay particular attention to the words you thought you knew. See whether any of them are defined in an unexpected way. If they are, make a special note of them. As you know from the preceding chapters, SAT often stumps students with questions based on unfamiliar meanings of familiar-looking words. Use the flash cards in the back of this book and create others for the words you want to master. Work up memory tricks to help yourself remember them. Try using them on your parents and friends. Not only will going over these high-frequency words reassure you that you...
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...Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Bloom's Classic Critical Views alfred, lord Tennyson Benjamin Franklin The Brontës Charles Dickens edgar allan poe Geoffrey Chaucer George eliot George Gordon, lord Byron henry David Thoreau herman melville Jane austen John Donne and the metaphysical poets John milton Jonathan Swift mark Twain mary Shelley Nathaniel hawthorne Oscar Wilde percy Shelley ralph Waldo emerson robert Browning Samuel Taylor Coleridge Stephen Crane Walt Whitman William Blake William Shakespeare William Wordsworth Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Edited and with an Introduction by Sterling professor of the humanities Yale University harold Bloom Bloom’s Classic Critical Views: William Shakespeare Copyright © 2010 Infobase Publishing Introduction © 2010 by Harold Bloom All rights reserved. No part of this publication may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For more information contact: Bloom’s Literary Criticism An imprint of Infobase Publishing 132 West 31st Street New York NY 10001 Library of Congress Cataloging-in-Publication Data William Shakespeare / edited and with an introduction by Harold Bloom : Neil Heims, volume editor. p. cm. — (Bloom’s classic critical views) Includes bibliographical references...
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