...Raising a Young Woman Through the story “Girl” by Jamaica Kincaid, the narrator who happens to be the mother of the girl is giving her daughter advice on duties a woman must do. As the mother is telling her child what she must do and act she is also advising her to not become a slut. The story may come off as if the mother is demanding but it is a lecture she is getting across to the child as she becomes a young lady. The way the mother comes across is harsh and demanding but she is only preparing her daughter to become a well-mannered young woman. In the Kelly Falla essay it also mentions the “frustration within the mothers tone and demeanor.” As the lecture begins the mother is rambling on about how a woman needs to up keep, cook, clean, do certain number of things, and behave around others. The young girl appears to not speak through-out the story, it may be because of how the mother is coming on to her or she is retaining the information that is being given to her. When the mother mentions the father in the story she is referring to all men in...
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...Compare/Contrast Essay Sojourner Truth’s “Ain’t I a Woman” and Jamaica Kincaid’s “Girl” talks about how hard it was towards being a female for their times. Sojourner Truth gave a speech during the Women’s Rights Convention in 1851, saying that women should deserve the same equality as men. On the other hand Jamaica Kincaid’s short story “Girl” talked about how to make a girl into a respectful woman and not a slut. Both dialogues have similarities and differences. The stories are talking about how hard working a woman can be, men being in control, and in religion. Both Truth and Kincaid will talk about how hard working a woman could be. Sojourner Truth speaks about how she’s a hard working lady, someone who doesn’t needs the help of a man. “Look at me! Look at my arms! I have ploughed and planted, and gathered into barns, and no man could head me! I could work as much and eat as much as a man – when I could get it – and bear the lash as well!”(Ain’t I a woman?). “ Wash the white clothes on Monday and put them to the stone heap; wash the color clothes on Tuesday and put them on the clothes line to dry”(GIRL).Of these both quotes talk about how Truth and the “Girl” character managed to be a hard working woman without a man’s help and managed to get through these rough times. Secondly, both Ain’t I a Woman and Girl talk about how feminist took over during their time period. A man during Truth’s speech said, “Women need to be helped into carriages, and lifted over ditches, and...
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...Essay One (Fiction) “Boys” by Rick Moody, “Girl” by Jamaica Kinkaid, “Lust” by Susan Minot Even though these stories are different, they are all extremely relatable. They all resonated with me in that each one had different excerpts that I could see myself in. In Ricky Moody’s “Boys” I could see myself in them as they grew up and experienced different circumstances in their lives. I could hear my mother giving me advice while reading Jamaica Kinkaid’s “Girl”. While I have not experienced a lot of what is described in Susan Minot’s “Lust,” I related to trying to figure out what love is. All of these stories have formal aspects in common when it comes to style: repetition. They all contain the use of anaphoras (repeating the same thing at the beginning of each sentence). They all also follow a certain pattern throughout the story. An example of this is how Rick Moody, in “Boys” repeated the word ‘boys’ in order to emphasize the central idea and meaning of the story. Like Moody stated in an interview with Electric Lit, “the goal in “Boys” is to tell the story of the boys, not just to compile variations on the sentence ‘Boys enter the house.’ That assignment would be too easy” (Grief). All three stories use of run-on sentences to create a specific and distinct tone to the story. In “Boys”, Moody wrote as if he was writing everything that came to mind, like he was just writing his thoughts. The style of this story is very descriptive and does not leave many...
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...Comparative Essay: gender roles in The House on Mango Street and Annie John Question 3: To what extent do male and female literary characters accurately reflect the role of men and women in society? In this essay I will analyse to what extent the characters in the novels The House on Mango Street (text A), by Sandra Cisneros, and Annie John (text B), by Jamaica Kincaid, reflect the role of men and women in society. These two novels criticise patriarchal societies, where “women are taught to think as men, identify with a male point of view and to accept as normal and legitimate a male system of values…” . In both of them, there are clear examples of chauvinism, which conditions the lives of Esperanza Cordero, a “Chicana” who lives in a Latin neighbourhood in the USA called Mango Street; and Annie John, who passes her childhood and part of her adolescence in Antigua, an island in the Caribbean which until 1981 was a British colony. In the following paragraphs, I will describe and analyse diverse illustrations of patriarchal society seen in both novels. These examples will be used to explain male and female roles in this kind of society. Firstly, both societies are more permissive with men than with women. In this way, males are allowed to act freely, while women are constantly being judged for their actions. In text A, we can notice Rosa Vargas’s situation. As the text says, “she is the only one against so many […] [and] cries everyday for the man who left without even...
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...English 175-‐02: Introduction to Literary Genres Instructor: Aaron Schab 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 ...
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...Note: The following excerpts from the MLA Formatting and Style Guide refer only to the most common kinds of sources you will be consulting for your research paper. For other sources not covered in this handout, kindly refer to the MLA 7 Formatting and Style Guide found at the Online Writing Lab of Purdue University, which can be accessed at: https://owl.english.purdue.edu/owl/resource/747/1/. MLA Works Cited Page: Books When you are gathering book sources, be sure to make note of the following bibliographic items: author name(s), book title, publication date, publisher, place of publication. The medium of publication for all “hard copy” books is Print. Basic Format The author’s name or a book with a single author's name appears in last name, first name format. The basic form for a book citation is: Lastname, Firstname. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication. Book with One Author Gleick, James. Chaos: Making a New Science. New York: Penguin, 1987. Print. Henley, Patricia. The Hummingbird House. Denver: MacMurray, 1999. Print. Book with More Than One Author The first given name appears in last name, first name format; subsequent author names appear in first name last name format. Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston: Allyn, 2000. Print. If there are more than three authors, you may choose to list only the first author followed by the phrase et al. (Latin for "and others")...
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...Culture & Cultivation English 4WS (Sec 2) – Critical Reading & Writing w/ Service Learning ________________________________________________________________________________________________________________ Instructor: Alex Zobel Email: akzobel@gmail.com Office: Humanities A82 Time & Location: T/R 9:00-10:50 Rolfe 3134 Office Hours: W 12:00 - 2:00 pm Mailbox Location: Humanities 149 ________________________________________________________________________________________________________________ COURSE DESCRIPTION English 4W aims to expose students to the three major forms of literature (poetry, prose fiction, and drama) through the art of close reading, which literary scholars broadly define as the practice of scrutinizing a text carefully in order to discern complex patterns of meaning. It is impossible to spend sufficient time on the works we will be exploring within the bounds of class-time, so you will be required to spend time reading and writing on your own; this is a practice that will enable you to bring your personal experiences with these works to our discussions in class and participate in an engaged way as part of our community of learning. But our community of learning is broader than the classroom—it also includes the community organizations you will be partnering with for your service-learning. We will be investigating and interrogating a versatile metaphor—cultivation—and how it impacts the cultures and communities in which we live...
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...MLA Works Cited Page: Basic Format MLA (Modern Language Association) style is most commonly used to write papers and cite sources within the liberal arts and humanities. This resource, updated to reflect the MLA Handbook for Writers of Research Papers (7th ed.) and the MLA Style Manual and Guide to Scholarly Publishing (3rd ed.), offers examples for the general format of MLA research papers, in-text citations, endnotes/footnotes, and the Works Cited page. According to MLA style, you must have a Works Cited page at the end of your research paper. All entries in the Works Cited page must correspond to the works cited in your main text. Basic Rules • Begin your Works Cited page on a separate page at the end of your research paper. It should have the same one-inch margins and last name, page number header as the rest of your paper. • Label the page Works Cited (do not italicize the words Works Cited or put them in quotation marks) and center the words Works Cited at the top of the page. • Double space all citations, but do not skip spaces between entries. • Indent the second and subsequent lines of citations five spaces so that you create a hanging indent. • List page numbers of sources efficiently, when needed. If you refer to a journal article that appeared on pages 225 through 250, list the page numbers on your Works Cited page as 225-50. Additional Basic Rules New to MLA 2009 • For every entry, you must determine...
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...Beteckning: Humanities and Social Sciences Double Oppression in the Color Purple and Wide Sargasso Sea. A Comparison between the main characters Celie and Antoinette/Bertha. Ingela Lundin 2008 C-essay English Literature Supervisor: Dr Maria Mårdberg Examinator: Dr Helena Wahlström Table of Contents 1. Introduction .......................................................................................................................... 1 1.1 Purpose and main questions ............................................................................................. 1 1.2 Method and material......................................................................................................... 1 1.3 Theoretical approach ........................................................................................................ 2 1.4 Previous research – an overview ...................................................................................... 3 1.5 Introducing the novels ...................................................................................................... 4 2. A comparison of the double oppression in the two protagonists’ marriages.................. 6 2.1 The diminishing and isolation of Celie and Antoinette/Bertha........................................ 6 2.2 The upholding of the white man’s norm ........................................................................ 14 Conclusion..........................................................
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...Resources for Teaching Prepared by Lynette Ledoux Copyright © 2007 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 2 1 f e 0 9 d c 8 7 b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0–312–44705–1 ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to...
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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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...Praise for The Spirit Catches You and You Fall Down “Fadiman describes with extraordinary skill the colliding worlds of Western medicine and Hmong culture.” —The New Yorker “This fine book recounts a poignant tragedy…It has no heroes or villains, but it has an abundance of innocent suffering, and it most certainly does have a moral…[A] sad, excellent book.” —Melvin Konner, The New York Times Book Review “An intriguing, spirit-lifting, extraordinary exploration of two cultures in uneasy coexistence…A wonderful aspect of Fadiman’s book is her even-handed, detailed presentation of these disparate cultures and divergent views—not with cool, dispassionate fairness but rather with a warm, involved interest that sees and embraces both sides of each issue…Superb, informal cultural anthropology—eye-opening, readable, utterly engaging.” —Carole Horn, The Washington Post Book World “This is a book that should be deeply disturbing to anyone who has given so much as a moment’s thought to the state of American medicine. But it is much more…People are presented as [Fadiman] saw them, in their humility and their frailty—and their nobility.” —Sherwin B. Nuland, The New Republic 3/462 “Anne Fadiman’s phenomenal first book, The Spirit Catches You and You Fall Down, brings to life the enduring power of parental love in an impoverished refugee family struggling to protect their seriously ill infant daughter and ancient spiritual traditions from the tyranny of welfare bureaucrats and intolerant...
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...LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors. Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review Frank Coffield Institute of Education University of London David Moseley University of Newcastle Elaine Hall University of Newcastle Kathryn Ecclestone University of Exeter The Learning and Skills Research Centre is supported by the Learning and Skills Council and the Department for Education and Skills The views expressed in this publication are those of the authors and do not necessarily reflect the views of the Learning and Skills Research Centre or the Learning and Skills Development Agency Published by the Learning and Skills Research Centre www.LSRC.ac.uk Feedback should be sent to: Sally Faraday Research Manager Learning and Skills Development Agency Regent Arcade House 19–25 Argyll Street London...
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...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
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...This page intentionally left blank This page intentionally left blank Less managing. More teaching. Greater learning. INSTRUCTORS... Would you like your students to show up for class more prepared? class is much more fun if everyone is engaged and prepared…) (Let’s face it, Want ready-made application-level interactive assignments, student progress reporting, and auto-assignment grading? (Less time grading means more time teaching…) Want an instant view of student or class performance relative to learning objectives? (No more wondering if students understand…) Need to collect data and generate reports required for administration or accreditation? (Say goodbye to manually tracking student learning outcomes…) Want to record and post your lectures for students to view online? With McGraw-Hill's Connect Management, ™ INSTRUCTORS GET: • Interactive Applications – book-specific interactive assignments that require students to APPLY what they’ve learned. • Simple assignment management, allowing you to spend more time teaching. • Auto-graded assignments, quizzes, and tests. • Detailed Visual Reporting where student and section results can be viewed and analyzed. • Sophisticated online testing capability. • A filtering and reporting function that allows you to easily assign and report on materials that are correlated to accreditation standards, learning outcomes, and Bloom’s taxonomy. • An easy-to-use lecture capture tool. STUDENTS... Want an online, searchable...
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