...“The Red Pony” by John Steinbeck – Critical Analysis John Steinbeck an American writer was born in the year 1902 and died in the year 1968.During his time, Steinbeck was one of the most accomplished writers and his literary works received massive popularity. Most of his novels and short stories were performed as plays on stage and that is one reason why he was among the best sellers during his era. One of his great accomplishments for his involvement in literature was the Literature Nobel Prize he won in 1962. Steinbeck wrote a total of twenty seven books and some of his most common books include; “The grapes of Wrath” written in 1939, the 1952 “East of Eden, The 1937 short novel “Mice and men” (John, pg 23). John Steinbeck spent much of his early life in a rural part of America and worked on various ranches with migrants ‘on spreckler ranch and other nearby ranches during his summers. He attended Salinas high school and later joined Stanford University, although he never graduated. He did various odd jobs before beginning his career as a writer. Steinbeck wrote his first novel Cup of Gold which was published in 1929.Other books he wrote were; the pastures of heaven (1932), The Red Pony (1933), Tortilla Flat (1935), The Grapes of Wrath (1939), and many others. During his career, Stein beck was involved in various issues and correspondence. Most of his literary works revolved around his life as well as the issues that affected people then (John, pg 56). One of the issues he wrote...
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...06 November 2012 John Steinbeck: A Champion for the Common Man Born with the hand of a writer, John Steinbeck’s career sparked great political controversy, and greatly influenced the writings of his time. Widely considered one of America’s greatest novelists, his books are still frequently studied in school. Among his many accomplishments is the Pulitzer Prize for Fiction and the Nobel Prize in Literature. With notable works such as The Grapes of Wrath and Of Mice and Men, he expressed his dissatisfaction with capitalism and his sympathy for the struggle of the common worker in a way that captured the world’s attention – which resulted in some of his work even being banned. In the novel Of Mice and Men, John Steinbeck explores the pervasive theme of loneliness and illustrates the fallacy of the American Dream. Widely considered his masterpiece, however, is The Grapes of Wrath which depicts the struggle of a family of Oklahoman farmers who are forced into a migratory existence due to the drought and dust storms following the Great Depression. When considering both The Grapes of Wrath and Of Mice and Men, it is clear Steinbeck drew from his own personal experiences as a laborer when writing each of these novels. On February 27, 1902 in Salinas, California, John and Olive Steinbeck welcomed their third child and only son, John Ernst Steinbeck. John Ernst Steinbeck, Sr. was a county treasurer and Olive Hamilton Steinbeck was a schoolteacher. By all accounts, Steinbeck enjoyed...
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...Analysis of Major Characters Lennie Although Lennie is among the principal characters in Of Mice and Men, he is perhaps the least dynamic. He undergoes no significant changes, development, or growth throughout the novel and remains exactly as the reader encounters him in the opening pages. Simply put, he loves to pet soft things, is blindly devoted to George and their vision of the farm, and possesses incredible physical strength. Nearly every scene in which Lennie appears confirms these and only these characteristics. Although Steinbeck’s insistent repetition of these characteristics makes Lennie a rather flat character, Lennie’s simplicity is central to Steinbeck’s conception of the novel. Of Mice and Men is a very short work that manages to build up an extremely powerful impact. Since the tragedy depends upon the outcome seeming to be inevitable, the reader must know from the start that Lennie is doomed, and must be sympathetic to him. Steinbeck achieves these two feats by creating a protagonist who earns the reader’s sympathy because of his utter helplessness in the face of the events that unfold. Lennie is totally defenseless. He cannot avoid the dangers presented by Curley, Curley’s wife, or the world at large. His innocence raises him to a standard of pure goodness that is more poetic and literary than realistic. His enthusiasm for the vision of their future farm proves contagious as he convinces George, Candy, Crooks, and the reader that such a paradise might be possible...
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...John Steinbeck’s “The Chrysanthemums” By Patricai.Mozee1 Unit 5IP Literature “The Chrysanthemums” I have chosen to explain why I think that Elisa’s situation is not over and that a “storm” could be brewing later. Elisa Allen at the age of thirty five working in her flowers garden was married to her husband Henry. “The Chrysanthemums” Elisa had strength and probable frustrate with her life. It was hard to describe what she really look like in her garden costume with a black hat (The Chrysanthemums, pp. 227). She is cutting the Chrysanthemum stalks with a pair of short scissors (The Chrysanthemums, 2012, pp. 228). The story states that her work with the scissors was over powerful (The Chrysanthemums, 2012, pp. 228). With all that energy, Elisa would be able to handle any job given to her. Elisa is a very confidence and strong minded person. This story is about a strong minded women and her garden. In this garden Elisa grow a flower that was called “The Chrysanthemum”. Her husband admire her work raising “The Chrysanthemums and mentioned how he wish she could work in the orchard and raise some apples ten inches big (The Chrysanthemum, 2012, pp. 228). This story is also about Elisa feelings and actions. Elisa was also a dynamic character in this story. She was strong and lonely but yet married to henry. Elisa was a friendly person and became friends with this man. I guess she was interested and decided to dresses up looking...
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...Loneliness and Alienation The feeling of ‘loneliness and alienation’ is the most terrible emptiness of life. The Short story, “The Chrysanthemums” by John Stein back is about the woman protagonist Elisa Allen. In addition, in a single stanza haiku” The Strange Beautiful Woman” by Marylyn Nelson, is the poem about the woman in the mirror. Both women have intensive desire of the fulfillment in their life and struggling in their inadequate world to overcome the feeling of Loneliness and Alienation. “The Chrysanthemums” is a story of a Woman’s proud and emotion. Elisa is a strong woman who feels frustrated with her present life. Her frustration stems from not having a child and from her husband’s failure to admire her romantically as a woman. The garden of chrysanthemums is the only outlet to relive her frustration. Steinbeck symbolizes the chrysanthemums as Elisa’s children. She handles her garden and tends the chrysanthemums with love and care, as she would nurture her own kids as a protective mother. She places a wired fence around her flowers; She assures “no aphids, no snow bugs, or snails or cutworms” are there. Her terrier finger destroys such pests before they can get started” (228). Elisa‘s ability to grow such flowers reinforces the fact that the flowers are the replacement of her children. Feminism in Nelson’s point of view, “A strange beautiful woman” at a first glance, seems innocent which does not let her accept her identity. Nelson introduces...
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...America has always been seen as the land of opportunities. Many people come to America to have a better life and hope to achieve a dream that they want. They think that America will provide them the sense of freedom, equality, and peace the long for. In John Steinbeck’s book, Of Mice and Men, George and Lennie dream of living together on a farm where they can find happiness. George reassures Lennie that once money comes in they will be able to go after this dream. However, it seems that the characters cannot reach that dream by the end of the story because situations have changed. Steinbeck sees the American Dream as a way to give people hope that is shown through the dialogue and the interactions between the characters but the dream cannot be achieved because things get in the way of it. The dialogue between the characters show that they hope each person's dream can be achieved. Crooks believes in their dream and offers to work for them. He says that “if [they] … would want a hand to work for nothing—just his keep, why [he'd] come an' lend a hand (pg. 76).” Crooks wanted a better life and he thought that living with George and Lennie would be better. He would prefer to be a servant than to live on his own in the struggling times. He jumps in their idea because he sees that it could really benefit him if he took part. Candy also joins in on the idea of this farm dream because it could help him out. He knows that they can “make some money on them rabbits if [they] go about it...
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...CALIFORNIA CALIFORNIA An Interpretive History TENTH EDITION James J. Rawls Instructor of History Diablo Valley College Walton Bean Late Professor of History University of California, Berkeley TM TM CALIFORNIA: AN INTERPRETIVE HISTORY, TENTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2008, 2003, and 1998. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1234567890 QFR/QFR 10987654321 ISBN: 978-0-07-340696-1 MHID: 0-07-340696-1 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Publisher: Christopher Freitag Sponsoring Editor: Matthew Busbridge Executive Marketing Manager: Pamela S. Cooper Editorial Coordinator: Nikki Weissman Project Manager: Erin Melloy Design Coordinator: Margarite Reynolds Cover Designer: Carole Lawson Cover Image: Albert Bierstadt, American (born...
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...Instructor’s Manual to Accompany The Longman Writer Rhetoric, Reader, Handbook Fifth Edition and The Longman Writer Rhetoric and Reader Fifth Edition Brief Edition Judith Nadell Linda McMeniman Rowan University John Langan Atlantic Cape Community College Prepared by: Eliza A. Comodromos Rutgers, The State University of New Jersey New York San Francisco Boston London Toronto Sydney Tokyo Singapore Madrid Mexico City Munich Paris Cape Town Hong Kong Montreal NOTE REGARDING WEBSITES AND PASSWORDS: If you need a password to access instructor supplements on a Longman book-specific website, please use the following information: Username: Password: awlbook adopt Senior Acquisitions Editor: Joseph Opiela Senior Supplements Editor: Donna Campion Electronic Page Makeup: Big Color Systems, Inc. Instructor’s Manual to accompany The Longman Writer: Rhetoric, Reader, Handbook, 5e and The Longman Writer: Rhetoric and Reader, Brief Edition, 5e, by Nadell/McMeniman/Langan and Comodromos Copyright ©2003 Pearson Education, Inc. All rights reserved. Printed in the United States of America. Instructors may reproduce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articles and reviews. Please visit our website at: http://www.ablongman.com ISBN: 0-321-13157-6 1 2 3 4 5 6 7 8 9 10 - D O H - 05 04 03 02 CONTENTS ...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class 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...
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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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...This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee. Saylor URL: http://www.saylor.org/books Saylor.org 1 Preface Writing is often a challenge. If you were ever challenged to express yourself via the written word, this book is for you. Writing for Success is a text that provides instruction in steps, builds writing, reading, and critical thinking, and combines comprehensive grammar review with an introduction to paragraph writing and composition. Beginning with the sentence and its essential elements, this book addresses each concept with clear, concise, and effective examples that are immediately reinforced with exercises and opportunities to demonstrate learning. Each chapter allows students to demonstrate mastery of the principles of quality writing. With its incremental approach, this book can address a range of writing levels and abilities, helping each student prepare for the next writing or university course. Constant reinforcement is provided through examples and exercises, and the text involves students in the learning process through reading, problem solving, practicing, listening, and experiencing the writing process. Each chapter also has integrated examples that unify the discussion and form a common, easy-tounderstand basis for discussion and exploration. This will put students at ease and allow for greater...
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