...Horatian and Juvenalian Satire Satire has many definitions, but according to Merriam Webster satire can be defined as “A literary work holding up human vices and follies to ridicule or scorn” (Webster). This definition is likely used by many authors who exercise the application of satire. Satire has been in literature since ancient times; it is derived from the Latin satura, meaning "dish of mixed fruits," (Weisgerber). Many satirists have shared a common aim: to expose foolishness in all its guises — vanity, hypocrisy, formalism, reverence, and the intolerance toward those who hold different opinions from oneself (Moyers). As previously mentioned, the term satire was originally derived from satura, defined by Quintilian, a roman rhetorician (Clarke). It was later discovered that two Roman poets, Juvenal and Horace, were responsible for further defining satirical works by their literary tone (Moyers). Thus, creating a systematic way to categorize satire into two different types, Horatian satire which approaches satirical observations, literature and performance in a humorous and lighthearted manner, and Juvenalian satire, which focuses on specific verbal or literary attacks on corrupt ideals or individuals (Weisgerber). I view Horatian satire as clever and humorous and find that it generally mocks others. Horatian is not negative; it aims to make fun of human behavior in a comic way. In a work using Horatian satire, readers often laugh at the characters in the story who are...
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...Jeffrey Joseph Adam Levy Social Psychology 31 January 2014 Conformity: Do We Really Have A Choice? It’s Wednesday night. A Duke basketball game is on. I’m sitting on the couch, surrounded by my old roommates, watching the game. Dylan is the only one among us who is a Duke “fan”, but there is nothing else to do on a Wednesday night. The question came up. It always does. Someone asks Dylan, “Why are you a Duke fan? You don’t live anywhere near Duke.” Dylan, upon hearing the question, quickly and defensively answers, “uh…my family always liked them.” No one says anything and we continue to watch and give our critique on the game. I barely paid attention to his answer. I wasn’t interested. I already knew what he was going to say. How did I know what he was going to say? Did I just know him that well? Well, that’s a little bit of the reason, but mainly I knew because there is such a cliché response to that particular question that it is almost automatic. See, there’s this unwritten rule in society that you have to live physically near a sports team to be able to appreciate them and call yourself a true fan. I know, it makes no sense, but since when did society have to make sense? The point is that unless you live close to the team, it’s your alma mater, you or one of your relatives played or does play on the team, you lose all credibility as being a “true fan.” So, Dylan, not having met any of these criteria, took the cliché escape root…the only “get out of jail free” card. See...
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...Leadership Essay One of the most important leadership lessons is realizing you’re not the most important or the most intelligent person in the room at all times. This has to be learned through experience, successes and failures. You have to analyze yourself and your leadership. Figure out how you see your leadership. However you cannot grow as a leader without input from others. You have to be critiqued and take constructive criticism to see how others see your leadership. With critique comes comparison. Comparison can be good and bad. While comparing yourself to others, you become more aware of what you need to improve on. You can compare yourself to peers, novels, or historic figures. Leadership is unlocking peoples potential to become better, but first you have to unlock your own potential. Analyzing yourself is critical to becoming a leader. You must find out who you are to grow and to become a better leader. Becoming a better leader will make you a better person. How I demonstrate leadership is in my everyday life, school, clubs, ands sports. In my everyday life it can be presented in how I act with family and how I act with friends. My leadership at school can be presented with group projects along with clubs at school like being junior prime minister for student council. Sports are often a popular way for leadership to be shown. I have demonstrated leadership in sports since a young age. Through figure skating, dance, and horse back riding. I would describe my present...
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...Title: Lord of the Flies Author: William Golding Other books written by author: The Inheritors, Darkness Visible, Free Fall, The Spire General Plot: During a horrible war, a plane evacuating a group of schoolboys from Britain is shot down over a deserted tropical island. Two boys named Ralph and Piggy come across a conch shell and realize they could use it to summon the other boys. Once they gathered everyone, the boys started electing a leader and planning a way to be rescued. They choose Ralph as their leader, and Ralph chooses another boy, Jack, to be in charge of the boys who will hunt food for the entire group. When they first start off they all still act like young boys and play around and stuff but as they live on the island longer every ones true colors come out. Some people turn against each other and some become violent. This leads to destruction on the island. Main Character: The main character is Ralph. He is appointed as leader of the group in the beginning. He is a young boy with a good heart and just wants the best for the rest of the boys and wants to get everyone off the island. Most interesting character: The most interesting character to me was Jack. Jack has attitude and fights and stands up for what he wants. He’s the antagonist in the book. He ends up turning evil and doing bad things and that intrigued me because it made me realize we all have a little bit of Jack in us. Passage 1: ‘Maybe,” he said hesitantly, “maybe there is a beast.” The assembly...
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...International Relations Theory The new edition of International Relations Theory: A critical introduction introduces students to the main theories in international relations. It explains and analyzes each theory, allowing students to understand and critically engage with the myths and assumptions behind each theory. Key features of this textbook include: • discussion of all of the main theories: realism and (neo)realism, idealism and (neo)idealism, liberalism, constructivism, postmodernism, gender, and globalization two new chapters on the “clash of civilizations” and Hardt and Negri’s Empire innovative use of narratives from films that students will be familiar with: Lord of the Flies, Independence Day, Wag the Dog, Fatal Attraction, The Truman Show, East is East, and Memento an accessible and exciting writing style which is well-illustrated with boxed key concepts and guides to further reading. • • • This breakthrough textbook has been designed to unravel the complexities of international relations theory in a way that allows students a clearer idea of how the theories work and the myths that are associated with them. Cynthia Weber is Professor of International Studies at the University of Lancaster. She is the author of several books and numerous articles in the field of international relations. International Relations Theory A critical introduction Second edition Cynthia Weber First published 2001 by Routledge Second edition published 2005 by Routledge...
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF WILLIAM SHAKESPEARE’S MACBETH LINDA NEAL UNDERWOOD S E R I E S E D I T O R S : W. GEIGER ELLIS, ED.D., ARTHEA J. S. REED, PH.D., UNIVERSITY OF GEORGIA, EMERITUS and UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of William Shakespeare’s Macbeth 2 INTRODUCTION William Shakespeare developed many stories into excellent dramatizations for the Elizabethan stage. Shakespeare knew how to entertain and involve an audience with fast-paced plots, creative imagery, and multi-faceted characters. Macbeth is an action-packed, psychological thriller that has not lost its impact in nearly four hundred years. The politically ambitious character of Macbeth is as timely today as he was to Shakespeare's audience. Mary McCarthy says in her essay about Macbeth, "It is a troubling thought that Macbeth, of all Shakespeare's characters, should seem the most 'modern,' the only one you could transpose into contemporary battle dress or a sport shirt and slacks." (Signet Classic Macbeth) Audiences today quickly become interested in the plot of a blindly ambitious general with a strong-willed wife who must try to cope with the guilt engendered by their murder of an innocent king in order to further their power. The elements of superstition, ghosts, and witchcraft, though more readily a part of everyday life for the Renaissance audience, remain intriguing to modern teenagers. The action-packed...
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...The English novel is an important part of English literature. This article focuses on novels, written in English, by novelists who were born or have spent a significant part of their lives in England, or Scotland, or Wales, or Northern Ireland (or Ireland before 1922)]. However, given the nature of the subject, this guideline has been applied with common sense, and reference is made to novels in other languages or novelists who are not primarily British where appropriate. Portrait of Samuel Richardson by Joseph Highmore.National Portrait Gallery, Westminster, England. Contents [hide] 1 Early novels in English 2 Romantic period 3 Victorian novel 4 20th century 5 Survey 6 Famous novelists (alphabetical order) 7 See also 8 References Early novels in English[edit source | editbeta] See the article First novel in English. The English novel has generally been seen as beginning with Daniel Defoe's Robinson Crusoe (1719) and Moll Flanders (1722),[1] though John Bunyan's The Pilgrim's Progress (1678) and Aphra Behn's Oroonoko (1688) are also contenders, while earlier works such as Sir Thomas Malory's Morte d'Arthur, and even the "Prologue" to Geoffrey Chaucer's Canterbury Tales have been suggested.[2] Another important early novel is Gulliver's Travels (1726, amended 1735), by Irish writer and clergyman Jonathan Swift, which is both a satire of human nature, as well as a parody of travellers' tales like Robinson Crusoe.[3] The rise of the novel as an important...
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...novel Nineteen Eighty-Four, George Orwell uses control in an attempt to warn the reader of the dangers of totalitarianism after having witnessed the harrowing lengths that governments were willing to go to in order to sustain sovereign authority. Orwell was deeply disturbed by the cruelty and oppression that he had witnessed in Communist countries and was concerned by the increasing use of technology as a means of control; as presented by his use of the telescreen. Within Oranges Are Not the Only Fruit, a bildungsroman; meaning a novel of formation or education, set within the 1960s – a period of time that was witnessing the beginning of personal liberation and a decrease in conservative values – Jeanette Winterson presents a heartfelt critique of religion and control through a young girl’s exploration of life and coming of age whilst saturated by religious zeal....
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...G U I D E T E A C H E R’S A TEACHER’S GUIDE TO TWELVE YEARS A SLAVE BY SOLOMON NORTHUP bY Jeanne M. McGlInn anD JaMes e. McGlInn 2 A Teacher’s Guide to Twelve Years a Slave by Solomon Northup Table of Contents SYNOPSIS......................................................................................................................................3 ABOUT THE AUTHOR...............................................................................................................3 INTRODUCTION TO THE STUDY GUIDE............................................................................3 MEETING COMMON CORE STANDARDS.............................................................3 THE SLAVE NARRATIVE GENRE...............................................................................3 HISTORICAL OVERVIEW..........................................................................................................4 DURING READING.....................................................................................................................6 SYNTHESIZING DISCUSSION QUESTIONS.......................................................................9 ENRICHMENT ACTIVITIES.......................................................................................................9 ACTIVITIES FOR USING THE FILM ADAPTATION........................................................ 11 ADDITIONAL RESOURCES.....................................................................................
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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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...BLACK LIBERATION THEOLOGY: SO YOU THINK JESUS WAS WHITE? By Hosea Bennett OUTLINE I. Liberation Theology a. What is Liberation Theology? b. Its origins and roots II. Black Liberation Theology a. It‘s true meaning b. James Cone - It’s Founder c. Luke’s social message to all d. History of Black Catholics III. Black Spirituality & Culture. a. Black Spirituality b. What We Have Seen and Heard – Pastoral Letter on Evangelization c. Catholic Teaching on Racism IV. Conclusion INTRODUCTION The purpose of this paper is to inform the reader about the true meaning of Black Liberation Theology. I want to present this paper as an enlightening pit of information to all who read it. I hope that will be an enlightenment and appreciation of the culture and spirituality of Blacks by non Blacks. And for Blacks I hope to affirm that our culture and spirituality is a depiction of our past, present, and future relationship with God. “Black Liberation Theology and Black Theology” are terms that walk hand in hand. For both share it’s African and slave roots since the 1560s. Long before the landing of The Mayflower at Plymouth...
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...All is not fair in love and war People say that love never fails, That all is fair in love and war, But really, how do you know, What love can or can not do? And if all is fair in love and war, then Why does someone always end up getting hurt? I know my love will never fail, Because I love you with all my heart and soul, Because I would give my life for you, And everything I am or have just to be with you. However, I can not be fair to all Because all is not fair in love and war. I wish to hurt no one, so I don't, But by doing so, I hurt myself. My heart wants to be with you so much And yet I wish to hurt no one. So I don't, I don't confess my love for you, I keep it locked inside, And as a friend I stay by your side. My love for you remains forever pure and unchanged. I love you, Yes, I do, with all my heart and soul, With all that I am and hope to be just for you. My heart untamed and wild, dreaming of what if, But it's cut in half by the love I feel for both. My heart belongs to you but only half, Because I gave the other half away to him. Now I suffer for my love, for both are great, But only one, I wish I could be with forever. All is not fair in love and war, So I love you both and suffer much, Because my heart is wounded, torn in half. I can not speak of my deep love for you, I can not confess my feelings to you. So I go on with my life pretending nothing's wrong. Why must I go on without your love? It's faith, I guess, that I suffer so. It's destiny to love you so. ...
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...THE HERO WITH A THOUSAND FACES JOSEPH CAMPBELL BO I. L I N G EN SERIES XVII PRINCETON UNIVERSITY AND PRESS P R I N C E T O N OXFORD Copyright © 2004 by Princeton University Press Published by Princeton Unhxmt^Pms, U WiffiaM SUrtt, Pnnceton, New Jersey 08540; im^inii!-. •:-..• punght i 1-49 by Botiingen e d i t i o n l n ' i l h Foundation, rc't.'itii.yi •: • andpttt t*j''!' !_•"' . !.,.: b% :''ohi: •• Bough, one-volume edition, p. 386. Copyright, 1922 by The MacmiUan Company and used with their permission). Compare Sigmund Freud: "I recognized the presence of symbolism in dreams from the very beginning. But it was only by degTees and as my experience increased that I arrived at a full appreciation of its extent and significance, and I did so under the influence of . . . Wilhelm Stekel. . . . Stekel arrived at his interpretations of symbols by way of intuition, thanks to a peculiar gift for the direct understanding of them. . . . Advances in psycho-analytic experience have brought to our notice patients who have shown a direct understanding of dream-symbolism of this kind to a surprising extent. . . . This symbolism is not peculiar to dreams, hut is characteristic of unconscious ideation, in particular among the people, and it is to be found in folklore, and in popular myths, legends, linguistic idioms,, proverbial wisdom and current jokes, to a more complete extent than in dreams." {The Interpretation of Dreams, translated by...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF WILLIAM SHAKESPEARE’S ROMEO AND JULIET By ARTHEA J.S. REED, PH.D. S E R I E S W. GEIGER ELLIS, ED.D., E D I T O R S : UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of William Shakespeare’s Romeo and Juliet 2 INTRODUCTION William Shakespeare’s Romeo and Juliet is an excellent introduction to Shakespearean drama; teenagers can relate to its plot, characters, and themes. The play’s action is easily understood, the character’s motives are clear, and many of the themes are as current today as they were in Shakespeare’s time. Therefore, it can be read on a variety of levels, allowing all students to enjoy it. Less able readers can experience the swash-buckling action and investigate the themes of parent-child conflict, sexuality, friendship, and suicide. Because of the play’s accessibility to teenagers, able readers can view the play from a more literary perspective, examining the themes of hostility ad its effect on the innocent, the use of deception and its consequences, and the effects of faulty decision making. They can study how the characters function within the drama and how Shakespeare uses language to develop plot, characters, and themes. The most able students can develop skills involved in literary criticism by delving into the play’s comic and tragic elements and its classically...
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