...island. A group of English schoolboys survive, including a boy named Piggy and another named Jack. Although these two boys are put in the same environment they act completely differently, but why? William Golding's Lord of the Flies teaches us that regardless of the situation, we will act according to who we are and what we value. There are different factors that contribute to who we are and our values. In Lord of the Flies, when comparing all the characters, Piggy and Jack stand out. They seem to be the most different or the opposite of each other. When Piggy is introduced, he is a fat boy with glasses and asthma. His parents died and back in Great Britain, he lives with his auntie. His name is also Piggy, not the most decent name, and he even declares, “I don’t care what they call me...so long as they don’t call me what they used to call me in school...they used to call me Piggy!” (11). Automatically you feel...
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...Franklin D. Roosevelt once said, “If civilization is to survive, we must cultivate the science of human relationships - the ability of all peoples, of all kinds, to live together, in the same world at peace.” In this statement, Roosevelt argues that a civilization is based on the intellectual human communication of individuals. When this gets taken away, the civilization crumbles. William Golding writes about this in his novel, Lord of the Flies, a story of boys stranded on an island whom establish systems of organization to survive. A boy named Ralph is selected as chief, and immediately a power struggle begins between him and another boy named Jack. As time goes by, powerful connections to the culture of the old world that they came from...
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...Most people would believe that Ralph’s foils is Jack, but what about Jack’s foil? In Lord of the flies Jacks foil is Roger, as sadistic who finds joy in killing. Throughout the book Jack changes with the help of Roger due to similar goals and personalities. This ends up leading to destruction and confirming Goulding’s idea on that humans are inherently evil, that the “beast resides within each human, giving us the capacity to destroy civilization, Jack wasn’t always evil, in the very beginning of Lord of the flies he’s a normal kid. He” Chapter chorister and head boy. I can sing C sharp” (Goulding 15). Jack uses this as a reason to be chief. But ends up losing to Ralph. His reaction to this is shocking “The freckles on Jack’s face disappeared under a blush of mortification” (Goulding 15-16). He’s so used to getting his way and being controlling because he was the leader of the choir now known as “hunters”. “The boy who controlled them was dressed in the same way through his cap badge was golden. He shouted an order and they halted gasping, sweating, swaying in the fierce light” (Goulding 13). His pride and selfishness leads him to becoming a dangerous new person. Moving on, like any other boy Jack was a bully to Piggy. At first it was verbal abuse “Your always sacred, Yah Fatty”...
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...All through the story, Lord of the Flies, Ralph is the centerpiece of the group. Every character represents some portion of the story. He is the civilization part of it. He wants to organize and civilize the group of boys trapped on the island, but unfortunately for Ralph his plan does not go as expected. He tried his hardest to be a fair and respectable leader, but he simply could not do everything. Ralph represents the change of the civilized, British boys to savages, the overall theme of the book. When the plane crashes on the island the first thing they do is get together. This is important because during the story numbers play a key role in the battle for power on the island. Then they meet Jack and his choir. They decide to do a vote for the leader and Ralph is voted in as the leader of the tribe. This angers Jack. Ralph responds to Jack’s anger by saying "The choir belongs to you, of course." Ralph shows that he is a leader, but also a people pleaser. This is a bad combination for someone in a leadership position and will eventually come back to haunt him. That quote also demonstrates that Ralph is extremely civilized and wants to avoid conflict if possible. Ralph and Jack will constantly clash on different subjects throughout the story. Every good leader has a top priority and a direction to take the group in. Ralph thinks getting off the island is most important. He tells the group that his father is in the British navy and that he is probably coming...
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...Lord of the Flies Report In the novel, “Lord of the Flies”, by William Golding the author talks about a group of boys that are stranded on a deserted island after a dangerous plane crash in which all adults died. The boys started off as innocent schoolboys that you would expect to find in the 1940's, but quickly descend into savages. Ralph, the first boy we meet in the novel, is appointed the "chief" of all of them. Throughout the story he develops a close relationship with Piggy, a boy who gained his name due to his weight. Piggy is immediately recognized as the voice of the adult world when he states that “I expect we'll want to know all their names, and make a list. “We ought to have a meeting." This statement shows Piggy's reliance on law and order, and shows his desperation for his, and the other boy’s, well-being. Throughout this book one can say that Piggy and Ralph had many differences and similarities. Some of the obvious differences are the size of the two boys. Ralph is a fairly skinny kid whereas Piggy is a more pudgy or fat boy. Also another similarity the two shares are that Ralph and Piggy both show signs of leadership, but Ralph appears to be more of the one to take charge than Piggy. Piggy is slightly younger than Ralph. He is the weakling in the group being overweight and suffering from asthma. He is dressed similar to Ralph in a typical school uniform and wears glasses. He is weak, smart, and friendly. In the text, Piggy seems to be shown throughout...
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...A Guide to Writing the Literary Analysis Essay I. INTRODUCTION: the first paragraph in your essay. It begins creatively in order to catch your reader’s interest, provides essential background about the literary work, and prepares the reader for your major thesis. The introduction must include the author and title of the work as well as an explanation of the theme to be discussed. Other essential background may include setting, an introduction of main characters, etc. The major thesis goes in this paragraph usually at the end. Because the major thesis sometimes sounds tacked on, make special attempts to link it to the sentence that precedes it by building on a key word or idea. A) Creative Opening/Hook: the beginning sentences of the introduction that catch the reader’s interest. Ways of beginning creatively include the following: 1) A startling fact or bit of information Example: Nearly two hundred citizens were arrested as witches during the Salem witch scare of 1692. Eventually nineteen were hanged, and another was pressed to death (Marks 65). 2) A snatch of dialogue between two characters Example: “It is another thing. You [Frederic Henry] cannot know about it unless you have it.” “ Well,” I said. “If I ever get it I will tell you [priest].” (Hemingway 72). With these words, the priest in Ernest Hemingway’s A Farewell to Arms sends the hero, Frederic, in search of the ambiguous “it” in his life. 3) A meaningful quotation (from the book you are analyzing...
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...Lord Of The Flies Chapters 5-6 reveals who truly is a shepherd, and who is a sheep. Ralph orders for a gathering, demanding change among the community. The place is becoming dirty, and control is slipping from his dirt-coated palms. In an effort to re-establish the rules enacted, Ralph’s original plan in rudely interrupted by Jack and the claim of a ‘beast’. This causes an uproar amongst the boys, who try to put a name to the fear that has struck them. The council then disbands in a rush of fear and adrenaline, to which Ralph responds by overseeing the discord that Jack has led to the group. After the night closes, Samneric both go up to the mountain to light and kindle the fire. As they share a laugh about the past, Eric is hushed...
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...humans live their life. General characteristics, feelings and traits of mankind are shared by all humans. Humans created social institutions for the purpose of everyone to have a system of behavioral and relationship patterns. If our society did not have the institution of law, the world wouldn’t be the same. There would be people trying to harm others and people stealing things from you. Additionally, the value of respect and sportsmanship also makes humans better because without respect and sportsmanship, no one would get along and everyone would have problems with each other. Law, respect, and sportsmanship are beneficial for society because the law helps control gun violence. Society develops well when there is a law and people show respect to what the law is saying not to do. The text states, “In 1986, President Ronald Reagan (1911–2004) signed the Firearm Owners Protection Act into law. The act banned the sale of automatic weapons to civilians but included...
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...Faced with evidence that his uncle murdered his father, evidence that any other character in a play would believe, Hamlet becomes obsessed with proving his uncle’s guilt before trying to act. Claudius - The King of Denmark, Hamlet’s uncle, and the play’s antagonist. The villain of the play, Claudius is a calculating, ambitious politician, driven by his sexual appetites and his lust for power, but he occasionally shows signs of guilt and human feeling—his love for Gertrude, for instance, seems sincere. Gertrude - The Queen of Denmark, Hamlet’s mother, recently married to Claudius. Gertrude loves Hamlet deeply, but she is a shallow, weak woman who seeks affection and status more urgently than moral rectitude or truth. Polonius - The Lord Chamberlain of Claudius’s court, a pompous, conniving old man. Polonius is the father of Laertes and Ophelia. Ophelia - Polonius’s daughter, a beautiful young woman with whom Hamlet has been in love. Ophelia is a sweet and innocent young girl, who obeys her father and her brother, Laertes. Dependent on men to tell her how to behave, she gives in to Polonius’s schemes to spy on Hamlet....
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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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...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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...racism Groups and gangs When does a group become a gang? Hamish Canham (2002) defines a gang mentality as one in which de- structive forces have taken over. It is paranoid-schizoid functioning where there is no thinking, only a need to rid oneself of parts of the personality that might expose the individual (or group) to feelings of neediness, ignorance, or weakness. Within the personality, this is achieved by imposing a reign of terror on the vulnerable parts. In gang behaviour, the reign of terror is directed towards other groups. A gang is anti-thought, anti-parents, and anti-life. Hamish offers a commentary on William Golding’s The Lord of the Flies and tracks the way in which the boys lose touch with an idea of parental function and give way to the lure of the gang. He draws attention to the way in which Ralph and Piggy manage to impose some structure by making the rule about the conch: in community meetings, boys cannot speak unless they are holding the conch. At the beginning of their time on the island, the older boys are in touch with the idea of rules (which Hamish suggests are a representation of parental function), and they agree to this arrangement. Later, the rule is cast aside, the conch smashed, and order is overthrown in an outpouring of paranoid-schizoid behaviour. Jack, the leader of the choir, represents the pull in the group away from feeling lonely, afraid and dependent on each other for survival. The de-personalisation that sets in...
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...specific, deliberate constructions of language which an author uses to convey meaning. An author’s use of a literary technique usually occurs with a single word or phrase, or a particular group of words or phrases, at one single point in a text. Unlike literary elements, literary techniques are not necessarily present in every text. Literary terms refers to the words themselves with which we identify and describe literary elements and techniques. They are not found in literature and they are not “used” by authors. Allegory: Where every aspect of a story is representative, usually symbolic, of something else, usually a larger abstract concept or important historical/geopolitical event. Lord of the Flies provides a compelling allegory of human nature, illustrating the three sides of the psyche through its sharply-defined main characters. Antagonist: Counterpart to the main character...
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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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...GCSE English Literature Specimen Assessment Materials 1 For assessment from 2013 GCSE ENGLISH LITERATURE SPECIMEN ASSESSMENT MATERIALS GCSE English Literature Specimen Assessment Materials 3 Contents Page Question Papers English Literature Unit 1 (H.T.) English Literature Unit 2 a and b (H.T.) English Literature Unit 1 (F.T.) English Literature Unit 2 a and b (F.T.) 5 Mark Schemes English Literature Unit 1 (H.T.) English Literature Unit 2 a and b (H.T.) English Literature Unit 1 (F.T.) English Literature Unit 2 a and b (F.T.) 93 GCSE ENGLISH LITERATURE Higher Tier UNIT 1 Specimen Assessment Materials 2 hours SECTION A Question 1. 2. 3. 4. 5. Of Mice and Men Anita and Me To Kill a Mockingbird I Know Why the Caged Bird Sings Chanda’s Secrets SECTION B 6. Poetry 12 Pages 2-3 4-5 6-7 8-9 10 - 11 ADDITIONAL MATERIALS Twelve page answer booklet. INSTRUCTIONS TO CANDIDATES Answer both Section A and Section B. Answer one question in Section A and the question in Section B. INFORMATION FOR CANDIDATES The number of marks is given in brackets after each question or part-question. You are reminded that assessment will take into account the quality of written communication used in your answers. JD*(S-2011 Higher) Turn over. 2 SECTION A 1. Of Mice and Men Answer part (a) and either part (b) or part (c). You are advised to spend about 20 minutes on part (a), and about 40 minutes on part (b) or part (c). (a) Read the extract on the opposite...
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