...In the novel ‘The Secret Life of Bees’ written by Sue Monk Kidd a 14-year-old little white girl, Lily Owens, lives with her terrible father, T.Ray, who never gives his love and interest to her. For the reason, she decides to run away from her father and moves from Sylvan to Tiburon. In Tiburon she meets a new reliable guardian, August. By giving two different relationships, the author, Sue Monk Kidd, helps us to understand ‘Love’ which is one of the themes in the novel. The first relationship is between Lily and her father, T.Ray, who is insensitive and cruel to Lily because he never gives his affection, and he punishes her in brutal way. Lily spends on upsetting time with her father after her mother passed away when Lily was 4 years old....
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...overcome and confront your problems. In order to succeed in dealing with your problems and difficulties. you must come face to face with these complications. This idea is quite clear in the novel ‘’ The Secret life of Bees’’, by Sue Monk Kidd. Throughout the book, Lily is trying to confront the guilt of killing her mother. In the start of the novel, she is constantly thinking about her mother and dreams about speaking to her. By the end of the novel, August tells Lily the truth of who her mother was and her situation. Lily has trouble accepting all of this at first and is furious at her mother for abandoning her and not being the loving,warm mother she had always thought she was. However, eventually she accepted who her mother was. In the novel, all of the characters are forced to come face to face with their hardships. They each...
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...struggle is inevitably shaped, for better, or for worse, through the experience. Sue Monk Kidd does just that in her novel, The Secret Life of Bees, incorporating literary devices, such as indirect characterization, symbolism, and allusions, which shape not only the main character Lily, but those she interacts with as well. Throughout the novel, these literary devices create a lasting image within the reader of the struggles of racism and one girl’s quest to find the truth about her mother. Early on in the novel, Kidd employs indirect characterization to portray Rosaleen as a rash person, contributing to the atmosphere of...
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...“Life isn’t about finding yourself. Life is about creating yourself” (George Bernard Snow). Sue Monk Kidd’s novel, The Secret Life of Bees, centered around the development of the life of Lily Owens, a young, South Carolinian girl. Upon running away from her abusive father, Lily unwittingly set in motion a series of encounters and experiences that would later help to define her own character. This novel is the story of Lily’s coming-of-age, a sequence of events of drastic mental maturation, and in each of the most critical encounters and experiences, Kidd emphasized their meanings through the application of devices, such as indirect characterization, symbolism, and allusion. Together, they demonstrated what Lily believed in, what she wanted...
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...The Secret Life Of Bees, by Sue Monk Kidd. Book Report, Dorthea Søiland The secret life of bees centres on Lily’s search for clues and connections to her mother, who was killed when Lily was a little girl. We get to follow her journey as she runs away from her abusive father along with her nanny Rosaleen. Lily is longing to be loved, because the lack of it in her past life is destroying her. “People who think dying is the worst thing, don’t know a thing about life” Lily, p2. The novel is an excellent written drama. It explores race, love and the idea of family and home in troubled times. The author of the book, Sue Monk Kidd, is a well-known writer who has written other known books such as “The Mermaid Chair”(2005) and “A Mother-Daughter Story”(2010). She has been on the New York Times bestselling list twice, which one of them were with this very novel. The secret life of bees was published in 2002 by Penguin Books New York. The story takes place in South Carolina in the 1960’s, which we can say is a time were racism was on it’s worst. Time and place has a lot to do with the story, and we get to look into a time were being black wasn’t easy. The main character of the book is fourteen years old Lily. She is a brave and smart girl, whose only wish for a birthday present is to know a little about her mother. Her fear of living a life without being loved is getting her to write poems, which she’s good at. All-tough Lily doesn’t have a mother she has a father, T....
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...Literary Analysis “The Secret Life of Bees” Sometimes in life you could feel broken and alone. Whenever someone is hurting you in any way or you just feel alone and you have nobody you can trust with your problems. In “The Secret Life of Bees” by Sue Monk Kidd the protagonist named Lily Owen escapes an abusive home to learn more about her dead mother’s past where she learns the value of love, friendship, and family. And she learns that you will always find people you belong with. the main character Lily Owens has been abused almost her whole life by her father named T-Ray. Lily says she “I asked God to do something about T-Ray but it's only getting worse”(pg.3). After Lily’s mother left when Lily was 4 years old T-Ray has been taking out his anger on Lily and the matter was made worse after the death of her mother that Lily likely caused. T-Ray insults, lies, ignores, and punishes Lily by making her kneel on grits until she is bleeding. “‘As long as you live under my roof...
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...Secret Life of Bees Reading Log Ch.9 Chapter Summary: The chapter starts with Lily and August hanging around on a scorching hot day and because of the heat they had to go out and make sure the bees had everything they needed so they wouldn’t die. Afterwards, they returned to the house and found Rosaleen and May spraying each other with a hose. They soon after joined in, and then when June came out to see what was going on, Lily sprayed her with the hose drenching her clothes. In spite of her attempts to stay angry, June joined in as well. Afterwards June and Lily finally broke the ice and became friends. Later on within the chapter Zach and his friends were hanging near the theater where the white men were, soon after his friends get out the car and harasses the men and Zach got out of the car to join them while they loudly made fun of the men for thinking Jack Palance was showing up. When one of the men replied back, Jackson who is Zach’s friend threw his Cola bottle at the men and the police showed up and arrested them all... Character Summary: Lily is very charismatic and just an all-out nice person during this chapter, this is shown by her actions such as when her and June finally became friends with each other after the playful incident that occurred during the water fight with the hose. Also Lily shows that she is very charismatic by going to visit Zach in jail and show her support and love for the innocent young man, she appears that she may have feelings for him...
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...Economic and Philosophical Manuscripts of 1844. Karl Marx Estranged Labour ||XXII| We have proceeded from the premises of political economy. We have accepted its language and its laws. We presupposed private property, the separation of labor, capital and land, and of wages, profit of capital and rent of land – likewise division of labor, competition, the concept of exchange value, etc. On the basis of political economy itself, in its own words, we have shown that the worker sinks to the level of a commodity and becomes indeed the most wretched of commodities; that the wretchedness of the worker is in inverse proportion to the power and magnitude of his production; that the necessary result of competition is the accumulation of capital in a few hands, and thus the restoration of monopoly in a more terrible form; and that finally the distinction between capitalist and land rentier, like that between the tiller of the soil and the factory worker, disappears and that the whole of society must fall apart into the two classes – property owners and propertyless workers. Political economy starts with the fact of private property; it does not explain it to us. It expresses in general, abstract formulas the material process through which private property actually passes, and these formulas it then takes for laws. It does not comprehend these laws – i.e., it does not demonstrate how they arise from the very nature of private property. Political economy throws no light on the cause...
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...3673 THE ‘UNCANNY’ (1919) Freud - Complete Works. Ivan Smith 2000. All Rights Reserved. 3675 THE ‘UNCANNY’ I It is only rarely that a psycho-analyst feels impelled to investigate the subject of aesthetics, even when aesthetics is understood to mean not merely the theory of beauty but the theory of the qualities of feeling. He works in other strata of mental life and has little to do with the subdued emotional impulses which, inhibited in their aims and dependent on a host of concurrent factors, usually furnish the material for the study of aesthetics. But it does occasionally happen that he has to interest himself in some particular province of that subject; and this province usually proves to be a rather remote one, and one which has been neglected in the specialist literature of aesthetics. The subject of the ‘uncanny’ is a province of this kind. It is undoubtedly related to what is frightening - to what arouses dread and horror; equally certainly, too, the word is not always used in a clearly definable sense, so that it tends to coincide with what excites fear in general. Yet we may expect that a special core of feeling is present which justifies the use of a special conceptual term. One is curious to know what this common core is which allows us to distinguish as ‘uncanny’ certain things which lie within the field of what is frightening. As good as nothing is to be found upon this subject in comprehensive treatises on aesthetics, which in general prefer to concern...
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...Argument template The given argument presents a couple of assumptions and facts to arrive at the conclusion that ______claim_______, (which in term) _________conclusion_______. The argument cities the (example, survey data) as an evidence in support of its claim that ____________. An overview of the argument would lead the reader to be convinced of the authenticity of the claim made. However, on closer scrutiny / on analyzing the given argument from all perspectives, one can indentify various weak links/loopholes/flaws that make the argument weak/ stand out as conspicuous logical flaws. These flaws are going to be discussed in the succeeding paragraphs. 1 Insufficient / implausible support Firstly, ________________may not be the primary / main reason for ____________. This assumption appears to be illogical as there can be various factors for _________. ______ may be attributes to _________. ________ are all important factors to be considered. Therefore, the claim_____________ seems far-fetched and illogical/ vague / unsound/ambiguous. 2 Confusing correlation with causation Secondly, the claim that ______________ is a classic case of confusing correlation with causation. _________ may in fact ____________. It dose follow that ___________. Perhaps ______________ for entirely different reasons. The claim alone does not suffice as a supportive reason for _________. 3 Basing on current trend Thirdly, the argument holds its relevance on the assumption that the number...
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...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 Assessment 5.3.2 Modes of Public Assessment 74 74 74 75 77 77 77 Quality Learning and Teaching Resources 104 6.1 Use of Set Texts 6.2 Use of Other Learning and Teaching Resources 104 108 Chapter 6 Chapter 7 109 Supporting Measures 7.1 Learning and Teaching Resource Materials 7.2 Professional Development 109 109 Appendix 1 Examples of Poetry Analysis 110 Appendix 2 Examples of...
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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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...i Вторая страница обложки ii Cambridge Practice Tests for IELTS 1 Vanessa Jakeman Clare McDowell C AMBRIDGE UNIVERSITY PRESS iii PUBLISHED BY THF PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building Trumpington Street Cambridge CB2 1RP United Kingdom CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, United Kingdom 40 West 20th Street, New York, NY 10011-4211, USA 10 Stamford Road, Oakleigh, Melbourne 3166, Australia © Cambridge University Press 1996 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1996 Third printing 1997 Printed in the United Kingdom at the University Press, Cambridge ISBN 0 521 49767 1 Self-Study Student`s Book ISBN 0 521 49766 3 Set of 2 cassettes Copyright The law allows a reader to make a single copy of part of a book for purposes of private study. It does not allow the copying of entire books or the making of multiple copies of extracts. Written permission for any such copying must always be obtained from the publisher in advance. iv Contents Acknowledgements iv Introduction 1 Practice Test 1 12 Practice Test 2 34 Practice Test 3 54 Practice Test 4 75 General Training Reading and Writing Modules Tapescripts Answer keys 94 107 130 ...
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...i Вторая страница обложки ii Cambridge Practice Tests for IELTS 1 Vanessa Jakeman Clare McDowell C AMBRIDGE UNIVERSITY PRESS iii PUBLISHED BY THF PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building Trumpington Street Cambridge CB2 1RP United Kingdom CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, United Kingdom 40 West 20th Street, New York, NY 10011-4211, USA 10 Stamford Road, Oakleigh, Melbourne 3166, Australia © Cambridge University Press 1996 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1996 Third printing 1997 Printed in the United Kingdom at the University Press, Cambridge ISBN 0 521 49767 1 Self-Study Student`s Book ISBN 0 521 49766 3 Set of 2 cassettes Copyright The law allows a reader to make a single copy of part of a book for purposes of private study. It does not allow the copying of entire books or the making of multiple copies of extracts. Written permission for any such copying must always be obtained from the publisher in advance. iv Contents Acknowledgements iv Introduction 1 Practice Test 1 12 Practice Test 2 34 Practice Test 3 54 Practice Test 4 75 General Training Reading and Writing Modules Tapescripts Answer keys 94 107 130 ...
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...Life of Chopin PREFACE To a people, always prompt in its recognition of genius, and ready to sympathize in the joys and woes of a truly great artist, this work will be one of exceeding interest. It is a short, glowing, and generous sketch, from the hand of Franz Liszt, (who, considered in the double light of composer and performer, has no living equal,) of the original and romantic Chopin; the most ethereal, subtle, and delicate among our modern tone-poets. It is a rare thing for a great artist to write on art, to leave the passionate worlds of sounds or colors for the colder realm of words; rarer still for him to abdicate, even temporarily, his own throne, to stand patiently and hold aloft the blazing torch of his own genius, to illume the gloomy grave of another: yet this has Liszt done through love for Chopin. It is a matter of considerable interest to note how the nervous and agile fingers, accustomed to sovereign rule over the keys, handle the pen; how the musician feels as a man; how he estimates art and artists. Liszt is a man of extensive culture, vivid imagination, and great knowledge of the world; and, in addition to their high artistic value, his lines glow with poetic fervor, with impassioned eloquence. His musical criticisms are refined and acute, but without repulsive technicalities or scientific terms, ever sparkling with the poetic ardor of the generous soul through which the discriminating, yet appreciative awards were poured. Ah! in these days of degenerate...
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