...Thus making it important for students to learn the substantial impact and painful history behind this word. By teaching Huckleberry Finn, an outdated conveyance of anti-racism, it undermines the situations of slaves and paints the unrealistic picture of racial tensions for non African American students at Algonquin. In the story Huckleberry Finn by Mark Twain, Huckleberry fakes his death and flees his abusive father. While on the run, Huck means a runaway slave, Jim, who is fleeing his owner, Miss Watson, who wants to sell him subsequently separating him from his family. Jim hopes to run away to the North...
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...Although The Adventures of Huckleberry Finn by Mark Twain has caused quite the controversy over the past century, this novel happens to be a great American classic. However, many believe that this novel should be removed from public schools because of its negative impact on children. The fact that this book is still relevant in today's literature since 1884 proves its importance, otherwise it would have been obsolete by now. Therefore, this book should not be banned. Instead, a censored version of Huckleberry Finn should be taught in public high schools. First of all, the adapted version will help resolve the conflict with the n-word. One of the reasons the n-word is a conflict is because of the humiliation it gives to black students. Eliminating...
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...Huckleberry Finn: School Worthy Nigger. Does the word offend you? Normally the answer to that may be yes and perhaps rightfully so with the general disrespect it carries today. Now say you watched a civil war film. Would it offend you if a southern character in that movie said it? The likely answer is no: it’s in character, in context, and readily expected before it happens. Mark Twain’s The Adventures of Huckleberry Finn uses this word hundreds of times, and that single word has raised more opponents and uproars than most, if not all, other books on our country’s High-School level reading list. The book was published in 1884, but takes place before the civil war, which started in 1861. Since it was placed on the reading list the book has made an uproar, mostly over claims that it is a racist book to the core. The critics of the book, that is the ones causing such uproar over the novel, seem to have either only read to the third chapter or only understood up to the third chapter. The book is as racist and pro-slavery as Abraham Lincoln was, should be found about as offensive if given the proper understanding, and has earned itself a well-deserved place in our schools. The time in which this book takes place is of paramount importance to the arguments for and against it, but seems mostly ignored in that perspective. The book, as previously said, takes place shortly prior to the Civil War and in the southern states of our country at the time. This, if nothing...
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...Twain’s book The Adventures of Huckleberry Finn remains as one of Twain’s best sellers. The Adventures of Huckleberry Finn sends a subliminal message depicting slavery as an immoral occurrence in history, unfortunately for some, this book has been misinterpreted as racist. Mark Twain did not intend...
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...4141- 4141--- Cherished and Cursed:Towarda Social History of The Catcher in the Rye STEPHEN J. WHITFIELD THE plot is brief:in 1949 or perhaps 1950, over the course of three days during the Christmas season, a sixteen-yearold takes a picaresque journey to his New YorkCity home from the third private school to expel him. The narratorrecounts his experiences and opinions from a sanitarium in California. A heavy smoker, Holden Caulfield claims to be already six feet, two inches tall and to have wisps of grey hair; and he wonders what happens to the ducks when the ponds freeze in winter. The novel was published on 16 July 1951, sold for $3.00, and was a Book-of-the-Month Club selection. Within two weeks, it had been reprinted five times, the next month three more times-though by the third edition the jacket photographof the author had quietly disappeared. His book stayed on the bestseller list for thirty weeks, though never above fourth place.' Costing 75?, the Bantam paperback edition appeared in 1964. By 1981, when the same edition went for $2.50, sales still held steady, between twenty and thirty thousand copies per month, about a quarter of a million copies annually. In paperback the novel sold over three million copies between 1953 and 1964, climbed even higher by the 1980s, and continues to attract about as many buyers as it did in 1951. The durabilityof The author appreciates the invitationof Professors Marc Lee Raphaeland Robert A. Gross to present an early version...
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...Specimen Papers and Mark Schemes for English Literature For first AS Examination in 2009 For first A2 Examination in 2010 Subject Code: 5110 Contents Specimen Papers Assessment Unit AS 2 Assessment Unit A2 1 Resource Booklet Assessment Unit A2 2 1 3 9 15 25 Mark Schemes Assessment Unit AS 2 Assessment Unit A2 1 Assessment Unit A2 2 29 31 61 95 Subject Code QAN QAN 5110 500/2493/0 500/2421/8 A CCEA Publication © 2007 Further copies of this publication may be downloaded from www.ccea.org.uk Specimen Papers 1 2 ADVANCED SUBSIDIARY (AS) General Certificate of Education 2009 English Literature Assessment Unit AS 2 assessing The Study of Poetry Written after 1800 and the Study of Prose 1800-1945 SPECIMEN PAPER TIME 2 hours INSTRUCTIONS TO CANDIDATES Write your Centre number and Candidate Number on the Answer Booklet provided. Answer two questions. Answer one question from Section A and one question from Section B. Section A is open book. INFORMATION FOR CANDIDATES The total mark for this paper is 120. All questions carry equal marks, ie 60 marks for each question. Quality of written communication will be assessed in all questions. 3 Section A: The Study of Poetry Written after 1800 Answer one question on your chosen pairing of poets. Heaney: Opened Ground Montague: New Selected Poems 1 John Montague and Seamus Heaney both write about the Irish past. Compare and contrast the two poets’...
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...Literary Theory: A Very Short Introduction ‘Jonathan Culler has always been about the best person around at explaining literary theory without oversimplifying it or treating it with polemical bias. Literary Theory: A Very Short Introduction is an exemplary work in this genre.’ J. Hillis Miller, University of California, Irvine ‘An impressive and engaging feat of condensation . . . the avoidance of the usual plod through schools and approaches allows the reader to get straight to the heart of the crucial issue for many students, which is: why are they studying literary theory in the first place? . . . an engaging and lively book.’ Patricia Waugh, University of Durham Very Short Introductions are for anyone wanting a stimulating and accessible way in to a new subject. They are written by experts, and have been published in 15 languages worldwide. Very Short Introductions available from Oxford Paperbacks: ANCIENT PHILOSOPHY Julia Annas THE ANGLO-SAXON AGE John Blair ARCHAEOLOGY Paul Bahn ARISTOTLE Jonathan Barnes Augustine Henry Chadwick THE BIBLE John Riches Buddha Michael Carrithers BUDDHISM Damien Keown CLASSICS Mary Beard and John Henderson Continental Philosophy Simon Critchley Darwin Jonathan Howard DESCARTES Tom Sorell EIGHTEENTH-CENTURY BRITAIN Paul Langford The European Union John Pinder Freud Anthony Storr Galileo Stillman Drake Gandhi Bhikhu Parekh HEIDEGGER Michael Inwood HINDUISM Kim Knott HISTORY John H. Arnold HUME A. J...
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...Literary Theory: A Very Short Introduction ‘Jonathan Culler has always been about the best person around at explaining literary theory without oversimplifying it or treating it with polemical bias. Literary Theory: A Very Short Introduction is an exemplary work in this genre.’ J. Hillis Miller, University of California, Irvine ‘An impressive and engaging feat of condensation . . . the avoidance of the usual plod through schools and approaches allows the reader to get straight to the heart of the crucial issue for many students, which is: why are they studying literary theory in the first place? . . . an engaging and lively book.’ Patricia Waugh, University of Durham Jonathan Culler LITERARY THEORY A Very Short Introduction 1 Great Clarendon Street, Oxford o x2 6 d p Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Athens Auckland Bangkok Bogotá Buenos Aires Calcutta Cape Town Chennai Dar es Salaam Delhi Florence Hong Kong Istanbul Karachi Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi Paris São Paulo Shanghai Singapore Taipei Tokyo Toronto Warsaw with associated companies in Berlin Ibadan Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries Published in the United States by Oxford University Press Inc., New York © Jonathan Culler 1997 The moral rights...
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...6 Build Your Vocabulary ■ ■ ■ ■ The SAT High-Frequency Word List The SAT Hot Prospects Word List The 3,500 Basic Word List Basic Word Parts be facing on the test. First, look over the words on our SAT High-Frequency Word List, which you’ll find on the following pages. Each of these words has appeared (as answer choices or as question words) from eight to forty times on SATs published in the past two decades. Next, look over the words on our Hot Prospects List, which appears immediately after the High-Frequency List. Though these words don’t appear as often as the high-frequency words do, when they do appear, the odds are that they’re key words in questions. As such, they deserve your special attention. Now you’re ready to master the words on the High-Frequency and Hot Prospects Word Lists. First, check off those words you think you know. Then, look up all the words and their definitions in our 3,500 Basic Word List. Pay particular attention to the words you thought you knew. See whether any of them are defined in an unexpected way. If they are, make a special note of them. As you know from the preceding chapters, SAT often stumps students with questions based on unfamiliar meanings of familiar-looking words. Use the flash cards in the back of this book and create others for the words you want to master. Work up memory tricks to help yourself remember them. Try using them on your parents and friends. Not only will going over these high-frequency words reassure you that you...
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...&r' 1 || i I Test Anxiety Applied Research, Assessment, and Treatment Interventions i I : fet 2nd Edition I « MARTY SAPP m: I H 1 ttTttTtttttrrtiTTITTtrrtttttttttTtrttiTTtrrttTtttTtTTTtttttiTttt TEST ANXIETY Applied Research, Assessment, and Treatment Interventions 2nd Edition Marty Sapp University Press of America, Inc. Lanham • New York • Oxford Copyright © 1999 by University Press of America,® Inc. 4720 Boston Way Lanham, Maryland 20706 12 Hid's Copse Rd. Cumnor Hill, Oxford 0X2 9JJ All rights reserved Printed in the United States of America British Library Cataloging in Publication Information Available Library of Congress Cataloging-in-Publication Data Sapp, Marty. Test Anxiety : applied research, assessment, and treatment interventions / Marty Sapp. —2nd ed. p. cm. Includes bibliographical references and indexes. 1. Test anxiety—Research—Statistical methods. 2. Social sciences—Statistical methods. I. Title. LB3060.6.S27 1999 371.26'01'9—dc21 99—22530 CIP ISBN 0-7618-1386-1 (cloth: alk. ppr.) fc/ The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48—1984 To my students Preface to First Edition Preface to Second Edition This text is divided into three parts. Part I deals with applied research design and statistical methodology frequently occurring...
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...ANALOGY EXERCISE A Directions: In each of the following questions,there is a certain relationship between two given words on one side of : : and one word is given on another side of : :while another word is to be found from the given alternatives,having the same relation with this word as the words of the given pair bear. Choose the correct alternative. 1 . Moon : Satellite : : Earth :? (A) Sun (B) Planet (C)Solar System (D) Asteroid Ans: (B) Explanation: Moon is a satellite and Earth is a Planet . 2 . Forecast : Future : : Regret :? (A) Present (B) Atone (C)Past (D)Sins Ans: (C) Explanation: Forecast is for Future happenings and Regret is for past actions . 3. Influenza : Virus : : Typhoid : ? (A) Bacillus (B)Parasite (C)Protozoa (D) Bacteria Ans: (D) Explanation: First is the disease caused by the second . 4. Fear : Threat : : Anger : ? (A)Compulsion (B)Panic (C)Provocation (D)Force Ans: (C) Explanation: First arises from the second . 5. Melt : Liquid : : Freeze : ? (A)Ice (B)Condense (C)Solid (D)Crystal Ans: (C) Explanation: First is the process of formation of the second . 6. Clock : Time : : Thermometer : ? (A)Heat (B)Radiation (C)Energy (D)Temperature Ans: (D) Explanation: First is an instrument used to measure the second . 7. Muslim : Mosque : : Sikhs : ? (A)Golden Temple (B)Medina (C)Fire Temple (D)Gurudwara Ans: (D) Explanation: Second is the pace of worship for the first . 8. Paw : Cat : : Hoof : ? (A)Horse (B)Lion (C)Lamb (D)Elephant Ans: (A) Explanation: First...
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...GLENCOE LANGUAGE ARTS Grammar and Language Workbook G RADE 9 Glencoe/McGraw-Hill Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or means, or stored in a database or retrieval system, without the prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 936 Eastwind Drive Westerville, Ohio 43081 ISBN 0-02-818294-4 Printed in the United States of America 1 2 3 4 5 6 7 8 9 10 024 03 02 01 00 99 Contents Handbook of Definitions and Rules .........................1 Troubleshooter ........................................................21 Part 1 Grammar ......................................................45 Unit 1 Parts of Speech 1.1 Nouns: Singular, Plural, and Collective ....47 1.2 Nouns: Proper and Common; Concrete and Abstract.................................49 1.3 Pronouns: Personal and Possessive; Reflexive and Intensive...............................51 1.4 Pronouns: Interrogative and Relative; Demonstrative and Indefinite .....................53 1.5 Verbs: Action (Transitive/Intransitive) ......55 1.6 Verbs: Linking .............................................57 1.7 Verb Phrases ................................................59 1.8 Adjectives ....................................................61 1.9 Adverbs........................................................63 1.10 Prepositions...
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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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...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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...Кухаренко В.А. Практикум з стилістики англійської мови: Підручник. – Вінниця. «Нова книга», 2000 - 160 с. CONTENTS FOREWORD...............................................................................…………………………………………... 2 PRELIMINARY REMARKS.....................................................………………………………………….. 3 CHAPTER I. PHONO-GRAPHICAL LEVEL. MORPHOLOGICAL LEVEL…............................... 13 Sound Instrumenting. Craphon. Graphical Means…………………………………………………………...6 Morphemic Repetition. Extension of Morphemic Valency………………………………………………….11 CHAPTER II. LEXICAL LEVEL..............................................……………………………………….…14 Word and its Semantic Structure…………………………………………………………………………….14 Connotational Meanings of a Word………………………………………………………………………….14 The Role of the Context in the Actualization of Meaning…………………………………………………….14 Stylistic Differentiation of the Vocabulary…………………………………………………………………..16 Literary Stratum of Words. Colloquial Words…..…………………………………………………………..16 Lexical Stylistic Devices…………………………………………………………………………………….23 Metaphor. Metonymy. Synecdoche. Play on Words. Irony. Epithet…………………………………………23 Hyperbole. Understatement. Oxymoron. ……………………………………………………………………23 CHAPTER III. SYNTACTICAL LEVEL..................................…………………………………………38 Main Characteristics of the Sentence. Syntactical SDs. Sentence Length…………………………………..38 One-Word Sentences. Sentence Structure. Punctuation. Arrangement...
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