Free Essay

"Stealing" by Carol Ann Duffy

In:

Submitted By MollyL
Words 1655
Pages 7
The poem “stealing” by Carol Ann Duffy is one of the most interesting poems I have ever read. It is about a common thief who steals objects with no great value, for example a snowman. You never know the thief’s gender or his or her name and this adds an air of mystery. Throughout the poem you feel no sympathy towards him. He takes enjoyment out of other people’s grief and this may be due to an unstable childhood or simply the way he feels about society. The poem is written quite sympathetically but no matter how hard you try, you find that the thief is a very unlikable character. He has an exceptionally high opinion of himself and a certain degree of self importance and this is made apparent by the way he looks at his life at a certain angle, with a third person view. It is my task to describe how far Carol Ann Duffy, in her poem “Stealing” reveals the persona and encourages a degree of sympathy on the part of the reader.
In the first stanza the thief begins as if repeating a question someone has asked him. This makes me think that the thief is perhaps talking to someone or being interviewed. “The most unusual thing I ever stole?” It is also a rhetorical question and the thief makes it quite clear that he is not new to the world of thievery by saying “I ever stole”. His answer was “A Snowman.” And by keeping his answer short you feel that he wants to get straight to the point. I feel that it starts to become clear now that he cares more about the affection from inanimate objects. “Midnight” The thief wants everything to seem grand and mysterious and by using this word it adds the perfect affect. It is a scary time of night and this is obviously very appealing for him. The snowman is referred to as “a tall, white, mute”. Duffy has made this line stand out in the poem by making it monosyllabic. It is made to stand out because it gives away some clues about the thief’s personality. “White” gives the snowman a very blank and clinical persona while “mute” shows that the thief likes to challenge people when he knows that he will gain something from it. He thinks of the snowman as a person who cannot contradict and it is a very negative thing to say about somebody. “I wanted him, a mate” this made me realise that the thief has become quite controlling but I also started to feel sorry for him. He is truly lonely, there is a definite devoid of emotion and he is craving affection. “With a mind as cold as a slice of ice” is made very chilling as it is monosyllabic and it is assonant. It is also a metaphor so you build up a very clear image of what is being described. He has an odd way of thinking as it is impossible to have a cold mind and to think that he wants to see that is very strange.
“Better off dead than giving in,” This is a very striking way to start a stanza as the thief comes across as quite confused. It is also very drastic and he seems to have a degree of will power when he says this. He then goes on to say “not taking what you want.” I think he has forgotten that he has just stolen an inanimate object and he is morally bemused. When he says “what you want” it seems like he expects everybody to act the same way, like it is general behaviour for people. “His torso frozen stiff, hugged to my chest,” He is again dehumanising and this portrays his inability to see life properly as well as the inappropriate context. He then goes on to say, “A fierce chill piercing my gut.” All the words combine to give you a perfect image of just how cold it is but also how much he likes it. “The thrill was knowing that children would cry” I think that deep down, he didn’t steal that snowman because he wanted it, I think he steals happiness and he feeds off grief. This is sick behaviour and it may be because he is envious of what others have and simply trying to get revenge and now you realise that he is a lot more complex than just a common thief. “Life’s tough.” This is said as if to justify it and it comes across very strongly.
In the third stanza the thief drifts away from his present actions and speaks his thoughts. He boastfully tells us “sometimes I steal things I don’t need.” By referring to himself twice with the use if “I” it illustrates his narcissistic behaviour. “Break into houses just to have a look.” He is proving that what he does has no point and I think that he wants us to know that for vindictive reasons. “I’m a mucky ghost, leave a mess,” He is pathetic seeing that he feels he must leave a mark. By using “Ghost” he gives me the impression that he feels unseen and unheard and there is a deeper meaning behind this. He then casually tells us that he might “pinch” a camera. It is worth little to him but much more to those whose memories are recorded in it. This is another example of his twisted behaviour. He likes feeling powerful and he knows that it is much scarier to wake up in the morning to realise that you have had intruders when nothing has been stolen because it leaves you feeling unsafe and insecure. I think he does this because he wants others to indirectly feel the way he may have felt his entire life. “I watch my gloved hand” this is creepy behaviour and makes me feel uncomfortable as it makes him seem more in control. One word that stands out in the last line is “Mirrors.” This one word is a sentence on its own and helps to keep it separate. It proves how egotistical he really is. He likes to watch, and see himself as it maybe makes him feel more direct.
By stanza three he is back to the present and he begins to reassemble the snowman. Not surprisingly “he didn’t look the same.” It is obvious that after all his hard work he realises how angry he is. “I took a run and booted him.” Again he refers to the snowman as an animate human. “Booted” begins to show some signs of hostility. It has gone to waste and all he can do is destroy his stolen masterpiece, “Again. Again.” the use of repetition reinforces his anger and devastation. “My breath ripped out in rags.” This whole section reflects the brutality of his actions and the anger he is feeling. He is furthermore becoming violent which is so far something we have not seen, with the use of “ripped”. All he is left with is left with is “lumps of snow,” and strangely enough this seems to depict the nature of his stealing in a emblematic way as this is always what seems to happen and he gains nothing but the remains of his mistakes. “Sick of the world.” this is what he has been getting at through the whole poem but it is only now that he says it. It is almost like he feels the world is sick of him and it all comes down to revenge. It is in the final stanza that the thief’s real motivation surfaces, “Boredom.” This comes from his incapability to do something he truly enjoys. For example, he steals a guitar and thinks he “might learn to play.” But you know he never could as it requires patience which is something he lacks. And he “nicked a bust of Shakespeare.” This is a very interesting phrase because it mixes some very informal slang “nicked” with “Shakespeare”. They are complete opposites and they work together to show the thief’s uninformed view towards possessions. “The snowman was strangest.” And it definitely was, it had no purpose, no value and no major effect on anything because snow is not a permanent material and can be rebuilt. It is one part of his personality that I cannot understand. The final line of the poem is very striking for the reason that it recalls the poems opening with the use of a question and is clearly spoken to someone whether it is the reader or whoever may be speaking or interviewing him. “You don’t understand a word I’m saying, do you?” This is disturbing because the reader doesn’t understand what he is saying. The thief knows the answer yet he still asks the question and I think this is for reassurance that he is correct and he in his own opinion will always remain more powerful as he challenges people. Carol Ann Duffy depicts the mind of this thief very well. She clearly shows the personality of the thief and you would never have thought that you would ever have slightest degree of sympathy for him but I do. After you realise the thief’s motives you see that he has a negative personality and outlook on life. He comes across as cold, egotistical, uncaring, nasty and destructive but because of Duffy’s word choice when describing the thief and his behaviour it is made clear to you that all his life he has simply lacked what others had and this lead to his envious behaviour. He is not dangerous and never poses any threat to anyone but himself and that is why I feel sorry for him and also why the more I read the poem, the more his persona progressively grew on me.

Similar Documents

Premium Essay

Stealing

...Stealing, Carol Ann Duffy The poem uses the first person and is written as a dramatic monologue, a well-organized narrative with the speaker’s comments. The poet explores the psychology of an anti-social character. He attempts to explain himself but reveals how far removed he is from the “normal” reader. We can sympathise with his viewpoint, but he remains an unpleasant character. The poem contrasts those who make things and those who only destroy them. The thief wants to do things to escape boredom but hasn’t the willpower and self-discipline to do them (like learning the guitar). Key images – the snowman – children built it, but the thief cannot make it look the same, so he destroys it; the bust of Shakespeare – contrast the creative and social with the destructive and anti-social. Ambiguity – last line of the poem Persona created and we hear the voice of a fictional character What sort of person is it? Does this poem read like a confessional? They are trying to explain their actions. What drives/motivates the speaker? What does the speaker think of himself/herself? What gender do you think the persona is? Explain your idea. “The slice of ice/within my own brain” suggests that the brain is cold. What other evidence is there in the poem which reveals how the speaker feels/thinks? He speaks of the snowman almost with affection, but he cares more for this than the children who have made it. The thief is morally confused – he sees “not taking...

Words: 1316 - Pages: 6

Premium Essay

Tfhufn Vgnjbn Fudrfvnj

...ExpAQAPoetryClusters4Relationships_pp125-156_FINAL_Layout 1 28/05/2010 13:32 Page 125 Cluster 4 Relationships Different types of relationship are the focus of this cluster. Some poems, such as ‘Quickdraw’ and ‘Hour’, deal with the positive and/or negative emotions inherent in romantic relationships. Some deal with family relationships and the complex feelings that can be experienced by parents and children, or brothers and sisters, as in ‘Nettles’ and ‘Harmonium’ or ‘Brothers’ and ‘Sister Maude’ respectively. Some of the recurrent themes include conflict between couples, and the emotional vulnerability and pain that love can cause, whether it is between a father and his son or a couple at the start of a romantic love affair. When studying this cluster, it might be useful for students to focus on some of the following considerations: • What form of relationship is the focus of this poem? Is it a romantic or familial relationship? Is the poet drawing attention to any universal experiences as they portray this relationship in particular? • From whose perspective is the poem written? Is it first, second or third person address, and how does this affect meaning? Who does the poem address? Or is it about, rather than directed to, someone? Does the form of communication affect the meaning? Is the poet speaking directly, or does the poet use a persona to communicate their ideas? • Consider the mood / tone of the poem. Is it light-hearted or serious in tone? Is it making a serious...

Words: 14603 - Pages: 59

Premium Essay

Police Corrupton

...Crime, Corruption and Cover-ups in the Chicago Police Department Anti-Corruption Report Number 7 January 17, 2013 Authored by: John Hagedorn Bart Kmiecik Dick Simpson Thomas J. Gradel Melissa Mouritsen Zmuda David Sterrett With Ivana Savic Justin Escamilla Magdalena Waluszko Dalibor Jurisic Tricia Chebat Published by University of Illinois at Chicago Department of Political Science 1 The Chicago Police Department has a legacy of both heroism and corruption. On the one hand, the department’s officers risk their lives on a daily basis to enforce the law, protect the public and preserve the peace. On the other hand, Chicago has a checkered history of police scandals and an embarrassingly long list of police officers who have crossed the line to engage in brutality, corruption and criminal activity. An analysis of five decades of news reports reveals that since 1960, a total of 295 Chicago Police officers have been convicted of serious crimes, such as drug dealing, beatings of civilians, destroying evidence, protecting mobsters, theft and murder. Moreover, the listing of police convicted of crimes undoubtedly underestimates the problem of corruption in the Chicago Police Department (CPD). The list does not include undetected and unreported illegal activity, serious misconduct resulting in internal disciplinary action, and officers who retire rather than face charges. Our analysis of police corruption in Chicago yields four major findings. First, corruption has long persisted...

Words: 18083 - Pages: 73

Free Essay

Code

...C O D E C ODE v e r s i o n 2 . 0 L A W R E N C E L E S S I G A Member of the Perseus Books Group New York Copyright © 2006 by Lawrence Lessig CC Attribution-ShareAlike Published by Basic Books A Member of the Perseus Books Group Printed in the United States of America. For information, address Basic Books, 387 Park Avenue South, New York, NY 10016–8810. Books published by Basic Books are available at special discounts for bulk purchases in the United States by corporations, institutions, and other organizations. For more information, please contact the Special Markets Department at the Perseus Books Group, 11 Cambridge Center, Cambridge MA 02142, or call (617) 252-5298, (800) 255-1514 or e-mail special.markets@perseusbooks.com. CIP catalog record for this book is available from the Library of Congress. ISBN-10: 0–465–03914–6 ISBN-13: 978–0–465–03914–2 06 07 08 09 / 10 9 8 7 6 5 4 3 2 1 Code version 1.0 FOR CHARLIE NESSON, WHOSE EVERY IDEA SEEMS CRAZY FOR ABOUT A YEAR. Code version 2.0 TO WIKIPEDIA, THE ONE SURPRISE THAT TEACHES MORE THAN EVERYTHING HERE. C O N T E N T S Preface to the Second Edition Preface to the First Edition Chapter 1. Code Is Law Chapter 2. Four Puzzles from Cyberspace PART I: “REGULABILITY” ix xiii 1 9 Chapter 3. Is-Ism: Is the Way It Is the Way It Must Be? Chapter 4. Architectures of Control Chapter 5. Regulating Code PART II: REGULATION BY CODE 31 38 61 Chapter 6. Cyberspaces Chapter 7. What Things Regulate...

Words: 190498 - Pages: 762

Premium Essay

Microbiology Made Ridiculously Simple

...Preface A well-developed knowledge of clinical microbiology is critical for the practicing physician in any medical field. Bacteria, viruses, and protozoans have no respect for the distinction between ophthalmology, pediatrics, trauma surgery, or geriatric medicine. As a physician you will be faced daily with the concepts of microbial disease and antimicrobial therapy. Microbiology is one of the few courses where much of the "minutia" is regularly used by the practicing physician. This book attempts to facilitate the learning of microbiology by presenting the information in a clear and entertaining manner brimming with memory aids. Our approach has been to: 4) Create a conceptual, organized approach to the organisms studied so the student relies less on memory and more on logical pathophysiology. The text has been updated to include current information on rapidly developing topics, such as HIV and AIDS (vaccine efforts and all the new anti-HIV medications), Ebola virus, Hantavirus, E. coli outbreaks, Mad Cow Disease, and brand-new antimicrobial antibiotics. The mnemonics and cartoons in this book do not intend disrespect for any particular patient population or racial or ethnic group but are solely presented as memory devices to assist in the learning of a complex and important medical subject. We welcome suggestions for future editions. 1) Write in a conversational style for rapid assimilation. 2) Include numerous figures serving as "visual memory tools" and summary charts...

Words: 117402 - Pages: 470

Free Essay

Sports, Youth, and Character

...Sports, Youth and Character: A Critical Survey Robert K. Fullinwider* Institute for Philosophy & Public Policy University of Maryland * rkf@umd.edu CIRCLE WORKING PAPER 44 FEBRUARY 2006 CIRCLE Working Paper 44: February 2006 Sports, Youth and Character: A Critical Survey TABLE OF CONTENTS I. INTRODUCTION....................................... 3 a. methodological limitations..................... 4 b. conceptual and theoretical infelicities...... 5 II. THE LESSONS OF SPORT......................... 5 III. BASICS................................................ 6 a. too much too early?.............................. 8 b. competition’s role understood ............... 11 c. competition, participation, and fun......... 12 d. not enough?........................................ 14 IV. WHAT CAN WE CONCLUDE?.................... 15 V. THE MICROWORLD OF PARTICIPATION...... 17 VI. APPENDIX A......................................... 19 a. Shields and Bredemeier...................... 19 a.1. moral maturity: what are psychologists looking for?............ 22 a.2. game thinking............................. 24 a.3. moral confusion........................... 25 b. Stoll, Lumpkin, Beller, and Hahm.............. 27 It has been recognized for centuries that sport can contribute to education values that make for the development of character and right social relations . . . . [Within this contribution] there are many intertwined and interwoven threads of influences...

Words: 26076 - Pages: 105

Premium Essay

Title

...This page intentionally left blank Entrepreneurship Second Edition William Bygrave Babson College Andrew Zacharakis Babson College John Wiley & Sons, Inc. To Frederic C. Hamilton and John H. Muller, Jr., pioneers, entrepreneurs, and benefactors of Babson College. VICE PRESIDENT AND PUBLISHER EDITOR EDITORIAL ASSISTANT MARKETING MANAGER PHOTO EDITOR DESIGNER PRODUCTION MANAGER SENIOR PRODUCTION EDITOR GEORGE HOFFMAN LISE JOHNSON SARAH VERNON KAROLINA ZARYCHTA HILARY NEWMAN RDC PUBLISHING GROUP SDN BHD JANIS SOO JOYCE POH Cover image © panorios/iStockphoto This book was set in 10.5/12pt Adobe Garamond by Laserwords Private Limited and printed and bound by RR Donnelley. The cover was printed by RR Donnelley. This book is printed on acid free paper. Founded in 1807, John Wiley & Sons, Inc. has been a valued source of knowledge and understanding for more than 200 years, helping people around the world meet their needs and fulfill their aspirations. Our company is built on a foundation of principles that include responsibility to the communities we serve and where we live and work. In 2008, we launched a Corporate Citizenship Initiative, a global effort to address the environmental, social, economic, and ethical challenges we face in our business. Among the issues we are addressing are carbon impact, paper specifications and procurement, ethical conduct within our business and among our vendors, and community and charitable support....

Words: 60876 - Pages: 244

Premium Essay

Mass Media

...Media History Contents 1 Introduction 1.1 Mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 Issues with definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forms of mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professions involving mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Influence and sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical issues and criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 2 6 6 7 8 10 10 10 10 11 11 12 12 12 12 16 16 17 17 17 17 17 17 18 19 20 21 21 21 1.1.10 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.11 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.12 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.13 External links . . . . . . . . ....

Words: 146891 - Pages: 588

Premium Essay

Book

...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-158C-0000158D Jeanne Ellis Ormrod Professor Emerita, University of Northern Colorado University of New Hampshire ISBN 0-558-65860-1 Boston ● Columbus ● Indianapolis ● New York ● San Francisco ● Upper Saddle River Amsterdam ● Cape Town ● Dubai ● London ● Madrid ● Milan ● Munich ● Paris ● Montreal ● Toronto Delhi ● Mexico City ● Sao Paula ● Sydney ● Hong Kong ● Seoul ● Singapore ● Taipei ● Tokyo Educational Psychology: Developing Learners, Seventh Edition, by Jeanne Ellis Ormrod. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. Editor-in-Chief: Paul A. Smith Development Editor: Christina Robb Editorial Assistant: Matthew Buchholz Vice President, Director of Marketing: Quinn Perkson Marketing Manager: Jared Brueckner Production Editor: Annette Joseph Editorial Production Service: Marty Tenney, Modern Graphics, Inc. Manufacturing Buyer: Megan Cochran Electronic Composition: Modern Graphics, Inc. Interior Design: Denise Hoffman, Glenview Studios Photo...

Words: 101358 - Pages: 406

Premium Essay

Freakonomics-Expanded

...FREAKONOMICS A Rogue Economist Explores the Hidden Side of Everything Revised and Expanded Edition Steven D. Levitt and Stephen J. Dubner CONTENTS AN EXPLANATORY NOTE In which the origins of this book are clarified. vii PREFACE TO THE REVISED AND EXPANDED EDITION xi 1 INTRODUCTION: The Hidden Side of Everything In which the book’s central idea is set forth: namely, if morality represents how people would like the world to work, then economics shows how it actually does work. Why the conventional wisdom is so often wrong . . . How “experts”— from criminologists to real-estate agents to political scientists—bend the facts . . . Why knowing what to measure, and how to measure it, is the key to understanding modern life . . . What is “freakonomics,” anyway? 1. What Do Schoolteachers and Sumo Wrestlers Have in Common? 15 In which we explore the beauty of incentives, as well as their dark side—cheating. Contents Who cheats? Just about everyone . . . How cheaters cheat, and how to catch them . . . Stories from an Israeli day-care center . . . The sudden disappearance of seven million American children . . . Cheating schoolteachers in Chicago . . . Why cheating to lose is worse than cheating to win . . . Could sumo wrestling, the national sport of Japan, be corrupt? . . . What the Bagel Man saw: mankind may be more honest than we think. 2. How Is the Ku Klux Klan Like a Group of Real-Estate Agents? 49 In which it is argued that nothing is more powerful than information,...

Words: 105214 - Pages: 421

Premium Essay

Ethics

...ETHICS IN INFORMATION TECHNOLOGY Third Edition This page intentionally left blank ETHICS IN INFORMATION TECHNOLOGY Third Edition George W. Reynolds Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States Ethics in Information Technology, Third Edition by George W. Reynolds VP/Editorial Director: Jack Calhoun Publisher: Joe Sabatino Senior Acquisitions Editor: Charles McCormick Jr. Senior Product Manager: Kate Hennessy Mason Development Editor: Mary Pat Shaffer Editorial Assistant: Nora Heink Marketing Manager: Bryant Chrzan Marketing Coordinator: Suellen Ruttkay Content Product Manager: Jennifer Feltri Senior Art Director: Stacy Jenkins Shirley Cover Designer: Itzhack Shelomi Cover Image: iStock Images Technology Project Manager: Chris Valentine Manufacturing Coordinator: Julio Esperas Copyeditor: Green Pen Quality Assurance Proofreader: Suzanne Huizenga Indexer: Alexandra Nickerson Composition: Pre-Press PMG © 2010 Course Technology, Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission...

Words: 204343 - Pages: 818

Premium Essay

Human Resources Management

...This page intentionally left blank This page intentionally left blank Less managing. More teaching. Greater learning. INSTRUCTORS... Would you like your students to show up for class more prepared? class is much more fun if everyone is engaged and prepared…) (Let’s face it, Want ready-made application-level interactive assignments, student progress reporting, and auto-assignment grading? (Less time grading means more time teaching…) Want an instant view of student or class performance relative to learning objectives? (No more wondering if students understand…) Need to collect data and generate reports required for administration or accreditation? (Say goodbye to manually tracking student learning outcomes…) Want to record and post your lectures for students to view online? With McGraw-Hill's Connect Management, ™ INSTRUCTORS GET: • Interactive Applications – book-specific interactive assignments that require students to APPLY what they’ve learned. • Simple assignment management, allowing you to spend more time teaching. • Auto-graded assignments, quizzes, and tests. • Detailed Visual Reporting where student and section results can be viewed and analyzed. • Sophisticated online testing capability. • A filtering and reporting function that allows you to easily assign and report on materials that are correlated to accreditation standards, learning outcomes, and Bloom’s taxonomy. • An easy-to-use lecture capture tool. STUDENTS... Want an online, searchable...

Words: 209749 - Pages: 839

Premium Essay

Henry Ford

...This page intentionally left blank This page intentionally left blank Less managing. More teaching. Greater learning. INSTRUCTORS... Would you like your students to show up for class more prepared? class is much more fun if everyone is engaged and prepared…) (Let’s face it, Want ready-made application-level interactive assignments, student progress reporting, and auto-assignment grading? (Less time grading means more time teaching…) Want an instant view of student or class performance relative to learning objectives? (No more wondering if students understand…) Need to collect data and generate reports required for administration or accreditation? (Say goodbye to manually tracking student learning outcomes…) Want to record and post your lectures for students to view online? With McGraw-Hill's Connect Management, ™ INSTRUCTORS GET: • Interactive Applications – book-specific interactive assignments that require students to APPLY what they’ve learned. • Simple assignment management, allowing you to spend more time teaching. • Auto-graded assignments, quizzes, and tests. • Detailed Visual Reporting where student and section results can be viewed and analyzed. • Sophisticated online testing capability. • A filtering and reporting function that allows you to easily assign and report on materials that are correlated to accreditation standards, learning outcomes, and Bloom’s taxonomy. • An easy-to-use lecture capture tool. STUDENTS... Want an online, searchable...

Words: 211687 - Pages: 847

Free Essay

Phsychology

...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-191D-0000191E DEVELOPING LEARNERS JEANNE ELLIS ORMROD Professor Emerita, University of Northern Colorado EIGHTH EDITION ISBN 1-256-96292-9 Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Educational Psychology: Developing Learners, Eighth Edition, by Jeanne Ellis Ormrod. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President and Editorial Director: Jeffery W.  Johnston Vice President and Publisher: Kevin Davis Editorial Assistant: Lauren Carlson Development Editor: Christina Robb Vice President, Director of Marketing: Margaret Waples Marketing Manager: Joanna Sabella Senior Managing Editor: Pamela D. Bennett Project Manager: Kerry Rubadue Senior Operations Supervisor: Matthew Ottenweller Senior Art Director: Diane Lorenzo Text Designer: Candace Rowley Cover Designer:...

Words: 244561 - Pages: 979

Free Essay

Test2

...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...

Words: 113589 - Pages: 455