...The author of ‘The Kite Runner' Hosseini employs a variety of symbols and motifs to create a deeper meaning throughout the book. Symbolism is the practice of representing a theme or idea by using symbols to create a deeper meaning, this is evident with cleft lip which is a symbol of Amir's and Hassan's social disparity, kites a symbol of happiness and guilt and the slingshot which a direct reference to David and Goliath. While irony is a motif because it is a recurring theme presented throughout the novel. The story revolves around two loyal friends Amir and Hassan, who are desperate to win the local kite flying competition. But both boys’ lives change for good that same afternoon when something devastating happens to Hassan. After the Russians invade, Amir and his father are forced to flee to America and amidst the turmoil Amir’s knows he will return to Afghanistan to redeem himself. Hosseini uses the cleft lip as a symbol to create a deeper meaning in the Kite Runner because it symbolizes Hassan’s status in society. This is evident because Amir and...
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...Mariana Jimenez Period 1 The Kite Runner Final Essay It is normal for human beings to make mistakes that cause oneself to feel guilt, but what matters the most is how one fixes their mistakes that dictates what kind of person they truly are. In the book, The Kite Runner, by Khaled Hosseini, it shows that the quest for redemption is the way to atone for guilt. The author uses the literary technique of symbolism to enhance the theme of feeling guilt and its quest for redemption throughout the book. Amir has done many things that cause him to feel guilt that cause him to go on a quest for redemption. For example, in the beginning of the book, Amir says, “That was a long time ago, but it’s wrong what they say about the past, I’ve learned, about how you can bury it. Because the past claws its way out. Looking back now, I realize I have been peeking into that deserted alley for the last twenty-six years.”(Khaled Hosseini, 1) This shows not only how Amir has been feeling guilt for the last twenty-six years but also how one as a reader can see how Amir finds redemption later in the book. Amir has clearly stated that he has tried to bury his past, his mistakes, but they eventually “claw” back out, forcing Amir to face his guilt and redeem himself. Also, later in the book Amir says “I flinched, like I’d been slapped… Then I understood: This was Hassan’s final sacrifice for me… And that led to another understanding: Hassan knew. He knew I’d seen everything in that alley, that I’d...
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...LIFE GOES ON BY: Fazila Asif Grade: 11 Teacher: Mr. Lane A touching tale of bravery and weakness, fathers and sons, friendships and betrayal, blood and tears. The Kite Runner by Khaled Hosseini takes us on a heroic, epic tale from the final days of a cherished, peaceful absolutely stunning Afghanistan monarchy, to the horrific, disgusting, disturbing Taliban ruled Afghanistan of today. It exposes a better understanding of traditional ways and the isolation of religions throughout this once decent land. The kite runner is an utmost tragedy because a young boy by the name of Hassan is raped, seen, yet not helped; a father is accused of his son being a thief, innocent, yet driven out of his house due to his sons miserable past, a peaceful country destroyed and taken over, strong, yet scared to fight for what’s right. “Some people come into our lives and quickly go. Some stay for a while and leave footprints on our hearts. And we are never, ever the same.” The kite runner is a tragedy because an illiterate, naïve, young boy is raped right before his friend Amir’s eyes who also happens to be his master, because of his race and appearance. Amir is also the partial reason of his rape, Amir stood is grief, watched him get tormented yet didn’t raise a voice or even a hand, didn’t call for help just watched his friend suffer. "I had one last chance to make a decision. One final opportunity to decide who I was going to be. I could step into that alley, stand up for Hassan...
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...Alienation in my understanding is seen as the withdrawal or separation of people from each other or from what is important or meaningful to them. This can be expressed through a range of representations such as novels - Kite Runner, a poem – Polynesian old man and a film – The help. These certain depictions have enriched my understandings of how alienation can emerge from disconnections made through cultural and family matters Kite Runner by Khalid Hosseini expresses several different concepts; one significantly represented though is cultural alienation. In this text it highlights the contrast between two races that are present in Afghanistan, the Hazaras a lower class race that society looks down upon and treats as servants and the Pashtuns a higher class race that society has approved of. This is exposed by quotes reflecting the way the Pashtuns refer to the Hazaras, “You! The Hazara, look at me when I talk to you, you mice eating flat nosed donkey.” Throughout the novel these two races are continually compared and contrasted against one another, showing us they can become disconnected by stereotypes formed in certain societies. Throughout the novel the composer really exaggerates the disconnection by using certain techniques such as motifs and symbolism. The Hazaras lived in mud huts that were partially destroyed, broken down, with no living space. Whilst the Pashtuns lived in stable buildings with working facilities and were significantly larger, so by this it could be...
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...What are the essential values and ideas presented in The Kite Runner? Analyse and assess how effective their representation is Hosseini has expressed copious essential values and ideas in his novel The Kite Runner (TKR) including Loyalty, Culture, Gender and Ethnicity and Atonement. Hosseini has expressed these through the combination of style, structure, characterisation, themes and setting. Due to the context of The Kite Runner, culture is an important idea presented because it has major significance in Afghanistan life and the characters are shaped by it. The majority of the novel is set in Afghanistan which is a country with a very strong culture. The culture of this novel is caused by the setting and is shown through language features, such as the use of Afghani words, and characterisation. “Tashakor.” Thank you This quote shows how Hosseini uses language features to demonstrate the culture and create a novel in which the characters seem real which gives it textual integrity. He uses these words to enrich the language but also explains what it means in English so that the reader can follow. Culture is also expressed in this novel through characterisation. Even when Amir and Baba go to America they still keep their Afghani culture and still partake in Afghani customs. This is shown in the novel through the relationship between Amir and Soraya. Even though they are living in America they follow the Afghani culture in their courtship and their engagement/wedding. Baba...
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...The Kite Runner The Kite Runner is a great tale about betrayal and redemption, in the novel, the author uses diction to portray the theme through symbolism and through suspense, these elements help tell the tale of betrayal and redemption. In the first few chapters, Amir’s cowardice leads directly to the betrayal of Hassan. When is forced to stick up for the both of them, the cost is much higher then if Amir would of stuck up for both of them, leading to the rape of Hassan. Amir could of said something to Assef, telling him to leave them be, as Amir is pashtan and pashtans are a higher majority in Afghanistan, instead, Hassan being Hazara, the leading minority in their country, which are treated as servents and slaves, is forced to take action. Assef’s racism towards Hazaras is compared to Hitler and the jewish, showing immediately how his hate towards hassan is much greater then his hate towards Amir. When Hassan sticks up for them, the cost is much higher because of his racial minority. “Assef gritted his teeth “Put it down you motherless Hazara” (Hosseini 45) Amir’s cowardice is shown through fear as he thinks about his relationship with Hassan, thoughts of betrayal ponder his mind even before the rape. “But he’s not my friend! I almost blurted, He’s my servent!” (Hosseini 44) As Amir thinks of future encounters, He also fears for his safty, and Hassans, because he knows that Hassan will not always be able to save them with his slingshot. “Certin that Assef...
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...‘The Kite Runner’, written by Khaled Hosseini, is a novel based on the life journey of a man named Amir. Although very dark, through the use of important themes the book is made strongly relatable to young people. Three of these include: degradation, the fragile relationship between a father and his son and the pursuit for redemption. The fragility of a father and his son’s relationship is shown through the strong characterisation of both males and the constant use of proleptic irony embedded throughout their relationship. The symbols of rape express the theme of degradation and class discrimination, whereas the pursuit for redemption is conveyed through the dramatic sequences of events that occur during the course of the novel. Hosseini heavily emphasises the Afghani class discrimination, with the ‘pure’ Pashtuns being the dominate race over the low class, minority group of Hazaras. This degradation makes it very difficult for anyone to marry into another class and the Hazaras are often victims of physical, emotional and psychological abuse at the hands of Pashtuns. Hosseini uses the act of rape since it carries a great deal of significance as it demonstrates a symbolic violation of the powerless by those who have power. In each instance of rape we see that the rapist is always in a position of greater power both socially and physically. For instance, Assef, a well-known bully, is rich and has a politically powerful father, while, Amir’s friend and later, found to be half-brother...
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...February 19, 2009 Period 6 Fiction Analysis of The Kite Runner by Khaled Hosseini Setting: A. Time period – 1970s to early 2000s B. Place – Kabul, Afghanistan and San Francisco, California C. Time Sequence – The story Is told in order. Around 30 years passes. However, the story is told as one giant flashback. D. Standards of Behavior – Hazaras are considered lower than Pashtuns; one should be loyal to friends and family; one is expected to bring honor to one’s family; men are above women; one should put guests’ needs before one’s own Characters: Amir – The story’s narrator and protagonist. He is an Afghan man who had a privileged childhood in the Wazir Akbar Khan neighborhood of Kabul. The defining event in his life is his betrayal of his closest friend, Hassan. Amir lives in San Francisco from the age of eighteen. He returns to Afghanistan at the age of thirty-eight and finds out from Rahim Khan that Hassan is his half-brother. Unfortunately, Hassan and his wife are shot by the Taliban a couple months back. They leave behind their only son, Sohrab. Amir, in an attempt to be good again after his betrayal of Hassan, ends up adopting Hassan’s orphaned son. Hassan – Amir’s most loyal and devoted servant, who is born with a cleft lip. He and Amir were nursed by the same woman and, thus, share a bond unlike any other. Hassan is illiterate but smart and stands up for others. He is also the best kite runner in Kabul. He dies at the hands of the Taliban, defending...
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...The Kite Runner: Reader’s Notes Cindy Kang Theme | Literary Device | Character Development | Chapter | Quote | Insight | | Imagery/flashback | | 1 | “I became what I am today at the age of twelve, on a frigid overcast day in the winter of 1975. I remember the precise moment, crouching behind a crumbling mud wall, peeking into the alley near the frozen creek. That was a long time ago, but it’s wrong what they say about the past, I’ve learned, about how you can bury it. Because the past claws its way out. Looking back now, I realize I have been peeking into that deserted alley for the last twenty-six years… One day last summer, my friend Rahim Khan called from Pakistan. He asked me to come see him. Standing in the kitchen with the receiver to my ear, I knew it wasn’t juts Rahim Khan on the line. It was my past of unatoned sins.” (p. 1) | The introduction paragraph gives the reader an insight of the narrator’s haunting past. The narrator uses descriptive words (crumbing mud wall) and is evidently a gifted story teller. The structure of his writing easily grasps the attention of the audience. The tone of the story seems to be frightening and melancholy due to the author’s diction, syntax, and level of formality. The first page mostly consists of flashbacks more so by recalling them rather than reliving them. If flashbacks continue to recur, the past may symbolize an important theme throughout the story. | | Personification | | 1 | “Because the past claws its way out.”...
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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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...Irvine Welsh Trainspotting IRVINE WELSH works, rests and raves in Edinburgh. He has had a variety of occupations too numerous and too tedious to recount. Trainspotting was his first novel and he has also published a collection of short stories, a novella entitled The Acid House and a second novel, Marabou Stork Nightmares. IRVINE WELSH TRAINSPOTTING Minerva Thanks to the following: Lesley Bryce, David Crystal, Margaret Fulton–Cook, janice Galloway, Dave Harrold, Duncan McLean, Kenny McMillan, Sandy Macnair, David Millar, Robin Robertson, Julie Smith, Angela Sullivan, Dave Todd, Hamish Whyte, Kevin Williamson. Versions of the following stories have appeared in other publications: 'The First Day Of The Edinburgh Festival' in Scream If You Want To Go Faster: New Writing Scotland 9 (ASLS), 'Traditional Sunday Breakfast'in DOG (Dec, 1991), 'It Goes Without Saying' in West Coast Magazine No. 11, 'Trainspotting at Leith Central Station' in A Parcel of Rogues (Clocktower Press), 'Grieving and Mourning In Port Sunshine' in Rebel Inc No. 1 and 'Her Man, The Elusive Mr Hunt' and 'Winter In West Granton' in Past Tense (Clocktower Press). The second part of 'Memories of Matty' also appeared in the aforementioned Clocktower Press publication as 'After The Burning'. Contents KICKING – – * THE SKAG BOYS, JEAN–CLAUDE VAN DAMME AND MOTHER SUPERIOR; JUNK DILEMMAS NO. 63; THE FIRST DAY OF THE EDINBURGH FESTIVAL; IN OVERDRIVE; GROWING UP IN PUBLIC; VICTORY ON NEW YEAR'S DAY; IT GOES WITHOUT...
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...fourth EDItION fourth EDItION This clear, learner-friendly text helps today’s students bridge the gap between Its comprehensiveness allows instructors to tailor the material to their individual teaching styles, resulting in an exceptionally versatile text. Highlights of the Fourth Edition: Additional readings and essays in a new Appendix as well as in Chapters 7 and 8 nearly double the number of readings available for critical analysis and classroom discussion. An online chapter, available on the instructor portion of the book’s Web site, addresses critical reading, a vital skill for success in college and beyond. Visit www.mhhe.com/bassham4e for a wealth of additional student and instructor resources. Bassham I Irwin Nardone I Wallace New and updated exercises and examples throughout the text allow students to practice and apply what they learn. MD DALIM #1062017 12/13/09 CYAN MAG YELO BLK Chapter 12 features an expanded and reorganized discussion of evaluating Internet sources. Critical Thinking thinking, using real-world examples and a proven step-by-step approach. A student ' s Introduction A student's Introduction everyday culture and critical thinking. It covers all the basics of critical Critical Thinking Ba ssha m I Irwin I Nardone I Wall ace CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM bas07437_fm_i-xvi.indd i 11/24/09 9:53:56 AM TM Published by McGraw-Hill...
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...fourth EDItION Critical Thinking A student ' s Introduction Ba ssha m I I rwi n I N ardon e I Wal l ac e CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM TM Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2011, 2008, 2005, 2002. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 ISBN: 978-0-07-340743-2 MHID: 0-07-340743-7 Vice President, Editorial: Michael Ryan Director, Editorial: Beth Mejia Sponsoring Editor: Mark Georgiev Marketing Manager: Pam Cooper Managing Editor: Nicole Bridge Developmental Editor: Phil Butcher Project Manager: Lindsay Burt Manuscript Editor: Maura P. Brown Design Manager: Margarite Reynolds Cover Designer: Laurie Entringer Production Supervisor: Louis Swaim Composition: 11/12.5 Bembo by MPS Limited, A Macmillan Company Printing: 45# New Era Matte, R. R. Donnelley & Sons Cover Image: © Brand X/JupiterImages Credits: The credits section for this book begins on page C-1 and is considered...
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...1 CHAPTER I CHAPTER II CHAPTER III CHAPTER IV CHAPTER V CHAPTER VI CHAPTER VII CHAPTER VIII CHAPTER IX CHAPTER X CHAPTER XI CHAPTER XII CHAPTER XIII CHAPTER XIV CHAPTER XV CHAPTER XVI Chapter XVIII CHAPTER XVII CHAPTER XVIII CHAPTER XIX CHAPTER XX CHAPTER XXI CHAPTER XXII CHAPTER XXIII CHAPTER XXIV CHAPTER XXV CHAPTER XXVI CHAPTER XXVII CHAPTER XXVIII CHAPTER XXIX CHAPTER XXX CHAPTER XXXI The Art of Public Speaking BY 2 The Art of Public Speaking BY J. BERG ESENWEIN AUTHOR OF "HOW TO ATTRACT AND HOLD AN AUDIENCE," "WRITING THE SHORT-STORY," "WRITING THE PHOTOPLAY," ETC., ETC., AND DALE CARNAGEY PROFESSOR OF PUBLIC SPEAKING, BALTIMORE SCHOOL OF COMMERCE AND FINANCE; INSTRUCTOR IN PUBLIC SPEAKING, Y.M.C.A. SCHOOLS, NEW YORK, BROOKLYN, BALTIMORE, AND PHILADELPHIA, AND THE NEW YORK CITY CHAPTER, AMERICAN INSTITUTE OF BANKING THE WRITER'S LIBRARY EDITED BY J. BERG ESENWEIN THE HOME CORRESPONDENCE SCHOOL SPRINGFIELD, MASS. PUBLISHERS Copyright 1915 THE HOME CORRESPONDENCE SCHOOL ALL RIGHTS RESERVED TO F. ARTHUR METCALF FELLOW-WORKER AND FRIEND Table of Contents THINGS TO THINK OF FIRST--A FOREWORD * CHAPTER I--ACQUIRING CONFIDENCE BEFORE AN AUDIENCE * CHAPTER II--THE SIN OF MONOTONY DALE CARNAGEY * CHAPTER III--EFFICIENCY THROUGH EMPHASIS AND SUBORDINATION * CHAPTER IV--EFFICIENCY THROUGH CHANGE OF PITCH * CHAPTER V--EFFICIENCY THROUGH CHANGE OF PACE * CHAPTER VI--PAUSE AND POWER * CHAPTER VII--EFFICIENCY THROUGH INFLECTION * CHAPTER VIII--CONCENTRATION IN DELIVERY...
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...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 ...
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