...This is also how it works for environments as well. Fitzgerald uses setting in the “Great Gatsby” to create the character’s attitudes. Myrtle, Tom, Daisy, and Gatsby all serve as prime examples of people who have allowed their surroundings to affect the people they become. Fitzgerald uses “The valley of ashes” as a setting to define Myrtle and her attitudes throughout the story. The valley of ashes is an...
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...How are male and female relationships represented in The perks of being a Wallflower and The great Gatsby? In both of these books the leading female roles play the damsel in distress, there are a lot of influences on why this happens, all of which become apparent throughout the novels. Beginning with The perks of being a Wallflower, Sam who is the leading female character is dependent on her current boyfriend Craig. Daisy, the lead female character in The Great Gatsby is in a similar situation in which she is besotted with Tom. In both of these novels and in most stories in which male and female relationships are the main focus, the woman tends to pick the man who treats her badly as opposed to the hero. In The perks of being a Wallflower Sam stays with Craig because she thinks that she is in love with him and that he feels the same, the reality is quite different. Charlie the main male character notices that this is not the case. “He would think that the reason the photograph was beautiful was because of how he took it, I would know the only reason it was beautiful was because of Sam” Charlie does not refer to Craig by his name, he calls him ‘He’ this shows how he dislikes Craig because he doesn’t like to say his name. It also shows the opposites, Charlie is younger than Sam so he is quite innocently viewing the situation and thinking how Craig is treating Sam badly by doing this whereas Craig is older than Sam and more mature, he sees his work as something to be proud of...
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...a while a second man who “… was younger by a good bit” arrives. The elderly man begins to talk about Stubbs the painter, and about the painted horses. Quickly he becomes interrupted by the younger man, with the phrase: “You can’t make a silk purse out of me, I keep telling you”. This phrase is a metaphor, which might describe the younger man’s identification problems. In that case, the elderly man instructs the younger man, and he replies with a backlash. He protests because he does not want to be affected by anyone, which turns the scene ugly. After a while a group of French schoolgirls arrive. “They were not looking at it, or at any of the pictures, but talked so loudly and laughed, expecting attention, which they were giving”, this quote means that the girls do not show consideration to the adults who were concentrated on the picture with the horse. They only want attention, and therefore they do not care about the rest of the people in the room. This indifference might be a sign of disrespect, and it shows those presents that the girls do not care if the men cannot keep their concentration. The disrespect also appears when the leader of the group falls asleep on the bench beside the narrator and the old man:...
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...Analysis of “Materialistic Perception” in F. Scot Fitzgerald Using Marxist Literary Criticism Chapter I 1.1 Introduction The Great Gatsby is a 1925 novel written by American author F. Scott Fitzgerald that follows a cast of characters living in the fictional town of West Egg on prosperous Long Island in the summer of 1922. The story primarily concerns the young and mysterious millionaire Jay Gatsby and his quixotic passion for the beautiful Daisy Buchanan. Considered to be Fitzgerald's magnum opus, The Great Gatsby explores themes of decadence, idealism, resistance to change, social upheaval, and excess, creating a portrait of the Jazz Age that has been described as a cautionary tale regarding the American Dream. 1.2 State of Problem The Great Gatsby provides a critical social history of America during the Roaring Twenties within its narrative. That era, known for unprecedented economic prosperity, the evolution of jazz music, flapper culture, and bootlegging and other economy struggle that was the result of the materialism and capitalism damaging on social behavior, led to the widespread social distress. 1.3 Theoretical Framework Using literary criticism to interpret what is the ideal life of America in 19th century and what is the dream of American people after World War I. as a Marxist interpretation of the novel makes especially clear, reveals its dark underbelly instead. Through its unflattering characterization of those at the top of the...
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...THE BIBLE’S INFLUENCE ON ENGLISH-AMERICAN LITERATURE by Zhang Lanlan June, 2007 Xiaogan University Abstract As the sutra of the Christianity, the Bible has a great influence on both English and American literature and offers an eternal theme of their literary creation .English and American writers use stories of the Bible by three main methods. First, they quote person's names or stories of the Bible as the characters' names or plots of the creations from the Bible directly. Sometimes they make some changes on the original stories. Sometimes they quote stories directly from the Bible as the writing materials. Second, they make use of symbolic meaning of the Bible by some technical such as simile, metaphor and symbolism, so that the stories could exert a great influence on contrasting with the new products. Third, they merge the plots of the Bible to give connotative efforts to the readers. Exploring the methods helps us know the western culture and consciousness, have a good appreciation and study for the English-American literature. key words: English-American literature ; the Bible; methods 《圣经》在英美文学作品中的影响 摘要 作为基督教的经典，《圣经》对英美文化影响深远，为英美文化创作提供了永恒的母题。英美作家化用《圣经》故事的主要方法有：直接引用《圣经》中的人名作为作品的人物名称，或直接引用《圣经》故事或对原型故事进行变形或处理，作为创作素材；通过比喻，隐喻或象征等手法，把《圣经》故事的寓意融汇到作品情节中或人物性格里，使这些故事发挥有力的陪衬作用；使作品中的人物，故事和情节与《圣经》故事大体对应，让《圣经》能穿越时空的限制，从而发挥隐含的参照作用。 探讨英美作家化用《圣经》的方法，有助于我们了解英美文化的思想意识，更好的学习，欣赏乃至研究英美文学作品。 关键词：英美文学；《圣经》；方式 ...
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...Supriya Rawal Mr. Ramirez English 11 25 May 2018 Women’s Rights How would you feel when you work all day without taking rest just like the other workers, but at the end of the day you get paid 25% less than what other workers get? Do you think it is fair? Or do you think it is totally fair to get paid less than other workers exception of how much hard one worked? Well, women have been dealing with this meaningless and unfair treatment for the longest time. Throughout history women had to fight for everything they wanted to do. Whether it was just being an ordinary person who wants to be outside of the house to do work or just prioritizing their own body. Women had to fight in order to be treated as equal member of society, get educations, own property, divorce, and equal pay and jobs. Moreover, women are not paid equally as men for the same work they do, therefore the government should incorporate women’s right in regards to salary and equal payment so that women won't find it difficult to advance due to sexism and family obligation. Government should incorporate women’s right in regard to salary. Whether its men or women, they both start and end work at the same time and also given the same amount of work. The only difference is women get paid less. To show evidence in Points of view Reference center Women’s Rights: An Overview by Pilar Quezzaire mentioned, “In September 2015, the US Census Bureau released its findings that women working full time still...
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...seen as a motherly figure, she is extremely dependent on her husband, Tom. Because Tom is able to support her and their child financially, she chooses him over Gatsby, despite the love they share for one another. In regards to her child, however, she says, “‘I hope she’ll be a fool- that’s the best thing a girl can be in this world, a beautiful little fool,’” (Fitzgerald 17). Through this quote, Daisy shows an understanding to how women are viewed in the world, but she advocates conformity towards gender stereotypes. Unlike Daisy Buchanan, Jordan Baker is represented as a strong and independent woman; she presents herself as a confident, unmarried athlete, who can support herself and be content without a husband. At this time, Jordan rebels against the idea of only men being allowed to play sports. On the other hand, Myrtle Wilson, Tom’s mistress, is shown as the opportunist of the three, who is disloyal to her husband, George Wilson, and seeks money and fortune. Through the use of female characters, Fitzgerald is able to illustrate the different values of women in the 1920’s to later foreshadow these ideas into a modern...
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...Junior Skill Builders Junior Skill Builders ® N E W Y O R K Copyright © 2008 LearningExpress, LLC. All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Library of Congress Cataloging-in-Publication Data: Junior skill builders : grammar in 15 minutes a day.—1st ed. p. cm. ISBN: 978-1-57685-662-8 1. English language—Grammar—Problems, exercises, etc. 2. English language—Grammar—Examinations—Study guides. I. LearningExpress (Organization) PE1112.J86 2008 425—dc22 2008020779 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 First Edition For more information or to place an order, contact LearningExpress at: 2 Rector Street 26th Floor New York, NY 10006 Or visit us at: www.learnatest.com C O N T E N T S Introduction Pretest S E C T I O N 1 : PA R T S O F S P E E C H Lesson 1: Nouns • Understanding common, proper, concrete, abstract, collective, and compound • Review exercises of all nouns Lesson 2: Pronouns • Understanding personal, demonstrative, reflexive, intensive, indefinite pronouns • Charts of subject, object, possessive, and indefinite pronouns • Review exercises of all pronouns Lesson 3: Verbs • Understanding action, linking, and helping verbs • Chart of common helping verbs • Review exercises of all verbs Lesson 4: Verb Tenses • Understanding regular and irregular verbs • Understanding present, past, future, present perfect, past...
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...and methodology Process implementation and limitations of the study Structure of the report A brief description of micro-finance in Kenya and agencies as supported by Dutch CFAs Micro-finance in Kenya 2.1.1 The emergence of micro-finance as an industry 2.1.2 Types of micro-finance agencies in Kenya 2.1.3 Service delivery approaches 2.1.3.1 Savings services 2.1.3.2 Loan products 2.1.4 Outreach 2.1.4.1 Banks 2.1.4.2 NGO-MFAs 2.1.4.3 Savings and Credit Co-operatives (SACCOs) 2.1.4.4 ROSCAs and ASCRAs A profile of micro-finance agencies and schemes as supported by Dutch CFAs 2.2.1 General profile 2.2.2 Specific profiles 2.2.2.1 K-REP Development Agency (KDA) 2.2.2.2 Kenya Women Finance Trust (KWFT) 2.2.2.3 Jitegemea Credit Scheme (JCS) 2.2.2.4 PRIDE Africa – Sunlink Some conclusions 7 9 11 13 13 15 16 17 17 18 19 21 21 21 23 25 26 28 28 31 33 35 35 36 36 37 37 39 42 43 44 2.1 2.2 2.3 3 3.1 Who are the clients of KWFT? The official targeting policy of KWFT 3.1.1 Targeting of individuals 3.1.2 Working through groups 3.1.3 Targeting of areas? Characteristics of KWFT clients: external assessment 3.2.1 Business enterprises 3.2.2 Age and marital status of KWFT clients 3.2.3 Education levels among KWFT clients KWFT clients as they...
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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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...Readings for American History Since 1877 Historiography in America...................................................................................................................................................... 2 How to teach history (and how not to) ................................................................................................................................ 6 How Ignorant Are Americans? ........................................................................................................................................... 9 The West ............................................................................................................................................................................... 11 The Education of Native Americans ................................................................................................................................. 11 Bury My Heart at Wounded Knee .................................................................................................................................... 15 Prostitution in the West: .................................................................................................................................................... 17 The Gilded Age ..................................................................................................................................................................... 21 The Duties of American Citizenship ...........................
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...RESEARCH and WRITING CUSTOM EDITION Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener ISBN 0-558-55519-5 Research and Writing, Custom Edition. Published by Pearson Custom Publishing. Copyright © 2006 by Pearson Custom Publishing. Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. New York, New York 10036 To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. Copyright © 2006 by Pearson Custom Publishing All rights reserved. Permission in writing must be obtained from the publisher before any part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system. All trademarks, service marks, registered trademarks, and registered service marks are the property of their respective owners and are used herein for identification purposes only. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 ISBN 0-536-97722-4 2005240359 AP Please visit our web site at www.pearsoncustom.com ISBN 0-558-55519-5 PEARSON CUSTOM PUBLISHING ...
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...Beginning theory An introduction to literary and cultural theory Second edition Peter Barry © Peter Barry 1995, 2002 ISBN: 0719062683 Contents Acknowledgements - page x Preface to the second edition - xii Introduction - 1 About this book - 1 Approaching theory - 6 Slop and think: reviewing your study of literature to date - 8 My own 'stock-taking' - 9 1 Theory before 'theory' - liberal humanism - 11 The history of English studies - 11 Stop and think - 11 Ten tenets of liberal humanism - 16 Literary theorising from Aristotle to Leavis some key moments - 21 Liberal humanism in practice - 31 The transition to 'theory' - 32 Some recurrent ideas in critical theory - 34 Selected reading - 36 2 Structuralism - 39 Structuralist chickens and liberal humanist eggs Signs of the fathers - Saussure - 41 Stop and think - 45 The scope of structuralism - 46 What structuralist critics do - 49 Structuralist criticism: examples - 50 Stop and think - 53 Stop and think - 55 39 Stop and think - 57 Selected reading - 60 3 Post-structuralism and deconstruction - 61 Some theoretical differences between structuralism and post-structuralism - 61 Post-structuralism - life on a decentred planet - 65 Stop and think - 68 Structuralism and post-structuralism - some practical differences - 70 What post-structuralist critics do - 73 Deconstruction: an example - 73 Selected reading - 79 4 Postmodernism - 81 What is postmodernism? What was modernism? -...
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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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...ALSO BY JOHN GREEN Looking for Alaska An Abundance of Katherines Paper Towns Will Grayson, Will Grayson W ITH DAVID LEVITHAN DUTTON BOOKS | An imprint of Penguin Group (USA) Inc. DUTTON BOOKS A MEMBER O F PENGUIN GRO UP (USA ) INC . Published by the Penguin Group | Penguin Group (USA ) Inc., 375 Hudson Street, New York, New York 10014, U.S.A . | Penguin Group (C anada), 90 Eglinton A v enue East, Suite 700, Toronto, O ntario M4P 2Y3, C anada (a div ision of Pearson Penguin C anada Inc.) | Penguin Books Ltd, 80 Strand, London WC 2R 0RL, England | Penguin Ireland, 25 St Stephen’s Green, Dublin 2, Ireland (a div ision of Penguin Books Ltd) | Penguin Group (A ustralia), 250 C amberw ell Road, C amberw ell, V ictoria 3124, A ustralia (a div ision of Pearson A ustralia Group Pty Ltd) | Penguin Books India Pv t Ltd, 11 C ommunity C entre, Panchsheel Park, New Delhi - 110 017, India | Penguin Group (NZ), 67 A pollo Driv e, Rosedale, A uckland 0632, New Zealand (a div ision of Pearson New Zealand Ltd) | Penguin Books (South A frica) (Pty ) Ltd, 24 Sturdee A v enue, Rosebank, Johannesburg 2196, South A frica | Penguin Books Ltd, Registered O ffices: 80 Strand, London WC 2R 0RL, England This book is a w ork of fiction. Names, characters, places, and incidents are either the product of the author’s imagination or are used fictitiously , and any resemblance to actual persons, liv ing or dead, business establishments, ev ents, or locales is entirely coincidental. C opy right ©...
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