...Lambro Golloshi ENG 102 17 Prof. Tappin 4-23-2012 Lovely bones Critical Analysis Paper Losing a loved one can be such a difficult thing to accept. But what if you kept believing she was still there? Definitely not in body, but lingering in spirit. In The Lovely Bones, by Alice Sebold, we dive into the mind of Susie Salmon; a 14 year old, dead girl. When Susie Salmon is murdered on her way home from school, she leaves behind a family and friends who care deeply for her. As each person deals with her death, most of them deal with a large amount of survivor’s guilt. The two characters that seem to have the hardest time accepting Susie’s death and their own survival are Lindsey Salmon and Ruth Connors. Lindsey deals not only with the drama in her family’s personal lives, but she also must learn to live her life and enjoy the milestones that she reaches, even while acknowledging that Susie will never have those special moments. Ruth deals with Susie’s death by delving into the spirit world. Despite the fact that she did not know Susie Salmon very well during her life, the dead girl is the primary focus of Ruth’s life after the murder. The novel takes place over a period of eight years after Susie Salmon’s death. However, it is filled with flashback scenes where Susie remembers things in her life and the lives of her family and friends and which are inserted into the story. There is a mini prologue, which involves Susie’s memory of her father and the snow globe. This causes...
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...Name Professor Class Date Unit 3: Values and Worldviews- A Raisin in the Sun Essay Structure Template Introduction Lawrence, D.H. The Rocking Horse winner. 1st English Edition. Harper Collins Canada According to the book of “The Rocking-Horse Winner" by D.H. Lawrence” talks about a young boy named Paul. Thus, Paul acknowledges that there is never sufficient money in his folks; he goes out to search for money through luck. Therefore, he notices that if he rides his rocking horse speedy enough, he will some way “discover” the label of the captivating horse in the subsequent race. Among the subtopics derived from this book do include of; lust for money, lack as well as the obsession for material items. BGS: Broad general statement The book mainly describes lack as the general topic because it is seen that Paul is normally lucky in the” Rocking-Horse Winner”. Thus, to be triumphant in the community Paul as well his mother dwells in; Paul wishes to have a definite quantity of luck to survive presently and after. Subtopics 1. Lust for money: the paper tries to augment on how Paul’s mother was soo obsessed with the money issues. 2. Lack: the paper will augment more concerning how lucky Paul was when it came to the “Rocking-Horse Winner”. 3. Obsession for material Items: the paper augments on how Paul’s mother is obsessed with material wealth as well as items. Thesis Regarding the thesis...
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...written in English, "A Child of Sorrow", in 1921. He died in 1959. II. Setting Fertile Valley It is the home town of Lucio Soliman. Camilo's uncle lives here. It is where Lucio's family lives. Merry Town It is the home town of Camilo David. It is also where Felipa Garcia, Rosa Garcia, Pancho Ismael, Juan dela Cruz and Oscar Ramirez live. Manila It is the place where Lucio Soliman went to work. It is also where Lucio saved a mother and her child. III. Character Analysis Lucio Soliman He is the protagonist. He is a round character. He is slender and well-built with brown hair, dark clear eyes, and a gay and graceful demeanor. His face was oval and handsome in a truly manly fashion. He is calm pensive and poetic. Camilo David He is a flat character. He is a friend of Lucio Soliman. HIs home town is Merry Town. His uncle lives in Fertile Valley. Pancho Ismael He is the father of Rosa. He is a flat character. He is the corrupt governor of Merry Town. Oscar Ramirez He is a flat character. He loved everybody, if they also loved him. He was a patriot, but his patriotism was only for himself. He...
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...greatest catch of his life. For eighty-four days, Santiago, an aged Cuban fisherman, has set out to sea and returned empty-handed. So conspicuously unlucky is he that the parents of his young, devoted apprentice and friend, Manolin, have forced the boy to leave the old man in order to fish in a more prosperous boat. Nevertheless, the boy continues to care for the old man upon his return each night. He helps the old man tote his gear to his ramshackle hut, secures food for him, and discusses the latest developments in American baseball, especially the trials of the old man’s hero, Joe DiMaggio. Santiago is confident that his unproductive streak will soon come to an end, and he resolves to sail out farther than usual the following day. Character List Santiago - The old man of the novella’s title, Santiago is a Cuban fisherman who has had an extended run of bad luck. Despite his expertise, he has been unable to catch a fish for eighty-four days. He is humble, yet exhibits a justified pride in his abilities. His knowledge of the sea and its creatures, and of his craft, is unparalleled and helps him preserve a sense of hope regardless of circumstance. Throughout his life, Santiago has been presented with contests to test his strength and endurance. The marlin with which he struggles for three days represents his greatest challenge. Paradoxically, although Santiago ultimately loses the fish, the marlin is also his greatest victory. The marlin - Santiago hooks the marlin, which...
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...My Sister’s Keeper Based on the book by Jodi Picoult ACKNOWLEDGEMENT First and foremost, we would all like to thank the Man with the Big guns from above named God. We thank you the most for without you we would never be able to do the things we love in life. We would never be able to see and feel the great wonders of the world that you have made for us especially the friendship and love that you never fail to provide us. Thank you for that. To our teacher we thank you for giving us a chance to show you what we can do. For always teaching us the right things to improve in ourselves not only in our writing of essays in class but also in our own separate lives. You have helped us in so many ways but the most would be for giving us the opportunity to make peace with the ones we have hurt in the past. Without you we would have lost another friend in life and lost the opportunity for friendship that could last for a life time. Thank you from the Bottom of our hearts. We also thank those who have helped us in making this book of ours, for without them we wouldn’t be able to finish. Thanks for our parents for providing us with everything we need in class just to give us a good education. Thanks to those who became patient with us under pressure thank you for understanding. And lastly the leader would like to thank her members for all the things they have done, for doing their own parts and cooperating oh so well with everything she asked for them to do, thanks...
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...Can we be born evil or is it something developed by the environment around us? Researchers have conducted experiments on this very question, and more often than not, have found surprising results each time. Each of those times though, a common consensus being that we all have the capacity to commit the unimaginable, but it takes a certain environment and people to bring it out in us. While some interpret that those who are evil are born that way, evil is something that is developed over time by their individual environment and the people within it. It’s entirely possible to be born with traits that give us the potential to be evil. In William Harms article “Psychopaths are not Neurally Equipped to have Concern for Others” he reports a study done by University of Chicago that took 80 prisoners between ages 18 and 50 and tested for levels of psychopathy using standard measures. The results showed: The participants in the high psychopathy group exhibited significantly less activation in the ventromedial prefrontal cortex, lateral orbitofrontal cortex, amygdala and periaqueductal gray parts of the brain, but more activity in the striatum and the insula when compared to control participants. This latter region is important for monitoring ongoing behavior, estimating consequences and incorporating emotional learning into moral decision-making, and plays a fundamental role in empathic concern and valuing the well-being of others(Harms, 2013). The study showed that the parts of...
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...The first computers were people! That is, electronic computers (and the earlier mechanical computers) were given this name because they performed the work that had previously been assigned to people. "Computer" was originally a job title: it was used to describe those human beings (predominantly women) whose job it was to perform the repetitive calculations required to compute such things as navigational tables, tide charts, and planetary positions for astronomical almanacs. Imagine you had a job where hour after hour, day after day, you were to do nothing but compute multiplications. Boredom would quickly set in, leading to carelessness, leading to mistakes. And even on your best days you wouldn't be producing answers very fast. Therefore, inventors have been searching for hundreds of years for a way to mechanize (that is, find a mechanism that can perform) this task. This picture shows what were known as "counting tables" [photo courtesy IBM] A typical computer operation back when computers were people. The abacus was an early aid for mathematical computations. Its only value is that it aids the memory of the human performing the calculation. A skilled abacus operator can work on addition and subtraction problems at the speed of a person equipped with a hand calculator (multiplication and division are slower). The abacus is often wrongly attributed to China. In fact, the oldest surviving abacus was used in 300 B.C. by the Babylonians. The abacus is still in use today...
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...and Feminism I. Introduction 1.1 A Brief Introduction of Jane Eyre and Lin Daiyu “A Dream of Red Mansions” is one of the most outstanding works of China’s classic novels of realism. It bases on the background of Jia, Shi, Wang, Xue four families’ rising and falling, with the clue of the love tragedy of Jia Baoyu and Lin Daiyu. It truly and artistically reflects the historically declining trend of China’s feudal society. “A Dream of Red Mansions” can also be described as “Girls’ Country”, which is the anthem of female, but also is the threnody of women. The heroine Lin Daiyu, Annatto Fairy, wants to repay the goodness of God Shen Yin, taking her lifetime of tears in exchange for his being saved. Her rebellious sprit and solitary character, makes her as a lotus opening at a secluded place, clinging to her own pureness—for pure you came and pure shall go. She is sentimental and unfortunate, and is doomed to being lonely and pathetical .She, Lin Daiyu, lives under another’s house—Rong mansion, Grand View Garden, and she has no one to complain her sadness to. She is “Yea to the very end of heaven, Where I could find a fragrant grave!” in frustration, “What time the third moon comes, the scented nests have been already built. And on the beams the swallows perch, excessive spiritless and staid” in sorrow, and finally ends up with the sadness of “Flowers fade and maidens die; and of either naught any more is known” (Yang Xianyi and Gladys Yang, 2003: 213) “Jane Eyre” shapes...
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...2013B Carefully read the following excerpt from the short story “Mammita’s Garden Cove” by Cyril Dabydeen. Then write a well-organized essay in which you analyze how Dabydeen uses literary techniques to convey Max’s complex attitudes toward place. ‘Where d’you come from?’ Max was used to the question; used to being told no as well. He walked away, feet kicking hard ground, telling himself that Line he must persevere. More than anything else he knew 5 he must find a job before long. In a way being unemployed made him feel prepared for hell itself even though he knew too that somewhere there was a sweet heaven waiting for him. How couldn’t it be? After all he was in Canada. He wanted to laugh all of 10 He continued walking along, thoughts drifting back to the far-gone past. Was it that far-gone? He wasn’t sure . . . yet his thoughts kept going back, to the time he was on the island and how he used to dream about 15 being in Canada, of starting an entirely new life. He remembered those dreams clearly now; remembered too thinking of marrying some sweet island-woman with whom he’d share his life, of having children and later buying a house. Maybe someday he’d even own 20 a cottage on the edge of the city. He wasn’t too sure where one built a cottage, but there had to be a cottage. He’d then be in the middle class; life would be different from the hand-to-mouth existence he was used to. 25 His heels pressed into the asphalt, walking on. And slowly he...
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...2013B Carefully read the following excerpt from the short story “Mammita’s Garden Cove” by Cyril Dabydeen. Then write a well-organized essay in which you analyze how Dabydeen uses literary techniques to convey Max’s complex attitudes toward place. ‘Where d’you come from?’ Max was used to the question; used to being told no as well. He walked away, feet kicking hard ground, telling himself that Line he must persevere. More than anything else he knew 5 he must find a job before long. In a way being unemployed made him feel prepared for hell itself even though he knew too that somewhere there was a sweet heaven waiting for him. How couldn’t it be? After all he was in Canada. He wanted to laugh all of 10 He continued walking along, thoughts drifting back to the far-gone past. Was it that far-gone? He wasn’t sure . . . yet his thoughts kept going back, to the time he was on the island and how he used to dream about 15 being in Canada, of starting an entirely new life. He remembered those dreams clearly now; remembered too thinking of marrying some sweet island-woman with whom he’d share his life, of having children and later buying a house. Maybe someday he’d even own 20 a cottage on the edge of the city. He wasn’t too sure where one built a cottage, but there had to be a cottage. He’d then be in the middle class; life would be different from the hand-to-mouth existence he was used to. 25 His heels pressed into the asphalt, walking on. And slowly he...
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...On-line Resources Welcome to Part 1 of TAG’s on-line resources for our production of The Birthday Party by Harold Pinter. These resources are divided into 2 parts. Part 1 is intended to give an insight into Pinter, his style of writing and the play itself by looking at previous productions of The Birthday Party. Generally aimed at Higher Drama students, this pack complements units 1, 2 and 3 of the syllabus. However, these resources are also useful for the Knowledge and Understanding elements of Standard Grade as well as the Special Study for Advanced Higher Drama. I have collated information from various sources in order to provide material for use before your students see TAG’s production. In September 2003, Part 2 will be available to download from TAG’s website. This section of the resources will focus on the process of creating our production of The Birthday Party. It will include contributions from the Director, the Designer, the Performers and other members of the creative team. I hope that Part 2 will open up TAG’s working methods and provide a real insight into how a theatre company works. Please feel free to reproduce any section of the on-line resources for your use in the classroom. We are always aiming to provide the most effective and beneficial resources for teachers and so please do offer any comments you have regarding either part of this pack. We welcome and appreciate all feedback. I very much hope that you and your pupils find the resources useful and enjoy...
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...FULL TITLE · The Canterbury Tales AUTHOR · Geoffrey Chaucer TYPE OF WORK · Poetry (two tales are in prose: the Tale of Melibee and the Parson’s Tale) GENRES · Narrative collection of poems; character portraits; parody; estates satire; romance; fabliau LANGUAGE · Middle English TIME AND PLACE WRITTEN · Around 1386–1395, England DATE OF FIRST PUBLICATION · Sometime in the early fifteenth century PUBLISHER · Originally circulated in hand-copied manuscripts NARRATOR · The primary narrator is an anonymous, naïve member of the pilgrimage, who is not described. The other pilgrims narrate most of the tales. POINT OF VIEW · In the General Prologue, the narrator speaks in the first person, describing each of the pilgrims as they appeared to him. Though narrated by different pilgrims, each of the tales is told from an omniscient third-person point of view, providing the reader with the thoughts as well as actions of the characters. TONE · The Canterbury Tales incorporates an impressive range of attitudes toward life and literature. The tales are by turns satirical, elevated, pious, earthy, bawdy, and comical. The reader should not accept the naïve narrator’s point of view as Chaucer’s. TENSE · Past SETTING (TIME) · The late fourteenth century, after 1381 SETTING (PLACE) · The Tabard Inn; the road to Canterbury PROTAGONISTS · Each individual tale has protagonists, but Chaucer’s plan is to make none of his storytellers superior to others; it is an equal company. In the Knight’s...
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...21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced Assessment 5.3.2 Modes of Public Assessment 74 74 74 75 77 77 77 Quality Learning and Teaching Resources 104 6.1 Use of Set Texts 6.2 Use of Other Learning and Teaching Resources 104 108 Chapter 6 Chapter 7 109 Supporting Measures 7.1 Learning and Teaching Resource Materials 7.2 Professional Development 109 109 Appendix 1 Examples of Poetry Analysis 110 Appendix 2 Examples of...
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...John Green The Fault in Our Stars BACKGROUND INFO BACKGROUND AUTHOR BIO Full Name: John Michael Green Date of Birth: August 24th, 1977 Place of Birth: Indianapolis, Indiana Brief Life Story: John Green was born in Indianapolis, Indiana. Immediately after his birth, Green’s parents moved to Orlando, Florida. During his youth, he attended Lake Highland Preparatory School, a boarding school near Birmingham, Alabama. Later, he attended Kenyon College where he graduated in 2000 with a double major in English and Religious Studies. After graduating from Kenyon, Green worked in a children’s hospital while he enrolled in divinity school with the intention of becoming an Episcopal Priest. He never attended divinity school, however, because his experience working in the hospital with children suffering from life-threatening illnesses inspired him to become a writer. He lived in Chicago for several years, writing book reviews, writing for radio, and working in publishing. During this time he wrote his first novel, Looking for Alaska (2005) to immediate, and increasing, success. He followed that first novel with An Abundance of Katherines (2006), Paper Towns (2008), and The Fault in Our Stars (2012), which reached #1 on the New York Times bestseller list for children. Green currently lives in Indianapolis with his wife and two kids, where he continues to write, produce videos, and speak publicly about an array of topics. chronicle his artistic journey in making the film adaption of his novel...
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...re tu ra li CAPE Modern te ng Languages Literatures nE e siniEnglish ur e at l er g it En sin ur e at er it L Caribbean Examinations Council ® SYLLABUS SPECIMEN PAPER CSEC® SYLLABUS,MARK SCHEME SPECIMEN PAPER, MARK SCHEME SUBJECT REPORTS AND SUBJECT REPORTS Macmillan Education 4 Crinan Street, London, N1 9XW A division of Macmillan Publishers Limited Companies and representatives throughout the world www.macmillan-caribbean.com ISBN 978-0-230-48228-9 © Caribbean Examinations Council (CXC ®) 2015 www.cxc.org www.cxc-store.com The author has asserted their right to be identified as the author of this work in accordance with the Copyright, Design and Patents Act 1988. First published 2014 This revised version published 2015 Permission to copy The material in this book is copyright. However, the publisher grants permission for copies to be made without fee. Individuals may make copies for their own use or for use by classes of which they are in charge; institutions may make copies for use within and by the staff and students of that institution. For copying in any other circumstances, prior permission in writing must be obtained from Macmillan Publishers Limited. Under no circumstances may the material in this book be used, in part or in its entirety, for commercial gain. It must not be sold in any format. Designed by Macmillan Publishers Limited Cover design by Macmillan Publishers Limited and Red Giraffe CAPE® Literatures...
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