...suppression of speech, public communication or other information which may be considered objectionable, harmful or sensitive determined by government, media outlets, authorities or other public institutions. Censorship occurs in the literary world when as small as a group of housewives files a complaint against the work for a simple a reason as 3 curse words in the span of 3 chapters. Once that complaint is filed it then goes to an appointed committee which reviews the work and determines the public is allowed to ingest the content presented by the author and his novel. As this process is hardly justifiable partly due to the fact that it takes such a small proportion of the population to enforce as opposed to the lengthy but respectable process of say getting a bill or new law pass; the act of novel censorship specifically is hardly an acceptable process of deciding if a book should be permitted. Satanic Verses, a novel which caused a large debacle overseas due to its perceived harsh criticisms of a certain religion, fell victim to this process but on a larger scale which included extreme threats, and rallies concentrated in the Middle East. Although the controversial novel Satanic Verses by author Salman Rushdie was banned because of its perceived harsh criticism of the Islamic faith, it’s honest interpretation of the human dynamic through the weight and expectation of religion has warranted praise as opposed to its previous challenge then ban....
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...Literary Theory: A Very Short Introduction ‘Jonathan Culler has always been about the best person around at explaining literary theory without oversimplifying it or treating it with polemical bias. Literary Theory: A Very Short Introduction is an exemplary work in this genre.’ J. Hillis Miller, University of California, Irvine ‘An impressive and engaging feat of condensation . . . the avoidance of the usual plod through schools and approaches allows the reader to get straight to the heart of the crucial issue for many students, which is: why are they studying literary theory in the first place? . . . an engaging and lively book.’ Patricia Waugh, University of Durham Very Short Introductions are for anyone wanting a stimulating and accessible way in to a new subject. They are written by experts, and have been published in 15 languages worldwide. Very Short Introductions available from Oxford Paperbacks: ANCIENT PHILOSOPHY Julia Annas THE ANGLO-SAXON AGE John Blair ARCHAEOLOGY Paul Bahn ARISTOTLE Jonathan Barnes Augustine Henry Chadwick THE BIBLE John Riches Buddha Michael Carrithers BUDDHISM Damien Keown CLASSICS Mary Beard and John Henderson Continental Philosophy Simon Critchley Darwin Jonathan Howard DESCARTES Tom Sorell EIGHTEENTH-CENTURY BRITAIN Paul Langford The European Union John Pinder Freud Anthony Storr Galileo Stillman Drake Gandhi Bhikhu Parekh HEIDEGGER Michael Inwood HINDUISM Kim Knott HISTORY John H. Arnold HUME A. J...
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...Literary Theory: A Very Short Introduction ‘Jonathan Culler has always been about the best person around at explaining literary theory without oversimplifying it or treating it with polemical bias. Literary Theory: A Very Short Introduction is an exemplary work in this genre.’ J. Hillis Miller, University of California, Irvine ‘An impressive and engaging feat of condensation . . . the avoidance of the usual plod through schools and approaches allows the reader to get straight to the heart of the crucial issue for many students, which is: why are they studying literary theory in the first place? . . . an engaging and lively book.’ Patricia Waugh, University of Durham Jonathan Culler LITERARY THEORY A Very Short Introduction 1 Great Clarendon Street, Oxford o x2 6 d p Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Athens Auckland Bangkok Bogotá Buenos Aires Calcutta Cape Town Chennai Dar es Salaam Delhi Florence Hong Kong Istanbul Karachi Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi Paris São Paulo Shanghai Singapore Taipei Tokyo Toronto Warsaw with associated companies in Berlin Ibadan Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries Published in the United States by Oxford University Press Inc., New York © Jonathan Culler 1997 The moral rights...
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...Literary Criticism Review Paradigm: a framework containing your basic assumptions, ways of thinking and methodology about how something should be done, made or thought about. Cognitive dissonance (psychology): the excessive mental stress and discomfort experienced by the individual who: * Holds 2+ contradictory beliefs, ideas, of values simultaneously * Is confronted by new info that conflicts with existing BIV Is/ought dilemma: us aging -> the world as we wish to be OR the world as it actually is HISTORICAL LENS/NEW HISTORICAL LENS Historical criticism -> insisted we need to know a literary piece, that we need to know authors bio, social background, ideas during that time, cultural milieu (environment) New historicism New Historicism: seeks to find meaning in a text by considering the work within framework of prevailing ideas/assumptions of its era. *All about paying close attention to historical context of literary works (e.g: poems, novels, plays) GOALS: 1) Study how a work of literature reflects its historical/sociocultural context 2) Understand how literary works comments on and relates to its context Therefore, approach is interdisciplinary Example of this lens: Always by Erasure MARXIST LENS (Karl Heinrich Marx + Friedrich Engles) * A form of critique for interrogating all societies and their texts in terms of certain specific issues like race, class, and the attitudes shared within a given culture (see terms) * Marxist critique may...
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...Role of Mathematics in Economics Article authored during M.A. degree between 1987-1989. Introduction Traditionally, application of mathematics had been restricted to the physical sciences, and the theories in the social sciences had been neglected, but in these days we notice that mathematical economics is flying high. We also observe that the articles on mathematical economics and fewer points on economic theory, occupy more prominent place in the economics journals. Arguments given in the favor of mathematics look attractive in the first instance but they are not free of problems. It is argued by many economists that mathematical models are recognized in providing a rational approach to solving many of the problems in decision making, allocation, and forecasting1. Mathematical models present theoretical work in their own language, which is a tool of communication, but we know that a language must be simple and easily understood to be appreciated, but as a language, mathematics is not simple and easy. In this paper, an attempt is made to discourage the excessive use of mathematics in economics, by describing its drawbacks in the economic theory. Attention is given to the scientific nature of the economics. In the beginning some definitions are given and comparison between different models are given, to develop an understanding in the subject. Mathematisation of Economics The major development of the second quarter of 20th century in the field of economics was the mathematization...
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...In “Where Are You Going, Where Have You Been?” Joyce Carol Oates illustrates an adolescent 15 years old girl called Connie. A typical teenager who thinks she has the world in her hands, converting this girl in the perfect prospect for a murder. Critic Clifford J. Kurkowski finds this a “significant issue in literary criticism because it questions Connie’s values and morals, and the author’s intent.” It was easy for these girls to be a victim of a forced sexual encounter or a violation because they were immature, innocent, and their parents did not pay attention to them. Making Connie the perfect victim for the murderer Arnold Field Introducing herself as a teenager, Connie is looking for attention and love regardless of the consequences this may bring. By behaving and dressing like an adult woman she walks around creating sexual attention in the light of older men. This leads her to be part of this number of girls who try to find love and attention on the hands of the wrong person. Apparently Connie is becoming increasingly alienated from her family. “Her parents and sister were going to a barbecue at an aunt's house and Connie said no, she wasn't interested” (340). This shows the relationship between Connie and her family, it was very unstable; there were lack of love, and a contribution to the fact that her parents did not care about their children. This shows how Connie contributed to her own demise because she was not even trying to spend quality time with her family and...
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...(Hardcover) No part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging‑in‑Publication Data Tyson, Lois, 1950‑ Critical theory today : a user‑friendly guide / Lois Tyson.‑‑ 2nd ed. p. cm. Includes bibliographical references and index. ISBN 0‑415‑97409‑7 (hb) ‑‑ ISBN 0‑415‑97410‑0 (pb) 1. Criticism. I. Title. PN81.T97 2006 801’.95‑‑dc22 Visit the Taylor & Francis Web site at http://www.taylorandfrancis.com and the Routledge Web site at http://www.routledge‑ny.com 2006001722 I gratefully dedicate this book to my students and to my teachers. I hope I will always have difficulty telling you apart. Contents Preface to the second edition Preface for instructors...
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...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 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...
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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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...THE RULES OF THE GAME: NOUVELLE EDITION FRANCAISE/THE KOBAL COLLECTION DEEP FOCUS CANON FODDER As the sun finally sets on the century of cinema, by what criteria do we determine its masterworks? BY PAU L SC H RA D E R Top guns (and dogs): the #1 The Rules of the Game September-October 2006 FILM COMMENT 33 Sunrise PREFACE THE BOOK I DIDN’T WRITE I n march 2003 i was having dinner in london with Faber and Faber’s editor of film books, Walter Donohue, and several others when the conversation turned to the current state of film criticism and lack of knowledge of film history in general. I remarked on a former assistant who, when told to look up Montgomery Clift, returned some minutes later asking, “Where is that?” I replied that I thought it was in the Hollywood Hills, and he returned to his search engine. Yes, we agreed, there are too many films, too much history, for today’s student to master. “Someone should write a film version of Harold Bloom’s The Western Canon,” a writer from The Independent suggested, and “the person who should write it,” he said, looking at me, “is you.” I looked to Walter, who replied, “If you write it, I’ll publish it.” And the die was cast. Faber offered a contract, and I set to work. Following the Bloom model I decided it should be an elitist canon, not populist, raising the bar so high that only a handful of films would pass over. I proceeded to compile a list of essential films, attempting, as best I could, to...
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...events it describes. First-person narration: A narrative in which the narrator tells the story from his/her own point of view and refers to him/herself as “I.” The narrator may be an active participant in the story or just an observer. When the point of view represented is specifically the author’s, and not a fictional narrator’s, the story is autobiographical and may be nonfictional (see Common Literary Forms and Genres below). Third-person narration: The narrator remains outside the story and describes the characters in the story using proper names and the third-person pronouns “he,” “she,” “it,” and “they.” • Omniscient narration: The narrator knows all of the actions, feelings, and motivations of all of the characters. For example, the narrator of Leo Tolstoy’s Anna Karenina seems to know everything about all the characters and events in the story. • Limited omniscient narration: The narrator knows the actions, feelings, and motivations of only one or a handful of characters. For example, the narrator of Lewis Carroll’s Alice’s Adventures in Wonderland has full knowledge of only Alice. • Free indirect discourse: The narrator conveys a character’s inner thoughts while staying in the third person. Gustave Flaubert pioneered this style in Madame Bovary, as in this passage: “Sometimes she thought that these were after all the best days of her life, the honeymoon, so-called.” Objective narration: A style in which the narrator reports neutrally on the outward behavior...
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...Chapter 1 Consumers Rule 1-1 How old is Bungy Jumping? • Bungy jumping turned 26 in 2014 • Where is the highest bungy jump? • http://www.youtube.com/watch?v=4Wf1yndBO 0w • AJ Hackett’s Tower in Macao –Auckland Stock Exchange B – 764 feet Chapter Objectives When you finish this chapter, you should understand why: • Consumers use products to help them define their identities in different settings (think of consumers as role players who need different products). • For example, many family social occasions are accompanied by food and drink, and the consumption of these goods acts as a shared bond that the group uses to define membership in that group. Another example is the style of clothing (e.g., A & F, Hollister) worn by young people to define their group membership. • Consumer behavior is a process involved when individuals or groups select, purchase, use, or dispose of products, services 1-3 Chapter Objectives • Marketers need to understand the wants and needs of different consumer segments (product usage, demographics, and psychographics- redneck bank) • The Web is changing consumer behavior: a problem is the loss of privacy and the deterioration of traditional social interactions • Consumer behavior relates to other issues in our lives-public policy issues (e.g., ethical marketing practices) and the dynamics of popular culture • Consumer activities can be harmful to individuals and to society (terrorism-poisoning...
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...but not more than 200 marks from a single group. 2. A candidate shall answer the language papers in the language concerned. The question paper in Islamiat is to be answered in Urdu or English. All other papers must be answered in English. Violation of this instruction shall incur cancellation of the concerned paper(s) and consequently award of Zero. 3. The compulsory and optional subjects and maximum marks fixed for each subject shall be as below: Sr. No. 1 2 3 COMPULSORY SUBJECTS Subjects English (Précis & Composition) English Essay General Knowledge (a) Current Affairs 100 (b) Every Day Science 100 (c) Pakistan Affairs 100 Islamiat Viva Voce Total Maximum Marks 100 100 300 100 300 900 600 120 4 5 Qualifying marks in the aggregate of written papers: Qualifying marks in the Viva Voce: The non-Muslim candidates will have the option to take Islamiat as a compulsory subject or otherwise Pakistan Affairs (General Knowledge PaperIII) will be treated of 200 marks and counted in lieu of Islamiat. A candidate who fails to appear in any of the compulsory subject will not be allowed to appear in the remaining papers of the examination. No candidate shall be summoned for Viva voce test unless he has obtained at least 33 percent marks in each optional subject, 40% in the each compulsory subject and 50% marks in the aggregate of the written portion of the Examination. No candidate shall be considered to have qualified the examination unless...
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...David Trobisch and David Parker on the Origin of the New Testament, the Historical Jesus, and How Manuscripts Can Reveal What Texts Conceal Tom Dykstra I grew up with a picture of Paul traveling through Asia and Europe, founding congregations, counseling and teaching the men and women who had given their life to Jesus. If he could not visit them, he sent letters. When Paul died, his letters were kept as treasures. Each church that had received one of his letters saved it, had it read during worship services, and exchanged copies of the letter with other congregations close by. Later the congregations tried to complete their collection. But this view does not match the uniformity of manuscript evidence. --David Trobisch 1 It is even more remarkable that attempts to reconstruct the supposed document 'Q' (the lost collection used by both Matthew and Luke postulated by those who argue that Matthew and Luke are independent) use text-critical terminology to describe their activities. However, since all they are doing is making selections from a twentieth-century printed text, which does not even presume to provide confidently the text of the four-Gospel collection, never mind that of the independent first-century texts, this use of language must be dismissed as illusory. --David Parker 2 Modern scholarship has produced detailed biographies of Paul, massive multi-volume inquiries into “the historical Jesus,” and mountains of exegetical literature that claims to extract the author’s...
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...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....
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