...Analysis: The Plague of Doves Western Governors University Analysis: The Plague of Doves There were many compelling choices for my first Introduction to Humanities analysis. But Louise Erdrich had previously caught my eye while reading the course material, and I remember how much her work had made an impression on me; her dedication to writing about the Native American experience, and how multiculturalism in America had not necessarily been kind to them (MindEdge, Inc., 2015). So I was pleased to see that one of the choices was the first chapter of her novel “The Plague of Doves”. After reading the first chapter my initial thought was; “I want to read more!” It was well written, easy to read, and presented the turn of the 20th century life of the Native American vividly. The author’s use of words and prose transported me back to that time, how the narrator’s great-grandparents met, ran away, and eventually returned to the reservation. Their struggle to survive together amidst racial segregation and violence was well interspersed with stories of the burgeoning love life of the narrator in the 1960’s. This was the one aspect that impressed me the most, how the stories of the two generations were interspersed together in a way that tied them together, each story flowing from one to the other, but in a way that was easy to track and understand. The impression that I got from this style of writing was the apparent contrast and similarities of the generations, and at the...
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...Running head: Analysis of “Still I Rise” 1 Analysis of “Still I Rise” When reading, “Still I Rise”, by Maya Angelou, I immediately get a sense of perseverance and pride. The author seems to be addressing her adversaries directly through her words. I love the imagery used in this poem. I can almost see the dust rising and can feel the swelling of the black ocean that the author mentions. “Cause I walk like I got oil wells pumping in my living room”(Angelou, 1978), and, “Laugh like I’ve got gold mines diggin’ in my own back yard” (Angelou, 1978), tells me that the author feels that her life is joyous and priceless, and can’t be taken away. As the phrase, “I Rise” (Angelou, 1978), is repeated again and again, it’s as if I can hear the author’s voice becoming louder and louder, declaring that her spirit will not be broken. It is the voice of someone who has not only persevered, but has triumphed and now thrives! “Still I Rise” was published in 1978, during the postmodern era. This was a period that saw much political and social change, particularly for African Americans. The 60’s brought about desegregation and the signing of the Civil Rights Act in 1964. Maya Angelou lived in the South, Arkansas, for a time during her childhood. There was much white resistance to the ending of segregation in the Southern states. During the 60’s and 70’s, many American cities were swept by race riots. Civil Rights activists organized marches and protests around the country...
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...UXT Task 1 (0915) Top of Form | value: 1.00 | value: 2.00 | value: 3.00 | value: 4.00 | value: 5.00 | Score/Level | Articulation of Response (clarity, organization, mechanics) | The candidate provides unsatisfactory articulation of response. | The candidate provides weak articulation of response. | The candidate provides limited articulation of response. | The candidate provides adequate articulation of response. | The candidate provides substantial articulation of response. | | A1. Initial Thoughts | The candidate does not provide an appropriate description of initial thoughts and/or feelings about the work. | The candidate provides an appropriate description, with no detail, of initial thoughts and/or feelings about the work. | The candidate provides an appropriate description, with limited detail, of initial thoughts and/or feelings about the work. | The candidate provides an appropriate description, with adequate detail, of initial thoughts and/or feelings about the work. | The candidate provides an appropriate description, with substantial detail, of initial thoughts and/or feelings about the work. | | A2. Aspect(s) of Interest | The candidate does not provide an appropriate description of at least 1 aspect of the work that most interests the candidate. | The candidate provides an appropriate description, with no detail, of at least 1 aspect of the work that most interests the candidate. | The candidate provides an appropriate description, with limited...
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...from from TDIL's ftp: anu.tdil.gov.in pub dict site I N 1.m I Pron 1.m a Det 1.ek, abatement N abbey N 1.kmF, GVtF, GVAv, mdApn, b A, 2.yAg, smAE ag jF vZmAlA kA Tm a"r tTA -vr, 2.tk mphlA kESpt pzq vA -tAv , aback Adv 1.acAnk, ekAek, 2.pFC abandon VT 1.CoX nA, yAg nA, yAgnA, tjnA, d d 2.EbnA aAj^ nA nOkrF CoXnA, apn kodrAcAr aAEd mCoX nA, d , nA d d abandoned A 1.CoXA h,aA, Enjn-TAn, 2.EbgXA h,aA, iEdy lolp, lMpV, drAcArF, aAvArA , , abandonment N 1.pZ yAg, sMpZ aAmosg, EbSkl CoX nA d , abate VI 1.km honA, GVnA, DFmA honA abate VT 1.km krnA, GVAnA, DFmA krnA, m@ym krnA, rok nA, smA krnA d 1 1.IsAiyo kA mW, gz\ArA, kVF, mW, , , 2.mht aADFn sADao kF mXlF k , abbot N 1.mht, mWDArF, mWAEDkArF abbreviate VT 1.km krnA, s" krnA, CoVA krnA, p sAr EnkAlnA abbreviation N 1.s" , GVAv, sAr, lG,!p, skt, p 2.sE" pd yAf, fNd yA pd kA lG!p ^ , abdicate VTI 1.-vQCA s CoXnA, yAg krnA, tjnA, pd yAg krnA abdication N 1.pd yAg abdomen N 1.X, V, k"F, udr p p , abdominal A 1.udr sMbDF, V kA p abduct VI 1.BgA l jAnA, EnkAl l jAnA, bhkA l jAnA abduction N 1.EksF ko PslA yA DmkA kr BgA l jAnA, , DokA kr EnkAl, l jAnA, blAkAr hrZ, aphrZ d abed Adv 1.EbCOn pr, fyA pr, EbCOn m aberrant A 1.DAEmk mAg s EvcElt, pT B , BVkA h,aA aberration N 1.Bm, Ev" , Bl, Qy,Et, pT B tA p abet VT 1.b kAm Ely uskAnA, bhkAnA, k ,r shAyk honAaprAD aAEd mnA abeyance N 1."EZk EvrAm, Evlb, WhrAv, zkAv, ToX...
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