...In the beginning of any new society, it is difficult to let go of the past. When the colonists started the Revolution, many citizens were not willing to be a part of this change. Why? It was due to their inability to separate their past life from their present one. The inability to separate a past lifestyle from a present or future lifestyle makes it extremely difficult to survive in a society. Conforming to a society’s social and religious values is much easier when citizens do not remember or acknowledge how they lived in the previous society they were a part of. In the Handmaid’s Tale, a novel by Margaret Atwood, the narrator and protagonist, Offred, was unable to separate her previous American lifestyle and her memories of this life...
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...I recently finished reading a book, The Handmaid’s Tale, by Margaret Atwood, which was published in 1985. This book is fictional, and it is set in a futuristic time in the United States where women become property of men once again, and have essentially lost all aspects of individual rights. Women are forced to change their names to government regulated, predetermined names, cannot have a career, cannot have their own family, or even speak their opinions. These women are forced to wear a certain color to distinguish between one of the few ‘jobs’ that they are allowed to have. One of these different jobs is to be a handmaid, which is essentially to be the mistress of a commander when his wife cannot conceive a child. These handmaids are expected...
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...Feminism in a Shell Margaret Atwood’s The Handmaids Tale along with Mamoru Oshii’s Ghost in the Shell both share feminist views. Together Atwood’s novel and Oshii’s film are part of the science fiction genre, which is set into the future. Both the novel and film share feminist views although the second wave of feminism in the novel The Handmaids Tale portrays a world where females with no rights and have been taken over for breeding, in contrast to the third wave of feminism in the film Ghost in a Shell where heteronormativity is separated by the blurring of boundaries between both males and females. Atwood’s award winning novel demonstrates the second wave of feminism through the power structure of Gilead where women had roles. Consequentially,...
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...Chapters 1-12 First in chapter 1 of the Handmaid’s Tale, the narrator describes how the women sleep in the gymnasium, and how they are currently living. Aunt Sara and Aunt Elizabeth are mentioned, and the narrator states that they cannot speak. The women take two walks daily around the former football field and are guarded by both fence and the Angels. She says the guards possess guns and she wished she could talk to them. Now, in chapter 2, the narrator claims that she has a room, which is small and has little things in there. She describes her attire and says she wears red, and is a handmaid. Then she describes the Marthas, who wear a dull green color. We then learn that the narrator’s name is Offred. Offred gets dressed to go shopping...
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...Study Guides and Literature Essays Editing Services College Application Essays Writing Help Q & A Lesson Plans Home : The Handmaid's Tale : Study Guide : Summary and Analysis of V: Nap - VI: Household The Handmaid's Tale Summary and Analysis by Margaret Atwood Buy PDFBuy Paperback V: Nap - VI: Household Summary This section begins with Offred simply sitting alone, waiting. She had not been prepared for all this stillness, all of this boredom. She thinks about experiments they used to do on animals, how they would give them something to distract them. She wishes she had something to distract her. She lies down on the floor and begins to do her exercises, tilting her pelvis back. She remembers how at the training center they had rest time every day from three to four. Now she thinks it was practice for all of the waiting. She remembers how Moira showed up, after she'd been there for about three weeks. They couldn't talk for a few days, but finally during a walk they were able to plan a meeting in the washroom. The first time was during Testifying, which Aunt Helena came for specially. That day, Janine was talking about how she was gang raped when she was fourteen and had to get an abortion, and the other women respond as they have learned to, chanting that it was her fault. Despite the surroundings, Offred was extremely happy to see Moira. Now Offred thinks about her body. She used to see it as an instrument of her will, but now she sees it only as a container...
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...concept that is engrained into the framework of relationships, society and government. Whilst this is seen to remain from the 1600s all the way to the 1980s, there are subtle differences in the portrayal of, attempted reasoning behind and methods used to enforce this passivity, highlighted through analysis of language, structure and context. The writers symbolically use setting to explore links between different aspects of female passivity. Tennyson links public and private spaces and their promotion of female passivity to illustrate societal as well as psychological and domestic examples of passivity. In Mariana, the “rusted” and “crusted” atmosphere of decay is representative of Mariana’s psychological deterioration and the stagnant “blacken’d waters” and “moated grange” act as an obstruction to her integration with the outside patriarchal world. This reflects the wider Victorian attitude regarding the home as “the centre of virtue and the proper life for women” and brings to light the impact that passivity in the greater context of society has on the role she plays in her private relationship. This idea of external influences is echoed much less figuratively in ‘The Handmaid’s Tale’ where “decreased birth rates” stimulated a change in the functioning of the governmental system and the politically organised passivity of women, creating a dystopian vision of patriarchy. A change in societal structure resulting in female passivity is also present in ‘Othello’. Desdemona’s transition...
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...Gatsby In Cold Blood The Road The Handmaid’s Tale Love Medicine Catcher in the Rye Moby Dick Beloved In the coming month, reading your novel in its entirety, taking notes and annotating throughout. Complete the following assignments: 1) Response Paper; in this one to two page essay, you will write a personal response to your author and his/her work. Your response should address these questions (at a minimum): Why did you choose this particular author and work? What is intriguing about their style? What themes does the work address? Would you read any other work by this author? This assignment will be due on FEBRUARY 16th, 2012. 2) AP Argumentative Essay Question; you will need to compose an AP-style argumentative essay prompt for your novel. This is a question you would likely see on an actual AP English Language Exam. Have question TYPED and submitted by FEBRUARY 17th, 2012. 3) AP Argumentative Essay. You will compose an AP argumentative essay on the prompt that you created and that I approved. This assignment will be due on March 1st, 2012. 4) AP Rhetorical Analysis Essay question; you will need to compose an AP-style rhetorical analysis essay prompt for your novel. This is a question you would likely see on an actual AP English Language Exam. Have question TYPED and submitted by March 8th, 2011. 5) AP Rhetorical Analysis Essay. You will compose an AP rhetorical analysis essay on the prompt that you created and that...
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...and Testing, Writing English Composition Essays - Analitical, Autobiographical, Argument, Cause/Effect, Classification, Compare/Contrast, Comparison, Conversation, Creative+Writing, Critical, Deductive, Definition, Descriptive, Description, Dialog, Division, Exploratory, Expository, Informative, Interview, Inquiry, Journalistic, Narration, Observation. Personal Narrative, Place, Profile, Process, Proposal English Literature and Literary Analysis - Adventures of Huckleberry Finn, A & P, Antigone, Apocalypse Now, Araby, The Awakening, Barn Burning, Beowulf, Beloved, Bible, Birthmark, Blade Runner, The Bluest Eye, Candide, Canterbury Tales, Catcher in the Rye, Cathedral, Chrysanthemums, A Clockwork Orange, The Color Purple, Comparing Literary Works, Crime and Punishment, Death of a Salesman, Death in Venice, Desiree's Baby, A Doll's House, Dr. Faustus, Epic of Gilgamesh, Everyday Use, A Farewell to Arms, Frankenstein, The Grapes of Wrath, Great Gatsby, Great Expectations, Glass Menagerie, Gulliver's Travels, The Handmaid's Tale, Heart of Darkness, The Iliad, Invisible Man, Jane Eyre, The Joy Luck Club, The Lottery, The Love Song of J. Alfred Prufrock, Metamorphosis, My Antonia, My Papa's Waltz, Neuromancer, The Odyssey, Oedipus Rex, On the Road, Oresteia, Paradise Lost, The Picture of Dorian Gray, Portrait of the Artist as a Young Man, Pride and Prejudice, A Raisin in the Sun, A Rose for Emily, The Scarlet Letter, Siddhartha, Sir Gawain and the Green Knight, Slaughterhouse-Five...
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...AO2: Analysis is the root of everything else (in the world!) Using AO2 to ‘unlock’ the other assessment objectives. Your ability to analyse what you read really is the key to success in English. You have shown you are very skilled analysts already! So let’s think about the skills involved. * focusing closely on your chosen area (i.e. essay title) * thinking carefully about how you’ll construct a clear ‘argument’ * selecting the most relevant chapters/poems to help your argument * looking closely within them for the most relevant images/descriptions/techniques * explaining clearly how they fit into your argument * tying your argument together by linking your points and examples – voila! The first two steps have been done for you today! This is the extract that the exam board used for their examples, from E.M. Forster’s Room With a View. It is a description of Lucy’s arrival in Florence, and her first impressions of the hotel she will stay in, the Pension Bertolini. Try to take note of the development that takes place, from the band 1 response up to band 5. “And a cockney, besides!” said Lucy, who had been further saddened by the Signora’s unexpected accent. “It might be London.” She looked at the two rows of English people who were sitting at the table; at the row of white bottles of water and red bottles of wine that ran between the English people; at the portraits of the late Queen and the late Poet Laureate that hung behind the English people...
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...higher priorities than are considerations of profit or commercial appeal. * Literature is literally "an acquaintance with letters" as in the first sense given in the Oxford English Dictionary (from the Latin littera meaning "an individual written character (letter)"). The term has generally come to identify a collection of texts. The word literature as a common noun can refer to any form of writing, such as essays or poetry; Literature as a proper noun refers to a whole body of literary work, world-wide or relating to a specific culture... * lit·er·a·ture n. 1. The body of written works of a language, period, or culture. 2. Imaginative or creative writing, especially of recognized artistic value:"Literature must be an analysis of experience and a synthesis of the findings into a unity" 3. The art or occupation of a literary writer. 4. The body of written work produced by scholars or researchers in a given field: medical literature. 5. Printed material: All the available collected literature on the subject. 6. Music: All the compositions of a certain kind or for a specific instrument or ensemble: the symphonic literature. Good literature has something important to say about life. If we take the time to read and understand the literature, it should help us to learn more about life. It may be that we do not agree with what the writer says. Nevertheless, the act of studying it will have made us think more carefully about the topic...
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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...Studying Literature in Grade 12 The works of different non-Canadian authors, writers, and playwrights such as Steinbeck, Orwell and Shakespeare have been widely used in English classrooms. While bright writers exist in all cultures, Ontario students should solely focus on Canadian writers. As Canadians, it is essential to become more familiar with writings one can call their own. Senior students in Ontario should solely study Canadian literature because writings from other cultures are being studied far too frequently, it is important to encourage young Canadian authors, and the need to promote diverse, home-grown writers is escalating. To begin, focusing on Canadian literature for English students is significant because they are constantly overwhelmed by the American culture. This is often prevalent in Canada because the culture has always been a “branch plant” of another country. Canadian culture has never had the chance to fully blossom since it has always been under the thumb of a more powerful foreign culture since its conception, notably England and France. For this reason, high school students living in Ontario are forced to succumb to Shakespeare and other British writers. These days, even American authors such as Fitzgerald can be found in classrooms all across Canada. Unfortunately, many schools continue to limit a student’s exposure within the classroom to Canadian authors’ works to ISP (Independent Study Project) reading lists. In this sense, Canada is an attic in...
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...“Canada is an unknown territory for the people who live in it, and I’m not talking about the fact that you may not have taken a trip to the Arctic or to Newfoundland, you may not have explored as the travel folders have it – This Great Land of Ours. I’m talking about Canada as a state of mind, as the space you inhabit not just with your body but with your head. It’s that kind of space in which we find ourselves lost. What a lost person needs is a map of the territory, with his own position marked on it so he can see where he is in relation to everything else. Literature is not only a mirror; it is also a map, a geography of the mid. Our literature is one such map, if we can learn to read it as our literature, as the product of who and where we have been. We need such a map desperately; we need to know about here, because here is where we live. For the members of a country or culture, shared knowledge of their place, their here, is not a luxury but a necessity. Without that knowledge we will not survive.” Margaret Atwood, Survival As Atwood’s statement demonstrates, Canadian literature is concerned with place and displacement, and with the development of an effective identifying relationship between self and environs. Canada’s literature whether written in English or French reflects three main parts of Canadian experience. First, Canadian writers often emphasize the effects of climate and geography on the life and work of their people. Second, frontier’s...
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...American Pop: Popular Culture Decade by Decade. Ed. Bob Bacthelor. Westport, CT: Greenwood Press 2009. 978-0-313- 34410-7. 4 vol. 1,604p. $375.00. Gr. 9-12. This four volume set gives students a broad and interdisciplinary overview of the many and varied aspects of pop culture across America from 1900 to the present. The volumes cover the following chronological periods: V 1. 1900-1929, V 2. 1930-1959, V 3. 1960-1989 and Vol. 4. 1990-Present. There is an Introduction for each volume focusing on the major issues during that period. There is a Timeline of events for the decade which gives extra oversight and content to the study of the period and an Overview of each dcade. Chapters focus on specific areas of pop culture (Advertising, Books, Entertainment, Fashion, Food Music and much more) supplemented with sidebars containing stories, photos, illustrations and Notable information. There are endnotes for each decade and a Resource Guide and Index. Volume 4 also contains a Cost of Products from 1900-2000, and an Appendix with Classroom Resources for teachers and students and a Cumulative Index. Students, teachers and the general reader will love sifting through the experiences of Americans as they easily follow the crazes, technological breakthroughs and the experiences of art, entertainment, sports and other cultural forces and events that influenced each generation. Reference– Popular Culture ...
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...1. It is the degree to which a person identifies with a particular organization and its goals, & wishes to maintain membership in the organization a. Job involvement b. Terminal value c. Attitude d. Value a. Job involvement 2. _________ means moving information from the hidden area to the open area a. blind area b. unknown area c. public area d. self disclosure d. self disclosure 3. An approach in which the goals of one party are in direct conflict with the goals of the other party a. Negotiation b. Distributive bargaining c. Stress d. None Ans. Negotiations 4. The measure of a person’s ability to operate within business organizations through social communication & interactions a. Transactional analysis b. Interpersonal skill c. Life position d. Johari window Ans. b. interpersonal skill 5. Where the source of power is in person’s control over rewarding outcomes, that power is called a. Coercive power b. Referent power c. Legitimate power d. Reward power Ans. d. Reward power Examination Paper Semester I: Organizational Behaviour IIBM Institute of Business Management 6. It means melting resistance to change; the people who will be affected by the change come to accept the need for it a. Organization b. Unfreezing c. Changing d. Refreezing Ans. b. Unfreezing 7. This training is also known as laboratory training, encounter groups & T-groups a. Sensitivity...
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