...Personalities of the Grapes of Wrath In any good story the author uses the characters to further develop the story. A great example of this is in the novel The Grapes of Wrath. The characters of Tom Joad, Ma Joad and Jim Casey provide different characteristics to expand the plot; Tom provides a sense of practicality to the story, Ma is strong, and Jim Casey shows leadership qualities. These characteristics foreshadow the character’s destiny in the story. In John Steinbeck’s proletarian novel, The Grapes of Wrath, his early descriptions of and dialogue for Tom, Ma and Jim Casey establish their personalities and futures. The main character Tom Joad is best described as practical. When Tom was in prison he learned the valuable lesson of taking one day at a time. Ma Joad explains it best when she says "You can't go thinkin' when you're gonna be out. You'd go nuts. You got to think about that day, an' then the nex' day, about the ball game Sat'dy….Jus' take ever'day." (91). An example of Tom being practical was just before the Joads and Jim Casey left for California and they were trying to figure out a way to get Granpa to go. Tom...
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...APPENDIX Writing a Film Analysis Films are made to be seen and heard, to appeal to our visual and aural senses. Like any art form, however, films are also meant to be felt and understood, to appeal to our emotions and minds. One of the best ways to determine whether a film has succeeded in any or all of these goals is to analyze the elements that make up the whole work. To write an analysis of a film, you must study the film carefully. Your critical analysis should be derived from your personal encounter with the film, not from published criticism. Access to a videocassette recorder or DVD player is essential if you are going to perform a critical analysis of any depth. It is not enough to like or dislike the movie; you must determine why it succeeds or fails in reaching out and encompassing the viewer. The first step is to view the film in its entirety. From this viewing you can get an initial reaction to the many parts of the film that you will have to explore in more depth. When you first view the film, it is best not to try to take notes or separate the parts of the film; you should be familiar with the textbook in order to know what to look for. After you have formulated a thesis and have begun the process of supporting that thesis, you should view the film at least once more in its entirety and two or three times in segments in order to review scenes of major importance. The thesis statement is the element around which to structure your analysis. Because the theme or...
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...“The Red Pony” by John Steinbeck – Critical Analysis John Steinbeck an American writer was born in the year 1902 and died in the year 1968.During his time, Steinbeck was one of the most accomplished writers and his literary works received massive popularity. Most of his novels and short stories were performed as plays on stage and that is one reason why he was among the best sellers during his era. One of his great accomplishments for his involvement in literature was the Literature Nobel Prize he won in 1962. Steinbeck wrote a total of twenty seven books and some of his most common books include; “The grapes of Wrath” written in 1939, the 1952 “East of Eden, The 1937 short novel “Mice and men” (John, pg 23). John Steinbeck spent much of his early life in a rural part of America and worked on various ranches with migrants ‘on spreckler ranch and other nearby ranches during his summers. He attended Salinas high school and later joined Stanford University, although he never graduated. He did various odd jobs before beginning his career as a writer. Steinbeck wrote his first novel Cup of Gold which was published in 1929.Other books he wrote were; the pastures of heaven (1932), The Red Pony (1933), Tortilla Flat (1935), The Grapes of Wrath (1939), and many others. During his career, Stein beck was involved in various issues and correspondence. Most of his literary works revolved around his life as well as the issues that affected people then (John, pg 56). One of the issues he wrote...
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...John Steinbeck Research Paper: Final Draft John Steinbeck is regarded as the “quintessential American writer.” He created many works of literature that “evoke life in the 20th century with compassion and lyrical precision” (Li). John Steinbeck’s most popular works such as Of Mice and Men (1937) and The Grapes of Wrath (1939) explore the darker side of life in America for farm laborers. Though these works were considered highly controversial, they gained him major recognition. Of Mice and Men was adapted as a play in 1938 and was declared the best play by New York Drama Critics’ Circle. He went on to receive the Pulitzer Prize for Fiction in 1940 for The Grapes of Wrath. In 1962, he was awarded the Nobel Prize for literature (Schultz & Li). As a child and youth, Steinbeck spent a lot of time working on farms and interacting with other migrant workers. His experiences with migrant farm workers created the foundation for Of Mice and Men and The Grapes of Wrath. John Ernst Steinbeck was born on February 27th 1902 in Salinas California to John Ernst Steinbeck Sr. and Olivia Hamilton Steinbeck. Steinbeck Sr. managed a flour mill, and his mother Olivia was a teacher in a school, thus securing the family a middle class income (Bender). His mother Olivia looked to “mold him into a man of broad intellectual capacity” (Kiernan). She read him several books as a child and, by the age of five, he could read. In school he was teased for “his large ears…so he withdrew into books.” His...
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...Task Terms: A terminology guide to help develop questions for the Reading COE |Reading COE Task Terms |Definitions |Sample COE Questions with Targets | | | | | |Literary/Informational Comprehension | | | | | | | |Categorize |to place somebody or something in a particular category and |“Categorize the types of elephants discussed in the passage, | | |define or judge the person or thing accordingly |‘All Elephants.’ Describe the main characteristics of the | | | |elephant types using supporting details from the passage for | | ...
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...REL 222 GUIDE According to Thompson, why did the Greek poet Hesiod see farming as having religious significance? (36) God is integrated into nature, thus caring for it is important. Farming is the way humans can justly occupy a place in the divine (that is natural) order and its god’s intention that this place be fraught with work toil and risk. A key message in Hesiod’s poetry is that only farmers dependent on seasons, soil, and water can hope to attain piety or show proper respect to these divinities. Farming is the way human beings justly occupy a place in the divine (that is natural) order, and it is the gods’ intention that this place be fraught with work , toil, and risk, Warfare, violence, and trickery, in contrast, are unjust in Hesiod’s poetry because they short-circuit the gods’ intended route to material rewards. According to Thompson, what value did Thomas Jefferson see in Agriculture for America’s future? Jefferson believed that the small farmers would make the most “valuable citizens” because of their investment into the land and thus their country, he believed that agriculture was way for citizens to make long term and stable decisions that also promoted patriotism. Hamilton: believed that the future of the new republic lay in trade and industrial development. Jefferson favored the strategy of filling the heart of N.American continent with freehold farmers and delaying the creation of an indigenous industrial plant as long as possible. It was...
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...Advanced Placement English Language and Composition Advanced Placement English III First Six Weeks – Introductory Activities: ▪ Class rules, expectations, procedures ▪ Students review patterns of writing, which they will imitate throughout the course: reflection, narration and description, critical analysis, comparison and contrast, problem and solution, and persuasion and argument. ▪ Students review annotation acronyms, how to do a close reading, literary elements and rhetorical devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern...
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...THE SIGNET CLASSIC EDITION OF WILLIAM SHAKESPEARE’S MACBETH LINDA NEAL UNDERWOOD S E R I E S E D I T O R S : W. GEIGER ELLIS, ED.D., ARTHEA J. S. REED, PH.D., UNIVERSITY OF GEORGIA, EMERITUS and UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of William Shakespeare’s Macbeth 2 INTRODUCTION William Shakespeare developed many stories into excellent dramatizations for the Elizabethan stage. Shakespeare knew how to entertain and involve an audience with fast-paced plots, creative imagery, and multi-faceted characters. Macbeth is an action-packed, psychological thriller that has not lost its impact in nearly four hundred years. The politically ambitious character of Macbeth is as timely today as he was to Shakespeare's audience. Mary McCarthy says in her essay about Macbeth, "It is a troubling thought that Macbeth, of all Shakespeare's characters, should seem the most 'modern,' the only one you could transpose into contemporary battle dress or a sport shirt and slacks." (Signet Classic Macbeth) Audiences today quickly become interested in the plot of a blindly ambitious general with a strong-willed wife who must try to cope with the guilt engendered by their murder of an innocent king in order to further their power. The elements of superstition, ghosts, and witchcraft, though more readily a part of everyday life for the Renaissance audience, remain intriguing to modern teenagers. The action-packed plot, elements...
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...NORTH AMERICAN FICTION BRIEF INTRODUCTION: Before starting our study of American Fiction we must understand what American Literature is in itself and which pieces of writing we can include within this label. It is believed that when a piece is written in North America, more precisely in the USA, it would automatically be given this epithet. But it should be taken into account that this idea is quite broad and doesn’t reflect the real essence of the term. However, there is also another definition that gathers this essence: American Literature is the one that represents the Americanism, the singularity of the USA philosophy and culture. This way, instead of focusing on who the author is, it is focused on the content of the writing. In that which concerns Fiction, the following documents are the ones considered as narrative: Speeches Letters Short Stories Essays Political Documents Sermons Novels Diaries 1 FIRST LITERARY EXPRESSIONS The first documents in which the idea of Americanism is very present are the Sermons. They respond to the strict Protestantism settled in the New Continent after the arrival of the Pilgrim Fathers and Puritans in the Mayflower (1620) and the Arabella (1630). They established a theocratic community whose main and only point of reference was the Bible. That is why the idea of the ‘city upon a hill’ is still very present in American mentality. As we all know...
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...G U I D E T E A C H E R’S A TEACHER’S GUIDE TO TWELVE YEARS A SLAVE BY SOLOMON NORTHUP bY Jeanne M. McGlInn anD JaMes e. McGlInn 2 A Teacher’s Guide to Twelve Years a Slave by Solomon Northup Table of Contents SYNOPSIS......................................................................................................................................3 ABOUT THE AUTHOR...............................................................................................................3 INTRODUCTION TO THE STUDY GUIDE............................................................................3 MEETING COMMON CORE STANDARDS.............................................................3 THE SLAVE NARRATIVE GENRE...............................................................................3 HISTORICAL OVERVIEW..........................................................................................................4 DURING READING.....................................................................................................................6 SYNTHESIZING DISCUSSION QUESTIONS.......................................................................9 ENRICHMENT ACTIVITIES.......................................................................................................9 ACTIVITIES FOR USING THE FILM ADAPTATION........................................................ 11 ADDITIONAL RESOURCES.....................................................................................
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...UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of William Shakespeare’s Romeo and Juliet 2 INTRODUCTION William Shakespeare’s Romeo and Juliet is an excellent introduction to Shakespearean drama; teenagers can relate to its plot, characters, and themes. The play’s action is easily understood, the character’s motives are clear, and many of the themes are as current today as they were in Shakespeare’s time. Therefore, it can be read on a variety of levels, allowing all students to enjoy it. Less able readers can experience the swash-buckling action and investigate the themes of parent-child conflict, sexuality, friendship, and suicide. Because of the play’s accessibility to teenagers, able readers can view the play from a more literary perspective, examining the themes of hostility ad its effect on the innocent, the use of deception and its consequences, and the effects of faulty decision making. They can study how the characters function within the drama and how Shakespeare uses language to develop plot, characters, and themes. The most able students can develop skills involved in literary criticism by delving into the play’s comic and tragic elements and its classically tragic themes: the role of fate and fortune, the inevitable nature of tragedy, and the isolation of the tragic hero. This teacher’s guide will be divided into several parts: (1) a brief...
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...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 of the characters but offers no interpretation of their actions or their inner states....
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...English Contents ABOUT THIS BOOK ................................5 THE WORDS.............................................7 WORD ANALYSIS ...............................103 IDIOM AND USAGE ............................117 About This Book English offers perhaps the richest vocabulary of all languages, in part because its words are culled from so many languages. It is a shame that we do not tap this rich source more often in our daily conversation to express ourselves more clearly and precisely. There are of course thesauruses but they mainly list common words. Other vocabulary books list difficult, esoteric words that we quickly forget or feel self-conscious using. However, there is a bounty of choice words between the common and the esoteric that often seem be just on the tip of our tongue. Vocabulary 4000 brings these words to the fore. Whenever possible, one-word definitions are used. Although this makes a definition less precise, it also makes it easier to remember. Many common words appear in the list of words, but with their less common meanings. For example, the common meaning of champion is “winner.” A less common meaning for champion is to support or fight for someone else. (Think of the phrase “to champion a cause.”) This is the meaning that would be used in the list. As you read through the list of words, mark any that you do not know with a check mark. Then when you read through the list again, mark any that you do not remember with two checks. Continue in this...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF G EORG E B E R N A R D S HAW ’S PYGMALION By LAURA REIS MAYER BUNCOMBE COUNTY SCHOOLS, ASHEVILLE, NORTH CAROLINA S E R I E S E D I T O R S JEANNE M. MCGLINN, Ph.D., University of North Carolina at Asheville and W. GEIGER ELLIS, Ed.D., University of Georgia, Professor Emeritus 2 A Teacher’s Guide to the Signet Classics Edition of George Bernard Shaw’s Pygmalion TABLE OF CONTENTS An Introduction .......................................................................................3 Synopsis of the Play .................................................................................3 Prereading Activities .................................................................................6 During Reading Activities ......................................................................13 After Reading Activities .........................................................................21 About the Author of this Guide .............................................................29 About the Editors of this Guide .............................................................29 Full List of Free Teacher's Guides...........................................................30 Click on a Classic ..................................................................................31 Copyright © 2007 by Penguin Group (USA) For additional teacher’s manuals, catalogs, or descriptive brochures, please email academic@penguin.com or write...
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...Fayette County Schools Research Paper Survival Guide June 2009 (revised November 2011) Compiled by: Jillian Bowen, Joanne Dirring, Monica Dorner, Greta Jackson, Shery Kearney, Ann Richardson, and Cheryll Thompson-Smith Based on the work of: Linda Brem, Kathy Franks, Cathy Nix, Ann Richardson, and Cynde Snider Table of Contents Plagiarism………………………………………………………………. Plagiarism Statement - Middle School……………………………..... Plagiarism Statement - High School……………………………….... English Research Requirements…………………………………….. Middle School Requirements…………………………………... 9th Grade Requirements………………………………………… 10th Grade Requirements………………………………………. 11th Grade Requirements………………………………………. 12th Grade Requirements………………………………………. Frequently Asked Questions…………………………………………. Annotated Bibliographies……………………………………….. Citation Formats…………………..……………………………... Common Mistakes………………………………………………. Documentation and Plagiarism…………..…………………….. Internet and Databases…………………………………………. MLA Manuscript Form…...……………………………………… Note Cards…..…………………………………………………… Outlines…………………………………………………………… Paraphrases and Quotations..…………………………………. Parenthetical Documentation……………………………...…... Quoting Poetry……………………………..……………………. Research Papers..………………………………………………. Research Process……………….……………………………… Research Projects……….……………………………………… Source Cards..…………………………………………………… Works Cited Page……………………………………………….. Research Glossary……………………………………………………. Online Resources……………………………………………………… Works Cited…………………………………………………………….....
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