...University is unlike many other higher education schools I looked into. Marywood is not only a school with goals like many other universities, but also a school with a strong set of core values that can be applied to the outside world. One of those Marywood values is empowerment and also service. Empowerment is a value that uplifts a person so they can achieve their full potential. These values are clearly seen in the novel A Good Man by Mark Shriver the poem “Still I Rise” by Maya Angelou. The core value empowerment is notably expressed throughout the poem “Still I Rise.” Throughout the poem, Angelou continues to say “I rise” in a way that indicates she wishes to empower and overcome all obstacles. She states the following: “Does my sexiness upset you Does it come as a surprise That I dance like I’ve got diamonds At the meeting of my thighs?” (Angelou)...
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...feelings” taking its origin from “emotion recollected in tranquility”. For Edgar Allan Poe, poetry is “the rhythmical creation of beauty”. Poets, from their own store of felt, observed or imagined experiences, select, combine, and recognize. They create significant new experiences for the readers-significant because the focused and formed in which they may gain a greater awareness and understanding of the world. Poetry can be recognized only by the response made to it by a good reader, someone who has acquired some sensitivity to poetry. There is indeed an ideal reader or listener as well as an ideal poem; and it is useful to think about them all and to consider the qualities and virtues of each. The reader has responsibilities just as the poet has. The first rule of what might be called “good readership”-at least with respect to poetry-is to approach the poem with an open mind. A poem is defined as a highly organized, complex, and unified recreation of an experience. It aims to communicate to the receptive reader a new experience, analogous to...
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...Literature Assignment 2 The Graveyard Poets Name : FAHAD MOHAMMED ALMUTAIRI Number : 321148023 Submission date : 29\4\2014 Word count : 762 1 The Graveyard Poets, known as the founders of the Graveyard School, were a group of poets from the mid to late 18th century. They were neoclassical in style, and it is said that they paved the way for the Gothic and Romanticism movements. As their group name suggests, they enjoyed writing while in cemeteries, and their works portrayed that. Their themes were often concerned with death, gloom, religion, and mortality. Their poems often used funeral or gloomy imagery, though their purpose was never just to be dark. They were often very Christian writers who used the symbolism of night, death, and gloom in spiritual musings of human mortality and our relation to God. It was because of them that the portrayal of negative states and emotions in poetry became more accepted. Robert Blair is often considered the founding father of the Graveyard Poets. He was the son of a reverend, one of the King’s chaplains. His family was fairly wealthy, and his hobbies included gardening and the study of English poets. Though he only published three pieces, one was so loved that it was one of the foundations for the Graveyard School. It was on this piece, entitled “The Grave”, that his entire reputation as a poet rested. Since it has 767 lines, it goes through a variety of topics. However, every topic has to do with some aspect of death. Unsurprisingly...
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...Version 1 General Certificate of Education (A-level) January 2013 English Literature A (Specification 2740) LTA1C Unit 1: Texts in Context The Struggle for Identity in Modern Literature Report on the Examination Further copies of this Report on the Examination are available from: aqa.org.uk Copyright © 2013 AQA and its licensors. All rights reserved. Copyright AQA retains the copyright on all its publications. However, registered centres for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to centres to photocopy any material that is acknowledged to a third party even for internal use within the centre. Set and published by the Assessment and Qualifications Alliance. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX. Report on the Examination – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in Context: The Struggle for Identity in Modern Literature – January 2013 PRINCIPAL EXAMINER’S REPORT: January 2013 LTA1C The Struggle for Identity in Modern Literature The entry was around 2000 candidates, compared to nearer 7000 last summer and about 1400 the previous January, with the large majority of students choosing to answer on Duffy’s...
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...National Reading Strategy February 2008 All rights reserved. You may copy material from this publication for use in non-profit education programmes if you acknowledge the source. For use in publications, please get the written permission of the Department of Education. Department of Education Sol Plaatje House 123 Schoeman Street PRETORIA Private Bag X895 PRETORIA 0001 ISBN 177018-062-1 1 Acknowledgements The Department of Education (DoE) wishes to acknowledge the following individuals and organization who contributed in the development of National Reading Strategy: 2 Contents Page numbers 1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2. Why improve reading? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 3. The situation in South Africa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 4. Specific challenges in implementing the National Reading Strategy . . . . . 8 i) Teacher competency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 ii) Libraries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 iii) Teaching conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 iv) Print environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 v) Language issues ...
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...the Philippines. They place upon the on the Filipino people the Spanish Monarch and Roman Catholic Religion. Pueblos * (taga-bayan) Filipinos who settled where they were within easy reach of the power of the church and State. Hinterlands * (taga- bukid or taga bundok) are the Filipinos who kept their distance from colonial administrators and their native agents, staying close to the sources of their livelihood in the mountains. * The distinction were beyond indicating mere geographic origin and took an overtones of cultural snobbery as the effect of colonization seeped deeper into the consciousness of lowland Filipinos. Filipino * This name was reserved for Spaniards born in the Philippines, and everybody else who had only native ancestors was an “Indian”. Parish Priest * It was practically the only Spaniard who had direct contact with the Filipinos. * Became the embodiment of Spanish power and culture among the colonized populace, though their contact with him and the beliefs and values he carried, religion exerted a pervasive influence on the minds of Christianized Filipinos. Medieval Catholicism * These were presented by Friar began to be challenged by Filipinos who had by virtue of university education and come into the orbit of liberal minds in the 19th century Spain and Europe. * Also the literature of the entire period was in the encouragement and supervision of the missionaries/priests. A Confluence of Two Cultures 19th Century ...
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...imagined and imaginable escapes. To make the abstract tangible, to define meaning without confining it, to inhabit a house that never became a prison, Dickinson created in her writing a distinctively elliptical language for expressing what was possible but not yet realized. Like the Concord Transcendentalists whose works she knew well, she saw poetry as a double-edged sword. While it liberated the individual, it as readily left him ungrounded. The literary marketplace, however, offered new ground for her work in the last decade of the nineteenth century. When the first volume of her poetry was published in 1890, four years after her death, it met with stunning success. Going through eleven editions in less than two years, the poems eventually extended far beyond their first household audiences. Emily Elizabeth Dickinson was born in Amherst, Massachusetts, on December 10, 1830 to Edward and Emily (Norcross) Dickinson. At the time of her birth, Emily’s father was an ambitious young lawyer. Educated at Amherst and Yale, he returned to his hometown and joined the ailing law practice of his father, Samuel Fowler Dickinson. Edward also joined his father in the family home, the Homestead, built by Samuel...
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...REFLECTIVE PIECE She stood motionless by her window, staring at the stars that contrasted her life. One of misery and loneliness. The night-time, chilly air synchronized with her mood, she had become cold, rhythm-less, sharp her words……. What words? For they all remained unspoken. She had given up the prospect of light, happiness, prosperity, ...
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...English Lit- Moon on the Tides Relationship Cluster Poems Booklet Ghazal Context Mimi Khalvati was born in Tehran and grew up on the Isle of Wight where she went to boarding school. She started to write poetry when she was looking after her children. She published her first collection in 1991 and she has been shortlisted for the TS Eliot poetry prize. A "ghazal" is an ancient Persian form of poetry, similar to a sonnet in that it is often part of a larger collection or sequence of poems. Khalvati's poem mentions a famous writer of ghazals called Rumi, who wrote a sequence to his close friend and spiritual inspiration Shamsuddin. Ghazals are often concerned with love and longing. Structure and language Structure Like traditional ghazals, this poem is made up of a sequence of two-line stanzas (or 'couplets'). The two lines of the couplets do not rhyme but the end of each couplet does, partly through the repetition of the word "me". Language Ghazal makes extensive use of metaphors to explore the relationship between the speaker and the one they love. Many of the metaphors present pairs of items or objects that complement each other, reflecting the way in which the speaker sees the relationship. In the second stanza the speaker describes the two sides of a relationship being like the "rhyme" and "refrain" (a repeated section of a poem, like a chorus). This metaphor suggests a sense of the two lovers being part of a larger whole. It also connects the two through...
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...to the traditional nuclear families in their essay, “The Color of Family Ties.” According to their work, those of White descent make up most of all nuclear families which can be described as a father, mother and children all living in one household. Gerstel and Sarkasian point out that it is not always the case that, “Black and Latino/a, especially Puerto Rican families are more disorganized than White families, and that their families ties are weaker,” as they are often thought of by those in politics or the media (62). In fact Gerstel and Sarkasian write, “Blacks and Latinos/as, are as likely as Whites-and in some ways more likely-to be supportive family members” (63). This is evident in Roger Jack’s “An Indian Story” and Melvin Dixon’s poem, “Aunt Ida Pieces a Quilt.” Both these writings exhibit great examples of minority, untraditional families with very strong ties and supportive relationships and yet it is arguable that one family is lacking in kinship. “An Indian Story” by Roger Jack is a story a young boy who many refer to as Jack and his nonnuclear family. When Jack is just a young boy his mother dies then his father remarries and starts a new family, which makes the boy uncomfortable with his living situation so he decides to go live with his late mother’s sister, Aunt Greta. It is apparent that even before he decided to move with Greta, Jack was very close to her when he states, “I walked to Aunt Greta’s house and asked if I could move in with her since I had already...
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...a celebrated poet, novelist, educator and holds many other titles. She has proven the point that sex and race cannot hinder dreams and goals. In this paper, Dr. Maya Angelou’s failures as well as successes will be recognized and discussed. Born on April 4th, 1928, in St. Louis, Missouri, Dr. Angelou was raised in St. Louis and Stamps, Arkansas. Maya Angelou's former name was Marguerite Ann Johnson. Maya got the nickname from her older brother Bailey, who had a speech issue and could not pronounce Marguerite (Longly, 2013). He started calling her Maya because he read a book on Mayan indians, and the name stuck. In Stamps, Dr. Angelou experienced the brutality of racial discrimination, but she also absorbed the unshakable faith and values of traditional African-American family, community, and culture (Angelou, 2012). Growing up in Stamps, AK, Angelou learned what it was like to be a black girl in a world whose boundaries were set by whites (Longly, 2013). As a child, she always dreamed of waking to find her "nappy black hair" metamorphosed to a long blond bob because she felt life was better for a white girl than for a black girl (Franks, n.d.). Despite the odds, her grandmother instilled pride in Angelou with religion as an important element in their home. Maya Angelou contributed to black history by publicizing the discrimination of her people (Franks, n.d.). I Know Why The Caged Bird Sings, prevails in moments wheremetaphors correspond perfectly to the emotions of Maya...
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...Critical Reading 1. Preview. Look “around” the text before you start reading. ... 2. Annotate. Annotating puts you actively and immediately in a "dialogue” with an author and the issues and ideas you encounter in a written text. ... 3. Outline, Summarize, and Analyze. ... 4. Look for repetitions and patterns. ... 5. Contextualize. ... 6. Compare and Contrast. When you write about literature . . . Some Tips for Academic Writers Sentence Style 1. Use simple sentences as rubrics (pointers). 2. Use compound sentences to suggest balance and to present pairs of ideas of equal value. 3. Use complex sentence to emphasize the most important ideas and to subordinate less important ideas. 4. Avoid "empty" sentence frames that say little or restate the obvious. 5. Use present tense when referencing details in a literary work except for passages written in the past tense. 6. Incorporate short, key quoted phrases into analytical sentences. 7. Avoid the use of such words and phrases as "you" and "the reader" that often lead to wordiness. 8. Avoid the phrase, "In conclusion," when opening the concluding paragraph. 9. Avoid gratuitous complements and superlatives. Paragraph Development 1. Use Pattern 1 paragraph frames for most paragraphs in the body of academic essays. 2. Begin body paragraphs with claims as topic sentences that repeat key concepts from the thesis sentence. 3. Always introduce the speaker, context, and/or significance of block quotations. 4. Always...
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...Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and 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...
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...Daily prayer: Make of us the hero warriors we aspire to become. May we fight successfully the great battle of the future that is to be born against the past that seeks to endure; so that the new things may manifest and we be ready to receive them. Meaning of logo: The perfect creation of a new world. Motto of the school: No words – acts What do you know about The Mother Mirra Alfassa (21 February 1878 – 17 November 1973), also known as The Mother, was the spiritual collaborator of Sri Aurobindo. Her full name at birth was Blanche Rachel Mirra Alfassa.[1] She came to Sri Aurobindo's spiritual retreat on 29 March 1914 in Pondicherry, India. Having to leave Pondicherry during World War I, she spent most of her time in Japan where she met the Nobel laureate poet Rabindranath Tagore. Finally she returned to Pondicherry and settled there in 1920. After 24 November 1926, when Sri Aurobindo retired into seclusion, she founded his ashram (Sri Aurobindo Ashram), with a handful of disciples living around the Master. She became the spiritual guide of the community. The experiences of the last thirty years of Mother's life were captured in the 13-volume work The Agenda. In those years she attempted the physical transformation of her body in order to become what she felt was the first of a new type of human individual by opening to the Supramental Truth Consciousness, a new power of spirit that Sri Aurobindo had allegedly discovered. Sri Aurobindo considered her an incarnation of the...
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...happenings and self doubt. It was divided, among all, between the pursuit of the artistic ideal and the continual lure of easy success. He became a victim of the myth of success and money instead of the perpetrator. Nevertheless, Fitzgerald’s incredible prose style and beautiful talent shined through his tragic, disillusioned life and he was able to successful create a beautiful world for his readers to escape to. In the early 1920’s, Fitzgerald was accepted as a symbol of youthful sophistication. He became intensely aware of the strangeness and mystery behind the rich at a young age, and tried so hard to echo their actions through sheen curiosity and characterization. It was then that he established a rich and enduring symbolic value throughout his stories and was led into a dazzling world full of limitless opportunities. Fitzgerald also developed an unusually sharp eye for a character and a scene, an excellent ear for dialogue, and an uncommonly acute sense of time and place. The Last Tycoon shows how true and delicate Fitzgerald’s feelings for a scene, a character, a situation, and a moment really were. In the scene when Stahr,...
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