...and contrast essay As you generate points of comparison, consider the purpose and content of the assignment and the focus of the class. What do you think the professor wants you to learn by doing this comparison/contrast? How does it fit with what you have been studying so far and with the other assignments in the course? Are there any clues about what to focus on in the assignment itself? Here are some general questions about different types of things you might have to compare. These are by no means complete or definitive lists; they’re just here to give you some ideas—you can generate your own questions for these and other types of comparison. You may want to begin by using the questions reporters traditionally ask: Who? What? Where? When? Why? How? If you’re talking about objects, you might also consider general properties like size, shape, color, sound, weight, taste, texture, smell, number, duration, and location. Two historical periods or events When did they occur—do you know the date(s) and duration? What happened or changed during each? Why are they significant? What kinds of work did people do? What kinds of relationships did they have? What did they value? What kinds of governments were there? Who were important people involved? What caused events in these periods, and what consequences did they have later on? Two ideas or theories What are they about? Did they originate at some particular time? Who created them? Who uses or defends them? What is the central...
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...The GED Language Arts, Reading Test Passing the GED Language Arts, Reading Test Jean Dean ABE/GED Teacher Mentor Teacher California Distance Learning Project www.cdlponline.org 1 GED Video Partner #11 Passing the GED Reading Test In the end, we will remember not the words of our enemies, but the silence of our friends. Martin Luther King, Jr. TEST OVERVIEW: Time: 65 minutes The test consists of fiction and nonfiction readings. • Fiction excerpts include readings from novels, short stories, folk tales, poetry, and plays. • Nonfiction excerpts include readings from reviews, essays, articles, speeches, biographies, business documents, and articles about the visual arts. The test consists of 40 multiple-choice questions. • 30 of the questions come from fiction readings. • 10 of the questions come from nonfiction readings. There are seven passages. • Three of the passages are from prose fiction (novels, short stories, and folk tales). • Poetry and plays have one passage each. • Nonfiction has two passages. There are three literary time periods. One passage comes from each of these periods: • Before 1920 • 1920-1960 • After 1960 The following reading skills are tested: • Comprehension—identifying the main idea, the purpose of a selection, supporting details, and using context clues to discover the meaning of unknown words 2 • • • Application—applying ideas to a new context Analysis—recognizing the way material is organized...
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...sanitarium in California. A heavy smoker, Holden Caulfield claims to be already six feet, two inches tall and to have wisps of grey hair; and he wonders what happens to the ducks when the ponds freeze in winter. The novel was published on 16 July 1951, sold for $3.00, and was a Book-of-the-Month Club selection. Within two weeks, it had been reprinted five times, the next month three more times-though by the third edition the jacket photographof the author had quietly disappeared. His book stayed on the bestseller list for thirty weeks, though never above fourth place.' Costing 75?, the Bantam paperback edition appeared in 1964. By 1981, when the same edition went for $2.50, sales still held steady, between twenty and thirty thousand copies per month, about a quarter of a million copies annually. In paperback the novel sold over three million copies between 1953 and 1964, climbed even higher by the 1980s, and continues to attract about as many buyers as it did in 1951. The durabilityof The author appreciates the invitationof Professors Marc Lee Raphaeland Robert A. Gross to present an early version of this essay at the College of William & Mary, and also thanks ProfessorsPaul Boyer and John D. Ibson for their assistance. 1AdamMoss, "Catcher Comes of Age," Esquire, December 1981, p. 57; Jack Salzman, ed., intro. to New Essays on "The Catcher in the Rye" (New York:Cambridge UniversityPress, 1991), pp. 6, 7. 567 568 THE NEW ENGLAND QUARTERLY its appeal is astonishing...
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...Top 100 Essay Upon examining the world, one will find many great people who have shaped the one we live in today. Despite the significance of them all, it is important to be able to narrow them down to a list of one hundred or so. From there, the true test is to be able to tell which person had a bigger effect on our state of being than the other. Starting with a list that has already been compiled, this essay will rank each historical figure by their impact on the world. (Please note that this list was compiled based on a western perspective.) Topping the list at #1 is Muhammad. As the Prophet of Islam, Muhammads, s.a.w, teachings have reached and inspired many societies and their people. His teachings also indicate the best way to think and therefore live. At #2 is Jesus Christ, whose place as the central figure of Christianity has impacted the lives of his believers, all 2 billion of them (give or take). His existence has lead to the many holidays and churches that occupy mainly, western society. At #3 is Gautama Buddha, who is the spiritual teacher and founder of Buddhism. Lord Buddha has played a large role in the growth of many people of asian descent and offers a religion to the world that can be seen as very peaceful. At #4 is David, King of Israel or rather the Biblical King of Israel. As the founder of Jerusalem, he has empowered the Jewish nation to take on a large amount of influence in various aspects of the world, including the entertainment industry. At #5 is...
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...1. Literature of the 17th century. John Milton. “Paradise Lost”. John Bunyan. “Pilgrim’s Progress”. The peculiarities of the English literature of the 17th century are determined by the events of the Engl. Bourgeois Revolution, which took place in 1640-60. King Charles I was beheaded in 1649& General Oliver Cromwell became the leader of the new government. In 1660, shortly after Cro-ll’s death, the dynasty of the Stuarts was restored. The establishment of new social&eco-ic relations, the change from feudal to bourgeois ownership, escalating class-struggle, liberation movement and contradictions of the bourgeois society found their reflection in lit-re. The main representatives of this period is: John Milton: was born in London&educated at Christ’s College. He lived a pure life believing that he had a great purpose to complete. At college he was known as the The Lady of Christ’s. he Got master’s degree at Cambridge. It’s convenient to consider his works in 3 divisions. At first he wrote his short poems at Horton. (The Passion, Song on May Morning, L’Allegro). Then he wrote mainly prose. His 3 greatest poems belong to his last group. At the age of 23 he had still done little in life&he admits this in one of his sonnets. (On his 23d B-day) In his another sonnet he wrote on his own blindness. (On his Blindness) Milton wrote diff. kinds of works. His prose works were mainly concerned with church, affairs, divorce & freedom. The English civil war between Charles...
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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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...Complex Systems in Education CSE ESSAYS COURSE Complex Course on Writing English and American Essays for Advanced Students English Language Programs Division Bureau of Educational and Cultural Affairs Writing 2 United States Information Agency, Washington, D. C. 1999 2 3 How to Use this Complex Course Частные уроки Английского Языка 387-1231 MIND Speaks to MIND – Selected American Essays 4 Preface Some years ago, a visitor to our office, a professor of English at a large foreign university, asked if the English Language Programs Division had published a book of American essays for foreign students – especially students at the advanced level. Having to respond in the negative, I was, nonetheless, “intrigued” by the idea of a collection of essays that would form a source of stimulating ideas or thoughts that could be thoroughly examined in the EFL classroom, discussed and debated in free conversation, and perhaps, ultimately, lead to a significant growth in the exchange of information between cultures – via the printed page. From this rationale, then, there issues an explanation for the title, Mind Speaks to Mind, which itself is an “exchange of information” between the editor and Edward Hoagland in his essay, “On Essays”! And, readers are encouraged to study this essay first as a type of guideline concerning the nature/purpose of the essay. It is found on page 26. For ease of reference, the essays are presented in alphabetical order according...
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...this situation sounds familiar, you may find it reassuring to know that many professionals undergo these same strange compulsions before they begin writing. Jean Kerr, author of Please Don’t Eat the Daisies, admits that she often finds herself in the kitchen reading soup-can labels—or anything—in order to prolong the moments before taking pen in hand. John C. Calhoun, vice president under Andrew Jackson, insisted he had to plow his fields before he could write, and Joseph Conrad, author of Lord Jim and other novels, is said to have cried on occasion from the sheer dread of sitting down to compose his stories. To spare you as much hand-wringing as possible, this chapter presents some practical suggestions on how to begin writing your short essay. Although all writers must find the methods that work best for them, you may find some of the following ideas helpful. But no matter how you actually begin putting words on paper, it is absolutely essential to maintain two basic ideas concerning your writing task. Before you write a single sentence, you should always remind yourself that 1. You have some valuable ideas to tell your reader, and 2. More than anything, you want to communicate those ideas to your reader. These reminders may seem obvious to you, but without a solid commitment to your own opinions as well as to your reader, your prose will be lifeless and boring. If you don’t care about your subject, you can’t very well expect anyone else to. Have confidence that your ideas are...
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...NEW EDITION HIGH SCHOOL English Grammar & Composition BY WREN & MARTIN (With New Appendices) REVISED BY N.D.V. PRASADA RAO S. CHAND Page i New Edition HIGH SCHOOL ENGLISH GRAMMAR AND COMPOSITION By P.C. WREN, MA. (OXON) and H. MARTIN, M.A. (OXON), O.B.E. Revised By N.D.V. PRASADA RAO, M.A., D.T.E., Ph.D. Dear Students, Beware of fake/pirated editions. Many of our best selling titles have been unlawfully printed by unscrupulous persons. Your sincere effort in this direction may stop piracy and save intellectuals' rights. For the genuine book check the 3-D hologram which gives a rainbow effect. S. CHAND AN ISO 9001: 2000 COMPANY S. CHAND & COMPANY LTD. RAM NAGAR, NEW DELHI -110 055 Page iii PREFACE TO THE NEW EDITION Wren and Martin's monumental work High School English Grammar and Composition now appears in two editions. One is a de luxe edition, illustrated in full-colour, and the other is an ordinary edition without illustrations. The material in the book has been further updated where called for. It has been felt necessary in particular to revise some material in the chapters dealing with adjectives, active and passive voice, articles and prepositions. Appendix I, which deals with American English, has been expanded. Appendix II has been replaced with a newer set of tests covering the important areas of grammar. It was in the year 1972 that the shrewd visionary Mr. Shyam Lai Gupta obtained the permission of Manecji Cooper Education Trust for the revision of this book...
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...Independence We celebrate American Independence Day on the Fourth of July every year. We think of July 4, 1776, as a day that represents the Declaration of Independence and the birth of the United States of America as an independent nation. But July 4, 1776 wasn't the day that the Continental Congress decided to declare independence (they did that on July 2, 1776). It wasn’t the day we started the American Revolution either (that had happened back in April 1775). And it wasn't the day Thomas Jefferson wrote the first draft of the Declaration of Independence (that was in June 1776). Or the date on which the Declaration was delivered to Great Britain (that didn't happen until November 1776). Or the date it was signed (that was August 2, 1776). So what did happen on July 4, 1776? The Continental Congress approved the final wording of the Declaration of Independence on July 4, 1776. They'd been working on it for a couple of days after the draft was submitted on July 2nd and finally agreed on all of the edits and changes. July 4, 1776, became the date that was included on the Declaration of Independence, and the fancy handwritten copy that was signed in August (the copy now displayed at the National Archives in Washington, D.C.) It’s also the date that was printed on the Dunlap Broadsides, the original printed copies of the Declaration that were circulated throughout the new nation. So when people thought of the Declaration of Independence, July 4, 1776 was the date they remembered. In contrast...
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...6 Build Your Vocabulary ■ ■ ■ ■ The SAT High-Frequency Word List The SAT Hot Prospects Word List The 3,500 Basic Word List Basic Word Parts be facing on the test. First, look over the words on our SAT High-Frequency Word List, which you’ll find on the following pages. Each of these words has appeared (as answer choices or as question words) from eight to forty times on SATs published in the past two decades. Next, look over the words on our Hot Prospects List, which appears immediately after the High-Frequency List. Though these words don’t appear as often as the high-frequency words do, when they do appear, the odds are that they’re key words in questions. As such, they deserve your special attention. Now you’re ready to master the words on the High-Frequency and Hot Prospects Word Lists. First, check off those words you think you know. Then, look up all the words and their definitions in our 3,500 Basic Word List. Pay particular attention to the words you thought you knew. See whether any of them are defined in an unexpected way. If they are, make a special note of them. As you know from the preceding chapters, SAT often stumps students with questions based on unfamiliar meanings of familiar-looking words. Use the flash cards in the back of this book and create others for the words you want to master. Work up memory tricks to help yourself remember them. Try using them on your parents and friends. Not only will going over these high-frequency words reassure you that you...
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...critical theory today critical theory today A Us e r - F r i e n d l y G u i d e S E C O N D E D I T I O N L O I S T Y S O N New York London Routledge is an imprint of the Taylor & Francis Group, an informa business Routledge Taylor & Francis Group 270 Madison Avenue New York, NY 10016 Routledge Taylor & Francis Group 2 Park Square Milton Park, Abingdon Oxon OX14 4RN © 2006 by Lois Tyson Routledge is an imprint of Taylor & Francis Group, an Informa business Printed in the United States of America on acid‑free paper 10 9 8 7 6 5 4 3 2 1 International Standard Book Number‑10: 0‑415‑97410‑0 (Softcover) 0‑415‑97409‑7 (Hardcover) International Standard Book Number‑13: 978‑0‑415‑97410‑3 (Softcover) 978‑0‑415‑97409‑7 (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...
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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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...1000 Real GMAT Sentence Correction Questions 1. 1 A “calendar stick” carved centuries ago by the Winnebago tribe may provide the first evidence that the North American Indians have developed advanced full-year calendars basing them on systematic astronomical observation. (A) that the North American Indians have developed advanced full-year calendars basing them (B) of the North American Indians who have developed advanced full-year calendars and based them (C) of the development of advanced full-year calendars by North American Indians, basing them (D) of the North American Indians and their development of advanced full-year calendars based (E) that the North American Indians developed advanced full-year calendars based 2. A 1972 agreement between Canada and the United States reduced the amount of phosphates that municipalities had been allowed to dump into the Great Lakes. (A) reduced the amount of phosphates that municipalities had been allowed to dump (B) reduced the phosphate amount that municipalities had been dumping (C) reduces the phosphate amount municipalities have been allowed to dump (D) reduced the amount of phosphates that municipalities are allowed to dump (E) reduces the amount of phosphates allowed for dumping by municipalities 3. A collection of 38 poems by Phillis Wheatley, a slave, was published in the 1770’s, the first book by a Black woman and it was only the second published by an American woman. (A) it was only the second published by...
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