...way is to read Langston Hughes’s works. Hughes writes lots of poetry about pursuing an American Spirit which realizes no discrimination, freedom and equality in the entire American society. Hughes hopes all African American can be respected by entire society. African Americans have relatively equal chances to compete with white people and have similar living condition as whites’ families which at least have a house and a car. The two poems of Hughes’ “I, Too” and “Theme for English B” describe Hughes’ desired American Spirit. In these two poems “ I, Too” and Theme for English B”, Hughes shares his experience as African American who lives under basic living condition, in hopes of encouraging more blacks to fight for equal rights. From the poem “I, too”, Hughes writes “I, too, sing America” (ln.1). As a common American people who learn American history and love American culture, although Hughes ’ancestry is African, he was born and grew up in the Unites States. Hughes also writes “I, too, am America” (ln.18). Although white people and black people have different skin color and background in the United States, they are all American. People can learn some idea about equality from Hughes. Hughes says when guests come to their home, white person can eat at the table but darker brother only can eat in the kitchen in the poem “I, Too”. From the poem “Theme for English B”, Hughes writes “Sometimes perhaps you don’t want to be a part of me” (li.29). Hughes states that a white...
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... ANALYZING AND COMPARING PHILLIS WHEATLEY AND LANGSTON HUGHES February 25, 2012 ANALYZING AND COMPARING PHILLIS WHEATLEY AND LANGSTON HUGHES Abstract: The aim of this text is to analyze two completely different poets (Phillis Wheatley and Langston Hughes) who lived in several times, however who shared constant theme in the analyzed works. Our intention is to indicate how society has not developed when it concerns the position of negroes: either as voters or persons. Through two selected poems and their analyses, it's supposed to indicate how the tones may change, however the theme remains the same. 1. Introduction Many things may inspire somebody to write down – be it poetry or prose. it has been like this since communication established itself, through generations and throughout time the writings have had a very important role. for some folks writing is also solely how to establish communication, as newspapers and magazines. For some others, it's an inner pleasure to share feelings and concepts, like in journals and theories. However, for others it is an instrument for additional definite purposes, like awareness regarding movements or a personal catharsis – Sylvia Plath’s poetry, for example. Therefore, the power of words helped mankind to change the globe. Bearing in mind this concept that literature may renew and reinforce a belief or an idea, the theme of the analysis supposed in this work comparing...
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...As we all know, America is a country that value freedom so much that people can do whatever they like and whatever they want if they doesn’t destroy others’ rights and interests. In this so free and libertarian country, everyone has his or her American dream since everyone’s wants and desires is different. From my personal perspective, the American dream is different from the past to the present, because what people require is diverse. What’s more, the American dream is different from one person to another. So, it depends. Some may want more freedom, some may want more equality and some may want more personal rights. In my opinion, the basis of the American dream was in the dreams and the ideas of those who wanted to immigrate to America and in their though about what the future of America was and what America would be. America is a country full of immigrants where thousands of people immigrated to America in the past. People who desired to immigrate to America had their own thoughts and dreams of what American would become in the future and what their life would be in the future. Was it better than the situation nowadays or even worse? “Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore, Send these, the homeless, tempest-tossed to me, I life my lamp beside the golden door!” (Lazarus,online). As we known, there were lots of wars in Europe which resulted in many people not wanting to suffer from tyranny...
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...the Wicked Witch. Autobots and Decepticons. History and art are full of heroes and their enemies. Tell us about the relationship between you and your arch-nemesis (either real or imagined). Inspired by Martin Krzywy, admitted student Class of 2016. ESSAY OPTION 2. Heisenberg claims that you cannot know both the position and momentum of an electron with total certainty. Choose two other concepts that cannot be known simultaneously and discuss the implications. (Do not consider yourself limited to the field of physics). Inspired by Doran Bennett, BS'07 Chemistry and Mathematics. ESSAY OPTION 3. Susan Sontag, AB'51, wrote that "[s]ilence remains, inescapably, a form of speech." Write about an issue or a situation when you remained silent, and explain how silence may speak in ways that you did or did not intend. The Aesthetics of Silence, 1967. Anonymous submission. ESSAY OPTION 4. “...I [was] eager to escape backward again, to be off to invent a past for the present." –The Rose Rabbi by Daniel Stern Present: pres·ent 1. Something that is offered, presented, or given as a gift. Let’s stick with this definition. Unusual presents, accidental presents, metaphorical presents, re-gifted presents, etc. — pick any present you have ever received and invent a past for it. Inspired by Jennifer Qin, admitted student Class of 2016. ESSAY OPTION 5. In the spirit of adventurous inquiry, pose a question of your own. If your prompt is original and thoughtful, then you should have little...
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...disciplined artistry, and has logically been compared with Jane Austen. So has Barbara Pym (1913-1980) who tasted fame, sadly enough, only at the end of her life (her real name was Mary Crampton). Another restrained and perceptive artist, she is a master of J f ingenuous and candid dialogue and reflection which are resonant with comic overtones. Critics I called her "modern Jane Austin. Excellent Women (1952) and A Glass of Blessings (1958) were reprinted in the late 1970s when Philip Larkin and David Cecil drew attention to the quality of her neglected work. Later novels, The Sweet Dove Died (1978) and Quartet in Autumn (1978), are no less engaging in their blend of pathos and comedy. One might well put beside these two English writers the Irish writer Mary Lavin (1912-1996), whose short stories focus on the ups and downs of family life with quiet pathos and humour. Her novels, The House in Clewes Street (1945) and Mary O'Grady (1950), are family histories presented with psychological sensitivity and a delicious vein of irony. The public domain intrudes more into the work of Olivia Manning (1917-1980) who found herself, with her husband, in Bucharest in 1939, to be driven by German advances first to Greece, then to Egypt. She recorded her experience in her Balkan Trilogy: The Great Fortune...
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...University of North Carolina at Pembroke English and Theatre DEPARTMENT COURSE: ENG 2100: African American Literature Fall 2014 INSTRUCTOR: Dr. Charles Tita OFFICE: West Building, Office of Distance Education OFFICE HOURS: Monday 4-6 and Tuesday/Thursday 10:30-12 OFFICE PHONE: 521 6352 FAX: 910 521 6762 EMAIL ADDRESS: charles.tita@uncp.edu LECTURE TIME: Tuesday/Thursday 2-3:15pm LOCATION: DIAL 147 REQUIRED TEXT Gates Jr., Henry Louis, and Nellie Y. McKay, eds. The Norton Anthology of African American Literature. New York: W.W. Norton and Company, 2004. OPTIONAL REFERENCES Locke, Alain, ed. The New Negro. New York: Atheneum, 1968. hooks, bell. Teaching to Trangress: Education as the Practice of Freedom. New York: Routledge, 1994. Harrold, Stanley. American Abolitionists. New York: Pearson Education, 2001. Youngs, J. William T. American Realities: Historical Episodes-From First Settlements to the Civil War. New York: Longman, 2000. Fanon, Frantz. The Wretched of the Earth. New York: Grove Press, 1963. COURSE DESCRIPTION: A survey of African American literature, introducing students to genres, trends, and major periods of African American literature, ranging from the 17th-, 18th- and 19th- century autobiographies and narratives to 20tth –century works. Authors include: Jupiter Hammon, Briton Hammon, Sojourner Truth, Nat Turner, Claude McKay, Zora Neale Hurston, Sterling Brown, Richard Wright, Lorraine Hansberry, Amiri Baraka, Toni Morrison...
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...THE GLENCOE LITERATURE LIBRARY Study Guide for Great Expectations by Charles Dickens i Meet Charles Dickens In addition to writing short stories and novels, Dickens wrote essays and journalistic pieces, and edited a weekly periodical filled with fiction, poetry, and essays. First titled Household Words, the magazine was later retitled All the Year Round. Dickens contributed to this publication several serialized novels, including Great Expectations, and writings on political and social issues. Dickens was born on February 7, 1812, in Landport, Portsea, England. He was the second child and eldest son of eight children. Dickens’s father, who worked as a clerk in the Navy Pay Office, was a spendthrift who often mismanaged the family money. In 1822 the family moved to London and soon found itself in financial crisis. The family was forced to live in poverty, and Dickens was no longer able to go to school. One of the most traumatic periods of his life began in February 1824, when his father was sent to debtors prison. Young Dickens, only twelve years old, was forced to go to work for several months pasting labels on bottles. This experience was painful and socially humiliating to him, and images of the factory haunted him for the rest of his life. These images provided a backdrop to much of his fiction, which often focused on class issues; the plight of the poor and oppressed; and lost, suffering children. As an adult, he championed social and political causes designed...
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...COLLEGE ESSAY PROMPTS -- TOPIC OF CHOICE 1.What work of art, music, science, mathematics, or literature has influenced your thinking, and in what way? (University of Virginia applicants to the College of Arts and Sciences) 2.Discuss how a particular work of music, literature, or art has inspired your life. (William and Mary) 3.Tell us how a particular book, play, film, piece of music, dance performance, scientific theory or experiment or work of art has influenced you. If you choose a novel, film or play, assume we know the plot. (University of Notre Dame) 4.Consider the books you have read in the last year or two either for school or for leisure. Please discuss the way in which one of them changed your understanding of the world, other people, or yourself. (Duke University) 5.Tell us about a situation where you have not been successful and what you have learned from the experience. (William and Mary) 6.First experiences can be defining. Cite a first experience that you have had and explain its impact. UPA 7.Recall an occasion when you took a risk that you now know was the right thing to do. (University of Penn) 8.Tell us what you think about a current scientific or social controversy. (William and Mary) 9.Most people belong to many different communities groups defined by (among other things) shared geography, religion, ethnicity, income, cuisine, interest, race, ideology, or intellectual heritage. Choose one of the communities to which you belong, and describe that...
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...Literary Education and Canon Formation: The Liberian Experience S. Kpanbayeazee Duworko, II Introduction For the past fourteen years, the name ‘Liberia’ has been inextricably linked to warlords, war exportation and gunrunning in the west African subregion. These linkages, a result of the activities of the country’s leadership, made Liberia an international pariah and brought about the imposition of economic sanctions by the United Nations. Within the comity of nations, Liberia came to be viewed as a country that significantly contributed to the destabilization of the subregion through encouragement and support given to various armed groups that allegedly attacked Sierra Leone, Guinea and La Côte d’Ivoire. Liberia, nevertheless, is also associated with legendary contributions to Africa and the world at large. These contributions range from the fields of politics to sports, medicine, and religion. In the area of politics, Liberia produced Angie Brooks Randolph, the first African female President of the UN General Assembly. In sports, specifically in soccer, Liberia produced George Oppong Weah, the only African so far to capture two major football titles: World Best from the Fédération Internationale de Football Association (FIFA) and European Best from the European Football Association (UEFA). In medicine, Liberia produced the renowned cardiologist, Jerome Ngana, and the prominent AIDS researcher, Stephen Kennedy. In religion, Liberia produced Prophet Wade Harris...
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...SECOND DRAFT 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...
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...make copies for their own use or for use by classes of which they are in charge; institutions may make copies for use within and by the staff and students of that institution. For copying in any other circumstances, prior permission in writing must be obtained from Macmillan Publishers Limited. Under no circumstances may the material in this book be used, in part or in its entirety, for commercial gain. It must not be sold in any format. Designed by Macmillan Publishers Limited Cover design by Macmillan Publishers Limited and Red Giraffe CAPE® Literatures in English Free Resources LIST OF CONTENTS CAPE® Literatures in English Syllabus Extract 3 CAPE® Literatures in English Syllabus 4 CAPE® Literatures in English Specimen Papers: Unit 1 Paper 01 Unit 1 Paper 02 Unit 1 Paper 03/2 Unit 2 Paper 01 Unit 2 Paper 02 Unit 2 Paper 03/2 48 55 59 66 72 76 CAPE® Literatures in English Mark Schemes: Unit 1 Paper 01 Unit 1...
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...(1831) revolts. b) Explain the causes of any three major slave revolts. c) Describe the nature and consequences of any three major slave revolts. BERBICE 1763 CAUSES a) Inhumane treatment by white personnel (such as managers, overseers, bookkeepers) of the enslaved population. b) Inadequate provisions for daily existences supplied on the estates – the enslaved population had meagre rations and whenever there were shortages they would be adversely affected. NATURE & CONSEQUENCES a) The revolt began on Plantation Magdalenburg on the Conje River on February 23, 1763. b) By March 1763, the revolt had spread to the Berbice River. The enslaved peoples were able to capture several plantations along the river and Coffy played an instrumental role in this area. c) Coffy committed suicide in May 1763 – the fight for freedom, however, still continued. d) The colony was controlled by blacks for 10 months, showing the active thrust by blacks to end the system of chattel slavery. John and St George. b) By April 15, 1816 there was the declaration of martial law - Bussa was killed during the fighting. More than 170 slaves were killed and more than 200 were excuted; another 100 enslaved peoples were exiled to Sierra Leone. c) There was severe damage to the sugar industry as over 20 per cent of the country’s sugar crop was destroyed. estate in St James, it escalated into an open revolt. Spread to several parishes such as Trelawny, Hanover, Westmoreland and St Elizabeth. b) Last major revolt...
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...Resources for Teaching Prepared by Lynette Ledoux Copyright © 2007 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 2 1 f e 0 9 d c 8 7 b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0–312–44705–1 ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to...
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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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...Grade 5 Georgia Department of Education November 2014 All rights reserved. Assessment Guide Assessment Guide Georgia Milestones Grade 5 EOG Assessment Guide THE GEORGIA MILESTONES ASSESSMENT SYSTEM GEORGIA MILESTONES END-OF-GRADE (EOG) ASSESSMENTS ASSESSMENT GUIDE 2 3 3 TESTING SCHEDULE 4 DEPTH OF KNOWLEDGE DESCRIPTORS DEPTH OF KNOWLEDGE SKILLS AND QUESTION CUES 4 6 SCORES 7 ENGLISH LANGUAGE ARTS (ELA) DESCRIPTION OF TEST FORMAT AND ORGANIZATION CONTENT MEASURED GRADE 5 ENGLISH LANGUAGE ARTS (ELA): DOMAIN STRUCTURES AND CONTENT WEIGHTS ITEM TYPES ENGLISH LANGUAGE ARTS (ELA) EXAMPLE ITEMS ENGLISH LANGUAGE ARTS (ELA) ADDITIONAL SAMPLE ITEMS ENGLISH LANGUAGE ARTS (ELA) ADDITIONAL SAMPLE ITEM KEYS ENGLISH LANGUAGE ARTS (ELA) EXAMPLE SCORING RUBRICS AND EXEMPLAR RESPONSES ENGLISH LANGUAGE ARTS (ELA) WRITING RUBRICS 8 8 9 10 11 11 21 34 36 40 MATHEMATICS DESCRIPTION OF TEST FORMAT AND ORGANIZATION CONTENT MEASURED GRADE 5 MATHEMATICS: DOMAIN STRUCTURES AND CONTENT WEIGHTS ITEM TYPES MATHEMATICS EXAMPLE ITEMS MATHEMATICS ADDITIONAL SAMPLE ITEMS MATHEMATICS ADDITIONAL SAMPLE ITEM KEYS MATHEMATICS EXAMPLE SCORING RUBRICS AND EXEMPLAR RESPONSES 46 46 47 48 49 49 53 61 63 SCIENCE DESCRIPTION OF TEST FORMAT AND ORGANIZATION CONTENT MEASURED GRADE 5 SCIENCE: DOMAIN STRUCTURES AND CONTENT WEIGHTS ITEM TYPES SCIENCE EXAMPLE ITEMS SCIENCE ADDITIONAL SAMPLE ITEMS SCIENCE ADDITIONAL SAMPLE ITEM...
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