...Of Mice and Men Essay ‘Of Mice and Men’ was written by John Steinbeck in 1937, the same time as the great depression. In ‘Of Mice and Men’, Steinbeck presents Curley’s Wife in a variety of different ways. In the novella Curley’s Wife is seen as a villainess. Curley’s Wife is also seen as someone who craves attention which leads to the novellas tragic ending. Steinbeck could also be showing society’s view of how women should behave. In the 1930s women were one of two roles- a ‘tart’ or a ‘mother’ in the both cases they are presented as serving a purpose for men- either to give the man sexual pleasure or to provide a family. Steinbeck presents Curley’s Wife in many ways in the novella. Firstly he presents her through the male gaze as a tart and we see this through Candy’s description of her. Steinbeck’s use of description states that she is ‘heavily’ made up and she exhibits extremely flirtatious behaviour. Although this could be because how restricted women were at the time. Curley’s Wife did not have children so she may have been automatically put into the category of a ‘tart’. Curley’s Wife also never had a positive female role model because of her bad relationship with her mother. Throughout the novella the reader’s view of Curley’s Wife changes from her being a ‘tart’ to a lonely figure that just wants attention. Steinbeck also presents her as a victim of prejudice and sexism as the reader’s perceptions change as her character develops but the male view of Curley’s Wife...
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...AHS RESEARCH MANUAL 2011 Student: __________________________ TERESA STERCHI KIM BROWN AHS LIBRARY CONTENTS PREPARATION OF THE RESEARCH PAPER........................................................1 SELECTING AND LIMITING THE TOPIC............................................................1 PREPARING A WORKING BIBLIOGRAPHY AND EVALUATING SOURCES…………….2 READING AND TAKING NOTES........................................................................3 DEVELOPING A WORKING OUTLINE/PLAN…………………………………………………….5 DOCUMENTING AND CITING SOURCES USING MLA STYLE……………..……………..7 WRITING THE PAPER…………………………………..…………………...........................18 MLA STYLE OF PARENTHETICAL/IN-TEXT CITATIONS………………………………….19 PLACING CITATIONS IN THE PAPER…………………………………………………………..21 FORMATTING AND TYPING THE REPORT USING THE MLA STYLE…………………26 TYPING THE WORKS CITED PAGE AND SAMPLE TITLE PAGE..........................29 PREPARATION Research is the process of gathering information from different sources on a particular topic. In daily life students may research buying a song on the Internet, buying a new MP3 player, an iPod, or any other product of interest. At school, students may have to research a historical topic, an author or literary work, or a contemporary issue and present their findings in a paper, PowerPoint presentation, or in a movie format. All of this is part of the process of asking questions, looking at the available information, and coming to a conclusion based...
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...AHS RESEARCH MANUAL 2011 Student: __________________________ TERESA STERCHI KIM BROWN AHS LIBRARY CONTENTS PREPARATION OF THE RESEARCH PAPER........................................................1 SELECTING AND LIMITING THE TOPIC............................................................1 PREPARING A WORKING BIBLIOGRAPHY AND EVALUATING SOURCES…………….2 READING AND TAKING NOTES........................................................................3 DEVELOPING A WORKING OUTLINE/PLAN…………………………………………………….5 DOCUMENTING AND CITING SOURCES USING MLA STYLE……………..……………..7 WRITING THE PAPER…………………………………..…………………...........................18 MLA STYLE OF PARENTHETICAL/IN-TEXT CITATIONS………………………………….19 PLACING CITATIONS IN THE PAPER…………………………………………………………..21 FORMATTING AND TYPING THE REPORT USING THE MLA STYLE…………………26 TYPING THE WORKS CITED PAGE AND SAMPLE TITLE PAGE..........................29 PREPARATION Research is the process of gathering information from different sources on a particular topic. In daily life students may research buying a song on the Internet, buying a new MP3 player, an iPod, or any other product of interest. At school, students may have to research a historical topic, an author or literary work, or a contemporary issue and present their findings in a paper, PowerPoint presentation, or in a movie format. All of this is part of the process of asking questions, looking at the available information, and coming to a conclusion based...
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...theme is the central topic a text treats. Themes can be divided into two categories: a work's thematic concept is what readers "think the work is about" and its thematic statement being "what the work says about the subject". The most common contemporary understanding of theme is an idea or concept that is central to a story, which can often be summed in a single word (e.g. love, death, betrayal). Typical examples of themes of this type are conflict between the individual and society; coming of age; humans in conflict with technology; nostalgia; and the dangers of unchecked ambition. A theme may be exemplified by the actions, utterances, or thoughts of a character in a novel. An example of this would be the theme loneliness in John Steinbeck's Of Mice and Men, wherein many of the characters seem to be lonely. It may differ from the thesis—the text's or author's implied worldview. A story may have several themes. Themes often explore historically common or cross-culturally recognizable ideas, such as ethical questions, and are usually implied rather than stated explicitly. An example of this would be whether one should live a seemingly better life, at the price of giving up parts of ones humanity, which is a theme in Aldous Huxley’s Brave New World. Along with plot, character, setting, and style, theme is considered one of the fundamental components of fiction. Mostly people regards themes as thesis or thesis as themes but there is a clear distinction between them which is given...
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...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. The...
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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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...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 5.3.2 Modes of Public Assessment 74 74 74 75 77 77 77 Quality Learning and Teaching Resources 104 6.1 Use of Set Texts 6.2 Use of Other Learning and Teaching Resources 104 108 Chapter 6 Chapter 7 109 Supporting Measures 7.1 Learning and Teaching Resource Materials 7.2 Professional Development 109 109 Appendix 1 Examples...
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...Praise for The Spirit Catches You and You Fall Down “Fadiman describes with extraordinary skill the colliding worlds of Western medicine and Hmong culture.” —The New Yorker “This fine book recounts a poignant tragedy…It has no heroes or villains, but it has an abundance of innocent suffering, and it most certainly does have a moral…[A] sad, excellent book.” —Melvin Konner, The New York Times Book Review “An intriguing, spirit-lifting, extraordinary exploration of two cultures in uneasy coexistence…A wonderful aspect of Fadiman’s book is her even-handed, detailed presentation of these disparate cultures and divergent views—not with cool, dispassionate fairness but rather with a warm, involved interest that sees and embraces both sides of each issue…Superb, informal cultural anthropology—eye-opening, readable, utterly engaging.” —Carole Horn, The Washington Post Book World “This is a book that should be deeply disturbing to anyone who has given so much as a moment’s thought to the state of American medicine. But it is much more…People are presented as [Fadiman] saw them, in their humility and their frailty—and their nobility.” —Sherwin B. Nuland, The New Republic 3/462 “Anne Fadiman’s phenomenal first book, The Spirit Catches You and You Fall Down, brings to life the enduring power of parental love in an impoverished refugee family struggling to protect their seriously ill infant daughter and ancient spiritual traditions from the tyranny of welfare bureaucrats and intolerant...
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...CONTE NTS Introduction 1 WHY YOU SHOULD VISIT CEMETERIES: Survivorship Bias 2 DOES HARVARD MAKE YOU SMARTER?: Swimmer’s Body Illusion 3 WHY YOU SEE SHAPES IN THE CLOUDS: Clustering Illusion 4 IF 50 MILLION PEOPLE SAY SOMETHING FOOLISH, IT IS STILL FOOLISH: Social Proof 5 WHY YOU SHOULD FORGET THE PAST: Sunk Cost Fallacy 6 DON’T ACCEPT FREE DRINKS: Reciprocity 7 BEWARE THE ‘SPECIAL CASE’: Confirmation Bias (Part 1) 8 MURDER YOUR DARLINGS: Confirmation Bias (Part 2) 9 DON’T BOW TO AUTHORITY: Authority Bias 10 LEAVE YOUR SUPERMODEL FRIENDS AT HOME: Contrast Effect 11 WHY WE PREFER A WRONG MAP TO NO MAP AT ALL: Availability Bias 12 WHY ‘NO PAIN, NO GAIN’ SHOULD SET ALARM BELLS RINGING: The It’llGet-Worse-Before-It-Gets-Better Fallacy 13 EVEN TRUE STORIES ARE FAIRYTALES: Story Bias 14 WHY YOU SHOULD KEEP A DIARY: Hindsight Bias 15 WHY YOU SYSTEMATICALLY OVERESTIMATE YOUR KNOWLEDGE AND ABILITIES: Overconfidence Effect 16 DON’T TAKE NEWS ANCHORS SERIOUSLY: Chauffeur Knowledge 17 YOU CONTROL LESS THAN YOU THINK: Illusion of Control 18 NEVER PAY YOUR LAWYER BY THE HOUR: Incentive Super-Response Tendency 19 THE DUBIOUS EFFICACY OF DOCTORS, CONSULTANTS AND PSYCHOTHERAPISTS: Regression to Mean 20 NEVER JUDGE A DECISION BY ITS OUTCOME: Outcome Bias 21 LESS IS MORE: The Paradox of Choice 22 YOU LIKE ME, YOU REALLY REALLY LIKE ME: Liking Bias 23 DON’T CLING TO THINGS: Endowment Effect 24 THE INEVITABILITY OF UNLIKELY Events: Coincidence 25 THE CALAMITY OF CONFORMITY: Groupthink 26 WHY...
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