The approach from the Creative Bible Teaching book called the “Hook, Book, Look, Took” was the first approach I had used in teaching a passage from the Bible. The other approach from Stanley was the “Me, We, God, You, We.” Both approaches generated thought, emotional reaction and possible life-changing decisions. The HBLT approach gave the opportunity interacting with the student and using creativity. The lesson based around the Ephesians 6 passage (Armor of God) helped with that as well. The first part of the approach was to “hook” the student, to get them to have an interest in the lesson.
He refers to the tortillas as “language, history, cultural views, and themes of our literature” (Anaya 69). This symbol of tortillas is very effective in his arguments against censorship. He describes how eliminating the “tortillas” takes away from the ethnic value of the writing leaving many authors hardship by conforming to write accepted texts. He then goes on to say how being forced to conform to the accepted principals does not allow people to understand the diversity that is here in their own multicultural country. Before Anaya tells the reader how censorship has affected him, he goes into detail on how it has affected other writers.
A Comparison – “Guilt” and “This Day in History” "To have guilt you've got to earn guilt, but sometimes when you earn it, you don't feel the guilt you ought to have" (James Dickey). This quote is a perfect representation of the two poems that use guilt as their main theme, "Guilt" by Leona Gom and "This Day in History" by Bert Almon, due to its ability to explain the fact that we as humans constantly commit certain actions with a result of a different reaction then we usually expect. Although the two poems differ in their titles and the types of guilt they express, the two poems are similar in a way that they both explain the ways that we as individuals selfishly tend to view our needs, actions, and lives take more importance over those of others.
Jane Eyre Final Essay In many novels, readers often do not know how to indentify a character as being purely evil or purely good. Morally ambiguous characters are at the heart of many works of literature. In Jane Eyre, Mr. Rochester is characterized as a morally ambiguous character through his actions, his significance to the novel, and his multi-sided personality. Morally ambiguous characters usually play a pivotal role in a novel. Mr. Rochester’s actions determined Jane Eyre’s reaction, which shaped the whole novel.
“How does Atwood’s treatment of freedom on pages 147-149 prepare the reader for its subsequent exploration of the novel?” A prevalent thematic strand Attwood presents in ‘The Handmaid’s Tale’ is freedom. The Handmaids are ‘biological vessels’; their every move or action is controlled by the State of Gilead. Throughout the novel we see Atwood presenting the idea that the lives of both men and women are restricted: they are unable to live their lives as they choose. In this particular extract we see the imbalance for power between the Commander and Offred and the hierarchy between Handmaids and Commanders is made evident in the extract as we see the commander with a substantial amount more of power and freedom than Offred. Throughout the novel and particularly in these pages, the Commander has more freedom than anyone else in the house.
Influences on Montag’s Character It is hard to find the courage to stand up for what you believe in, even for a person with a tremendous amount of bravery. In the novel Fahrenheit 451 by Ray Bradbury, Guy Montag was able to stand up and rebel against society with the help of quite a few characters. Throughout the novel, Ray Bradbury introduces characters to change Montag. Clarisse, the unidentified old woman, and Faber’s effects on Montag led him to his decision of preserving books rather than destroying them. Clarisse acted as a trigger in Montag’s character change by asking him thought-provoking questions and telling him about things he never noticed.
Censoring a novel because of its use of certain words without examining the context is absurd. Dr. Sarah Churchwell explains, “The fault lies in the teaching, not the book, you can’t say I’ll change Twain because it isn’t compatible with my teaching methods.” When a work contains content that could be considered hurtful it is important to teach the context behind the content, not avoid the work of literature
Miller is not suggesting that these trials separated the pure from the impure or evil, but if fact created them by punishing the innocent. Miller’s colourful use of irony and conciseness in the title expresses his attitude towards not only the Salem witch trials but the political circumstances of McCarthy he had found himself tangled
After reading Frankenstein by Mary Wollstonecraft Shelley its safe to say that she used the story of Frankenstein as an example of how she perceives humanity. The best example of how the author, Mary Shelley, perceives humanity is the theme that you need to take responsibility of your actions and if you don’t then there are consequences. All throughout the book Mary Shelley proves that not taking responsibility for something has serious consequences especially in Victor’s case. Responsibility is a word that no teenage kid or an adult for that matter wants to hear. It’s this big scary thing that tends to mean you did something and now its time to own up to it.
Robert Ades English 1B Professor Scott 9/21/12 A Work for Artifice For the interpreting poetry essay, the poem which stood out the most is “A Work of Artifice,” by Marge Piercy because of her use of metaphors and imagery on how society can influence and control the population’s behavior, mainly woman. In this poem by Piercy, there is no specific speaker because the poem is told in a third person omniscient point of view. However, it is obvious that Piercy is this omniscient narrator and much of her literature is about the oppression of women. In her poem, she uses the bonsai tree as a metaphor for women. Using terms regarding to gardening, she tells the story of how society stunts the natural growth of the female population by stereotyping them while they are young.