Vol. 19. Detroit: Gale, 2004. Literature Resources from Gale. Web.
Vol. 27. Detroit: Gale Research, 1998. Literature Resource Center. Web.
English 1301: Rhetoric and Composition I Instructor: Yaroslav Malyuta Course Information: ENGL 1301 – 062 TR 7.00-8.20 pm PH 302 Office/Hours: TR 11.00-12.30 Email: malyuta@uta.edu Phone (Messages Only): 817-272-2692 ENGL 1301 RHETORIC AND COMPOSITION I: Introduction to college reading and writing. Emphasizes recursive writing processes, rhetorical analysis, synthesis of sources, and argument. ENGL 1301 Expected Learning Outcomes. By the end of ENGL 1301, students should be able to: Rhetorical Knowledge * Use knowledge of the rhetorical situation—author, audience, exigence, constraints—to analyze and construct texts * Compose texts in a variety of genres, expanding their repertoire beyond predictable forms
The Crucible. 3. Detroit: 1998. 120-140. eBook. Moss, Joyce, and George Wilson.
Student Essay on Catcher in the Rye: the Naivety of Childhood Catcher in the Rye: the Naivety of Childhood by J. D. Salinger The following sections of this BookRags Literature Study Guide is offprint from Gale's For Students Series: Presenting Analysis, Context, and Criticism on Commonly Studied Works: Introduction, Author Biography, Plot Summary, Characters, Themes, Style, Historical Context, Critical Overview, Criticism and Critical Essays, Media Adaptations, Topics for Further Study, Compare & Contrast, What Do I Read Next?, For Further Study, and Sources. (c)1998-2002; (c)2002 by Gale. Gale is an imprint of The Gale Group, Inc., a division of Thomson Learning, Inc. Gale and Design and Thomson Learning are trademarks used herein under license. The following sections, if they exist, are offprint from Beacham's Encyclopedia of Popular Fiction: "Social Concerns", "Thematic Overview", "Techniques", "Literary Precedents", "Key Questions", "Related Titles", "Adaptations", "Related Web Sites". (c)1994-2005, by Walton Beacham.
The Oswald Review: An International Journal of Undergraduate Research and Criticism in the Discipline of English Volume 14 | Issue 1 Article 4 1-1-2012 Anticipative Feminism in F. Scott Fitzgerald’s This Side of Paradise and Flappers and Philosophers Andrew Riccardo Messiah College Follow this and additional works at: http://scholarcommons.sc.edu/tor Part of the American Literature Commons, Comparative Literature Commons, Feminist, Gender, and Sexuality Studies Commons, and the Literature in English, North America Commons Recommended Citation Riccardo, Andrew (2013) "Anticipative Feminism in F. Scott Fitzgerald’s This Side of Paradise and Flappers and Philosophers," The Oswald Review: An International Journal of Undergraduate Research and Criticism in the Discipline of English: Vol. 14: Iss. 1, Article 4. Available at: http://scholarcommons.sc.edu/tor/vol14/iss1/4 This Article is brought to you for free and open access by the College of Humanities and Social Sciences at Scholar Commons. It has been accepted for inclusion in The Oswald Review: An International Journal of Undergraduate Research and Criticism in the Discipline of English by an authorized administrator of Scholar Commons.
In both William Wordsworth’s poems Expostulation and Reply and The Tables Turned and Mary Shelley’s novel Frankenstein, the authors draw comparisons between the structured, book inspired and mentor-led education and the impromptu, nature inspired, self-taught education. While some would argue “an education is an education”, Wordsworth and Shelley clearly hold their own beliefs of which system of education is superior. Although both authors convey their feelings through their works, Wordsworth attacks the book-based education directly in the form of a dialogue between two amicable companions while Shelley indirectly advocates the more informal education through the interaction of characters. The authors make their case to the reader through: the moral condition of the “educated” after the education; the interaction of the student with those around them; and the emphasis on nature, both organic and human. Within both the poetry and the novel, the question of the moral condition of the “educated” is examined by the authors.
The Immortal Deduction —Arthur Conan Doyle and His a Study in Scarlet GROUP 10 1 Introduction to English Literature I Group Project (Weighting: 25%) Assignment Cover Sheet Group members Student name & ID. : Preface (writer of Claudia&Yvette , page 4 ) Introduction to Arthur Conan Doyle (writer of Aaron , pages 6-13 ) Introduction to a Study in Scarlet (writer of Matteo , pages 14-17 ) The Same Sherlock Holmes in Both Victorian Era and 2010 (writer of Yvette , pages 18-21 ) 5. The Influence Arthur Conan Doyle Brought About (writer of Claudia , pages 22-25 ) Remark: The report was proofread and edited by Claudia&Yvette 1. 2. 3.
Teaching the Canon; Jane Austen’s Pride and Prejudice Göteborg University Dept of Languages and Literatures/English Anna Hansson, 840705-3944 C-level paper, 15 hec Interdisciplinary Degree Project Teacher Education Programme Supervisor(s): Fereshteh Zangenehpour and Ronald Paul Grade: /signature: Date: Abstract Title: Teaching the Canon; Jane Austen’s Pride and Prejudice Author: Anna Hansson Term and year: Autumn 2010 Institution: Department of English Supervisors: Fereshteh Zangenehpour and Ronald Paul Key words: Canon, education, society, gender, ethics, Jane Austen, Pride and Prejudice Summary: This essay presents a literature study for students of English as a foreign language, and it has its basis in the Canon debate. The Canon debate refers to the questions about what literature should be used in schools and what is regarded as classic literature. The classic novel Pride and Prejudice by Jane Austen is an example of a canonical text, the one I intend to use in my pedagogical project. The novel has been chosen because its themes can be related to many students’ own experience regarding gender and ethics in today’s society. Students in a Swedish High School learning English as a foreign language will participate in a questionnaire, which will be a part of the research.
Lesson Planning: Ms. Llanes Week of (9/08/2014-9/12/2014) | Oral Reading/Oral Language | Language Arts/ Writing | Math | Content Connections/ELL | Notes | Mon9/8 | III.D.3 Child asks and answers appropriate questions about the book. TLW: I will answer and point where the title of the book is located. II. Today we will learn about the tittle. TTW tell students what the meaning of the word title.