Secondary Characters When one has finished reading a book and is asked about it, one usually only remembers the main characters and their actions in the story. Unless one analyzes a piece of literature in depth, one cannot begin to imagine how secondary characters not only change the plot, but through interactions with the central characters they allow the reader to see different sides of the main character throughout the story without the reader knowing. Secondary characters are important in literature because they impact character development, influence the action, and develop theme as shown through Friar Lawrence in Romeo and Juliet and Uncle Teru in Sound of Waves Through Friar Lawrence’s encounters with the main characters Romeo and Juliet, he has brought out Romeo’s fickle minded character and Juliet’s absolute desire to be with Romeo. After Romeo and Juliet meet at the party and talk of marriage on Juliet’s balcony, Romeo goes to Friar Lawrence’s cell to ask him to marry Juliet and himself. The Friar responds with, “Young men’s love then lies/ Not truly in their hearts but, in their eyes jesu maria, what the deal of brine/ Hath washes thy sallow cheeks for Rosaline!”(2.3.68-90).
She responded that she uses a book for extra support in teaching a concept; also it is a good resource for maps and diagrams. Another focus was, does the textbook adequately addresses all of the state standards. Her answer was no, because there are gaps that must be filled using other resources. Mrs. Hancock was ask to elaborate on other resource she uses to teach social studies. She listed some of the following; primary source documents, literature (fiction), research on computer, streamline videos and social studies newspapers.
I would either type as though I am talking rather than using proper grammar; reviewing is a tool that I always have needed to utilize because of this. I always have needed to review what I am writing and reading to make sure that my information is conveyed correctly. | Wrap-up questions: How successful was the SQ3R process in helping you grasp the concepts in the section you selected? Will you use SQ3R in the future as a way to master the content in academic readings? When I began reading this chapter I thought as though I did not need the information about to be provided to me.
Reading this will better help them connect their history lessons to real life. That is why I believe this book should be taught alongside history lessons pertaining to that point in time. Having this book read in an English class while learning facts about the Dust Bowl in History class will form connections better than just one or the
It almost makes me feel like Langston Hughes gains more confidence or reassurance towards the end of the poem. One sentence that stuck out to me was, “ I guess being colored doesn’t make me NOT like the same things…” This serves as a double negative, which ultimately is a positive statement being made. Hughes then goes on to comparing himself to the instructor with their different race but in reality there truly isn’t any other difference between them. The poem itself is a metaphor for a colored man trying to make his way in a white world and the ways they are both changed by it, considering the events taking place during this time
Critically analyzing these text gave me a better grasp of some of the more conceptual ideas about language and writing. Lederer’s “The Case for Short Words” helped me understand that often long, complex words are not always preferable. Whenever I was revising my papers I always looked for words that were unnecessarily so. Some of the essays we read didn’t directly tie into my writing but helped me understand how certain choices influenced my consumption of the written word. Carr’s “Is Google Making Us Stoopid?” and Naughton’s “The Internet: Is it Changing the Way We Think?” showed the impact technology has had on us related to reading and critical thinking.
Also, it will make students wonder how people could actually believe these things. However, in the book Fahrenheit 451, there are points that will make students question why they should bother learning. In the novel, Fahrenheit 451, there are points in the book where students will obtain the point of view from where they can see how controversial reading can be. They get this point of view from the following quote, “‘Where’s your common sense, none of these books agree with each other…Snap out of it’” (38)! This quote can give readers the thought that rather than books being beneficial to the
I feel like it makes a better understanding on history instead of reading threw textbook pages and more textbook pages. Oral history helps to get the point across more. It helps you understand on what it was like back during those horrific times. After reading “Hard Times” by Studs Terkel, I feel like I have a more of an understanding than threw what I learned back in High School by reading threw
Everyday, people watch the news, read newspapers, and explore readings in textbooks to gain knowledge on history. But is the information that people are receiving on past events actually what happened or is there more than is being conveyed? This question should be further explored. In The Use and Abuse of History, Howard Zinn looks closer at historic events and explains that, “…There is no such thing as impartial history. All written history is partial in two senses.
Determining how to interpret the information offered by an author, or even compiled by an editor or academic team, has always been a primary challenge for the student of history. As the novice history student begins to work through a text, it is rarely an early thought that what they are reading may or may not reflect what actually happened. It may be little more than truth the size of a grain of mustard seed, with a fresh coating of bias dribble intended to sell the text, rather than edify the reader. The first question asked by every student of history should be, “Am I reading the first, best source for applicable information on this topic? Then, “Have I considered as much available collateral information, which may add valued facts, additional