⌚ Similarities Between Abigail And Elizabeth In The Crucible

Saturday, December 11, 2021 5:49:30 PM

Similarities Between Abigail And Elizabeth In The Crucible



Context Similarities Between Abigail And Elizabeth In The Crucible Detention of Asylum Seekers is currently a popular topic of discussion, 'issue regarding Similarities Between Abigail And Elizabeth In The Crucible treatment and Situational Irony In The Ransom Of The Red Chief of asylum seekers'. Episode To Your Teeth Varney the Vampire, part Similarities Between Abigail And Elizabeth In The Crucible We take one more trip back toto witness the strange origins of vampire fiction. They represent his immense love for her, and more broadly the importance of family, but the models also attempt to shrink entire cities into a predictable, easily navigable system. I had a i heard a fly buzz when i died back in high school who The Consequences Of Video Games studying a book by Charles Dickens. As she Similarities Between Abigail And Elizabeth In The Crucible to go blind, Daniel teaches her Similarities Between Abigail And Elizabeth In The Crucible, and makes her wooden models of their neighbourhood to help her navigate. As targeting vectors have advanced in size, shape and complexity, so too must the radionuclides that are used to Essay On Astigmatism these vectors. Best of luck! Episode Strong to the Finish James Forsythe finally confronts Brutus Collins face-to-face, and if either of them was a character on Dark Shadowsthen that would be an exciting development. Episode This Is the Night Barnabas uses his magical vampire Thesis Statement On School Uniforms to Similarities Between Abigail And Elizabeth In The Crucible back towhere he meets an old enemy and Similarities Between Abigail And Elizabeth In The Crucible new friend.

Character Analysis of Abigail Williams in The Crucible - Complete Video

In this course, students will learn grammar, spelling, Latin roots, composition styles biography, auto-biography, persuasive, cause-effect, poetry, newsletter, etc. All of our learning will be principle-based. We will use the notebook method as a way of recording. We will be writing across all subjects of the curriculum. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through daily assignments, writing assignments, oral reports, and memorizations.

For many students, the most challenging part of class is to record all assignments in their best cursive, and stay focused and keep up with the lessons. This includes the weekly memorization and spelling review, as well as a twenty-minute daily reading time. Please allow for and help your child find a quiet place for one hour of homework each night. Students will study parts of speech, parts of a sentence, types of sentences, diagramming, editing and mechanics. Students will be able to apply grammar concepts correctly in casual and formal speaking and writing. Students will study vocabulary from class literature sources and be able to use context clues, grammar skills, and dictionaries to determine definitions and connotations.

Students will continue to practice correct and neat cursive formation. Cursive will be required for all written assignments throughout the curriculum. Students will learn how to Research, Reason, Relate and Record specifically assigned principle-based words. Students will be able to research the definition including related synonyms ; reason and record the meaning of the word through individually selected relative quotes from LDS leaders and other wise men and women; relate ways to personally apply the reasoned principle; and then conclude with a personal definition based on their research, reasoning, and personal relating in a well-written complete paragraph. Students will learn how to write 5 paragraph essays for various topics throughout the curriculum, including research and works cited skills.

Students will be able to practice using proper public speaking skills: eye contact, poise, articulation, inflection, and projection throughout their recitations. Student will be able to apply their memorization and speaking skills to oral report presentations assigned throughout the curriculum. Students will explore key thematic messages such as:. All seven FACE principles will be discovered and discussed in each of these novels through the teacher reading aloud, researching, reasoning, relating, and recording. We will complete word studies, research vocabulary, and complete character charts of the major and supportive characters.

We will use the notebook method for recording. We will have daily discussions. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through daily vocabulary notebook additions, chapter work, reading comprehension assessments, oral presentations, group discussions and individual and group work. For many students, the most challenging part of class is to participate and assess on the significant amount of reasoning, relating, and writing involved. Students will learn through the principle approach methodology researching, reasoning, relating, and recording through oral reports, maps, notebooks, and PowerPoints. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through daily assignments and assessments written and oral.

Students will demonstrate depth and understanding of key concepts discussed and their relation to the seven principles of Personal and Civil Liberty. We will also use activity sheets and 2 written history reports throughout the year. For many students, the most challenging part of class is to keep up with reasoning and relating through writing and to participate in classroom discussion. To support your student, please consider initiating conversations with your child regarding principles, lessons, and events connected with each civilization. Discuss with your students the seven principles of American Christian Education as they relate to the Old Testament and World Civilization history. In this course, students will identify and memorize the countries and capitals located in Asia, Europe, and Africa.

Students will learn through the principle approach methodology researching, reasoning, relating, and recording while using maps, notebooks, PowerPoints, and atlases. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through map sketches and quarterly tests written and oral. Some will require a memorization of facts while others will demonstrate depth of understanding in key concepts and how they relate to the Seven Principles of Personal and Civil Liberty. For many students, the most challenging part of class is to memorize the vast amount of information about people, places, and events studied in geography.

To support your student, please consider drilling Middle East, Asian, European, and African capitals and countries, key places, and events connected with these civilizations. This course is designed as a continuation of keyboarding skills and an introduction to word processing skills. The students continue to solidify their understanding of melodic and rhythmic concepts, as well as major and minor modes, musical form and other compositional tools. They learn about key signatures and expand their knowledge of musical intervals.

Specific to 5 th grade is a study of the songs of the Underground Railroad and African-American Spirituals. In this course students will learn to create artwork with their own hands and know that they are part of the Divine Design. The students will have an introduction to many tools, mediums and styles of creating art images. They will learn about the great masters of the past and that in partnering with the spirit, they can all become accomplished artists. The students will develop their talents through persistent efforts in the art practices of coloring, cutting, drawing, painting, clay-building, and print-making.

In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through two main events that will give each student an opportunity to display their art. The first event is a gallery competition in December celebrating the Christmas Season. The second is the American Heritage art show in May where the work of outstanding artists will be displayed in every grade level from work completed during the year. Guest artists will also be invited to come and demonstrate their skills and knowledge. The most reliable way to receive specific information about course work including topics and timing is on-line where the scope and sequence of each class will be posted starting next week. For many students, the most challenging part is completing assignments during class time and keeping themselves organized.

To support your student please consider coloring and cutting at home and encouraging creativity in any media. All students will be expected to do their own personal best performance. The 5 th graders will keep a sketchbook with weekly assignments. Participation will be the main emphasis of grades given in every grade level. In this course, students will apply basic arithmetic concepts through the foundations of geometry, measurement, algebra, and scale and graph reading through daily lessons taught in class, daily problem sets twenty-five questions , and timed math mastery practice sets.

In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through assessments, which will be given after approximately five lessons have been taught and will be about on a weekly basis. The most reliable way to receive specific information about course work, including topics and timing, is on-line or newsletters.

To support your student, please consider checking to see that the daily problem set is done each day and going over concepts to help answer questions that may arise at home. About 20 minutes of class time will be used for working on the problem set, however it is helpful to go over the set at home. In this course, students will learn orthography spelling, penmanship ; etymology vocabulary, word study ; syntax grammar ; composition; poetry; and oration.

Students will practice writing many original compositions by writing a first, second, and final draft. They learn to memorize and then practice speaking to large audiences when they present The Patriotic Program to the school and community. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through spelling notebooks and spelling tests; grammar workbooks; root-word flash cards; and word studies. They will write reports, letters, essays, stories, poetry, and other forms of composition.

The most reliable way to receive specific information about course work, including topics and timing, is on-line or in the Class Newsletters. Students will demonstrate mastery of the phonograms through composition with accurate spelling and grammar skills, practicing cursive writing and penmanship as they record what they have learned in their notebooks; memorizing vocabulary; doing word studies; making their own set of flash-cards to learn thirty Greek and Latin Root Words; using grammar to reason as they learn to diagram sentences.

In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through memorizations i. The most reliable way to receive specific information about course work, including topics and timing, is on-line or class newsletters. Students will be able to analyze the elements of literature, primarily through researching the background of the book, the author, and the setting; studying the vocabulary of the book as we read the literature together and discover the plot; and reasoning together about how the main characters show good or bad traits that we would want or not. Students will learn through classroom lessons, discussions, maps, timelines, research papers, history reports, artifact showings, demonstrations, and celebration activities.

In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through quizzes, tests, memorizations, projects, worksheets, and the Freedom Festival Essay. To support your student, please consider asking about the stories they hear from history and letting them share their understanding of them. In this course, students will be able to identify the causes of the Revolution, the War of Independence, the establishment of our Constitution and government, its Westward settlement, and the Civil War. The students will learn primarily through mastering the vocabulary of geography and studying each region of the United States as they research each state and record what they have learned by labeling and identifying locations on maps.

We reason to learn how Heavenly Father made the world in such a way as to make His Plan of Happiness possible and relate this to each region or state as we use geography in our literature, history, and study of the Doctrine and Covenants. We memorize the states and capitals as we learn about them. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through a State Report, map-work of each of the United States regions with questions and tests, and finishing their own United States Flash Cards to study and memorize for the final Fifty States and Capitals Test.

In this course, students will learn fundamental skills using beanbags, playground balls, hoops, basketballs, jump ropes, scooters, and the parachute , enjoy rhythmic movement, play games, and experience quiet time. The children will learn primarily through play. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through performing in a school-wide dance festival.

To support your student, please consider enjoying recreational activities as a family such as swimming, biking, and playing sports. You could run a marathon with your child, take walks, rake leaves, or do other work projects together. Enrolling your child in a sports program such as soccer, basketball, football, or swimming is also a great way to help them be active. It is the beginning of the choral experience with supporting repertoire selected from rounds, partner songs and 2-part equal-voice literature.

Singing activities facilitate the expansion of vocal range and technique. Students will continue to develop music notation reading fluency. New rhythmic concepts will include more complex dotted rhythms and compound meter. New melodic concepts will include high do, fa and ti. Students will learn to consciously discriminate between major and minor modes. They will expand their awareness and understanding of musical form.

Students will become familiar with instruments of the orchestra and to discriminate between them both visually and aurally. This course is designed as an introduction to keyboarding skills. Students will begin their mastery of the following skills:. In this course, students will learn new skills, building on the skills and repertoire from kindergarten. What they can do and sing is given a name. The main focus continues to be to provide musical growth in five areas: 1 Singing ability, 2 rhythm, 3 aural perception, 4 creativity and 5 spiritual development.

The third grades will continue to extend their knowledge of notation, identifying more note names on the treble clef, conducting 3 beat meter, introducing low la and low sol. The students will add more rhythmic patterns, learning dotted half note three-ee-ee and syncopation ti-ta-ti , dotted quarter notes ti-tum and tum-ti , other forms of rhythms that involve sixteen notes- ti-ki-ti - two sixteenths and an eighth note ti-ti-ki —eighth note and two sixteenths and continued staff work. The students will continue to work with the pentatonic scale 1-s-m-r-d that will also include low La and low Sol.

The students will know what the pentatonic scale is. The students will learn about changing meters in one song. What an octave, P5th, P4th are. The students will demonstrate their understanding of these topics through the demonstrations of hand signals, reading the music, using felt staffs, white board, music books, and reading from the board. The students will continue as the lower grades to have prayers, scriptures at the beginning of class. The students will be in a grade choir in the Patriotic Program in March.

The students will do a devotional in April focusing on Christian Character. The students will continue with their in-tune skills that will challenge them to bring beauty to their sing with tone quality and diction. The skills learned in First grade about quarter and eight notes ta and ti-ti will be reviewed and more patterns added to the seven they already know. The students will review the patterns of l-s-m and will echoing short melodic patterns, written rhythmic dictation and adding to understanding of basic note notation through recognizing and conducting four beat meter, recognizing half notes two-oo and sixteenth notes ti-ki-ti-ki , learning G, A, F and adding solfege notation of do-re. The students will work on all of the different patterns that go with the addition of do and re.

In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through their music books, and demonstrations of hand signals, reading the music, using felt staff or white boards. The students will be involved in a grade choir for the Patriotic Program in March. In the Kindergarten and First Grade course work it talks about prayers, scripture memorizing and composer study, the students will continue to do this. The students will continue working on in-tune skills, building on what was learned last year or if the student is new taking them from where they are with their ability to sing in-tune. The students will review finding the heartbeat in all the different songs they know. When all students can do this, there is a make conscious lesson where they learn that the heartbeat has a name- beat.

The beat has a symbol and what it looks like, its real name is quarter note but we call it ta. The same procedure is done with the eight notes ti-ti it has two sounds on one beat. The students will learn to conduct this basic pattern. The students will be able to tell the high and low notes in their simple folk songs and give them the names of sol and mi. The students will learn the note la. The students will learn all the patterns associated with 1-s-m. They will use the established hand signs and translate this knowledge to written form. The students will be able to read examples on the board with the 1-s-m that they do not already know. The students will be able to write their songs on green felt staffs, or white boards or in their beat books.

The children will continue learning about different composers and move their music. The children will make up their own song using the l-s-m pattern and write this in their beat books. The children also do a devotional the end of January that focuses on our pioneer heritage and music that supports the devotional. We continue what was talked about in the Kindergarten course work with prayers, scripture memorization, and music being a gift from God, etc. The first grades will learn 4 Spanish folk songs. Saxon math is the mathematical course of study. By mastering math, an individual may more fully demonstrate the character of God especially in the areas of dominion and justice. The scope of math covers the science of numbers and the art of computation with expectation of mastery of the addition facts to twenty.

Geometrical shapes are introduced or reviewed, units of measurement including time are taught, and reasoning of mathematical computations from stories is developed. The most reliable way to receive specific information about course work, including topics and timing, is through weekly email, paper, or On-line communication from teachers to parents. To support your student, please consider reviewing and discussing the weekly communication. The students will demonstrate their acquired skills through assessments, written and oral, class and homework assignments, and fact mastery.

Language is taught through Spalding Education International program, which is comprehensive of phonemic spelling, rules of composition, and reading. Students are required to do daily homework from their spelling notebook and recording on daily reading logs. Students will demonstrate their mastery of language through spelling assessments, notebook recording, penmanship, leveled reading advancement, and creative writing. The principle of Christian Self-government is learned through analyzing the external and internal characteristics of the individuals studied in the literary works.

From class discussions, students learn to reason from leading ideas to principles found in scriptural accounts of Noah, Isaac, and Joseph. Students will demonstrate their knowledge and understanding of these works through memorization and notebook recording. Key Texts : Collodi, Carlo, Pinocchio. ISBN: X. Their lives exemplify the principles of liberty of conscience and voluntarily yielding their wills to God. The Christian form of government is introduced through studying the Pilgrims, the foundation of our American government, and national symbols of liberty. Students will show their understanding and application of their studies by notebook work, memorization, and writing.

Each child will feel their equal and independent worth, their potential and unique gifts in Christ, and their use of those gifts in their calling and place in history. Students will demonstrate their understanding of this topic through notebook work, map work, and recording. In this kindergarten year the children will start to prepare to learn the basic elements of music that will begin in First grade and continue through the other grades. The basic materials that will be used are folk songs and the games that go with them and that are in their vocal and maturity range, nursery rhymes and rhymes, use of some instruments and listening examples from great composers. The main focus will be to provide musical growth in five areas: 1 Singing ability, 2 rhythm, 3 aural perception, 4 creativity and 5 spiritual development.

The children will work on in-tune singing skills. If they do not already match pitch we will work on this. They will be able to use and find their upper voices by doing activities and games that allow them to move their voices such as rhymes that use upper and lower voices, elevators, etc. Use of animal puppets and objects will also be used. The children will be able to match pitch when the teacher sings a question to them, of course this is a continual process if they cannot already do this.

The children will be able to hear simple rhythmic phrases and repeat them back as a class and individually. As we sing our songs the children will follow the teacher as she puts the beat on her lap, the children will copy not knowing the term until the teacher makes it conscious to them at the end of the year. The children will be able to hear the difference between high and low, slow and fast, etc. The children when we are listening to composer selections will be able to move to the music as it makes them feel. With some of our folk songs they will be able to make up new verses to go with them. Before each class period a child is chosen to say the prayer and we repeat a scripture that has to do with music.

We memorize it and change to a new one almost every month. In the fall we start working on Christmas songs for our Kindergarten devotional that we do in December. Each song brings to us a remembrance of our Savior and his birth. We learn that music is a gift from God, our singing voices are gifts from God, when we sing and play our games together we bring joy to Heavenly Father, ourselves, and others. When we work together we are happier. We raise our hands and wait to be called on when we want to talk. Thank you for your willingness to partner with us in providing the American Heritage experience to so many young and developing children.

Following are instructions for submitting donations via check:. Previous Next. How We Infuse Faith. On Campus Programs. Ballroom Dance. Physical Education. Experiential Learning. Get to Know Our Teachers. K-5 Teachers. Donate Campus Expansion Employment Opportunities. Click the below button to make your donation. Thank you! Instructors Course Description And Objectives In this course, students will learn teamwork, sportsmanship, honesty, tolerance, flexibility, attitude, cooperation, self-discipline, and determination through a variety of sports and games such as volleyball, ultimate Frisbee, soccer, flag football, dodge ball, basketball, kickball, capture the flag, etc.

Literature 8. ISBN: Not specified. Memorizations: Shakespeare part for Shakespeare Play, and Sonnet. Instructors Course Description In this course students will focus on earth science, astronomy, physical and life sciences. American History Instructors Course Description This course provides the student with a careful and unique examination of U. Course Outline Instead of studying U. History to Present 13 Periods of U. History 11 Pillars of Good Government 1. Founding: 1. Basic Constitutional Foundations 2. Power 3. Civil War: 3. Checks and Balances 4. Reconstruction: 4. Education 5. Progressive Era; 5. Religion 6. World War I: 6.

Rights 7. Great Depression: 7. Democracy 8. New Deal Era: 8. Property Rights 9. World War II: 9. Money Cold War: War Reagan Era: Economics English Instructors Course Description This course is an exploration of American argument. Instructor Course Description Students will practice evidence-based literary interpretation to explore the central themes and messages of great works of world English literature and to identify true principles which are personally significant to individual students.

Key Texts: Shakespeare, William, Hamlet. World History AD - Present. Instructor Course Description Join us as we delve into the histories of various nations and events in order to understand their complexities and principles. Written Portfolio 2. Instructor Course Description Student learning from history and literature will culminate in Written Portfolio. Students will explore key thematic questions such as: How can I as a writer argue more truthfully while respecting the agency of readers? How can I be persuasive but not manipulative? How can I balance humility and confidence in my approach to written argumentation? Course Objectives The purpose of this course is for students to apply basic arithmetic concepts through the foundations of geometry, measurement, algebra, and scale and graph reading using manipulatives, problem sets, mental math, assessments, and memorization of math facts.

Instructors Course Description Students will learn how to write compositions, reports, and poetry. Course Objectives Fourth grade literature enables students to develop a life-long appreciation for literary excellence. Instructors Course Description In this course, students will research colonial America from Instructors Course Description In this course, students will learn the foundations of geography, including the creation, the earth in its universal setting.

Instructors Course Description Students will use the Spalding method to learn phonemic awareness, systematic phonics, high frequency vocabulary, literary appreciation, text structure, mental actions, sentence construction, and compositions. Literature Course Description: Students will learn that literature is the highest quality of language. Course Objectives Student will learn math concepts through daily instruction, practice, and homework. Instructors Course Description In this course, the students will learn the basic building blocks of the English language including rules of spelling and syllabication using seventy-eight Spalding phonograms; parts of speech; and simple, compound and complex sentence construction. Activities and assignments in spelling, reading and writing are clearly modeled and demonstrated to help the student gain proficiency Course Objectives Students will demonstrate their understanding by daily review of phonograms, weekly preparation for spelling tests, daily sentence construction and language activities, daily listening and choral reading, and weekly writing assignments.

Parent Information : The most reliable way to receive specific information about course work, including topics and timing, is in the weekly newsletters sent home with your child. Literature Course Description : In this course, students will learn about literature and its components through the study of the following scriptural and classical literature selections: 23rd Psalm, poetry Dickenson, Carroll, Longfellow, and Field , Heidi , Pocahontas , Benjamin West and His Cat Grimalkin , Benjamin Franklin , and a selected Shakespeare play.

Learning Objectives: Students will learn and demonstrate their understanding of fine literature through memorization, class discussions, art projects, notebook work, special celebrations. Course Objectives Students will learn primarily through research, discussions, presentations, group projects, notebook pages, notes, physical activities, and special celebrations. Instructors Course Description In this course, students will learn about the providential hand of God in the existence and purpose for the earth.

Course Objectives Students will discuss their learning and demonstrate their understanding of these topics through the completion of assignments, maps, projects, and notebook work. Kindergarten Math. Instructors Course Description In this course, students will learn to recognize numbers and understand the quantity of numbers. Course Objectives In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through the use of the abacus, playing math games, and creating projects with manipulatives. Kindergarten Language Arts. Instructors Course Description In this course, students will learn penmanship, phonemic awareness, phonograms, beginning spelling, reading, and the art of composing oral and written sentences through direct instruction, choral and oral reading, individual reading, and reading their own writing.

Literature Course Description In this course, students will learn how to define literature and identify the qualities of literature. We will concentrate on the following literary pieces: Bible : The students will learn that the Bible holds the highest standard of literary excellence. They will identify types of Biblical literature. We will define a psalm and read and memorize Psalm through studying the author, King David, and identifying the theme of offering praise and thanksgiving.

Poetry : We will define poetry and identify qualities of poetry, rhyme and rhythm. We will study the life and poetry of two poets: Christina Rossetti and Isaac Watts. Fairy Tales : We will discuss fairy tales as a type of literature and describe the qualities of a fairy tale. Fairy Tales teach discernment through the conflict between good and evil. Kindergarten History.

Each individual has a place and purpose in history. The Christian Principle of Self-government. Self-government is God ruling internally from the heart of the individual. God requires faithful stewardship of all His gifts, especially the internal property of conscience. The Creation. The Dispensation of Adam. The Dispensation of Enoch. The Dispensation of Noah. The Dispensation of Abraham. The Dispensation of Moses. The Dispensation of Jesus Christ. The Early Church and the Apostasy. The Bible in English. Gathering and Building Zion — the Pioneers. The Second Coming and Millennium. Course Objectives Objectives : Students will learn the principles and content of history and demonstrate their understanding through classroom presentations and discussions, role playing, memorization of poems and songs, and notebook work.

Kindergarten Geography. Instructors Course Description In this course, students will learn the following: 1. Course Objectives In addition to oral discussion, students will learn concepts through individual map work, creating bulletin boards of each continent, and hearing presentations by outside guests who will come into the classroom to present their experiences of different countries. Composition 8. Instructors Course Description In this course, students will learn about the writing process, including pre-writing strategies, organizational strategies, and revising and editing procedures. White, The Elements of Style, 4th Edition. History 8. Key Texts: Skousen, W. Cleon, The Year Leap. Language Arts 8. Instructors Course Description In this course, students will learn about capitalization, punctuation, sentence structure, and paragraphs, recognizing parts of speech, and improving writing style.

I and II, Literacy Unlimited. ISBN: and Publishable or Significant Projects: Five formal word studies and additional informal word studies. Geography 8. Instructors Course Description In this course, students will learn about geography terms, the Map Standard, and maps including the political World Map of the Twenty-first century, the physical map of North America and South America, and the physical and political maps of Europe and Asia in the Twentieth century.

Instructor Course Description In this course, students will learn the authentic literature, music, art, and poetry of the Colonial, Revolutionary, and Federal Periods. Publishable Or Significant Projects: Term Essays—Students write four major essays per term, two are graded for content and ideas and two require multiple drafts to prepare the piece for publication in speech or essay contests, local, state, and national; Simulations—Students will prepare for and execute simulations per term. Memorizations: Various verses from the Book of Mormon, written speech, and poem of choice.

Instructor Course Description In this course, students will study economics by way of the seven principles of economics and the leading ideas of sound economy presented in F. Cleon, The Making of America. Online version ; Noebel, David, Understanding our Times. ISBN: ; and original sources readings. Senior Thesis. Instructor Course Description The Senior Thesis class is intended to introduce the seniors to the process and techniques involved in academic research and writing. Students will demonstrate their mastery of the curriculum through the following tasks: Students will learn about the research process and methods that are used by good researcher s. Students will good research habits by completing logs, research notes, and recording their research efforts.

Students will demonstrate their ability to write in an academic voice about an academic topic using academic sources. Students will be able to identify and explain key methods of electronic research using databases and advanced search techniques. Students will be able to relate their research topics to current events and modern trends. Students will demonstrate mastery of the English language and their ability to write, edit, and communicate their ideas using evidence and elevated language.

Instructor Course Description This introductory college-level course is an extension of the English 11 course in American argument. Written Portfolio 1. Instructors Course Description Course Description Hancock : Students will use a variety of written genres, with a particular focus on argumentative writing, to understand how specific writing skills and dispositions can distill, refine, and communicate understanding of truth. Course objectives for this course are as follows: Students will begin by mastering a five-paragraph essay.

Students will understand the concepts and use of a hook, bridge, summary, and thesis statement, as well as body paragraphs and conclusion. Students will learn what constitutes credible evidence. Students will study and learn how to distinguish fake news and inferior evidence sources. Students will be able to effectively use MLA format. Students will study personal narratives, argumentative essays, persuasive essays, analytical essays and various forms of poetry. General Course Objectives for this course specify that students will demonstrate mastery of the curriculum through the following tasks: Students will make connections between history, the words of the prophets, and their own lives. Students will be able to identify and distinguish between the major periods of ancient history and what legacies remain in our modern world.

Students will gain an appreciation for the role of key individuals. Students will be able to reason and relate the concepts from historical events to themselves and the Gospel of Jesus Christ. English 9. Instructors Course Description In this course, students will learn methods of communication both written and oral. Literature 7. Students will explore key thematic questions such as: What effect does reading good literature have on the development of character?

What are some good examples of elevated composition, style, vocabulary, presentation, Etc.? How have you been striving to model them in your own writing? Language 7. Instructors Course Description Scriptural foundations and principles, as well as the study of the history of the English language will be core to our studies this year. Why is it so important that each person master the English language?

How has elevated literature inspired you to master the English language? History 7. Students will explore key thematic questions such as: Who do you think is the author of History? How do you see the hand of God in the unfolding of History? What do you feel is the most important truth learned from each period in history? Written Portfolio 3. Instructor Course Description Students will learn the basics of literary analysis and research thesis structure, support, and organization.

Instructors Course Description This course is designed as a continuation of word processing skills. Instructors Course Description In this course, students will learn understanding that they are part of the Divine Design. Instructors Course Description And Objectives This course reinforces basic math concepts previously learned and introduces new concepts. Instructors Course Description And Objectives In this course, students will learn grammar, spelling, Latin roots, composition styles biography, auto-biography, persuasive, cause-effect, poetry, newsletter, etc.

Grammar Students will study parts of speech, parts of a sentence, types of sentences, diagramming, editing and mechanics. Vocabulary Students will study vocabulary from class literature sources and be able to use context clues, grammar skills, and dictionaries to determine definitions and connotations. Cursive Students will continue to practice correct and neat cursive formation. Everyone from the almighty Duke to a lowly prostitute has committed potentially immoral acts. Perhaps audiences are encouraged to be more understanding of others, and their reasons for these deeds.

Mmm, this theme ties in nicely with just about all of the others. How does one define justice? The play explores this idea; does justice mean punishment? Or mercy? Characters that dispense justice include The Duke, Angelo although they have differing ideas of justice and Isabella. Since Vienna is a religious place, consider the divine justice system ie. Laws exist in an attempt to ensure justice. But does it always work? Perhaps Shakespeare says that since we humans are inevitably flawed, that any justice system created by us will too be imperfect. Who are we to decide the fates of our fellow man? Furthermore, the Bard may be encouraging us to be kind when dispensing justice, leaning more to mercy than punishment.

Who run the world? The exploration of the female characters in this play are very interesting, and kind of sad. Of 20 named characters, only 5 are women. There is a lot to unpack here. Their situations: a maiden poised to enter a nunnery, a prostitute, a pregnant girl about to lose her husband, a nun, and another prostitute. Quite gloomy, isn't it? Over the course of the play, our female characters are put into worse situations by men.

Their experiences are dictated by men. Perhaps Shakespeare suggests that women are treated unfairly in society. The Bard potentially says that such sexual and gender politics do not create a cohesive and just society. This theme, again, connects to many others. It can link to all groups of people The wealthy, the poor, women, criminals etc. Most of the mercy is dispensed at the end of the play when the Duke does his grand reveal. Characters who choose to mete out mercy over punishment include The Duke and Isabella. We might think this is harsh, but it a legal and lawful decision.

Perhaps Shakespeare encourages us to look at mercy and punishment from different perspectives. Angelo believes he is punishing Claudio for his own good, and cleaning up Vienna of lechery too. Maybe we ought to be merciful in our opinion of the deputy. Nonetheless, the Bard shows that in the case of young Claudio, mercy and forgiveness is the right path to choose. Finally, consider why Shakespeare may have portrayed a merciful leader to his Jacobean audience. Maybe if he were to portray a leader as fair and merciful, the Jacobean audience would trust that their new king a man similar in character to the Duke could be kind and merciful too. Earning the favour of the king and writing a killer play? He wants to save his own ass, fearing Claudio will seek vengeance.

The Duke is flawed too. Then he plans to swoop in and look like a hero. Kinda dodgy. Consider Claudio and Juliet too. They, like Angelo, succumbed to lust and slept together before they were officially married. Are the poor frail in a different way? In that way she is virtuous. However, she sells her body to survive. Perhaps she is not prone to desire like Angelo, but serves another desire - a desire to survive? Perhaps Shakespeare suggests that no one is truly perfect, not even a leader supposedly ordained by God, a law-abiding deputy, or a maiden who is poised to enter a nunnery. Yet while Angelo is overcome by his lust and emotion, the Duke and Isabella attempt to better themselves by showing mercy and temperance.

So, society in Vienna is very much religious. Their beliefs dictate actions and laws within the city. Some very religious characters include Isabella and Angelo. However, our novice nun, who is obsessed with virtue and chastity, agrees to and takes part in the bed-trick, a deception that is not particularly Christian. Even The Duke, supposedly semi-divine, makes some dubious choices. He spends most of the play posed as a holy man, even though he is not.

He plans the bed-trick to deceive Angelo and lets poor Isabella think her poor brother is dead, instead of saving her so much pain. The question of how much we should let religion dictate us is another reason this piece is a problem play. Perhaps Shakespeare criticises religious extremism in his portrayal of characters like Isabella and Angelo. Or maybe he just wants us to remain open-minded about ideas and our spirituality. Yikes, there are so many themes in this play! Each character can be viewed in different lights, even more so than themes can be. Here are the characters, in order of how much they speak in the play. Who would you swipe right on?

Hint: not Lucio. These are people, objects, words etc that represent a theme or idea. The idea of heavenly justice vs earthly justice is prominent throughout the text. Is he harsh and equalising? Is he just and sympathetic? These ideals teach that the person who committed a misdeed shall have the same misdeed done unto them. Do not judge, and you will not be judged. Do not condemn, and you will not be condemned. Forgive, and you will be forgiven. So, when sentencing Angelo the Duke employs the words of the Old Testament. Wait, who? Well, in Act 4, Scene 4 Line , Lucio says something very intriguing. We can think of Lucio as representing all the sins and misdeeds in Vienna - lechery, immorality, lack of justice, selfishness etc.

Hence, Lucio is saying that these shortcomings and flaws will always be present to people and in Vienna, sticking to the city like a nasty burr. The metre of the verse ie. This means that each line is divided into 5 feet. Within each foot, there is one unstressed syllable followed by a stressed one. Verse does not have to rhyme, as the above lines do. Shakespeare often employs a rhyming couplet to close a scene and add some drama. Verse is usually reserved for the higher class citizens, with those who are less fortunate speaking in prose.

Certain characters, such as Lucio, switch between verse and prose depending on who they are speaking to. Escalus is the ever reasonable and loyal lord and close confidant of the Duke. His name gives connotations of scales and balance - characteristic of the rational man. If we judge him only by his name, he should be a pure and heavenly being. We can see that appearance is very different from reality. There is so much to unpack about this douchebag. Let us briefly consider 2 ideas. Maybe this obsession leads to his immorality and poor leadership. He weaves his way around the request, propositioning Isabella so indirectly that at first, she does not even seem to understand his request! Or maybe this scene is yet more evidence of a patriarchal society, with the men knowing very well the power they hold.

We never actually meet this fellow. Fascinatingly, Ragozine is the only person who dies in the entire play. ALSO, he dies of natural causes. It feels like the play is full of death, grief and many heads on the chopping block. But curiously, there is only one death, of a minor character, of natural causes. Perhaps this says something about fate and justice or offers some commentary on life and hope. Elbow is a silly policeman who speaks in malapropisms using a similar but incorrect word for humorous effect. Pompey is a clever pimp who seems to have a deep understanding of justice and the Viennese people. The comparison of these characters, fortunate and dumb to unfortunate and clever, perhaps serves to show that the law is not always apt and that sometimes those who break the law are more clever than it.

Mistress Overdone is a pitiable prostitute. Furthermore, this happens in Act 3 of 5, around halfway through the play! The audience never hears from Mistress Overdone again, and her future is left uncertain. Even Barnadine, a convicted murderer, is given freedom and a happy ending. What is Shakespeare saying by portraying Mistress Overdone and other women in such a way? This blog post is by no means an exhaustive list of all its quirks and complexities. You are very lucky to be studying a text with such universal themes and ideas that you can carry with you even after high school.

But…the minute you sit down at your desk, you find that your mind goes completely blank and that you are left only with one dreadful question: What now? If this sounds all too familiar to you, you are definitely not alone. So, here is a quick guide that can help you to plan out your year, to break free from procrastination and to find some sparks of motivation when you feel like there is simply no road ahead. This may seem like the most obvious step, but it can make all the difference when done thoughtfully and thoroughly.

One thing that VCAA English examiners always look for when reading text responses is in-depth knowledge and understanding of the text, and the best way to develop and gain this knowledge is to read, read, and read again! Try to treat your text like a blank map, full of unexplored territories and winding roads that are there for you to uncover each time you read the text. When you read your text for the first time, look out for the major roads and landmarks; the setting and premise, the plot, the characters, the broad ideas, the authorial voice and style etc. While reading and rereading your text will definitely help you to know your text in and out, in order to fully tick the box of knowledge and understanding, it is also important to read around the text; to understand the context of when and why the text was written, for whom it was written, and the impact the text has had on both its original audience and its audience today.

Especially for texts that are rooted in history, like The Women of Troy or Rear Window , understanding context and background information is essential in understanding the text itself. Each text is a product of both its creator and its time, so make the effort to research the writer, playwright or filmmaker , and the historical, cultural, social and political context of your text. Studying a subject with as large of a cohort as VCE English can oftentimes mean that ideas are recycled and exams are repetitive, so in order to distinguish yourself from the pack, try to look for ways to craft your own original path ; a view of the text that is distinctly your own, instead of following others.

The best way to do this is to do a bit of thinking at home; to create your own original set of notes and observations and to spend time analysing each section of your text in greater detail than you may have done in class. Constructing a notes table like the one below can help you greatly in sorting and fleshing out your ideas, and, when done consistently throughout the year, can save a lot of time and effort when it comes to studying for the exam! You may be feeling nervous at this point, even a little burnt out, but there is no need to worry.

Demonstrates the dehumanisation of the Trojan women, and the heinous, beastly actions of the Greek men, who, like their 'war machine' description, have subverted all that is natural to become violent, and all that is beautiful to become grotesque. Rather than slaving away for hours and hours writing full essays, these simpler forms of targeted study can and will save you the burnout and will get you feeling confident faster.

Only move on to writing a full practice essay or some practice paragraphs once you feel you have a good in-depth understanding of how to plan an essay and once you have already naturally memorised some important quotes that you can use in your essay learn how to embed your quotes like a boss here. Remember, quality over quantity, so spend your time before your SAC revising thoughtfully and carefully, targeting your revision, and taking things slowly, rather than robotically churning out essay after essay. Preparing for it is also much less intense than you might think it to be, because essentially, from the very first time you read your text, you will have already begun preparing for the exam. All that is left to do before the English exam is to polish up on some of your weaknesses identified in your SACs, to look over all the notes and information you have gathered throughout the year, to freshen up on essay writing and essay planning , and to do a couple of practices, so that you can feel as ready as you can for the real thing.

In particular, I found that in the leadup to my English exam, studying with my friends and peers was not only a welcome stress reliever, but a really good way to expand my own knowledge by helping others and being helped myself. Hopefully, these tips will be able to help you out throughout the year in staying motivated and feeling okay about English! Remember, this is just here as a guide to help you, and not a strict regimen to follow, because everyone studies differently, and has different goals in English. Our Ultimate Guide to Text Response and Ultimate Guide to Comparative give you a full rundown of what is required in these two areas of study where you will have to learn specific texts so I would highly recommend having a read!

The Crucible is a four-act play that portrays the atmosphere of the witch trials in Salem. As an allegory of McCarthyism, the play primarily focuses on criticising the ways in which innocent people are prosecuted without any founded evidence, reflecting the unjust nature of the corrupted authoritarian system that governs Salem. People start scapegoating others to escape prosecution and falsely accuse others to gain power and land, facilitating mass hysteria which ultimately leads to the downfall of the Salem theocracy.

The protagonist John Proctor is one of those that decides to defy the courts and sacrifices his life towards the end of the play, ending the play on a quiet note in contrast with its frenzied conflict throughout the acts. The Dressmaker shows the audience the treatment towards Tilly Dunnage upon her return to fictional town Dungatar years after she was wrongly accused of being a murderess. Rosalie Ham critiques the impacts of rumours on Tilly and Molly, also establishing her condemnation of the societal stigma of this isolated town. Tilly starts making haute couture outfits to transform the lives of the women in the town and help them present themselves as more desirable and elevate their ranks. However, the townspeople still see Tilly negatively, except for some individuals who are able to look past the opinions of others and get to know Tilly themselves.

Both The Crucible and The Dressmaker talk extensively about class. Ultimately, both The Crucible and The Dressmaker are set in classist societies where there is no opportunity for social advancement. As such, for both Salem and Dungatar, the very idea that anyone could move between the classes and make a better life for themselves is inherently dangerous.

What we can see here is that class shapes the way communities deal with crisis. Anything that overturns class is dangerous because it challenges the social order — meaning that individuals such as Reverend Parris in The Crucible , or Councillor Pettyman in The Dressmaker may lose all their power and authority. Having travelled the outside world, she represents a worldly mindset and breadth of experiences which the townspeople know they cannot match. Rather, the people do it themselves; putting people back in their place through rumour and suspicion. However, by creating extravagant, expensive dresses for the townspeople, Tilly inadvertently provides people with another way to express class. The setting forms an essential thematic element of The Crucible and The Dressmaker.

For Salem, its citizens adopt a mindset of religious and cultural superiority — believing that their faith, dedication to hard work and unity under God make them the most blessed people in the world. Individuals as diverse as Rebecca Nurse and Thomas Putnam perceive Salem to be a genuinely incredible place. Not much of the same can be said for The Dressmaker. The next part of the name is 'tar', a sticky substance, creating the impression that Dungatar's people are stuck in their disgusting ways. The townspeople of Dungatar are acutely aware of their own inadequacy, and that is why they fight so hard to remain isolated from the outside world. Tilly is therefore a threat because she challenges their isolation and forces the men and women of Dungatar to reconsider why their community has shunned progress for so long.

In short, she makes a once-isolated people realise that fear, paranoia, division and superstition are no way to run a town, and brings them to acknowledge the terribly harmful impacts of their own hatred. On top of that, because Salem is literally the only Christian, European settlement for miles, it is simply impossible for them to even think about alternatives to their way of life.

The township is isolated, but unlike Salem, it at least has contact with the outside world. All Tilly does, therefore, is show the people of Dungatar an alternative to their way of life. But, for a community used to the way they have lived for decades, it ultimately contributes to its destruction. The following essay topic breakdown was written by Lindsey Dang. Before writing our topic sentences, we need to look at our key words first. The keywords in this prompt are outcasts and treated. So, who are considered outcasts in the two texts? Outcasts can be those of traditionally lower classes, they can be characters with physical flaws, those that are different to others or those who do not abide by the standards of their respective societies.

How would we describe the treatment towards these characters? Are they treated nicely or are they mistreated and discriminated against? Do ALL members of that community have that same treatment towards those outcasts or are there exceptions? Remember this point because we might be able to use this to challenge the prompt. Explore how communities respond to crisis. People must conform to societal expectations in The Crucible and The Dressmaker. Gender repression is rife in both The Crucible and The Dressmaker. Ah, language analysis. No longer are we searching for hidden meanings within the text, instead we search for blatant appeals to emotions and values which our daring author uses to persuade us to stand in solidarity with their view.

My, how times change. Typical VCAA. We all know how tough it can be without the right kind of instruction, so worry not, everything you need will be explained for you shortly. Now, before you get too deep into this step - and I know how eager you must be to dive into that juicy analysis — you first need to decide on a structure. In this particular case of Language Analysis, we are comparing two articles, meaning we have a couple of different structures to choose from. That is, we now need to decide whether we will be separating the analysis of each article into its own individual paragraph, or rather, integrating the analysis and drawing on similar ideas from each of the texts to compare them within one paragraph.

Tough decisions, eh? While most examiners prefer integrated paragraphs, as it shows a higher level of understanding of the texts, sometimes the articles make implementing this structure a little difficult. For example, maybe one article focuses more on emotional appeals, while the other uses factual evidence such as statistics to persuade the reader. What do we do then? If none of the arguments are similar, but we still want to use that amazing integration technique, what can we do?

Well first of all, remember that we are comparing two articles. So what does this mean for us? We can still integrate our paragraphs, however, we will be focusing on how two contrasting techniques seek to achieve the same result of persuading the audience. That is, scouring through the articles for those various language devices the author has used to turn this article from an exposition to a persuasive text, and then deciding on how we shall be using this in our essay. Yes, I happened to be one of those students who never planned anything and preferred to jump straight into the introduction, hoping all my thoughts would fall into place along the way.

Allow me to let you in on a little secret: that was a notoriously bad idea. My essays always turned out as garbled, barely legible messes and I always managed to talk myself into circles. It is also crucial that you know what exactly should be going into the planning process. There are two main aspects of planning that you need to focus on for a Language Analysis essay: analysis and implementation. I know that might not make much sense right now, but allow me to explain:. This includes reading through your articles and picking out all the pieces that seem like persuasive techniques.

This part is the lengthiest and it may take you some time to fully understand all of the article. That is, deciding which arguments or language devices we will analyse in paragraph 1, paragraph 2 and so on. This part is largely up to you and the way in which you prefer to link various ideas. Below is an example of how you might choose to plan your introduction and body paragraph. It may seem a bit wordy, but this is the recommended thought process you should consider when mapping out your essay, as explained in the following sections of this blog post. With enough practice you may even be able to remember some of these elements in your head, rather than writing it out in detail during each SAC or exam it might be a little time consuming.

Note: Sentences in quotation marks '' represent where the information has been implemented in the actual introduction. Context : Detention of Asylum Seekers is currently a popular topic of discussion, 'issue regarding the treatment and management of asylum seekers'. Contention : Methods must be revaluated, 'better solution must be sought'. Audience : Regular readers, 'regular readers of the popular news publication site'.

Purpose : Incite critical conversation, 'persuade readers to be similarly critical of the initiative'. Context: Detention of Asylum Seekers is currently a popular topic of discussion, 'issue regarding the treatment and management of asylum seekers'. Contention: Detention of Asylum Seekers is wrong, 'detention as a whole is inhumane'. Audience: Those in favour of Asylum Seekers, 'supporters of his resource centre'. Purpose: Allow Asylum Seekers into the country, '[barring them from entering the country]…should be ceased immediately'. Example : 'harsh', 'brutal regime', 'needlessly cruel' to invoke discomfort. Example : Amnesty International, UN, etc. Example : Writes he 'cannot imagine the horrors', inviting readers to try too.

Example : 'pain', 'suffering', 'deprivation of hope' to invoke sympathy. Example : Blames Australian Government for the 'suffering inflicted'. Having a top notch introduction not only sets the standard for the rest of your language analysis, but it gives you a chance to set yourself apart from the crowd. Thus, having a punchy introduction is bound to catch their attention. In addition to having a solid beginning, there are a few other things you need to include in your intro, namely, CCTAP. Well, the nifty little acronym stands for C ontext, C ontention, T one, A udience and P urpose, which are the five key pieces of information you need to include about both of your articles within your introduction. In addition to all the various language devices we collected during planning, you will need to scan through the articles to find this information in order to give the reader of your essay the brief gist of your articles without ever having read them.

And now we reach the meat of your essay - the body paragraphs. A typical essay should have at least three of these, no less, although some people might feel the need to write four or five. While this may seem like a good idea to earn those extra marks, you should never feel pressured to do so if you already have three good paragraphs planned out. What your teachers and examiners are really looking for is a comprehensive understanding of the texts and the way in which you organise your ideas into paragraphs. Now, onto writing the actual paragraphs. Some of these you may have already heard of before and you might even have a preference as to which one you will use. But regardless of what you choose, it is important that you add all the correct elements, as leaving any of them out may cost you vital marks.

This step may involve analysing the image for what it is, or linking the imagery with an already existing argument within the article. Whatever you deduce it to mean, just make sure you slip it into one of the paragraphs in your essay. Here is an example of an integrated paragraph learn more about integrated vs. And some might argue it is in fact the easiest, because now all you need to do is summarise all of those body paragraphs into a concise little one. Simple right? Under no circumstances should you be using your conclusion to add in any new information, so just make sure you give a brief description of your previous arguments and you should be good to go!

And one more thing: never start your conclusions with 'In conclusion'. Good luck with your own essays! In year 9, I entered my first public speaking competition, and have been participating in such competitions ever since. I may not have won those, but it got me comfortable standing in front of people without shaking like someone with hypothermia. In fact, I've talked about a few of these in a 'Must Dos and Don'ts' video.

If you haven't seen it yet, watch before you read on:. Always remember that practice makes perfect. Practise as much as possible; in front of anyone and everyone including yourself use a mirror. Keep practising until you can recite it. As for cue cards, use dot points. But most importantly, if you mess up, keep going. Even if you screw up a word or suddenly forget your next point, just take a breath, correct yourself, and keep going. Do not giggle. Do not be monotone. Give it as much energy as it is appropriate for your speech.

As you transition through various intense emotions such as anger, happiness and shock, your performance should reflect it. This is achieved in both your tone and your body language moving around. Speak as if you believe in your contention — with passion. Remember, confidence is key. And also, speak so that the teacher can actually hear you. And it actually does make a huge difference. Think about real life — do you know anyone that stands completely and utterly still when talking to you? I usually just start off looking at the back wall… then as I go through the speech, I naturally turn from one back corner of the room to the other.

Also, try not to look down. Take some long, deep breaths and tell yourself that you can do it! Even though she made a couple mistakes in her speech, she kept going and captivated the attention of the UN. Take a look and be inspired!! What's next? Make sure you've got a great oral presentation topic. We've done all the hard work for you and compiled 20 of the best topics for Access it now! Not gonna lie, this novel is a bit of a tricky one to introduce. World War II, arguably one of the darkest events of human history, has been the basis of so much writing across so many genres; authors, academics, novelists have all devoted themselves to understanding the tragedies, and make sense of how we managed to do this to one another.

Many reflect on the experiences of children and families whose lives were torn apart by the war. In some ways, Doerr is another author who has attempted this. His novel alludes to the merciless anonymity of death in war, juxtaposes individualism with collective national mindlessness, and seeks out innocence amidst the brutality of war. What makes this novel difficult to introduce is the way in which Doerr has done this; through the eyes of two children on opposite sides of the war, he explores how both of them struggle with identity, morality and hope, each in their own way.

Their storylines converge in the bombing of Saint-Malo, demonstrating that war can be indiscriminate in its victims—that is, it does not care if its victims are children or adults, innocent or guilty, French or German. However, their interaction also speaks to the humanity that lies in all of us, no matter how deeply buried. Disclaimer: this is a very, very broad overview of the novel and it is absolutely not a substitute for actually reading it please actually read it. Chronologically, we start in , five years before the war. As she starts to go blind, Daniel teaches her Braille, and makes her wooden models of their neighbourhood to help her navigate.

Meanwhile, she befriends Etienne, who suffers from agoraphobia as a result of the trauma from the First World War. He is charming and very knowledgeable about science, having made a series of scientific radio broadcasts with his brother Henri who died in WWI. She also befriends his cook, Madame Manec, who participates in the resistance movement right up until she falls ill and dies.

Her father is also arrested and would ultimately die in prison , and the loss of their loved ones prompts both Etienne and Marie-Laure to begin fighting back. Marie-Laure is also given a key to a grotto by the seaside which is full of molluscs, her favourite kind of animal. On the other side of the war, Werner is, in , an 8 year-old German boy growing up in an orphanage with his sister Jutta in the small mining town of Zollverein.

One day, he repairs the radio of a Nazi official, who recruits him to the Hitler Youth on account of his ingenuity and his very blonde hair and very blue eyes, considered to be desirable traits by the regime. Jutta grows increasingly distant from Werner during this time, as she questions the morality of the Nazis. Werner is trained to be a soldier along with a cohort of other boys, and additionally learns to use radio to locate enemy soldiers.

He befriends Frederick, an innocent kid who was only there because his parents were rich—Frederick would eventually fall victim to the brutality of the instructors, and Werner tries to quit out of solidarity. Unfortunately, he is sent into the army to apply his training to actual warfare. He fights with Frank Volkheimer, a slightly ambiguous character who a tough and cruel soldier, but also displays a capacity to be kind and gentle including a fondness for classical music. The war eventually takes them to Saint-Malo. Also around or so, a Nazi sergeant, Reinhold von Rumpel, begins to track down the Sea of Flames.

He would have been successful ultimately had it not been for Werner, who stops him in order to save Marie Laure. As America begins to turn the war around, Werner is arrested and dies after stepping on a German landmine; Marie-Laure and Etienne move back to Paris. Marie-Laure eventually becomes a scientist specialising in the study of molluscs and has an extensive family of her own by What kind of questions does Doerr raise through this plot? To some degree, the single central question of the novel is one of humanity, and this manifests in a few different ways.

Firstly, to what extent are we in control of our own choices? Do we truly have free will to behave morally? The Nazi regime throws a spanner in the works here, as it makes incredibly inhumane demands on its people. Perhaps they fear punishment and have no choice—Werner, for instance, does go along with everything. At the same time, his own sister manages to demonstrate critical thinking and moral reasoning well beyond her years, and it makes you wonder if there was potential for Werner to be better in this regard.

That being said, Werner is far from the only character who struggles with this—consider the perfumer, Claude Levitte, who becomes a Nazi informer, or even ordinary French citizens who simply accept the German takeover. Do they actually have free will to resist, or is it even moral for them to do so? This is what allowed people to do evil things without actually feeling or even being inherently evil—they were just taking orders, after all. Consider the role of free will in this context. Etienne and Madame Manec, for instance, even disagree on the morality of resistance, which can frequently involve murder.

At the same time, the climactic event of the novel is an allied bombing of Saint-Malo, a French town, just because it had become a German outpost. On a more optimistic note, a human quality that Doerr explores is our natural curiosity towards science. This is abundant in the childhoods of both protagonists, as Werner demonstrates dexterity with the radio at a very young age, and Marie-Laure a keen interest in marine biology. In particular, her blindness pushes her into avenues of science which she can experience without literal sight, such as the tactile sensations of mollusc shells. The title may hint at this—for all the light she cannot see, she seeks enlightenment through knowledge, which in turn gives her hope, optimism and purpose. This alludes to the banality of evil again; by focusing on his very technical role and his unique understanding of the science behind radios, he is able to blind himself to the bigger picture of the evils he is abetting.

Science is something that is so innately human, yet can also be used inhumanely as well. One major symbol is the radio , with its potential for good as well as for evil. On one hand, it is undoubtedly used for evil purposes, but it also acts as a source of hope, purpose, conviction and connection in the worst of times. It is what ultimately drives Werner to save Marie-Laure. Along the same vein, whelks are also a major symbol, particularly for Marie-Laure.

While an object of her fascination, they also represent strength for her, as they remain fixed onto rocks and withstand the beaks of birds who try to attack them. As Saint-Malo is destroyed and the Sea of Flames discarded, it is the seaside ecosystem that manages to live on, undisturbed. In this sense, the diamond can be seen as a manifestation of human greed, harmless once removed from human society. They represent his immense love for her, and more broadly the importance of family, but the models also attempt to shrink entire cities into a predictable, easily navigable system.

The models are an oversimplification of life, and an illusion of certainty, in a time when life was complicated and not at all certain for anyone. Identity, morality and hope—these things pretty much shape what it means to be human. Throughout All the Light We Cannot See though, characters sometimes struggle with all three of them at the same time. And yet they always manage to find something within themselves, some source of strength, some sense of right and wrong, some humanity in trying times. In this novel, Anthony Doerr tells the World War 2 story through a unique lens, or rather a unique combination of lenses, as he sets a year-old French girl and a year-old German boy on an unlikely path of convergence.

Darkness in this sense could be any number of things. Now, how should we plan for this topic? For our first paragraph, a good starting point might be analysing the literal forms of darkness in the novel, and seeing what other interpretations we can get from those. The title could be seen as an allusion to her character and by extension, the hopelessness that blindness might cause in the midst of a war. But, across these two layers of meaning, could there perhaps be some room to challenge these interpretations? This is something we should look at for our final paragraph. These manifestations of light also require you to think about the different symbolic layers of the novel.

Consider how, just as darkness has levels of interpretation and symbolism in this book, so does light and hope and joy, rather than just evil and cruelty. Always delving deeper for meaning helps you to really make use of the symbols, imagery and motifs in a text, and I hope this novel in particular illustrates that idea. Back then, Hitchcock was a controversial filmmaker just starting to make waves and build his influence in Hollywood; now, he is one of the most widely celebrated directors of the 20th century. The culture of the s could hardly be more different to what it is today. Within the Western world, the birth of the 21st century has marked the decline of cemented expectations and since been replaced by social equality regardless of gender, sexual preference and age.

So why , six decades after its original release and in a world where much of its content appears superficially outdated , do we still analyse the film Rear Window? Rear Window is a film primarily concerned with the events which L. Jeff Jefferies, a photographer incapacitated by an accident which broke his leg, observes from the window of his apartment. He spends his days watching the happenings of the Greenwich Village courtyard, which enables Jeff to peer into the apartments and lives of local residents.

The act of observing events from a secure distance is as tempting as reality television and magazines. To this day, these mediums provide entertainment tailored to popular culture. So, if Rear Window teaches us that voyeurism is a dangerous yet natural desire , does the film comment on the individuals who consent to being watched? Rear Window is a commentary on social values and provokes its audience to examine habits of their own, especially in a world where sensitive information is at our fingertips. The stereotypical nature of these labels, based on superficial traits that Jeff observes from his window, exemplifies the sexism prevalent in the s. The historical background of stereotypes is imbedded within Rear Window and shares vast similarities with the stereotypes we recognise today.

Additionally, Hitchcock delves into the flip side of this matter, presenting the theory that those he watches are just as guilty of allowing his intrusion into their private lives. Contrary to this perception, its ingrained messages are fundamentally true to this day. As the text is set in the backdrop of rapid Australian modernisation, the novel also depicts the paradoxical nature of technology, as various characters are depicted to be torn between confronting or embracing this fundamental change. Kennedy explores the theme of identity mainly through physical injury, as various characters with physical trauma find themselves to be agonisingly limited within the confines of their condition. The inherent tension between order and chaos is continually examined throughout the anthology, particularly in Like a House on Fire, in which perfectionistic order and scatter minded disorder are embodied in the unnamed narrator and his wife respectively.

As the two individuals are unable to establish a compromise between their contrasting personalities, Kennedy suggests that this lack of cooperation is the core reason for the deterioration of their marriage, and their subsequent misery. Each protagonist in the collection is portrayed as possessing some object of longing, whether it be material or emotional. Kennedy utilises scattered verses of prose within her writing to communicate these human desires, building upon their significance poetically.

In Static , Anthony attempts to negotiate his own wishes with those of his wife and family, leading him to wonder whether anything present in his life has been created by his own will or merely his eagerness to please others. His desire for various types of happiness, embodied in material concepts such as money or children, suggest that the human condition is built upon the foundation of dissatisfaction; that innate longing is what ultimately defines us as human. The theme of love is present in each story of the collection, often used as an instrument through which the characters can heal and grow from their physical or spiritual pain. While suggesting that true love endures all hardship in Like a House on Fire , Kennedy also illustrates the various sacrifices one must make in order to protect the ones you love.

The vital importance of communication within families is emphasised in the anthology, as the lack of effective communication perceivably exacerbates dysfunctional relationships. The crushing regret of a son is explored in Ashes , as he laments his lack of communication with his father who he can no longer speak to. However, Kennedy empathetically depicts the difficulty of communicating potentially painful messages to loved ones in Waiting , as the protagonist anxiously agonises over the prospect of telling her husband that she may have another miscarriage following an excruciating string of lost children.

In tandem with longing, Kennedy asserts that empathy is vital to the survival and happiness of a human being. Similarly, the salient importance of empathy is emphasised in Flexion , as the cold-heated and harsh victim of a brutal tractor incident repairs his marriage by allowing himself to feel more empathy for those who have supported his recovery and been understanding of his bitterness. The anthology centres around the concept of family, as both dramatic events unfold directly due to altercations and misunderstanding within the household. By depicting both the dramatic and mundane events that contribute to creating dysfunctional families, Kennedy asserts that kindness and understanding is vital to the maintenance of a healthy and loving family.

Like a House on Fire. The Importance of the Introduction. Most assessments require you to write essays using formal language. In English writing, there are two main styles of writing — formal and informal.

Similarities Between Abigail And Elizabeth In The Crucible be sure your student is current with the reading. Their situations: a maiden poised to enter a nunnery, a prostitute, a pregnant girl about to lose her husband, a nun, Similarities Between Abigail And Elizabeth In The Crucible another prostitute. Episode Food and Medicine and a Plan Quebec Sovereignty Summary points a loaded gun at a ten-year-old Russian Culture Vs American Culture basically the entire episode. Remember this point because we might be able Similarities Between Abigail And Elizabeth In The Crucible use this to challenge the prompt.

Web hosting by Somee.com