Feminism lady of shallot
Hi For my a2 coursework (NEA) i would like some help making links between feminism and the lady of shallot
identify fallacy terms, define and explain the answer
Directions: Underline the fallacy(ies) that you see, list the name(s), list a definition from the text, and then explain why you see this as fallacious by explaining how your underlined section fits with the definition from the fallacy text. Fallacy Terms 1-9: Amphiboly, Hypostatization, Equivocation, Division, Composition, Sweeping and Hasty Generalization, Bifurcation, Accent 1. Now, it ultimately is going to be up to the voters, to you, which path we should take. Are we going to double down on the top-down economic policies for the rich that helped to get us into this mess, or do we embrace a new economic patriotism that says: America does best when the middle class does best? Fallacy Name(s): ___________________________ Definition from the fallacy text: Explain with clarity – in the form of several lines – how the section you underlined illustrates the fallacy:
identify the narrator in the passage called the green maba
from the comeprhention going solo by rahal dhal chapter the green mamba
Imagery in Education For Leisure by Carol Ann Duffy?
I need to write a few paragraphs on the imagery in Education For Leisure and am finding it really difficult! Please help!!!!
Lady of Shalott - Feminism
I'm currently writing my A2 coursework for English Literature, I was wondering whether you could help me find some links between the ideology of feminism and Tennyson's Lady of Shalott
i have to do a critical evaluation on through the tunnel by dorris lessing and have been told to tell of the literal and figurative language used?
Literary critisim and literary theory...?
So I have to write a literary critisim and literary theory on a specific theme in the hunger games. I need a thesis, quotes, reasoning and it needs to be argumentative.
The problem is that I don't need to write an essay its just one page and I have to cover all that. I'm confused how I should start my thesis statement now.
Do I start like: in the book "the hunger games"... OR the hunger games talks about..
How?! Please help :/
Sentence Structure Questions
I am having difficulty answering sentence structure questions. Is there any tips which you need to know before answering a question.
What does this quote mean?
For class we have to write an essay about how this quote (“In taking revenge, a man is but even with his enemy, but in passing it over, he is superior.”) and how it relates to the Cask of Amontillado. I don't really understand what the quote means.
What does this quote mean????
What does this quote mean?? "The room was silent with the fury of avenging angels sharpening Their radiance before they strike. The priests had decided they could not wait forever for the pope and the archbishop to come around. The time was now, for the Lord had said, I come with the sword as well as the plow to set at liberty them that are bruised."
This quote is from in the time of butterflies chapter 8
Who is to blame?
In J.B. Priestley's play, "An Inspector Calls", we learn that a number of characters have contributed to the suicide of Eva Smith. Who do you think deserves the most blame and why?
What is the purpose of literature?
Why is literature important?
One of the chief purposes of literature is a means of exploring what it is to be human. It is also a way of communicating with others about a huge range of ideas and concerns. Put simply, Literature helps us to understand people, societies, events, culture. Many students struggle when it comes to analyzing English literature. It can be difficult to identify and understand the underlying themes behind a text. Here, are some tips to help you improve your English lit analysis.
Did the writer actually intend all the meaning that our teachers make us think about?
There can sometimes be a discrepancy between the writer's intention and what the teacher or students actually reads into a novel or piece of literature however the writer does intend to convey certain meanings and will be aware of audience interpretation, the rest of the interpretation will be up to us as readers. Once the piece of literature is out in the world, it is open to the reader to try to understand it with the information available to us. There are many examples where it is easy to see that writers do in fact create layers of meaning in their texts (the colour red used alongside Curley’s Wife in ‘Of Mice and Men’ is a perfect example of this). This is something that becomes more and more obvious the more you study literature. However, it is completely down to the reader to decide if they should read into a piece of literature or not, that is the beauty of literature, it can have a completely different meaning from one reader to the next, but both readings are equally valid. It is also sometimes the case that authors had to use symbolism to get across their meaning rather than simply saying it, for example, if they were writing in a context that banned their ideology. For example, if you believed that homosexuality was normal in Victorian England, it was much safer to hint about it through symbolism in poetry than to risk your reputation and be branded as a lunatic by simply stating it as a fact.
What's the difference between GCSE and A-Level English literature?
The main difference between GCSE and A-Level is the amount of originality that you’re expected to bring to your answers. At A-Level, you are expected to read the texts and come to your own conclusions as to what the writer intended. You are expected to read and engage with critical arguments to get an understanding of the deeper themes of the texts. You will also deal with more mature topics at A-Level (sex, politics, oppression, violence, etc), which makes the subject more engaging. You will be expected to understand more of the social, historical, and political contexts surrounding the making of a work of literature. Your essay writing skills should improve, as will your ability to think about wider issues in relation to what you are reading.
What is your marker looking for in an excellent essay?
The most obvious thing that the marker is looking for is the completion of all the assessment objectives, but this can take the magic away from English Literature. In my opinion, an excellent essay shows you have thought deeply about what the author intended with their writing, and that you have come up with your own opinions rather than simply regurgitating what your teacher has said. It’s all well and good to talk about colour, but an outstanding essay could talk about colour specifically applied to nature, or gender, etc in order to display opinions of the time. Your marker will be looking for the ability to read carefully and deeply, to analyze, and to be able to express your ideas fluently and cogently. In preparation for your assessments: read and absorb as much as you can. Look over past exam questions, brush up on your vocabulary – all the useful words you’ll need for exams, and practice your writing skills as much as possible. In your coursework, be sure to structure your essays properly and form coherent arguments. Use the text and surrounding criticism; all the information is there for the taking. In an excellent essay, you would need to hit all the Assessment Objectives. These vary from including context, analysis, and correct punctuation and grammar. The essay would need to flow fluently and have a good and clear structure. It is sometimes difficult to prepare for controlled assessments and coursework, however, writing out quotes so you can begin to memorize them. To make your essay stand out, even more, you should research a few critics that can be used in your controlled assessment or coursework.
How do I prepare for my controlled assessments and coursework?
Everybody has their own different ways to prepare for exams. The trick is finding what works best for you. Here are some examples of revision techniques:
- brief essay plans,
- cue cards,
- recording your own notes and playing them back
- writing out practice essays
- word association