ine independent f publ i s h i ng TEACHING NOTES www. f remant l e p ress. com.au 1 Destroying Avalon Kate McCaffrey ISBN: 9 781921 064579 Publication Date : 2006 Synopsis Avalon and her family move from Grace Point to a coastal suburb in Perth for the start of Year 10. Her new school is huge‚ an environment vastly different to her old country school. Quickly she learns the schoolyard politics‚ the class system in place‚ from Group A — the Bitches — to Group Z — the Weirdos and Queeros
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Introduction: How’d He Do That? The recognition of patterns makes it easier to read complicated literature because it helps one look for specific details‚ not to dwell on the unneeded or non important details. It creates a story that can be analyzed and stripped apart to better understood because the basic patterns in literature lead a non-basic understanding. An instance of the understanding of the patterns in literature was freshman year reading John Steinbeck’s The Pearl‚ in which Mr. Olson explained
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Test materials Remind yourself of the passage‚ A Game of Polo with a Headless Goat from the Edexcel Anthology for IGCSE English Language and IGCSE English Literature‚ and then answer Questions Emma Levine travelled throughout Asia researching and filming unusual sports. In this passage she writes about a donkey race in Karachi. We drove off to find the best viewing spot‚ which turned out to be the crest of the hill so we could see the approaching race. I asked the lads if we could
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Warsaw School of Social Sciences and Humanities Institute of English Studies Aleksandra Wiwała Student’s book no.: 22602 Different aspects of freedom in The French Lieutenant ’s Woman by John Fowles Term Paper First Cycle Degree Programme English Philology‚ specialization: cultural studies The paper written under the supervision of Mikołaj Wiśniewski‚ PhD Warsaw‚ January 2012 Introduction “Lock up your libraries if
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From How to Read Literature Like a Professor Thomas C. Foster Notes by Marti Nelson 1. Every Trip is a Quest (except when it’s not): a. A quester b. A place to go c. A stated reason to go there d. Challenges and trials e. The real reason to go—always self-knowledge 2. Nice to Eat With You: Acts of Communion a. Whenever people eat or drink together‚ it’s communion b. Not usually religious c. An act of sharing and peace d. A failed meal carries negative connotations 3. Nice to Eat You: Acts of Vampires
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Chapter 4: Research methodology 74 CHAPTER 4: RESEARCH METHODOLOGY Phenomenology is the science that studies truth. It stands back from our rational involvement with things and marvels at the fact that there is disclosure‚ that things do appear‚ that the world can be understood and that we in our life thinking serve as datives for the manifestation of things Sokolowski (2000‚ p. 185) 4.1. QUALITATIVE VERSUS QUANTITATIVE RESEARCH 4.1.1. Introduction In psychology research‚ few quantitative
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A. Remlinger 6 Performing State Fatherhood: The Remaking of Hegemony Michelle M. Lazar Part II 114 139 Emancipation and Social Citizenship: Analyses of Identity and Difference 7 Choosing to Refuse to be a Victim: ‘Power Feminism’ and the Intertextuality of Victimhood and Choice Mary Talbot v 167 1403_914850_02_previ.fm Page vi Tuesday‚ May 8‚ 2007 6:13 PM vi Contents 8 Interdiscursivity‚ Gender Identity and the Politics of Literacy in Brazil Izabel Magalhães 181 9 The ‘Terrorist Feminist’:
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Sociological Theories A sociological theory is a set of ideas that provides an explanation for human society. Theories are selective in terms of their priorities and perspectives and the data they define as significant. As a result they provide a particular and partial view of reality. Sociological theories can be grouped together according to a variety of criteria. The most important of these is the distinction between Structural and Social action theories. Structural or macro perspectives
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I. Heart of Darkness Text Theme: "A haze rested on the low shores that ran out to seanin vanishing flatness. The air was dark above Gravesend." (pg.45) "Only the gloom to the west‚ brooding over the upper reaches‚ became more sombre every minute‚ as if angered by the approach of the sun." (pg.46) Conflict: "- everything belonged to him - but that was a trifle. The thing was to know what he belonged to‚ how many powers of darkness claimed him for their own. That was
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Study Notes Personally responding to the poetry of Gwen Harwood Overview For some time‚ there has been debate over what is the ‘true spirit’ of this module‚ with particular emphasis on how a student should ultimately respond – personally or through ‘readings’. This study guide will dispel your uncertainty and support your classroom studies by guiding you towards a personal response which should be at the heart of anything you compose. We will explore Gwen Harwood’s poetry through the syllabus
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