Kigu Essay Example for Free

Kigu Essay Using TPCASTT for Analysis T| Title| There is a field on the Canadian border that has a monument that is either forgotten, unimportant or both.| P| Paraphrase| On the Canadian border, there’s a beautiful field that isn’t famous, but it shouldn’t be known in order to preserve its beauty. | C| Connotation| What meaning does the poem/story have beyond the literal meaning? Fill in the chart below.| | | Form/GenreIt’s structured in the form of a free verse. The author chose to describe the beauty of nature, and says we should protect it.| DictionThe author uses â€Å"no†¦Ã¢â‚¬  and†did not†¦Ã¢â‚¬  because he is showing us that this field is important, even though nothing significant happened there.| ImageryI see a green, open, big field with birds silently flying overhead, with the wind blowing across the field.| | | Point of ViewThe author is the narrator. He is speaking in 1st person. He may have a lot of reliability. | DetailsThere is a naturally beautiful field that the author doesn’t want to be destroyed by any human or anything else.| AllusionsIt refers to the unknown soldiers that died. None of them died there, or were buried there.| | | SymbolismIt’s referring to purity. | Figurative LanguageThis is the field where grass joined handshallowed by neglect and an air so tame| Other Devicesâ€Å"People celebrate it by forgetting its name.†| A| Attitude| The speaker feels that the field is a beautiful place, and it should be protected.The author likes nature, and wants everyone else to try to protect it and to keep it as long as possible.| S| Shifts| There was no shift in this poem.| T| Title| The title means there is a beautiful piece of nature that it should be its own monument, even though nothing happened there.| T| Theme| Things in nature that are forgotten are the things that last.| In William Stafford’s poem, â€Å"At the Un-National Monument Along the Canadian Border,† I think the author is telling everyone that nature is precious. We should try to protect and keep it clean. Nature is a beautiful thing. You only have nature as long as you keep it pure. Another point is that monuments aren’t always going to be man-made structures. Sometimes, the most beautiful monuments are naturally made. The third idea is that the field is  like the opposite of a warzone. Instead of planes flying over, dropping bombs, birds are flying over. Instead of dead bodies on the ground, big, grassy plains are there. The last thing the author is telling us is that this field will last a long time because people are forgetting about it.

Nelly Dean of Emily Brontes Wuthering Heights :: free essay writer

Wuthering Heights - Nelly   In the book Wuthering Heights, the author, Emily Bronte, made Nelly the narrator. Many have questioned why Bronte would do so. Nelly never really had a life of her own because she lived at Wuthering Heights all her life.   Therefore, Wuthering Heights and Thrushcross Grange was her life.   Nelly was more than a servant, and had a personal relationship with most of the characters,which is why her story is so efficient, and her lack of knowledge not as important.   She really loved them, and she shows it when she says, "I kissed Hareton good-bye; and since then he has been a stranger: and it's queer to think it, but I've no doubt he has completely forgotten all about Ellen Dean, and that he was ever more than all the world to her and she to him!" (Wuthering Heights Pg. 81)   Hareton probably doesn't remember her, but that shows the lack of appreciation everyone had for her.   No one praised her like   Heathcliff and Edgar praised Catherine, but no one hated her like Hindly hated   Heathcliff.   In fact, she's the "middle man" that makes the transition from   Wuthering Heights to Thrushcross Grange so smooth.   If she had not been the narrator we wouldn't know what went on at Thrushcross Grange.   Nelly manages to know what went on at Wuthering Heights because of her good relationship with everyone.   So even though Nelly is not present there, she still has the capabilities to know what's going on.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There really isn't a mother figure in the story, but Nelly's role sure imply that she's the mother.   It's odd that every time a lad is born, the mother died during the birth, which led to Nelly's "mother like" role.   She didn't only play her "mother like" role with Hareton and Cathy, (the two lads who's mothers died during labor) but she also played her role with Heathcliff and Catherine.   When Heathcliff retaliated against Hindly and decided not to eat due to his pride; Nelly brought him some food and made sure he was okay. She also aided Catherine when she was mad at Edgar.   Nelly's role is so important, and an example of it is when Nelly visited Wuthering Heights and Hareton was throwing   rocks at her and cursing at her.   This would not have happened if Nelly was there, and Hareton would have learned how to read.

Constructivist Approach

I think when a secondry student starts learning new language for the first time in school It is very useful and important that the feeling of freedom of action they were to thought and responds. Consructivist approach is a helpful way to get a new trainee interested in learning English as a second language. When a students begins to learn,they rest and concern whould are not just for remembering and memorizing. unfortunately, in most of our public schools, The teacher was alone as the center of attention And only he is eloquent and the rest of the learning is specific to the subject matter of the book and the examinations and questions include just book content. Even behaviourism has not been implemented, and lack of the build-up,beginners have begun teaching of the same lesson without making innovation and research and thought of students in relation to the culture that they are learning the language and have no participation, their interest It reduces the scope of research in that branch. The teacher is written not only as a guide but as an absolute spokesman who only reads the contents of the book and students have to memorize the word of their words and questions are written without any stimulation of the initiative and the action of students from the concrete content of the curriculum. Dont give them any experience and just impact their behaviour.In this condition reinforcement and punishment is become more important.Student just imitating teacher and learning is done through repititon.They have no volountry to control their reflex to stimulus and response. These students continue to maintain and provide repetitive lessons without learning to take initiative and collaborate with their other classmates, even in the curriculum.The lack of psychological knowledge and no image of the culture of the target language of the teacher leads to the development of students without initiative and interaction.

Propagand During World War II - 713 Words

Miyu Hirose Fisher World History 4 25 February 2016 Propaganda Poster During World War 1, propaganda played a critical role on a global scale, persuading people to volunteer by putting effort to the war. Propaganda techniques were used for several purposes, in forms of posters, advertising, newspapers, speeches, photographs, rumours, cinema and music. These purposes were to obtain power for the battles of the war, to obtain money for financing the war, to encourage nationalistic feelings of their country to help in the war, and to justify the reason for why the countries were involved in the war so that the people don t rebel against the war. Propaganda, as defined by the Merriam-Webster Dictionary, is the â€Å"spreading of ideas, information, or rumor for the purpose of helping or injuring an institution, a cause, or a person.† The use of propaganda became very popular and successful in countries, such as Great Britain, Germany, and the U.S.A. It also proved that America was the largest producer of pro-war propaganda in the world. Propaganda posters were used commonly to encourage people to join and to make a difference. The posters suggested many ways for the people of the countries to be involved in the war, like suggesting that people should buy liberty bonds or military bonds in order to help the country financially, calling for men to fight and to go the front, drawing women to factories so that they can help with the shells of the bombs and sometimes with the guns, and