Fiction Essay Instructions Essay

In Module/Week 3, you will write a 750-word (about 3–4-pages) essay that compares and contrasts 2 stories from the Fiction Unit. Before you begin writing the essay, carefully read the guidelines for developing your paper topic that are given below. Review the Fiction Essay Grading Rubric to see how your submission will be graded. Gather all of your information, plan the direction of your essay, and organize your ideas by developing a 1-page thesis statement and outline for your essay. Format the thesis statement and the outline in a single Word document using current MLA, APA, or Turabian style (whichever corresponds to your degree program). You have the opportunity to submit your thesis and outline by 11:59 p.m. (ET) on Monday of Module/Week 2 for instructor feedback. The essay is due by 11:59 p.m. (ET) on Monday of Module/Week 3 and must include a title page (see the General Writing Requirements), a thesis/outline page, and the essay itself followed by a works cited/referenc es page of any primary or secondary texts cited in the essay. Guidelines for Developing Your Paper Topic Chapter 39 in your textbook provides some helpful pointers for reading actively, taking notes, brainstorming, developing a clearly-defined thesis statement, preparing an outline, and writing a cogent fiction essay. Be sure that you have read the chapter before doing any further work for this assignment. Choose 2 of the following short stories to compare and contrast in your essay: â€Å"The Lottery† by Shirley Jackson â€Å"The Destructors† by Graham Greene â€Å"The Rocking-Horse Winner† by D.H. Lawrence â€Å"Young Goodman Brown† by Nathaniel Hawthorne â€Å"The Child by Tiger† by Thomas Wolfe â€Å"The Most Dangerous Game† by Richard Connell Also, make at least 1 of these elements of fiction the focus of your essay: Conflict/Plot/Structure Characterization Setting Theme/Authors’ Purposes Point of View Tone/Style/Irony/Symbol/Imagery If you need help focusing your essay, ask yourself questions that correspond to your chosen element(s). Conflict/Plot/Structure (This is not a summary of the stories) What are the basic conflicts, and how do these build tension, leading to major complicated incidents and climactic moment(s)? What are the ways in which each major character experiences conflict (either with self, with other characters, or with the social and/or physical environment)? How are the conflicts resolved? Do the protagonists succeed in achieving their goals? Who receives your deepest sympathy and why? Characterization Who are the main characters in the stories?  What are their outstanding qualities? Does the author give any indication as to how or why the character developed these qualities? What are the characters’ emotions, attitudes, and behaviors? What do these indicate to the reader about the character? Can the characters’ motivations be determined from the text? Setting Where and when do the stories take place (remember to include such details as geographic location, time of year, time period, if the setting is rural or urban, etc.)? Do the settings make the stories believable or credible? How does setting impact the plot of the story, and how would the plot be affected if the story took place in another setting? Are the characters influenced by their setting? How might they behave if they were in a different setting? What atmosphere or mood does the setting create (for example, darkness may create a mood of fear or unhappiness while light or bright colors may create one of happiness)? Is the setting or any aspect of it a symbol or does the setting express particular ideas? Does setting  create expectations that are the opposite of what occurs? Theme/Authors’ Purposes What is the major theme (or themes) of each story?  Are the themes of the stories similar or different?  How does the author convey the theme (or themes) to the reader? How do the stories’ themes relate to the authors’ purposes (some examples of author purposes are to entertain, to satirize, to realistically portray life’s problems, to analyze emotions and responses, and/or to communicate a moral message)? What unique style, techniques, or devices do the writers use to communicate their themes? Tone/Style/Irony/Symbol How would you describe the tone of the piece?  Does the tone correspond with the action occurring in the plot? What style does the author use (for example, one way an author might satirize is by including a lot of ironies, hyperbole, and unrealistic scenarios)? How might the story be different if the tone or style is changed? Does the writer use irony or symbols to communicate the message?

Padre Pio Is Perhaps The Most Well Known Religion Essay Essays

Padre Pio Is Perhaps The Most Well Known Religion Essay Essays Padre Pio Is Perhaps The Most Well Known Religion Essay Essay Padre Pio Is Perhaps The Most Well Known Religion Essay Essay Francesco Forgione was born May 25, 1887 in Pietrelcina, Italy. His parents were Grazio and Maria. He lived with his parents, an older brother Michele, and three younger sisters, Felicita, Pellegrina, and Grazia. Three other kids died in babyhood, including Francesco, for whom Padre Pio was named. The Forgiones were a really spiritual household, and in his place as a immature male child, his religion was nurtured. In his childhood, Francesco s great religion was apparent. He loved to sing anthem and play church in his younger old ages, and consecrated himself to Jesus when he was five. As an grownup, Pio commented that Jesus, Mary, and his guardian angel appeared to him. He besides claimed to hold suffered onslaughts by the Satan. In 1897, Francesco s parents foremost learned of his desire to be a priest. A Capuchin monastic was going to acquire contributions, and Francesco was drawn to the adult male, and told his parents that he wanted to be a mendicant. The Forgiones went to Morcone to inquire if the Capuchins would take their boy. They were interested, but Francesco did non hold the needed instruction, merely holding three old ages of public schooling ( EWTN ) . In order to pay the private coach needed for Francesco, his male parent went to America to work, and during this clip he was confirmed. He completed the instruction demands for the Capuchin order, and at 15 he became a minor Capuchin, and took the name Pio, after the frequenter saint of Pietrelcina, Saint Pius V. He was called Fra, intending brother, until he became a priest. Then on August 10, 1910, the 23 twelvemonth old Fra Pio was ordained a priest by Archbishop Paolo Schinosi. On August 14, he celebrated his first mass. On September 7, 1910, as Padre Pio was praying in the Piana Romana, Jesus and Mary appeared to him and gave him the lesions of Christ, the stigmata. He prayed for God to take away the lesions visibly, but for the agony to remain. God answered his supplications and took the lesions off, until old ages subsequently, when Pope Benedict XV urged all Christians to pray for an terminal to the war. On July 27, Padre Pio offered himself as a victim for the terminal of th e war. Between August 5 -7, he had a vision in which Christ appeared and pierced his side. The experience has been identified as a transverberation or piercing of the bosom bespeaking a brotherhood with God. A few hebdomads subsequently, the same being who appeared to him on August 5 appeared once more. It was the hurt Christ. Padre Pio received the seeable stigmata, the five lesions of Christ, which would remain with him for the balance of his life. The intelligence of the stigmata spread around the universe by early 1919, and legion physicists examined his lesions, though he was non interested. Pio accepted the lesions as a gift from God, but would hold preferred to endure the hurting of Jesus without the universe knowing ( EWTN ) . As said by the Eternal Word Television Network, in the mid-1960s, Padre Pio s wellness began to deteriorate, but he continued to state Mass and receive confessions. On the 50th day of remembrance of the stigmata Padre Pio celebrated Mass, and the following twenty-four hours, he was excessively tired to state Mass or hear confessions. On September 22, he managed to state Mass and people had to fight to hear him. Merely after midnight on September 23, Padre Pio called his higher-up and renewed his vows, and at 2:30a.m. , Padre Pio died a natural decease. On his deathbed, he held the rosary beads, but was excessively weak to state the prayer beads. Harmonizing to Leo s Design, he repeated the names Jesus, Maria until he died, when he opened his eyes really broad and said, I see two female parents! ( Leo s Design ) He is believed to hold meant Mary and his ain female parent. With his last breath, he whispered Maria! so the great mysterious, priest, and saint, Padre Pio, laid his capu t down to rest for the concluding clip, after a life full of enduring and hapless wellness, physical lesions, and marvelous religious lesions. As he had predicted, he lived ill but died healthy, with the stigmata healed and his organic structure in all right status, although cryptically drained of all blood harmonizing to physicians. His feast twenty-four hours is the twenty-four hours of his decease, September 23. Saint Padre Pio was canonized on June 16, 2002, by Pope John Paul I at the terminal of a long procedure that lasted 33 old ages, seven months, and twelve yearss. The canonisation procedure started on November 4, 1968. He was attributed with miracles of mending many people, including immature chidren, being in two topographic points at one clip or going to topographic points in seconds, and his most celebrated Markss, the stigmata ( Discover Catholic Miracles ) . On September 26, 1968, over a 100 thousand people gathered at San Giovanni Rotondo to pay their respects to this holy adult male. He was buried in the crypt prepared for him in the Church of Our Lady of Grace. ( EWTN ) . In his life-time, the great Padre Pio took portion in 100s of multitudes, and did things no other adult male could make. He came from a little state town, and became a really celebrated and well-known priest and saint. He was 81 old ages old when he died.

Learn How to Tell Time in Italian

Learn How to Tell Time in Italian The simplest way to inquire about the time in Italian is by using the verb essere: Che ore sono? Che ora à ¨? – What time is it? You can use the above sentences interchangeably when asking about the time, but when responding you will always use sono le unless you are talking about 1 p.m. in the 12 hour clock (à © luna) or mezzogiorno and mezzanotte: Sono le diciassette. – It is the 17th hour or 5 pm.È mezzogiorno. – Its noon. Be Polite But even better, if you want to be polite add an excuse me into the mix: Mi scusi, che ora à ¨? – Excuse me, what time is it?Mi scusi, che ore sono? – Excuse me, what time is it? The two questions have the same meaning and basic structure. The difference is that the first uses ora à ¨? (is it now?), while the second uses sono le? (is it?). Both uses are perfectly acceptable, but the first conveys a slightly greater sense of immediacy. Useful Vocabulary: Morning, Afternoon, Evening and Night To indicate a.m. add di mattina: Sono le 11 di mattina. – It’s 11 in the morning. To indicate afternoon add del pomeriggio (12 noon to 5 pm): Sono le 2 del pomeriggio. – It’s 2 in the afternoon. To indicate evening use di sera . This period of time changes with seasons but it usually sits between the afternoon and the late night, from 5 pm to 9 or 10 pm: Sono le sei di sera. – It’s 6 in the evening. To indicate night time use di notte (10 pm to early morning): Sono le 3 di notte. – It’s three in the morning. Must-Know Vocabulary Words Additionally, there are a number of important words and phrases to know in relation to telling time in Italian. Heres a brief list with their English equivalents: Una mezz’ora (A half hour):Mamma arriva tra mezzora. – Mom arrives in thirty minutes.Un quarto d’ora (A quarter of an hour):Ho bisogno di un quarto dora per farmi una doccia. – I need 15 minutes to take a shower.A volte (Sometimes):A volte mi prendo un caffà ¨. – Sometimes I buy myself a coffee.Due volte al giorno (Twice a day):Passeggio al cane due volte al giorno. – I walk the dog twice a day.Tutti i giorni (Every day):Io vado al gym tutti i giorni. – I go to the gym every day.Ogni tanto (From time to time):Ogni tanto visito la mia zia in Chicago. – From time to time I visit my aunt in Chicago.Mancano cinque minuti alle... (It’s five minutes to...)Mancano cinque minuti alle 3 pm. – Its five to 3 pm.A che ora chiude? (What time does it close?):A che ora chiude la piscina? – What time does the pool close?A che ora apre? (What time does it open?):A che ora apre il panificio? – What time does the baker y open?A che ora comincia? (What time does it start?):A che ora comincia il film? – What time does the movie start? Reminder Dont forget that the 24 hour clock usage is widespread in Italy and most parts of Europe. In short, 1 p.m. is expressed as 13:00, while 5:30 p.m. is 17:30. An appointment or invitation for 19:30 is meant for 7:30 p.m. But the 12 hour clock is well known and everyone will understand when you use it. Finally, the months, as well as the days of the week in Italian, will give you more vocabulary and broaden your skills in the language.

Paraphrase and Summary Essay Example | Topics and Well Written Essays - 250 words

Paraphrase and Summary - Essay Example rration has become a contrary to the one that is trendy nowadays, which is spoken in the intonation that distorts the essence of what a speaker is talking about. That fact that I’ve noticed this phenomenon doesn’t make me unfashionable, I’ve just witnessed this on a street and I want you to understand and feel the same lack of assurance, which I felt. Where is our conviction now? Where are those feet we used to confidently stand on and move? Where has this all disappeared to? Does it mean that we already have nothing to say to each other? Probably the point is that people’s feelings have become uncertain and maybe even contradictory or indistinct, so they don’t know what exactly they want to express. It means that the problem of slurred speech is just a convenient way of hiding that fact that our thoughts don’t have a clear direction and we have a vague idea of what we are going to say. The matter is that we don’t even know when exactly it started. People should speak such a way that their speech could show their confidence in what they’re saying. Because especially nowadays it is very important not to ask whether you are authorized to say something, but to assert that what you’re saying is

The effect of mass media on children Research Paper

The effect of mass media on children - Research Paper Example Thesis Statement; The proliferation of the elements of the mass media has positive as well as negative consequences. It is important for children to be taught how to make the most out of the more positive aspects in order to benefit their own intellectual development. Different aspects of the Mass Media One of the reasons why the mass media elements can be detrimental to the psychological development of children is because they present a reality that does not really exist. For example, television is not an agent that encourages viewers to be interactive (Strasburger, Jordan, and Donnerstein, 2010). Adults may understand this; however, children are easily deceived into imagining that they are interacting and not just consuming. This can be viewed as being a negative aspect because watching television will fill the social needs of the children without giving them the chance to acquire new social skills that will help them in real life situations with other people. According to Keating (2011) the average child in developed nations watches 4 hours of television on a daily basis. Given that the child will also have to attend school and possibly perform a few chores in the home, this means that the time for playing with other children and socializing with them is drastically reduced (Romer, Jamieson, and Aday, 2003). While reading newspapers and magazines or watching entertaining programs helps a child to develop good literary skills, it may also cause he child to acquire the values and principles that are extolled on his or her favorite programs. This is particularly likely if the child in question is isolated from other children and does not really communicate with others on a regular basis except in school. This is why there is a need for a balance to be struck between watching television, playing videos, or reading popular magazines, and playing outside with other real life people (Keating, 2011). There are different theories that seek to explain how elements of the mass media affect the way that children communicate. Some of these include: The Social action theory According to this theory, when engaged in the media, children form a part of a system of mediated communication which allows them to take new meanings from the content they are watching or reading about. The theory holds that communication includes aspects such as the receivers’ interpretation, the actor’s objective, and the inherent message (Meirick, Sims, Gilchrist, and Croucher, 2009). This means that the process of communication perceived by children when they are engaged in mass media elements is not about gaining meaning, but creating it according to an individual’s understanding. Many children today do not hone their reasoning abilities through engaging in rational discussions about platonic ideas, but model them according to what mass media elements say. Even by adults, the media is greatly trusted; and presumed to be saying the truth whenever they re port on different things. For example, during campaigns leading to national or local elections, it is quite easy for a media station or major newspaper to subtly influence the decision of prospective voters in the choice of candidate to opt for by emphasizing on one candidate’

The Difference between the Schools of United States of America and Essay

The Difference between the Schools of United States of America and Europe - Essay Example 2). Most private schools consist of 90% which offered at least elementary grades. Of the said percentage 61 % offered of elementary grades and the other 30% offer a combination of elementary and secondary grades. The remaining 9% offer only secondary level education. They emphasized a regular elementary and secondary program. For private school, a school year consists of 180 days and 6.7 hours. Most students were enrolled in the Catholic schools. There are 1000 schools located in different states and these are the California, Florida, Illnois, New York, Pennsylvania, and Texas. In each of these states there were 250,000 students enrolled in private schools (Broughman, 2006, p. 2). United States also offer free school. The aim of free school is to supply English education. The social condition of England and U.S. is rendered in an extreme condition of useless comparison. The countries are forced to join international competition. â€Å"Not withstanding the difference exists in the ci rcumstances of each country.† The principle has been borrowed in England and used as a foundation of Education System. The most popular school nowadays is English school even though it is exotic in England for being free. The American made a common school for free education which became popular and successful institution in the country (Adams, 1969, p.5). The education systems in Europe are rooted by traditions and features. Education is strengthened through economic, social, and cultural change which is needed by the policy makers, business leaders, and scholars to learn more about the characteristics of the education system. In European states there are several reasons for their growing interest. First, the enlargement of European Union (EU), the increasing relevance of international school and student assessment studies and finally the growing internalization of education and educational studies within the overall process of globalization (Horner, 2007, p. 1). In Europe, pu pils who are attending private primary schools seem to achieve higher level than those who attends in public school. The education system in Europe depends on the age that children start and compulsory education, the time children spent in school in these countries, the class size and the content of the countries curriculum and finally the use of examinations and testing the country (Euridice, 2001). The administration of education system in Europe that the Spanish Constitution gave a new decentralized state, they established a sharing of powers between the State administration and the Autonomous Communities. This decentralized system gives power to the State, Autonomous Communities, Local Authorities and eventually the school. The State has a power for a guaranteed standardization and unity for education. The education in Europe is compulsory for aged 6- 16 of years, which is divided into two educational levels. The first level is composed of the five stages, the first three for pr imary education and the other two for lower secondary level. In Europe to enter the Primary Education you must be 6 years old. For admission the factors to be examined include the family income to determine if they can pay enough for the finance needed. Other factors include catchment area, and siblings at the school. For the school days, there are 180 days at primary level and 175 days at secondary level, it is

Effects of Outdoor Play on Child Development

Effects of Outdoor Play on Child Development The aim of this project is to explore the effect of outdoor play on childrens social, emotional and physical development. According to Bruce (2004) play is probably one of the least understood aspects of an early-childhood practitioners work (p.135). The conceptualisation of play is shared by many other early childhood practitioners for whom play is considered essential, as an activity promoting learning (p.135). Outdoor play is a much needed activity in the early childhood. You may have come across a child playing and you are sure he/she is having a fun time. Therefore, play is the building block of a childs intellectual skills. Through play child develops social, emotional and physical skills. The outdoors according to Letter Wyver (2008) presents obvious opportunities to move and be active, and for children to discover and engage with the natural environment, as well as the chance for open ended activities such as sand water play, construction and pretend play. According to Hutt et al (1989, p.10) the emotional and social development of pre-school children depends crucially upon play while Penn (2008) asserts that to learn about child development is to learn about Piaget (p.41). As Piaget focused on how children acquire knowledge, he tried to understand how children change the way they think, how babies show intense reactions to external stimuli them (Penn, 2008). Ibid (2008) asserts that it was Piaget who provided a theoretical legitimating of learning through play. In addition, Berk (2009), Keenan (2002) Bruce (2004) are firm believers that children actively explore their environment and are influential in shaping their own knowledge. They believe that it was through social interaction with more experienced and more knowledgeable members of the society parents, relatives, teachers, peers etc. that children are able to acquire the knowledge and skills that a culture deems to be important According to Bruce (2004) there is no clear definition for play. It is still an umbrella world (Ibid, 1991), while other early childhood practitioners defined play as childs work. Play is primary way children express their social nature (Strickland et al, 2003). Ibid (2003) argued that all kids enjoy playing alone some of the time; while some prefer to play with others (social play) much of the time. Play is an integral part of learning. Piaget defined play as a kind of scientific rehearsal (Penn, 2008; p.43). While Bitton (2010) stated that play offers a meaningful context for children and that it is only when a situation has meaning and purpose that children can function at a higher level (p.49). Childrens emotions are ways in which they react to situations while social development refers to how they get alone with peers and form relationships (Ashiabi, 2007). Furthermore, emotional and social developments are linked because childrens social interactions are usually emotionally cha rged (Ibid, 2007). To clearly explore the role of outdoor play on social, emotional and physical development. Strickland et al (2003) asserts that outdoor play is critical to the social development of 3-4 year old children, and to girls in particular when it comes to building self confidence (p.2). In addition, children learn to be more empathy and less egocentric through play and they develop more skills for coping with conflict while boys tend to engage in more social dramatic outdoor play than indoors; outdoor play allows boys who are more physical to assume leadership roles (Srickland, 2002) and perhaps get more positive affirmation than they do inside. White (2007) confirmed that when given the choice, the outdoors is where most children want to be and playing outdoors is preferable to indoors. In support of this argument, Eustice Heald (1992) argued that outdoor play is an extension of classroom activities which summarises the beliefs of early year management that children learn best by explorin g, investigating and solving problems outdoors (p.7). While Alfano (2010) asserts that playing outdoors is a form of exercise that promotes well-being and wholesome physical developments; and that children are naturally drawn to active play outdoors. One of the obvious benefits of getting kids outside to play is the increased exercise they will be getting as opposed to setting in front of the T.V. or computer. Most early years scholars have also assert that when children play outdoors they are developing mentally, emotionally, socially, and physically. This view is supported by Johnson et al (2002) that children gain lots of opportunities outside to develop basic social skills and social competencies e.g. running, jumping cycling, hide and seek, sing; sensing, make noise, make mess, crawl, and explore the natural world unchallenged. While Brice (2004) viewed that through play, children develop initiative and are strengthened to face challenges in life (p.134). More so, playing outdoors reduces stress in kids. Children express and work out emotional aspects of everyday experiences through unstructured play (Levesque. 2011). Whilst Strickland (2002) argued that there are also opportunities for emotional development as children test their limit and challenge themselves to try things that may be just at the edge of their reach Moreover, most theorists found that pretend play outdoors was the most dominant form of play (Bulton, 2002). Perhaps thats why theorists such as Piaget and Vygotsky assert that pretend play provides children with opportunities to practice grown up and perspective talking (Ashiabi, 2007; p.2002). Also, in pretend play a child is always above his average age (Penn, 2008; p.44) and above their daily behaviour. In addition, Wyver Little (2008) asserts that play also facilitates language development, creative thinking and problem-solving; and helps children deal with complex and competing emotions. In view of the above statement, parents should allow their children play with other children because it helps in the emotional and social development. Although social and emotional benefits of outdoor play may not be in clear cut, one benefit from research is that it allows kids to move freely, make noise and self-express themselves in ways that many not be encouraging inside. Outside play encourages logical thinking and the ability to reason through highly interactive activities such as building sand-castles, playing games with friends, playing puzzles with friends etc. Time spent outside with peers helps to create social skills that are needed for great healthy friendship (Brouillette, 2010). While Froebal cited by Bruce (2004) stated that play is the highest level of learning.activities of the child (p.132). While Siraj-Blatchford et al (2002) cited by Bruce (2004) shows that the richest play is found especially in nursery schools. According to Little Wyver (2008) the significanc e of outdoor play as an essential part of every childs life has also been acknowledged by the United Nations Convention on the Rights of the Child Article 31 supports a childs right to rest and leisure, and to participate in play and recreational activities appropriate to the age of the child. There are other reasons why playing outdoor is important for children, according to Stewart (2010) when children play outside, they are more likely to maintain a healthy weight because they get the chance to burn off extra calories by running, jumping, climbing, riding bikes, yelling etc. which can also lead to better sleep. Also, the above exercise help children to develop small and large muscles, strengthened bones, increases flexibility, fine and gross motor skills and improves their overall health (Ibid, 2010). In addition, outdoor play is important in early childhood because it helps in the physical development of the child as obesity is a common problem among children today (Pillar, 2010). Therefore, engaging in outdoor play helps in preventing childhood obesity. More so, Vitamin D is essential for the skin and can only be derived by playing outdoors as it is impossible to get an adequate amount from food and vitamins alone. Getting kids outdoor increases the exposure to sun and their natural production of Vitamin D. In contrary to the above advantages of outdoor play, White (2007) argued that today it seems that the motivation for childrens outdoor play has declined because global society is very busy in its day-to-day activities and over protected parents. Furthermore, many school age children have too much homework after school, therefore having less time for outdoor play. Whilst those without homework are too busy/lazy watching T.V, playing computer games, or pre-occupied chatting with friends on-line. Lastly, some parents are too busy with work and other activities (watching T.V, Football, cooking) to see to their childrens adequate outdoor play. Some parents are so paranoid that every man outside the street with big glasses/spectacles is a pervert or paedophile waiting to attack or abduct their children as they play outside. Furthermore, social and environmental factors have greatly impacted on childrens opportunities for outdoors play. Little Wyver (2008) asserts that where once children may have spent time playing in the street riding bicycle, playing chasing games, and hide seek etc, increased traffic has made these areas and play opportunities off-limits for children as the changes are far too great. Children are now confined to classroom, backyards or local parks for relatively safe places to play. Also, Ibid (2008) stated that increase demand for housing in many areas, particularly urban areas, is eroding childrens play ground. Lastly, according to Johnson et al (2005) providing for outdoor play needs for children is a complex and challenging task. A variety of factors must be considered, including the various play needs of young children, supervision, safety etc. while many educators, politicians, and parents believe outdoor play takes time away from academic activities; as a result, recess and physical education in many schools is limited or totally eradicated (Sutterby Frost, 2002 cited by Johnson et al, 2005).