Tag: Paper Writing

Discussion Topic Consider the changes in literary style during the modern era. Modernist writers explored new literary techniques, such as free verse, and broke from traditional literary customs. Research a writer from the modern era and describe the writer’s literary style and technique Why do you think American writers of subsequent literary periods often choose to break from traditions and seek more freedom in their artistic expression? Are writers justified in challenging the artistic status quo? Why or why not?

How is the description of setting in paragraph 7 important to the development of the passage’s central theme of America’s changing history?
How does Ichabod Crane’s “capacious” appetite make him an easy target for Brom Bones’ tricks?
“The Legend of Sleepy Hollow” is considered an example of American mythology. Which statement best summarizes how the passage’s central theme of gluttony allows for this creation of mythology?
How do Ichabod Crane’s and Brom Bones’ individual treatments of the legend of the Headless Horseman reveal their differing perspectives in the passage?
What does the author’s choice to tell the story through the voice of such a familiar and chatty narrator contribute to the overall meaning of the text?
The title of the story tells us that we are reading a “Legend.” How does the narrator establish Sleepy Hollow as a legendary place? What role does the theme of legend and gossip play in the passage?
How does Ichabod’s love for Katrina Van Tassel emerge? Is he really in love with her? How does the object of his “love” motivate his actions?
Consider this story as a classic example of American mythology. In the context of this story, what makes America unique?
Fear is an important theme in this passage. How does Brom use fear to manipulate Crane?
How are the people of the town manipulated by fear of the legends?
Source:
The Legend of Sleepy Hollow
In the bosom of one of those spacious coves which indent the eastern shore of the Hudson, at that broad expansion of the river denominated by the ancient Dutch navigators the Tappan Zee, and where they always prudently shortened sail and implored the protection of Saint Nicholas, there lies a small market town which is generally known by the name of Tarry Town. This name was given by the good housewives of the adjacent country from the inveterate propensity of their husbands to linger about the village tavern on market days. Not far from this village, perhaps about two miles, there is a little valley among high hills which is one of the quietest places in the whole world. A small brook murmurs through it and, with the occasional whistle of a quail or tapping of a woodpecker, is almost the only sound that ever breaks the uniform tranquillity.
From the listless repose of the place, this sequestered glen has long been known by the name of Sleepy Hollow. Some say that the place was bewitched during the early days of the Dutch settlement; others, that an old Indian chief, the wizard of his tribe, held his powwows there before the country was discovered by Master Hendrick Hudson. Certain it is, the place still continues under the sway of some witching power that holds a spell over the minds of the descendants of the original settlers. They are given to all kinds of marvelous beliefs, are subject to trances and visions, and frequently hear music and voices in the air. The whole neighborhood abounds with local tales, haunted spots, and twilight superstitions.
The dominant spirit that haunts this enchanted region is the apparition of a figure on horseback without a head. It is said to be the ghost of a Hessian trooper, whose head had been carried away by a cannonball in some nameless battle during the Revolutionary War, and who is ever seen by the countryfolk, hurrying along in the gloom of the night as if on the wings of the wind. Historians of those parts allege that the body of the trooper having been buried in the yard of a church at no great distance, the ghost rides forth to the scene of battle in nightly quest of his head; and that the rushing speed with which he sometimes passes along the Hollow is owing to his being in a hurry to get back to the churchyard before daybreak. The specter is known, at all the country firesides, by the name of the Headless Horseman of Sleepy Hollow.
It is remarkable that this visionary propensity is not confined to native inhabitants of this little retired Dutch valley, but is unconsciously imbibed by everyone who resides there for a time. However wide-awake they may have been before they entered that sleepy region, they are sure, in a little time, to inhale the witching influence of the air and begin to grow imaginative, to dream dreams, and see apparitions.
In this by-place of nature there abode, some thirty years since, a worthy wight of the name of Ichabod Crane, a native of Connecticut, who “tarried” in Sleepy Hollow for the purpose of instructing the children of the vicinity. He was tall and exceedingly lank, with narrow shoulders, long arms and legs, hands that dangled a mile out of his sleeves, and feet that might have served for shovels. His head was small, and flat at top, with huge ears, large green glassy eyes, and a long snipe nose, so that it looked like a weathercock perched upon his spindle neck, to tell which way the wind blew. To see him striding along on a windy day, with his clothes bagging and fluttering about him, one might have mistaken him for some scarecrow eloped from a cornfield.
His schoolhouse was a low building of one large room, rudely constructed of logs. It stood in a rather lonely but pleasant situation, just at the foot of a woody hill, with a brook running close by, and a formidable birch tree growing at one end of it. From hence the low murmur of his pupils’ voices, conning over their lessons, might be heard on a drowsy summer’s day, interrupted now and then by the voice of the master in a tone of menace or command; or by the appalling sound of the birch as he urged some wrongheaded Dutch urchin along the flowery path of knowledge. All this he called “doing his duty,” and he never inflicted a chastisement without following it by the assurance, so consolatory to the smarting urchin, that “he would remember it, and thank him for it the longest day he had to live.”
When school hours were over, Ichabod was even the companion and playmate of the larger boys; and on holiday afternoons would convoy some of the smaller ones home, who happened to have pretty sisters, or good housewives for mothers, noted for the comforts of the cupboard. Indeed it behooved him to keep on good terms with his pupils. The revenue arising from his school would have been scarcely sufficient to furnish him with daily bread, for he was a huge feeder and, though lank, had the dilating powers of an anaconda. To help out his maintenance he was, according to custom in those parts, boarded and lodged at the homes of his pupils a week at a time; thus going the rounds of the neighborhood, with all his worldly effects tied up in a cotton handkerchief.
That this might not be too onerous for his rustic patrons, he assisted the farmers occasionally by helping to make hay, mending the fences, and driving the cows from pasture. He laid aside, too, all the dominant dignity with which he lorded it in the school, and became wonderfully gentle and ingratiating. He found favor in the eyes of the mothers by petting the children, particularly the youngest, and he would sit with a child on one knee, and rock a cradle with his foot for whole hours together.
In addition to his other vocations, he was the singing master of the neighborhood, and picked up many bright shillings by instructing the young folks in psalmody. Thus, by divers little makeshifts, the worthy pedagogue got on tolerably enough and was thought, by all who understood nothing of the labor of headwork, to have a wonderfully easy life of it.
The schoolmaster is generally a man of some importance in the female circle of a rural neighborhood, being considered a kind of idle, gentlemanlike personage, of vastly superior taste and accomplishments to the rough country swains. How he would figure among the country damsels in the churchyard, between services on Sundays! – gathering grapes for them from the wild vines that overran the surrounding trees; reciting for their amusement all the epitaphs on the tombstones; while the more bashful bumpkins hung sheepishly back, envying his superior elegance and address.
He was, moreover, esteemed by the women as a man of great erudition, for he had read several books quite through, and was a perfect master of Cotton Mather’s ‘History of New England Witchcraft’. His appetite for the marvelous was extraordinary. It was often his delight, after his school was dismissed, to stretch himself on the clover bordering the little brook and there con over old Mather’s direful tales in the gathering dusk. Then, as he wended his way to the farmhouse where he happened to be quartered, every sound of nature, the boding cry of the tree toad, the dreary hooting of the screech owl, fluttered his excited imagination. His only resource on such occasions was to sing psalm tunes; and the good people of Sleepy Hollow were often filled with awe at hearing his nasal melody floating along the dusky road.
Another of his sources of fearful pleasure was to pass long winter evenings with the old Dutch wives, as they sat spinning by the fire, with a row of apples roasting and spluttering along the hearth, and listen to their marvelous tales of ghosts and goblins, haunted bridges and haunted houses, and particularly of the headless horseman. But if there was a pleasure in all this while snugly cuddling in the chimney corner, it was dearly purchased by the terrors of his subsequent walk homeward. How often did he shrink with curdling awe at some rushing blast, howling among the trees of a snowy night, in the idea that it was the Galloping Hessian of the Hollow!
All these, however, were mere phantoms of the dark. Daylight put mend to all these evils. He would have passed a pleasant life of it if his path had

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CAN YOU ANSWER THIS
Motion Picture Analysis Worksheet
Step 01: Pre-viewing
Title of film:
What do you think you will see in this movie? List 3 concepts or ideas and 3 people that you might expect to see based on the title of the movie.
CONCEPTS/IDEAS                         PEOPLE
1.                                                         1.
2.                                                        2.
3.                                                        3.
Step 02: Viewing: Check all that applies
A. Type of movie
Cartoon Based on true story  Documentary  Silent Movie
Other
B. Physical qualities
Music     Animation or cartoon      Narration     Dramatizations
Special effects     Background noise      Black & White    _ Color
Live action
C. What is the mood or tone of the film?
Step 03: Post-viewing
A. High-light the things that you listed in the previewing activity that were validated by your viewing of the movie.
Concepts/Ideas                            People
1.                                                     1.
2.                                                     2.
3.                                                      3.
B. What is the central or most important message of the movie?
C. Consider the effectiveness of the movie in communicating its message. As a tool of communication, what are its strengths and weaknesses?
D. Does this movie appeal to the viewer’s reason or emotion? How does it make you feel?
E. List 2 things this movie tells you about life in the Philippines at the time it was creating?
1.
2.
F. List a question to the filmmaker that is left unanswered by the movie.
G.  What information do you gain about this event that would not be conveyed by a written source?

For questions 40-50, examine the following dataset from Kinyambo, spoken in Tanzania.
(‘sg.’ means ‘singular’)
nakajuna “I helped”
nitkakoma “we tied”
narajuna “I will help”
orajuna “you (sg.) will help”
orasoma “you (sg.) will read”
orakichumba “you (sg.)  will cook it”
nitkakinaga “We lost it”
narakinaga “I will lose it”
nitrajuna “We will help”
Based on these data, what are the Kinyambo morphemes for the following items?

Choose the grammatically correct sentence from the options below. Us employees have little say in the setting of working hours here. In the setting of working hours here, them employees have little say. In the setting of working hours here, they employees have little say. We employees have little say in the setting of working hours here. Question 2 (1 point) javed Listen Choose the grammatically correct sentence from the options below. The people who writes the best sentences get the jobs. The people who writing the best sentences get the jobs. The person who writes the best sentences gets the job. The person who write the best sentences gets the job.

Select correct answer. Which sentence uses active voice? O A. The crops were damaged by the heavy rainfall. O B. jodie caught the bouquet at the wedding O C. A meeting was called on Tuesday. O D. john was dragged to the baseball game by his dad

Introduction to Making a Difference: It’s Our World, Too! Instruction Active Summarizing How Conflict Is Developed and Resolved
Write four to six sentences describing the development and resolution of the conflict in the text. This O Done Intro Previous
Activity

Transcribe the following three- and four-syllable words. 1. repackaged 2. compassion 3. digestive 4. confiscate 5. injury 6. membranous 7. Egyptian 8. geosphere 9. foundation 10. intersperse 11. maturate 12. exertion 13. effervesce 14. matchmaker 15. chimpanzee 16. astonish 17. gestation 18. omniscient 19. amateur 20. chastisement 21. advantaged 22. pasteurized 23. x-axis 24. disparage 25. educate

Directions: Recall your favorite movie/teleserye and its striking lines. Determine the character’s speech act by filling out the table. Title of the Movie: Character Line Intention Effect Directions: Suppose you are in the same situation with the character, how will you respond to the utterance/statement? Take note that your reaction must show logical connection to the utterance you must be responding

Transcribe the following sentences, as spoken by a 7-year-old female child. This child demonstrates both gliding and vocalization. 1. I put my right shoe on my left foot. 2. She’ll have to wear a raincoat. 3. There was a hole in the roof. 4. My grandma likes roses. 5. His sandwich fell apart. 6. I can’t decide which I like best. 7. He pushed us on the merry-go-round. 8. Shannon was sick of school. 9. Grandpa fell asleep on the couch. 10. Jasmine hopes it’ll stop raining soon. 11. My shirt is in the washing machine. 12. I had a seashell for show ‘n’ tell.