Although he visited countless cities both at home and abroad, the overwhelming majority of his urban poems deals with life in the manhattan district of Harlem, which assumed a key role for African Americans at the beginning of the twentieth century and can also. Viewing Harlem as a microcosm of black urban life and using it as a blueprint in his poetic work, he managed to draw a diverse and multi-layered image of existence in the city. Since, naturally, racial aspects are of particular significance in this context, the following analysis will try to examine the various roles played by urban life for African Americans. Thus, the essay will focus first on the hopes and expectations they associated with the city as a new environment. It will then examine whether and in what way those hopes were actually reflected in the general attitude towards urban life and in its various forms of expression, and whether there might have been less positive feelings as well. If so, it will then be necessary to deal with the problems and difficulties encountered by blacks in the city as they are presented in Hughes poetry.
Al english literature past papers sri lanka
The Problems of Black Urban Life.1 Socio-economic Problems.2 Uprootedness. Modern City Experience. Introduction, langston Hughes was an urban person. Originally, he came from the rather rural Midwest of the United States, but he adopted the city as his real home very early in life and remained true to it ever since. As his biographer Meltzer writes, if a collaboration required him to stay indefinitely in the country, he would usually find some excuse to go back to the city within a couple of weeks.1 In doing so, he acted very much in accordance with the zeitgeist. Living in a big city represented a completely new experience in American, and indeed human, history. None of the traditional patterns of life could be applied to it without change. Notably, it has been impossible up to now to find a valid and comprehensive definition of the phenomenon of the modern paper city2, which says a lot about the complexity of the issue. In the end, it is up to every individual to find a personal approach to urban life and to develop an interpretation of their own. In the following essay, it is Hughes interpretation that shall be analysed, for his affinity to the city clearly found expression in his poetry.
Oral Supervisions: Small group teaching (2 -4 students per group) allows us to tailor the content to students interests and needs. Students prepare by reading German texts (often taken from newspaper articles expanding their vocabulary and use of the language and thinking about the questions they would like to discuss. Short presentations by students on a topic of their choice can also form part of these supervisions. By listening to a supervisor who is a native speaker and their fellow student(s students learn to be more confident and competent in discussing topics about relevant to german speaking culture. Learning resources can be found on the. The enrolment password can be collected from the paper coordinator). 2.1 Hope.2 laughing to keep from Crying.
In these classes you will encounter a fuller much wider passive vocabulary than that included in the basic German Vocabulary. Oral supervisions: in supervisions concentrating on speaking fluent German, students will look at authentic texts, use these as a stimulus for discussions, honing their use of spoken standard German and vocabulary relating to expressing an opinion while discussing topical issues concerning German speaking countries. Teaching and learning: Translation: The department organises 10 classes over the academic year. Students will be given passages for translation as homework and will receive individual and detailed feedback on their work. In classes, a variety of possible translations will be discussed. The teaching material chosen for classes will guarantee that students are exposed to a variety of German texts, covering different time periods as well as formats, registers shredder and style. Class discussion will often focus both on the detailed understanding of the german original texts and the various ways of rendering these in good English.
Children's Literature - resources for Parents. Stories by and for Kids, papers, women Writers by name, country or Period (Ockerbloom). Provides biographies of women writers by name, country, or time period. Women Writers of Color (University of Minnesota). Provides biographies of women writers who are African-American, Asian-American, hispanic, Chicana, latina, indigenous, or Native american. Aims and objectives: The purpose of translation classes is to explore the art of translating German into English and to develop appropriate skills, with three main aims: to encourage awareness and comprehension of a variety of different registers and styles (literary, academic, journalistic, descriptive, discursive. E., since 1800 (as well as giving students a first introduction to some of the changes that the german language has undergone, these translations will also give students a taste of the range of material which it will be possible to explore and specialise.
A level, english, literature, past, papers, aqa
What we are lab looking for is genuineness of response, the ability to read perceptively and to think critically, and evidence of inner english motivation and interest that are not merely teacher-led. Beyond these considerations, we have no preconceived ideas about the kind of person we want: the students we admit, and who go on to do well, are a diverse crew. Potential applicants who would like more information about anything touched on in these notes, are very welcome to contact any of the directors of Studies in English by e-mail. See student Profiles: Rachel Dewhirst). College literature, elementary literature, middle high School Literature, also Try. Philosophy, poetry, theatre and Plays, books, american Literature books Online (Ockerbloom). Find books that are available online.
Find books by subject, author, or title. Lesson Plans, literature lesson Plans (t provides over 150 individual lessons. Specifies a general grade level for each, such as elementary. The quality of lessons varies widely and some only announce the availability of lessons on a topic. Literature lessons (Awesome library literature lessons are provided under Language Arts in "Lessons and Curricula" in the Awesome library. Lists, amazon book store, provides one of the largest listings of books on the Internet.
That is an ideal, but one which is frequently approached, and sometimes achieved. Admissions Requirements, there is no fixed" of places in English; in recent years our intake has varied between seven and ten. Last year we made offers to one in four of those applying. Two-thirds of our students are from state schools, including schools that do not send many people to Oxbridge. Successful candidates generally have mostly grade As or A*s at gcse, and are predicted at least one A* and two As at A-level (or equivalent). Shining at school exams does not, by itself, mean that you have a good chance of getting.
But if you enjoy reading (and re-reading) literature to a degree that is unusual among your friends, if you find yourself thinking about issues raised or effects created long after you have shut the book in question, and if you feel a strong intellectual curiosity. The level of offer we make to candidates who have not yet taken A-levels is normally A*AA; any combination of subjects is perfectly acceptable so long as it includes English Literature (unless that is not an option at your school). A few applicants prefer to take a gap year before beginning their degree; this makes no difference to their chance of getting. Written Assessment, all applicants to study English at Cambridge are required to take the English Literature Admissions Test (elat as Oxford applicants also. Information about this can be found on the university website here and on the elat website here. For Clare applicants, this assessment will replace the written test which they would otherwise have taken at the time of interview. Interviews, if you are selected for interview at Clare (almost all applicants are you may be asked to send us a sample of your school work. You will be called for interview in the second or third week of December, and given two interviews by the teaching Fellows in English. The interviews will contain no trick questions, and no attempts at testing your ingenuity or your range of existing knowledge.
Get EdExcel Ordinary-, level, past, papers - examTestPrep
Maud (complete with original music and type the arrival of death on a punt). The Clare Actors company and the college literary and Writing Society flourish in line with the enterprise of the students who run them. The tradition has sprung up of an annual English dinner. But perhaps most valuable are the wholly informal ways in which students interact with each other sharing literary enthusiasms, discussing ideas, reading each others writing, and appreciatively responding to the special qualities, intellectual and creative, which each English student brings, in her or his own. At Clare we do not teach according to any preferred line of approach, but see our role as being to help the students to discover their own interests and to clarify their own thinking. Students are supervised in pairs or singly and this means that someone who has or who comes to develop particular interests in theatre, for example, or music, or gender studies, or historical context, or philosophy, etc will be able to slant their course of work. There is always room for negotiation about which authors or topics parts you will be studying. In a more general sense, too, the supervisor is responsive to the individual, and addresses the person as much as the subject. English is a humane discipline, and as a student's skill and knowledge grow, supervisions will evolve away from the teacher-pupil situation towards being a sharing and comparing of experiences between equals, who have in common a strong love of literature.
Director of Studies (Part ii dr Fred Parker Director of Studies (Part I). Dr Anne Stillman, dr Jacqueline tasioulas, director of Studies (Part I). You can learn more about us by following those links. We all teach widely and enthusiastically beyond our own specialisms, as well as bringing in supervisors from outside Clare where appropriate, especially for final-year students, who can expect to work with University specialists in their chosen subjects. English best at Clare extends beyond formal teaching. Fellows have been known to arrange subsidised visits to theatres in Cambridge and London; to turn seminars into communal play-readings; to invite directors to discuss their productions; to arrange for film evenings introduced by specialists in film studies. On two memorable evenings one summer, Dr Stillman and the English third-year students took over the college gardens to produce a site-specific, multi-media performance for voices of Tennysons poem.
involving an exercise in practical criticism, and a third in which to discuss the Shakespeare play. (At Clare the study of Shakespeare is spread in this way across the first three terms, with most of the writing being done in the third term. We introduced these classes as an experiment some years ago, and students have liked this way of doing.). The heart of the course is the weekly supervision, the hour-long meeting in which your supervisor discusses with you the work you have been doing during the past week. As an example, when you are studying Renaissance literature, you might spend a week working on John Donne; your supervisor would advise you about which poems to concentrate on, and suggest other works where comparison could be stimulating donne's sermons, perhaps, or other metaphysical. (Some critical essays might also be mentioned, but at Clare the emphasis falls decidedly on reading literature rather than on academic criticism.) you would then have five days or so for intensive reading in and thinking about Donne, before writing an essay on some aspect. A weekly essay is normally an exploratory, experimental piece of writing, in which second thoughts, interesting muddles and wild surmises can be all to the good; it is meant to focus perceptions and to try out arguments which can then be developed, qualified, or challenged. Fellows in English at Clare, clare is a college that gives a high priority to undergraduate teaching, and there are five fellows actively teaching in English: Dr Ian Burrows, dr Tamara follini.
You may choose to do thesis either two of those papers and one long essay (up to 7,500 words, on pretty much any literary topic) or one paper and two long essays; thus you are free to put together the course of work that best meets. More information on the course is available on the University of Cambridge website: m, studying English at Clare. Clare is well placed geographically: the English Faculty and English Library are on our doorstep, as is the University library. Our own College library, the forbes-Mellon, gives you access to much of the primary literature as well as expert guidance with electronic resources. Teaching goes on through lectures run by the English faculty, and classes and supervisions which take place within college. Lectures are given on a university-wide basis; they offer the stimulus of a wide range of topics, approaches, and models of critical thinking. Attendance is optional; you are free to go to as many or as few as you find valuable. Classes are with some or all of the others in your college year-group; there will normally be between four and ten students in a class.
Gce, a level, english, literature, past, papers, pastpapers
Link to University subject Page, the English course is divided into a two-year Part i and a one-year Part. For most students, part writings i involves the study of literature written in English from Chaucer through to the present day. At the end of the second year examination papers are set in each of four large periods of literature which take you from Chaucer through to the present day; there is also one paper devoted just to Shakespeare, and another on practical criticism and critical. These exams have few prescribed elements, and are generously conceived as regards the kinds of questions set: 'cambridge English' is a very broad church indeed, and allows plenty of room for individuality of approach. Most students will choose to sit four of these six papers, and also submit two pieces of coursework: a portfolio of three 2,000-word essays, and a 5,000-word dissertation, on subjects of their choice. There are also some minority options which students can choose to take instead of one of the mainstream papers. If you wish to study early medieval literature (1066-1350 or to work on literature in a modern foreign language or in Latin or Greek, or to learn to read Old English or Norse or medieval Welsh or medieval Irish, this can be arranged as part. The part ii course, followed in the final year, offers wide scope for personal choice. Together with the compulsory papers on Practical Criticism and on Tragedy, there are a large number of optional papers - on Chaucer, American literature, the medieval supernatural, early modern drama, lyric, victorian literature, literature and visual culture (including film studies postcolonial literature, english and European.