Module A – Comparative Study of Texts Elective 2: Texts in Time (F. Scott Fitzgerald’s The Great Gatsby and Elizabeth Barrett Browning’s Sonnets from the Portuguese) The two comparative texts‚ F. Scott Fitzgerald’s The Great Gatsby and Elizabeth Barrett Browning’s Sonnets from the Portuguese reflect changing values and perspectives of the modernistic 1920s and the Victorian Era of the mid 19th Century. Through the change in context and literary form‚ The Great Gatsby reshapes our understanding
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Lord of the Flies comparative essay The novel‚ “Lord of the Flies” by William Golding was published in 1954. It’s the story of a group of boys stranded on an island with no adults. Since then‚ it has had two film adaptions. The first adaption was produced in 1963‚ directed by the Englishman Peter Brook. This version was filmed in black and white and follows the events of the book very closely. The second adaption came twenty-seven years later in 1990‚ which was directed by the American Harry Hook
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Paper 3: Comparative Analysis of Two Films Stereotyping can be defined as sweeping generalizations about affiliates of a certain gender‚ nationality‚ religion‚ race‚ or other group. Social stereotyping has been a worldwide issue for many years. More specifically‚ stereotypical assertions‚ based on both gender and race‚ have been a common theme throughout many 20th and 21st century films. Both Crash‚ directed by Paul Haggis in 2004‚ and Girlfight directed by Karyn Kusama in 2000‚ address the issue
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In a lot of ways‚ Gilgamesh is portrayed as a hero in his epic story. Some consider him a “hero” due to his superior stature‚ confidence‚ and physical capabilities. Some do because of his courage and bravery. Although a hero contains many these characteristics‚ and fitting the role of a hero has many meanings‚ Gilgamesh simply does not share the character traits of a “true hero” and does not represent what it means to be one. This can be apparent as he commands his kingdom‚ Uruk‚ in a very controlling
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in many respects to the Mesopotamian flood stories” (The New Oxford Annotated Bible pg 19)‚ which were written beforehand. As much as they are similar‚ there are significant differences that distinguish the two tales and their reliability. The epic of Gilgamesh‚ written by the Sumerians between 2700 B.C. and 600 B.C.‚ is the most famous parallel to the story of Noah in the bible. It focuses on the king of Uruk Gilgamesh‚ and his quest for immortality after the death of his friend. This quest
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The analysis of texts 1. Old English – The story of Jacob’s Deceit 17. And hēo sealde him Þone mete Þe heo seaÞ‚ and hlāf; and hē brōhte Þæt his fæder 18. and cwæð: ’Fæder mīn!’ Hē andswarode and cwæð: ’Hwæt eart Þū‚ sunu mīn?’ 19. And Iācob cwæð: ’Ic eom Ēsau‚ Þīn frum-cenneda sunu. Ic dyde swā Þū mē bebude. Ārīs upp and site‚ and et of mīnum huntoðe‚ Þæt Þu me blētsiƷe.’ Translation: 17. And she sold him that meat she boiled‚ and bread‚ and he brought them to his father. 18. and said:
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Depending on the time period in which the text is read‚ Theogony‚ could be considered as a religious text and an epic narrative. Around age of Homer‚ these texts were orally expressed and taken as religious truth. It was also known to be an epic but as time progressed‚ it was not accepted as religious truth. Around the time that texts were written‚ the accepted religious polytheism‚ the belief in many gods. In The Theogony‚ Hesiod explained the birth of the gods and the origins of man. Even though
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Book one: The author‚ Homer asks the goddess of poetry to bless the epic poem. This grabs the audience’s attention‚ so they get interested and continue reading. This poem tells the story of Odysseus‚ a king and hero‚ a man who fought in the Trojan War and won. After his victory‚ he wants to return home with his men to Ithaca‚ but he’s journey is harsh‚ along his journey he meets with some Gods that help him and some that hurt him. Before he left for war‚ he had a son with his wife Penelope whom they
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TOPIC: Module A: Comparative study of text and context Weighting: 15% Modes being assessed: Reading (7.5%) and Writing (7.5%) Advanced Outcomes addressed by the task: 1. A student explains and evaluates the effects of different contexts of responders and composers on texts 2. A student explains relationships among texts 2a. A student recognizes different ways in which particular texts are valued. 6. A students engages with the details of text in order to respond critically
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tells about real people‚ places‚ events. The main forms/genres of non-fiction are character sketch‚ journal‚ letters‚ memoirs‚ biography‚ essay etc. Fiction is writing that tells about imaginary characters and events. The main kinds of fiction are epic (narrative)‚ dramatic and lyric. Lyric. If the author presents an aspect of reality reflected in his inner world‚ if his emotions and meditations are represented without a clearly delimited thematic or temporary setting‚ the kind is lyric with lyric
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