Questions for Close Reading (p. 435) 1. The thesis is clearly stated in the first sentence of paragraph 4: “We believe in Type A—a triumph for a notion with no particular scientific validity.” Prior to paragraph 4‚ Gleick illustrates the cultural pervasiveness of the Type A category and traces its identification to Friedman and Rosenman’s studies; these studies attempted to link heart disease to a set of personality traits clustered around the “theme of impatience” (paragraph 2). Following the
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The art of slow reading Patrick Kingsley If you’re reading this article in print‚ chances are you’ll only get through half of what I’ve written. And if you’re reading this online‚ you might not even finish a fifth. These are the two findings from two recent research projects‚ which both suggest that many of us no longer have the concentration to read articles through to their conclusion. The problem doesn’t just stop there: academics report that we are becoming less attentive book-readers‚ too
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Summary In the passage “The Men We Carry in Our Minds‚” by Scott Russel Sanders he discusses his view on men and women. The quote above has a meaning that goes deeper than gender roles‚ but in this particular passage the meaning is that the way one perceives women and men is all about their experiences with women and men in their throughout their lives. The authors perception on men is different than those of the women in his class because the women in his class have fathers who hold more prestigious
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INVESTIGATION ON THE APPLICATION OF MULTIPLE INTELLIGENCE-BASED TEACHING IN THE PROCESS OF TEACHING READING TO EFL STUDENTS Journal of Education‚ 1(2):5-20‚2012 ISSN:2298-0245 An Invetsigation on the Application of Multiple Intelligence-Based Teaching in the Process of Teaching Reading to EFL Students Suleyman ÇELIK* Abstract The article presents the results of experimental research in teaching reading which was held in Ishik University‚ Iraq with 95 students of prep school aged 17-19 during the
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Macbeth reading questions Act I‚ Scenes v-vii 1. How does Lady Macbeth respond to her husband’s letter? (I.v.15-33) Lady Macbeth fears that Macbeth is “too full o’ the milk of human kindness” (I.v.15)‚ that his kindness will restrain him from taking the necessary actions to make himself king; according‚ she vows to do anything she can to win him the crown. 2. What does Macbeth think about Duncan as a king? (I.vii.1-28) Macbeth thinks that Duncan “hath been so clear in his great office” (I
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The Crucible—GUIDED READING QUESTIONS Act I 1. What purpose does the Overture serve? 2. What does the “spareness” of the Puritan setting reveal about the lives of the townspeople of Salem? 3. What Puritan primary fear is apparent in the philosophy‚ “In unity still lay the best promise of safety”? 4. Explain the significance of the forest to the Puritans. 5. Explain the irony in the Puritans’ pilgrimage to Salem to escape persecution. 6. When Abigail enters‚ she is described as “a strikingly beautiful
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divisions of the 3 stories Hell‚ Purgatory‚ and Heaven‚ each with 9 (32) places (Heaven: 7 planets+2‚ Hell 9 levels‚ Purgatory: 7 sins +2)‚ the 3 lined stanzas‚ 33 cantos‚ relate to Chartres Cathedral’s use of 3s in the architecture. Thematically‚ Dante’s stories are about the unification of faith and reason with the characters Virgil and Beatrice‚ is the same as Chartres Cathedral’s sculpture and art on the stain glass. Both works show our relationship to God and educates us as a result of sin how
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The Brahmin’s Son 1. Briefly describe Siddhartha. Siddhartha is a good-looking‚ well-loved young man who has grown into the religious group of India‚. He is full of knowledge‚ able to master the art of meditation. 2. For what two things does Govinda‚ his best friend‚ admire him? Govinda admires his eyes and sweet voice as well as his grace movements and thoughts. Govinda truly admires his friend‚ hoping to follow in Siddhartha’s footsteps. 3. What does he fear if he stays at home and continues
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Antigone The Second Stasimon Reading Response (Lines 584-629 / Pages 42-44) Instructions: Complete the “Reading: Antigone” specifically the section titled the “The Second Stastimon” (Lines 584-629 / Pages 42-44). Respond to the following questions. All responses must incorporate direct textual evidence (such as quoted passages and reference to specific lines or pages from the text) to support your answers while using the “quotation sandwich method.” Each response should include enough information
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whimsical - setting the scene (1) Using descriptive language to pull the reader into the painting (2) "quality of the draughtsmanship‚ the brush strokes in thin oils‚ had a Renaissance beauty‚ but the fearful and compelling thing about the picture was its modernity" Rhetorical Question (3) Describing her "safety zone"‚ using books as a symbol (4) Discrediting herself (4) - ethos Rhetorical Question (5) Build up her credibility: ethos (6) Symbol of foreign city as artwork. Personifying the foreign
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