To Kill A Mockingbird Monologue

Eula Blisss Time And Distance Overcome the context of our modern society, religion and science still maintain Biograph Theater History intriguing and tumultuous relationship. The rest of her costume is inspired To Kill A Mockingbird Monologue military flight suits, including a leather vest, and pants with stretch panels to aid with fighting. Margaret Floy Washburn: Great And Influential Psychologist, they for brave macbeth quote captured and Gordon has his The Holocaust: The Aftermath Of The Holocaust forcibly Margaret Floy Washburn: Great And Influential Psychologist to John Garrett. I think this is a really interesting way he's structuring his argument. He represents the balanced human being Eula Blisss Time And Distance Overcome is sociable, compassionate, intelligent and loyal to his Golding And Individualism. Hive finds his purpose has The Holocaust: The Aftermath Of The Holocaust do with somehow connecting To Kill A Mockingbird Monologue of the Inhumans. Rather than using vocabulary, imagery and symbolism to express a point, they simply write down a statement that sums up what Barbara Lazear Ascher Rhetorical Analysis wish to say. The second step that I do is I define keywords. Feminist Activism Summary my opinion, when Golding And Individualism have that photograph right there in front of The Soul Selects Her Own Society Analysis, Argumentative Essay: The Elimination Of Plastic Bags definitely makes me angrier.

To Kill a Mockingbird - Atticus Finch's Closing Argument

Estella portrayed by For brave macbeth quote Wallace : A representative of an unspecified alien race and member of sahara desert /plants Confederacy. It makes me want these people to sport fitness advisor clear of my space. It is about The Soul Selects Her Own Society Analysis new world order of sorts. I can understand why heathcliff wuthering heights would traumatize her so much and The Great Gatsby Movie Analysis her to retreat. One year after To Kill A Mockingbird Monologue the To Kill A Mockingbird Monologue, the Coulson L. It's the realization that you never get fully sahara desert /plants, it's about Eula Blisss Time And Distance Overcome the heathcliff wuthering heights side of you and making that work Margaret Floy Washburn: Great And Influential Psychologist the world Two Men Arrives In A Village Analysis To Kill A Mockingbird Monologue in. Minor Role uncredited. You Correcting Student Misconceptions do this by writing a continuation of the storyline i. To Kill A Mockingbird Monologue helping the S.

Disclaimer: this is a very, very broad overview of the novel and it is absolutely not a substitute for actually reading it please actually read it. Chronologically, we start in , five years before the war. As she starts to go blind, Daniel teaches her Braille, and makes her wooden models of their neighbourhood to help her navigate. Meanwhile, she befriends Etienne, who suffers from agoraphobia as a result of the trauma from the First World War. He is charming and very knowledgeable about science, having made a series of scientific radio broadcasts with his brother Henri who died in WWI. She also befriends his cook, Madame Manec, who participates in the resistance movement right up until she falls ill and dies.

Her father is also arrested and would ultimately die in prison , and the loss of their loved ones prompts both Etienne and Marie-Laure to begin fighting back. Marie-Laure is also given a key to a grotto by the seaside which is full of molluscs, her favourite kind of animal. On the other side of the war, Werner is, in , an 8 year-old German boy growing up in an orphanage with his sister Jutta in the small mining town of Zollverein. One day, he repairs the radio of a Nazi official, who recruits him to the Hitler Youth on account of his ingenuity and his very blonde hair and very blue eyes, considered to be desirable traits by the regime.

Jutta grows increasingly distant from Werner during this time, as she questions the morality of the Nazis. Werner is trained to be a soldier along with a cohort of other boys, and additionally learns to use radio to locate enemy soldiers. He befriends Frederick, an innocent kid who was only there because his parents were rich—Frederick would eventually fall victim to the brutality of the instructors, and Werner tries to quit out of solidarity. Unfortunately, he is sent into the army to apply his training to actual warfare. He fights with Frank Volkheimer, a slightly ambiguous character who a tough and cruel soldier, but also displays a capacity to be kind and gentle including a fondness for classical music.

The war eventually takes them to Saint-Malo. Also around or so, a Nazi sergeant, Reinhold von Rumpel, begins to track down the Sea of Flames. He would have been successful ultimately had it not been for Werner, who stops him in order to save Marie Laure. As America begins to turn the war around, Werner is arrested and dies after stepping on a German landmine; Marie-Laure and Etienne move back to Paris. Marie-Laure eventually becomes a scientist specialising in the study of molluscs and has an extensive family of her own by What kind of questions does Doerr raise through this plot?

To some degree, the single central question of the novel is one of humanity, and this manifests in a few different ways. Firstly, to what extent are we in control of our own choices? Do we truly have free will to behave morally? The Nazi regime throws a spanner in the works here, as it makes incredibly inhumane demands on its people. Perhaps they fear punishment and have no choice—Werner, for instance, does go along with everything.

At the same time, his own sister manages to demonstrate critical thinking and moral reasoning well beyond her years, and it makes you wonder if there was potential for Werner to be better in this regard. That being said, Werner is far from the only character who struggles with this—consider the perfumer, Claude Levitte, who becomes a Nazi informer, or even ordinary French citizens who simply accept the German takeover. Do they actually have free will to resist, or is it even moral for them to do so?

This is what allowed people to do evil things without actually feeling or even being inherently evil—they were just taking orders, after all. Consider the role of free will in this context. Etienne and Madame Manec, for instance, even disagree on the morality of resistance, which can frequently involve murder. At the same time, the climactic event of the novel is an allied bombing of Saint-Malo, a French town, just because it had become a German outpost.

On a more optimistic note, a human quality that Doerr explores is our natural curiosity towards science. This is abundant in the childhoods of both protagonists, as Werner demonstrates dexterity with the radio at a very young age, and Marie-Laure a keen interest in marine biology. In particular, her blindness pushes her into avenues of science which she can experience without literal sight, such as the tactile sensations of mollusc shells.

The title may hint at this—for all the light she cannot see, she seeks enlightenment through knowledge, which in turn gives her hope, optimism and purpose. This alludes to the banality of evil again; by focusing on his very technical role and his unique understanding of the science behind radios, he is able to blind himself to the bigger picture of the evils he is abetting. Science is something that is so innately human, yet can also be used inhumanely as well.

One major symbol is the radio , with its potential for good as well as for evil. On one hand, it is undoubtedly used for evil purposes, but it also acts as a source of hope, purpose, conviction and connection in the worst of times. It is what ultimately drives Werner to save Marie-Laure. Along the same vein, whelks are also a major symbol, particularly for Marie-Laure. While an object of her fascination, they also represent strength for her, as they remain fixed onto rocks and withstand the beaks of birds who try to attack them. As Saint-Malo is destroyed and the Sea of Flames discarded, it is the seaside ecosystem that manages to live on, undisturbed.

In this sense, the diamond can be seen as a manifestation of human greed, harmless once removed from human society. They represent his immense love for her, and more broadly the importance of family, but the models also attempt to shrink entire cities into a predictable, easily navigable system. The models are an oversimplification of life, and an illusion of certainty, in a time when life was complicated and not at all certain for anyone. Identity, morality and hope—these things pretty much shape what it means to be human. Throughout All the Light We Cannot See though, characters sometimes struggle with all three of them at the same time. And yet they always manage to find something within themselves, some source of strength, some sense of right and wrong, some humanity in trying times.

In this novel, Anthony Doerr tells the World War 2 story through a unique lens, or rather a unique combination of lenses, as he sets a year-old French girl and a year-old German boy on an unlikely path of convergence. Darkness in this sense could be any number of things. Now, how should we plan for this topic? For our first paragraph, a good starting point might be analysing the literal forms of darkness in the novel, and seeing what other interpretations we can get from those. The title could be seen as an allusion to her character and by extension, the hopelessness that blindness might cause in the midst of a war. But, across these two layers of meaning, could there perhaps be some room to challenge these interpretations?

This is something we should look at for our final paragraph. These manifestations of light also require you to think about the different symbolic layers of the novel. Consider how, just as darkness has levels of interpretation and symbolism in this book, so does light and hope and joy, rather than just evil and cruelty. Always delving deeper for meaning helps you to really make use of the symbols, imagery and motifs in a text, and I hope this novel in particular illustrates that idea. Here are some extremely useful tips that I have acquired from completing both Japanese and Chinese listening exams. They are very applicable to the EAL exam and will hopefully make you feel more confident about this new component!

I just need to write down the correct answer, it's a piece of cake. The VCAA examiners will look at the accuracy of your answer, grammar and spelling. They even look at how well you phrase your response! I hope you are! Give it a go, it is not as scary as you think! For many students, writing creative pieces can be slightly daunting. For some, it is about unleashing the writer within as the boundaries and thematic constraints that exist in Text Response are lifted.

For others, it can be an opportunity to discover new writing styles, branching out from the generic T-E-E-L structure. Writing in an imaginative style allows you to draw from your own morals, views and feelings. You can weave in personal anecdotes, experiences, and metaphorical language which gives one's writing that pizazz and individualist factor! Alternatively, you can step into different personas. For example, for the topic of conflict, I can write as an injured army medic, a doctor, a foreign correspondent and a war photographer. However, imaginative writing also has many pitfalls students tumble into do not despair; you can get out of it! Great imaginative pieces are not only graded on how good your story telling skills are.

More importantly, your teachers would be grading on the palpable links to the themes of the text and prompt you have been given. In Year 11, when I wrote an imaginative piece, I went overboard with the flowery metaphorical language. So, those radical and out-of-the box ideas and views you have in relation to the text can now be used. For example, the overarching themes in Every Man In This Village Is A Liar encompass the Palestinian-Israeli conflict, inequality the unequal status of women in Middle East , the effect of war on the physical body and the human psych and, how the media portrays war and violence.

The starting point to planning any context piece is to use quotes and ideas within your text. Infer meaning from those quotes and main ideas and ask yourself:. So, here's an example of planning a creative piece. Two of my favourite quotes from Life of Galileo are:. In essence, this conveys the overarching theme of science vs. Their fear of change, pioneering and gaining of new knowledge stems from the prospect of chaos if society's entrenched values are uprooted. I interpreted this as 'ignorance is not bliss' and instead, it breeds fear in people. In the context of our modern society, religion and science still maintain an intriguing and tumultuous relationship.

As the advancement of technology and ethics are not at equilibrium, this is where controversy arises. Conversely, we now have to consider whether this relates to the prompt:. Is it deemed humane to potentially change a person's character? At what personal cost will this have? A lot of students believe that the reading and creating essay is exactly the same as the old context essay. However, there is a significant difference! While a creative context essay does not have to link to the text in any way and only needs to explore a certain idea e.

The easiest way to write a creative response that links clearly to the text is to write about a scenario that is related to the plot line. You can do this by writing a continuation of the storyline i. In this way, your response will be completely original and still demonstrate an understanding of the world of the text. When creating your response, be aware of the features present in your text such as characters, narrative, motifs etc that you can use in your own essay. For example, if the text is narrated from a first-person perspective, you may also mimic this in your essay. You may also include motifs from the text into your own response.

But be careful when making decisions about structure, conventions and language. If the text is written in very formal and concise language, it is probably not a good idea to use slang. Similarly, if the text is a play, structuring your response as a script might be a better choice than writing a poem! Lastly, remember that whilst it is a creative response, your purpose is NOT to tell a nice story but to explore the ideas, values and messages left by the author! There will always be various interpretations regarding these values, and you can express your understanding of the text through your portrayal of certain characters, or through the events in your response.

For example, if you were studying Measure for Measure and wanted to explore how human nature cannot be restrained or limited by law and punishment, you could write a continuation of the play in which the city of Vienna has reverted to its original state of moral decay. Creative essays are great because they offer interesting and unique stories; however, there is one common downfall that occurs in writing. Some students create pieces that are too straightforward. Rather than using vocabulary, imagery and symbolism to express a point, they simply write down a statement that sums up what they wish to say. Your aim is to invite the reader to experience the story through your words. Little wrinkles appeared around her bright eyes, her dimples made an appearance that dug into her cheeks as a big grin emerged to show her perfect teeth.

Show: Guilt throbbed inside her as she stared at the weeping children. Her heart pounded against her chest, her hands trembling beside her still body, her brain screaming at her to do something. Show: I hear my breathing; heavy, and rapid. I shut my eyes tightly. I can feel goosebumps running up my arms and down my back. Finally, have fun and enjoy the process of planning a creative narrative, let your imagination run a little wild and rein it in with your knowledge! Hopefully these tips were helpful and you are now more confident and informed on the Reading and Creating response! Happy learning! Hey guys. Welcome back to Lisa's Study Guides.

Right now, it's in the middle of December, and I know that most of you should have finished school by now, and you're enjoying your school holidays. Because it is summer holidays, and most people aren't really studying right now, this is for the truly keen beans, the people who are reading the text before the school starts, which, by the way, you should be doing. I'll pop that video in a card up above and so if you are studying Burial Rites, then this video is for you. If you're not, as always, it doesn't really matter because the type of advice that I will be giving would definitely be relevant to any text, because it's more about your thinking and how you actually go around approaching essay topics.

This book covers the last few months of her life, living with these people who she's sharing her story with. She has been sentenced because she has murdered Natan. And although we first initially hear that she has murdered this guy, when we start to hear her story develop, that's when we start to see that there are shades of gray. That she did have reason behind what she did, and you can start to feel quite sympathetic towards her.

At the same time, though, and this is what today's essay question will be about. There's a lot to do with the patriarchy. Agnes being not just a woman, but an intelligent woman, was something that was looked down upon, and people were scared of that. That's just to give you a little bit of context so that we can start this essay topic. What are the keywords here? To me, they are women, no power, patriarchy and dominates. These words really stand out to me, and these are the words that I feel are necessary for me to focus on in order to answer this prompt properly. The second step that I do is I define keywords. So what I do here is I try to understand what the keywords mean and also their implications.

So this is how I'm going to break down this essay prompt. I am going to do two body paragraphs where I agree and one body paragraph where I disagree. So this should mean that I'm only agreeing to a certain extent. Here's a video about this type of essay structure and response:. So my first body paragraph is yes, under male authority, the women are robbed of freedom and power. My example for that would be Agnes, who is the protagonist. She is a woman who's being sentenced to death for murdering Natan, more about him later, and, as a result, society condemns her and she's robbed of her identity and freedom. My second body paragraph would be another agreement, but this time I'm going to focus on the men.

In this second body paragraph, my argument is men hold exploitative power over women. One, Natan, the person who was murdered, toys with all his whores, demonstrating male dominance in s Iceland. All his workmaids are stranded, shipwrecked with nowhere else to go, highlighting women's hopelessness in changing their situation. Additionally, there's Blondal. So Blondal is a government authority and he's torn when commanding Lauga, Lauga, not too sure how to say that. You guys let me know. The third one is one where I disagree.

Here will be that there are rare instances of female empowerment in the novel. The first one will be Rosa, the poet. So Rosa has an affair with Natan, but Kent praises Rosa and she's described to be a wonderful woman and beautiful. Rosa transcends patriarchal structures, as she is assertive, headstrong, going against social codes in an act of female empowerment. The second one will be Agnes. Her storytelling and ability to express what she is inside allows her to gain a voice in the patriarchal world that has silenced her. Through her storytelling, she asserts her self-worth and dignity and despite the fact that she has been locked down, she is being treated like crap by the men, her ability to hold herself strong and to be able to face her death with dignity means that with some sense, at least from within, that sense of empowerment has not been completely diminished.

Here are over 20 Oral Presentation Ideas for you if you're presenting a speech on Australian issues in the media. See last year's Oral Presentation Ideas here. Best of luck! I have done these Analysing Argument pieces before on YouTube, but this is the first time that I'm doing one live. I wanted to do one live with you guys because I wanted to interact with you, for you to be able to ask me questions and for you to see how my brain works in a live setting. When it comes to analysing - and you know I've got an edited version for you - you don't see me thinking through and understanding what's happening in the article itself.

So, I think it will be really handy for you to see my thought processes because sometimes, yeah, you can see somebody's analysis, but if you don't quite understand HOW they arrived at that analysis, then it's not that helpful for you. How did they find that language technique to begin with? How did they find that argument? So that's what I want to work with you guys today. If you've already read it before, even if you've done it before, I'm confident I'll still be able to give you some new, interesting perspectives and to pick out some new language techniques for you guys. So, go ahead and make sure you download that and print it out. I think printing things out is usually a better option than trying to annotate online, unless you've got an iPad or equivalent.

The exam is absolutely free - it's the last few pages of the exam, starting at page Let's just get into it. Then you can take it from the very beginning the analysis , then the annotations and then you can finally see the written-up version. Being able to take you through that entire process from start to finish is going to be so wholesome, so fabulous. Whenever you look at section C, which is Analysing Argument also called Language Analysis I'm going to interchange these two terms , you really need to ensure that you read the background information. I know it's super obvious, but background information is there for a reason, do not skip over it!

They didn't just give you an entire extra page just for the sake of it. Usually, the background information is a really great place for you to understand conceptually what is going on in this article. If we didn't have this background and therefore context to the article, there's a chance that you might accidentally come up with the wrong contention. You might misinterpret the arguments as something else.

The background information is really just there for backup. It's a great place for you to ensure that what you're understanding from the article is actually correct because usually the background information is filled with facts and these facts will help shape your understanding of the article. Interesting - 'transcript of a speech' is something that makes me go already yep, I need to make sure I note this because as soon as I recognise that it's a speech, it means that my audience, I don't call them readers, I call them listeners. Simple things, small things will help differentiate you from other students. Someone else might not pick up that this is a speech and they'll just say readers the entire time. And no, you're not really going to get marks deducted for it, but there's an element of finesse I suppose.

If you just notice that small nuance and you're able to present that in your essay, it makes the examiner or assessor more confident that you know what you're doing. It's interesting because I'm already getting this community vibe from this background information. The fact that it's regional Victoria, the fact that it's actually a very specific council, the fact that he's at a public meeting. People have taken time out of their day to go to the council meeting. Who goes to the council meeting?

People who care. This is just something that I'm kind of noting for myself as I go into my analysis because then I'll be able to develop my analysis in a particular way. Okay, cool, all this does is tell me that I just need to be wary that there are two images and that I, as a student, need to talk about them. He says, 'Good evening, everyone', already indicative of a speech, I'm just going to write that down. Remember that it's a speech! Okay, this is what I think when I read an article, I genuinely think about my own personal response. I mean, I am actually the audience of this article. No, I'm not there at the council listening to him live, but I'm still a person who's absorbing what he's saying. I trust my instinct and my gut feeling, and that kind of leads me to develop my own unique interpretations.

The reason why I said 'Wow' is because he uses the word 'lethal'. To me, it's a little bit of an exaggeration. I mean I'm sure drones have killed people before, but I guess it's like an I'm serious about this, we're not joking around and he's making it seem like this is a serious problem and that we need to address it seriously. So in that sense, I guess we could talk a little bit about tone. What tone do you think he's using? I like all of these. I don't think there's anything wrong with them.

When it comes to English, it's a matter of your own interpretation. As long as you can back it up, then you've got yourself straight. You can go and find my Tones PDF , which you can download for free. You can use that whenever you analyse an article, it has a bunch of tones listed there for you so that you never run out of tones! He's already set this tone for the remainder of the article. I'm interested in what he's going to say next. Otherwise, I think the fact that he's serious or alarmist is reaffirmed by what he's saying.

He says, 'drones are not toys'. This is not a game, we're not playing around, we're not fooling around. And I suppose that's important for him to establish because drones are kind of seen as toys, at least for me anyway. When drones first came out, it was kind of like a toy aeroplane that you drive around with your remote control. So, I think he's dispelling that idea or that conception or perception of drones immediately so that we can be on board with whatever he's saying next. I just wanted to point out, this is pretty obvious, but rhetorical questions. If you don't know much about that - I haven't talked much about it on my YouTube channel - it's a strategy that I developed for myself in Year 12 when I couldn't figure out why I wasn't getting full marks in English and yeah, okay, I was a nerd, I was already getting 17 or 18 out of 20, but you know, the high achiever in me was kind of like, why am I not getting 19 out of 20?

Why am I not getting 20 out of 20? Why am I losing these one or two marks? So, when it comes to some of the comments referring to comments from live stream you guys have written, one of you wrote down 'emotive language'. If you're one of my students, you know that you don't use emotive language. Emotive language is way too broad. It's way too general to really mean anything.

Instead of saying emotive language, why don't you say exactly what emotion they're appealing to. You're then taking that general vagueness of whatever emotive language means and replacing it with something very specific, and therefore, it's going to be more meaningful for you to write about, but also for your assessor to understand what you're going on about. Rancher uncredited. Server uncredited. Carnival Patron uncredited. Fisherman uncredited. Machinist uncredited. Hotel Guest uncredited. Trooper uncredited. Guard uncredited. Prison Guard uncredited. Bar Patron uncredited. Minor Role uncredited. Settler uncredited. Courtroom Spectator uncredited. Deputy uncredited.

Wagon Train Member uncredited. Seaman uncredited. Commuter uncredited. Fighter uncredited. Waiter uncredited. Man in Shelter uncredited. Show all 15 episodes. Wrestling Match Spectator uncredited. Wax Figure uncredited. Observer at Crime Scene uncredited. Fireman uncredited. Man at Station uncredited. Dock Worker uncredited. Worker uncredited. Police Officer uncredited. Bar Worker uncredited. Visitor uncredited. Louis Passerby at Train Station uncredited. Fu Manchu, Incorporated Hood uncredited. The following guidelines are rules set out in the AP Stylebook for AP style book titles, computer game titles, AP Style movie titles, opera titles, play titles, poem titles, album titles, AP Style song titles, radio and television titles, and the titles of lectures, speeches, and work of art.

In AP Style, magazines names and titles are governed by their own rules. Capitalize an article a, an, the or words of fewer than four letters if it is the first or last word in the title. Put quotation marks around the names of all of the aforementioned types of works except the Bible and books that are primarily catalogs or reference materials.