Read the scenario.
Mauve is completing her third year in an English speaking school. She has many English words at her disposal. She can use short phrases and simple sentences to communicate, including asking and answering simple questions and producing longer sentences, although grammatical errors are common and sometimes interfere with communication.

When entering her new class, Mauve was given a reading placement test. In Spanish, she is able to read silently, read fluently aloud, sustain reading over many pages, and make excellent attempts at decoding new multi-syllable words. She connects texts with previous texts read. She enjoys reading, but is not yet using reading as a tool for learning in the content areas. In English, Mauve uses the illustrations to gain meaning from the texts, but has difficulty reading aloud as many words have to be decoded. Once decoded, some of the words hold meaning, but many do not. Test results showed that Mauve’s reading skills are more advanced than her English language skills.

Mauve’s first writing assignment was to compare/ contrast characters in a novel being read aloud by the teacher. Her writing was accomplished in English. Although some words were misspelled, she proofread her work and corrected most of her errors. Her writing was well organized and remained focused on the topic. The content of the writing was accurate demonstrating comprehension of the terms “compare” and “contrast”, although her teacher conferred with her about the terms before writing began. She used correct punctuation and varied her sentence lengths. Again, Mauve’s writing skills are more advanced than her English language skills.

1.Stage of second language acquisition (SLA)

2.Stage of reading development (Hint: Use the Fountas & Pinnell chart found in Chapter Two)

3.Stage of writing development (Hint: Use the Fountas & Pinnell chart found in Chapter Two.)

Read the scenario.
Mauve is completing her third year in an English speaking school. She has many English words at her disposal. She can use short phrases and simple sentences to communicate, including asking and answering simple questions and producing longer sentences, although grammatical errors are common and sometimes interfere with communication.

When entering her new class, Mauve was given a reading placement test. In Spanish, she is able to read silently, read fluently aloud, sustain reading over many pages, and make excellent attempts at decoding new multi-syllable words. She connects texts with previous texts read. She enjoys reading, but is not yet using reading as a tool for learning in the content areas. In English, Mauve uses the illustrations to gain meaning from the texts, but has difficulty reading aloud as many words have to be decoded. Once decoded, some of the words hold meaning, but many do not. Test results showed that Mauve’s reading skills are more advanced than her English language skills.

Mauve’s first writing assignment was to compare/ contrast characters in a novel being read aloud by the teacher. Her writing was accomplished in English. Although some words were misspelled, she proofread her work and corrected most of her errors. Her writing was well organized and remained focused on the topic. The content of the writing was accurate demonstrating comprehension of the terms “compare” and “contrast”, although her teacher conferred with her about the terms before writing began. She used correct punctuation and varied her sentence lengths. Again, Mauve’s writing skills are more advanced than her English language skills.

1.Stage of second language acquisition (SLA)

2.Stage of reading development (Hint: Use the Fountas & Pinnell chart found in Chapter Two)

3.Stage of writing development (Hint: Use the Fountas & Pinnell chart found in Chapter Two.)

Read the scenario.
Mauve is completing her third year in an English speaking school. She has many English words at her disposal. She can use short phrases and simple sentences to communicate, including asking and answering simple questions and producing longer sentences, although grammatical errors are common and sometimes interfere with communication.

When entering her new class, Mauve was given a reading placement test. In Spanish, she is able to read silently, read fluently aloud, sustain reading over many pages, and make excellent attempts at decoding new multi-syllable words. She connects texts with previous texts read. She enjoys reading, but is not yet using reading as a tool for learning in the content areas. In English, Mauve uses the illustrations to gain meaning from the texts, but has difficulty reading aloud as many words have to be decoded. Once decoded, some of the words hold meaning, but many do not. Test results showed that Mauve’s reading skills are more advanced than her English language skills.

Mauve’s first writing assignment was to compare/ contrast characters in a novel being read aloud by the teacher. Her writing was accomplished in English. Although some words were misspelled, she proofread her work and corrected most of her errors. Her writing was well organized and remained focused on the topic. The content of the writing was accurate demonstrating comprehension of the terms “compare” and “contrast”, although her teacher conferred with her about the terms before writing began. She used correct punctuation and varied her sentence lengths. Again, Mauve’s writing skills are more advanced than her English language skills.

1.Stage of second language acquisition (SLA)

2.Stage of reading development (Hint: Use the Fountas & Pinnell chart found in Chapter Two)

3.Stage of writing development (Hint: Use the Fountas & Pinnell chart found in Chapter Two.)

Sample Solution

Sample solution

Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell. 

In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.

God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.

Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.

To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.

 

References

Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.

Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies4(8), 487.

Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.