Choose one of the following topics and offer a specific argument that responds to the question:
- What is the significance of hidden or suppressed information in Watchmen and Harry Potter and the Philosopher’s Stone? You might consider what the texts show about information that should or should not be made public to everyone as well as when or under what circumstances.
- Compare the ways in which fictionalized or real American pop culture is used in Watchmenand Persepolis. How do musical acts, books, films, brands, and/or other aspects of pop culture help to support or critique a theme in these texts?
- Compare the coming of age stories of Marjane and Harry. How does adversity, self-confidence, or the role of mentors similarly/differently affect them? You’ll want to focus on the first half of Persepolis for this question and you might refer to later books about Harry but focus on the first book since this is our course text.
- Compare the impact of specific gender norms on Marjane and Laurie. How does adversity, self-confidence, or the role of mentors similarly/differently affect them? You’ll want to focus on the second half of Persepolis for this question and you might refer to adaptations of Watchmen but focus on our course text.
- In what specific way are the main characters in Watchmen largely familiar, ultimately unique, or familiar but with a particular twist? Compare at least three of the heroes from Watchmento any characters from our other course texts and examine qualities that are shared or that the Watchmen characters make unique somehow or identify the twist on familiar roles or archetypes that this text offers
fulfillment [which entails that] effective vocabulary preparation must be a aim of all educators working with English novices’ (Wessels, 2011:1), even in the era of virtual revolution we stay in. today, newbies have a tendency to read e-texts, as opposed to published texts, as an electronic sort of written texts they may get get admission to to on the net, on a laptop or on a personal cellular phone. announcing that, publicity to virtual media of analyzing texts could be either understandable or incomprehensible to the second one language (L2) reader. Incomprehensibility underlines that strange lexical objects are regularly a mission for L2 learners (Segler, ache and Sorace, 2002). though, certain linguistic clues inside the context of the lexical item itself may additionally assist make incidental lexical acquisition with the assist of previous linguistic knowledge. This use of linguistic clues may additionally compensate for one’s restricted lexical knowledge. LITERATURE overview In terms of word-formation, the vocabulary of the English lexicon is a composite of simplex phrases (e.g. exquisite), complex phrases (e.g. co-perform), compound phrases (e.g. greenhouse), and complex-compound words (e.g. absent minded) as well as phrase-compounds which are lexicalized syntactic systems (e.g. canine inside the manger) (Al-Najjar, 2007:fifty nine-60). the subsequent sub-sections display some research done on troubles correlated to the place of studies of the contemporary examine. this will assist build up a clear image of the difficulty below have a look at. Deep lexical understanding numerous texts require numerous levels of lexical understanding, and ‘the higher the instructional level, the greater the [lexical] mastery wanted’ (Paribakht and Wesche, 1999:196). This mastery is connected to the breadth and intensity of lexical expertise which are inseparably associated (Li, 2003). This inseparability is well pressured in Qian and Schedl’s (2004) description: lexical information consists of four correlated components inside the procedure of lexical use and development, particularly, vocabulary size, intensity of vocabulary knowledge, lexical organization which includes storage and connection of phrases in the mental lexicon, and automaticity of receptive-effective know-how. huge lexical information is associated with the scale of vocabulary, i.e. how many words a learner is aware of their meanings. Cobb (2007) sees that 2,000 maximum frequent vocabulary objects are vital for basic L2 reading due to the fact they're likely to cover about 80% of the phrases in a textual content in popular. country (2006) contends that much more vocabulary is necessary to read true texts, and he or she argues that eight,000’9,000 phrase families are required for better comprehension of texts. saying that, research (cf., for instance, Cobb, 2007; international locations, 2006) reveal that there will usually be a need to deal with new lexical objects based on what texts you are studying.>GET ANSWER