LANGUAGE IMPACT

Language Impact Joining Cultures by the Same language Interview with: * Mercilinda de Herrera *John Grindley

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Mercilinda de Herrera and John Grindley

Literature Articles

New Writers From Books to Movies.

Literary Movements

EDITOR’S LETTER What is the impact of literature with people’s life?

In our country’s ministry of education, has included mandatorily, a daily 30 minutes period for reading purposes, which helps in a great way, but it is still not enough to increase the students’ interest for the reading skill. To our consideration and as well taking in account some experts opinion, having the feeling of passion to increment the importance of this resource on students, is to make conscience to the many benefits that it really brings as to mention the increment of new knowledge, the acquisition of new vocabulary words, and how to apply these words in different ways in context, as well the application of accurate grammar structures directly from outstanding writers, and authors and the sense of ideas and feelings that they project which leads the readers to have better oral and written expression of ideas and to communicate professionally in so many environmental areas which English is spoken and applied. The students will have better ways to analyze and study special school assessments for college or work.

Our magazine outstands and remarks the most achieving masterpieces of literature that have succeeded through the time by the amazing writers that have been exploited to attract people’s attention through movies, articles, theater plays, critics and even comic series.

We wish to generate more curiosity and interest to people; in order to enjoy literature at all levels, but considerably to Junior high and High school levels, since these ones represent the hardest level to capture their attention to the subject.

We really appreciate the opportunity to develop and perform our own unique document, to demonstrate all that we have achieved with our American Literature Course.

EDITORS

Lic. Maria Ana Flores Quintana Angel Giovani Cifuentes Gรกlvez Lesly Paola Guerra Floriรกn Gina Fiorella Lavagnino Viaud Monica Reyes Castillo Rudy Fernando Soto Tubac Dora Marina Tepรกz Tomรกs Ingrid Johana Vรกsquez Castro

Interviewing our Program Director We decided to interview Mrs. Mercilinda de Herrera because our intention was to obtain information from a person with lots of experience in the field. We want to thank Mrs. Mercilinda for her time and collaboration with us.

Would you be so kind to share with us some highlights of your personal experience in teaching?

“Actually, I have been teaching English as a foreign language and as a second language for more than twenty five years, I started very young (laughs) and also I teach here at the university. I have also taught other classes and other subjects in administration, and here at the PEM I have taught literature, techniques and grammar as well”.

What are the most difficult challenges that you can face when imparting a literature courser by levels?

“I think that the most challenging thing is to get people actually like to read, is not about knowing about the history of literature, and is giving them the opportunity to enjoy the reading. Nowadays everybody is using apps, tablets, but they actually don´t read books, they don’t know. Another thing is the lacking of general cultural knowledge. They don`t learn anything at secondary level and high school, so when they come to university, we have to teach them things they were supposed to know about them. This represents a challenge that you overcome because you have a passion for what you do as a teacher. I think is necessary to tell them that learning literature is important for them to be more educated an as a result will be better citizens in this country”.

What is considerable to implement in order to get students more attracted to literature?

“Depending on the level you are working, and what the objective of the course is. For example, here at the university you will have to learn about English American Literature and some Contemporary Literature, but if you are teaching very young children what you want them to do is to read so you have to find literature related to their own ages. In high school, I assign them the first book, and for the rest of the year I let them choose their own book. In that way I discovered that many people read harry potter, twilight. In the end, we got involved together by reading the book and watching the movie.

The challenge is to find what their interests are. This, according to their ages, according to their level and also according to the general knowledge they have”.

How literature becomes important in a person´s life?

“I think that the most important thing is general knowledge, because is not only reading, is learning about history, stories, and culture. It is important for people to read and know about the writers and the different stages literature has gone through. Also, it is important, why is vital to read something that even you may not like it”.

Can you give some general recommendations for teachers to improve in the teaching of literature?

“Wow that is a good one. Well, it has to do with the passion the teacher has definitively. So if the teacher is not a reader he is not going to get his students to read.

You have to show them that you actually read, and that you have things to talk about.

And here in the career when I made the pensum I knew you have to learn about American, British and Contemporary Literature it is because of my experience of teaching literature at the University degree or level and is because I know that maybe you didn´t have the chance to read it in high school. Definitively depends on the teacher”.

They had nothing in common until love gave them everything to lose.

Her eyes are wide open.

Her lips parted as if to speak. Her dead body frozen in the ice‌She is not the only one.

On a foggy summer night, eleven people--ten privileged, one down-onhis-luck painter--depart Martha's Vineyard on a private jet headed for New York.

Turning the envelope over, his hand trembling, Harry saw a purple wax seal bearing a coat of arms; a lion, an eagle, a badger and a snake surrounding a large letter 'H'."

When a brutal murder threatens the domestic happiness of the San Francisco police detective Lindsay Boxer, she turns for help to the Women’s Murder Club.

In a sequel to “Memory Man,” Amos Decker, a detective with an extraordinary memory, helps the F.B.I. investigate the case of a convicted killer who wins a last-minute reprieve.

The tragic final voyage of the luxury ship Lusitania, sunk by a German submarine in 1915.

By the author "The Devil in the White City."

A psychological thriller set in the environs of London.

Where Will Literature Go From Here?

By Manu Joseph August 2012 (article from The New York Times) EDINBURGH _Considering the views and the hair color of the 50 writers who had assembled for a quaint conference in Edinburgh, the congregation could have been called “50 Shades of Grey”. The participants of that conference, who included Norman Mailer, Henry Miller, Mary McCarthy, William S. Burroughs and Muriel Spark, shocked and awed the British press with their opinions on sex, morality and politics.

It was perhaps inevitable that the 2012 Edinburgh conference would be less newsworthy: The world is not so easily appalled by writers anymore. But the conference was wise and rich.

The final day of the conference was about “The Future of the Novel,” and it all looked bleak as writers discussed the possibility of the novel’s death at the hands of more interesting story-delivery devices. Unable to bear the obituary of the novel, the Nigerian writer Ben Okri said that the novel was still young and that it has a long way to go. Africans, he said, believe their stories have yet to be told. Indians, too, feel that way.

And they will tell their stories — in a language that they consider at once foreign and their own.

Link reference: http://www.nytimes.com/2012/08/30/world/asia/30iht-letter30.html?_

“Literary Perspectives of Ethnic Identity in Contemporary Guatemala” explores the way indigenous and non-indigenous Guatemalan authors depict Maya culture in their works. This kind of literary analysis of canonical works of Guatemalan literature by Ladino and Maya authors. It explores the socio-political importance of this literature. It argues that works by Ladino authors, namely Miguel Ángel Asturias’ Leyendas de Guatemala [Legends of Guatemala, 1930].

The nature of oral tradition is evident in Legends of Guatemala, which established a structure that can be called poetic intuition, Legends of Guatemala, is made up of a series of short stories, which transform the oral legends of popular culture into relevant textual manifestations.

For example: The Cadejo, set in the seventeenth century, this legend illustrates the capacity humanity has to overcome oppression.

The Sombrerón, in this legend, Asturias takes the idea of the child/demon, el Sombrerón, and explores it through a lens of magic; he creates a ball which appears and disappears, in which he encloses a Sombrerón or devil.

The Tatuana, this legend aims to describe ways in which humanity can and will regain its freedom.

References to educational uses: http://www.quepasa.gt/legends-of-guatemala/

In the old neighborhood of the “Parroquia”, with unpaved streets, few people came out of their homes because they had always heard the mules´ trot and the dogs´ howl that announcing someone was coming.

They saw the image of a little man dressed in black wearing a bright belt, patent leather boots, a big hat that almost hid him, and a guitar on his shoulder. He walked near the churchyard of the church “Nuestra Señora de Candelaria”, crossed the street and stopped in front of an old house; he tied his mules to a pole and began to sing: “The bright stars in the sky, walk in pairs, the same way my eyes, when I walk behind you”. This happened every day in the evening, with the serenade: “You are a white dove, like lemon blossom, If you don´t give me your word, I will die of love”. People of “Candelaria´s” neighborhood talked about the mysterious sweetheart who sang to Nina, a beautiful young girl with green/gray eyes and long honey hair. The serenades continued, the mysterious little man kept signing outside of her house: “I love you more than my eyes, more than my eyes I love you, but I love my eyes because my eyes saw you”. Nina was deeply moved with the singing of her sweetheart whom she had never seen; until one day she opened the window and the little sweetheart could finally come in. Everybody wanted to meet the sweetheart; one night Mrs. Matilde, the neighbor, hid behind the window of her house and saw the little man of big hat, with his mules and guitar, going through the window. –Oh my God! Is the “Sombrerón”! That is why she looks so sick. The neighbor ran to the house of Nina´s mother and told her that her daughter was in danger. –Oh, God´s sake! Take her away from here; he will never leave her alone especially now that she has listened to him. She took her away of the neighborhood and sent her to a convent. That night when the “Sombrerón” went to look for Nina, she was not there; he was so frightened that went back quickly on the same street.

Nina prayed and dreamed every day with her sweetheart. When she was back in the room, after finishing the chores, she used to believe that she could hear the sound of his shoes and the excited singing of his voice. Her eyes were filled of bitterness with the hope to hear the singing of the “Sombrerón” again. She was getting very sad until one November night, she died, the body was given to the mother; she took it back to the neighborhood for the funeral wake. A lot of people went to say goodbye for the last time to Nina. The night was very dark, cold and windy. The clock of the house struck eight p.m. when in the “La Parroquia” Street, the little man showed up with his guitar and four mules, he came to the house of his beloved, he cried a lot; his crying could be heard all over the house and people felt the sorrow of the “Sombrerón”: “Ah, ah, tomorrow when you leave, I will go out to the path, to fill your handkerchief, with tears and sighs.” No one remembers when the crying ended, but since that night, in a pole, four mules appeared tied and in the cemetery a sad song can be heard: Heart of Palo Santo, branch of flowery lemon, why do you forget someone who loves you so much? Since then, it is said that the “Sombrerón” never forgets the ladies who he has fallen in love with. Everything for childhood and youth!

There is a certain charm in wandering aimlessly through the streets of a city.

There are times when we are attracted by a force, a kind of compass that moves us forward. There are other times when stealth and caution guide us to one place and not another. And there are also those times when we feel that we are not really alone, that there is something that accompanies us, and when we turn to look, usually there’s nothing there, but sometimes…there is.

In the deep of the night and under the veil of mystery, the seeds of what will become legends appear, and these things usually happen to the lone wanderer who is returning home after work or a late night out.

El Cadejo – good for some and for others not; sometimes there’s one and sometimes two, one which guides and one which hurts. Whichever the case there are some points where the stories agree: it’s a spirit that takes the form of an animal, much like a dog: large and woolly, sometimes black, sometimes white, with bright red eyes like fire, and with feet like those of a goat. It’s usually associated with people who drink too much and then pass out in the street. It takes care of them and protects them so nothing bad will happen.

According to the different versions of this legend, El Cadejo watches over people who need looking after, but it doesn’t appear to everyone and when it does, it doesn’t appear in the same form. It’s generally accepted that the one with white fur is good and the other, with black fur, is bad. There is also another version that says that the white one watches over women and children, and the black one takes care of men. There are also those who claim to have seen both, the white one accompanying or at the feet of a person, guarding him from the black one. It is said that if El Cadejo licks a person on the lips, it will accompany him for nine days and won’t leave him in peace, and if that person is an alcoholic, he’ll never stop drinking.

So, if you’re walking home through the streets of La Antigua after a night of partying and you suddenly feel that you’re not alone and you hear quick steps behind you, don’t panic – it’s just El Cadejo coming to make sure you get home safely.

John was a teacher from University Mariano Galvez de Guatemala, he taught literature and phonology, and he left the university in 2015, now we decided to have an interview about his work.

WHY DID YOU CHOOSE TO BE A TEACHER AND THEN A PROFESSOR? “English is the only pad, I enjoyed doing this. I felt love being in front of the class. First I started to teach at IGA for 25 years, than I went to the University Mariano Galvez de Guatemala”.

HOW DID YOU FEEL CHANGING FROM SCHOOL TO UNIVERSITY TEACHING? “In IGA offered me full time, they adapted the bilingual method, but at the university I could use different methods and wonderful books if you’re not a beginner teacher”.

HOW LONG DID YOU TEACH AT THE UMG? “I worked there like 20 years”.

DID YOU TEACH ALWAYS THE SAME SUBJECT? “I taught literature and grammar at high school, at the university Literature and Phonology”.

DID YOU HAVE ANY BAD EXPERIENCE WITH A STUDENTS? “My bad experience was that I feel inferior with the people because I wasn’t bilingual, I was a learning, but they were talking two languages”.

At the end of the interview He gave us an advice as a teachers: it is to do a job that satisfied us as a teacher (John). Like a gratitude we gave him some presents.

BONUS: John is a person who loves to read, when he came to Guatemala he worked as a teacher like in United States, because was the only occupation that attracted to him, and he knew that was the only thing that we wanted to do. Than he met his wife and had children, and he is happy with a little animal (a dog) who is beside him. Now he is a great grandfather.

He remember a place called El Palacio de las revistas that was located in the 12 street and 6th avenue and he told us that you could get any book in English and Spanish, a great collections. He was surprised when one of our classmate told him that Artemis Edinter doesn’t exist anymore in zone 1. He is sad about how hard is to get a book nowadays. And how difficult is to find a School with library, adding something about his knowledge, He told us where comes the word Liceo. The origin of the word Liceo comes from Greek and he add others interesting themes.

He is a great person who knows a lot of things about the origin from the words, the history behind of that words, it is incredible to know a person like him. We could learn a lot with him.

Why literature is important at school?

Literature provides pleasure to listeners and readers. It is a relaxing escape from daily problems, and it fills leisure moments. Making time for recreational reading and using high-quality literature help to develop enthusiastic readers and improve achievement (Block & Mangieri, 2002). According to Rosenblatt (1995, p. 175), "The power of literature to offer entertainment and recreation is . . . still its prime reason for survival." Developing a love of literature as a recreational activity is possibly the most important outcome of a literature program.

Literature builds experience. Children expand their horizons through vicarious experiences. They visit new places, gain new experiences, and meet new people. They learn about the past as well as the present and learn about a variety of cultures, including their own. They discover the common goals and similar emotions found in people of all times and places. Two examples of books that provide such experiences are Nory Ryan's Song by Patricia Reilly Giff, a harsh survival story set in Ireland during the potato famine of 1845, and Patricia Polacco's The Butterfly, dealing with Nazis, resistance, and Jewish persecution during World War II. Literature provides a language model for those who hear and read it. Good literature exposes children to correct sentence patterns, standard story structures, and varied word usage. Children for whom English is a second language can improve their English with the interesting context, and all children benefit from new vocabulary that is woven into the stories.

Literature develops thinking skills. Discussions of literature bring out reasoning related to sequence; cause and effect; character motivation; predictions; visualization of actions, characters, and settings; critical analysis of the story; and creative responses.

Literature supports all areas of the language arts curriculum. The chapter-opening classroom vignette shows how literature brings together all of the language arts. Listening to stories provides opportunities for honing listening skills, and discussion allows children to express their thoughts, feelings, and reactions. When students read literature, they are practicing their comprehension strategies in meaningful situations. Young writers may use various genres of literature as models for their own writing, and literature can be the basis for creative dramatics. Children can find stories to read and puzzles to solve on the Internet, and the computer can serve as a word processor for creating stories of their own.

Literature helps children deal with their problems. By finding out about the problems of others through books, children receive insights into dealing with their own problems, a process called bibliotherapy. Children might identify with Gilly, living resentfully in a foster home in Katherine Paterson's The Great Gilly Hopkins, or with Mary Alice, a city girl forced to live with her grandma in a "hick town" in Richard Peck's A Year Down Yonder.

Picture books develop visual literacy. The carefully crafted, creative illustrations in picture books develop children's awareness of line, color, space, shape, and design. Some illustrations complement or reinforce the story, whereas others enhance or extend the text. Pictures convey meaning and open new opportunities for interpretation (Giorgis et al., 1999).

Multicultural literature helps readers value people from different races, ethnic groups, and cultures. Excellent, well-illustrated books are available for many cultural groups. Children from such populations gain self-esteem by seeing themselves represented in books, and mainstream children begin to appreciate others from culturally diverse backgrounds.

Literature helps establish career concepts. For children who have limited knowledge of occupations, literature expands their ideas for potential careers (Harkins, 2001). Peggy Rathman's Officer Buckle and Gloria, about a police officer who shares information, and Alexandra Day's Frank and Ernest on the Road, about truck driving, give insights into two career choices.

Literature integrates the curriculum. Trade books (books of the trade, or library books) supplement and enrich any part of the curriculum. Instead of relying solely on textbooks, look for recent, brightly illustrated books on specific topics related to your theme or subject area. Remember that textbooks are assigned, but trade books are often chosen.

Literature improves reading ability and attitudes. A study of thirty second-, third-, fourth-, and sixthgrade classrooms by Block, Reed, and deTuncq (2003) indicated that students benefited more from twenty minutes of daily trade book or short story reading instruction. The researchers claim that reading from trade books resulted in increased reading ability, improved attitudes toward reading, and increased reading rate.

Excerpt from Integrating Language Arts Through Literature and Thematic Units, by B.D. Roe, E.P. Ross, 2006 edition, p. 33-34.

The Future of Literature in the Age of Information Information technology made Plato anxious. Writing, he feared, would lead people to abandon their memory, to trust in “external characters which are no part of themselves.” Now we find ourselves living through a new revolution in information technology, one with consequences every bit as dramatic and likely even more profound. Our old ways of communicating are either becoming obsolete or finding themselves dramatically ‘repurposed’ before our very eyes.

Literature is one of those categories that have vexed the human intellect for centuries. Typically we think of the classics – Shakespeare, Melville, Joyce, and so on – when we think of literature.

If we don’t know exactly what it is, we like to think we know what it looks like. In other words, we use resemblance as our primary criterion. And indeed when you look at the output of contemporary literary authors you find no shortage of family resemblances.

The problem, I would like to argue, is one of habitat. The fact is, the baroque morphology of literature belongs to a far different social and technological environment than our own. We are presently witnessing what is already the most profound transformation of human communication in history (short of the written word, maybe). The internet, the smartphone, the tablet, satellite and cable on-demand television, market segmentation, algorithmic marketing: the list of game-changers goes on and on. Make no mistake, we are talking about social and semantic habitat destruction without compare. The old rainforests of culture have been cleared away, and literature, with its prehensile hands and brachiating arms, now reaches for heights it can no longer climb and stares into distances it can no longer see.

Link for reference: https://rsbakker.wordpress.com/essay-archive/the-future-of-literature-in-the-age-o

Literary Analysis Pride and Prejudice Jane Austen wrote this novel at the end of the 18th century and the beginning of 19th, at the age Romanticism and change to the Enlightenment or age of Reason, where the philosophical ideas brought democracy, the right of man and the rise of science and secularism. England was suffering the consequences of the Fench Revolution at that time, that affects Jane Austen´s lifetime, playing an important role in the writing on the novel.

In Pride and Prejudice, makes a reference to a common reality in England at the beginning of century, money is the plot of it, everything happens because people own a property or not, being rich or not and Mrs. Bennets trying to married her daughters with a opulent suitor, shaping the reality of the teen girls trying to married rich men.

19th

Enlightments lights appear in the novel, trying to brake the social barriers shown between the main characters and also the search of liberty.

Narrator´s point of view.

The narrator use the third person as a way to write about romantic topics, but without showing his feelings, neither the characters one. The only esception is Elizabeth, that express openly their feelings to Darcy.

Genre: Pride and Prejudice is a Romantic Novel, because it covers some characteristics from this genre, they are:     

The hero and the heroine are perfect for each other, and all the trama unfolds around them.

The believed in the natural goodness of humans, which is influenced by urban life.

Knowledge is increased through intuition rather than deduction.

Expresions of art, language and culture.

A lot of imagination and criticism.

Proud represented by the Main Characters Acording to the Longman English Dictionary Online, proud is having self-pride, being arrogant, or feeling great joy and honor.

Darcy: At the beginning of the novel, he seems to be proud of his social and economic position.

Elizabeth: At the beginning, she appears proud, because she wanted to married someone she really love and not only because of social position, and she hates the way how Darcy refers about her and her sisters.

Prejudice represented by the main characters Acording to the Diccionario Cambridge Ingles, prejudice means an unfair and unreasonable opinion or feeling, especially when formed without enough thought or knowledge.

Darcy: He always makes judgements without knowing the reality background.

Elizabeth: She based her opinion on the first impression she has from others.

Pround and prejudice are the topics in the relashionship between Darcy and Elizabeth, till they know them and recognize their love between each other.

Plot Analysis

Initial Situation: The Bennets have five single daughters looking for some handsome, rich men, because they don´t have money. A young, rich, single man moves into the neighborhood and this initiate a rare love situation. Darcy has developed a crush on Elizabeth, but Lizzy hates Darcy, so it is for sure they will never be together.

Climax: Darcy finally proposes to Elizabeth, but she reject him, because she thought he was so arrogant, so after a while, Darcy gives Elizabeth a letter that exonerates him from all the charges she leveled against him. Both of our heroes start to question themselves: can Elizabeth really be such a good judge of character if she was fooled by Darcy and Wickham's exterior masks? This is the climax of the novel because the greatest attitude shifts come here. It's smoother (not quite smooth) sailing from here on out for our two main characters.

Suspense: Lydia runs off with Wickham, which potentially destroys any chance of happiness for Elizabeth and Jane. No respectable man will marry a woman whose sister lived in sin with some man she never even ended up marrying. Mr. Darcy uses money to force Wickham to marry Lydia.

The Bennet family's reputation is saved, which means Bingley and Darcy can propose to their ladies. Whew! Here's the ending we've been waiting for.

Conclusion: Our two favorite married couples are happy and rich, one buy interest and the other by love. Lizzy moved into Darcy´s house and lived happily forever, braking the barrier of social and economic position and showing the society the freedom of love.

www.Idoceonline.com/dictionary/proud dictionary.cambridge.org/es/diccionario/ingles/prejuicio http://images.fanpop.com/images/image_uploads/Pride-and-Prejudice--1995--pride-and-prejudice-562985_1024_576.jpg http://movies.mxdwn.com/wp-content/uploads/2016/01/Pride-and-Prejudice-1995-image-pride-and-prejudice-1995-36265341-1920-1080.jpg http://www.geekadelphia.com/wp-content/uploads/2016/02/05PRIDEJPALT-articleLarge.jpg http://www.thewalkman.it/wp-content/uploads/2015/11/walkman3.jpg

FROM BOOKS TO MOVIES The lord of the rings: The return of the King The production design is impeccable, and Peter Jackson proves once again that his vision of Middle Earth has no limits. The filmmaker explodes each of the landscapes, while the sets are carefully detailed to immediately introduce the audience to this universe. And yes, although we have spoken again and again of the compositions of Howard Shore in this saga, there is no doubt that each track and Leitmotif are accompanied by a great melancholy.

With this expanded edition, Peter Jackson tried to include most of the written by J. R. R. Tolkien story, and thanks to the sequences included, In the end, The Return of the King is epic, not only because it includes unforgettable battles, Gandalf being badass, Pippin singing, Eowyn kicking ass or Smeagol showing why he is the saddest character of Middle Earth, but because it closes the perfectly this trilogy. And that leaves no deserved both 11 nominations at the Academy Awards, as the 11 statuettes that he took.

The Hunt for Red October This story opens by introducing Ramius and his seething hatred of the communists, his oppressors; and his plan to flee Russia in the Red October, a nuclear missile armed Russian submarine under his command. By introducing Ramius and his plans as the Red October leaves port, the story is introduced in a state of movement.

Characters, here, reveal themselves as they react to the obstacles the plot has placed in their path.

The storyteller needs to see that the purpose of their plot is to escalate the drama over the outcome of scenes and character goals, and over the outcome of the story itself. To talk about the story's plot is to see that process of escalating the dramatic tension through the outcome of scenes, character goals and issues in a way that ties into the overall dramatic tension over the story's outcome.

The Untouchables The Untouchables is a 1987 American gĂĄnster directed

by Brian De Palma and written by David Mamet. Based on the book The Untouchables (1957), the film stars Kevin Costner as government agent Eliot Ness, Robert De Niro as gang leader Al Capone, and Sean Connery as Irish-American officer Jimmy Malone (based on the real life Irish-American agent and "Untouchables" member Marty Lahart).

During Prohibition in 1930, Al Capone has nearly the whole city of Chicago under his control and supplies illegal liquor.

Bureau agent Eliot Ness is assigned to stop Capone, but his first attempt at a liquor raid fails due to corrupt policemen tipping Capone off. He has a chance meeting with IrishAmerican veteran officer Jimmy Malone, who is fed up with the rampant corruption and offers to help Ness, suggesting that they find a man from the police academy who has not come under Capone's influence.

The Last of the Mohicans The Last of the Mohicans: A Narrative of 1757 (1826) is a historical novel by James Fenimore Cooper.

It is the second book of the Leatherstocking Tales pentalogy and the best known to contemporary audiences. The Pathfinder, published 14 years later in 1840, is its sequel. The Last of the Mohicans is set in 1757, during the French and Indian War (the Seven Years' War), when France and Great Britain battled for control of North America.

The novel is primarily set in the upper New York wilderness, detailing the transport of the two daughters of Colonel Munro, Alice and Cora, to a safe destination at Fort William Henry. Among the caravan guarding the women are the frontiersman Natty Bumppo, Major Duncan Heyward, and the Indians Chingachgook and Uncas, the former of whom is the novel's title character.

Dances with Wolves Dances with Wolves is a 1990 American epic Western film directed, produced by, and starring, Kevin Costner. It is a film adaptation of the 1988 book of the same name by Michael Blake and tells the story of a Union Army lieutenant who travels to the American frontier to find a military post, and his dealings with a group of Lakota Indians.

Costner developed the film with an initial budget of $15 million. Dances with Wolves had high production values and won seven Academy Awards including Best Picture and the Golden Globe Award for Best Motion Picture – Drama.

According to the documentary, none of the bison were computer animated (CGI was then in its infancy) and only a few

were animatronic or otherwise fabricated. In fact, Costner and crew employed the largest domestically owned bison ranch, with two of the tame bison being borrowed from Neil Young; this was the herd used for the bison hunt sequence.

The color Purple Book Award for Fiction. It was later adapted into a film and musical of the same name. The Color Purple is a 1982 epistolary novel by American author Alice Walker which won the 1983 Pulitzer Prize for Fiction and the National Celie, the protagonist and narrator of The Color Purple, is a poor, uneducated, fourteen-year-old black girl living in rural Georgia. Celie starts writing letters to God because her father, Alphonso, beats and rapes her.

Alphonso has already impregnated Celie once. Celie gave birth to a girl, whom her father stole and presumably killed in the woods.

Taking place mostly in rural Georgia, the story focuses on the life of women of color in the southern United States in the 1930s, addressing numerous issues including their exceedingly low position in American social culture. The novel has been the frequent target of censors and appears on the American Library Association list of the 100 Most Frequently Challenged Books of 2000-2009 at number seventeen because of the sometimes explicit content, particularly in terms of violence.

Forrest Gump An American epic romantic-comedy-drama film based on the 1986 novel of the same name by Winston Groom. The film was directed by Robert Zemeckis and stars Tom Hanks, Robin Wright, Gary Sinise, Mykelti Williamson, and Sally Field. The story depicts several decades in the life of Forrest Gump, a slowwitted but kind-hearted, good-natured and athletically prodigious man from Alabama who witnesses, and in some cases influences, some of the defining events of the latter half of the 20th century in the United States; more specifically, the period between Forrest's birth in 1944 and 1982.

The story was commended by several critics. Roger Ebert of the Chicago Sun-Times wrote, "I've never met anyone like Forrest Gump in a movie before, and for that matter I've never seen a movie quite like 'Forrest Gump.' Any attempt to describe him will risk making the movie seem more conventional than it is, but let me try. It's a comedy, I guess. Or maybe a drama. Or a dream. The screenplay by Eric Roth has the complexity of modern fiction...The performance is a breathtaking balancing act between comedy and sadness, in a story rich in big laughs and quiet truths...What a magical movie.

Apollo 13 Today we are going to discuss the differences between the film documentary and the article on Apollo. How did each present the information?

The book is from the point of view of the Eugene Kranz, the flight director.

It keeps you right inside the action. The movie was narrated by a person who was looking back on the action. It also included clips of movie/audio from inside Apollo 13.

I thought that the book was more moving then the movie because it allowed my imagination to move a little bit, and it was from the point of view of a person that was right in the action. Also, I had already read the book when I watched the movie, so it took all of the suspense out of watching the movie.

Pride and Prejudice Synopsis: Sparks fly when spirited Elizabeth Bennet meets single, rich, and proud Mr. Darcy. But Mr. Darcy reluctantly finds himself falling in love with a woman beneath his class. Can each overcome their own pride and prejudice?

Review: Jane Austen’s books are firmly established as the epitome of romantic narratives. Originally published in 1813, Pride and Prejudice is a novel of manners and deals with the issues of upbringing, morality, education, and marriage amongst the landed gentry of Regency Britain. While the narrative is set during the turn of the 19th century, the novel manages to hold generations of reader in a thrall. The book is one of the most popular English language novels, it has sold over 20 million copies. The movie puts all the characters in unbelievable situations.

Patriot Games:

Patriot Games (1987) is a novel by Tom Clancy. It is chronologically the first book (predating the events in The Hunt for Red October) focusing on CIA analyst Jack Ryan, the main character in many of Clancy's novels. It is the indirect sequel to Without Remorse.

In London, a kidnapping is attempted on the Mall. Jack Ryan manages to disrupt the attempt by force, saving the Prince and Princess of Wales, along with their infant firstborn son, from the attackers. These attackers are members of an ultra-radical Irish terrorist group splintered from the Provisional Irish Republican Army. Ideologically, their group subscribes to Maoism, and they receive support from Libya. They are known as the "Ulster Liberation Army," or ULA. Ryan incapacitates one of the ULA members, Sean Patrick Miller, whose father was killed in an incident with

the Royal Ulster Constabulary in 1979, and whose girlfriend had been killed by a stray bullet from British Army forces. Miller is captured and sentenced to life imprisonment for murdering the royal driver, who was exposed to gunfire due to a fault in the vehicle's bulletproof glass.

The novel was adapted as a feature film in 1992. It stars Harrison Ford as Jack Ryan and Sean Bean as Sean Miller. During the filming, an accident occurred during the final scene of struggling on the boat which ends in the ocean.

Bibliography https://www.google.com.gt/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF8#q=The+Patriot+Games+book+vs+movie https://thoughtfultomes.com/2014/12/21/pride-and-prejudice-book-vs-movie/ http://thatwasnotinthebook.com/diff/lost-moon-vs-apollo-13/2 https://es.wikipedia.org/wiki/The_Untouchables https://en.wikipedia.org/wiki/Forrest_Gump https://www.google.com.gt/search?q=the+color+purple+analysis&rlz=1C1AVNG_e http://www.rogerebert.com/reviews/the-last-of-the-mohicans-1992 https://en.wikipedia.org/wiki/Dances_with_Wolves http://www.rogerebert.com/reviews/lord-of-the-rings-the-return-of-the-king-2003

All the other women looked down on her. They said she was shameless and acted as if she were a man. She didn’t care about society’s rules, she dressed provocatively, she looked men straight in the eyes while talking to them, and she would even touch them on the arm flirtatiously.

Some said that, beyond flirting, this beautiful young woman enjoyed being the center of attention and loved to be pampered by her suitors. She had so many paramours that many people said that she must be practicing witchcraft because she made men fall in love with her, she drove them crazy, and then she would abandon them on a whim.

Such was the scandal that she was finally judged for failing to comply with the church’s rules and for not repenting of her sins. The sentence was severe: she was condemned to death.

The priest visited her on the evening before her execution, offering to hear her final confession and to absolve her of her sins. It’s said that she immediately shoved him out of her cell. A short time later, she made what would be her last request: a few pieces of charcoal, some candles, and some white roses. With these things, she assembled an altar, and then with one of the pieces of charcoal, she began to draw on the wall of her cell, working through the night to perfect her drawing of a huge ship.

In the middle of the night, some of the guards heard her talking with – apparently – herself. They saw her light the candles and sing, dancing around the cell and reciting what sounded like a prayer.

Later in the morning, when the guards came to take her to the place of execution, they found only burned-out candles and an empty cell. When they inspected the cell, they looked at her drawing. The huge ship appeared to be navigating a vast sea, and upon close observation a woman could clearly be seen on the ship’s deck, staring off toward the horizon and holding a bouquet of white roses close to her chest.

Literary analysis Canterville Ghost

According to the Bookrags, (s.f) , "The Canterville Ghost" was first published in 1887 in a magazine for the leisured upper classes, but it didn´t receive a good critic, until 1891, when Oscar Wild publication The Picture of Dorian Gray (1891) got famous and then "The Canterville Ghost" was republished in Lord Arthur Savile's Crime, and Other Stories been severly criticized by contemporary reviewers. With this novel, Wild presented a mixture of genres, mixing fairy tales, Gothic novels, and the use of a myriad of comic sources to shape his story of a ghost story. Finally Wilde's own experience on the lecture circuit in the United States undoubtedly helped him ridicule stereotypical American behavior.

About the Author An important figure in the literary Decadence movement, Oscar Wilde lived a life that shocked conventional standards and eventually led to the dismissal of much of his work. Born in Dublin, Ireland, in 1854. Wilde attended both Trinity College in Dublin and Oxford University, and later settled in London. Influenced by the English writer, Walter Pater, Wilde embarked on a literary career and published Poems in 1881. He married Constance Lloyd, a wealthy Dubliner, in 1884, and they had two children, Cyril and Vyvyan Holland.

Characters Sir Simon Canterville or the Ghost: His name was Sir Simon and died in 1584, his spirit still haunts the Chase. He murdered his wife. He disappeared

and

his

body

was

never

discovered. . His aspect is very terrible: He is an old man, his eyes were as red burning coals, long grey hair fell over his shoulders in matted coils, his garments, which were of antique cut, were soiled and ragged, and from his wrists and ankles hung heavy manacles and rusty gyves.

Virginia Otis: Was a lovely girl of fifteen with large blue eyes. She was a good sportswoman and loved to ride horses. In respect to her family she is kind and with weling heart. The daughter is the only one in the family who is scared by the ghost. She never speaks except to the ghost, at the end of the story.

Mr. Otis: The father of the Otis family. The American

Ambassador.

He

bought

the

Canterville Chase. He comes from a modern country where they have everything that money can buy. He is determinated, inflexible, rational, practical and pragmatic, in conclusion a true American.

Plot The story begins when Mr. Otis and family move into Canterville Chase, despite warnings from Lord Canterville that the house is haunted. The Otis family includes Mr. and Mrs. Otis, their eldest son Washington, their daughter Virginia and the Otis twins. Despite the ghost's efforts to appear in the most gruesome guises, the family refuses to be frightened, and Sir Simon feels increasingly helpless and humiliated.

Unlike the rest of her family, Virginia does not dismiss the ghost. She takes him seriously: she listens to him and learns an important lesson, as well as the true meaning behind a riddle.

Sir Simon de Canterville says that she must weep for him, for he has no tears; she must pray for him, for he has no faith; and then she must accompany him to the angel of death and beg for Death's mercy upon Sir Simon. She does weep for him and pray for him, and she disappears with Sir Simon through the wainscoting and goes with him to the Garden of Death and bids the ghost farewell. Then she reappears at midnight, through a panel in the wall, carrying jewels and news that Sir Simon has passed on to the next world and no longer resides in the house.

Setting "The Canterville Ghost" is set in the English countryside in the late nineteenth century.

Canterville Chase, where most of the story takes place, is described in Gothic terms. It is an old mansion with secret rooms and passageways, long corridors, carved gargoyles, stained glass windows, and oak paneling. Portraits of long-dead Canterville ancestors, ancient tapestries, and a suit of armor add to the medieval-like setting. Frequent thunder and lightning storms also contribute to the gloomy atmosphere. In short, Canterville Chase seems to fit the stereotype of a haunted house.

Themes 

Ghost stories belong to the genre called horror literature, whose purpose is to scare the reader with situations that cause horror or fear.



Also, The Canterville Ghost is both a parody of the traditional ghost story and a satire of the American way of life.

American vs. British society Wilde takes an American family and places them in a British setting.

He creates stereotypical characters that represent both England and the United States, and he presents each of these characters as comical figures, satirizing both the unrefined tastes of Americans and the determination of the British to guard their traditions.

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http://www.bookrags.com/studyguide-cantervilleghost/bio.html#gsc.tab=0

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http://i.telegraph.co.uk/telegraph/multimedia/archive/00801/seaton-hall_801440c.jpg

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http://1.bp.blogspot.com/-ChhCmFKTEkU/UWdjDQHt3MI/AAAAAAAABFg/B_N5_WPvu8/s1600/Knebworth%2BHouse%2BThe%2BCanterville%2BGhost%2B3.png

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http://www.english-theatre.cz/CG%20ghost%20virginia%20web.jpg

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http://2.bp.blogspot.com/xSXrkvdTHR0/VAR5GjtsqUI/AAAAAAAABKs/cXm_yy6hRhg/s1600/4da016b90c731644179beace291e1860.jpg

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http://the-canterville-ghost.blogspot.com/2010/10/characters-in-canterville-ghost.html

LITERARY MOVEMENTS MAIN AUTHORS RENAISSANCE 

Campion, Thomas (1567-1620)

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Shakespeare, William (1564-1616)

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Spenser, Edmund (1552-1599)

ENLIGHTENMENT 

Congreve, William (1670-1729)

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Franklin, Benjamin (1706-1790)

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Swift, Jonathan (1667-1745)

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Voltaire (1694-1778)

ROMANTICISM 

Poe, Edgar Allen (1809-1849)

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Shelley, Mary (1797-1851)

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Blake, William (1757-1827)

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Lord Byron (1788-1824)

TRANSCENTENTALISM



Fuller, Margaret (1810-1850)

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Dickinson, Emily (1830-1886)

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Whitman, Walt (1819-1892)

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Francis, Convers (1795-1863)

REALISM 

Dostoyevsky, Fyodor (1821-1881)

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James, Henry (1843-1916)

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Twain, Mark (1835-1910)

NATURALISM  

Norris, Frank (1870-1902)

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Zola, Emile (1840-1902)

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Crane, Stephen (1871-1900)

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Dreiser, Theodore (1871-1945)

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Cahan, Abraham (1860-1951)

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Glasgow, Ellen (1873-1945)

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Phillips, David Graham (1867-1922)

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London, Jack (1876-1916)

EXISTENTIALISM  

Beckett, Samuel (1906-1989)

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Dostoyevsky, Fyodor (1821-1881)

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Nietzsche, Friedrich (1844-1900)

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Sartre, Paul (1905-1980)

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Bibliography http://www.online-literature.com/periods/

Comic Books in the Classroom Generations of children grew up reading comic books on the sly, hiding out from parents and teachers who saw them as a waste of time and a hazard to young minds.

Comics are now gaining a new respectability at school. That is thanks to an increasingly popular and creative program, often aimed at struggling readers, that encourages children to plot, write and draw comic books, in many cases using themes from their own lives.

The Comic Book Project was started in 2001 by Michael Bitz at an elementary school in Queens. Mr. Bitz now serves as the director of the project, which is run out of Teachers College at Columbia University.

Since its creation, the program, which is mainly conducted after school, has spread to more than 850 urban and rural schools across the country. It has gotten a big push from the current craze among adolescents for comic book clubs and for manga, a wildly popular variety of comic originating in Japan.

The point is not to drop a comic book on a child’s desk and say: “read this.� Rather, the workshops give groups of students the opportunity to collaborate on often complex stories and characters that they then revise, publish and share with others in their communities.

Teachers are finding it easier to teach writing, grammar and punctuation with material that students are fully invested in. And it turns out that comic books have other built-in advantages. The pairing of visual and written plotlines that they rely on appear to be especially helpful to struggling readers. No one is suggesting that comic books should substitute for traditional books or for standard reading and composition lessons.

Teachers who would once have dismissed comics out of hand are learning to exploit a genre that clearly has a powerful hold on young minds. They are using what works.

INCLUPEDIA http://wwwweeklystorybook.com/.a/6a0105369e6edf970b01a73d8de99b

NEW WRITERS

I love to be there.

By GFLV I was asked to write a poem and it is very difficult for me, but this is a good excuse to tell you how much I love to be there.

Moonlight by MĂłnik Castillo Lighting in the sky every single night, guiding my way during all my life.

Moonlight that shines and bright during a beautiful night, watching me over the sky.

Moonlight that is visiting me at night, giving me a simple smile when my eyes are looking for you.

Lighting inside my heart with a tremendous bright, heating my soul and more.

Moonlight that guide my dreams and hopes, that receives my tears and fears when I am feeling alone.

Moonlight that I love and in which I trust, please never let me go.

It is so perfect cloudy or sunny, hot or cold, noisy or silent, I love to be there.

The kids splashig, the joung people shouting while playing adults laughing from their experiences, and me, loving to be there.

How can we question God´s existency, watching that blue magnificent, enjoying the salty breeze, and sharing with my family, the experience to be there.

YOU ARE INSIDE OF ME

By Ingrid Vasquez I feel you inside of me

Like my heart Beating for you day and night But you’re not here You’re not beside of me The only way

That I can feel you Is thinking that You are inside of me Telling me I want you But it’s not true You’re not here any more So please don’t felt down this Feeling about that You’re inside of me.

The aroma of my mother's garden The essence of the flowers aroma from the garden of my mother, powerfully attracts people passing by my house and carefully stop to enjoy the pleasure that apparently everyday people enjoy the beauty and fragrance of each flower that was sown with love and intentionally to welcome anyone who wishes to visit my humble family. The details absorb everyone who enters our precinct or that passes near it, and that message is clear because the humility of people is concentrated in the level of humility so natural feeling natural good care of garden flowers my mother.

The detail of my mother inspired me to appreciate the beauty of the simplicity of nature which with perfect hand of God, only legacy we must take care that the Lord has made to embellish places where the hand of God comes.

By Rudy Soto

See you soon…

If you would imagine how hard has been to say good bye…

If some day you feel like a soft voice talks to you and you wonder what it is?

Remember that in a far place somebody is waiting for you to return and that her heart misses every little and simple thing….

If some day you see the rain falls, think that every little drop of water is a tear….

Remember that somebody is impatient waiting to see you….

White Snow

by Dorita Tepáz White snow has different and beautiful shapes.

I would like to touch it every single day, but it´s cold and far away.

I would like to go there with my mind, because I want to feel it there.

I'll appreciate the time when I'll be there then, I'll enjoy it when I´ll continue flying with my mind.