ELA
Plot Structure - Important For Essay
Orientation
• Introduction Of Characters.
• Introduction Of Characters' Life.
• Introduction Of Character Desires.
Rising Action
• Introduction Of Problem.
• Problem Rise.
Climax
• Most exciting moment; must be important to the character.
Falling Action
• The problem is fading away, this is a great opportunity for the character to learn a lesson.
Resolution
• The problem has been done with. The character has learned something from their adventure.
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On a side note, an important detail to include is the characteristics of the character.
Carefree. The boys lived in a land where there was no worries for them, they never had to grow up and they had Peter to care for them.
Answer:
The story teller whose work takes him all over the world, at the moment is in Japan.
Prague, is my hometown where the boy grew up in the story.
I can't figure out the last one sorry
To state your position in a clear and arguments manner .
Answer:
We have always had stories. They were first told orally as fairy tales, folklore, and epic poems, and were eventually written down. And for as long as we have had stories, we’ve had literature. Stories are usually considered literature when they have long-lasting artistic or social value. Epic poems like The Odyssey or novels like To Kill a Mockingbird are considered literature because they have deeper meanings that go beyond the story. Both stories are meant to do more than just amuse the reader. A pop novel, like a James Patterson book you can buy at the airport, would not traditionally be considered literature because it is not meant to do much more than entertain the reader.
As we’ve transitioned from hearing stories to reading them, our ideas have changed about what kinds of stories have merit. We have always made a point to pass on the stories we value to next generation, regardless of their form. Therefore, it should not be so outrageous to declare that a new form of literature has been forged and needs to be passed on: television shows.
Television shows can be as complex as novels and can provide students with opportunities to learn that novels do not. Yet, there are legitimate concerns about using classroom time to dissect1 television. One issue is that complex television shows tend to have adult or graphic themes not suitable for the classroom. Another concern involves how much time students spend on television. Plenty of students already watch and discuss television in their own time, so is television needed in the classroom, too? Finally, the written word teaches cognitive2 skills that television cannot.
