<em>Answer:</em>
Why am I reading this?
What's my reading plan?
What does this passage mean?
How does this information relate to my prior knowledge?
Apologies if I couldn't help.. And if my order is wrong try;
How does this information relate to my prior knowledge?
Why am I reading this?
What's my reading plan?
What does this passage mean?
Answer:
nope i don't but i wish you luck on your exam
Answer:
memory lane is a place full of wonders and joy but also memory lane can be a place of terror and nightmares. My memory lane is a swirl of joy and pain. The nostalgic past brings a sense of compassion and feeling. My memories are often filled with joyous and and heart warming thoughts of mind.
Memory lane can also be an ordeal. The vicious thoughts that ravage through my mind don't stop bothering me. But we all have to understand that our memories make our future. We reflect and seek upon our past, present, and future. We move forward and make a change, but not look back and make a mark. Memory lane is often a whimsical yet gruesome land.
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.
