Sentences with phrase «with narrative text»

It includes research tips, descriptions of resources, along with narrative text.

This exhibition focuses on Penalva's use of photography which is often shown accompanied with a narrative text as if components of a story, or the given reason for the works existence.

, Two wall labels with narrative text, Installation dimensions 85 x 160 in.

Rather, their creative interpretations of the text are influenced by the hermeneutical conventions of Second Temple Judaism, which allow for quite a bit of «play» with the narrative texts.

In the late 1960s, Dan Graham (American, born 1942) and Jeff Wall (born 1946) combined photographs with narrative texts and placed them in art galleries and publications to challenge traditional forms of display and the pristine aesthetics of the fine art print.

Not exact matches

Nunes goes on to criticize Strzok's political opinions as revealed in «text messages with his mistress,» but the admission that the Papadopoulos tip kicked off the investigation is a key one — and devastating for Nunes's narrative.

She did it with the words, only the words, clearly spoken, her voice matched to the contexts of humor, narrative, conversation, sadness, as demanded by the text, all from her desk as the class sat at theirs, listening.

This is somewhat surprising in light of the fact that one of the key texts prompting the renewal of narrative theology, the philosopher Alasdair MacIntyre's After Virtue (1981), is seriously concerned with the narrative integrity of a given single life.

= > no fiction book ever says that I pointed out the text analysis that person did to juxtapose it with the authenticity of the biblical narrative.

It was by way of engaging with a woman taking a «feminist approach» (her words) to the abuse of women in the church using the rape of Tamar and the narrative about Lot asking those that wanted to rape the men to have the women instead as proof texts.

(26) What he shows is how under idealist, romanticist, or rationalistic impulses the meaning of the biblical narrative was no longer seen to be identical with the meaning of the text of the biblical narrative.

Finally, though structuralism seemed to lend itself well to myths, folktales and highly formulaic texts, it seemed unable to deal with more complex narratives.

In opposition to narrative criticism, with its focus on the supposedly objective and stable text, and in opposition to structuralism's focus on impersonal and universal codes, reader - response criticism arose to argue for the essential role of the reader in the process of making meaning.

In The Fidelity of Betrayal, Rollins goes on to criticize the Western Church's almost frantic attempt at «closing over this traumatic rent in the text» by affirming some biblical narratives over others and by explaining away passages that are inconsistent with favored narratives.

«Listener to the Christian message, «2 occasional preacher, 3 dialoguer with biblical scholars, theologians, and specialists in the history of religions, 4 Ricoeur is above all a philosopher committed to constructing as comprehensive a theory as possible of the interpretation of texts.5 A thoroughly modern man (if not, indeed, a neo-Enlightenment figure) in his determination to think «within the autonomy of responsible thought, «6 Ricoeur finds it nonetheless consistent to maintain that reflection which seeks, beyond mere calculation, to «situate [us] better in being, «7 must arise from the mythical, narrative, prophetic, poetic, apocalyptic, and other sorts of texts in which human beings have avowed their encounter both with evil and with the gracious grounds of hope.

These parables, this teacher who spoke in parables beside the sea, this gospel writer who meant well in his expunged explication of the text, this biblical narrative with a height and depth — all of this must be missed in a merely human grasp.

In this respect, his approach is very different from that of another distinguished literary critic, Robert Alter, author of The Art of Biblical Narrative, who deprecates what he calls the excavative techniques of professional biblical scholarship and works with the text as it is, in its final form.

Weissman preserves her artfully - paced narrative by placing the in - depth background information at the back of the book or in boxes, but still provides enough detail in the main text to clearly explain to readers unfamiliar with the coffee trade and the stakes involved.

«The medieval composer of the text certainly did not think in terms of social networks but, in recording a cast of hundreds with well over a thousand connections between them, he imprinted them into the narrative.

The online interactive education modules were broken up into 45 - 90 minute blocks (total training time 4.5 hours) for ease of learning and to limit interference with work hours, and they were designed with a mixture of imagery and text with narrative voiceover.

DNA Science, A First Course, 2nd Edition is a laboratory text that combines illustrated, narrative text with easy - to - use, reliable laboratory protocols.

Take the sex expert who talked about her issue with people who text and ask her if she's OK (fear: she's not a good enough friend) and the comedian who has an issue with the word «narrative» (fear: he's not as sophisticated as the people around him).

Through some devious narrative calculus, Al - Mansour has placed an innocent young girl at bitter odds with a rigidly defined interpretation of a sacred text.

Bresson's films are frequently based on literary texts; Hanoun, by way of contrast, begins Une simple histoire with a title card that signals his concern with narrative film's documentary possibilities:

He is currently researching how students read and engage with non-traditional texts like video game narratives, manga, horror, fantasy, etc. as well as the effects of inquiry teaching on teachers, students, and learning.

The Student Editions include: • Links to instructional videos, audio, or texts • Links to practice quizzes or activities • 12 assessments that include a total of 39 multiple choice, 2 true / false, and 2 sorting questions • Definitions of key terms related to each of the standards • Examples of how students can apply the standards to their reading and deepen their understanding of what they are reading • Excerpts from several high - quality texts, including: - «Harriet: The Moses of Her People» by Sarah H. Bradford - «The Narrative of Sojourner Truth» by Olive Gilbert and Sojourner Truth - «On Women's Right to Vote» by Susan B. Anthony - «Give Me Liberty or Give Me Death» by Patrick Henry • Accompanying Teaching Notes files The Teaching Notes files include: • Additional activities and writing prompts to help your students explore the standard • Links to additional resources • Ideas to differentiate the activities for students who need extra support or to be challenged further • Answer guides with correct answers, answer choice rationales, word counts, and DOK (Depth of Knowledge) levels

These images can be placed beside the text of an accompanying narrative developed with an internal word processor.

In this case, the vendor - partner's ID will work with subject matter experts (SMEs) to identify content and draft text and narrative for the e-learning.

The guide, with its emphasis on comparing different texts and considering the author's (or screenwriter's) purpose in narrative choices, is also designed to work with the Common Core standards.

«To link to English, students have read and compared a range of text types (for example narratives, poetry, informative texts or persuasive texts) based on the topic of Saving Planet Earth and then experimented with writing and responding to topics across a range of genres.

The Common Core writing standards call for students to focus on evidence - based writing — specifically argument and informative / explanatory texts in high school, with less time spent on writing «real or imagined» narratives (the elementary and middle school Standards (PDF) suggest that the split be roughly even between the three genres).

Created for A-Level students and includes the following key information in an easy to understand, but high level presentation: The narrative with key quotations from each section of the text; Poetic devices; Structure of the text and significance; Links to the Canterbury Tales as a whole and literary context; Settings and explanations; The Franklin and how he is significant in telling this tale; Genre and the Breton Lay; What some of the key critics say about The Franklin's Tale; Notes on Kittredge and the marriage group of tales.

This principle supports the narrative presentation with graphics rather than graphics and narration and text on the screen.

Whereas students in the past may have read something, then moved immediately to write personal responses and narratives, the Common Core pushes them and their teachers to stay with the text — to use the author's words and other evidence within the text to answer questions and to support analysis.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

This teaching resource includes lesson plans with themes such as INFORMATIVE TEXT and NARRATIVE (IMAGINATIVE) TEXT derived from the national curriculum.

Rather, the difficulty must lie in the setting — at least in most cases: the students can not process the text with enough cognitive bandwidth left over to make inferences, or they lack the vocabulary to follow the narrative, or they lack knowledge.

Understanding Structure and Form, with a focus on analyzing structural features and patterns, such as the relation of structural sub-units (the sentence, the stanza) to one another and the whole; and the impact of formal choice (rhymed couplet or free verse, sonnet or limerick, lyric or narrative) on a given text.

Contains - Alphabet (topic word for each letter)- Comic Summary (read a story and summarise it in comic form)- Hand (research a volcano in history and pull out main facts)- Imagination (descriptive writing prompt)- One Sentence Only (summarise each paragraph in a chosen text)- Positive and Negative effects (foldable sorting effects of volcanoes)- Storyteller (narrative writing prompt)- Structure of a volcano (information sheet for students to create a volcano diagram)- Types of volcano (foldable that involves matching names, description and picture)- Volcanic Eruptions Comprehension (information passage with questions)- Volcano cloze (information text with missing words about volcanoes)- Volcano explorer (gathering information from interactive voclano website)- Volcano Vocabulary (foldable involving matching topic words to definitions)- Witness vs. Scientist (foldable involving sorting statements)

Will highlight students» areas of strength and weaknesses in key reading areas including: giving / explaining meanings of words in context, retrieving and recording information / identifying key details from fiction and non-fiction, summarising main ideas from one or more paragraphs, making inferences from the text / explaining and justifying inferences with evidence from the text, identifying / explaining how information / narrative content is related and contributes to meaning as a whole, and identifying / explaining how meaning is enhanced through choice of words and phrases.

Created by a team of curriculum experts, these books feature step - by - step standards - aligned instruction, full - length practice tests for all question types — Interactive Reading, Literary Analysis, Narrative Writing, and Research Simulation, expert guidance for dealing with authentic texts, including tips, strategies, and graphic organizers, and easy - to - navigate lessons equip students with the research and writing skills needed to ensure success on the PARCC ® ELA Assessments.

Unlike stories, informational text doesn't reward readers with the promise of a good ending to conclude a narrative that has drawn them in or captivated them for several hours.

This is a narrative - structured text in which a young frog is fascinated with weather, including watching weather clues and following th...

Session 3 focuses on vocabulary and comprehension, with an emphasis on strategies that help students understand either narrative or informational text.

Videos can be combined with text, complementing your instructional narrative and creating immersive interactive experiences.

Each set includes five texts representing rhyming and repetitive fiction, narrative and informational titles, a teacher toolkit with simple daily lesson plans and parent engagement picture cards with vocabulary in English and Spanish and an 18» x 24» big idea poster.

With a narrative that unfolds in a procession of photographs, sketches, scrap paper, wine labels, mix - CD playlists, IM sessions, TV stills, letters sent home from school, and other bits of visual imagery overlaid by short bursts of text, this is a book that plays with the boundaries between novel, graphic novel, scrapbook story, and multiplatform blitz (paid apps, YouTube videos, and an interactive, electronic version of the book are also in the offiWith a narrative that unfolds in a procession of photographs, sketches, scrap paper, wine labels, mix - CD playlists, IM sessions, TV stills, letters sent home from school, and other bits of visual imagery overlaid by short bursts of text, this is a book that plays with the boundaries between novel, graphic novel, scrapbook story, and multiplatform blitz (paid apps, YouTube videos, and an interactive, electronic version of the book are also in the offiwith the boundaries between novel, graphic novel, scrapbook story, and multiplatform blitz (paid apps, YouTube videos, and an interactive, electronic version of the book are also in the offing).

Part of the allure of the platform is the ability to easily create video and audio recordings — of older generations of the family, for example — and embed those in a narrative text before sharing the ebook with others through Pubsoft's HTML5 capabilities.

With a narrative that unfolds in a procession of photographs, sketches, scrap paper, wine labels, mix - CD playlists, IM sessions, TV stills, letters sent home from school, and other bits of visual imagery overlaid by short bursts of text, this is a book that plays with the boundaries between novel, graphic novel, scrapbook, and multiplatform storytellWith a narrative that unfolds in a procession of photographs, sketches, scrap paper, wine labels, mix - CD playlists, IM sessions, TV stills, letters sent home from school, and other bits of visual imagery overlaid by short bursts of text, this is a book that plays with the boundaries between novel, graphic novel, scrapbook, and multiplatform storytellwith the boundaries between novel, graphic novel, scrapbook, and multiplatform storytelling.

The following YA titles muddy the distinction between graphic and prose novels in varied ways, sometimes by integrating a separate story line only in illustrations, others by punctuating a narrative with a character's imaginative doodles, and still others by weaving expressive illustrations through the text that enhance the emotional weight of the story.