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.
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.
, Two wall labels
with narrative text, Installation dimensions 85 x 160 in.
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.
It includes research tips, descriptions of resources, along
with narrative text.
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 offi
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 offi
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 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 storytell
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 storytell
with 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.