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Twilight in Quarantine New Moon
HOT AND BOTHERED: TWILIGHT IN QUARANTINE NEW MOON: CHAPTER 16 Julia “Chapter 16: Paris. At that moment, my head broke the surface. How disorienting! ” … [begin intro music] Julia “ I’d been sure I was sinking. The current wouldn’t let up. It was slamming me against more … rocks. They beat against the center of my back sharply, rhythmically, pushing the water from my lungs.” I’m Julia Argy … Vanessa And I’m Vanessa Zoltan. Julia And this is Hot and Bothered: Twilight in Quarantine. [laughs] Vanessa Can I read to you what I wanted this chapter to start like? Julia Your fanfiction? Vanessa Mmm-hmm. Julia For Chapter 16? Vanessa Yep. “At that moment, my head broke the surface. France!” Julia [laughs] She swam across the channel. Vanessa Like, come on, man! The chapter’s called “Paris”. Julia I know. Of all the reasons it could be called “Paris”, being named after the Romeo and Juliet side character was not on my list of top reasons. Vanessa, do you want to recap the chapter for us? Vanessa Even more than I wish I was in Paris right now. Julia [laughs] 3, 2, 1, go to Paris! [begin ticking sound] Vanessa So Bella doesn’t die. Jacob rescues her. And then, they go back and they nap. And her throat really hurts. And it turns out that Harry Clearwater had a heart attack and is dying. And then it turns out that he died. And Jacob is like, “I’ll take you home. You want to be home for when Charlie gets home.” And Bella they Jacob is basically like, “I know you don’t love me.” And Bella’s like, “Maybe I … … could be with you.” And then they pull up, and Carlyle’s car is in front of the house. -
Constructing Conservative Youth Ideology in the Twilight Series
Wesleyan University The Honors College Happily (For)ever After: Constructing Conservative Youth Ideology in the Twilight Series by Julia Pearlman Class of 2010 A thesis submitted to the faculty of Wesleyan University in partial fulfillment of the requirements for the Degree of Bachelor of Arts with Departmental Honors in American Studies Middletown, Connecticut April, 2010 Table of Contents Acknowledgments........................................................................................................2 Introduction:................................................................................................................4 Chapter One: Biting, Sucking, Drinking Human Animal Blood; The Vampires of Twilight........................................................................................................................15 Chapter Two: What Big Teeth You Have; Twilight as Fairy Tale........................33 Chapter Three: Teen Sexuality, Gender and Vampires; Meyer’s Moral Motherhood................................................................................................................48 Chapter Four: Jacob Black: Native American, Wolf, “Other”; Race and Class in Twilight........................................................................................................................75 Conclusion:.................................................................................................................91 Works Cited................................................................................................................95 -
CHAPTER I INTRODUCTION A. Background of the Study Twilight Is One of the Most Popular Movies of This Year That Ever Produced. Th
1 CHAPTER I INTRODUCTION A. Background of the Study Twilight is one of the most popular movies of this year that ever produced. The screenplay of this film is adapted from the novel with the same title written by Stephenie Meyer. Stephenie Meyer is an American author best known for her vampire romance series Twilight who was born on December 24, 1973 in Hartford. The Twilight novels have gained worldwide recognition, won multiple literary awards and sold over 85million copies worldwide, with translation into 37 different languages. Meyer is also the author of the adult science-fiction novel The Host (2008). Following the success of Twilight (2005), Meyer expended the story into a series three more books: New Moon (2006), Eclipse (2007), and Breaking Down (2008). She also writes short stories which one of them published in Prom Nights from Hell, a collection stories about bad prom nights with supernatural effects. It has been released in April 2007. Twilight movie is directed by Catherine Hardwicke, an American production designer and film director and screenplay by Melissa Rosenberg. Twilight is better known as the maker romance and fantasy film, sometimes centering on vampire society’s life. Twilight is a 2008 romantic fantasy film. It is the first film in The Twilight saga film series. Twilight focuses on the development of a personal relationship between human teenager Bella Swan and vampire Edward Cullen and the subsequent efforts of Cullen and his family to keep Swan safe from a separate group of hostile vampires. Seventeen-year-old Isabella "Bella" Swan moves to Forks, a small town near Washington State’s rugged coast, to live with her father, Charlie, after her mother remarries to a minor league baseball player. -
CHAPTER V CONCLUSION Based on the Writer Analysis on New Moon
CHAPTER V CONCLUSION Based on the writer analysis on New Moon novel, it concludes that the post-colonialism pattern can be applied to analyze the stereotypical image of Native American. Meyer wrote their characteristics based on common people’s knowledge of the Natives American and on how the colonial sees their minority people. There are four types of Native American stereoypes found in Meyer’s novel; with regards to the claim of werewolves who are uncivilized beings. First is they have inferior status in comparison to the Vampire/the White American. The Native American is represented as the inferior, because people that has been colonized have an inferiority complex according to Fanon (1986). As Gramsci stated in hegemony that the ideology is the representation of social interest or the dominant culture. In New Moon, the dominant character is the Vampire. In addition, from the history point of view, Edward Cullen the Vampire originally came from Europe while Jacob Black is a Native American which the history reveal originated from Asia. In New Moon, the Vampire have their own royalty or ruling class, the Volturi, while the Native American only live in pack and have their own tribe’s leader. Alice Cullen in the story stated that Volturi is very powerful and is the reason why Werewolves or the Native Americans are afraid of them. This also fits with Gramsci ideas of hegemony, where the ruling class 44 will get domination not only by force but the willingness of people who wants to be ruled. Second, they have low emotional control or quick to be angry. -
The Twilight of Vampires: Byronic Heroes and the Evolution of Vampire Fiction in the Vampire Diaries and Twilight
The Twilight of Vampires: Byronic Heroes and the Evolution of Vampire Fiction in The Vampire Diaries and Twilight El crepúsculo de los vampiros: héroes byronianos y la evolución de la narrativa de vampiros en The Vampire Diaries y Crepúsculo M. Carmen Gómez Galisteo UNED [email protected] Recibido 29 diciembre 2015 Aceptado 1 noviembre 2016 Resumen La narrativa adolescente de vampiros contemporánea ha contribuido a revitalizar el género al atraer a una nueva generación de lectores. En el proceso, la figura del vampiro ha sido sometida a una serie de cambios con el objeto de hacerla más atractiva para una audiencia adolescente predominantemente femenina. Coincidiendo con el décimo aniversario de la publicación de Crepúsculo de Stephenie Meyer, este artículo analiza cómo la saga Crepúsculo y las Crónicas Vampíricas de L. J. Smith modernizan al héroe byroniano que inspiró en gran medida a los vampiros. Este artículo también explora los posibles efectos de esta nueva caracterización del vampiro en las mentes de los lectores y la alarma que ha causado. Palabras clave: Vampiros, literatura de vampiros, héroe byroniano, impacto literario, adolescentes. Abstract Contemporary teenage vampire fiction has helped revitalize the genre by attracting a new generation of readers. In so doing, some changes have been introduced so as to make the figure of the vampire more appealing to a largely female teenage readership. Coinciding with the tenth anniversary of the publication of Twilight by Stephenie Meyer, this article analyzes how the Twilight series and the earlier The Vampire Diaries by L. J. Smith update 158 Verbeia 2017 ISSN 2444-1333 Año III, Número 2, 158-173 Mª Carmen Gómez Galisteo The Twilight of Vampires … and modernize the Byronic hero on which vampires are largely modeled. -
Is the Twilight Saga a Modern-Time Fairy Tale? a Study of Stephenie Meyer’S Source Material from Folklore and Canonical Narratives
Shiri Rosenberg Is the Twilight Saga a Modern-Time Fairy Tale? A Study of Stephenie Meyer’s Source Material from Folklore and Canonical Narratives Abstract: The article presents an analysis of Stephenie Meyer’s Twilight novels as modern literary fairy-tales. To this end, the discussion will refer to structuralist critics, and identify “narrative functions” from folktales (stock images and episodes, stock character functions, characteristic sequences of episodes), used by Meyer in her vampire novels. As it turns out, Meyer modified folklore material to sustain a long and variously themed narrative: by embedding numerous subplots, by rearranging functions between characters, and creating composite and collective characters that combine contradictory functions. The author transformed several folktales into a series of four novels about coming of age in the twenty-first-century United States. A detailed analysis of Meyer’s modifications of the folktale partially corroborates the feminist critique of Meyer’s representation of the protagonists as reinforced versions of cultural stereotypes and gender roles. However, some transformations, especially Meyer’s assignment of the hero-function to the female protagonist Bella, seem to suggest just the opposite, thus leading to the conclusion that the Twilight novels reflect the confusion caused by contradictory role-models and aspirations, the confusion that seems to be inherent in a coming-of-age novel. Keywords: Stephanie Meyer, Twilight, fairy tale, folklore, structuralism “I decided it didn’t matter. It doesn’t matter to me what you are.” —Bella Swan in Stephenie Meyer’s Twilight In his seminal 1977 monograph on the literary fairy tale (Kunstmarchen), Jens Tismar set down the principles for a definition of the genre: firstly, it can be differentiated from the oral folk tale (Volksmarchen) because it is written by an author, rather than developed as folk tradition. -
Theatre Caligari Program Marc
McCOY THEATRE STAFF M C C OY T HEA T RE presents Professor and Artistic Director .................................... Julia “Cookie” Ewing Managing Director ................................................................... Kevin Collier Chair of Theatre and Associate Professor .................................... David Jilg Distinguished Service Associate Professor and Technical Director ............................................................ Laura Canon Associate Professor ................................................................... Dave Mason Instructor ...................................................................................Jamie Mann Costume Shop Supervisor ..................................... Miriam Patterson-Smith adapted for live audio presentation and directed by Robert Arnold Student Associate for Theatre ............................................. Helen Huettner Box Office Attendant ....................................................... Margaux Hoglind The Cast The McCoy Theatre is a member of Francis ............................................................................... Ross Williams The Association for Theatre in Higher Education Dr. Caligari ......................................................................... Jason Spitzer and Theatre Communications Group. Jane .............................................................................. Alexandra Corbett Alan ............................................................................... Andrew Chandler Dr. Olsen .............................................................................Jim -
Part One Pretty 1 Son 2 Aunt 3 Daughter 4 Father Education: Grammar School
Step Three Step Three READING & TRAINING KEY TO THE EXERCISES William Shakespeare 6 Paris was an important person in 4 Football is the best sport in the Verona and the Prince’s friend. world. 7 Lord Capulet’s servant asked 5 Tokyo is the most exciting place I Romeo to help him read the names know. B1.2 of the guests. Page 24 – exercise 6 8 Lord and Lady Capulet hoped Juliet Romeo would marry Paris. CORRECT! Open answer. Page 21 – exercise 2 Page 24 – exercise 7 Open answer. 1 A: Why don’t you want to come and swimming today? Juliet Page 21 – exercise 3 B: Because I’m too tired/busy. A1beautiful 2 dangerous 3 old 2 A: Shall we eat in this restaurant? 4 angry 5 old, wise 6 safe B: No, it’s too expensive/dirty. KEY TO THE EXERCISES AND EXIT TEST 7 terrible 8 heavy, light, serious, 3 A: Wake up! It’s time to get up. foolish 9 beautiful, intelligent, B: But it’s only 6 o’clock! It’s too good 10 important early. Shakespeare’s Life Walter Raleigh brought potatoes back B1C 2 I 3 F 4 A 5 H 6 J 7 E 8 B 4 A: Drink you tea! It’s time to leave. from North America; Sir Francis Page 10 – exercise 1 9 G 10 D B: I can’t. It’s too hot. Drake sailed around the world. C happy: ecstatic glad, joyful 5 A: Mum! Kevin and I want to get Dates: 1564-1616. sad: depressed, miserable, married. -
Romeo and Juliet)
State of Palestine Ministry of Education NEW EDITION English Palestine for PUPIL’S BOOK 12 Blended Learning Module One Units 1 and 2 Reading Plus Unit 1 & Romeo & Juliet Blended Learning Module One Outcomes Module One By the end of this package students will be able to: Page (Sep& Oct) 1. Learn new vocabulary related to doing new 2 Unit 1 and different things and time management. 2. Read and answer comprehension questions. 3. Use present simple and continuous tenses (re- vision). 4. Use present meanings of the present perfect tense. 5. Use present perfect simple and continuous tenses. 6. Use infinitive and -ing forms (revision). 7. Use verbs that change meaning when followed by infinitive or -ing forms. Unit 2 8. Use noun phrases made with on + noun. 9. Write college application forms. 10. Write personal statements. 9 Reading 1. Learn new vocabulary rerated to New Year 17 plus: customs in different countries and making and unit one keeping resolutions. 2. Write an essay about the theme of the unit. 3. Learn about the author (William Shakespeare) and about the play (Romeo and Juliet). 4. Read literature a. and answer comprehension questions. Period 1 / 1 Look at the picture. Then discuss the question in pairs or small groups. The picture was taken at a college ‘Societies Fair’. What do you think is happening? 2 Read the email quickly. Then answer the questions. 1 Where do you think Mahmoud is and what is he doing there? 2 What words in the email helped you to decide? Make a list. 3 Who do you think Mahmoud is writing to? SEND Hi everyone, Well, the first week has nearly passed, with no real problems to tell you about so far. -
Morning Session
NATIONAL SENIOR CERTIFICATE GRADE 12 ENGFA.2 ENGLISH FIRST ADDITIONAL LANGUAGE P2 NOVEMBER 2009 MARKS: 70 TIME: 2 hours This question paper consists of 32 pages. MORNING SESSION Copyright reserved Please turn over English First Additional Language/P2 2 DoE/November 2009 NSC INSTRUCTIONS AND INFORMATION Please read this page carefully before you answer the questions. 1. Do NOT attempt to read the entire question paper. Consult the Table of Contents on the next page and mark the numbers of the questions set on the texts you have studied this year. Then read these questions and choose the ones you wish to answer. 2. This question paper consists of FOUR sections: SECTION A: Novel (35) SECTION B: Drama (35) SECTION C: Short Stories (35) SECTION D: Poetry (35) 3. Follow the instructions at the beginning of each section carefully. 4. Answer TWO QUESTIONS in all, ONE question each from ANY TWO sections. Use the checklist to assist you. 5. Number the answers correctly according to the numbering system used in this question paper. 6. Start each section on a NEW page. 7. Suggested time management: Spend approximately 60 minutes on each section. 8. Multiple-choice questions: Write down only the question number and the letter corresponding to the correct answer. 9. Write neatly and legibly. Copyright reserved Please turn over English First Additional Language/P2 3 DoE/November 2009 NSC TABLE OF CONTENTS SECTION A: NOVEL Answer ANY ONE question. QUESTION NO. QUESTION MARKS PAGE NO. 1. (To Kill a Mockingbird) Essay question 35 5 OR 2. (To Kill a Mockingbird) Contextual question 35 6 OR 3. -
Coming to America: the Works of William
Coming to America The Works of William Shakespeare in Early American Culture (and today) followed by a reading of Romeo and Juliet NEH Picturing Early America: People, Places, & Events 1770-1870 Leslie Means 2010 John Quincy Adams Ward (1830–1910) William Shakespeare 1870; this cast bronze 28 x 11 x 11 in Essential Questions •Ho w has Shakespeare become part of American culture? •Should Shakespeare be a central part of school curriculums? Do his works contain timeless messages and universal truths? Who should use this unit plan… Someone teaching a unit about the development of the performing arts in America. Someone teaching about the influence of important literary figures. Someone teaching any one of Shakespeare’s works. This unit was designed to be adapted to classrooms with students in middle or high school. Knowledge Goals Students will know about: •The facts surrounding the Astor Place Riot and events surrounding performances of Shakespeare in American history. •The centrality of Shakespearean performance in American society in the 1750s, 1820s, 1840s, and today. •The universality of the themes of Shakespeare's works. •The structure of a Shakespearean sonnet. Skill Goals Students will be able to: •Find connections between historical events and the arts that were popular at those times. •Inter pret primary and secondary source documents. •Find arts information online. •A nalyze Shakespearean texts. •Use artwork from a time period to understand the human perspective. Connection to the Curriculum English Language Arts Massachusetts Frameworks •9.5 Relate a literary work to artifacts, artistic creations, or historical sites of the period of its setting. -
Stephenie Meyer New Moon Epub Free Download [Share Ebook] Twilight New Moon
stephenie meyer new moon epub free download [share_ebook] twilight New Moon. On Isabella "Bella" Swan's 18th birthday, Edward Cullen, the vampire she loves, and his family throw her a birthday party. While unwrapping a gift, she gets a paper cut, which causes Edward's adopted brother, Jasper, to be overwhelmed by her blood's scent and attempt to kill Bella. To protect her, Edward decides to end their relationship, and the Cullens move away from Forks. This leaves Bella heart-broken and depressed. In the months that follow, Bella learns that thrill-seeking activities, such as motorcycle riding, allow her to "hear" Edward's voice in her head. She also seeks comfort in her deepening friendship with Jacob Black, a cheerful companion who eases her pain over losing Edward. Bella later discovers that Jacob and other tribe members are shape-shifters who assumes gigantic wolf forms. Jacob and his pack protect Bella from the vampire Laurent and also Victoria, who seeks revenge for her dead mate, James, whom the Cullens killed in Twilight . Meanwhile, a series of miscommunications leads Edward to believe that Bella has killed herself. Distraught over her supposed suicide, Edward flees to Italy to provoke the Volturi, vampire royalty who are capable of killing him. Alice and Bella rush to Italy to save Edward, arriving just in time to stop him. Before leaving Italy, the Volturi tell Edward that Bella, a human who knows that vampires exist, must either be killed or transformed into a vampire. When they return to Forks, Edward tells Bella that he has always loved her and only left Forks to protect her.