¶ … supportable logical textual evidence written component options. You analyze primary texts relevant question principles close reading -- noting items word choice, similes, metaphors, connotations, .
"Beauty and the Beast:" Fairy tale vs. cinema
The story "Beauty and the Beast" is one of the most popular juvenile fairy tales of all time. It has also been a potent source of metaphor for many authors and filmmakers. One of the most famous written versions of the fairy tale for children is one authored by Jeanne-Marie Le Prince de Beaumont. Beaumont uses the story in a didactic fashion, both to illustrate the values of Beauty and the superior values of the countryside. When Beauty's family is located in the city, her sisters adopt the shallow and superficial values of the city and refuse to associate with people of their own merchant class. Only after being humbled in the countryside does the youngest daughter prove herself worthy of the fortune Beauty's father obtained previously through trade. In contrast, the film version of the Beaumont tale directed by Jean Cocteau entitled La Belle et la Bete (1946) is less concerned about the class resonances than it is the fairy-tale, transcendent aspect of the story. The heroine Belle's psychological journey from her asexual secure place in the home of her father to the sexualized world of the Beast where even the walls have hands defines the film.
Both prose and cinematic versions of "Beauty and the Beast" stress the value of sacrificial feminine behavior. In the fairy tale and the film Beauty bears the family's fall into poverty graciously (unlike her sisters), only asks her father for a rose when he departs in search of the cargo, and sacrifices her life and liberty to the Beast. Unlike her sisters, Little Beauty has a beautiful disposition that reflects her inner as well as her outer worth. When wealthy she is scholarly rather than snobbish in the Beaumont tale. In both tales, she is willing to work hard when the family is living in the countryside in poverty.
The 1946 film version of the Le Prince de Beaumont tale begins after Beauty's merchant father has lost everything, and Belle is seen scrubbing the floors and taking care of her bereft father. This tends to de-contextualize the surrounding events leading up to the family's poverty. In contrast, Beaumont stresses how the decadent values of the city corrupted the other members of the family, particularly Beauty's two older sisters who only care about themselves. After losing the family fortune, no one wants to marry them because of the sisters' ugliness inside. In contrast, Beauty still has suitors, but she sacrifices them so she can take care of her father. In their humble country home, Beauty toils from 4 in the morning onward like a scullery maid, trying to make a home for the family while her sisters get up at 10am and complain all of the time, even though they lead lives of relative luxury, in comparison to Beauty.
Although the film omits the class-based introduction, it adds a subplot, the story of Avenant, her brother's friend, who wants to marry Belle. For her father's sake, Belle refuses him. In the Beaumont tale, Beauty is merely said to have refused numerous suitors who place her moral worth above her material worth. This serves to reinforce the class-based theme that one must 'prove' one's fitness as a member of the bourgeois, rather than merely be born into it like a prince. When wealthy, Beauty's sisters in the Beaumont version are explicitly said to reject girls of their class who are from slightly poorer families and aspire to associate only with the aristocracy and 'marry up.' But it is only Beauty who has value that transcends monetary worth.
Class and culture and the way in which it relates to the concept of intelligence and bestiality is not stressed in the film, yet has particular weight in the written, literary version of the fairy tale. The Beast repeatedly apologizes to Beauty for his lack of intelligence, and Beauty eventually comes to praise his simple talk and homespun wit -- paralleling what could be a contrast between how people talk in the country vs. The urbane wit of those in the city. Beauty is ultimately rewarded for having preferred "virtue over beauty and wit" (italics mine, 1757). Artificiality of the city is liked to superficial appreciation of appearances...
" ("A letter to David Epston," p.97 In the process of communicating our ideas through writing, we are more than one person. Another person appears who helps us build the dialogue. He may challenges our long-held views, appreciate some of them, improve on others and contradicts or rejects yet some others completely. Penn and other therapists might use writing with their clients as a way of weaving in a new story
Still, the significance of his work for the entire academic community can be gathered from Barlow's uncertainties. Barlow writes that he has searched the literature for an effective way of incorporating both the skills required for students to be good writers and teaching the test. Still he found that "they assume a greater control of the academic environment external to the particular classroom than I, as a part-time teacher,
Students do not want to write because it is boring or tedious to them. But most of all, students do not want to write because they are afraid that they cannot do it. They have been given years worth of papers marked up in red where the teacher was trying to take their voices and make them her own. If teachers understand that writing can be learned by every
That is, because students think that everything has a right and a wrong answer, thesis statements are incredibly difficult to articulate. The students do not understand how to argue, nor do they understand why this must be done. For me, this point stood out as most important because it is cross-departmental. Students coming into their undergraduate careers for the first time are often not taught to reason like a
Some of the questions that the teacher might ask that will lead to drafting are as follows: At the end of the story, the cow goes home happy, but I'm not sure why. Can we add why the cow goes home happy in there? At the beginning of the story, we talk about three girls, but at the end there are only two. What happened to the other girl?
While writing to demonstrate learning is the most common goal of any writing assignment, instructors may also wish to encourage assignments that involve writing to learn. These low-stakes assignments will allow students to explore ideas and issues that will help guide them in their learning. As indicated by Farris & Smith (1992), a WAC program can help establish criteria for writing-intensive courses, consult in the design of the courses,
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