1 Psychology of Language and Communication 2009, Vol. 13, No. 1 short COMMUNICATIONS BARBARA ROJEK University of Warsaw In quest of identity: Reading Tabucchi in the light of Hermans concept of the dialogical self This article shows how Hubert Hermans concept of the dialogical self can be applied to the interpretation of modern literature characters quest for their identity. As a point of reference, we can take a look at the literary works of a well known Italian writer Antonio Tabucchi. This modern author, translator and Portugalist constructs psychologically complex characters who try to find an answer to the perennial question of who am I? Unfortunately, the question often remains either completely unanswered or only partly answered and limited to a small area of a person s functioning. Key words: narative, dialogical self, character identity, Italian literature This article attempts to show how Hubert Hermans concept of the dialogical self can be applied to the interpretation of modern literature characters quest for their identity. When reading a well known Italian writer Antonio Tabucchi, we are frequently taken together with the protagonists into the past, which reveals to the reader the previous history of the characters. We learn where they lived, how they acted and what choices they had made in their past. That kind of impression remains after reading his works, such as: Sostiene Pereira, Si sta facendo sempre più tardi, Notturno indiano, Sogni di sogni, La testa perduta di Damasceno Monteiro. At the same time, Hubert Hermans theory helps not only to analyze the psychological situation of characters searching for their identity in the present and in the past, but also to discover the prospects and direction of their evolution, Address for correspondence: Barbara Rojek, University of Warsaw, Institute for Interdisciplinary Studies Artes Liberales, Nowy Świat 69, Warszawa.
2 90 BARBARA ROJEK manifested in a dynamic multiplicity of self-positions in the inner dialogue. The polyphonic self implicates a complex identity and, furthermore, it is fundamental for both actual and potential changes in identity. According to Erikson, it is the phrase I know who I am that represents a person s identity. Hermans, however, replaces it with I sense who I may be (Hermans, 2000, 2002). Hubert Hermans concept of the dialogical self Functions of internal dialogues were also acclaimed by C.G. Jung (...) and exponents of Gestalt theory. Recently, Hermans has contributed to the growth of interest in that phenomenon. His concept of the dialogical self was based on Bakhtin s metaphor of the polyphonic novel (Puchalska-Wasyl, 2007, p. 43). Hermans intriguing concept has proved to be a very useful tool for literary scholars. As mentioned above, it facilitates interpretation of a literary work from the psychological point of view, especially the psychology of narration. In some measure, it also helps define existential perplexity and inner dialogues. This specific polyphony leads to constructing a broader and more developed sense of identity. It is highly possible that in the fire of clashing inner tendencies represented by the multiplicity of self-positions the dialogue helps elaborate identity (Hermans, 2002). According to Hermans, self is a process of evaluation. The individual attributes a specific meaning to everything in his or her life. In other words, every situation in our lives is associated with a particular emotional tinge, either positive or negative. A person has a constant ability for self-reflection and the process of attributing meanings is a life-span process, which continues throughout life. Evaluation shows a subject s activity: the process of intentional constructing and reconstructing personal meanings in the past, present and future Evaluation is a process of selecting, interpreting and organizing experiences, which create a more or less integrated entity the system of personal meanings. Evaluation is also a specific result of this process: a semantic individuality which is subjectively important. Self-reflection not only enables constant constructing and reconstructing of a system of personal meanings, but also creates the opportunity to formulate alternative stories from different points of view (Hermans, 1991). And so we come to the essence of Hermans` s phenomenological theory which defines (as quoted above) different points of view of an individual as the results of assuming various self-positions. Furthermore, these different I-positions can enter into inner dialogues. Dialogues can take a form of arguments or, inversely, agreements on the interpretation of experience. (Hermans, 2002). This way, an inner polyphony of voices is developed, an expression of dynamic multi-voiced self. Completely differential stories are told, the authors of which are different I-positions of the same person. Therefore, a question comes up : what is its significance for identity development? Hermans`s theory could give rise to objections by clinical psychologists for whom this kind of split identity constitutes a basic symptom of schizophrenia.
3 In quest of identity 91 However, the difference comes down to Hermans concept that particular self-positions remain in constant touch with each other, enter into dialogue, speak their mind on the same subject, similarly to a vivacious discussion of various people on a specific subject. Such a healthy affray is thought to helps find the best possible solution to a problem. And so is considered an inner dialogue of our self, which may let us go beyond subsequent obstacles in building our unique identity. Ability to use dialogue functions broadens the possibilities of multi-processed reasoning about the world and various interpersonal situations. At the same time, it is also a challenge for identity, which in the presence of many harmonized voices appears as polyphonic or negotiated, but not a monolithic personality (Hermans, 2003). Hermans associates life span development of I-positions with the process of socialization. A child enters into interaction with mother and absorbs her dialogical, socio-cultural forms of behavior. With age, children are placed by others in situation specific I-positions and they begin to participate in dialogical interactions with parents or teachers, or other representatives of their community who assign them to certain social roles of friend, student, son, daughter (Hermans & Kempen, 1993). Every utterance is taken with a specific emotional tinge which helps create the image of self. As Stemplewska-Żakowicz writes, the child can be polite or rude, attentive or lazy (Stemplewska-Żakowicz, 2002). It can be assumed that in this way the social environment assigns social roles and imposes different I-positions and allocates various roles. These messages coming from the outside are internalized and then used to construct self-narrations and form subjective positions in the dialogical self (Davies & Harré, 1990). Thus, this process of socialization determines the character of those early selfpositions. Obviously, as the child grows up and the number of accessible experiences increases, some of the I-positions are reinforced and create the basic personality elements, while others are moved to marginal positions or even vanish completely. It seems crucial at this point to indicate a key distinction between the objective I (as something recognized) and the subjective I (as someone recognizing). In this way, the subjective I fulfils a superior role of collecting information about the self, whereas the subjective I provides experience and helps build the image of the self (James, 1954). What is important in this theory and often reflected in the literature, is that the self (a dynamic structure built of many independent subjective positions) can transfer between these positions and thus perform inner dialogues (Hermans & Kempen, 1993). Hubert Hermans concept of identity reflected in Antonio Tabucchi s literary characters (...) during imaginary dialogues (with own reflection in the mirror, with a photograph of someone close and absent, with a character from a book) the subjective self can repeatedly transfer from a position which represents oneself
4 92 BARBARA ROJEK to a position which represents an interlocutor and, alternately, give these positions a voice (Stemplewska-Żakowicz, 2002, p.102). Imaginary dialogues, or even construction of individuals with ability to talk with a voice belonging to a determined self-position are often found in the writings of Antonio Tabucchi. An excellent example is a tale entitled Sostiene Pereira depicting the political and social situation in Portugal in the 40 s and 50 s of the past century. Information about the Salazar s regime: groundless apprehensions, uproars and lynches are described by an eye witness, a journalist Pereira. A report told without emotion, which brings to mind a court testimony, still reveals another story, considerably more interesting than simply a portrait of everyday life in Lisbon in the mid 20 th century. The reader observes the emergence of a new identity of the main character. An old journalist, who at first, lives only to receive an old age pension and tries to lie low during the hard period of political instability, when working for a Lisbon newspaper, meets members of the resistance movement and joins them, criticizing the regime in Portugal. He risks his own life by hiding in his house a member of the resistance movement and printing in a newspaper an article unfavorable to the regime. Subsequent decisions, involving even greater risks, are made after Pereira s conversations with the photo of his late wife. Each dialogue with the beloved woman makes it easier to cross the limitations of his conformism, passivity and fears. (...) si fermò davanti al ritratto di sua moglie e gli disse: senti, non è tanto quel Lugones che mi preoccupa, ma è Marta, secondo me è lei che è responsabile di questa storia (...) è lei che mette nei pasticci Monteiro Rossi (...) e lui si fa mettere nei pasticci perché è innamorato, io devo metterlo in guardia, non ti pare? Il di sua moglie gli sorrise con un sorriso lontano e Pereira credette di capire (...). Ho visto il ritratto di sua moglie in camera sua nella clinica, (...) e ho pensato: quest uomo parla mentalmente con il ritratto di sua moglie (...). In verità non è che ci parli mentalmente, aggiunse Pereira, ci parlo a voce alta, gli racconto tutte le mie cose, e è come se il ritratto mi rispondesse (Tabucchi, 1996, pp ,128). It is worth emphasizing that the character s attempt to share his doubts and his point of view with the image of a beloved person, and imagining what her reaction would be, clearly coincides with the concept of the dialogical self. Another work, which even more expressively reflects the theoretical grounds for the concept of the dialogical self, is Tabucchi`s story about a trip to India in search for a missing friend. Notturno indiano tells a story of an actual trip to a far and mysterious country, but it is also a story of an expedition into the inner self. Text analysis shows that from the very beginning of the story there are two characters: the narrator and protagonist, and their two stories.
5 In quest of identity 93 Schedule I: Process of the hero s travel (A. Tabucchi, Notturno indiano) Chapters I II VI VIII X XI Reconstruction of the hero s events Arrival in Bombay, the Khajuraho hotel; conversation with Vimala Sar; Conversation with the doctor in the Breach Candy Hospital; Bombay; Appointment with the guru of the Theosophical Society; Madras; Conversation about Xaviera (in the dream); the archive Goa; Appointment with Tommy and his girlfriend on the beach; Calangute; Goa Conversation with the maître of the Mandovi hotel about Mr. Nightingale; Pandżim Goa. Schedule II: Process of the narrator s travel (A. Tabucchi, Notturno indiano) Chapters III IV V VII VIII IX X XII Reconstruction of the narrator s events Reflections in the hotel Taj Mahal; Bombay; Conversation with an old Indian at the bus station; Bombay; Appointment with a woman in the Taj Coromandel Hotel room; Madras; Conversation with the Indian fortune-teller on the stopping place during the trip to Malangur and Goa; A visit in the archive, conversation with the father Pimental Goa; Reflections in the hotel Zuari; Goa; Associations on the boat; near to the beach Calangute; Goa; Conversation with Christine; the supper in the hotel Oberoi; Goa. In Notturno indiano the protagonist is looking in India for his lost friend. He has got only some fragmentary information, eg. a letter left behind, someone s story. Meanwhile, the second narration is constructed by the narrator himself who, finally turns out to be that lost man. The narrator, called Roux, is leaving behind traces and decides about how much information he wants to give to the protagonist. In the end, the two stories of two characters are joined together. People who, until now, functioned separately, had different needs, objectives and expectations are placed on the same evening at two tables in the hotel restaurant. Both of them are dining in the company of women.
6 94 BARBARA ROJEK A un certo punto lo vedo. (...) Anche lui è con una donna, ma lei mi gira le spalle e io non posso sapere chi è. Forse la conosco, o credo di conoscerla (...). Lui probabilmente dice alla donna di non voltarsi (...). Insomma l uomo che la cercava è riuscito a trovarla, disse Christine. Non esattamente, dissi io, non è proprio così. Mi ha cercato tanto e ora che mi ha trovato non ha più voglia di trovarmi (...). E anch io non ho voglia di essere trovato. Entrambi pensiamo esattamente la stessa cosa, ci limitiamo a guardarci ( Tabucchi, 1997, pp ). At the end of the evening, the protagonist cals the waiter, pays the bill and leaves with a woman without exchanging even a word with the narrator whom he was searching for in India. We don t even know whether it happened for real or whether it was just the creation of the narrator s imagination. He finishes the story with the following words: (...) uno di noi due finisce di bere il suo caffè, piega il tovagliolo (...) chiama con un cenno il cameriere, paga il conto, si alza (...) e se ne va. Basta, il libro è finito (Tabucchi, 1997, p.100). Thus, it might be suggested that the protagonist does not exist at all and the narrator is telling the plot of a yet unwritten novel. However, even this expectation turns out to be false and contrary to what happens next. When a woman and her friend decide to finish their supper and ask the waiter for their check, we read as follows: È inutile discutere dissi la cena è gratis, la offre un cliente dell albergo che desidera restare anonimo. Lei mi guardò con meraviglia. Sarà un suo ammiratore dissi io qualcuno più galante di me (Tabucchi, 1997, p. 101). It is hard to resist the feeling that the stranger may be the protagonist, who again, by his behaviour becomes independent of the narrator and starts functioning on his own. The woman says that it was Roux s trick, who wanted to invite her for supper, but the situation with the paid check is not entirely explained. The key to understanding the story may be our perspective from which we observe these events. Reality is described in different ways by the protagonist and the narrator. Roux gives an answer to the woman s question of why the protagonist is trying so hard to find his friend: (...) Forse cerca un passato, una risposta a qualcosa. Forse vorrebbe afferrare qualcosa che un tempo gli sfuggì. In qualche modo sta cercando se stesso. Voglio dire, è come se cercasse se stesso, cercando me (...) (Tabucchi, 1997, p. 101).
7 In quest of identity 95 Taking different perspectives and observing life from a distance is characteristic of Hubert Hermans concept. In Tabucchi s works there is the protagonist in search of himself and the narrator guiding these wanderings, following a character s quest for his identity the self which in Hermans concept takes on different positions and tries to reorganize the subject s identity. In Notturno indiano the key to discovery of a better self is a journey, both real and imaginary. A mental journey into the past helps find an answer to the question of who was I? and investigate the changes that have occurred in identity through the passage of time. Retrospection also helps realize who I am right now and set developmental tasks for the future. Tabucchi uses quite an intriguing literary technique of dividing a literary character into two voices the narrator and protagonist. In Hermans`s theory we also encounter this kind of partition. According to the author of that concept, in most self-narrations the protagonist is identified with the author s objective self. The narrator stays in the background and his characteristics may differ from those of the protagonist, whose personality might be also reconstructed on the basis of narration analysis. And it is worth doing so as this is the narrator, not the protagonist, who is the real maker of the narration. Beliefs and desires create the dynamics of the plot and determine the fate of the protagonist (Hermans & Hermans-Jansen, 2000). Antonio Tabucchi`s story has precisely this structure. The first layer of the text creates the protagonist. The second layer (the night scenes) hides the narrator, who in his solitude controls the protagonist s fate. However, some doubts arise on how much the reconstruction of the identity of a fictional person can be related to searching for one s own self by the author of the story describing the journey to India. The third work of the Italian writer, which also combines the elements of the polyphonic self and the motif of a journey, is the novel Si sta facendo sempre più tardi. As usual in Tabucchi s works, the content layer contains much obscurity, contradictions and creates an oneiric atmosphere. When reading the story, we cannot be sure whether the narrator and the man in love are one or two different persons and whether it is happening for real or only in the character s imagination. What we know for sure, is that the novel is formed of letters. We learn the content of seventeen letters, written by a lonely man to a woman. The last (eighteenth) letter is written by the woman to the man. They two never meet throughout the whole novel, not even once. These letters once again reflect the identity development by means of describing the same events from, at least, two different perspectives: that of the man and that of the woman, who for unknown reasons has left the man. (...) Rosa ha addirittura apparecchiato per te al tuo solito posto (...) e ha apparecchiato... indovina con che cosa ha apparecchiato? Hai indovinato: ha messo proprio il servizio che lo zio Enrico ci fece come regalo di nozze (...). Il frugoletto di Tommaso (...) ha rotto un pezzo (...) quella ciotolina minuscola fatta a petalo di rosa di cui non abbiamo mai capito l utilità e che io adoperavo come portacenere quando avevamo ospiti a cena. Ma poiché ho smesso di fumare
8 96 BARBARA ROJEK non me ne dispiace, e spero non dispiaccia neppure a te (...). O ti dispiace? No, perché guarda, se ti dispiacesse potrei capirti anzi, sono il primo a capire (...) (Tabucchi, 2003, pp ). The quotation above indicates both: 1) a dialogue with the woman, who is not the man`s real interlocutor and 2) an attempt to see a certain situation from her point of view. The narrator wonders how she would react to a child s prank (with sadness or indifference) and conducts a dialogue with her. We do not hear the woman`s answers but the man`s manner of expression suggests her reactions (which are probably imagined by the man) to the reader. In that way, it can be noticed (as mentioned at the beginning of this text) that the narrator`s subjective self transfers from the position of the man to the position of the woman and conducts an imaginary dialogue with an absent lover. Polyphony of the self in Antonio Tabucchi`s literary characters It seems that the literary form of Antonio Tabucchi s works embodies perfectly well the psychological concept of the dialogical self. The probability that the Italian writer came across narrative psychology theories is unlikely, which indicates that the author intuitively applied that concept. Tabucchi s characters often experience difficult situations, which give them an opportunity to reorganize and develop their self, find the key to the mysteries of their identity. In my opinion, essential is the fact that, finally, each of them can be proud of their complete self-reorganization. A journalist transforms into a brave fighter for freedom, a traveller finds his friend in India and becomes endowed with the narrator s wisdom, and a man in love from Si sta facendo sempre piu tardi? It seems that letters to a beloved woman helped him accept her absence and get over it. Knowing that he would probably never see her again keept his feeling for her strong and alive, just like in the beginning of their relationship. References Davies, B. & Harré, R. (1990). Positioning: the discursive production of selves. Journal for the Theory of Social Behavior, 20, Hermans, H.J.M. (1991). Self jako zorganizowany system wartościowań ( Self as an Organized System of Valuations). In A. Anuszewski, Z. Uchnast, & T. Witkowski (Eds.), Wykłady z Psychologii w Katolickim Uniwersytecie Lubelskim (Lectures of Psychology at the Catholic University of Lublin), 5, Hermans, H.J.M. (2000). Meaning as movement: The relativity of the mind. In G.T. Recker & K. Chamberlain (Eds.), Exploring Existential Meaning (pp ). Thousand Oaks: Sage. Hermans, H.J.M. (2002). The dialogical self as a society of mind. Introduction. Theory and Psychology, 12,
9 In quest of identity 97 Hermans, H.J.M. (2003). The construction and reconstruction of a dialogical self. Journal of Constructivist Psychology, 16, Hermans, H.J.M., Hermans-Jansen, E. (2000). Autonarracje. Tworzenie znaczeń w psychoterapii (Self-Narratives: The Construction of Meaning in Psychotherapy). Warszawa: Pracownia Testów Psychologicznych PTP. Hermans, H.J.M. & Kempen, H.J.G. (1993). The dialogical self. Beyond individualism and rationalism. American Psychologist, 47, James, W. (1954). A selection from his writing on psychology (ed. by M. Knight), London: Penguin Books. Puchalska-Wasyl, M. (2007). Types and functions of inner dialogues. Psychology of Language and Communication, 11, (1), Stemplewska-Żakowicz, K. (2002). Koncepcje narracyjnej tożsamości. Od historii życia do dialogowego ja (Conceptions of narrative identity. From the story of one s life to the dialogical self). In J. Trzebiński (Ed.), Narracja jako sposób rozumienia świata (Narrative as a means to understand the world) (pp ). Gdańsk: GWP. Tabucchi, A. (1985). Notturno indiano (Indian Nocturne). Palermo: Sellerio. Tabucchi, A. (1994). Sostiene Pereira (Pereira Declares: A Testimony). Milano: Feltrinelli. Tabucchi, A. (2003). Si sta facendo sempre più tardi (It s Getting Later All the Time). Milano: Feltrinelli.
AP WORLD LANGUAGE AND CULTURE EXAMS 2012 SCORING GUIDELINES Interpersonal Writing: E-mail Reply 5: STRONG performance in Interpersonal Writing Maintains the exchange with a response that is clearly appropriate
Lesson 201: Use of il quale by Keith A Preble, email@example.com Il quale can be used as a relative pronoun when it is combined with the definite article, il, la, i, le or when it is articulated with a simple
THE GREAT GATSBY GUIDED QUESTIONS The following questions are a combination of comprehension/knowledge level questions and interpretive level questions. CHAPTER ONE 1. How does Nick describe himself at
Dante Alighieri Society of Massachusetts Progetto Lingua Italiana Dante Alighieri - PLIDA 101 The PLIDA program PLIDA stands for Progetto Lingua Italiana Dante Alighieri (Dante Alighieri Project for Italian
Scheme (Results) Summer 2010 GCE GCE Italian () Research, Understanding and Written Response Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V
FOR TEACHERS ONLY The University of the State of New York I REGENTS HIGH SCHOOL EXAMINATION COMPREHENSIVE EXAMINATION IN ITALIAN Tuesday, June 22, 2010 1:15 to 4:15 p.m., only SCORING KEY Updated information
1. Things you need to know E indispensabile da sapere! 1. Yes, it s great to begin with a word of agreement: Yes Sì 2. After saying yes, sometimes there s no choice but to say no... From the tone you can
Oltre 700 nuove estensioni per domini personalizzati Il conto alla rovescia è terminato! Finalmente più di 700 nuove estensioni di dominio gtld stanno per arrivare sul mercato e sono destinate a rivoluzionare
1.7 Clarifying Things & Gendered Nouns Language & Culture Lessons In this lesson, we'll take a closer look at the written mechanics of the conversation you heard in Lesson 1.2, then we'll add to your bounty
Name: English 11 Kingsbury/Tietz Chapter 1 1. How does Nick describe himself at the beginning of the novel? 2. How do East and West Egg compare? 3. During what period is the novel set? 4. How does Nick
Lesson 4 (A1/A2) Present simple forma interrogativa e negativa FORMA Interrogativa Negativa Do I / you / we / they Does he / she / it I / you / we / they do not/don t He / she / it does not/doesn t + infinito
Name: The Great Gatsby Study Guide Chapter 1 1) How does Nick describe himself at the beginning of the novel? 2) How does Nick describe Tom Buchanan? 3) Who is Jordan Baker? What does Nick find appealing
Chapter 1 Questions (16pts) 1. Describe the setting of chapter one. 2. List words that describe Lennie. What animal is he compared to? 3. List words that describe George. What animal could he be compared
Assessment of the project International Marketing Offensive for Smart Phones in China 1. Assessment of the project itself In November 2014 we started preparing our project which was an international marketing
AMERICAN LITERATURE Chapter 10 JAMES FENIMORE COOPER 1789 1851 James Fenimore Cooper created the first real American literary hero with the crafting of his character Natty Bumppo. Natty Bumppo (also referred
Table of Contents Introduction...4 Meeting and Setting Goals...6 Week 1: The Great Human Questions...9 Week 2: Examining the Ways We Know...15 Week 3: The Christian Worldview...24 Appendix A: The Divine
Grammar units I 1. Present Simple and Present Continuous 2. and Present Perfect 3. and Past Continuous 4. Present Perfect and Present Perfect Continuous 5. will and going to 1. Present Simple and Present
Going Home 02: At a Duty-free Shop Hi! How are you today? Today s lesson is about At a Duty-free Shop. Let s make learning English fun! Al duty-free Exercise 1 Vocabulary and Expressions (Vocabolario ed
Wiederman 1 Sexual Attitudes, Values, and Beliefs Most people are too focused on sexual activity they think it is more important than it really is. Do you agree or disagree with this statement? What is
Literature Circles Implementing Literature Circles may seem like a daunting task, but, with foresight and planning, this approach provides students an opportunity for tremendous growth. Literature Circles
Review of European Studies; Vol. 7, No. 5; 2015 ISSN 1918-7173 E-ISSN 1918-7181 Published by Canadian Center of Science and Education Psychodrama in the Training of Practical Psychologists Vera P. Zeleeva
ITALIAN AUDIO WORKBOOK www.instantimmersion.com 2014 TOPICS Entertainment, Inc., Renton, WA. All names are the registered trademarks of their respective owners. All Rights Reserved. Look for other great
Routledge Intensive Italian Course Contents How to use this book Acknowledgements Glossary Unit 0 COMINCIAMO DA ZERO Introduction Alphabet Spelling Capital letters Pronunciation and stress Written accents
Whereas I was Blind, Now I See John 9: 1-11; 25 We all know that great hymn well: Amazing grace, how sweet the sound, that saved a wretch like me; I once was lost, but now I m found; was blind, but now
Reflections: A Student Response Journal for A Tale of Two Cities by Charles Dickens written by Jack Turner Copyright 2007 by Prestwick House, Inc., P.O. Box 658, Clayton, DE 19938. 1-800-932-4593. www.prestwickhouse.com
Core Analysis Frame: Fiction D24 These questions will help you understand any story you read. For more advanced, in-depth analysis of each element, use the following frames: Setting Plot Author s Craft
Unit 21 Il passato e il presente (Then and now) MFL Italian Year 6 About the unit In this unit children learn to describe places in a town and compare modern-day settlements with those in the late 1940s.
Italian Continuers Speaking Skills Examination Training Package Samples Published by Board of Studies NSW GPO Box 5300 Sydney 2001 Australia Tel: (02) 9367 8111 Fax: (02) 9367 8484 Internet: http://www.boardofstudies.nsw.edu.au
THE GREAT GATSBY CHAPTER QUESTIONS Chapter I 1. How does Nick describe himself at the beginning of the book? 2. Why has Nick come to the East? 3. How does Nick describe Tom Buchanan? 4. Who is Jordan Baker?
TM Celebration Press Reading DRA2 Level 30 Guided Reading Level N Genre: Fiction Traditional Tale Reading Skill: Analyze Theme King Midas & the Golden Touch Retold by Alan Trussell-Cullen Illustrated by
Teacher s Guide Grade Level: 9-12 Curriculum Focus: Literature Lesson Duration: 1 2 class periods Program Description Explore the psychology of terror in some of Poe s most-haunting tales. Interwoven through
Marte Meo - own forces Training for Marte Meo s practitioners 2011-2012. Hostel Kastel, Split The first meeting March 30, 2011 to March 31, 2011. History Marte Meo network experienced international development
Writing Center Tidewater Community College Phone: 757-822-7170 Fax: 757-427-0327 http://www.tcc.edu/writing December 18, 2006 Guidelines for Writing a Character Analysis Essay Characters are the essence
International Journal for Dialogical Science Spring 2013. Vol. 7, No. 1, 61-65 Copyright 2013 by Willem Wardekker TEACHER IDENTITY AND DIALOGUE: A COMMENT ON VAN RIJSWIJK, AKKERMAN & KOSTER Willem Wardekker
THE WAY MARKETING & COMMUNICATION IN TRAVEL SHOULD BE DONE. Mirko Lalli @mkl Travel Appeal 2014 BIG DATA FOR TRAVEL INDUSTRY THE WAY WE TRAVEL IS CHANGING PEER-TO-PEER TRUST (c) www.briansolis.com/tag/umot/
25 October 2012 Sofia, Bulgaria E-NLL final Conference ICT and the Over 50s Digital competencies in later life Rita Bencivenga, Studio Taf www.studiotaf.it Over the past three years, a group of project
Introduction Effective Marketing Strategies for the Development of a Successful Law Practice By Henry J Chang Law schools typically teach law students how to perform legal analysis but really teach them
Reflections: A Student Response Journal for The Alchemist by Paulo Coelho written by Amber Reed Copyright 2006 by Prestwick House, Inc., P.O. Box 658, Clayton, DE 19938. 1-800-932-4593. www.prestwickhouse.com
The Heroic Journey: Metaphor for the path through addiction and recovery to becoming one who has gifts to share There is a plot which appears over and over in stories told by all cultures, in books, movies,
International Journal of Education and Information Studies. ISSN 2277-3169 Volume 4, Number 1 (2014), pp. 41-45 Research India Publications http://www.ripublication.com Child Psychology and Education with
Listening To Our Communities A Guide on Data Analysis Sexual Assault DEMONSTRATION INITIATIVE Enhancing Sexual Assault Services This publication was supported by Grant No. 2009-TA-AX-K011 awarded by the
Italian Lesson B Welcome to Lesson B of Story Time for Italian Story Time is a program designed for students who have already taken high school or college courses or students who have completed other language
Transportation 04: Renting a Car Hi! How are you today? Today s lesson is about Renting a Car. Let s make learning English fun! Lezione di oggi:noleggio auto Exercise 1 Vocabulary and Expressions (Vocabolario
Comprehension and Discussion Activities for the Movie This module has been designed to accompany the film Mulan (1998). Mulan is based on the 4 th century Chinese legend of a young girl named Fa Mulan.
ANALYZING SHORT STORIES/NOVELS When analyzing fiction, you should consider the plot, setting, characters, point of view, imagery, symbolism, tone, irony, and the theme. PLOT Plot refers to what happens
CHAPTER I INTRODUCTION AND CONCEPTUAL FRAMEWORK 1.01 MANAGEMENT Management is a comprehensive term certainly broader than organization and administration. Through management, we are able to exert leadership
PÁZMÁNY PÉTER CATHOLIC UNIVERSITY FACULTY OF THEOLOGY LITURGY AND PASTORAL THEOLOGY DEPARTMENT OPUS OPERANTIS The archetypical model of the liturgical anthropology DISSERTATIO AD LAUREAM - theses Written
The Novel ASSIGNMENT 8 Read the following Introduction to the Novel and the background to The Call of the Wild by Jack London. Then read pages 1 24 in the novel. When you finish your reading, study the
Reviewing Essay Format While the thought of writing an essay can be stressful, writing an essay is rather easy if you remember that there is a basic format involved that should be followed. Once you have
PERCEPTION AND COMMUNICATION IN MEET THE PARENTS Developed by Heather Horn and Vanessa Sandoval Chandler-Gilbert Community College DISCIPLINES: DEVELOPMENTAL WRITING AND COLLEGE GUIDANCE LEARNING COMMUNITY
LESSON 6 (Unit 3 HM continued) Now translate this passage from a literary text. Think about the appropriate unit of translation for words and phrases that are obscure or heavy, and difficult to translate.
18 Who Jesus Is LESSON 1 Finding Out About Jesus Who do you think Jesus is? Some people say He was a great teacher. Others say He was a prophet, a philosopher, a Western god, or a good man whose example
Contents Preface xv PART I Background, Principles, Overview 1 CHAPTER 1 Business Processes More Important Than Ever 3 Fosdick s Thesis 3 And Now? 4 The Need for Practical Guidance 5 Building Methods to
Frank Phillips College Psychology 2301 I. General Course Information Ms. Jan Moore PSYC2301, Spring Mini-Term, 2010 Introduction to Psychology 3 Credit Hours Prerequisites: passage of reading section of
Identity and Needs in the Modern World: Roles of Orality and Literacy 15 th Inuit Studies Conference, Paris, Oct. 26, 2006 An overarching goal in Inuit communities is to maintain Inuit culture as a dynamic
Writing Academic Essays at University Philip Seaton, Hokkaido University Writing Academic Essays at University Page 2/ What is Research? Video 1 In this video series, I will be introducing you to the basics
PREPOSITION OF PLACE UNDER = sotto OVER = sopra (senza contatto) IN = dentro ON = sopra (con contatto) IN FRONT OF = davanti BEHIND = dietro NEXT TO = a fianco BETWEEN = fra due cose AMONG = fra una moltitudine
January 27 NCEO teleconference: Thurlow materials EXAMPLE: How universal design elements and accommodations determinations fit with BIG BOPPER constructs and test items See Roger Farr examples, pp. 19-29
Social Security Disability Resources For Self Advocacy Introduction This guide is intended to help people with multiple sclerosis (MS) advocate effectively to obtain the Social Security Disability Insurance
Lesson 30 www.englishforitalians.com 1 Tempi Verbali Inglesi Present Simple = presente semplice Richard is a barman, and he works in a pub. He usually works from 8 pm till 1 am. (Richard è un barman, e
RANGER COLLEGE Creative Writing Syllabus Fall 2010 COURSE NUMBER AND TITLE: Creative Writing 2307 CREDIT HOURS: 3 HRS/WK LEC: 3 HRS/WKLAB: 0 LEC/LAB/HRS/WK COMBINATION: 3 Name of Instructor: Dr. Bill Campion
The Essential Elements of Writing a Romance Novel by Leigh Michaels Even if you re a seat-of-the-pants, explore-as-you-go sort of writer, there are a few things you need to know about your story before
ORGANIZING THE TRIAL NOTEBOOK JAMES M. LOVELESS, Moderator BRIAN L. WEBB JOHN F. NICHOLS KIMBERLY M. NAYLOR SUSAN MYERS 27 Annual Advanced Family Law Course th August 6-9, 2001 San Antonio, Texas Chapter
Humanities Department Telephone (541) 383-7520 FA 101: Introduction to Film Outcome 1: Will be able to identify and explain the different languages of filmmaking, including cinematography, editing, mise-en-scene
Units of Study 9th Grade First Semester Theme: The Journey Second Semester Theme: Choices The Big Ideas in English Language Arts that drive instruction: Independent thinkers construct meaning through language.
Questions and Answers about Child Sexual Abuse Treatment An Interview with Judith Cohen, MD Dr. Judith Cohen is a member of the and Medical Director of the Center for Traumatic Stress in Children, Department
Cloud Busting Author: Malorie Blackman Synopsis Sam is the class bully. He and his best friend Alex enjoy picking on anyone who is different. When Davey starts school he makes the perfect target. He has
CHAPTER II REVIEW OF LITERATURE 2.1 Intrinsic Approach Basically an Approach divide into two types. They are The instrinsic approach and The extrinsic approach. The intrinsic approach was originally written
Designing for Children - With focus on Play + Learn The role of toys in early childhood Gayatri Menon, Faculty and Coordinator, Toy and Game design program, National Institute of Design,India, firstname.lastname@example.org,email@example.com
All About Me Guidance and tools to support person centred planning Contents 1. Introduction 2. Person Centred Planning Tools a. A Relationship circle b. What is important to me? What is important for me?
Lesson outline ENGLISH B1 Lesson 7 WILL In today s lesson, we are going to study the different uses of will To talk subjectively about future Opinions and beliefs; threats and promises the present To indicate