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The Killer Angels By Abraham Lincoln - 1046 Words

Abraham Lincoln once stated in his House Divided speech, â€Å"A house divided against itself cannot stand.† Lincoln believes that there is no such thing as a balance between free and slave states and that the two contradictory governments are bound to fall. That describes the conflict that occurs in the fictional novel, The Killer Angels, a civil war story between the Union and Confederate states fighting to achieve the government they yearn for. The setting takes place in the midst of the Battle of Gettysburg as the two sides prepare for the fight. The Confederate officers include: General Robert E. Lee, General James Longstreet, General George Pickett, General John F. Reynolds, and several others. The Union officers have: Colonel Joshua Chamberlain, Colonel William Gamble, Lieutenant John Buford, and many others. The main views that are looked at are Lee, Longstreet, Chamberlain, and Buford. The main conflict that started the civil war is the issue of slavery. In The Killer Angels, it happened in the most important battle of the civil war, which was the Battle of Gettysburg and talked about the plans to either unite the union or destroy it. The Killer Angels was an interesting book to read. I enjoyed the characters and relating to them. I would think in their perspective of what they would do if I were making the decision for my country. All the characters had a different way of thinking. The character’s name on the top definitely helped me understand who the chapter is on.Show MoreRelatedThe Killer Angels By Michael Shaara1521 Words   |  7 PagesThe book The Killer Angels was published in 1975 by the Ballatine Booksand was written by Michael Shaara. The Killer Angels is a historic novel about the time of the American Civil War, more specifically The Battle of Gettysburg. Shaara wrote this historical masterpiece with the sole purpose of letting the reader know exactly how the war was for the men actually putting their lives on the line to get this great country of America to the stature it is today. In order to accomplish his goal of creatingRead MoreThe Killer Angels By Michael Shaara1290 Words   |  6 Pag es The Killer Angels Essay â€Å"There is no honorable way to kill, no gentle way to destroy. There is nothing good in war. Except its ending.† Stated by Abraham Lincoln, this quote embodies the essence of war, its tragic character and unfortunate occasional necessity. Accordingly, the outcome of war and its battles is often determined by the attitudes of the leaders of the opposing sides, including their causes for the willingness to fight and to be fought. Such was the case with the Battle of GettysburgRead More The Killer Angels Essay1365 Words   |  6 PagesWars have been fought for many different reasons through the years, and that holds true for the American Civil War (1861-1865). In Michael Shaaras Pulitzer Prize winning novel, The Killer Angels, the reasons for fighting the war are brought about through the officers and soldiers at a famous battle site of the Civil War, Gettysburg. Gettysburg was one of the most documented battles of the whole war. It took place over a span of three days a nd can be viewed as a turning point from ConfederateRead MoreThe Killer Angels By John M. Skipper Essay781 Words   |  4 PagesHistory 1301 John M. Skipper The Killer Angels is a historic backstory of the days leading up to the Civil War. The story is told from multiple viewpoints including Robert E. Lee, James Longstreet, George Meade, and Winfield Scott Hancock. It is mentioned the Army of Northern Virginia is moving behind the Blue Ridge Mountains, and that the Army of Potomac is also moving, but is traveling very slow. This is one of the characteristics which plagued them throughout the war. ShaaraRead MoreEssay about Killer Angels1119 Words   |  5 Pages Wars have been fought for many different reasons through the years, and that holds true for the American Civil War (1861-1865). In Michael Shaara’s Pulitzer Prize winning novel, The Killer Angels, the reasons for fighting the war are brought about through the officers and soldiers at a famous battle site of the Civil War, Gettysburg. Gettysburg was one of the most documented battles of the whole war. It took place over a span of three days and can be viewed as a turning point from Confederate prominenceRead MoreImpact of the US Civil War1825 Words   |  7 PagesNonetheless, while states in the north questioned the morality and necessity of slave workers, the south considered it to be the cornerstone of their economic prosperity. At this point the split had been created. In this sense, after the end of the war, Lincoln underlined the actual reason for going to war in the first place we here highly resolve that these dead shall not have died in vain--that this nation, under God, shall have a new birth of freedom--and that government of the people, by the peopleRead MoreThe Killer Angels By Michael Shaara852 Words   |  4 PagesThe Killer Angels by Michael Shaara was not just a fiction novel, it was a story of a man who actually saw the battlefield of Gettysburg and learned about the battle and its importance. When he returned from the battle sight he decided to write a novel based on his experience there. Instead of creating fictional characters he used the names and experiences he had directly with the main characters of the novel. Not only did Shaara study and review letters, documents and journal enteries of the menRead MoreThe Passage Of The Kansas Nebraska Act1381 Words   |  6 Pagesof the Kansas-Nebraska act in 1854 which allowed for slavery in areas in the Louisiana Purchase, many Northerners banded together to form the Republican Party in opposition to slavery and non-sectionalism. The election of Republican candidate Abraham Lincoln to the Presidency in 1860 caused many southern states to fear the abolition of slavery and its effects upon their livelihood. Lead by South Carolina, most of the southern cotton growing states seceded as well. When the time for war came, the NorthRead MoreGettysburg: Turning Point Of The War Essay1907 Words   |  8 PagesThe Confederate army had been doing what was needed. By repelling the Union armies out of the South the Confederacy lived. After two years the South had been d oing a good job. President Lincoln and the American people loyal to the Union were not happy about how the war to restore the Union was going. Lincoln did not know what to do. He had already gone through many generals because they could not get the results the country needed. As the years of war continued, the Northern people were tiredRead MoreUncle Tom s Cabin By Harriet Beecher Stowe2969 Words   |  12 Pageshis followers. All in all a traumatic experience that shook me to my core. Sincerly, John Riverbed February 21, 1861 Philadelphia, Continental Hotel Dear Journal, I have traveled to Philadelphia to catch a glimpse of the incredible Abe Lincoln as he rides in his open carriage to this very hotel. He arrived with his family including his wife, three sons and brother in law. He is an odd looking man at six feet four inches. He is slender and lanky. With a stooping in the shoulders his arms

English Free Essays

GRADE 12 GRAAD 12 NATIONAL SENIOR CERTIFICATE GRADE 12 ENGLISH FIRST ADDITIONAL LANGUAGE P3 NOVEMBER 2010 MEMORANDUM MARKS: 100 This memorandum consists of 9 pages. Copyright reserved Please turn over English First Additional Language/P3 2 NSC – Memorandum DBE/November 2010 INSTRUCTIONS AND INFORMATION This memorandum must be used together with the attached English FAL assessment rubrics for SECTIONS A, B and C. SECTION A: ESSAY QUESTION 1 Instructions to Markers: †¢ †¢ †¢ †¢ Candidates are required to write an essay of 250 to 300 words (1 to 1 ? pages) on ONE topic only. We will write a custom essay sample on English or any similar topic only for you Order Now Full credit must be given for the candidate’s own interpretation. Marking must be objective. Consider the background of the candidate and give credit for relevant ideas. Use the 50-mark assessment rubric to mark the essays. The texts produced by candidates must be assessed according to the following criteria as set out in the attached rubric: o Content and planning (32 marks) o Language, style and editing (12 marks) o Structure (6 marks) NOTE: Do not impose additional penalties as any deviations are addressed by the rubric. 1. 1 Write an essay that includes the following words: This was truly money well spent. †¢ †¢ Narrative/Reflective essay The words given in the topic MUST be included somewhere in the essay. The candidate has to indicate what the money was spent on and why it was worthwhile. [50] 1. 2 Write an essay that includes the following words: This experience has made me realise that †¦ †¢ †¢ †¢ †¢ †¢ Reflective/Narrative essay The words given in the topic MUST be included somewhere in the essay. The essay must be written in the first person. The candidate must relate the experience and say what the realisation has been. The experience may be an observed one or one about which the candidate may have read. The experience must be personalised to indicate what the candidate has realised. Please turn over [50] Copyright reserved English First Additional Language/P3 3 NSC – Memorandum DBE/November 2010 1. 3 Should alcohol and cigarettes be advertised in the mass media? Discuss your views. †¢ †¢ †¢ Argumentative/Discursive essay The candidate must express his/her point of view and provide substantiation/motivation. The essay must be written in the first person. [50] 1. 4 An amazing performance! †¢ †¢ †¢ Descriptive/Reflective/Narrative essay The essay may be about ANY performance. The essay must indicate why the performance is/was amazing. [50] 1. 5 A truly remarkable person †¢ †¢ †¢ Reflective/Descriptive essay The person described in the essay may be well-known or known only to the candidate. The essay must focus on what makes the person remarkable in the candidate’s view. [50] 1. 6 We are destroying our planet. †¢ †¢ Discursive/Descriptive/Argumentative/Reflective essay The candidate may agree/disagree with the statement and provide motivation or describe/reflect on how the planet is being destroyed. [50] 1. 7 That smile really changed my day. †¢ †¢ Descriptive/Narrative essay Description/Narration of the candidate’s day before and after the smile. The candidate’s thoughts and feelings after the smile. [50] 1. 8 Interpretation of pictures. †¢ †¢ †¢ †¢ †¢ The candidate may interpret a picture in any way. The candidate may choose to write ANY type of essay. The interpretation sho uld be linked to the pictures. The candidate should give the essay a suitable title. The candidate may write in any appropriate tense. TOTAL SECTION A: [50] 50 Copyright reserved Please turn over English First Additional Language/P3 4 NSC – Memorandum DBE/November 2010 SECTION B: LONGER TRANSACTIONAL TEXT QUESTION 2 Instructions to Markers: †¢ †¢ †¢ †¢ Candidates are required to answer ONE question. The body of each response must be between 120 and 150 words (about 12 to 15 lines) in length. Marking must be objective. Consider the background of the candidates and give credit for relevant ideas. Use the 30-mark assessment rubric to mark the responses in this section. The texts produced by candidates must be assessed according to the following criteria as set out in the attached rubric: o Content, planning and format (20 marks) o Language, style and editing (10 marks) NOTE: No additional penalties may be imposed as any deviations are addressed by the rubric. 2. 1 INTERVIEW †¢ †¢ †¢ †¢ 2. 2 The interview must be between the manager of a government department and the candidate as an applicant for the bursary. The interview should be about the candidate’s application for a bursary. The register and tone of the interview must be formal. The dialogue format must be used. [30] FORMAL LETTER †¢ †¢ †¢ †¢ The letter should be addressed to the manager of a company. The content should include references to the success of the event and thanks for the sponsorship. The tone and register of the letter should be formal. The following aspects of format should be included: o Address of sender o Date o Address of recipient o Greeting/Salutation (e. g. Sir, Madam, Dear Sir, Dear Madam, Dear Mr Smith) o Subject line/heading o Suitable ending (Yours sincerely/Yours faithfully) o Signature and printed name of sender. [30] Copyright reserved Please turn over English First Additional Language/P3 5 NSC – Memorandum DBE/November 2010 2. 3 NEWSPAPER ARTICLE †¢ †¢ †¢ †¢ The article must have a heading/headline. The article must be written in paragraphs. The suggestions/advice/tips may be bulleted/numbered. The tone and register of the article may be formal or informal. The article must be on how to avoid becoming a victim of crime, i. e. the suggestions should be about preventive measures. [30] 2. 4 REPORT †¢ †¢ †¢ The report may but need not have headings. The tone and register of the report should be formal. The report must be on the injury sustained by a team member from the perspective of the captain of the team, including the action taken afterwards, e. g. first-aid rendered, transportation to the hospital and treatment. The report must be signed and dated. †¢ [30] TOTAL SECTION B: 30 Copyright reserved Please turn over English First Additional Language/P3 6 NSC – Memorandum DBE/November 2010 SECTION C: SHORTER TEXT – TRANSACTIONAL/REFERENTIAL/INFORMATIONAL QUESTION 3 Instructions to Markers: †¢ †¢ †¢ †¢ Candidates are required to answer ONE question. The body of each response must be between 80 and 100 words (about 8 to 10 lines) in length. Marking must be objective. Consider the background of the candidates and give credit for relevant ideas. Use the 20-mark assessment rubric to mark the responses in this section. The texts produced by candidates must be assessed according to the following criteria as set out in the attached rubric: o Content, planning and format (13 marks) o Language, style and editing (7 marks) No additional penalties may be imposed as any deviations are addressed by the rubric. ADVERTISEMENT †¢ †¢ †¢ 3. 2 The advertisement should include details about the product and persuade readers to buy it. The language, tone and register may be informal. Do not award marks for illustrations. NOTE: 3. 1 [20] FORMAL INVITATION †¢ †¢ †¢ The invitation must be addressed to the RCL president of a neighbouring school. The tone and register of the invitation must be formal. Important details of the event must be included (e. g. date, time, venue dress code, the name of the speaker and RSVP details). NOTE: Accept BOTH the invitation card and the formal letter format. [20] 3. 3 DIRECTIONS †¢ †¢ The directions given must be from Lucky’s Supermarket (point X) to the post office (point Y). Candidates must make reference to streets AND landmarks on the route that they have chosen. [20] TOTAL SECTION C: GRAND TOTAL: 20 100 NOTE: There is more than one route to the post office. Copyright reserved Please turn over English First Additional Language/P3 NSC – Memorandum DBE/November 2010 SECTION A: RUBRIC FOR ASSESSING AN ESSAY – FIRST ADDITIONAL LANGUAGE (50) Code 7: Outstanding 80 – 100% 26 – 32 -Content shows impressive insight into topic. -Ideas thoughtprovoking, mature. -Planning /or drafting has produced a virtually flawless, excellent essay. 10 – 12 -C ritical awareness of impact of language. -Language, punctuation effectively used. Figurative language used. -Choice of words highly appropriate. -Style, tone, register highly suited to topic. -Virtually error-free following proofreading editing. Code 6: Meritorious 70 – 79% 22? – 25? Content shows good interpretation of topic. -Ideas imaginative, interesting. – Planning /or drafting has produced a well-crafted very good essay. Code 5: Substantial 60 – 69% 19? – 22 -Content shows a sound interpretation of the topic. -Ideas interesting, convincing. – Planning /or drafting has produced a presentable essay. Code 4: Adequate 50 – 59% 16 – 19 -Content an adequate interpretation of topic. -Ideas ordinary, lacking depth. – Planning /or drafting has produced a satisfactorily presented essay. 6–7 -Some awareness of impact of language. -Language simplistic, punctuation adequate. Choice of words adequate. -Style, tone, regi ster generally consistent with topic requirements. -Still contains errors following proofreading, editing. Code 3: Moderate 40 – 49% 13 – 15? -Content ordinary. Gaps in coherence. -Ideas mostly relevant. Repetitive. – Planning /or drafting has produced a moderately presentable coherent essay. 5 – 5? -Limited critical language awareness. -Language ordinary punctuation often inaccurately used. -Choice of words basic. -Style, tone register lacking in coherence. -Contains several errors following proofreading, editing. Code 2: Elementary 30 – 39% 10 – 12? Content not always clear, lacks coherence. -Few ideas, often repetitive. -Inadequate evidence of planning/drafting. Essay not well presented. 4 – 4? -Language punctuation flawed. -Choice of words limited. -Style, tone, register inappropriate. -Error-ridden despite proofreading, editing. Code 1: Not achieved 0 – 29% 0 – 9? -Content irrelevant. No coherence. -Ideas repetit ive. -Non-existent planning/drafting. Poorly presented essay. CONTENT PLANNING (32 MARKS) 8? – 9? -Critical awareness of impact of language. -Language, punctuation correct; able to include figurative language correctly. Choice of words varied correctly used. -Style, tone, register appropriately suited to topic. -Largely error-free following proofreading, editing. 4? -Logical development of details. Coherent. -Sentences, paragraphs logical, varied. -Length correct. 7? – 8 -Critical awareness of language evident. -Language punctuation mostly correct. -Choice of words suited to text. -Style, tone, register suited to topic in most of the essay. -By and large errorfree following proofreading, editing. 0 – 3? -Language punctuation seriously flawed. -Choice of words inappropriate. -Style, tone, register flawed in all aspects. Error-ridden confused following proofreading, editing. LANGUAGE, STYLE EDITING (12 MARKS) 5–6 -Coherent development of topic. Vivid detail. -Sentences, paragraphs coherently constructed. -Length in accordance with requirements of topic. 4 -Several relevant details developed. -Sentences, paragraphs well constructed. -Length correct. 3 – 3? -Some points, necessary details developed. -Sentences, paragraphing might be faulty in places but essay still makes sense. -Length almost correct. 2? -Some necessary points evident. -Sentences, paragraphs faulty but ideas can be understood. -Length – too long/short. 2 0 – 1? STRUCTURE (6 MARKS) -Sometimes off topic. -Off topic. General line of -Sentences, thought difficult to paragraphs muddled, follow. inconsistent. -Sentences, Length – far too paragraphs long/short. constructed at an elementary level. -Length – too long/short. [From: Examination Guidelines: Languages Paper 3/2 – January 2009] Copyright reserved Please turn over English First Additional Language/Paper 3 8 NSC – Memorandum DBE/November 2010 SECTION B: RUBRIC FOR ASSESSING LONGER TRANSACTIONAL TEXTS – FIRST ADDITIONAL LANGUAGE (30) Code 7: Outstanding 80 – 100% 16 – 20 -Specialised knowledge of requirements of the text. Disciplined writing – maintains thorough focus, no digressions. -Text fully coherent in content ideas all detail support the topic. -Evidence of planning /or drafting has produced a virtually flawlessly presentable text. -Has applied all the necessary rules of format/outstanding. Code 6: Meritorious 70 – 79% 14 – 15? -Good knowledge of requirements of the text. -Disciplined writing – learner maintains focus, hardly any digressions. -Text is coherent in content ideas, with all details supporting the topic. -Evidence of planning /or drafting has produced a well crafted, presentable text. Has applied the necessary rules of format/meritorious. Code 5: Substantial 60 – 69% 12 – 13? -Fair knowledge of requirements of the text. -Writing – learner maintains focus, with minor digressions. -Text is coherent in content ideas, and details support the topic. -Evidence of planning /or drafting has produced a presentable good text. -Has applied most of the necessary rules of format/substantial. Code 4: Adequate 50 – 59% 10 – 11? -Adequate knowledge of requirements of the text. -Writing – learner digresses from topic but does not impede overall meaning. Text adequately coherent in content ideas some details support the topic. -Evidence of pla nning /or drafting has produced a satisfactorily presented text. -Has applied an adequate idea of the requirements of format. Code 3: Moderate 40 – 49% 8 – 9? -Moderate knowledge of requirements of the text. Response to writing task reveals a narrow focus. -Writing – learner digresses, meaning is vague in places. -Text moderately coherent in content ideas and has basic details which support the topic. -Evidence of planning /or drafting has produced a moderately presentable coherent text. Has a moderate idea of requirements of format – some critical oversights. 4 – 4? -Text is basically constructed. Several errors. -Vocabulary is limited not very suitable for the purpose, audience context. -Lapses in style, -Text contains several errors following proofreading, editing. -Length – too long/short. Code 2: Elementary 30 – 39% 6 – 7? -Elementary knowledge of requirements of the text. Response to writing task reveals a limited foc us. -Writing – learner digresses, meaning is obscure in places. -Text not always coherent in content ideas, and has few details which support the topic. Inadequate planning /or drafting. Text not well presented, -Has vaguely applied the necessary rules of format. Code 1: Not achieved 0 – 29% 0 – 5? -No knowledge of requirements of the text. -Writing – learner digresses, meaning is obscure in places. -Text not coherent in content ideas, too few details to support topic. -Planning/ drafting non- existent. Poorly presented text. -Has not applied the necessary rules of format. CONTENT, PLANNING FORMAT (20 MARKS) 8 – 10 -Text is grammatically accurate well constructed. -Vocabulary is very appropriate to purpose, audience context. -Style, tone, register very appropriate. Text virtually errorfree following proofreading, editing. -Length correct. 7 – 7? -Text is well constructed accurate. -Vocabulary is mostly appropriate to purpose, audience context. -Style, tone and register mostly appropriate -Text largely errorfree following proofreading, editing. -Length correct. 6 – 6? -Text is well constructed easy to read. -Vocabulary is appropriate to purpose, audience context. -Style, tone, register generally appropriate. -Text mostly errorfree following proofreading, editing. -Length correct. 5 – 5? -Text is adequately constructed. Errors do not impede flow. Vocabulary is adequate for the purpose, audience context. -Style, tone, register adequately appropriate. -Text still contains a few errors following proofreading, editing. -Length almost correct. 3 – 3? -Text is poorly constructed difficult to follow. -Vocabulary requires remediation not suitable for purpose, audience context. -Style, tone register inappropriate. -Text error-ridden despite proofreading, editing. -Length – too long/short. 0 – 2? LANGUAGE, STYLE EDITING (10 MARKS) -Text is poorly constructed and muddled. -Vocabular y requires serious remediation not suitable for purpose. Style, tone register do not correspond with topic -Text error-ridden and confused following proofreading, editing. -Length – far too long/short. [From: Examination Guidelines: Languages Paper 3/2 – January 2009] Copyright reserved Please turn over English First Additional Language/P3 9 NSC – Memorandum DBE/November 2010 SECTION C: RUBRIC FOR ASSESSING SHORTER TRANSACTIONAL/REFERENCE/INFORMATIONAL TEXTS FIRST ADDITIONAL LANGUAGE (20) Code 7: Outstanding 80 – 100% 10? – 13 -Specialised knowledge of requirements of text. -Disciplined writing – learner maintains thorough focus, no digressions. Text fully coherent in content ideas, and all details support topic. -Evidence of planning /or drafting has produced a virtually flawless, presentable text. -Has applied all the necessary rules of format. Code 6: Meritorious 70 – 79% 9? – 10 -Good knowledge of requirements of text. - Disciplined writing – learner maintains focus, hardly any digressions. -Text is coherent in content ideas with all details supporting the topic. -Evidence of planning /or drafting has produced a well crafted presentable text. -Has applied the necessary rules of format. Code 5: Substantial 60 – 69% 8–9 -Fair knowledge of requirements of the text. Writing – learner maintains focus, with minor digressions. -Text is coherent in content ideas, and details support topic. -Evidence of planning /or drafting has produced a presentable and good text. -Has applied most of the necessary rules of format. Code 4: Adequate 50 – 59% 6? – 7? -Adequate knowledge of requirements of text. -Writing – learner digresses but does not impede overall meaning. -Text adequately coherent in content ideas and some details support topic. -Evidence of planning /or drafting has produced a satisfactorily presented text. -Has applied an adequate idea of the require ments of format. Code 3: Moderate 40 – 49% 5? – 6 -Moderate knowledge of requirements of the text. Response to writing task reveals a narrow focus. -Writing – learner digresses, meaning vague in places. -Text moderately coherent in content ideas and has basic details which support the topic. -Evidence of planning /or drafting that has produced a moderately presentable coherent text. -Has a moderate idea of requirements of the format – some critical oversights. 3 -Text is basically constructed. Several errors. -Vocabulary is limited and not very suitable for purpose, audience and context. -Lapses in style, tone and register. Text contains several errors following proofreading, editing. -Length – too long/short. Code 2: Elementary 30 – 39% 4–5 -Elementary knowledge of requirements of the text. Response to writing task reveals a limited focus. -Writing – learner digresses, meaning obscure in places. -Text not always coherent in content ideas, an d has few details which support topic. -Planning/drafting inadequate. Text not well presented, -Has vaguely applied the necessary rules of format. Code 1: Not achieved 0 – 29% 0 – 3? -No knowledge of requirements of the text. -Writing – learner digresses, meaning is obscure in places. Text not coherent in content ideas and too few details to support the topic. -Planning and drafting non-existent. Poorly presented text. -Has not applied the necessary rules of format. CONTENT, PLANNING FORMAT (13 MARKS) 6–7 -Text is grammatically accurate and well constructed. -Vocabulary is very appropriate to purpose, audience and context. -Style, tone, register very appropriate. -Text virtually errorfree following proofreading and editing. -Length correct. 5 – 5? -Text is well constructed and accurate. -Vocabulary is mostly appropriate to purpose, audience and context. -Style, tone and register mostly appropriate. Text largely errorfree following proofreading, e diting. -Length correct. 4? -Text is well constructed and easy to read. -Vocabulary is very appropriate to purpose, audience and context. -Style, tone, register generally appropriate. -Text mostly errorfree following proofreading, editing. -Length correct. 3? – 4 -Text is adequately constructed. Errors do not impede flow. -Vocabulary is adequate for purpose, audience context. -Style, tone and register adequately appropriate. -Text still contains few errors following proofreading, editing. -Length almost correct. 2? -Text is poorly constructed and difficult to follow. Vocabulary requires some remediation and not suitable for purpose, audience and context. -Style, tone and register inappropriate. -Text error-ridden despite proofreading, editing. -Length – too long/short. 0–2 -Text is poorly constructed and muddled. -Vocabulary requires serious remediation not suitable for purpose. -Style, tone register do not correspond with topic -Text error-ridden and confuse d following proofreading, editing. -Length – far too long/short. LANGUAGE, STYLE EDITING (7 MARKS) [From: Examination Guidelines: Languages Paper 3/2 – January 2009] Copyright reserved How to cite English, Papers English Free Essays You need to introduce both texts (because essay is about both texts) and integrate the clip. E. G. We will write a custom essay sample on English or any similar topic only for you Order Now Scene with wine glass where Eugene and Jerome essay question: dyspeptic texts are upsetting but contain a sense of adventure. In both Enders Game and in Cataract we are presented with futuristic aspects which are quite disturbing. From the use of child soldiers in the former to the multinational corporation in the latter both texts present the future to be an unknown quantity that is With the future aspect of an unknown quantity, both texts show an anticipated future. In both texts, both characters are novices to their chosen endeavourer. While Vincent is there voluntarily, Ender is circuited into a program, he is not given the ability to opt out. What their missions in life entail Integrate technique into it. Contextual issues determine what kind of future it is. With genetic experimentation ion on in the 1 9905 is developed in Cataract where individuals have the ability to control the traits displayed in their children. Each paragraph is a fractal. It is a small essay. What an introduction is to an essay, the topic sentence is to a paragraph. Both ender and Vincent share an excitement about the future even though both protagonists have suffered in order to get there. How to cite English, Papers English Free Essays UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education LITERATURE (ENGLISH) Paper 3 Unseen Additional Materials: *6929925437* 0486/32 May/June 2010 1 hour 20 minutes Answer Booklet/Paper READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. We will write a custom essay sample on English or any similar topic only for you Order Now Do not use staples, paper clips, highlighters, glue or correction fluid. Answer either Question 1 or Question 2. You are advised to spend about 20 minutes reading the question paper and planning your answer. At the end of the examination, fasten all your work securely together. Both questions in this paper carry equal marks. This document consists of 5 printed pages and 3 blank pages. DC (CB) 15833/4  © UCLES 2010 [Turn over www. XtremePapers. net 2 Answer either Question 1 or Question 2. EITHER 1 Read carefully the poem on the opposite page. How do the poem’s images present to you the speaker’s approach to life’s challenges and guide your feelings towards him? To help you answer this question, you might consider: †¢ †¢ †¢ the various different parts of the ‘emergency kit’ and what they mean for you the ways in which the poet creates a voice and attitude for the speaker and reveals how he sees life the impact and imagery of the last four lines, and how they make you feel about the rest of the poem.  © UCLES 2010 0486/32/M/J/10 www. XtremePapers. net Emergency Kit When I find myself among a laughing tribe, I know they hide something from me; I conjure up a laughter box whose button I press to outlaugh1 them all. As long as they hear their music, they leave me free; I don’t want to surrender all I have. I am a moving stump in the forest of men and if I stray into a towering company, those more than a kilometre from the undergrowth, I release stilts from my soles; I d on’t want to be looked down upon by the very top ones. I collapse the long legs when I step into where giants are the required offerings to the gods of the race. I have a lifesaver installed in my body just in case I am knocked into some deep river; unless I come out alive, I will be declared evil – who ever wants his adversary2 to have the last word on him? So when a hunter stalks me to fill his bag, I call on my snake from nowhere to bite him. Folks, let’s drink ourselves to death in the party as long as we wear sponges in the tongue; let’s stay awake in our unending dream so that nobody will take us for gone and cheat us out of our lives. 1 2 outlaugh : laugh more than adversary : enemy  © UCLES 2010 0486/32/M/J/10 [Turn over ww. XtremePapers. net 4 OR 2 Read carefully this extract from a novel set in the nineteenth century. In the novel, Mr Clennam is trying to get information from the ‘Circumlocution Office’, a government department which prefers talking about things to doing anything. He wants to see an official called Mr Tite Barnacle, but instead only manages to see his son. The Barnacle family occu py most of the posts in the corrupt department. How does the writing encourage you to dislike the Circumlocution Office and its officials, and admire Mr Clennam’s ability to get around them? To help you answer this question, you might consider: †¢ †¢ †¢ the way Barnacle Junior, the office and its furnishings are described how the dialogue illustrates the differences between Mr Barnacle and Mr Clennam, and why Clennam emerges victorious the ways in which the language of the whole passage is partly comical and partly angry. Mr. Arthur Clennam made his fifth inquiry for Mr. Tite Barnacle1 one day at the Circumlocution2 Office; having on previous occasions awaited that gentleman successively in a hall, a glass case, a waiting room, and a fire-proof passage where the department seemed to keep its wind. On this occasion Mr. Barnacle was not engaged, as he had been before, with the noble prodigy at the head of the Department; but was absent. Barnacle Junior, however, was announced as a lesser star, yet visible above the office horizon. With Barnacle Junior, he signified his desire to confer; and found that young gentleman singeing the calves of his legs at the parental fire, and supporting his spine against the mantelshelf. It was a comfortable room, handsomely furnished in the higher official manner; and presenting stately suggestions of the absent Barnacle, in the thick carpet, the leather-covered desk to sit at, the leather-covered desk to stand at, the formidable easy-chair and hearth-rug, the interposed screen, the torn-up papers, the dispatch-boxes3 with little labels sticking out of them, like medicine bottles or dead game, and a general bamboozling4 air of How not to do it. The present Barnacle, holding Mr. Clennam’s card in his hand, had a youthful aspect, and the fluffiest little whisker, perhaps, that ever was seen. Such a downy tip was on his callow chin, that he seemed half fledged like a young bird; and a compassionate observer might have urged, that if he had not singed the calves of his legs, he would have died of cold. He had a superior eye-glass5 dangling round his neck, but unfortunately had such flat orbits to his eyes, and such limp little eyelids, that it wouldn’t stick in when he put it up, but kept tumbling out against his waistcoat buttons with a click that discomposed him very much. ‘Oh, I say. Look here! My father’s not in the way6, and won’t be in the way today,’ said Barnacle Junior. ‘Is there anything that I can do? ’ (Click! Eye-glass down. Barnacle Junior quite frightened and feeling all round himself, but not able to find it. ) ‘You are very good,’ said Arthur Clennam. ‘I wish however to see Mr. Barnacle. ’ ‘But I say. Look here! You haven’t got any appointment, you know,’ said Barnacle Junior.  © UCLES 2010 0486/32/M/J/10 www. XtremePapers. net 5 (By this time he had found the eye-glass, and put it up again. ) ‘No,’ said Arthur Clennam. ‘That is what I wish to have. ‘But I say. Look here! Is this public business? ’ asked Barnacle Junior. (Click! Eye-glass down again. Barnacle Junior in that state of search after it, that Mr Clennam felt it useless to reply at present. ) ‘Is it,’ said Barnacle Junior, taking heed of his visitor’s face, ‘any thing about – Tonnage7 – or that sort of thing? ’ (Pausing for a reply, he opened his right eye with his hand and stuck his glass in it, in that inflammatory manner that his eye began watering dreadfully. ) ‘No,’ said Arthur, ‘it is nothing about tonnage. ’ ‘Then look here. Is it private business? ’ ‘I really am not sure. It relates to a Mr. Dorritt. ’ ‘Look here, I tell you what! You had better call at our house, if you are going that way. Twenty-four, Mews Street, Grosvenor Square. My father’s got a slight touch of the gout, and is kept at home by it. ’ (The misguided young Barnacle evidently going blind on his eye-glass side, but ashamed to make any further alteration in his painful arrangements. ) ‘Thank you. I will call there now. Good morning. ’ Young Barnacle seemed discomfited at this, as not having at all expected him to go. You are quite sure,’ said Barnacle Junior, calling after him when he got to the door, unwilling to relinquish the bright business idea he had conceived; ‘that it’s nothing about Tonnage? ’ ‘Quite sure. ’ With which assurance, and rather wondering what might have taken place if it had been anything about tonnage, Mr. Clennam withdrew to pursue his inquiries. 1 2 barnacle: a shellfish that clings to the bottom of a ship circumlocution: using lots of words when a few would do 3 dispatch-boxes: boxes containing important documents 4 bamboozling: confusing 5 eye-glass: a monocle 6 not in the way: not available 7 Tonnage: a form of tax or duty UCLES 2010 0486/32/M/J/10 www. XtremePapers. net 6 BLANK PAGE  © UCLES 2010 0486/32/M/J/10 www. XtremePapers. net 7 BLANK PAGE  © UCLES 2010 0486/32/M/J/10 www. XtremePapers. net 8 BLANK PAGE Copyright Acknowledgements: Question 1  © Jo Shapcott Mathew Sweeney (eds. ); Tanure Ojaide; Emergency Kit: Poems for Strange Times; Faber. Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.  © UCLES 2010 0486/32/M/J/10 www. XtremePapers. net How to cite English, Essay examples English Free Essays ? IB DIPLOMA PROGRAMME PROGRAMME DU DIPLOME DU BI PROGRAMA DEL DIPLOMA DEL BI N04/1/A1ENG/SP1/ENG/TZ0/XX 88040083 ENGLISH A1 – STANDARD LEVEL – PAPER 1 ANGLAIS A1 – NIVEAU MOYEN – EPREUVE 1 INGLES A1 – NIVEL MEDIO – PRUEBA 1 Friday 12 November 2004 (afternoon) Vendredi 12 novembre 2004 (apres-midi) Viernes 12 de noviembre de 2004 (tarde) 1 hour 30 minutes / 1 heure 30 minutes / 1 hora 30 minutos INSTRUCTIONS TO CANDIDATES ? Do not open this examination paper until instructed to do so. ? Write a commentary on one passage only. It is not compulsory for you to respond directly to the guiding questions provided. We will write a custom essay sample on English or any similar topic only for you Order Now However, you may use them if you wish. INSTRUCTIONS DESTINEES AUX CANDIDATS ? N’ouvrez pas cette epreuve avant d’y etre autorise(e). ? Redigez un commentaire sur un seul des passages. Le commentaire ne doit pas necessairement repondre aux questions d’orientation fournies. Vous pouvez toutefois les utiliser si vous le desirez. INSTRUCCIONES PARA LOS ALUMNOS ? No abra esta prueba hasta que se lo autoricen. ? Escriba un comentario sobre un solo fragmento. No es obligatorio responder directamente a las preguntas que se ofrecen a modo de guia. Sin embargo, puede usarlas si lo desea. 8804-0083 pages/paginas http://www. xtremepapers. net –2– N04/1/A1ENG/SP1/ENG/TZ0/XX Write a commentary on one passage only. It is not compulsory for you to respond directly to the guiding questions provided. However, you are encouraged to use them as starting points for your commentary. 1. (a) I was lucky. I was not the eldest son. For that reason not much was expected from me. I was left to myself a great deal, and enjoyed much freedom. My appearance and demeanour did not pose a threat to anyone. I was a very ordinary boy. You see me now as a Sultan, surrounded by all the symbols of power. You are impressed and, possibly, even a bit frightened. You worry that if you exceed certain proprieties your head might roll in the dust. This fear is normal. It is the effect which power has on the Sultan’s subjects. But this same power can transform even the most diminutive personality into a figure of large proportions. Look at me. If you had known me when I was a boy and Shahan Shah was my oldest brother you would never have imagined that I could be the Sultan of Misr, and you would have been right. Fate and history conspired to make me what I am today. The only person who saw something in me was my paternal grandmother. When I was nine or ten years old, she saw me and a group of my friends trying to kill a snake. As boys we would compete with each other in these foolish things. We would try and grab a snake by its tail and then swing it, before crushing its head on a stone or, as the braver ones among us did, stamping on its head with our feet. My grandmother, having observed this scene carefully, shouted at me. â€Å"Yusuf! Yusuf ibn Ayyub! Come here at once! † The other boys ran away, and I walked slowly towards her, expecting a blow around my ears. My grandmother had a legendary temper and, so Shadhi had once told me, she had struck my father across the face when he was a grown man. No one dared to ask the cause of such a public display. My father had left the room and, so they say, mother and son did not speak to each other for a year. In the end, it was my father who apologized. To my amazement, she hugged me and kissed me in turn on both my eyes. â€Å"You are fearless, boy, but be careful. Some snakes can strike back, even when you have them by the tail. † I remember laughing with relief. She then told me of a dream she had experienced before I was born. You were still inside your mother’s belly. I think you kicked a great deal. Your mother used to complain sometimes that she felt she was going to give birth to a colt. One night I dreamt that a large man-swallowing snake was crawling towards your mother, who was lying uncovered in the sun. Your mother opened her eyes and began to sweat. She wanted to move, but could not lift her body. Slowly the snake crawled towards her. Then suddenly, like the door of a magical cave, her belly opened. An infant walked out, sword in hand, and, with one mighty blow, decapitated the serpent. Then he looked at his mother and walked back into her stomach. You will be a great warrior, my son. It is written in your stars and Allah himself will be your guide. † My father and uncle laughed at my grandmother and her foolish dreams, but even at that time this interpretation undoubtedly had a positive effect on me. She was the first person to take me seriously. Tariq Ali, The Book of Saladin (1998) 5 10 15 20 25 30 35 8804-0083 –3– – What is the role of conflict or power in this passage? – How important are emotions to this passage ? N04/1/A1ENG/SP1/ENG/TZ0/XX – How does the style of the passage affect the way the material is presented? – How do shifts in time contribute to the effect of the passage? 804-0083 Turn over / Tournez la page / Vease al dorso –4– 1. (b) Summer Solstice, Batticaloa, Sri Lanka N04/1/A1ENG/SP1/ENG/TZ0/XX The war had turned inward until it resembled suicide. The only soothing thing was water. I passed the sentries, followed the surf out of sight. I would si nk into the elements, become simple. 5 Surf sounds like erasure, over and over. I lay down and let go, the way you trust an animal. When I opened my eyes, all down the strand small crabs, the bright yellow of a crayon, had come out onto the sand. Their numbers, scattered, resembled the galactic spill and volume of the stars. I, who had lain down alone, emptied, waked at the center of ten thousand prayers. Who would refuse such attention. I let it sweeten me back into the universe. I was alive, in the midst of great loving, which is all I’ve ever wanted. The soldiers of both sides probably wanted just this. Marilyn Krysl, Warscape with Lovers (1997) – In what ways does the poet reveal an attitude toward war in the poem? – How important is the natural setting to the poem’s meaning? – In what ways does the poet use comparison? – Is this a poem of thinking, or feeling, or both? 10 15 8804-0083 How to cite English, Papers English Free Essays Just been appointed as a principal in a local school located in a rural area. During the first week in the school, you realized that many of the teaching staffs are having low morale because of the problems with truancy and poor performance of the school. You intend to change this situation to enable the school to achieve a better level of performance and improve staff motivation. We will write a custom essay sample on English or any similar topic only for you Order Now In this case, it seems that I am placed as a principal in a rural school that needed serious change; else the petition of this school resumes going downhill. As soon as I am posted there, I decided to inquire information and feedbacks from the teachers and the other employees to get a grasp on what is going on in the school and what is the cause of the teachers’ low morale in this workplace and analyze the case. Apart from getting facts and figures of the status of the school, I also casually ask them on their opinions on how to improve the school so that I get the gist of what they want and needs to be changed. Based on this, I theorized that the low morale of the educators and the high evils of truancy that is occurring in this school can be connected to each other. Low morale of the educators seems to stem from the truancy of the students. Most of the teachers question themselves whether their hard work will bear any fruit as the students’ truancy cases became worse day by day. The teachers’ doubts then results in their morale decreasing which affects the teaching quality. From the students’ standpoint, it seems that their discipline is at a point of disarray caused by the low morale of the teachers. They made their own conclusion that the teachers are caching them unwillingly (a simple misunderstanding) which caused them even less motivated to study; hence the increasing numbers of truancy cases. If this keeps up, the situation will get worse beyond repair. Thus, I must intercede this ongoing process that progressing negatively with a careful research that ends with a solution(s) that can overturn the situation and start churning quality students educated by motivated teachers. The first step to do this is to refer to several models and theories regarding leadership and the human needs that can I can use as the principal. Leadership According to Merriam-Webster dictionary, a leader is defined as ‘someone who leads or guides others’ and ‘someone powerful that controls or influences other people do’. On the other hand, Leadership has been described as â€Å"a process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task† (Wisped). Liker (1967) suggests that there are four types of leadership, and they are Exploitive authoritative, Benevolent authoritative, Consultative and Participative. In his suggestions, it all revolves around decision-making and to the degree of people that are involved in the decision. Out of the four styles, exploitive authoritative seems to be the worse style as the leader uses threats and fear-based methods to ‘motivate’ the workers and have low concern for the workers. Instead, I should use the best out of the four styles, which is the ‘participative style’, as this style leader to engage with workers (teachers) frequently and forms physiological bond in the process. This is exactly what should be practiced in the school as it caters the current organization’s need, in the sense that the teachers should always be close in dire situations, which increases the teachers’ oral. In addition, since the decisions will rely heavily on consensus, they would probably will have more commitment on making it happen as they are the ones suggested it. Human needs I should also ponder upon the basic human needs of the people that are involved (students, teachers, administrators, etc. ) and try satisfy it as it will be the catalyst to succeed my plans of restoration of the school’s status. Basic needs of humans have stages, and must be attained before moving from one stage to another, referring to the Mascots hierarchy of needs (Abraham Moscow, 1943). The first stage is the psychological needs (food, water, sex, etc), second is safety needs (security of health, employment, property, etc. ), third is love and belonging (friends and family), fourth is esteem (self-esteem, respect of others, and respect by others) and lastly, self- actualization (morality, creativity, lack of prejudice). The more stages that is covered, more motivation and esteem will build up, which is good in this situation. However, the way I see it, currently most of the teachers do not even pass the second stage, as most of them don’t even feel safe in their workplace having students that are running lid as of late. However, I intend to change this and try to satisfy their needs up to the fourth stage (fifth if possible) in hopes of boosting their motivation and hopefully unearth their full potential at work. Action plan (First half year) Constructing Visions and Missions The first half year of my service as the principal in this school is considered to be the most vital time, as it will determine whether positive changes are possible to be made or vice versa. As it is important, I must carefully fabricate plans that bring result with the highest possibility of it being successful. For starters, it should be repaper from ground up; therefore a good start would be constructing visions and missions as a guideline for the teachers and students to refer to create a better environment in school Just as the Ruckus Engage did for the country. The vision and mission of the school are as follows; Vision Provide top notch teaching experience. Instill the value of teamwork in every situation. To churn out students of equal quality to Cluster school students. Constantly break the limit of the current performance. Mission To inculcate more student-centered lessons and activities. To conduct events that promotes friendship and togetherness. To improve the quality of the education provided. To provide a healthy environment physically and mentally. The visions and missions that I have made focuses on curbing the problems that lingers the school. It is made with moderate goals to prevent failures; which might result in decreasing the morale of the teachers and students. Analyzing the Situation The next step is to make a SOOT analysis; (acronym for strength, weaknesses, opportunities and threats). As the acronym suggests, we should look into these four aspects to further understand the present standpoint of the school, and provide with interacts that will aid neutralizing the situation. For strength; it is always good for us search for what is great about the school and what makes it better than other schools; this is because it should remain even after the changes made by me in this half year. I believe what’s good, should stay good, or better yet, try to make it even better. As for weaknesses; it should be searched thoroughly as l, if possible, would want to eliminate all weaknesses of this school. As stated in the title, the main weakness of this school is two things: low morale of the teachers and high levels of truancy of the students. Though it may seem farfetched to completely purge the weakness, it is definitely feasible to reduce the main problems greatly within half a year. Opportunities are always present in every situation; this school is not an exception. As we go along in this first half year, we (the teachers and l) will try to find ways and time to set up events that promotes the mission and vision that I have constructed earlier. We might also try to align our events with others schools to encourage teamwork and form bonds with said schools. Lastly is threats; this is where we should pinpoint the students who are causing problems after problems. This is important because by weeding out the bad students from the lists, we can operate our plans better as we try to solve them as well. Strategies to Combat the Schools’ Problems Tackling students’ truancy habits It seems that the teachers’ low morale is heavily caused by the high levels of truancy; in which I should look into. After carefully looking into the situation and make investigations myself, in addition to the SOOT analysis, it seems that the main reason that the students play truant was not because of the teachers’ low motivation, but more to external factors, such as the environment, their family background and level f proficiency of the students. The school is situated in a rural area, and it is covered in nature; a perfect playground for the students to run around and this is definitely way more interesting than learning in class; from a student standpoint. A solution that I came up with is that we should construct lesson plans that tilt towards student- centered activities. Furthermore, the topics must be connected with their schemata, so that it is easier for them to involve in class. This in turn will help them learn in the process. Boosting the teachers’ motivation In the SOOT analysis, it also showed several reasons why the teachers are not titivated to do their Job, and it was obvious that the students are one of the main reasons, apart from working in an unhygienic office. When I first walked in the workplace, the first thing I noticed was how unrealized the position of the teachers’ seating, and how unclean the room was. It might seem petty, but the workplace plays a huge part in affecting their quality of their teaching, according to the Herders Motivation-Hygiene theory (Frederick Herbert, 1950). Herbert theorized that in order to boost the employees’ motivation, it is important that we satiate their Job distraction. To put it in words, there are several factors that interest employees to work such as giving recognition and offering them responsibility, and there are points that provide them with dissatisfaction such as low salary, lack of security and company policy. It is my Job to make my employers offer them factors of satisfaction, and lessen or eliminate factors of dissatisfaction in order to maximize their Job satisfaction, which in turn will definitely boost their motivation. Conclusion Making a huge change for a school that is in a rural area requires detail planning ND research, adding the fact that the duration is short (half year). Even with the elaborate fabrication of plans, it is vital that it goes on track. It is easy for us to plan, but it can be challenging to change the mindset of the local students, teachers and administrators as they have their own norm and beliefs. We should work on making them believe some parts of their norm should be replaced with alternatives that can improve their lives, as well as the school. The trick is to get them not only accept these changes, but to also believe that it actually is affective. This in turn will unlock the true potential of this school. How to cite English, Papers English Free Essays America documents the lives and stories of those undocumented immigrants migrating to the U. S for a better life but with the status of being undocumented comes great deal of hardship. The Immigrant are moving to the United State to have a better life because they have a background off poor economy In their home country. We will write a custom essay sample on English or any similar topic only for you Order Now But to have an undocumented status comes In great deal of Issues, Immigrants cannot support their family because of working in poor jobs. Being undocumented Immigrants, they do not having same working rights as American but they are doing jobs the American don’t want. The difficult jobs are in horrible conditions, which could kill them in the process. Bosses who abused their powers by paying the workers less and not letting them speak their rights. We learned that majority of undocumented immigrants migrates to the U. S to achieve the American Dream, but in the end, It Is Just a false hope. It takes much hardship and struggles just to be a legal in America and, for the undocumented, they overcome the struggles by working art. The American Dream was a hope for Diana, an immigrant from Peru, who made her have the decision to migrate to the U. S for a better Job and better opportunity, But to have an undocumented status made her realize, life of living In the U. S would be difficult. Her various Jobs as a cleaner were horrible and basically her life was mainly consumed by working: â€Å"It was hard work; all jobs here are hard. Life become monotonous: work and home, and then back to work again† (21). Her idea of the American Dream to have better economic opportunity was false and although Diana was living the U. S, she has struggles with working hard. Her life became a tiring routine. But despite working hard, Diana fought for her rights as an undocumented immigrant and worker who wanted to have the same rights as citizens yet she was treated unfairly and were put Into Jails, thus treating her Like a criminal who had no respect: â€Å"But there were no rights for us in jail, or anywhere. Our rights aren’t respected. I’m resentful of that. What angers me is that there are so many people here who live on the edge of the law. What they do goes unpunished. But I was treated like a criminal. My only crime was working hard† (30). The ICE put the undocumented workers included her into Jail because of their status of being an Immigrant which angers Diana, because she felt Like her rights were being strip away and many other people who done wrongful things get away with It. Diana worked hard to make a better living for herself and in the end of it all, she was treated wrong because of being undocumented. This is important because it shows immigrants are being mistreated because of their status and put in blame for something they worked so hard to Just to earn money. That were taken place in his home country Guatemala that made him had the session to work at a young age as a farmer in Mexico to support his family. Although it was tough to work in a Job where he was completely alone and had nobody with him, his only reason to support his family. His idea of America being the dream of better opportunity, migrating to America to achieve that dream but realizing it is not what he thought it would be. He experiences the imbalance of power his boss had over him: â€Å"But I was always afraid because my boss threatened me and sometimes he carried a gun. I would tremble in fear of him† (122). Their boss would abused their rower by discriminate the immigrants because of their status of being undocumented and denied their rights and were always getting beat down for it. Also their boss would put them in dangerous working condition where they wouldn’t train them professionally in result of death due to that: â€Å"this machine was very dangerous, and no one ever explained to us how it functioned† (124). In addition there was a death that occurred, â€Å"And this other person, my friend, who was still in the machine–he died. He died in the machine. It was absolutely horrible† (124). The worker died in result because they didn’t get the training they need of how to work n the machine by which would be the lead of a death result. This is important because most immigrant workers would have Jobs where it’s in horrible condition and be put in dangerous situation. Finally, There was Roberto who at young age till he was a grown man experience working for dirty Jobs. He managed to migrate to the U. S alone because of the strained relationship with his father and so on his own he was able to find a Job as a farm worker which was in horrible working condition: â€Å"Radishes ooze a lot of stuff that also makes you very itchy, gives you sores – I think it’s from the chemicals they spray on them† (61). The Job, they work had chemicals that would irritates their skin and the field conditions were unsafe for immigrants that works day and by day in the sun from hard work that was dangerous to do. It proves they do the Jobs the Americans don’t want. It would be in horrible condition and in a harsh environment where it is unsafe for them but immigrants were put in those Jobs that would pay in a few amount of money Just to make a decent living for not only themselves but for their families as well. The America Dream for the undocumented immigrants who thought it was the land of opportunities and redeem was a false hope because most undocumented immigrants strives to put themselves and their families into a place where they can achieve this dream but in reality it’s a real struggle because of all the hard work they have to endure which included Roberto who worked so hard to support his family. This is important because undocumented immigrants come to the United State for the America Dream because of the poor economy in their home country or their background of coming from a poor family that made a decision to support them but in the end, we all struggle to make a better life for ourselves through hard work, we would overcome it. How to cite English, Papers English Free Essays