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Narrative Essay Rubric For 5th Grade
40 Useful Words and Phrases for Top-Notch Essays. The secret to a successful essay doesn’t just lie in writing a narrative essay 5th grade the clever things you talk about and the way you structure your points. To be truly brilliant, an essay needs to utilise the right language. You could make a great point, but if it’s not intelligently articulated, you almost needn’t have bothered. Essay. Developing the language skills to build an argument and to write persuasively is a narrative essay, crucial if you’re to write outstanding essays every time. In this article, we’re going to equip you with the words and phrases you need to write a top-notch essay, along with examples of how to on the not taken utilise them. It’s by a narrative essay 5th grade, no means an exhaustive list, and there will often be other ways of using the words and phrases we describe that we won’t have room to include, but there should be more than enough below to help you make an coursework, instant improvement to your essay-writing skills – whether you’re a native English speaker or taking your first steps into writing a narrative writing essays in English. Let’s start by looking at language for general explanations of complex points. Usage : “In order to” can be used to introduce an tissue culture, explanation for a narrative the purpose of an argument. Example : “In order to thesis understand X, we need first to understand Y.”
Usage : Use “in other words” when you want to writing express something in a different way (more simply), to make it easier to understand, or to emphasise or expand on essay sparknotes a point. Example : “Frogs are amphibians. 5th Grade. In other words, they live on tuberculosis thesis the land and in the water.” Usage : This phrase is a narrative 5th grade, another way of saying “in other words”, and can be used in particularly complex points, when you feel that an alternative way of wording a problem may help the reader achieve a better understanding of its significance. Example : “Plants rely on photosynthesis. To put it another way, they will die without the sun.” Usage : “That is” and tissue thesis “that is to 5th grade say” can be used to add further detail to your explanation, or to be more precise. Example : “Whales are mammals.
That is to say, they must breathe air.” Usage : Use “to that end” or “to this end” in a similar way to “in order to” or “so”. Example : “Zoologists have long sought to understand how animals communicate with each other. Tomato Tissue. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.” Adding additional information to support a point. Students often make the mistake of a narrative using synonyms of “and” each time they want to add further information in support of critical essay on the by robert a point they’re making, or to build an argument. Here are some cleverer ways of doing this. Usage : Employ “moreover” at a narrative the start of a sentence to add extra information in support of a point you’re making.
Example : “Moreover, the the holocaust essay outline, results of essay a recent piece of research provide compelling evidence in support of…” Usage :This is also generally used at the start of a sentence, to add extra information. Example : “Furthermore, there is evidence to suggest that…” Usage : This is culture thesis, used in the same way as “moreover” and “furthermore”. Example : “What’s more, this isn’t the writing, only evidence that supports this hypothesis.” Usage : Use “likewise” when you want to talk about something that agrees with what you’ve just mentioned. Example : “Scholar A believes X. Tuberculosis Thesis. Likewise, Scholar B argues compellingly in favour of writing a narrative 5th grade this point of view.” Usage : Use “similarly” in the same way as “likewise”.
Example : “Audiences at the time reacted with shock to Beethoven’s new work, because it was very different to what they were used to. Similarly, we have a tendency to react with surprise to fail and/or ungraded the unfamiliar.” Usage : Use the phrase “another key point to remember” or “another key fact to remember” to introduce additional facts without using the word “also”. Example : “As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Essay 5th Grade. Another key point to concerning human understanding john locke sparknotes remember is that Blake was writing during the Industrial Revolution, which had a major impact on 5th grade the world around him.” Usage : Use “as well as” instead of “also” or “and”. Example : “Scholar A argued that this was due to X, as well as Y.” Usage : This wording is used to critical essay road add an extra piece of essay 5th grade information, often something that’s in outline some way more surprising or unexpected than the writing a narrative, first piece of information. Example : “Not only did Edmund Hillary have the the holocaust essay outline, honour of being the writing essay 5th grade, first to reach the summit of Everest, but he was also appointed Knight Commander of the Order of the British Empire.” Usage : Used when considering two or more arguments at a time.
Example : “Coupled with the literary evidence, the statistics paint a compelling view of…” Usage : This can be used to structure an argument, presenting facts clearly one after the for 9th topic, other. Example : “There are many points in support of this view. Firstly, X. Secondly, Y. And thirdly, Z. 16. Not to mention/to say nothing of. Usage : “Not to mention” and “to say nothing of” can be used to add extra information with a bit of writing 5th grade emphasis. Example : “The war caused unprecedented suffering to millions of essay graders people, not to mention its impact on the country’s economy.” Words and essay phrases for tomato demonstrating contrast. When you’re developing an argument, you will often need to present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”.
This section covers words you can use instead of the “but” in writing a narrative essay these examples, to essay road make your writing sound more intelligent and interesting. Usage : Use “however” to introduce a point that disagrees with what you’ve just said. Example : “Scholar A thinks this. However, Scholar B reached a different conclusion.” Usage : Usage of this phrase includes introducing a contrasting interpretation of the same piece of evidence, a different piece of evidence that suggests something else, or an a narrative essay, opposing opinion.
Example: “The historical evidence appears to suggest a clear-cut situation. Tuberculosis. On the other hand, the writing 5th grade, archaeological evidence presents a somewhat less straightforward picture of essay what happened that day.” Usage : Used in a similar manner to “on the writing essay 5th grade, other hand” or “but”. Example : “The historians are unanimous in examination telling us X, an agreement that suggests that this version of events must be an accurate account. Having said that, the archaeology tells a different story.” Usage : Use “by contrast” or “in comparison” when you’re comparing and contrasting pieces of evidence. Example : “Scholar A’s opinion, then, is based on insufficient evidence. A Narrative 5th Grade. By contrast, Scholar B’s opinion seems more plausible.” Usage : Use this to cast doubt on an assertion. Example : “Writer A asserts that this was the reason for what happened. Then again, it’s possible that he was being paid to say this.”
Usage : This is used in the same way as “then again”. Example : “The evidence ostensibly appears to point to this conclusion. That said, much of the evidence is unreliable at best.” Usage : Use this when you want to fail coursework introduce a contrasting idea. Example : “Much of writing a narrative essay scholarship has focused on this evidence. Yet not everyone agrees that this is the most important aspect of the situation.” Adding a proviso or acknowledging reservations. Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so. Usage : Use “despite this” or “in spite of this” when you want to outline a point that stands regardless of a shortfalling in the evidence.
Example : “The sample size was small, but the results were important despite this.” Usage : Use this when you want your reader to for 9th graders consider a point in essay the knowledge of something else. Example : “We’ve seen that the methods used in the 19th century study did not always live up to the rigorous standards expected in scientific research today, which makes it difficult to draw definite conclusions. With this in mind, let’s look at a more recent study to tomato tissue culture thesis see how the results compare.” Usage : This means “on condition that”.
You can also say “providing that” or just “providing” to mean the writing essay 5th grade, same thing. Example : “We may use this as evidence to fail coursework ungraded support our argument, provided that we bear in writing a narrative mind the limitations of the methods used to obtain it.” Usage : These phrases are used when something has shed light on something else. Example : “In light of the evidence from the 2013 study, we have a better understanding of…” Usage : This is similar to tuberculosis thesis “despite this”. Example : “The study had its limitations, but it was nonetheless groundbreaking for its day.” Usage : This is the 5th grade, same as “nonetheless”.
Example : “The study was flawed, but it was important nevertheless.” Usage : This is another way of critical on the not taken frost saying “nonetheless”. Example : “Notwithstanding the limitations of the methodology used, it was an important study in the development of 5th grade how we view the workings of the human mind.” Good essays always back up points with examples, but it’s going to get boring if you use the expression “for example” every time. Essay For 9th. Here are a couple of other ways of saying the same thing.
Example : “Some birds migrate to avoid harsher winter climates. Essay. Swallows, for instance, leave the UK in early winter and fly south…” Example : “To give an illustration of what I mean, let’s look at the case of…” When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such. Usage : Used to introduce a point that is loaded with meaning that might not be immediately apparent. Example : “Significantly, Tacitus omits to graders topic tell us the kind of gossip prevalent in Suetonius’ accounts of the same period.”
Usage : This can be used to mean “significantly” (as above), and it can also be used interchangeably with “in particular” (the example below demonstrates the first of writing 5th grade these ways of essay graders topic using it). Example : “Actual figures are notably absent from Scholar A’s analysis.” Usage : Use “importantly” interchangeably with “significantly”. Example : “Importantly, Scholar A was being employed by writing, X when he wrote this work, and was presumably therefore under pressure to portray the situation more favourably than he perhaps might otherwise have done.” You’ve almost made it to the end of the tuberculosis, essay, but your work isn’t over yet. You need to a narrative end by wrapping up everything you’ve talked about, showing that you’ve considered the arguments on both sides and reached the most likely conclusion.
Here are some words and phrases to help you. Usage : Typically used to introduce the human john locke, concluding paragraph or sentence of an essay, summarising what you’ve discussed in a broad overview. Example : “In conclusion, the writing a narrative, evidence points almost exclusively to Argument A.” Usage : Used to signify what you believe to fail coursework and/or ungraded be the most significant point, and the main takeaway from the essay. Example : “Above all, it seems pertinent to a narrative remember that…” Usage : This is the holocaust essay outline, a useful word to writing a narrative essay use when summarising which argument you find most convincing. Example : “Scholar A’s point – that Constanze Mozart was motivated by financial gain – seems to me to essay road be the most persuasive argument for her actions following Mozart’s death.” Usage : Use in the same way as “persuasive” above.
Example : “The most compelling argument is presented by Scholar A.” Usage : This means “taking everything into account”. Example : “All things considered, it seems reasonable to assume that…” How many of 5th grade these words and phrases will you get into your next essay? And are any of your favourite essay terms missing from our list? Let us know in the holocaust essay outline the comments below! 221 Responses to “40 Useful Words and Phrases for Top-Notch Essays” January 09, 2015 at 8:47 am, Jimmy Tan said: January 23, 2016 at a narrative 1:13 am, AN INDIAN said:
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December 27, 2015 at 10:55 am, Ikoo said: I need more information about the holocaust essay outline, black’s writing .also,his romantic way in nature . Please could you help me ? May 26, 2015 at 2:39 pm, Mike said: These are reach-me-downs and the ideas you express are poorly connected. For example, ‘As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Essay 5th Grade. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on tomato thesis the world around him.” You link these facts incorrectly – they are not a series of points that are additive. They are causally related, i.e. one is a consequence of the other. I believe this is 5th grade, better, both logically and stylistically: ‘Romantic writers, including Blake, decried the for 9th, negative impact of the writing 5th grade, Industrial Revolution on, amongst other things, society’s connectedness with the for 9th graders topic, natural world.
Consequently he foregrounded the importance of improving the relationship between humankind and writing nature.’ You also lace your examples with contractions and these have no place in academic writing. September 19, 2016 at 11:18 am, Helena said: March 23, 2017 at 5:33 pm, Dr. Jim Loving said: You are correct. I have taught writing for 40-plus years, and I find many of these suggestions wordy and unnecessary. For instance, “In order to” can simply to be “To.” June 02, 2015 at 1:48 am, phertauwete said:
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October 06, 2015 at 10:59 pm, Joe said: Thanks for the list. Essay 5th Grade. I think it would also be helpful to include a list of words to help express the thoughts of the writers being referenced in the essay, for example, “Jacob states that teachers need to critical essay on the road frost consider the learning abilities of all students” or “Williams asserts that reading English texts more often can increase the essay, writing skills of ESL learners”. It sometimes becomes boring to keep saying, “so-and-so states that…” October 12, 2015 at 9:07 am, faiz said: This was useful for me. October 14, 2015 at 3:09 am, Lilow W. Essay Concerning Human. said:
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Really helpful ……………. Thank you guys. October 19, 2015 at 10:49 am, steven O'Donnell said: I would have also included “in fact” October 19, 2015 at 9:42 pm, Tom Howell said: *Gasp* As someone who has studied and takes a modicum of interest in the English language, and having spent a lifetime writing scientific essays, all I can say is this list of cliches will not aid you in your academic pursuits.
This is essay 5th grade, a categorical list of English don’ts that will undoubtedly be highlight with a sigh, and a comment something along the essay human locke sparknotes, lines of “Please, no more” – paraphrased of course. Some of these are inescapable and writing 5th grade are useful tools, but please use in moderation. If you truly wish to tomato tissue improve your writing, consider the use of language in writing a narrative essay 5th grade literature you may study as part of your academic endeavours – be it english or technical based. What makes a writing style worthy of note, and what makes it tedious and monotonous? The use of structure, engaging writing styles, and even metaphors can be true keys to essay on the road not taken essay success. December 07, 2015 at 8:24 am, Jeff B. said: Tom, I must agree. Writing Essay. In my English class such cliches as listed here would be highlighted and returned to the student with an admonition to “please use your own words,” or something to that effect. As I like to joke, “Cliches should be avoided like the plague.”
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I don’t really feel comfortable using firstly, secondly, thirdly to introduce new points… does anyone else feel the writing a narrative essay, same? December 07, 2015 at 7:58 am, Jeff B. said: While some of the suggestions in topic this article are valuable, I am going to have to agree with Tom Howell about the use of writing a narrative 5th grade cliches. The Holocaust Outline. Many of the a narrative, phrases suggested (e.g. Fail And/or Examination. “To put it another way” and “Another key thing to remember”) are cliches, and should be avoided in writing a narrative original writing. Another note: this article recommends the the holocaust essay outline, use of “In conclusion” to introduce the conclusion.
My suggestion is to avoid it, and I am not the a narrative, only one who feels this way. To quote the Writing Center at Harvard University: summary,’ and ‘to sum up.’ These phrases can be. useful–even welcome–in oral presentations. Essay Human Understanding John. But. readers can see, by writing 5th grade, the tell-tale compression of the. pages, when an fail and/or ungraded, essay is writing essay, about to tomato thesis end. You’ll irritate. your audience if you belabor the writing a narrative 5th grade, obvious.” If your readers cannot figure out that from reading your text that you are presenting your conclusion, then your conclusion has more problems than simply the introduction to it.
December 07, 2015 at 8:03 am, Jeff B. said: Note: In my comment above, I should have specified “for college-level writing… and above.” Further, I will say that sometimes, indeed, “In conclusion” can be a useful phrase, but in fail coursework examination many if not most cases it should be avoided. December 07, 2015 at 10:43 am, Jeff B. said: * Assuming, of course, that my “comment above” is actually posted after it undergoes “moderation.” Otherwise my note makes no sense… December 07, 2015 at 8:25 pm, pavla said: put (or set) the writing, record straight. December 09, 2015 at fail coursework and/or 12:42 pm, Ahsan said: Really great info.
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chinese model essay FROM COUNTRY TO CITY. Social Changes of China in Photography. Translated by John Yu Zou. The Chinese Reform has been underway for more than a quarter of a century. This historical social transformation is writing essay 5th grade, one in which all of Chinese society is moving toward urbanization. Tuberculosis Thesis! In the context of such a massive makeover, Chinese documentary photography provides a sustained focus on social changes and unprecedented new social experiences. With support from Bates College, I organized this exhibition of writing photographs with works by for 9th graders, seven contemporary Chinese photographers to illuminate the writing essay, path that China has traveled in the past twenty-five years.
The exhibition is intended to illustrate changes in Chinese society to an American audience. The photographs by the painter Liu Xiaodi were taken in the late 1970s and early 1980s. At the time, while he was an art student on fieldwork trips in thesis China’s rural areas, he sketched and took photographs. As an art student, he was motivated to take the photographs as source material for his paintings. However, it is precisely because Liu did not receive formal schooling as a photographer that these images are free from some of the conventions of art photography. Instead of writing methodically orchestrating light and composition, he merely recorded what he saw through the camera, so that upon his return to the city, he could scrutinize the images again and essay human sparknotes rework them into his paintings. Without the writing a narrative essay 5th grade, photographer’s preoccupations, Liu’s work conveys a moment of transparency and simplicity. Village (series), 1978-1979. I place Liu at the beginning of the exhibition because his images of Chinese rural life retain the traces of a society bound by the social structure and lifestyles of the Maoist era. Thesis! Agricultural production among Chinese peasants, the conditions and substance of country living, and the states of the mind and mutual relations among people all receive representation in writing Liu’s works.
The photographs that he originally took for his painting projects made him an accidental witness to a unique episode in Chinese history. Master of the House (series) Zhao Weidong, 16, Jiyvan County, Compared with Liu Xiaodi’s non-conceptual approach, Jiang Jian projects a distinctive formal and conceptual awareness in his portraits taken in Henan province during the 1990s. Thesis! His technique has an apparent and misleading straightforwardness. He positions peasant figures against images on the wall of the main room, the equivalent in Chinese rural architecture to the living room in an urban residence. In traditional Chinese living spaces, the central wall hanging in the main room expresses the values of Chinese patriarchy and is usually a large-sized painting or work of calligraphy. A Narrative Essay! The memorial tablets on the offering table express the importance of the lineage of the clan and the centrality of family ethics. Traditionally, the cultural signs found in these graphic and calligraphic images impose symbolic restraint upon the behavior of family members. The main room is also the outline, center of family activities including memorial services to ancestors, family conferences, and the reception of guests.
The area serves family members and constitutes the key venue where they interact with visitors. These photographs reveal that, in the context of contemporary Chinese social transformation, we find not only ancient traditions persist in writing a narrative the space of graders these main rooms, but political ideologies and various elements of popular culture have now entered the space and are competing against one another. Writing Essay 5th Grade! Numerous political messages, images of contemporary popular culture, and signs of traditional culture coexist within the same space. Today, interiors revealing traditional ritual activities are becoming more rare in China, especially in tuberculosis thesis the coastal cities. They are being replaced by décor evoking Western-style living rooms. The Master of the House series expresses the persistence of Chinese rural society and folk traditions in an increasingly urban China. How do we understand the concurrence of popular society, traditional culture, Confucian traditions, and political ideologies, and their mutual impact on essay, contemporary China? To what extent may we achieve accuracy in their description with the road not taken, help of different theories and methodologies? Many of us are facing these questions. A Narrative 5th Grade! The unique approach of the Master of the House series provides some heuristic leads. Jiang Jian invites his subjects to adopt standing or sitting positions in a living space that is still richly resonant with meaning, and then within that format he records every visual detail of their bodily presence and tissue thesis their surroundings.
It is through such detail that he displays the conditions of life among Chinese peasants, and through bold folk coloring he highlights the cultural taste in rural central China. At the same time, Jiang is also able to render a scenario characterized by the coexistence of government ideologies, contemporary popular culture, and writing a narrative 5th grade traditional culture. Of course, what we may further learn from the fail coursework examination ungraded, photographs is that the a narrative 5th grade, process of tuberculosis urbanization is also one in a narrative essay 5th grade which the values of urban living begin to be widely circulated and to take root in rural areas. Jiang Jian thus makes available to us a set of visual documents to help understand the daily lives of Chinese peasants in a specific geographic region. Besiege the City by the Country (series) Through the 1990s, Zhang Xinmin, from Guangdong province, was engaged in a colossal visual project: Besiege the not taken by robert frost, City by the Country: The Long March of a narrative essay 5th grade Chinese Peasants to the City . This project consisted of three. parts: Village and essay topic Small Town Life , To the City , and The City . In a panoramic sweep, Zhang tried to capture the single most significant event in the contemporary transformation of Chinese society: peasants’ departure.
from their land and their integration into city life. Writing A Narrative! Since the 1980s, because of radical changes in China’s social structure and economic policies, there has been a fevered acceleration in fail coursework and/or ungraded the process of urbanization. Writing! Massive numbers of surplus laborers from rural China flocked to the city in tomato culture search of work. According to a survey conducted by the Rural Survey Team at China’s Central Statistics Bureau, by 2001 almost ninety million Chinese workers had moved from rural to urban regions. Besiege the City by the Country (series) However, for peasant workers, the prospects for life and writing a narrative essay work in the city have not been good. The challenges they face in the cities far surpass finding adequate food and shelter. Cities and tissue culture their social structures have also not been prepared enough, in either material or psychological terms, to welcome peasant workers. Even though the cities and their traditional residents have grown dependent upon the services of peasant workers, the writing 5th grade, latter are often subject to fail examination ill treatment. Zhang’s photographs reveal the urban survival techniques of Chinese peasants and their gradual transition toward their new roles as city dwellers.
The moments he captures forcefully convey the details of peasant life in the city, whether it is the taking of pictures for identification cards, which is the first step toward finding a job in the city, or the pin-ups of voluptuous women and the blown-up images of writing a Chinese banknote decorating their mosquito-netted bunks. Zhang Xingmin’s photographs remind us that in the process of urbanization, peasant workers have come to constitute a key component of contemporary Chinese urban life. Their living and working conditions in the cities should be acknowledged as a part of China’s social reality, and a part of China’s urban culture. Through his photographic eye, Zhang gives detailed representation to their ordeals in the urban environment. Shanghailanders (series), 1992-1995. In the 1990s, urbanization in China grew at an extraordinary pace. Many social tensions intensified and became highly visible. While the examination ungraded, speed of social change no doubt left an indelible impact on the values and lifestyles of a narrative peasants, it also profoundly reshaped the ideas and daily lives of urban dwellers. Essay Understanding Locke! Beginning in the early 1990s, the Shanghai photographer Lu Yuanmin spent ten years producing the series Shanghailanders . With his highly personal perspective, he brought forth images of Shanghai urbanites assaulted by profound economic change. At the essay 5th grade, center of Lu Yuanmin’s photographs is a cohort of essay concerning human john sparknotes Shanghai residents who maintained their habitual ways of living on the eve of radical upheavals in Chinese society. The subjects of the Shanghailanders series are those who remained unconcerned with changes in their external world.
For a long time, this social group received almost no attention in Chinese media and press. They were not the writing a narrative essay, soldiers, workers, and peasants glorified in government propaganda, nor those “contemporary heroes” who responded positively to the new economic policies from above and actively engaged in essay concerning john locke sparknotes commerce when the society moved toward a market economy. These were instead the people left behind by their own times. Like Zhang Xinmin’s peasant workers, these Shanghai urbanites were largely neglected by mass media. But unlike the peasant workers caught in Zhang’s gritty images, Shanghai’s residents asked for writing a narrative 5th grade, neither the society’s attention nor its assistance. They were a self-sufficient lot. At some level these Shanghailanders represent the majority of the population in the metropolis, urban residents who stayed largely outside public discourse. In terms of fail coursework and/or examination social background, Lu belongs to the same culture as his sitters. A Narrative Essay! His photographs reveal a strong sense of identification with his subjects. In these images independent, self-possessed Shanghailanders receive the deepest of sympathy from the artist, but the outline, particulars of their living environments also become subjects of exquisite description.
In this series, the Shanghailanders appear willing to lose themselves in times that have passed. From their reserved and somewhat defiant manners, we may appreciate the complicated psychological reaction of a particular group to radical social transformation. A Narrative 5th Grade! The stillness of their gestures and positions contrasts dramatically with the violent and fail coursework examination unpredictable social mobility within Chinese society at writing a narrative 5th grade the time. Through Lu’s lenses, they serve as a static point of reference to observe and consider drastic social changes. Shangai Sketch (series), 2002. Zhou Ming’s early works, The Last Day of No. 1 National Railway and Housing Shortages , were series that recorded Shanghai urban life at the holocaust essay the beginning of the 1990s. From then on, he gave priority to street shots in writing a narrative essay an effort to capture changes in Shanghai’s urban public spaces. These were distinctive for the employment of what photographers call the critical on the road frost, “optic unconscious.” Zhou seeks to writing a narrative render the reality of Shanghai in a style that straddles documentary record and for 9th topic personal viewpoint. He does so by gathering a large number of photographic details of everyday life in the city. He also juxtaposes graphic symbols of very different significance within the.
same frame to provoke associations regarding the passage of time. The New Residences of essay Luoyang series, created by Luo Yongjin in the 1990s, addresses an fail examination ancient Chinese capital of six different dynasties. Luoyang is not a typical modern city, and the images evoke a “pre-modern” urban architectural style. Depicting contemporary Chinese residential buildings of extraordinary solidity and power, the photographer articulates a deep-seated Chinese architectural aesthetic and spatial consciousness. By way of stark visual reduction, these works bring together the architectural aspects of Chinese residential construction and the reductive nature of Western modernist architecture, even though the similarity comes across as rather crude. The aggressive architectural surfaces in the images stand in contrast to the clusters of skyscrapers in the coastal cities, and are evidence that urbanization in the Chinese interior follows a different pattern from the coast.
New Residences of Luoyang (series) Such works by Luo provide a meaningful point of departure for an understanding of the relationship between architecture and urban life and writing development in interior Chinese cities, as well as the limited aesthetic resources of Chinese city dwellers in these areas. After Luo began working in Shanghai, his collage-style, grid-partitioned works singularly expressed the modern city’s endless expansiveness and self-duplication. In the recent publication, Research Report on Contemporary Chinese Class (Lu Xueyi editor, Shehui kexue wenxian chubanshe, Beijing, 2002), Chinese sociologists redefined the essay on the road by robert, social classes in China. According to this model, Chinese society now may be divided into ten classes. The leading classes of the Maoist era, the industrial workers and peasants, are ranked eighth and ninth, posited above only the tenth class, made up of the unemployed and semi-unemployed.
According to this scheme industrial workers and writing essay peasants are no longer the decisive forces propelling social progress in China. The “masters” of Chinese society in Maoist times now define the lowest strata of the social hierarchy. Heaviness of essay for 9th graders topic Industry (series) At a time when working-class existence is writing 5th grade, increasingly marginalized and workers’ images appear with ever decreasing frequency in China, Zhou Hai’s Heaviness of Industry project refocuses our attention on the life and working conditions of industrial workers who have been irretrievably remade into the society’s “silent majority.” Zhou’s documentary project began in 1997 and is, according to him, still ongoing. Tomato Culture! In his own writing, he makes it clear that the motive in taking these pictures is to draw more peoples’ attention toward what is hidden behind industries, toward the labor and subsistence of the workers.
His images are intended to call attention to the human component of the abstract notion of industry. Writing! He wants to demonstrate the essay for 9th topic, heaviness of industry as supported by these silent human figures, a heaviness borne by a narrative essay 5th grade, the real members of the working class. While the thesis, images in the Heaviness of Industry series strive to show the writing essay, workers’ labor and subsistence in tomato tissue culture thesis physical terms, they also expose the drift of the working class as a whole from the center of Chinese society to its peripheries. The Heaviness of a narrative essay 5th grade Industry series catalogs a number of raw moments in workers’ operational routines from a rich variety of ungraded perspectives. Zhou’s images do not aestheticize the laborers’ physical hardship, nor do they present sensational characterizations of human tragedy. Neither singing praise to modernization nor reflecting upon the negative consequences of the process may be as important as providing a site for an extensive social appreciation of the material experiences of “industry,” of the persons who are engaged in industrial production, of the relationship between the human body and writing a narrative 5th grade work, of the value of thesis work to the entire society. Heaviness of Industry (series) Because of the writing a narrative essay, special conditions of social development and thesis historical coincidences, modernization in China is following a unique trajectory.
Well before its infrastructural base undergoes systematic industrial modernization, the country faces a transition toward a digital society. The conflicting objectives and realities between the pursuit of industrialization and the drive toward post-industrial environments result in essay 5th grade much awkwardness in critical essay on the road actual social experience. The industrial workers in Zhou’s pictures embody such awkwardness in the most direct terms. These works do not excessively elaborate upon writing a narrative essay the experience itself. Rather, they introduce us to the complicated psychological states — a mixture of pride, perseverance, loss, and helplessness — with which the workers react toward the complexities of the culture, historical moment. By weaving together subliminal settings and intimate depictions, Zhou takes his subjects away from the Maoist myths handed down from the essay, past and returns them to coursework and/or examination ungraded their actual condition and salvation.
From the documentary works by these Chinese photographers, we may conclude that there is a parallel between the growth of Chinese documentary photography and changes in Chinese society. The appearance of works with a distinct social vision bespeaks of the beginning of a process in which Chinese photography is emerging from the constraints of a narrative essay state ideologies. Essay Topic! Photographers are taking individual critical stances toward the reality of society. The cameras in the photographers’ hands are tools to record dramatic transformation and day-to-day social experience while they articulate a personal worldview.