Hunger Games Reflection Essay For English 101

ENG 140 Composition: Writing About Selected Topics
Develops students' ability to write college-level essays by practicing strategies of argumentation and by refining skills of invention, revision, and critical thinking. Leads to writing essays characterized by unity, order, coherence, completeness, clarity, and mechanical correctness. In order to satisfy the College's general education requirement for writing (W), students must receive a grade of C or better in the course. Section topics are designated by individual instructors. This course (or an equivalent) must be taken during the first semester at Rollins. Formerly ENG 101. Does not count as elective credit in the English Major or Minor or the Writing Minor.

ENG 167 Introduction to Creative Writing
Requires writing in a variety of genres including fiction, creative nonfiction, and poetry. Emphasizes peer evaluation, thus requiring that students learn to evaluate the writing of others, as well as their own writing. Prerequisite: ENG 140 or equivalent.

ENG 190 How and Why We Read
Introduces students to the world of literature. Together, we will read what literature means to prominent authors and critics, learn about the different disciplines, prizes, and cultures that drive the literature industry, and develop our own responses to the literature we are reading on our own and in other classes.

ENG 190 Our Monsters, Ourselves
In February 2017, producer Ryan Murphy announced that the seventh season of American Horror Story would reflect on the 2016 election. Murphy’s revelation underscores the idea that the genre of horror has always been a mechanism to critique and analyze the social and political landscape of its moment. In this class, we will read texts like Frankenstein and Dracula, watch classic and contemporary horror films, and read critical commentary on both, as we develop our skills and vocabularies of close reading and critique.

ENG 206 Grammar Bootcamp
Covers basic English grammar as well as more advanced grammar to prepare students for advanced writing courses. Topics include parts of speech, sentence structure, punctuation, diction, and cohesion. Prerequisite: ENG 140 or equivalent.

ENG 209 Introduction to Professional Writing
Offers a foundation in professional writing theory and practice. Using a rhetorical approach, analyzes situations, texts, and audiences to understand and produce effective documents. Appropriate for non-majors. Prerequisite: ENG 140 or equivalent.

ENG 225 Practices of Effective Writing
Helps students refine writing skills by developing sound rhetorical practices and editing strategies.  In order to earn credit for this course, students must receive a grade of “C” or higher. Note: A mandatory pre-course assessment will be required. The results of this assessment may exempt some students from the need to complete the course.  Students who do not take the assessment will be required to complete the course. Prerequisite: ENG 140 or equivalent.

ENG 231 The Bible as Literature
Why was Mark Twain, an avowed atheist, so fascinated by the Bible? Was it largely because he recognized it as the world’s greatest anthology of literature, even though he found himself arguing with it throughout his life? This course will examine why so many of the stories in history’s most important text are read in so many different ways. Prerequisite: ENG 140 or equivalent.

ENG 234 Selected Studies in Literary Themes
Focuses on drama, poetry, fiction, and prose. Suitable for nonmajors. Prerequisite: ENG 140 or equivalent.

ENG 234 Game of Thrones
This course examines the myths, texts and events that inspired HBO’s award-winning series. Our literary journey through the Seven Kingdoms weaves us through Viking folklore, 15th-century witch trials, real-life murder plots, perverted fairy tales and crusade narratives. Get your swords ready because on top of lots of reading, you’ll also be storming castles, laying siege, eating horse hearts and training dragons. Suitable for majors and non-majors; $60 course fee will be added automatically to your tuition and covers our field trip to Medieval Times; course fulfills English major pre-1850 requirement.

ENG 234 Representing Illness: A Family Practice
In this course, we will examine how literature depicts illness and its ethical ramifications with an eye toward family dynamics. Alongside literary works, we will read texts by medical anthropologists, physicians, psychiatrists, and philosophers in order to consider illness through a wide, interdisciplinary lens. Our texts will explore illnesses such as cancer, AIDS, PTSD, and dementia. While our emotional responses will guide our analyses, our inquiry into illness will necessarily connect with issues such as human strength and frailty, death and dying, disease and impairment, healing and growth, and the intersections of medicine, technology, humanity, identity, culture and values.

ENG 241B Before the Hunger Games: Dystopian Film & Literature
Is Katniss from The Hunger Games right: Does the thing we love the most destroy us? Is hope the only thing stronger than fear? This course will examine dystopias in literature and film, in-depth and through history, to consider why the genre is arguably more popular than ever (and why the latest generation of dystopian readers seem to think they discovered it). We will consider the conventions of this genre as well as its social and cultural anxieties, reflections and implications. Texts may include: . StuMetropolis, Animal Farm, 1984, Fahrenheit 451, The Dispossessed, Children of Men, Blade Runner, The Handmaid’s Tale, V for Vendetta, and WALL-Edents will write close readings of literature and film in preparation for a researched essay, present on important contextual topics and unassigned dystopias, and construct a creative final project.

ENG 267 Topics/Techniques in Writing
The topics version of this course offers an introduction to a very specific genre of writing (fiction, autobiography, humor writing, etc.), giving close attention to the defining characteristics of the genre and offering a sequence of short reading and writing assignments designed to develop facility in producing the genre. The techniques version of this course offers a close study of a specific literary technique (point of view, character/dialogue, narrative design, voice), and requires practicing the technique in short, focused writing assignments with emphasis on both literary and technical excellence. Prerequisite: ENG 140 or consent.

ENG 277 Writing for the Community
How do we give voice to private and public concerns in shaping the places we live? How do we become active members influencing decisions in our various communities (political, environmental, religious, social, or intellectual)? This course in the genre of civic writing lets students develop selected forms (letters to the editor, fact-finding summaries, field studies, proposals, documentaries, and other persuasive public project pieces that organizations use to develop cases and gain support), write for a not-for-profit organization, and practice service learning. Formerly ENG 295. Prerequisite: ENG 140 or equivalent.

ENG 300B Expository Writing: Informal Essay
This course offers students writing practice in the informal essay, a form of writing characterized by self-reflection, individual tastes and experiences, open form, and conversational manner. Early practitioners include E.B. White, Joan Didion, and John McPhee. Students will study the primary qualities demonstrated by these and other masters of the informal essay:narrative techniques, flexible structure and design, unity and order, rhetorical intent, and tone. Prerequisite: ENG 140 or equivalent.

ENG 300E Expository Writing: Documented Investigation
This course examines a variety of investigative genres: proposals, interviews, arguments, persuasive letters, as well as source-based reports and essays. As a final project in the course, students may investigate a problem facing one of their communities -- family, work, neighborhood, church, city -- and write a well-researched paper that explains relevant issues and argues for a solution. Prerequisite: ENG 140 or equivalent.

ENG 300H Expository Writing: Persuasive Writing
This is a course in writing formal and informal arguments. In addition to reading, analyzing, and writing various types of arguments, students discuss theories of argumentation and argumentative strategies, study logical structure and effective use of evidence in arguments; consider the role of audience and rhetorical appeals to persuade an audience. Essay assignments ask students to practice using definition, casual, resemblance, proposal, and evaluation arguments. Prerequisite: ENG 140 or equivalent.

ENG 312 Studies in Shakespeare: Shakespeare Goes to the Movies
Shakespeare may not have had the chance to see his plays turned into movies, but we do. This course will view and discuss six films interpreting six of Shakespeare’s most important plays, including Romeo and Juliet, The Taming of the Shrew, and Hamlet. We will discuss the differences in the plays as texts, as performances, and as films. Prerequisite: ENG 140 or equivalent.

ENG 315F The Gothic Imagination
The Oxford English Dictionary lists seven definitions for "Gothic;" its final one describes a literary mode: "Of or designating a genre of fiction characterized by suspenseful, sensational plots involving supernatural or macabre elements and often (esp. in early use) having a medieval theme or setting." This survey will consider the Gothic Imagination as an historical phenomenon of eighteenth- and nineteenth-century British literature.  Beginning with Horace Walpole’s 1764 The Castle of Otranto, Gothic literature challenged the moral and intellectual certainties of the Enlightenment and has remained a consistent theme in British literature since, according to "Terror and Wonder" a new exhibit from the British Library: "By exploring the dark romance of the medieval past with its castles and abbeys, its wild landscapes and fascination with the supernatural, Gothic writers placed imagination firmly at the heart of their work - and our culture."  In this way, the Gothic Imagination can be viewed as central to the project of Romanticism and a vital legacy for writers of the nineteenth century.  This class takes the Gothic and its contemplations of cultural Others (based in gender, class, race, religion, sexuality, and nationality) from its earliest, eighteenth-century beginnings to its nineteenth-century manifestations.  As a class we will negotiate the final list of our readings, but possibilities for novels include: Walpole’s Castle, Radcliffe’s The Italian, Lewis’s The Monk, Austen’s Northanger Abbey, Shelley’s Frankenstein, Dickens’s Great Expectations, Brontë’s Jane Eyre, Wilde’s Dorian Gray, Stevenson’s Jekyll and Hyde, and Stoker’s Dracula. We will also consider how the Gothic Imagination shapes poetry from Romantics Charlotte Smith and Samuel T. Coleridge to Victorians Robert Browning and Christina Rossetti.

ENG 321 Selected Studies in World Literature
Explores representative works of literatures other than British and American. Specific writers, works, and/or genres vary. Prerequisite: ENG 140 or equivalent.

ENG 329 Selected Studies in American Literature
Explores one or more specific topics in the American literary tradition. Writers, works, periods, and/or genres vary. Prerequisite: ENG 140 or equivalent.

ENG 344 TV as Storytelling: Contemporary Visual Narratives
In the past two decades, television has transformed from a medium devoted to episodic, forgettable programing to critically-acclaimed visual narratives that engage viewers in a variety of ways.  This course will examine a selection of these narratives—including The Wire, Stranger Things, Atlanta, Westworld, and The OA—and study the craft of television production.  We will also consider how shifting viewing behaviors influence the way we discuss television and interact with its characters. Prequisite: ENG 140 or equivalent.

ENG 361 Writing for the Professions
Writing has never been a more important professional skill; however, many students will graduate without ever receiving extensive education in the opportunities and challenges of professional writing. This course will prepare students for a number of professional environments by focusing upon the rhetorical nature of writing. Because digital media is now a critical component of nearly all professions, students will learn several genres as well as basic design skills for effective communication.  At the end of the course, students will have the opportunity to partner with a local Orlando start-up to practice their newly-acquired skills in writing, presentation, and design. Counts as a Business elective. Prerequisite: ENG 140 or equivalent.

ENG 367C Creative Writing Workshop: Fiction
Focuses on the writing of short fiction through writing workshops run by the student participants and supervised by the professor in a conventional creative writing format. Includes some reading and discussion of contemporary short story writers. Prerequisite: ENG 167.

ENG 367J Creative Writing Workshop: Playwriting

ENG 367P Topic: Food Writing
Food has become a major cultural force, starring in films, reality television, and bestselling books. In this class, we will read, write, and publish literature about the role food plays in our lives and in our communities. This course will combine creative and digital writing theory and practice with the aim of inspiring students to contribute to ongoing discourse about the ethics, pleasures, and techniques of how we make and appreciate our food. Course will involve at least two field trips during class time--a food walking tour and an interview/dinner with a local chef--to provide fodder for writing projects.

ENG 374 Editing Essentials
A close study of syntax, i.e., how the various components of a sentence combine to create meaning and effect. Focuses on editing for correctness (grammar, usage, punctuation, mechanics) and on editing for precision (unity, order, coherence, emphasis, diction). Prerequisite: English Majors/Minors and Writing Minors. ENG 140 or equivalent.

ENG 380 Language Studies
Investigates the dynamics of language from historical, sociological, and rhetorical perspectives. Students will learn the best tools for understanding language and for editing their own work and that of others. Prerequisite: ENG Major/Minor or Writing Minor. ENG 140 or equivalent.

ENG 467 Advanced Creative Writing Workshop
Requires strong, established creative writing skills and experience in writing workshops. Encourages submission of selected pieces to appropriate publications. This course may be taken three (3) times for credit. Prerequisite: ENG 367 or ENG 360; or consent.

ENG 490 Advanced Major Author(s) Study: Zora Neale Hurston
In 1925, Zora Neale Hurston’s play, Color Struck, won a prize, launching Hurston as a distinctive and vibrant character of the Harlem Renaissance. This course is an intensive study of Hurston’s writings from her short stories and novels to her anthropological writings, her essays, and her memoir. We will read her works in context, to get a better sense of how her works relates to and departs from the movements of her time, including the Harlem Renaissance and modernism. Themes will include her contributions to American literature and anthropology, her position as a Southern Black woman writer in the early twentieth century, her experimentation with dialect and narrative voice, and her depictions of race, class, and gender. Prerequisite: ENG 140 or equivalent. JR Status.

Essay on The Hunger Games by Suzanne Collins

1449 Words6 Pages

Suzanne Collins, the author of The Hunger Games, imagines a world where people are divided by district just like the real world does with the high, middle, low classes. This book is full of themes, literary devices and also talks about how the government — in this case the Capitol — oppresses their citizens. This book contains many universal messages, but the most prevalent are that if you want to do something, you can do it and the other is that true love is the strongest feeling in all the world.
When you really like something, you work really hard to get it. If you are failing a subject, you work tirelessly to pass. In this case, The Hunger Games expresses a universal message that when you want to do something you can do it. In…show more content…

Suzanne Collins, the author of The Hunger Games, imagines a world where people are divided by district just like the real world does with the high, middle, low classes. This book is full of themes, literary devices and also talks about how the government — in this case the Capitol — oppresses their citizens. This book contains many universal messages, but the most prevalent are that if you want to do something, you can do it and the other is that true love is the strongest feeling in all the world.
When you really like something, you work really hard to get it. If you are failing a subject, you work tirelessly to pass. In this case, The Hunger Games expresses a universal message that when you want to do something you can do it. In other words, if you want to survive, you need to fight for it. That is Katniss’s situation when she decides to protect her sister when she is selected to go to the Hunger Games and she needs to fight to stay alive and make true the promises she makes to her sister. “ Really, really try. I swear it, “ I say. And I know, because of Prim, I´ll have to,” (pg. 36). This is Katniss promise that motivates all her days when she needs to be alert that any tribute comes and kill her first, and when she doesn't have nothing to eat or a place were to sleep. That is the most evident example that when you really want something, or when you have a motivation or a goal you are expected to give and do the best of you. When you really effort yourself and

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