Fairy Tales Argument, Intro. for any Fairy Tale or Fantasy Unit PDF & Google App
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As you begin a study of fairy tales or any fantasy-based literature, use this activity that examines two argument essays about the impact fairy tales have on children. In “Fairy Tales: A Nightmare in Disguise,” the writer argues that fairy tales are the cause of several social ills. In the other essay, “Fairy Tales: A Tool to Help Humanity,” the writer argues that fairy tales bring many benefits not only to children, but also to society as a whole. (Note: Both articles were written by me, Laura Randazzo, though I left them uncredited so as not to confuse students.)
After reading the two opposing viewpoints, students will answer a series of questions requiring them to analyze the essays and form their own opinion.
This activity can stand by itself as a lesson on argument writing and can also be used as a sub plan. It was specificially designed, though, to be a launching lesson into a deeper study of fairy tales as a genre or with any fantasy or magical realism novel.
Note: This item is included in my four-day film study unit on The Princess Bride . If you’ve already purchased The Princess Bride materials, located here , please do NOT also buy this item separately. You already have these materials. Also, this item is also included in my English 9-10 full-year curriculum . If you already own the full-year download, please do not purchase this item here individually. If you’d like to receive this item plus everything else needed to teach 180 days of English 9 or English 10 at a deeply discounted price, click here to learn more about the full-year curriculum download.
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Fairy Tales Argumentative Essays Samples For Students
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Why Fairy Tales are Really Scary Tales – IELTS Reading Answers
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Updated On May 06, 2024
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Recent IELTS Reading Test with Answers - Free PDF
Table of Contents [ Show ]
Reading Passage
- Answers of Why Fairy Tales are Really Scary Tales Reading Passage With Location and Explanation
Tips for Answering the Question Types in Why Fairy Tales are Really Scary Tales IELTS Reading Answers
Practising IELTS Reading passages, like Why Fairy Tales are Really Scary Tales from Cambridge IELTS 15 Test 3 is the ideal step to master IELTS Reading exam. But simply solving the questions won’t help.
You have to learn how to scan the given text, highlight keywords and locate the answer within the limited duration of the exam in order to achieve the desired band score in this section. The IELTS Academic reading passage, Why Fairy Tales are Really Scary Tales, with 14 questions, provides you that golden opportunity. Also, if you are interested in familiarizing yourself with all the question types, don’t hesitate to take an IELTS reading practice test .
The question types found in the IELTS Reading Answers of Why Fairy Tales are Really Scary Tales are:
- Matching Sentence Endings (Q. 1-5)
- Summary Completion (Q. 6-10)
- Multiple-Choice Questions (Q. 11-14)
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Why Fairy Tales are Really Scary Tales
Some people think that fairy tales are just stories to amuse children, but their universal and enduring appeal may be due to more serious reasons.
People of every culture tell each other fairy tales but the same story often takes a variety of forms in different parts of the world. In the story of Little Red Riding Hood that European children are familiar with, a young girl on the way to see her grandmother meets a wolf and tells him where she is going. The wolf runs on ahead and disposes of the grandmother, then gets into bed dressed in the grandmother’s clothes to wait for Little Red Riding Hood. You may think you know the story – but which version? In some versions, the wolf swallows up the grandmother, while in others it locks her in a cupboard. In some stories, Red Riding Hood gets the better of the wolf on her own, while in others a hunter or a woodcutter hears her cries and comes to her rescue.
The universal appeal of these tales is frequently attributed to the idea that they contain cautionary messages: in the case of Little Red Riding Hood, to listen to your mother, and avoid talking to strangers. ‘It might be what we find interesting about this story is that it’s got this survival-relevant information in it,’ says anthropologist Jamie Tehrani at Durham University in the UK. But his research suggests otherwise. ‘We have this huge gap in our knowledge about the history and prehistory of storytelling, despite the fact that we know this genre is an incredibly ancient one,’ he says. That hasn’t stopped anthropologists, folklorists* and other academics devising theories to explain the importance of fairy tales in human society. Now Tehrani has found a way to test these ideas, borrowing a technique from evolutionary biologists.
To work out the evolutionary history, development and relationships among groups of organisms, biologists compare the characteristics of living species in a process called ‘phylogenetic analysis’. Tehrani has used the same approach to compare related versions of fairy tales to discover how they have evolved and which elements have survived longest. Tehrani’s analysis focused on Little Red Riding Hood in its many forms, which include another Western fairy tale known as The Wolf and the Kids. Checking for variants of these two tales and similar stories from Africa, East Asia and other regions, he ended up with 58 stories recorded from oral traditions. Once his phylogenetic analysis had established that they were indeed related, he used the same methods to explore how they have developed and altered over time.
First, he tested some assumptions about which aspects of the story alter least as it evolves, indicating their importance. Folklorists believe that what happens in a story is more central to the story than the characters in it – that visiting a relative, only to be met by a scary animal in disguise, is more fundamental than whether the visitor is a little girl or three siblings, or the animal is a tiger instead of a wolf.
However, Tehrani found no significant difference in the rate of evolution of incidents compared with that of characters. ‘Certain episodes are very stable because they are crucial to the story, but there are lots of other details that can evolve quite freely,’ he says. Neither did his analysis support the theory that the central section of a story is the most conserved part. He found no significant difference in the flexibility of events there compared with the beginning or the end. But the really big surprise came when he looked at the cautionary elements of the story. ‘Studies on hunter-gatherer folk tales suggest that these narratives include really important information about the environment and the possible dangers that may be faced there – stuff that’s relevant to survival,’ he says. Yet in his analysis such elements were just as flexible as seemingly trivial details. What, then, is important enough to be reproduced from generation to generation?
The answer, it would appear, is fear – blood-thirsty and gruesome aspects of the story, such as the eating of the grandmother by the wolf, turned out to be the best preserved of all. Why are these details retained by generations of storytellers, when other features are not? Tehrani has an idea: ‘In an oral context, a story won’t survive because of one great teller. It also needs to be interesting when it’s told by someone who’s not necessarily a great storyteller.’ Maybe being swallowed whole by a wolf, then cut out of its stomach alive is so gripping that it helps the story remain popular, no matter how badly it’s told.
Jack Zipes at the University of Minnesota, Minneapolis, is unconvinced by Tehrani’s views on fairy tales. ‘Even if they’re gruesome, they won’t stick unless they matter,’ he says. He believes the perennial theme of women as victims in stories like Little Red Riding Hood explains why they continue to feel relevant. But Tehrani points out that although this is often the case in Western versions, it is not always true elsewhere. In Chinese and Japanese versions, often known as The Tiger Grandmother, the villain is a woman, and in both Iran and Nigeria, the victim is a boy. Tehrani’s findings did not surprise Mathias Clasen at Aarhus University in Denmark. ‘Habits and morals change, but the things that scare us, and the fact that we seek out entertainment that’s designed to scare us – those are constant,’ he says. Clasen believes that scary stories teach us what it feels like to be afraid without having to experience real danger, and so build up resistance to negative emotions.
*Folklorists: those who study traditional stories
Check Out – IELTS Reading Band Score
Questions 1- 5
Complete each sentence with the correct ending, A-F, below.
Write the correct letter, A-F, in boxes 1-5 on your answer sheet.
1 In fairy tales, details of the plot
2 Tehrani rejects the idea that the useful lessons for life in fairy tales
3 Various theories about the social significance of fairy tales
4 Insights into the development of fairy tales
5 All the fairy tales analysed by Tehrani
A may be provided through methods used in biological research.
B are the reason for their survival.
C shows considerable global variation.
D contains animals which transform to become humans.
E were originally spoken rather than written.
F have been developed without factual basis.
Questions 6-10
Complete the summary using the list of words, A-I, below.
Write the correct letter, A-I, in boxes 6-10 on your answer sheet.
Phylogenetic analysis of Little Red Riding Hood
Tehrani used techniques from evolutionary biology to find out if 6 ………………….. existed among 58 stories from around the world. He also wanted to know which aspects of the stories had the fewest 7 …………………., as he believed these aspects would be the most important ones. Contrary to other beliefs, he found that some 8 ……………………. that were included in a story tended to change over time, and that the middle of a story seemed no more important than the other parts. He was also surprised that parts of a story which seemed to provide some sort of 9 …………………. were unimportant. The aspect that he found most important in a story’s survival was 10 …………………
| A ending | B events | C warning |
| D links | E records | F variations |
| G horror | H people | I plot |
Questions 11-14
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 11-14 on your answer sheet.
11 What method did Jamie Tehrani use to test his ideas about fairy tales?
A He compared oral and written forms of the same stories.
B He looked at many different forms of the same basic story.
C He looked at unrelated stories from many different countries.
D He contrasted the development of fairy tales with that of living creatures.
12 When discussing Tehrani’s views, Jack Zipes suggests that
A Tehrani ignores key changes in the role of women.
B stories which are too horrific are not always taken seriously.
C Tehrani overemphasises the importance of violence in stories.
D features of stories only survive if they have a deeper significance.
13 Why does Tehrani refer to Chinese and Japanese fairy tales?
A to indicate that Jack Zipes’ theory is incorrect
B to suggest that crime is a global problem
C to imply that all fairy tales have a similar meaning
D to add more evidence for Jack Zipes’ ideas
14 What does Mathias Clasen believe about fairy tales?
A They are a safe way of learning to deal with fear.
B They are a type of entertainment that some people avoid.
C They reflect the changing values of our society.
D They reduce our ability to deal with real-world problems.
Master Academic Reading with our IELTS Reading guide for high scores on passages like ‘Why Fairy Tales are Really Scary Tales’!
id=”2″ Answers of Why Fairy Tales are Really Scary Tales Reading Passage With Location and Explanation
1 Answer: C
Question type: Matching Sentence Endings
Answer location: Paragraph 1, Line 1
Answer explanation: Through a reference line like, “People of every culture tell each other fairy tales but the same story often takes a variety of forms in different parts of the world.” , it can be concluded that the plot details in fairy tales are different around the globe (different parts of the world). Hence, the answer is C (show considerable global variation.).
2 Answer: B
Answer location: Paragraph 2, Line 2- Line 3
Answer explanation: In the cited location, it is stated, “‘It might be what we find interesting about this story is that it’s got this survival-relevant information in it,’ says anthropologist Jamie Tehrani at Durham University in the UK. But his research suggests otherwise.”. Based on this reference, it can be inferred that the research of Tehrani suggests that the survival of the fairy tales is not due to the lessons they impart. Hence, the answer is B (are the reason for their survival.).
3 Answer: F
Answer location: Paragraph 2, Line 4-Line 5
Answer explanation: In Paragraph 2, it is stated that “‘We have this huge gap in our knowledge about the history and prehistory of storytelling…That hasn’t stopped anthropologists, folklorists* and other academics devising theories to explain the importance of fairy tales in human society.”. This statement indicates that although there is a gap between the facts of story-telling, various theories have been developed by anthropologists, folklorists and other academics about the importance of fairy tales. Hence, the answer is F (have been developed without factual basis.).
4 Answer: A
Answer location: Paragraph 3, Line 1-Line 2
Answer explanation: In the cited location, it is stated that “…biologists compare the characteristics of living species in a process called ‘phylogenetic analysis’. Tehrani has used the same approach to compare related versions of fairy tales…”. Based on this reference, it can be concluded that Tehrani uses a biological method called ‘phylogenetic analysis’ to gain insights into the development of fairy tales. Hence, the answer is A (may be provided through methods used in biological research.).
5 Answer: E
Answer location: Paragraph 3, Line 3-Line 4
Answer explanation: The quoted lines of the third paragraph tell us, “Tehrani’s analysis focused on Little Red Riding Hood in its many forms …he ended up with 58 stories recorded from oral traditions. ” . So, it can be concluded that the stories that Tehrani analyzed were spoken (recorded from oral traditions). Hence, the answer is E (were originally spoken rather than written.).
6 Answer: D
Question type: Summary Completion
Answer location: Paragraph 3, Line 5
Answer explanation: The given line specifies that “Once his phylogenetic analysis had established that they were indeed related, he used the same methods to explore how they have developed and altered over time.”. It is indicated that Tehrani used a biological technique called phylogenetic analysis to find out whether the 58 stories he analyzed were related (had any links). Hence, the answer is D (links).
7 Answer: F
Answer location: Paragraph 4, Line 1
Answer explanation: In the fourth paragraph, it is given, “First, he tested some assumptions about which aspects of the story alter least as it evolves, indicating their importance.”. This reference proves that Tehrani tried to find out the sections of the stories with minimum variations (alter) as those were the most important parts. Hence, the answer is F (variations).
8 Answer: B
Answer location: Paragraph 4, Line 2 & Paragraph 5, Line 1
Answer explanation: In the cited line, it is written that “Folklorists believe that what happens in a story is more central to the story than the characters in it…However, Tehrani found no significant difference in the rate of evolution of incidents compared with that of characters. ” . It can be concluded that contrary to the common beliefs of the folklorist that the middle part of the story is more important, Tehrani found out that certain events (incidents) change and the central part is not that important. Hence, the answer is B (events).
9 Answer: C
Answer location: Paragraph 5, Line 5 & Line 7
Answer explanation: In the given location, it is given that “But the really big surprise came when he looked at the cautionary elements of the story…Yet in his analysis such elements were just as flexible as seemingly trivial details.”. This shows that Tehrani was surprised to find out the warnings (cautionary elements) were flexible and not that important (trivial details). Hence, the answer is C (warning).
Unlock Remaining Answers
10 Answer: G
Answer location: Paragraph 5, Line 8 & Paragraph 6, Line 1
Answer explanation: In the specified paragraphs, it is stated that “What, then, is important enough to be reproduced from generation to generation? The answer, it would appear, is fear – blood-thirsty and gruesome aspects of the story … ”. This shows that Tehrani found out that the most important element of the stories was the horrors (blood-thirsty and gruesome aspects). Hence, the answer is G (horror).
11 Answer: B
Question type: Multiple-Choice Questions
Answer location: Paragraph 3, Line 3
Answer explanation: In the mentioned location, it is given that “Tehrani’s analysis focused on Little Red Riding Hood in its many forms, which include another Western fairy tale known as The Wolf and the Kids.”. In other words, Tehrani analyzed different (many) versions of the same story. Hence, the answer is B (He looked at many different forms of the same basic story.).
12 Answer: D
Answer location: Paragraph 7, Line 2
Answer explanation: In the seventh paragraph, it is specified that “‘Even if they’re gruesome, they won’t stick unless they matter,’ he says.”. In other words, Jack Zipes opines that if the stories don’t have deeper significance (they matter), they will not survive (won’t stick). Hence, the answer is D (features of stories only survive if they have a deeper significance. ).
13 Answer: A
Answer location: Paragraph 7, Line 4-Line 5
Answer explanation: In the above-mentioned paragraph, it is stated that “But Tehrani points out that although this is often the case in Western versions, it is not always true elsewhere. In Chinese and Japanese versions, often known as The Tiger Grandmother…”. It can be pointed out that Tehrani refers to the Chinese and Japanese version of the stories to prove that Jack Zipes’ opinion is incorrect . Hence, the answer is A (to indicate that Jack Zipes’ theory is incorrect).
14 Answer: A
Answer location: Paragraph 7, Line 8
Answer explanation: In the specific line, it is mentioned that “Clasen believes that scary stories teach us what it feels like to be afraid without having to experience real danger, and so build up resistance to negative emotions.”. In other words, Mathias Clasen believes that the horror in the fairy tales is the safe way to deal with fear as it teaches us what fear is without actually experiencing it and thereby building resistance against it. Hence, the answer is A (They are a safe way of learning to deal with fear.).
You might know the solutions to the questions in the passages, Why Fairy Tales are Really Scary Tales, but that might not be enough when you want to give your hundred percent on the IELTS exam. So, let us have a quick revision of tips on how to solve the questions types in Why Fairy Tales are Really Scary Tales.
Matching Sentence Endings:
Matching sentence ending questions come with two lists – a list of incomplete sentences and another one of possible sentence endings. You will have to match them on the basis of the information provided in the passage.
Some tips to answer the questions and obtain a high band in the IELTS examination are given below:
- The answers will be in the same order as the list of incomplete sentences.
- Use the elimination process to get the correct answer.
- Don’t read the complete text until you have studied the incomplete sentences and the endings.
- Only read the relevant sentences.
- You will have to match meanings and not the exact words. Thus, look for paraphrasing and words.
- You must ensure that the grammatical structure of two halves of the sentence is matching correctly.
Summary Completion:
Summary Completion is a type of IELTS reading question that requires you to fill in a gap in a paragraph with a word or phrase from the passage.
To answer summary completion questions, you can use the following strategies:
- Read the sentences carefully: This will give you an idea of the type of word or phrase that is missing.
- Scan the passage for the keywords: The keywords in the sentence can help you to identify the correct word or phrase.
- Read the sentence with the missing word or phrase: This will help you to see how the word or phrase fits into the sentence.
- Check your answer : Once you have filled in the gap, make sure that your answer makes sense in the context of the sentence.
Multiple-Choice Questions:
You will be given a reading passage followed by several questions based on the information in the paragraph in multiple-choice questions. Your task is to understand the question and compare it to the paragraph in order to select the best solution from the available possibilities.
- Read the question and choose the keywords before reading the passage. If the query sentence is lacking in information, look into keyword possibilities.
- Then read the passage using the keywords to identify the important information.
- Read the essential words carefully and match them with each choice to select the proper option.
- There are various possibilities with keywords that do not match the information.
- Try to use the elimination process as much as possible.
- Match the meaning rather than the terms to find the best solution.
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Cumulative Fairy Tale Essays
Students experience what it is like to be an expert in a field by focusing their research and writing on a single fairy tale and its adaptations throughout the course of a semester..
- To show students how to choose an area of expertise and join in an ongoing academic conversation as a researcher who listens, learns, and contributes thoughtfully and usefully
- To excite students about the topic by allowing them to become explorers of a constantly changing genre in the humanities and develop genuine mastery of a specific part of the field
- To provide students with opportunities to practice developing and revising ideas over the course of multiple writing assignments that build on each other.
- To demonstrate to students how this form of literature is a democratic one that constantly evolves.
Class: Expos E25: Academic Writing and Critical Reading: Fairy Tales and the Life of Imagination
Introduction/Background: This course teaches students about academic reading and writing through the study of fairy tales through time. Students write three essays of increasing length throughout the semester, which they workshop with their peers and the instructor. To encourage students to develop mastery and expertise on a subject, the instructor requires that students focus their research and writing on a single fairy tale that has been adapted and retold over time.
- At the start of the class, the instructor asked students to choose a fairy tale, myth, or folktale from anywhere in the world to spend the semester becoming an expert on. They didn't have to know anything about it yet – they just had to commit to studying it and making it their own throughout the semester.
- To help them select their tale, at the beginning of the course the instructor asked students to free-write on six questions:
1. What are your questions about the world right now?
2. A fairy tale/myth/folktale (or several) that reflect those questions?
3. A part, passage, character, or theme in that FT that interests you most?
4. A memory or role from your life that reflects those themes?
5. An adaptation of that/those FTs?
6. A problem or question that the FT or life story raises?
- From there, the class discussed how each student's answers could guide them in choosing their subject matter.
- Each week, students were asked to share with the class any updates on their fairy tales. Anything new? Any other versions? Students were expected to be in a constant investigative state, always curious and on the lookout.
- Students created three deliverables (Essays) of their expertise. Each began with an exercise (which the instructor commented on), a draft (which the instructor commented on and they peer reviewed in groups of 3-4), and then a final (graded) essay. Longer descriptions of each essay are included in the syllabus.
- Essay 1 was a 4-5 page essay that interpreted a single fairy tale. The beginning exercise guided students through annotating and summarizing the story, and posing a question about the story’s meaning. Students then picked out 5-6 passages that helped to address this question and analyzed how those passages supported their interpretation. Finally, students wrote an essay that used close-reading of the passages to uphold their interpretation of the fairy tale.
- In Essay 2, students broadened their findings from Essay 1 to compare their chosen fairy tale with a modern adaptation in 6-7 pages. Students followed the same exercise as Essay 1 in order to craft an interpretation of the modern adaptation. Then, they wrote an essay defending an arguable claim about the adaptation, such as how it draws from the original tale, what differing perspectives it brings, how the author uses fairy tale motifs, etc.
- Finally, in Essay 3, students engaged with a critical text in an essay of 7-9 pages. Students discussed what these fairy tales and adaptations seem to be saying about growth, wisdom, survival, or a topic of their choice. Students engaged in a similar close reading exercise of the critic’s work in order to understand and summarize the scholar’s claim, and then find a way to respond to or build on their argument.
Textbook - Classic Fairy Tales , edited by Maria Tatar
JSTOR to find a scholarly text, which the instructor provided a tutorial on
Comments from the Instructor:
The instructor sees this exercise as having two major benefits, which make it superior to having students write multiple essays on different topics: 1) Expertise 2) Revision.
“EXPERTISE: The students became throughout the class genuine experts in their chosen fairy tale. By the end of semester, if they did their work well, they knew more about their tale than any other student in the class, and often more than me. They had the privilege of being the resident "Rumplestiltskin person" who could speak to how that story works in the fairy tale canon, how modern interpretations take liberties or remain faithful to earlier versions.”
“REVISION: Professional writers revise, and this is something I want all writers in my class to know in their bones. Too many classes ask students to write papers that they never see/use/think about again. I wanted to turn my students into writers who write a thing (Essay 1), then adapt and revise and expand it (Essay 2) and then adapt and revise and expand it again (Essay 3). I teach them the tools to keep working with an idea or a story, from a seminar paper, to a master's thesis, to a dissertation, to a published paper, to a book....”
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Using Fairy Tales to Debate Ethics Arts & Humanities Social Studies Brief Description Three fairy tales challenge students to think about honesty, right and wrong, and other questions of ethics. Students will
fairy tale, ethics, honesty, self-esteem, Jack and the Beanstalk, Puss in Boots, folk tale, debate
Lesson Plan In this lesson, students consider the ethics of characters in three fairy tales.
Create a two-column graphic organizer for the first two fairy tales above. Print one of the ethical questions raised by the tale at the top of the graphic organizer. Print "Yes" at the top of the first column and "No" at the top of the other. As students share their responses to the questions, write the responses in the appropriate columns. For a printable comparison chart, see Comparison Chart . Provide students with a copy of a two-column graphic organizer such as the Comparison Chart . After reading the story "From the Elephant Pit," pose the question Was the hunter better off because he rescued the man from the pit? Let students consider both sides of the question by writing statements in support of a "Yes" and "No" answer in the appropriate columns on their charts. Then give students an opportunity to take a stand; they use the information on their graphic organizers to support that stand. The lesson ideas above and more are posed in an Education World article by Elaine Lindy, an expert on storytelling for character education and CEO of Whootie Owl Productions. Lindy created the popular children's storytelling Web site, Absolutely Whootie: Stories to Grow By . To find more ideas for using fairy tales in classroom debates, as well as tips for managing a classroom debate on ethics, see the complete Education World article Using Fairy Tales to Debate Ethics . Students write a brief response to any one of the questions posed in the lesson; in addition, they might draw an illustration to accompany their writing. Lesson Plan Source Education World (with resources from Absolutely Whootie: Stories to Grow By Submitted By Elaine L. Lindy National Standards LANGUAGE ARTS: English NL-ENG.K-12.1 NL-ENG.K-12.2 NL-ENG.K-12.3 NL-ENG.K-12.4 NL-ENG.K-12.6 NL-ENG.K-12.9 NL-ENG.K-12.11 NL-ENG.K-12.12
SOCIAL SCIENCES: Civics NSS-C.K-4.2
NSS-C.5-8.5
For more information on debates, read our Lesson Planning article, It's Up for Debate! EW Lesson Plans EW Professional DevelopmentEw worksheets. 
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COMMENTS
Fairy Tales: Argument Essays Record your answers on a separate sheet of paper. You must answer in complete, thoughtful sentences. Questions 1. According to Essay #1, what are three reasons parents should avoid reading fairy tales to their children? 2. According to Essay #2, what are three reasons parents should read fairy tales to their ...
Description. As you begin a study of fairy tales or any fantasy-based literature, use this activity that examines two argument essays about the impact fairy tales have on children. In "Fairy Tales: A Nightmare in Disguise," the writer argues that fairy tales are the cause of several social ills. In the other essay, "Fairy Tales: A Tool to ...
the Value and Importance of the Fairy Tale. Constance Rice. The importance of C.S. Lewis's defense and use of the fairy tale is discovered in the growing popularity of the genre and the continued controversy surrounding its use. One can easily see the continued celebrity of the fairy tale as a genre when looking at current films and popular ...
View Mohamed_Elmostafa_-_FAIRY_TALES__ARGUMENT_ESSAYS_-_Google_Docs.pdf from ENGLISH MISC at West Anchorage High School. You must answer in complete, thoughtful sentences. 1. According to Essay #1, AI Homework Help. ... Question 6 options: Democrats Republicans Independents. Q&A. Newly uploaded documents
Essay 1: Compare And Contrast How You, Lao Tzu and Homer Would Respond To The Old Testament. Lao Tzu is the spiritual leader behind the philosophy of Taoism. He is best known for his writings which currently form the foundations of Taoism. Taoism basically seeks to help people achieve harmony and peace with nature through distancing themselves ...
As he explains in his dedication, the real genesis of Peter Pan was a series of stories he made up and told to five young brothers, the sons of close friends, in the late 1890's and the summer ...
The question types found in the IELTS Reading Answers of Why Fairy Tales are Really Scary Tales are: Matching Sentence Endings (Q. 1-5) Summary Completion (Q. 6-10) Multiple-Choice Questions (Q. 11-14) Book a FREE session to know more about the IELTS questions in 'Why Fairy Tales are Really Scary Tales' with top experts! Don't miss out!
Longer descriptions of each essay are included in the syllabus. Essay 1 was a 4-5 page essay that interpreted a single fairy tale. The beginning exercise guided students through annotating and summarizing the story, and posing a question about the story's meaning. Students then picked out 5-6 passages that helped to address this question and ...
According to child psychologist Bruno Bettelheim, these dreams are crucial for child development. Bettelheim presented the case that fairy tales are beneficial to children and their emotional and mental growth. They help them to grow mentally, emotionally, and feel more secure in what their futures entail. Through the use of ethos, dashes, ad ...
Create a two-column graphic organizer for the first two fairy tales above. Print one of the ethical questions raised by the tale at the top of the graphic organizer. Print "Yes" at the top of the first column and "No" at the top of the other. As students share their responses to the questions, write the responses in the appropriate columns.
The fairy tales are " Little Red Riding Hood ", "The Fisherman and His Wife" and "The Frog Prince". These stories kids and adults find it entertaining and useful. While fairytales sound more likely for children and adults, however adults can learn from the given life lessons. Adults and children can enjoy the humor, and morals ...
Explore insightful questions and answers on Grimms' Fairy Tales at eNotes. Enhance your understanding today!
Study with Quizlet and memorize flashcards containing terms like Yael is writing an essay about the development of folk tales. Read the excerpt from her essay. Based on the beginning of Yael's essay, how does the structure support her central idea?, What steps best help a reader determine the central idea of a text? Select three options., Ruth is writing an essay about the reasons for changing ...
A fairy tale is a fantasy story that has humans, animals, birds, magicians, kings and queens, princes, and princesses. It also has fairies. The animals and birds in fairy tales can talk. Fairy tales are stories of good and bad. These are very old stories and often have morals with them. As children, we all read lots of fairy tales.
Argumentative Essay On Fairy Tales. Be someone you'r not and your almost generated to win over the prince, and be admired by all. Two weeks ago, my daughter and I spent nearly two hours waiting in a line at Disney World's Magic Kingdom to meet her favorite princess, Ariel. While in line I couldn't help but notice the joy all the children ...
As you begin a study of fairy tales or any fantasy-based literature, use this activity that examines two argument essays about the impact fairy tales have on children. In "Fairy Tales: A Nightmare in Disguise," the writer argues that fairy tales are the cause of several social ills. In the other essay, "Fairy Tales: A Tool to Help ...
These are just a few of the many fairy tale trivia questions and answers out there. Whether you're a fairy tale fanatic or simply enjoy a good story, these questions are sure to spark some delightful conversations and bring a touch of magic to any gathering. So, gather your friends, put your knowledge to the test, and let the enchantment unfold!
According to renowned child psychologist Bruno Bettelheim, fairy tales help children make sense of the world around them and understand complex emotions. For example, the tale of "Cinderella" teaches perseverance and the importance of kindness, while "Little Red Riding Hood" warns against the dangers of trusting strangers.
C Fairy Tales: Argument Essays Questions Record your answers on a separate sheet of paper. You must answer in. AI Homework Help. ... DC5B80E6-0816-4D60-84CB-40B667DB88C1.jpeg - C Fairy Tales:... Doc Preview. Pages 1. Total views 5. R.B Stall High School. ENGLISH. ENGLISH AP. DukeSheep826. 4/4/2023. View full document. Students also studied ...
Essay #1 may win for those concerned about potential negative impacts of fairy tales, while Essay #2 may win for those valuing the positive aspects of fairy tales in child development.<br /><br />8. Three elements that qualify a story as a fairy tale are magical elements or supernatural occurrences, a moral lesson or theme, and typically ...
argument essay - Free download as PDF File (.pdf), Text File (.txt) or read online for free.
Use specific fairy tale character(s)* and/or motifs that support your argument. *Must use fairy tales / fairy tale character(s) from readings provided: Rapunzel, Hansel and Gretel, Snow White, The Sleeping Beauty, Cinderella, Vasalisa. ESSAY REQUIREMENTS: 1. 2 - 3 pages + works cited page 2. Must be an ESSAY with a minimum of 5 paragraphs.