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This author is telling Canada's indigenous stories in a powerful new way | Your Morning

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Reminds me of the animals in party hats from the premise lecture

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Boats and boating--Equipment and supplies

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Agreeing:
-Acknowledge, admire, agree, endorse, extol, praise

Disagreeing:
-Complain, contradict, deny, question, reject, renounce

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-A person who criticizes, objects to, or opposes something.

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The concept of They Say/I Say is that a writer needs to put their own opinions (I Say) in context with what others have written on this topic (They Say).

https://library.spalding.edu/c.php?g=750561&p=6101016#:~:text=The%20concept%20of%20They%20Say,the%20quote%20to%20your%20reader.

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The suggestions on quoting and the sentence templates below are adapted from They Say/I Say: The Moves That Matter in Academic Writing by Gerald Graff and Cathy Birkenstein. Graff and Birkenstein encourage students to use their templates (you do not have to quote or cite when using them). The concept of They Say/I Say is that a writer needs to put their ownopinions (I Say) in context with what others have written on this topic (They Say).

PRO TIP 1: Watch out for "Hit-and-Run" quoting. This is a term for dropping a quote into the paper without giving any context or explaining the quote to your reader. It is very disorienting, and should be avoided.

PRO TIP 2: Always Use the Quote Sandwich. To effectively incorporate a quote, there are three steps: introduce the quote (who said it?), insert the quote (what did they say?), and then explain the quote (what does it mean and how does it relate to your argument?)
Introducing "standard views"

1. Americans today tend to believe that _______.

2. The standard way of thinking about topic X has it that _______.

3. Many people assume that _______.

Showing who is saying what

1. Adding to X's argument, I would point out that _______.

2. According to both X and Y, _______.

3. My view, however, contrary to what X has argued, is _______.

4. X overlooks what I consider an important point about _______.

5. I wholeheartedly endorse X's point that _______.

6. X's conclusions add weight to the argument that _______.

Introducing something implied or assumed

1. One implication of X's treatment of _______ is that _______.

2. Although X does not say so directly/explicitly, he/she apparently assumes that _______.

Disagreeing, with reasons

1. While X raises good points on the topic of ______, he/she overlooks _______.

2. X's claim that _______ rests upon the questionable assumption that _______.

3. I disagree with X's view that _______ because, as recent research has shown, _______.

Establishing why your claims matter

1. Although X seems trivial, it is in fact crucial in terms of today's concern over _______.

2. Ultimately, what is at stake here is _______.

3. My discussion of X is in fact addressing the larger matter of _______.

4. Although X may seem of concern to only a small group of _______, it should in fact concern anyone who cares about _______.

Entertaining objections

1. Of course, many will probably disagree with this claim that _______. (Note: When possible, try to provide more information about whom "many" refers to. Does it refer to many people in general? Most Westerners? Many religious scholars? Many feminists?)

2. Yet is it always true that _______? Is it always the case, as I have been suggesting, that _______?

3. Some readers might challenge my view that _______. After all, many believe that _______. Indeed, my own argument that _______ seems to ignore _______ and _______.

Making concessions while still standing your ground

1. Although I agree with X up to a point, I cannot accept his overall conclusion that _______.

2. Although I disagree with much of what X says, I fully endorse his final conclusion that _______.

3. X is right that _______, but she seems to be on more dubious ground when she claims that _______.

4. Whereas X provides ample evidence that _______, Y and Z's research on _______ and _______ convinces me that _______ instead.

5. Proponents of X are right to argue that _______. But they exaggerate when they claim that _______.

6. While it is true that _______, it does not necessarily follow that _______.

Writing in the sciences

1. Experiments showing _______ and _______ had led scientists to propose _______.

2. Although most scientists attribute _______ to _______, X's result _______leads to the possibility that _______.

3. X and colleagues evaluated _______ to determine whether _______.

4. Because _______ does not account for _______, we instead used _______.

5. We measured _______ (sample size) subjects, and the average response was _______ (mean with units) with a range of _______ (lower value) to _______ (upper value).

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Spalding University Library: QEP Writing Through Revision: They Say / I Say Templates

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Spalding University Library: QEP Writing Through Revision: They Say / I Say Templates

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Premise Overview, Identification & Usage | What is a Premise? - Video & Lesson Transcript | Study.com

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Learn the definition of a premise, review premise and conclusion indicators, and view examples. Understand how to identify the premise of an argument.

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What is the point by point method?

The Point-by-Point Method (also called the slice or alternating method) compares the items one point at a time. The topic sentence focuses on the point being used as the basis of comparison rather than the item.

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-Remember to use your voice and your opinions (weak opinions make for weak arguments).

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Camera interrogates setting, exposes connection between characters and environment

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Different Angles and Music Affecting your Perspectives

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Different Angles and Music Affecting your Perspectives

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How Music Affects Film #17: The Lion King

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Historical Background

There was a long history behind the crisis at Oka. The Kanyen'kehà:ka (Mohawk) had been pressing for recognition of their right to the land since 1761. Almost immediately after Britain conquered New France, the Mohawks of Kanesatake wrote to government officials in Britain. They described living under unfavourable rules that threatened their livelihood. They contested their right to the land and asked to be freed from the authority of the Sulpicians, a Roman Catholic order that had been granted the land by King Louis XV in 1717. The Sulpicians had also begun selling the land to White settlers. The British ignored these demands.

The Kanyen'kehà:ka continued to contest their right to the land over the next 150 years; each attempt was rejected. In 1851, they petitioned Lord Elgin, governor general of Canada, asking him to recognize their right to the land. The request was denied. In 1859, the Province of Canada gave the Sulpicians official title to the land. In 1868, the government of the new Dominion of Canada denied that the Kanyen'kehà:ka original land grant reserved land specifically for them. The federal government later classified Kanesatake as an "interim land base" and not a reserve. It therefore was not covered under the . ( See also Indigenous Land Claims.)

The Mohawks of Kanesatake's case over land rights was heard by the Quebec Superior Court in 1910; in 1912, it was heard by the Court of King's Bench and finally by the Judicial Committee of the Privy Council - Canada's highest appeals court at the time. The Judicial Committee ruled that official title to the land was held by the Sulpicians. By the end of the Second World War, the Sulpicians had sold all of their remaining land and had left the area. The Mohawks of Kanesatake were now confined to about 6 km ², compared to the 687 km ² they once held. However, ownership of the Kanyen'kehà:ka common area, known as "the Pines," remained unresolved.

The Kanyen'kehà:ka of Kahnawake, Kanesetake and Akwesasne asserted Aboriginal title to their ancestral lands in 1975. But their land claim was rejected on the grounds that, since they did not hold the land continuously from time immemorial, their Aboriginal title was voided. The Kanesatake band filed a second land claim with the federal government in 1977. It was rejected in 1986, on the grounds that it did not meet the full legal criteria. ( See also Kanesatake Resistance (Oka Crisis) Timeline.)

Golf Course Expansion

In 1961, a nine-hole golf course was built on the Pines. Despite the fact that the land came very close to a traditional Kanyen'kehà:ka (Mohawk) burial ground, the Kanyen'kehà:ka claim was rejected, and the golf course was built.

In 1989, the mayor of Oka, Jean Ouellette, announced a plan to build a townhouse complex and expand the golf course into the Pines and over the Kanesatake ancestral cemetery. Since the Kanesatake band 's land claim had been rejected in 1986, they were not consulted.

Despite months of protests by the Mohawks of Kanesatake, as well as concerns expressed by the Quebec Minister of the Environment and Minister of Native Affairs, construction was scheduled to begin in March 1990.

Group of Mohawk people in Kanesatake, 1990.
(©Robert J. Galbraith, courtesy Kanien'kehá:ka Onkwawén:na Raotitióhkwa Language and Cultural Center)

Blockade and Police Raid

To halt further development of the Pines, a group of people from Kanesatake constructed a barricade on a local road, blocking access to the area. Kanyen'kehà:ka (Mohawk) from two nearby reserves - Kahnawake and Akwesasne - along with a group of activists called the Mohawk Warrior Society, joined the protest, helping man the barricades.

After two injunctions to remove the roadblock were ignored, Oka town council asked the provincial police force, the Sûreté du Québec (SQ), to intervene. On the morning of 11 July 1990, the SQ advanced on the barricade. They used tear gas and concussion grenades to create confusion (although the gas blew back towards the police). During the brief gunfight that followed, SQ Corporal Marcel Lemay was killed. The SQ retreated. It was unclear who fired the first shot or who killed Lemay. ( See also Kanesatake Resistance (Oka Crisis) Timeline.)

Escalation

Resistance continued, with Indigenous supporters from the area and across the country joining the Kanyen'kehà:ka (Mohawk) warriors at the barricades. The SQ constructed their own blockades and checkpoints on roads leading to Oka and Kanesatake. Kanyen'kehà:ka from the nearby Kahnawake reserve blockaded the Mercier Bridge in support; this cut off access between Montreal's southern suburbs and the Island of Montreal. The resulting chaos angered area residents. Relations between Indigenous and non-Indigenous people in the area worsened. The SQ had to deal not only with the barricades, but also with frustrated and hostile civilians. Many of them blamed the SQ for the situation. At the same time, the Kanyen'kehà:ka demands expanded to include full sovereignty.

Federal Involvement

In mid-July, the RCMP was brought in to help the SQ. At the same time, Quebec Premier Robert Bourassa requested the help of the Canadian Armed Forces.

On 20 August, the armed forces' Operation Salon began. Four thousand soldiers took up positions in and around Kanesatake and Kahnawake, along with armoured military vehicles, helicopters, artillery, police vessels on the Ottawa River, and other equipment. Members of the Royal 22e Regiment (the "Van Doos") took over from the SQ at the Kahnawake and Kanesatake barricades. They assumed a position only metres from the Kanyen'kehà:ka (Mohawk) warriors. (For context, around 5,100 Canadian military personnel served in the Persian Gulf War, with a peak of about 2,700 in the region at one time. According to military historian Timothy C. Winegard, the armed forces' operation at Oka was so extensive it used up their entire national stockpile of barbed wire.)

The Kanyen'kehà:ka were under heavy pressure. Increasing numbers of soldiers took positions at the Pines and elsewhere in the Montreal area. Reconnaissance aircraft circled above. By 29 August, negotiations had put an end to the blockade of the Mercier Bridge, though it would take eight days for the barricade to be dismantled and the bridge to reopen. On 1 September, with about 40 Kanyen'kehà:ka warriors remaining on the barricades, the Army advanced. The next day, soldiers dismantled the barricades.

The remaining warriors, as well as some women and children, took refuge in a residential treatment centre for drugs and alcohol on highway 344 across from the Pines, which had been used as a negotiation centre. They continued to negotiate but had little leverage. Their aim was to hold out until Parliament resumed on 24 September. (It had been on recess over the summer.) They hoped that their demands would be the focus of debate. ( See also Kanesatake Resistance (Oka Crisis) Timeline.)

Tekakwitha Island Standoff

On 18 September 1990, SQ officers and army soldiers landed on Tekakwitha Island, on the outskirts of Kahnawake, and proceeded towards the community. At the bridge into the reserve, they were met by hundreds of Kanyen'kehà:ka (Mohawk). The soldiers attempted to lay razor wire, but it was dismantled by Kanyen'kehà:ka, who also threw rocks and assaulted the soldiers. The soldiers fired tear gas and warning shots, and assaulted Kanyen'kehà:ka with the butts of their rifles. After seven hours, the soldiers were airlifted out by eight Chinook helicopters. Twenty-two soldiers were injured, along with 75 Kanyen'kehà:ka, ranging in age from five to 72.

The Resistance Ends

The deployment of troops in both Oka and the Persian Gulf dominated the debate in Parliament when it resumed its fall session on 24 September. In the House of Commons the next day, Prime Minister Mulroney promised to meet some of the Kanyen'kehà:ka (Mohawk) unspecified demands.

The resistance ended on 26 September 1990. Thirty men, 16 women and six children suddenly left the centre; they surprised the army command, which had expected an orderly surrender. During the confusion, a soldier stabbed 14-year-old Waneek Horn-Miller in the chest with a bayonet. She had been carrying her four-year-old sister, Kaniehtiio, to safety after weeks behind the barriers while their mother, Kahentinetha Horn, served as a negotiator. The incident became front page news across the country.

Several warriors were detained by the military, and a number were later charged by the SQ. Five were convicted of crimes, including assault and theft; only one served time in jail.

Public Response

There was substantial media coverage of the resistance across the country and internationally. Public opinion on the matter varied widely. Many Quebecers, especially those living in the immediate area, were angered by the blockades. In one incident (captured in Alanis Obomsawin's 2000 documentary Rocks at Whiskey Trench), local residents stoned about 75 cars containing mostly women, children and the elderly as they tried to leave the Kahnawake reserve. In another, 10,000 people marched through the nearby town of Châteauguay, demanding that the blockade of the Mercier Bridge be removed. Protesters hanged and burned an effigy of a Kanyen'kehà:ka (Mohawk) warrior. This continued for several nights in a row.

However, others sympathized with the protesters, including John Ciaccia, then Quebec Minister of Native Affairs, who repeatedly urged the Town of Oka to reverse course. Protests were also held across the country in support of the Kanyen'kehà:ka. In a show of solidarity, First Nations across Canada organized protests or erected blockades, including several in British Columbia that blocked roads and railways. The Canadian Pacific Railway 's John Cox told media at the time: "Virtually all our transcontinental traffic has been disrupted. We are at the mercy of individual bands and whatever decisions they make."

Royal Commission on Aboriginal Peoples

The Kanesatake Resistance played an important role in the creation of the Royal Commission on Aboriginal Peoples. It was established by Prime Minister Mulroney on 26 August 1991 to investigate questions about Indian Status and other issues that the resistance brought to the fore.

The Commission released its report in 1996. The main conclusion was the need for a complete restructuring of the relationship between Indigenous and non-Indigenous peoples in Canada. Some of the broader recommendations included a proposal for a new Royal Proclamation. This would require the government to commit to a new set of ethical principles respecting the relationship between Indigenous peoples and the state. This new relationship would acknowledge and respect Indigenous cultures and values, the historical origins of Indigenous nationhood and the inherent right to Indigenous self-determination. ( See Indigenous Self-Government in Canada.)

Implementing many of the recommendations in the Royal Commission would require constitutional change. Most of the recommendations were not implemented.

Aftermath

During the crisis, the federal government agreed to purchase the Pines to prevent further development. The golf course expansion and townhouse construction were cancelled. After the crisis had ended, the government purchased additional plots of land for Kanesatake. In 2001, the Kanesatake Interim Land Base Governance Act confirmed that the land was to be reserved for the Mohawks of Kanesatake. However, it did not establish the land as a reserve, and there has since been no organized transfer of the land.

Investigations conducted after the crisis revealed several problems in the SQ's handling of the situation, including command failures and prejudice among SQ members. The only official, full-scale hearing into the event was the coroner 's inquiry into Corporal Lemay's death. It has never been determined who fired the shot that killed him.

Significance

The Kanesatake Resistance, also known as the Oka Crisis, played an important role in the creation of the Royal Commission on Aboriginal Peoples. This in turn contributed to new agreements between governments and Indigenous peoples, including the Paix des Braves (Peace of the Braves) between the Grand Council of the Crees and the Quebec government. Since the resistance, federal and provincial governments have developed greater awareness of the territorial rights of First Nations and the need to consult Indigenous peoples when considering development projects. ( See Duty to Consult.) Overall, the crisis made more Canadians aware of Indigenous rights and land claims; it also illustrated the potential for future conflict if such claims were not resolved in a timely, transparent and just manner.

The Kanesatake Resistance inspired Indigenous peoples across Canada to take action. For example, the resistance has been linked to the Idle No More movement, as well as demands for an inquiry into missing and murdered Indigenous women and girls in Canada. Some experts suggest that the resistance had an impact outside Canada as well. According to University of Ottawa professor Marcelo Saavedra-Vargas, Oka was an "awakening" that has inspired indigenous movements elsewhere, such as in Bolivia.

See also Indigenous Land Claims; Aboriginal Title; Indian Act; Rights of Indigenous Peoples in Canada; Indigenous Self-Government in Canada.

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The Kanesatake Resistance, also known as the Oka Crisis or the Mohawk Resistance at Kanesatake, was a 78-day standoff (11 July-26 September 1990) between K...

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-Are you satisfied with your thesis statement ? If not, how does it need to change?
-If your thesis statement still seems satisfactory, does the overall structure of the essay develop your reasons in a logical way? If not, how does it need to change?

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-Scholarly Peer-Reviewed
-Non-Scholarly, Non-peer-reviewed
-Periodicals Books

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-Have an opinion
-Ask a specific question
-Pick a method of analysis
-Pick a topic

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MLA Formatting and Style Guide - Purdue OWL® - Purdue University

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MLA (Modern Language Association) style is most commonly used to write papers and cite sources within the liberal arts and humanities. This resource, updated to reflect the MLA Handbook (9th ed.), offers examples for the general format of MLA research papers, in-text citations, endnotes/footnotes, and the Works Cited page.

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-The idea of looking down through a lens. Think of how to reverse the lens and look through it a different way

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-Focus on your own story
-Listen to others opinions and viewpoints
-Don't feel pitty for others, listen to their story

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Oshitha NarangodaLast updated on June 21, 2022

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What is a Thesis? Thesis Statement vs Dissertation | Shorelight

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As an international student, you may be wondering what a thesis is in the US. Learn everything you need to know about a thesis, the amount of research required, how a thesis statement is graded, and more.

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Art can also create mood

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What is the Difference between Mood and Tone? || Definitions and Examples

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By Lucia Stone and Marcos Norris Oregon State University Instructors of English Literature

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- Genre: Poetry, fiction, non-fiction, film, drama

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Creating your opinion with summaries and thesis

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"The Lion King was a horrible movie and I did not understand the plot of the movie at all". Do NOT create a conclusion like this because it is making a subjective opinion. When creating a conclusion also stay away from restating the story and theme.

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Evidence Sandwich

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-Description
-Division and Classification
-Comparison and contrast definition
-Cause/effect analysis
-Process analysis
-Narration
-Systems analysis

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Most people are able to drive a car without fully understanding how the car operates. Making an argument is the same way. Most of us attempt to persuade people every day without understanding how persuasion works. Learning how a strong argument is crafted empowers us to better communicate and persuade others to understand our viewpoints.

What Are Pathos, Logos, and Ethos?

Ethos, Pathos, and Logos are three strategies commonly employed when attempting to persuade a reader.

Pathos, or the appeal to emotion, means to persuade an audience by purposely evoking certain emotions to make them feel the way the author wants them to feel. Authors make deliberate word choices, use meaningful language, and use examples and stories that evoke emotion. Authors can desire a range of emotional responses, including sympathy, anger, frustration, or even amusement.

Logos, or the appeal to logic, means to appeal to the audiences' sense of reason or logic. To use logos, the author makes clear, logical connections between ideas, and includes the use of facts and statistics. Using historical and literal analogies to make a logical argument is another strategy. There should be no holes in the argument, also known as logical fallacies, which are unclear or wrong assumptions or connections between ideas.

Ethos is used to convey the writer's credibility and authority. When evaluating a piece of writing, the reader must know if the writer is qualified to comment on this issue. The writer can communicate their authority by using credible sources; choosing appropriate language; demonstrating that they have fairly examined the issue (by considering the counterargument); introducing their own professional, academic or authorial credentials; introducing their own personal experience with the issue; and using correct grammar and syntax.

Sample Paragraph

Imagine this: a small dog sits in a dark, cold garage. His hair is matted and dirty; he is skinny and weak from going days without food. There is no water for him to drink, no person to give him love and no blanket to keep him warm at night.¹ While this might be a hard scenario to imagine, it is not an uncommon one in America today. According to the Humane Society of the United States, nearly 1,000,000 animals are abused or die from abuse every year.² As a veterinarian with 30 years of experience, I have seen how even one incident of abuse can affect an animal for the rest of its life.³ As a society, we need to be more aware of this terrible problem and address this issue before it gets worse.

¹Pathos: the author paints a vivid picture to evoke a feeling from the reader-sadness and pity for the abused animal.

the author uses a startling statistic to appeal to our intellect. Keep in mind that these three strategies can often overlap. This sentence qualifies as both Logos and Ethos because it cites a reputable organization, so we know the author is using credible sources.

³Ethos: the author establishes their own credibility by stating their occupation and experience.>

How Do I Know if the Author is Using Pathos, Logos or Ethos?

Pathos-does the writer appeal to the emotions of their reader?

Do they use individuals' stories to "put a face" on the problem you're exploring? For example, using an individual's story about losing their home during the mortgage crisis of the 2008 Recession may be more powerful than using only statistics.

Do they use charged language or words that carry appropriate connotations? For example, if a writer describes a gun as a "sleek, silver piece of sophisticated weaponry," they are delivering a much different image than if she writes, "a cold hunk of metal, dark and barbaric and ready to kill."

Logos-does the writer appeal to the rational mind by using logic and evidence?

Do they include facts and statistics that support their point? It's more convincing to tell the reader that "80% of students have committed some form of plagiarism," than simply saying that "Lots of students have plagiarized."

Do they walk us through the logical quality of their argument? Do they show us how ideas connect in a rational way? For example: "English students have been able to raise their overall grade by meeting with peer tutors, so it's safe to assume that math students could also benefit from frequent tutoring sessions." This example points out that logically, if the result has been seen in one situation, then it should be seen in a different but similar situation.

Do they avoid logical fallacies? A few examples of these are:

Hasty generalizations: "Even though the movie just started, I know it's going to be boring."

Slippery Slope: "If the government legalizes marijuana, eventually they'll legalize all drugs."

Circular Argument: "Barack Obama is a good communicator because he speaks effectively."

Ethos-is this writer trustworthy?

What are their credentials? Are they an expert in the field? Have they written past essays, articles or books about this topic?

Do they use reputable sources? Do they support her statements with sources from established publications like The New York Times or a government census report? Do they fail to mention any sources?

Are they a fair-minded person who has considered all sides of this issue? Have they acknowledged any common ground they share with the opposite side? Do they include a counterargument and refutation?

Learn more about the Rhetorical Analysis Graphic Organizer.

Learn more about the Rhetorical Analysis Sample Essay.

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Most people are able to drive a car without fully understanding how the car operates. Making an argument is the same way. Most of us attempt to persuade people every day without understanding how persuasion works. Learning how a strong argument is crafted empowers us to better communicate and persuade others to understand our viewpoints.

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To improve your writing skills you can use planning methods such as :
- Freewriting
- Tree diagrams
- Word Webs
- Bubble webs

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victimization to colonization

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Michael Jackson's song Man in the Mirror is an inspirational song that anyone can relate to. The universal song is a hit because Michael considered his audience and created a song that many can enjoy.

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-Its vs It's
-Their vs there vs they're
-Your vs you're

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"Interestingly, all of a sudden quickly and swiftly ran to the garden in the back yard."

-OVERUSE of adverbs! It makes the sentence weak

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This is a board game that influenced many other different games. Board games like this one also have multiple components that create specific roles. This links to 5 paragraph essays because they have a specific role.

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"Five Paragraph Essay is a One-Man Band" 

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"Five Paragraph Essay is a One-Man Band" 

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Plagiarism includes writing, art, music, etc.

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Plagiarism includes writing, art, music, etc.

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Teresa Young abstract art - Abstraction unit 1 

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Evidence and details are extremely important when writing a summary because it is used to support an argument.

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20 Musicians Who Were Sued For Plagiarism

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The winners, the losers, and the many who settled out of court.

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Many songwriters such as John Lennon create a purpose through their songs such as Imagine.

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The former Beatle's 1971 classic is admired for its message of peace and unity - but the lyrics came from a radical place.

John Lennon's album Imagine was first released in the US on 9 September 1971 via The Beatles' Apple label (British fans had to wait until 8 October to get their hands on it).

It was the former Beatle's second "proper" solo album, following the raw emotion of J ohn Lennon/Plastic Ono Band the previous year and not including the experimental sound collages he'd been making with his wife Yoko Ono since 1968.

The album leads off with the title track: a mournful piano part which evokes a children's song is soon joined by a beautiful string arrangement. Lennon sings of "Imagine all the people, living life in peace."

While the song was issued as a single in America, it was shamefully neglected in his homeland, not making the UK charts until 1975 where it made the top 10 as a plug for the compilation album Shaved Fish. Imagine wouldn't top the British charts until January 1981, when Lennon's death prompted an outpouring of grief around the entire world.

But while Imagine has been taken up as an anthem of peace and unity for half a century now, it's also received its fair share of criticism.

Lennon was accused of hypocrisy - as a millionaire ex-Beatle, the line about "Imagine no possessions" rang hollow with people when they considered the enormous mansion he lived in. Others thought the song was simply naive: the notorious biographer Albert Goldman called it "a hippie wishing well full of pennyweight dreams for a better world".

But while most people consider Imagine to be the spiritual partner to the anthemic Give Peace A Chance, two whole years separated the songs. John's famous "peace campaign" - which saw him honeymoon with new wifeYoko Ono by staying in bed for a week and inviting the press to interview them - had been over for a long time.

In actual fact, Imagine was born in more radical circumstances. And the song has a lot more to say about positive thinking than just wishing.

John Lennon and Yoko Ono in their bed in the Presidential Suite of the Hilton Hotel, Amsterdam, 25th March 1969. Picture: Keystone/Hulton Archive/Getty Images

In between his marriage to Ono in March 1969 and the recording of the Imagine album in May 1971, a lot had happened in John Lennon's life.

For one thing, he'd gone solo. The Beatles had last recorded together in August 1969 and the album Abbey Road was released a month after. As far as John was concerned, the Fab Four had split - but he had to keep it quiet for business reasons and his extra-curricular activities as the Plastic Ono Band were considered by the general public to be just a wacky side project. Six months later, Paul McCartney announced his first solo album with a press release that confirmed The Beatles were no more - much to Lennon's anger.

Free to do what he wanted, John - together with Yoko, as always - spent the summer of 1970 in therapy. Not just any therapy, this was the infamous "primal scream" therapy, which encouraged the former Beatle to cry, scream and shout out his anger and unhappiness at his unsettled childhood.

Lennon subsequently recorded an album - called simply John Lennon/Plastic Ono Band but known to everyone as the "Primal Scream Album". On it, he raged at his mother for abandoning him, howled in pain at her early death when John was just 17, and berated his reckless father for leaving the boy when he was just a toddler. Iit was a tough listen for a lot of Beatles fans.

John Lennon and Yoko Ono at home in Tittenhurst Park, near Ascot, Berkshire, July 1971. Picture: Michael Putland/Getty Images

At the same time, Lennon had become more interested in politics. His peace campaign favoured personal politics and making a passive statement, but his approached had hardened over the months. As the Vietnam conflict raged on in the US and Britain's involvement in the Nigerian-Biafran civil war made the news due to the famine that the fighting had caused, Lennon decided to be interviewed by the left-wing magazine Red Mole.

To journalists and activists Tariq Ali and Robin Blackburn, the man who once sang She Loves You admitted: "I've always been politically minded, you know, and against the status quo. It's pretty basic when you're brought up, like I was, to hate and fear the police as a natural enemy and to despise the army as something that takes everybody away and leaves them dead somewhere. I mean, it's just a basic working class thing."

John Lennon and Yoko Ono at Antiwar Rally in 1972. Picture: Getty

But when Lennon came to record a follow-up, he decided to "sugar-coat" his message to make it more acceptable to his audience. He wanted his fans to make statements, to protest, to take action - but how to convince them?

The lyrics to Imagine were inspired by Yoko Ono's 1964 book Grapefruit, which offered conceptual ideas that came from her avant garde artist background. "Imagine the clouds dripping," went one message. "Dig a hole in your garden to put them in."

The other influence on the song came from comedian and activist Dick Gregory, who gave Ono a book about the power of "positive prayer". "If you want to get a car, get the car keys," explained Lennon in 1980. "Get it? Imagine is saying that.

"If you can imagine a world at peace, with no denominations of religion - not without religion but without this my-God-is-bigger-than-your-God thing - then it can be true."

So this idea of conceptualising a better world - to literally imagine what it would be like - was the first step to taking action. The power of positive thinking was what Imagine was demonstrating. It was much more than just wishing things would get better.

Imagine was born out of radical politics. Lennon said that Imagine was "anti-religious, anti-nationalistic, anti-conventional, anti-capitalistic... but because it is sugar-coated, it is accepted."

When Lennon played the Red Mole team his new song, they were complimentary. Produced by the legendary (but notoriously volatile) Phil Spector, the song's simple piano motif is accompanied by a video that shows the singer sat in his all-white front room as Yoko looks on.

However, the former Beatle felt that he needed to go further with his message. The very next single he wrote was the more direct Power To The People.

Yoko Ono and John Lennon at the time of the release of the Imagine album, 1971. Picture: Sipa/Shutterstock

Despite the criticism, Imagine has been adapted by people as an anthem of hope, peace and positivity.

In 2017, Ono was finally added to the songwriting credits of Imagine, noting her as the co-author alongside Lennon and acknowledging the influence her work Grapefruit had on the lyrics.

On 9 September 2021, fifty years after the world first heard the song, Yoko Ono celebrated Imagine's positive message in a turbulent world by projecting its lyrics onto buildings around the world: the Houses Of Parliament and St Paul's Cathedral in London, the Liver Building and Museum of Liverpool in John's home city.

The messages have also appeared on the Berlin Wall and on digital billboards in Times Square in New York and near the historic Nihonbashi bridge in Tokyo.

50 years on, Imagine as a song is as powerful as ever.

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Imagine at 50: why John Lennon's song is more than just a peace anthem

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The former Beatle's 1971 classic is admired for its message of peace and unity - but the lyrics came from a radical place. John Lennon 's album Imagine was first released in the US on 9 September 1971 via The Beatles ' Apple label (British fans had to wait until 8 October to get their hands on it).

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Plagiarism has many side effects and can affect someone's entire career. Think before you cheat ;)

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, in full Kurt Vonnegut, Jr., (born November 11, 1922, Indianapolis, Indiana, U.S.-died April 11, 2007, New York, New York), American writer noted for his wryly satirical novels who frequently used postmodern techniques as well as elements of fantasy and science fiction to highlight the horrors and ironies of 20th-century civilization. Much of Vonnegut's work is marked by an essentially fatalistic worldview that nonetheless embraces modern humanist beliefs.

Vonnegut grew up in Indianapolis in a well-to-do family, although his father, an architect, was unemployed during much of the Great Depression. As a teenager, Vonnegut wrote for his high-school newspaper, and he continued the activity at Cornell University in Ithaca, New York, where he majored in biochemistry before leaving in 1943 to enlist in the U.S. Army. Captured by the Germans during World War II, he was one of the survivors of the firebombing of Dresden, Germany, in February 1945. After the war Vonnegut took graduate courses in anthropology at the University of Chicago while working as a reporter. He was later employed as a public relations writer in upstate New York, but his reservations about what he considered the deceitfulness of the profession led him to pursue fiction writing full-time.

In the early 1950s Vonnegut began publishing short stories. Many of them were concerned with technology and the future, which led some critics to classify Vonnegut as a science fiction writer, though he resisted the label. His first novel, Player Piano (1952), elaborates on those themes, visualizing a completely mechanized and automated society whose dehumanizing effects are unsuccessfully resisted by the scientists and workers in a New York factory town. For his second novel, The Sirens of Titan (1959), Vonnegut imagined a scenario in which the entire history of the human race is considered an accident attendant on an alien planet's search for a spare part for a spaceship.

Vonnegut abandoned science fiction tropes altogether in Mother Night (1961; film 1996), a novel about an American playwright who serves as a spy in Nazi Germany. In Cat's Cradle (1963) some Caribbean islanders, who practice a religion consisting of harmless trivialities, come into contact with a substance discovered by an atomic scientist that eventually destroys all life on Earth. (In 1963 the University of Chicago granted Vonnegut a master's degree in anthropology after he submitted Cat's Cradle as a thesis.) The novel was particularly significant in its development of a slyly irreverent voice that constantly called attention to its own artifice; a similar "metafictional" style would characterize much of Vonnegut's subsequent work. God Bless You, Mr. Rosewater (1965) centres on the title character, an eccentric philanthropist, but also introduces the writer Kilgore Trout, a fictional alter ego of Vonnegut who appears throughout his oeuvre.

Although Vonnegut's work had already gained a popular audience by the late 1960s, the publication of Slaughterhouse-Five; or, The Children's Crusade (1969; film 1972) cemented his reputation. Explicitly drawing on his Dresden experience, Vonnegut crafted an absurdist nonlinear narrative in which the bombing raid serves as a symbol of the cruelty and destructiveness of war through the centuries. Critics lauded Slaughterhouse-Five as a modern-day classic. Breakfast of Champions; or, Goodbye Blue Monday! (1973; film 1999)-about a Midwestern businessman who becomes obsessed with Trout's books-is a commentary on writing, fame, and American social values, interspersed with drawings by Vonnegut. Though reviews were mixed, it quickly became a best seller. Vonnegut's next two novels were less successful. Slapstick; or, Lonesome No More! (1976; film 1982) focuses on a pair of grotesque siblings who devise a program to end loneliness, and Jailbird (1979) is a postmodern pastiche rooted in 20th-century American social history.

While Vonnegut remained prolific throughout the 1980s, he struggled with depression and in 1984 attempted suicide. His later novels include Deadeye Dick (1982), which revisits characters and settings from Breakfast of Champions; Galápagos (1985), a fantasy of human evolution told from a detached future perspective; Bluebeard (1987), the fictional autobiography of an aging painter; Hocus Pocus (1990), about a college professor turned prison warden; and Timequake (1997), a loosely structured meditation on free will.

Vonnegut also wrote several plays, including Happy Birthday, Wanda June (1970; film 1971); several works of nonfiction, such as the collection Wampeters, Foma & Granfalloons (1974); and several collections of short stories, chief among which was Welcome to the Monkey House (1968). In 2005 he published A Man Without a Country: A Memoir of Life in George W. Bush's America, a collection of essays and speeches inspired in part by contemporary politics. Vonnegut's posthumously published works include Armageddon in Retrospect (2008), a collection of fiction and nonfiction that focuses on war and peace, and a number of previously unpublished short stories, assembled in Look at the Birdie (2009) and While Mortals Sleep (2011). We Are What We Pretend to Be (2012) comprised an early unpublished novella and a fragment of a novel unfinished at his death. A selection of his correspondence was published as Letters (2012). Complete Stories (2017) collects all of his short fiction.

Vonnegut was elected a member of the American Academy of Arts and Sciences in 1973. In 2010 the Kurt Vonnegut Memorial Library opened in Indianapolis. In addition to promoting the work of Vonnegut, the nonprofit organization served as a cultural and educational resource centre, including a museum, an art gallery, and a reading room.

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Kurt Vonnegut | Books, Slaughterhouse-Five, Biography, & Facts

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Kurt Vonnegut (1992-2007) was an American writer noted for his wryly satirical novels that highlight the horrors and ironies of 20th-century civilization. His classic novel Slaughterhouse-Five, published in 1969, drew on his experience in World War II to depict the cruelty and destructiveness of war.