This quiz is about the novel, Bel Canto.

*********** NameProfessor’s ******************* ********* Bel Canto by *** PatchettPart ******* **** is a **** ******** ** *** novel *** ** * ******** ******* ** the ********** *** ***** * **** connection *** ***** **** **** *** ******** *** *** captors ** *** ******* *** Roxane ****** *** ****** ** ********* *** ******** *** inspired *** ********** ** ** ******** **** ****** ** ***** ******** to ****** in *** small ******* ****** ****** **** life ** *** ***** *** charming ***** **** ******** ** ******* *** tense ******* ********* She ** *** primary ******* **** ********** the flow of *** *********** is * fantastic character ******* of her ability ** ** ********** without ***** * common ******** Gen was **** ** * translator ** ****** *** cases *** Roxane’s ***** was universal ******** ***** ********** *** *** same *** **** ************* *** ******* ******* in ********** ********* *** *** *** * *** ** charming ******** ** the ***** *** capturing *** ***** ** ******** who ******* *** * **** *** ****** *********** ******* **** *** *** ******* **** *** *** alluring *********** ********** the ********** ******** *** terrorist ***** She *** **** **** ** ***** ** train *** of the ********** ** ******* ********** character ** ********* captivatingPart **** *** * ******** fixation ** the ***** It ** ******* gen **** the ********** *********** Almost all *** ********** in the **** ***** ********* ********* Patchett ******* the **** ** help *** ************* *** ** ********** *********** She **** ***** him speak *** the languages ** the **** *** ********** ** ******** when ** is ***** if ***** *** ************ *** don't ******* ********* 141) *** presence ** ********* since to **** *** hostages ******* *** ********** ***************** is **** ** ********* **** ** *** plot ** is no longer ***** ** *** ***** **** of * translator Gen is ** ****** *********** His ******** ** ****** ***** ************ creates ** his *********** in **** ********** in the ***** He also ****** ************* ******* *** ******* ********** ** is a ******* ** *********** **** *** ******** ******* *** formation ** healthy ************* ********* **** ** ******** *** Roxane Gen’s ********* **** contributes ******** ** *** ***** ******* the *********** ******** relationship **** ********** 3In viewing *** story *** reading the ***** ** ******* *** ******** of ******* *** ***** One ****** looking at *** ***** from * **** ******** *********** It is no ****** a ***** ** fiction but * story that *** ******* ** ** * ******** occurrence *** *** a *********** ******* I ********* a ****** criticism of *** ***** since ** *** ***** ** ******* * ******** ** interpretation ** *** ***** to ******* *** portrayed ********** *** difference * noticed is **** *** novel *** ********* *** ***** ******** *** ********* *** coverage ******* ** *** plight of the ******** *** ****** about *** terrorists ***** coverage *** *** **** ** the ******** of the ******* *** were able ** **** ******** for months ******* ******* **** ** the novel * **** *** *********** ** understand ******** ************ *** *** ********* ******* ********* The ***** ***** to the ********* ************* that ******* ******* *** ******* *** ******** ***** 37)Part ********* ******** the soft **** ** the ********* *** ***** on ********** ********** ***** ******* *** ******** ** *** ********** ******** ******* to overcome *** ********** ** ********** *** *** ***** ******* and ******** *** ***** ***** that **** *** **** ********* ****** driven ** different ********** ***** motivation to ********* ** ****** with **** ** **** **** ******** ** *** ***** ** ******* Like *** **** of society *** ********** ****** a ****** of normalcyPatchett’s characterization attempts ** **** **** ****** defines our position ** ******* *** of *** ********** ** ** excellent ******** *** ** a ******* ********* ***** have *** *** **** ******* ** that ** ****** ******* Benjamin ******** **** by ********* ************ ****** we might have ******* ********* 300) in ********* ************* ** ******* ******** tries ** ********* **** terrorist ** ordinary people **** *** ** ******** **** ******* violence * ***** **** *** ********** ***** ** ** *** ********** *** *********** that ***** our ***** ** lifePart 5The books ending *** * bit ******** *** the ********** **** and *** ******** ******** ************* ended **** **** ******** **** ********* *** ***** ** *** ******** ** ****** *** *** ******** *** Carmen *** killed **** a ****** ****** ending to ******* *** ********* ***** ** **** *** ****** ** ********* meant to ******* the ******* of *** ****** ***** of *** ********* The ******* *** was unexpected **** * ****** **** ***** (Clark) A marriage ****** ** ******* *** tense endingPatchett **** **** ***** *** ***** with *** ***** ** *** terrorist ** reflect the actual events *** ******* *** ** terrorists ** Peru ******** ******** ** ******* * ******* end in the novel She ******* a ******* ******* ****** and *** as * *********** ** *** ****** *** marriage **** ***** **** *** *** were ****** **** *** ********** *** the **** of the ***** **** The ******** ** *** ****** ********** at *** ******* signifies *** ****** bond ****** ** ******* of * ****** event ******** *********** a ***** through ****** experiencePart **** ***** ***** *** * ******** ********* The unpredictable relationship between *** ******* *** captives ******** ** ******** social interactions *** ***** ***** is ******** ******* social ************ *** ******** *** ******* ********* *** *** ******* *** ****** to ******** ************* The **** ********* ****** an ********* **** despite ****** never ****** ** *** ***** (Polk *** ****** **** ***** ** * ********* to suit *** circumstances *** ********** *** ******** **** ****** ** ****** to overcome ***** ******* *********** *** ****** one ************ ********* **** *** the soap ***** *** symbolic of shared ******** *** ********* *** ********** *** the residents ****** * love *** *** **** opera **** ***** **** ****** in society **** have ****** ********* ******* ***** different backgrounds *** ********** *** ******** differential ********** the deep **** to communicate Gen *** used ** the crowd to communicate ******* ** *** ******** barrier ********** ***** symbolized *** ******** of a ********* language in ******* ******** ******* *** music which *** ********* ******* not understanding *** ***** **** ****** *** *** ********** the languages she **** ** *** ***** *** **** *** ******* *** the ************ ** ******* ****** ** *** ********* **** child soldiers are ******* ** *** ***** **** ** *** novel ****** *** of *** ********** ***** from *** ******** *** ******** ***** others are ***** ********* The novel ******* **** as ******* ********* than adults” (Patchett **** The ****** **** ********* them ** ******** ************* ** **** as ***** anxious ***** confrontation (Patchett **** ** was the ******** **** ***** ** **** * parental **** *** ******** ****** **** *** ******** ********* ***** ***** for *** ***** soldiers ** the **** Some ** **** were ***** ** change ***** ***** Others *** *********** ****** ** **** *** *** ***** *** **** **** ***** *********** ******* ****** ********* (Patchett **** signifying **** *** ********** understood ****** ** *** ***** Their ********* ** *** world affairs **** from *** ************ ******** *** Child ******** *** a **** ***** ***** they have **** ** ***** Some **** ****** *** anxious to **** *** write an opportunity they have ***** **** given ** ******* ******** ******* *** ***** terrorists ** * ***** that *** missed an *********** *** the **** worldPart 8Patchett ***** to ******* the ***** ** *** **** president’s ***** ** saturate *** story **** ****** Restricting *** characters ***** ** ******** ** their ******** ******* ** describing new ************ *** *** of a single resident **** ******** *** **** ***** **** *** the ******** ******** ** an ******* ******** **** *** **** ******* ** *** ********* ** *** ****** ***** There is ** **** *** *** ** ********** her ********** ** different houses ****** *** ** ** **** simple for the reader ** ******* with *** ***** ** they **** *********** **** *** ************* environmentConfinement ***** *** ******* ** the ********** to ****** ** ****** the ********* ** interact and **** ************* ** **** ***** **** * ******** space ** ****** for ******** ***** ** mend relationships The ******** **** ** confinement ** *** ********** ** ******* *** confined ********** *** ******* in choice The *********** ******* a *********** ******* for the ********** It **** ******* *** narrative ******* ** *** ********* ***** *** ******* ** show **** ******** ************* ** *** ***** *** character *********** was ** ****** * ******* ** **** **** makes *** ********* **** *** event for a **** ***** The **** **** opera ** enjoyed ** the ********** *** hostages **** **** *** ****** *** ******** ** unite at *** ********* None of **** ***** have gone ***** ** ** **** *** for **** ******* Roxane *** never motivated by money and ******** *** not ******* ** ****** ** *** country Fate ****** **** ******* ***** ******** ********** Their **** *** ***** ** ****** since **** rarely ***** and ****** ****** ****** ** ** ** **************** ********* ******** **** ******* Roxane ** ***** *** of *** ********** * song *** ******** of *** ** *** ***** can also ** attributed to **** ******* *** ******** no viable ************* ***** **** ******** to **** the ************* ** *** novel *** was **** ***** ** **** ** ******* *** ****** ***** **** ****** It is **** **** ***** the ***** ** *********** ** ******* **** ***** *** ****** ** *** ********* ******** ** *** ********* ******* *** ********* **** **** shown to ******** distinctively **** caring *** **** in *** ***** *** terrorist is potent to ***** They *** * ****** to *** ********* Benjamin ** * clear ************* ** suffering ** is ******* * ****** of ****** that made him into terrorists The ********* ** **** ***** ***** a ***** **** died to distribute posters political flyers *** ******* ** *** terrorists after *** forming ***** **** *** hostages ** painful *** ***** ** Hosokawa *** Carmen *** *** **** ************* **** **** had *************** **** demonstrates *** ************ ******* *** ********* love to ****** ** comments **** *** **** ** **** ****** **** **** ** *** *********** ***** **** ** ****** (Patchett *** He fails ** ** *** ********* *** ****** ** pain **** his ******** **** ******* ** wants ** ** ***** to ****** *** *** ****** **** **** * **** that ***** *** *** cannot ******** ***** ************ and **** **** **** at ***** *** final ************* ** **** ******* ****** *** Gen ** * *********** of these ************* ***** suffering *** the loss ** ***** loved ***** ***** ***** *********** CitedPolk ***** ******** Audience"New **** Times **** ********* June 2001): 37 Rpt ************** ******** ********* *** 244 ******** **** ************** Resource ****** *** 2 Apr ********* ******** ** Diva among the ************** ******** Supplement 5130 (27 **** ****** ** *** inContemporary ******** Criticism *** *** ******** **** 2008Literature ******** ****** *** 2 *** ************ Ann ****** ******** Harper ********* Modern ********* Reissue ****** ******* ***** ** 2008Clark **** ******* ***************** **** ***** *** inContemporary ******** ********* *** *** ******** **** ************** ******** ****** *** 2 *** ****

Click here to download attached files: Bel Canto.docx