Interpretation is explaining the meaning of information or actions (Oxford Advance Learner’s Dictionary). Furthermore, Sonja, Paul & Johansen (2014. p. xiii) said, “Interpretation is a critical-thinking process. It begins with students generating ideas, drafting theories supported by text evidence, and creating a claim or a thesis statement”. It means, through interpretation construct the students' critical thinking of text. Additionally, Following Cambridge Advanced Learner’s Dictionary, this term is defined as an explanation or opinion of what something means. Based on all explanation of interpretation, it can be concluded that interpretation is the way to understand information. Moreover, interpretation is one of the skills which help …show more content…
This activity is reached when students can make inferences the text through the background information and the context clues in the text. Moreover, based on Syatriana (n.d.) interpretive comprehension is categorized in higher levels of thinking ability because of the question and answer that is not directly stated in the text but it will imply in the text. However, in this activity, students should be able to identify and infer the author's point of view and infer the author's attitude of the topic that has been written in text. It is supported by Sonja, et all (2014) in interpretation, students learn to identify the details of the author tone or the authors’ feelings in a text.
Furthermore, the author's point of view and author attitudes are different. Following Literary Devices (2016) author's point of view is the author angle to show their opinion or feeling of one issue. It is used to view or to express what the author feels about one issue to influence the reader. It means that author point of view is the description to describe author emotions about the topic of the text. Furthermore, following McGraw-Hill School Education Group (2011) explains that to recognize the author's point of view, the reader can notice several things. There
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Thus, it makes that have various studies that observe students interpretation. For example: a study from Dewi Rahmatika Daud (2015) entitled “Students interpretation on the theme of beauty and the beast”. The study observes interpretation through the theme of “Beauty and the Beast” in Gorontalo State University, Letters and Culture Faculty particularly 5th semester students of English Department. Furthermore, Daud asked the students to write their interpretation of the theme “Beauty and the Beast and she used the scoring rubric to assess it. The rubric contains the evidence of students’ interpretation and students’ grammar. Moreover, the study finds out that English Department student’s particularly 5th semester students’ interpretation is low or it can categorize in fair level. It is because students tend to interpret the theme in general and cannot explain the supporting ideas the theme. However, Daud study is different with this study because Daud uses themes of narrative text to observe students' interpretation although this study uses two texts of informative text. Thus, it makes the result of this study that different with Daud’s
When reading someone else's work you need to be certain that you read between the lines. Author's, at times, will attempt to distort information in order to make their beliefs more prominent. In order to avoid this disinformation, you have to learn the difference between denotations and connotations and facts from opinions. Furthermore, you'll have to recognize figurative language, such as similes and metaphors, which can incite specific feelings onto readers.
Point of view can greatly affect the way a reader feel about a novel. Point of view affects how the characters are perceived and how well the readers know them. It also provides a means for readers to feel connected with characters, or to better understand what a character is going through. The author’s way of thinking also has a very large impact on the point of view based on how they themselves see a situation. The Curious Incident of the Dog in the Night-time is narrated in a very diverse way, by being narrated by a boy with a disorder, it could be very different if told by a different character, and it would change drastically if narrated by someone without autism.
To understand the reading one, have to understand and be able to identify the themes emphasized in the book. One of the main
Guillory explains it as “The Conceptual Break means that interpretation asserts the possibility of multiple frames of reference, with no one final correct interpretation” (Guillory 9). He claims that a person loses the ability to interpret what they read. When reading he believes the reader needs to be able to interpret the words in a new frame. He states that a reader is taught to explorer their feelings from the reading and fails to see the interpretation of the story. Guillory believes that if a student does not grasp the conceptual break, they will not succeed in college. He claims that teaching reading needs to continue and that the job is never done.
Everyday there is something that one must interpret whether it is a book, movie, or even the news. One must come to one’s own conclusion about the information they are interpreting. For instance movies are mostly easier to understand then books though the plots may have slight differences.
Point of View is incorporated in to stories to show the readers how the story is told. It includes describing the position and person in the story. Position is how far the narrator is from everything that is going on in the story. Person is way the narrator shows the character and their attitude.
Point of View: The narrator’s point of view in the story is 3rd person omniscient which is when the narrator describes feelings from most of the people in the story and not one person.
Comprehension is the purpose of reading. Comprehension is the process of constructing meaning from a given text and applying that to the students background knowledge.
In Halley’s Comet by Stanly Kunitz a teaching is telling her first graders about Halley’s Comet. She tells them that if it hit earth there would be no school the next day. The children fill in the gaps and realize that there would not be any school because the world would end. One of her students is very concerned about this and that night while his family is asleep he creeps up to the roof. On the roof he sits and waits while looking at the sky. He is waiting for the world to end. Being a young child he does not totally understand everything that his teacher told him and he truly believes that the world is going to end that night. This is one example of the way that children interpret things inaccurately. When I was little, like many other children, I interpreted numerous things very wrong. As a kid my family and I always stayed up to watch American Idol. Back then it was really popular and we all liked seeing people who sounded terrible and the select few that actually sounded decent. Well one day when I was five I can remember that I was in the car with my family and we were driving home from something. My mom and step dad were singing to a song, and I remember thinking that they should go on American Idol, because surely they would win. Thinking back on it now, I laugh because I now know that I do not come from a family of vocally talented people. Every year when we sing Happy Birthday I have to restrain from covering my ears because we are so tone deaf. I had this misunderstanding, like the child in Halley’s Comet by Stanly Kunitz, when I was little because I was proud and curious, but now I can see that it was just silly.
Donald M. Murray, in this article entitled “Reading as a Reader” is talking about how reading is an unique, an essential, and a necessary aptitude for human beings in their society. While illustrating his point of view, the author stresses on the idea that our attitudes towards reading is directly linked to the systematic approaches we have while facing a article or a book. In this article, he said that: “If we approach a text believing that we are not readers, or that we can’t read, that attitude may make it more difficult for us to understand the challenging text.”(Murray, 2). Throughout those words, Murray emphasizes that we should consider the process of reading as a learning process, and as a way of deepening the capacity we have as readers. We should have an open-mind while engaging with a reading, and understand that it may always not be our fault if it comes that the text we are reading is difficult. In clear, it is all part of the process of improving ourselves. Then, Murray, in his well structured writing, portrays differents types of reading and also gives us some tips on how to approach them.
Through these resources, activities, and strategies, students are able to make progress into distinguishing the main idea and supporting details in reading texts. Through this they are also able to organize thoughts to develop a topic sentence and moreover use supporting facts and details. Many of the resources and activities done in this lesson allowed the students to think for themselves and make educated guesses based on the information given. Moreover they were allowed multiple opportunities to share with one another about heir thought
When writing literature, authors will adapt points of view to mold the perceptions of their readers. Three points of view that authors use to draw readers into their works of fiction are the limited perspective, the first-person perspective, and the objective perspective. Three stories will be examined and critiqued for their use of these narrative techniques. Of the three perspectives that will be examined, the first-person perspective is the most useful for sharing the authors’ vision.
The point of view element of fiction stories is that perspective in which a story is told. The point of view is that of the person telling the story and the method in which the reader knows what is happening ("The Elements of Fiction").
In conclusion, I would say that the power of literature is connoted exactly in this unparalleled symbolic order of language that can never produce or pin down a definite meaning but nevertheless passes on "the desire and curse of meaning”. It is what the transcendent signification of the text that leaves the reader always anticipating and curious and at the same time delighted from the pleasure this play of the authors brings to her/him. On the other hand there is always this uncanny component of meaning that cannot be clarified or rationalized but nevertheless is an intrinsic part to our reading experience.
· Point of view: The opinion or purpose of the author is to create inside us a brainstorm, because he doesn't give a direct opinion of the story or situation. · Diction: It is simple to the reader understanding. The author used an appropriate language for the time the story develop the plot or the action. · Narrative techniques: He uses narration and dialogue. The author makes use of the irony and the suspense.