Darya: In my opinion, Literature Circles was beneficial and helpful to me as a student, for it was a unique way to introduce new novels. Throughout the whole year, I worked with my peers whom I could ask for assistance. At times, I struggled to understand complex novels - Fahrenheit 451, for instance - since oftentimes the novels required interpretation and reading between the lines. Luckily for me, my group had ingenious individuals, that were kind enough to explain the events taking place, putting me back on track. In the long run, I even ended up befriending people that were once adversaries of mine. Additionally, Literature Circles offered comprehension questions and novel tests, which resulted in a more thorough understanding of the book read. Even though I did not get every question perfectly right, I learned and benefitted from my …show more content…
We were given time to analyze a novel independently without direct guidance from the instructor which exposed us to a new level of difficulty while also giving us the opportunity to work diligently by our own means. During Literature Circles, I have not only strengthened my comprehension abilities, but also my relationship with students in the class. I was able to bond with the students while also improving myself from their ideas and opinions. Despite these advantages, there were a few flaws in the group activity. For one, there was no way to differentiate the participators from the slackers. There were some students who may have not contributed and others who did majority of the work, and still both received the same grade. Also, some of the time in Literature Circles was spent talking instead of completing tasks. It should be made certain that groups are working efficiently and diligently. Overall, Literature Circles was a beneficial activity that I, personally, looked forward to every
In Alice Walker’s story “Everyday Use,” symbolism, allegory, and myth stand out when thinking about the characters, setting, and conflict in the story. The conflict is between the mother and her two daughters (Maggie and Dee). There is also the conflict between the family’s heritage (symbolized by the quilt, bench, and butter chum) and their different ways of life. Dee chose a new African name, moved to the city, and adopted a new way of life while Maggie and her mother have stay behind. The quilt (the most important symbol) represents the family’s heritage in that it is made of scraps of clothing worn by generations of family members. The quilt has been sewn by family hands and used on family beds. It has seen history and is history. Maggie and her mother see that that history is alive but Dee thinks it is as dead as her name. Dee does not see that name as part of her heritage. By analyzing these symbols, a number of possibilities for a theme can be seen. Walker could be suggesting that to understand the African-American heritage, readers have to include the present as well as the past. However, the theme could be that poverty and a lack of sophistication and education cannot be equated with ignorance. Lastly, she could be telling her readers that dignity or self-respect rise from and are virtually connected to one’s entire heritage- not just a selected part of it.
For me, reading as well as rereading, books such as Junie B Jones, Berenstain Bears, or the Harry Potter series, impacted my life immensely by increasing my vocabulary, developing my vital language skills and many more developmental skills. In the past, being literate meant beating kids in how many books I could read and being able to comprehend difficult vocabulary, but now being literate in the adult world means developing new and creative ideas or being able to prosper an opinion based on facts and previous knowledge.
As well as having to read according to what your reading level is, you have to also gain points by taking a test on the book you previously read.
A poem that incorporates the oppression of the people living in Martinique, and the political uprising of Martinique during French colonization would be “Out of Alien Days” by Aime Cesaire. Cesaire especially uses examples of imagery and tone to express the ideas of oppression and political revolution to focus on the forms of literature he describes. Along with examples of the literary elements, there should be an explanation of Cesaire’s usage of image and tone that explains the author’s main message in “Out of Alien Days.” In “Out of Alien Days,” Aime Cesaire uses the concepts of imagery and a revolutionary tone to illustrate the problems of the French colonization in Martinique. Cesaire constructs a definitive path in his poem where he is calling for change in Martinique, and rallying his people against the French empire. This paper is about introducing the concepts of imagery and a revolutionary tone along with examples used by Cesaire in “Out of Alien Days,” and an interpretation of the literary elements in connection to Cesaire’s theme in the poem.
The name tale (from the Old English talu, “speech”) is sometimes applied to any strory, whether short or long, true or fictitious. Tale being a more evocative name than story, writers sometimes call their stories “tales” as if to imply something handed down from the past. But defined in a more limited sense, a tale is a story, usually short, that sets forth strange a...
Romantic literature is such that an author writes in an attempt to convey his feelings on what the world should be like. It is unrealistic, unreasoning, and imaginative writing. William Cullen Bryant and Edgar Allen Poe are two examples of romantic writers. Though Poe fits the mold of a romantic writer it is obvious that his writings do not mirror those of Bryant or many other known romantic authors. His works share a uniqueness that is not found amongst the other writers, it is this uniqueness that separates Poe’s works from the rest. Bryant’s poem “Thanatopsis” is a good example of romantic literature. This work compared to Poe’s “The Tell-Tale Heart” will show that characteristics of Poe’s work that, both, make him a romantic writer and separate him from other romantic writers.
Part II-----The classroom setting and arrangement was a little different specifically for my social studies students. Our classroom is a computer lab so every student had his or her own computer. It is a little different then the normal classroom setting, they are used for the core classes. There are some positive and negatives for this setting. Some positives are students are able to use the computer for every single assignment and have the help of technology at every step. Technology was helpful because students could use spell check for incorrect words, it could be used many times for Google translate. There are many different websites that can read the text for you. Some of the negatives is they do not have the benefit of sitting in a group and collaborating in talking in the way I would want them to. When grouping students for collaborative discussions and assignments I am required that we group
In “Oxford Concise Dictionary Literary Terms” by Chris Baldick, characterization is defined as the representation of persons in narrative and dramatic works which include direct and indirect methods in inviting the readers to infer qualities from characters’ actions, speech, or appearance. However, modals in literature context serve as an eye opener to the personality and traits of the characters in short stories. It enables the readers to learn of the characters’ abilities, capabilities, prohibitions, obligations and so forth. The appearance of modals in literary texts serves its own specific purposes in accordance to the author’s wish. In David Leavitt’s “Territory” which describes the relationship between a mother (Mrs. Campbell) and her son (Neil) who is a homosexual, gives me an interest to explore and find out more about the characters. Through the use of modals found in the extract, it enables me to go in depth and examine the characterization in the story.
...s book will relate even more to it and increase their interests. This will not only encourage these types of readers to keep on reading but this will also help them have a better understanding of the text.
Then, he gives examples of how literary readers are more social than non readers. However, this is the first time in the article that Gioia ties the decline in reading with social life, and he still fails to provide evidence that the higher social activity is the result from the historical knowledge people gain from literary
Reading goals must be realistic. Students will not engage if the reading is not authentic. I want to encourage my students in reading and give them the tools they need to succeed while allowing them to choose what they read. I also want to implement different reading assessments that are creative rather than just textbook responses. Genuine reading experiences will help my students find their own passion for reading. These experiences may come from allowing students to pick their own books, having parent involvement, giving specific feedback, or alternative ways of assessment. I believe the more options I give my readers the more realistic my chances of connecting with them are.
Schools Are Pretty Much Jail (A Critique on Victorian Schools) “Education gives us a knowledge of the world around us and changes it into something better” (Doumbia). This statement is true for today in our age. However, at one point things weren’t always like they are today.
While this essay can in no way claim to contain a fully representative sampling of what various scholars have contributed relative to the ongoing debate over the literary canon, I will attempt to highlight three distinct positions which are all informed by John Guillory's critical contributions to the canonical debate. First, I will discuss the concept of ideology and canon formation as Guillory first articulated it in his 1983 essay, "The Ideology of Canon Formation: T. S. Eliot and Cleanth Brooks," and which he subsequently thoroughly revised and included in his 1993 book on canon formation, Cultural Capital: The Problem of literary Canon Formation This essay on the ways ideology and cultural politics complicates and informs canon formation, also discusses Guillory's theory concerning the death Joe Weixlmann who offers his own commentary concerning how ideology and politics of literary orthodoxy in favor of a more democratically situated heterodoxy, and how this concept of a heterodoxy might inform the university's literary curriculum. Next, Christopher Ricks' essay, 'What is at stake in the "battle of the books"?" will be analyzed to determine if his attack on Guillory's assertions relative to his critique of the current status of the canonical debate contributes in any meaningful way to opinions about whether or not the literary canon should be revised. Finally, the several critics who have now offered commentary on Guillory's latest theories on canon formation as articulated in Cultural Capital will be discussed relative to how influential they perceive Guillory's latest work to be as it pertains to the ongoing debate over the nature of the extant literary canon.
That is the goal of being a fluent reader. Mrs. Baughman uses the components of a story to teach comprehension. The components of the story are the setting, the plot, the conflict, and the resolution. If students can easily pick out the answers for the components of a story then their comprehension is growing. Another way to teach comprehension is by using graphic organizers like Venn-diagrams, story maps, and cause and effect charts. Teachers can also ask questions to make sure students understand the text. Not only does the teacher need to ask questions, but so do the students. If a student can ask questions, and with guidance answer it themselves they understand the material. The same goes with summarizing texts. A good way to check comprehension is to see how well the students summarized the texts. Doing so, can show if they really understand the material or they are just reading without thinking about it. Group work is a good way for students to share their thoughts on texts and help explain it to others in an easier way. If students do not comprehend text then their reading skills for the future will not be good. Teaching comprehension is not by just asking questions. There are many ways to check it that give a better view on how students are
They help to encourage students to complete their work on time and be more productive. When working in a group, people learn why others have different viewpoints and opinions. Working in groups is a good way to get out of roadblocks and helps students understand the material in a new light. Cooperation is a good habit to have, and study groups are a good way to gain that skill (“Benefits of Study Groups”).