...Jacqueline Garcia ENG125: Introduction to Literature Robert Frost says, "There are three things, after all, that a poem must reach: the eye, the ear, and what we may call the heart or the mind. It is most important of all to reach the heart of the reader." (Clugston, 2012) How true is this? Each writer has to tap into the sense on the reader to convey each ones feelings. How is it that we can take their attempts to do just that and understand it from a reader stand point? The answer is key literary elements; there are many kinds of literary elements that can allow readers to do this without completely getting frustrated and giving up on wonderful pieces of literature. Identifying the key literary elements in literature allows for a deeper understanding and appreciation for the particular piece that’s being read. The elements help articulate a response and a reactions to what the author is trying to convey, or wants to you grasp from it. While reading a particular piece of literature by Willaim Wordsworth called “She dwelt among the untrodden ways” (Wordsworth, 1798) I found that the three key elements that help me gain a response and capture a reaction to the poem were figurative language, tone and theme. Each one allowing me to better understanding of what the author was trying to convey. Some people might get one thing from it and other another but non-the less his message will be convey something to whomever reads it. The poem I read was Willaim Wordsworth’s, “She dwelt among...
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...| | |Business Literature | Copyright © © 2011, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course explores business and the workplace through imaginative literature and essays. Students may study poems, plays, short stories, and essays with themes or story lines that emanate from the workplace. Students will read, interpret, and analyze the literature while responding to the connections between occupation and personal identity and the connections between the social and personal significance of their relationship with work. Students will note and discuss trends in society that are illustrated by business and workplace attitudes and portrayed in literature. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your...
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... | | |Literature in Society | Copyright © 2010, 2008, 2006 by University of Phoenix. All rights reserved. Course Description This course introduces themes in literature and provides guided study and practice in reflecting on themes which describe the human experience across cultural and societal boundaries. The course includes readings from literature in different genres and cultures. Students study the literature in thematic units and are asked to make connections to their own lives and cultures. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Barnet, S., Cain, W.E., & Burto, W. (2011). Literature for composition: Essays, stories, poems, and plays (9th ed.). New York, NY: Longman. All electronic...
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...THE GLENCOE LITERATURE LIBRARY Study Guide for Great Expectations by Charles Dickens i Meet Charles Dickens In addition to writing short stories and novels, Dickens wrote essays and journalistic pieces, and edited a weekly periodical filled with fiction, poetry, and essays. First titled Household Words, the magazine was later retitled All the Year Round. Dickens contributed to this publication several serialized novels, including Great Expectations, and writings on political and social issues. Dickens was born on February 7, 1812, in Landport, Portsea, England. He was the second child and eldest son of eight children. Dickens’s father, who worked as a clerk in the Navy Pay Office, was a spendthrift who often mismanaged the family money. In 1822 the family moved to London and soon found itself in financial crisis. The family was forced to live in poverty, and Dickens was no longer able to go to school. One of the most traumatic periods of his life began in February 1824, when his father was sent to debtors prison. Young Dickens, only twelve years old, was forced to go to work for several months pasting labels on bottles. This experience was painful and socially humiliating to him, and images of the factory haunted him for the rest of his life. These images provided a backdrop to much of his fiction, which often focused on class issues; the plight of the poor and oppressed; and lost, suffering children. As an adult, he championed social and political causes designed...
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...Frindle Literature Response Personal Response While I am not able to recall if I had read Frindle previously, or if knowledge had gained awareness of the story through word of mouth, the story seemed very familiar. The fact that the books’ features had remained in my head for so long displayed that the story must be a successful children's novel; therefor, my excitement to read it was high. Having stored opinions and details of the book was useful while interpreting the written work. The ability to anticipate the story’s key points from childhood exposure, reminded me of times I had once battled with elementary teachers over how to correctly spell my name. After learning that the letters “C” and “K” have the same sounds, it seemed acceptable to change the beginning letter of my name to “K”. After battling the teacher for weeks over if there was a “Carrington” in her class or a “Karrington”, the war was ended after a phone call to mom. The phone call had come just hours after the idea of changing “Kissner” to “Cissner” appeared in my head. Having the experience of once being a 5th grader was beneficial to...
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...William Shakespeare's Sonnet 29 Reflection and Analysis Ashley Terreforte Introduction to Literature Instructor Danielle Slaughter March 27th, 2013 In this paper I will be explaining why I find William Shakespeare’s Sonnet 29 interesting and what about the sonnet that catches my attention. I have always been a big fan of all of Shakespeare’s work only because his writing style and the words he uses to make his point within the play, sonnet, or piece of literature. The way Shakespeare writes I find very interesting and sometimes confuses me but that is what keeps me interested because I am continually learning how to define what it is that Shakespeare is trying to say within his literature. In William Shakespeare’s Sonnet 29 the form, language, and content of the poem are what keep in engaged and wondering what would go through Shakespeare's mind when he sat down to write Sonnet 29. The form in which Shakespeare wrote Sonnet 29 and many other of his sonnets with the AB AB CD CD EF EF GG form reminds me of the notes on a music staff and that is what keeps most interested because in my head I look at it as a song and in a way it kind of is. The Elements in which kept me intrigued in William Shakespeare's Sonnet 29 did not affect my response to the poem, however because of the language used to write the poem I did tend to focus more on trying to understand what Shakespeare was saying because of the language used. In William Shakespeare's Sonnet 29 the form in which he...
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...Connecticut State Department of Education Connecticut Academic Performance Test (CAPT) Third Generation Handbook for Reading and Writing Across the Disciplines Contents Technical note: If using an electronic version of this handbook, click on any underlined text to link to the specific section in the document. Foreword 3 Position Statement 4 Introduction 6 Reading Across the Disciplines: • Response to Literature 8 • Reading for Information 11 Writing Across the Disciplines: • Interdisciplinary Writing 15 • Editing and Revising 18 Instructional Strategies to Use All Year 19 CAPT Strategies for All Students 22 Additional Assessment Information 25 Released Items 26 Foreword On behalf of the Connecticut State Department of Education (CSDE), I am pleased to present the Connecticut Academic Performance Test (CAPT) Third Generation Handbook for Reading and Writing Across the Disciplines. The third generation CAPT, developed in 2004 and piloted in 2005 and 2006, will be administered live for the first time in March 2007. This handbook has been developed to provide Connecticut’s public school educators with important information about the CAPT reading and writing across the disciplines assessments. It should serve as a reference for all content area teachers as they prepare their students. It is designed to answer the frequently asked questions about...
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...from a child that disliked books and reading, to a teacher who read anything and everything. Gerald grew up a Jew in a racially mixed neighborhood and was often picked on because of this. He had refused to read anything other than comic books and sports books as a kid because he did not want to be picked on for being a “bookworm” too. By the time Gerald reached college he hadn’t known what to major in and he defaulted to majoring in English. Even as an English major student, Gerald found it hard to read “serious” literature. He found it hard to relate, he “saw little that could resemble his experience”. An interest in reading had started sparked to form in Gerald after he had read “The Adventures of Huckleberry Finn”. He was intrigued to learn that there had been a disagreement over the true ending of the book. He was tasked with discussing the ending of the book with his classmates and there he found his confidence. Discussing books made Gerald go back, re-read books and discover things he hadn’t noticed before and to view his literature from different points of view. Gerald later on recalls that it was the “critical conversation” he needed, that held him back from fully accessing literary text. Leaving Gerald alone with just the literature wouldn’t allow him to get “deeper” or more into the text, instead its different interpretations and theories that allowed one to truly immerse themselves in literature. Response: Gerald’s story was one I found very interesting a relatable...
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...overview of the historical and literary context for the reading. | | Duration: 40 min | | | Activity 1.1.2: Quiz - Comprehending the Study | Take a quiz to assess your understanding of the material. | | Duration: 20 min | Scoring: 10 | Points Earned: _____ | Lesson 1.2: Romantic Poetry | Activity 1.2.1: Study - Romantic Poetry: Spontaneous Overflow | (Documents: Study Sheet) | Learn about the characteristics and leading writers of Romantic poetry. | | Duration: 40 min | | | Activity 1.2.2: Quiz - Comprehending the Study | Take a quiz to assess your understanding of the material. | | Duration: 20 min | Scoring: 10 | Points Earned: _____ | Activity 1.2.3: Read - Poems from the Romantic Canon | (Documents: Reading Guide) | Read selections from a variety of Romantic poets. | | Duration: 1 hr | | | Activity 1.2.4: Quiz - Comprehending the Readings | Take a quiz to assess your understanding of the material. | | Duration: 20 min | Scoring: 10 | Points Earned: _____ | Activity 1.2.5: Study - The Poet's Toolbox Applied | (Documents: Study Sheet) | Review some of the tools poets use to create meaning and achieve specific effects; apply those tools in order to analyze selections from the readings. | | Duration: 40 min | | | Activity 1.2.6: Quiz - Comprehending the Study |...
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...10, 2015 To Read Or Not To Read…That Is The Question My generation has substitute books for technology. Cellphones, Laptops, iPads, Tables are just a few new forms of entertainment. They are also new way to learn about the world for many people. Many individuals feel that it is useless to sit around reading stories, poems, and plays in today’s society and their excused is because there is so much need for practical action in the world today. I do not disagree with them about there being a need for action in this world we live in today. My problem lays with the fact that they believe reading is pointless. At a young age my mother read to me and afterwards let me read to her. I believe this is where I became passionate for reading. Yes, I do find literature entertaining, but is that really so bad. The fact that a book is entertaining does not make it distracting at all. People use books as an escape. They read to get away from reality. Life can be hard and by picking up a good book you can lose yourself and your worries for a moment. To the critics I would response to their opinion by saying this: We use books as a learning experience. We take what we learn from literature and apply it to the real world. In my life time I have read different books that have shaped me into the individual I am now. I have read have made me emotional, more intellectually, and more spiritually to my surrounds. I have become more aware of the world I live in just by reading literature. In summary,...
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...THE GLENCOE LITERATURE LIBRARY Study Guide for To Kill a Mockingbird by Harper Lee i Meet Harper Lee at the same university. In 1949, however, she withdrew and moved to New York City with the goal of becoming a writer. While working at other jobs, Lee submitted stories and essays to publishers. All were rejected. An agent, however, took an interest in one of her short stories and suggested she expand it into a novel. By 1957 she had finished a draft of To Kill a Mockingbird. A publisher to whom she sent the novel saw its potential but thought it needed reworking. With her editor, Lee spent two and a half more years revising the manuscript. By 1960 the novel was published. In a 1961 interview with Newsweek magazine, Lee commented: Writing is the hardest thing in the world, . . . but writing is the only thing that has made me completely happy. To Kill a Mockingbird was an immediate and widespread success. Within a year, the novel sold half a million copies and received the Pulitzer Prize for fiction. Within two years, it was turned into a highly acclaimed film. Readers admire the novel’s sensitive and probing treatment of race relations. But, equally, they enjoy its vivid account of childhood in a small rural town. Summing up the novel’s enduring impact in a 1974 review, R. A. Dave called To Kill a Mockingbird . . . a movingly human drama of the jostling worlds—of children and adults, of innocence and experience, of kindness and cruelty, of love and hatred, of humor...
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...Country Lovers ENG 125: Introduction to Literature Shatara Williams Instructor: January Pearson May 27, 2013 COUNTRY LOVERS Nadine Gordimer wrote Country Lovers in 1975. This story is about a prohibited relationship between an African American girl and a Caucasian boy on a South African farm. (Clugston, 2010) Years ago a relationship between two people of the opposite ethnic group was frowned upon. I am going to explain why this story caught my interest, explain the reader response method, and I plan to assess the story I chose using the reader response method. I chose Country Lovers by Nadine Gordimer because I love romance and mystery stories that are full of suspense and drama. Country Lovers is one of those short stories that have romance, suspense, and drama. Thebedi and Paulus are the main characters in this story. Thebedi and Paulus grew up together on Paulus father farm. (Gordimer, 1975) Thebedi and Paulus were childhood friends who flirtation leads to them to have a sexual relationship. (Gordimer, 1975) This story is full of suspense, drama, and romance. Thebedi had gotten pregnant from Paulus but she never told him. (Gordimer, 1975) She married another man he was a member of her tribe in South Africa. (Gordimer, 1975)When Paulus returned, he found out that she had married another man and had a baby. (Gordimer, 1975) The baby that Thebedi gave birth too was Paulus baby. (Gordimer, 1975) Paulus did not know that Thebedi daughter was his. (Gordimer...
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...Abstract The following thematic unit all about plants incorporates reading and writing strategies along with science standards. The unit includes text suggestions as well as projects for reading and writing to enhance student learning. Culminating projects provide opportunities for students to display their learning as well as record their thinking during reading. Thematic units provide students with fiction and non-fiction selections to read and respond to. There is also a detailed description of the reading and writing activities to be included with each text selection and whether the selection is to be used as a read-aloud, independent reading, or in a listening center. Writing projects give students practice with the writing process culminating with collaborative group projects and published pieces. Rationale This thematic unit plan demonstrates the ability to create a unit study including literacy components in content areas. This plan also reflects the teacher understanding of how students learn and must be provided opportunities to read and write in authentic ways in order to demonstrate learning. This meets the requirements for course standards through the completion of the thematic unit demonstrating the understanding of literacy standards that must be addressed in a comprehensive literacy classroom through writing, reading, as well as the understanding that learning must take place in an environment that provides students with various types of reading and writing activities...
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... ENGLISH 125 INSTRUCTOR JESSICA GUIRE AUGUST 27, 2012 The story of an hour The story I am choosing is the story of an hour by Kate Chopin (1894). Why I chose the story is because I found the story interesting. A tale kind of like the old saying I laughed I cried I fell down. This story kind of has it all just when you think she is lost to grief over the husband she loved but didn’t. She finds joy and when she’s ready to move on she dies from a kind of joy. Using a reader response approach I find I can identify with the main character Mrs. Mallard and the pain and loss she felt. The meaning of the story to me is about being able to move on but also about grieving for ones loss also. What I found interesting about the story of an hour is the main character they start with that Mrs. Mallard who has a heart condition they go on to explain that her sister is there to tell her that her husband has died in an accident from there she begins to grieve with her sisters support and then begins wonder if she really loved him or if it was just companionship she would be missing. Then when she finally finds a way to move on with her life she finds out that her husband was not dead but still alive. As she realizes that her husband...
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...School of Marketing Curtin Business School Consumer Acceptance and Response to SMS Advertising Kyle Jamieson This thesis is presented for the degree of the Master’s of Philosophy of Curtin University 1 March 2012 DECLARATION To the best of my knowledge and belief this thesis contains no material previously published by any other person except where due acknowledgement has been made. This thesis contains no material which has been accepted for the award of any other degree or diploma in any university. Signed 25/03/2011 2 ABSTRACT The rising market penetration of the mobile phone and rapid increase in wireless technology represent significant opportunities for advertisers to reach consumers. Mobile phone advertising has emerged as one of the fastest growing advertising mediums in recent times, and this rise is being led by Short Message Service (SMS) advertising. Despite the growing number of worldwide companies adopting SMS advertising, very little is understood about consumer reactions to this medium. In particular, little academic research has been conducted on consumers’ acceptance of this medium and their behavioural responses to advertising messages. In addition, researchers have thus far been unable to identify the impact of culture on acceptance and response to SMS advertising. This research aims to bridge the gap between academic knowledge and advertising practice by testing...
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