...Name Course- Instructor Date Interpretive Plot Analysis Of The story Of An Hour Introduction The trajectory of “The story of an Hour” by Kate Chopin is seemingly deluding when the reader goes through the story superficially and not tries to get a grip over the plot line. Mrs. Mallard is vexed by a weak heart and therefore any bad news should be broken in gentle manner to her. When her sister Josephine tells her about the news of his husband perishing in a train accident, then instead of struggling against the truth, she succumbs to the flow of events easily and cries her eyes out and then in a subtle manner, shifts into a bout of joyous mood where a sense of freedom is instilled inside her being. The last sentence which describes the cause of Mrs. Mallard’s death to be excessive joy is actually due to the shock of realization that she no longer is free or rather she never was eligible to embrace freedom. This story emphasizes upon the reality of the era in which the story was set where women were given very few rights and where marriage used to be oppressive institution. Also, the events mirror the true innate feelings of Mrs. Mallard which is contrasting to the notion that she loves being married.( Literature (Fiction)( Google.co.in) Topic 1- Conflict Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband's death. ...
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... 2015- 2016 I.Subject Code: English 101a II. Subject Description: Afro-Asian Literature III. Credit Units: 3 IV. Pre-Requisite: none V. Duration: 18 weeks (54 hours) – 1 meeting per week (3 hours per class session) VI. Course Overview: Afro-Asian Literature is a survey course in reading and writing. The text focuses on selected works of Afro -Asian literature ranging from 3,000 B.C. to the present and is augmented with a wide array of novels and other supplemental materials. All literary genres will be covered. Students are expected to critically read all genres of literature and write cohesive, clear, and well-structured analyses/critiques about what they have read. Students will write a variety of rhetorical modes and for a variety of purposes including narration, information, and persuasion. Students’ papers will reflect a sophisticated level of original analysis and include references to the read text or to outside sources where appropriate. VII. Course Objectives: Students will: * develop an ability to write about problems from historical, philosophical, rhetorical and/or cross-cultural and interdisciplinary perspectives; * engage in group discussions and activities to develop critical perspectives, a clear sense of audience, and a fluent and effective style; * plan, write, and revise three to four formal essays approximately 4-6 pages in length, at...
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...of Peace ____________________________________________________________________________________________________________________________________ ____________________________________________ Course Title Course Code Pre- requisite Credits : : : : World Literature Lit 02 Lit 01 3 Units Vision-Mission Statement : Instructor : Email : Office : Consultation Hours: MWF Venue : Consultation Rm. I. Course Description: Socorro D. De Jesus, Ph.D. Associate Professor 1 socorro_dejesus@hotmail.com General Education Faculty Rm, 2 nd floor, St. Anselm's Building 1 The course will introduce students to the writings of persons from selected countries across the different continents of the world. Students will gain an understanding of literary concepts to be able to interpret, analyze and evaluate various genres. Furthermore, students will have the opportunity to learn and appreciate the cultural heritage that is articulated from each literary text. II. Course Objectives: At the end of the semester, the students should be able to : 1. read and understand representative literary texts from various continents in the world. 2. analyze literary texts using the various approaches in literature. 3. employ critical thinking skills. 4. appreciate the...
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...about conflicts in literature, which will contribute to the information required for the Week Three Draft and the Week Five Literary Analysis. Recognizing conflict is essential to understanding the various commentaries literature can provide. In Journal One, you identified conflict as it might appear in our everyday world and from other sources. Now, consider the following definition of conflict and how it relates to literature from the textbook or the story/poetry links provided under the requirements for the Literary Analysis: Conflict is opposing actions, ideas, and decisions that hold a plot together...the struggle that shapes the plot in a story. Chapters 1-7 of our text contain a number of stories and poems, each of which rely on at least one conflict. Choose two of this week’s assigned literary works and write about the conflicts presented in each of them. In 250 to 500 words Individual versus Society --- “Still she had come down the road toward the big white church alone. Just herself, an old forgetful woman, nearly blind with age” (para 3.1,2) --- appears to be the main conflict in Alice Walker’s narrative ironically, yet metaphorically named "The Welcome Table”. The theme coming across is that of racism, correct me if I am wrong, with the imagery/ symbolism of “the big white church” versus the lone black Elder. This is the story of an elderly African-American woman, who on a winter night wonders into a Caucasian church service, is by force removed from...
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...the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced Assessment 5.3.2 Modes of Public Assessment 74 74 74 75 77 77 77 Quality Learning and Teaching Resources 104 6.1 Use of Set Texts 6.2 Use of Other Learning and Teaching Resources 104 108 Chapter 6 Chapter 7 109 Supporting Measures 7.1 Learning and Teaching Resource Materials 7.2 Professional Development 109 109 Appendix 1 Examples of Poetry Analysis 110 Appendix 2 Examples of...
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...need to know. “English,” as you may know, is shorthand for “English Language Arts.” Being that we are in an Arts school, but one where academics must and always do come first, it is important that we approach the subject as what it is: an art form. How does one study the arts? What exactly do we do when we study drawing, sculpture, music, or dance? Well, anyone who has studied the arts will tell you that studying the arts essentially involves two things: • Learning about, and developing an awareness of and appreciation for, existing works of art in that particular form; • Developing the skills and techniques associated with the art form, in order to create our own works. In the case of language arts, much like any other art form, we will be studying existing works of art (i.e., reading books, stories and poems), and developing the skills to produce our own (i.e., writing). That’s what English Language Arts is. We will also be preparing ourselves for New York State’s Regents Comprehensive Examination in English, which we’ll all be taking in June. This two-day, six-hour, four-part exam requires no specific knowledge or content, but it does require the skills to listen, read, understand, respond, interpret, analyze, and of course, write. Everything we do in class is designed to develop those skills, and prepare your for that exam. So, So what does that mean to you, the student? It means we’re going to do a lot of reading, a lot of writing, and most importantly, a lot of thinking....
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...All Summer in a Day Multiple Choice Identify the choice that best completes the statement or answers the question. Critical Reading Identify the letter of the choice that best answers the question. ____ 1. What are the children doing as “All Summer in a Day” opens? |a. |They are teasing Margot. | |b. |They are reciting poetry. | |c. |They are peering out a window. | |d. |They are pushing Margot into a closet. | ____ 2. What does this passage from “All Summer in a Day” suggest about the setting? A thousand forests had been crushed under the rain and grown up a thousand times to be crushed again. And this was the way life was forever on the planet Venus. |a. |Venus was a thousand years old. | |b. |Venus had rain most of the time. | |c. |There had never been forests in Venus. | |d. |There were no forests in Venus. ...
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...Gritty Realism During the 1890s, many women were limited to what they were allowed to do. They could not go to school, have a job, or even vote. Men viewed women as though they were only meant to bear children and be a housewife. However, a writer by the name of Kate Chopin was a voice for women all the over the world. Two of her most famous writings are “The Storm”, and “Story of an Hour”. Within these two writings, she discussed issues that many other women writers would have avoided. Another writer who was famous for his portrayal of gritty topics was Ernest Hemingway. One of his most memorable writding is titled “Hills like White Elephants”. These writers were able to write about challenging realistic new ideas such as freedom after the death of a love one, abortion, and adultery. Although some of these stories are deemed gritty, Hemingway’s “Hills like White Elephants” deals with realistic issues couples often face. These writings also have ironic undertones such as, when Mrs. Mallards dies from seeing from dead husband and the girl who thinks about abortion, but notices greener fields on the other side of the track. Furthermore realism is when an author intends to tell real life events to his/her audience. Realism can appear in many different aspects of society. When it comes to writing, realism focuses on the average individual, and can be heard as a voice for the ordinary human being. There is a focus on realistic people and events. For example in...
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...with socializing, instead of taking care of family related things. In the lights of these circumstances, the feminist approach has revealed itself in literature. One of the good examples of feminist literature is Kate Chopin’s short story “The Story of an Hour”, which exposes the lack of freedom of women in the 1800s. In her story, Chopin estimates the situation of women in marriage and she looks at the life from a female perspective. Mrs. Mallard, the heroine of the story, is a cardiac patient, who had been told what to do by her husband and could not make choices for herself. In a way, Chopin portrays what it is like to be a woman in the late nineteenth century through an ill protagonist. In the story Mrs. Mallard is told that her husband is dead, even though she is emotional at first, she leaps for joy with the recognition of freedom. However, when Mrs. Mallard learns her husband is alive, which means she will lose her moment of freedom all over again, she dies. “When the doctors came they said she had died of heart disease—of joy that kills.” (Chopin 3) Analyzing of “The Story of an Hour” through the historical and feminist lenses, it can interpreted as an illustrating of a woman’s lack of freedom in a male-dominated society. “The Story of an Hour” was written in the Victorian Era, when a wife was responsible for all household chores without...
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...The mental state of Poe affects his writing, and it appears in all of his literary work. The first is lost loves, the second is alcoholism. Edgar A. Poe has many lost loves in his life. He lost his mother at almost age three, his foster mother while he was in his teens, his friend's mother, whom he loved like his own mother. Poe also has a problem with alcoholism, he is allergic to alcohol and knows that if he drinks, he will become very sick, and sometimes even put himself in a coma state. The fear of being in a coma springs from the fear of being buried a live; some people at the time are buried a live because they are in comas, but everyone think they are already dead. Both the title and the plot of his 1844 story"The Premature Burial" illustrate this fear of his, alcohol destroys his life and his mind but eventhough he continues to drink. Although these direct ties can alone prove that Poe's life is reflected in his works, more evidence is provided about his life in his stories. He thoroughly incorporates psychology into many of his stories, which he knows a great deal of. He uses personal fears in his stories, along with characteristics of his surroundings. Even though there are many a correlation more than are stated here, the connections provide here suggest that Poe's writing are an outlet and an extension for his life. Poe's mother died of consumption when he was three and Bonaparte's mother died of a pulmonary embolism when she was only two months old. This similarity...
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...In “The Story of an Hour” published in Vogue in 1894 author Kate Chopin wrote about a woman named Mrs. Mallard who is given bad news that her husband has been killed in a railroad disaster. In a second story by Kate Chopin “The Storm” published in Louisiana State University, in 1969 Chopin writes about a woman named ‘Calixte’ who had an affair on her husband with a past lover during a storm. The last story by Kate Chopin “Desiree Baby’s” is about an orphan who got married and had a baby by a well-known and respected man whose attitude towards her changed due to the skin color of their son. These three stories have many similarities and differences in the type of male dominated oppression and relieve each woman felt in their marriage. For instance,...
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...English 175-‐02: Introduction to Literary Genres Instructor: Aaron Schab aschab@uidaho.edu 209 Brink Hall Department of English University of Idaho Course Meets: Life Sciences South 163 Monday/Wednesday/Friday 9:30 am – 10:20 am January 9, 2013 – May 10, 2013 Course Description In this class, we will learn about the basic conventions and terms used to understand and discuss the three major genres of literature: fiction, poetry, and drama. This class will help you understand the sometimes baffling world of literature, and is intended to provide the general student with basic experience in literary analysis. Additionally, I hope this class will lead you to a lifelong appreciation for (and engagement with) reading literature. Although this class features extensive reading and writing, it is not necessary for you to be a bookworm or a writing superstar to succeed in this class – if you ...
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...Course Number and Title: American Literature 1 Number of Credits: 3 Instructor Name: Sos Bagramyan Email Address: sbagramyan@aua.am Telephone Number: 51 27 69 Office Location: Paramaz Avedisian Building, 132W Office Hours: Tuesday and Thursday, 8am-9am Term/Year: Spring 2015 ENGL 120 – American Literature 1 This survey course introduces students to American literature from the beginning of European contact to the present, focusing on major authors and different literary genres. It examines the historical influences on the evolution of this body of literature and the construction of a distinct and complex American identity. Through close reading, class discussion and their own research and writing, students will explore how themes such as gender, race, class, spirituality, economics, and the environment play a role in the formation and evolution of the American experience Three hours of instructor-led class time per week. Required Materials: All readings are located in PDF format on our course’s Moodle page. Academic Integrity: All graded assignments must completed individually. Plagiarism is a serious offense, and any attempt to pass off another person's ideas and writings as your own will result in severe disciplinary measures, possibly expulsion from the university. This also applies to your Informal Responses, which should reflect your own understanding of the material and not simply repeat what I or your classmates have already said. Students are required...
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...How to Write a novel Essay Posted in Novel Essay on 04/03/2012 01:34 am by admin1 Novel Essay as a Literature Essay Type A powerful essay can balance a detailed and logical structure with an enthusiastic and convincing writing style. This balance will help you reach goal, which is to convey information and build an effective argument regarding the chosen subject matter. As you plan, write and edit your essay, your main argument should remain at the heart of your work. Of course, the task of staying focused on your main idea may not be as easy as it seems. In addition, you will need to carefully handle other elements of the essay, such as the introduction, supporting evidence and conclusion. When dealing with a literature essay, you should offer a debatable argument about a literary work. For example, simply stating that “Mark Twain’s ‘Adventures of Huckleberry Finn’ is about the adventures of a young protagonist,” will not suffice as a debatable issue. You will need to produce a more focused and opinionated topic. Your personal stance, which will appear in the form of your essay’s thesis statement, can aim to analyze character development, debate the effectiveness of writing techniques employed by the author or even draw comparisons between multiple literary works. You must be imaginative and clear when brainstorming your thesis. After your thesis statement is in place, you will use the body of the essay to support your stance using facts and examples from the text. Direct...
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...Literary Theory: A Very Short Introduction ‘Jonathan Culler has always been about the best person around at explaining literary theory without oversimplifying it or treating it with polemical bias. Literary Theory: A Very Short Introduction is an exemplary work in this genre.’ J. Hillis Miller, University of California, Irvine ‘An impressive and engaging feat of condensation . . . the avoidance of the usual plod through schools and approaches allows the reader to get straight to the heart of the crucial issue for many students, which is: why are they studying literary theory in the first place? . . . an engaging and lively book.’ Patricia Waugh, University of Durham Very Short Introductions are for anyone wanting a stimulating and accessible way in to a new subject. They are written by experts, and have been published in 15 languages worldwide. Very Short Introductions available from Oxford Paperbacks: ANCIENT PHILOSOPHY Julia Annas THE ANGLO-SAXON AGE John Blair ARCHAEOLOGY Paul Bahn ARISTOTLE Jonathan Barnes Augustine Henry Chadwick THE BIBLE John Riches Buddha Michael Carrithers BUDDHISM Damien Keown CLASSICS Mary Beard and John Henderson Continental Philosophy Simon Critchley Darwin Jonathan Howard DESCARTES Tom Sorell EIGHTEENTH-CENTURY BRITAIN Paul Langford The European Union John Pinder Freud Anthony Storr Galileo Stillman Drake Gandhi Bhikhu Parekh HEIDEGGER Michael Inwood HINDUISM Kim Knott HISTORY John H. Arnold HUME A. J...
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