...Analysis of Two Short Stories Laura Cutler Ashford University Introduction to Literature ENG125 Instructor Rivera March 2, 2015 Analysis of Two Short Stories A literary analysis is important to assist a reader in knowing how or why an author writes a particular piece of literature, whether it is a poem, short story, novel , play, informational piece, etc. and then have the ability to relate to it as an individual. In the short stories 'Sweat' and 'Where Are You Going, Where Have You Been' the characters are from different walks of life, they both encounter conflict of: individual versus self, individual versus individual and individual versus society; many literary devices create theses stories that include the author's point of view, the conflicts that arise throughout and the resolution that takes place in the endpoint of view, the conflicts that arise throughout and the resolution that takes place in the end. The theme to any piece of literature is the basis for the whole story, in 'Sweat' and 'Where are Going, Where Have You Been' the story is centered primarily on one individual and what they each go through to survive an abusive/violent situation. The theme involves the survival of an individual through: external and external factors, that include the influence of society and the issue of class; sexuality of a women and men and the men's masculinity; suffering and the struggles that deal with violence, both physical and mental; family and religion....
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...period of up to four hours CA task: Explore the ways sympathy and dislike of ‘Curley’s Wife’ is created in ‘Of Mice and Men.’ CA = Week starting 20 October 2014 (All 4 lessons this week) (Possibility of starting one lesson early at the end of week 6). Level or Grade A*-C Differentiate appropriately for the group that you teach and for individuals within that group th Length 7 weeks (To include CA) Learning objectives AO3 (See mark scheme for band descriptors) Interpretations of texts/understanding significant meanings of the text Engagement with writer’s ideas and attitudes Interpretation of ideas supported with evidence Understanding of features of language and structure Learning outcomes Close analysis of text extracts leading to development of reading skills Consideration of context and writer’s intentions/themes and ideas Speaking and Listening to show understanding of issues and empathy with character Writing a draft essay and set targets for the assessment Produce an analytical essay for CA (New Acronym = SMILE (Structure, Meanings, Ideas, Language, Evidence) Prior knowledge (Enter pre-requisite knowledge and skills.) Analytical essay – Year 9 KS3 reading skills National Framework for Secondary English Strands National Framework for Secondary English – Strands 5 Reading for meaning 5.2 Understanding and responding to ideas, views, themes and purposes 6 Understanding the author’s craft 6.1 Relating texts to the social, historical and cultural contexts...
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...“minions,” you need to read this handbook carefully. It explains everything you 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...
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...Assignment: Character Analysis Worksheet Name: Assignment total: 30 marks Part 1: Questions about the character. They may not all apply. Point form answers are fine. 20 marks 1. When does the character live? Past, present or future? Future 2. Where does the character live? In the country, the city, the suburbs…? Suburbs 3. What is the socioeconomic background of my character? A middle class socioeconomic background. 4. What is a typical day for my character like? Obeying and following orders for now.. 5. Who else heavily influences my character? Members of the gang. 6. What is my character’s biggest life goal? Become the master, take charge of things 7. What is the primary emotion my character has throughout this story? Anger 8. What other emotions are affecting my character underneath that emotion? Rage, over thinking, hate towards others. 9. Does my character have mental or emotional difficulties, illnesses or tics? Yes 10. What kind of self-esteem does my character have? Low 11. How does my character relate to the outside world? Involved in a lot of things such as gangs and follows orders and does what he is told What props or scenic elements does my character relate to within the story? X 12. How do those props/scenic elements develop my character? Make him stronger 13. What emotion should the audience feel toward my character? Sympathy, hate, friendly? 14. In the beginning of the story, what do we discover...
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...HOW TO WRITE ESSAYS Visit our How To website at www.howto.co.uk At www.howto.co.uk you can engage in conversation with some of our authors – all of whom have ‘been there and done that’ in their specialist fields. You can get access to special offers and additional content but, most importantly, you will be able to engage with, and become a part of, a wide and growing community of people just like yourself. At www.howto.co.uk you’ll be able to talk to, and share tips with, people who have similar interests and are facing similar challenges in their lives. People who, just like you, have the desire to change their lives for the better – be it through moving to a new country, starting a new business, growing their own vegetables, or writing a novel. At www.howto.co.uk you’ll find the support and encouragement you need to help make your aspirations a reality. How To Books strives to present authentic, inspiring, practical information in their books. Now, when you buy a title from How To Books, you get even more than words on a page. HOW TO WRITE ESSAYS A step-by-step guide for all levels, with sample essays Don Shiach howtobooks ACKNOWLEDGMENTS The author and publishers are grateful to Nicholas Murray and the Rack Press, Kinnerton, Presteigne, Powys LD8 2PF for permission to reproduce History from Nicholas Murray’s collection ‘The Narrators’. Published by How To Content, A division of How To Books Ltd, Spring Hill House, Spring...
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...UbD Lesson Plan Template Client Organization: Telephone: Main Contact: Fax: _________________________________________________ Email Address: Date: |VITAL INFORMATION | |Author |Richard Chappell | |*Subject(s) |English reading class | |Topic or Unit of Study |reading | |*Grade/Level |9th | |*Summary |Teacher will introduce The Cask of Amontillado to the class | | |Teachers writes down some of the following questions from Blooms taxonomy levels: | | | ...
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...Talk” & Joyce Carol Oates’s short story “Where Are You Going, Where Have You Been” are supposed to be the same story, one can only wonder if the same message is actually being presented. Through extensive research on the criticisms of both the story and the film, I have come to the realization that the overall moral & the characters of the story have been changed so much for the film version that at the end it’s questionable at best if the overall message of the story comes across as intended. Beginning with the moral of the story, in an article by Joyce Carol Oates herself entitled "Where Are You Going, Where Have You Been? & Smooth Talk: Short Story into Film” she discusses how she “deferred in the end to Joyce Chopra's [The Film’s Director] decision to reverse the story's conclusion… [in which] the film ends not with death, not with a sleepwalker's crossing over to her fate, but upon a scene of reconciliation, rejuvenation” (Oates, “Where” para 10). Yet, as this deferral might seem slight, in actuality it changes the whole tone of the story, as critic John Simon put it, “[this] disgraceful ending… turns allegory, Gothic horror, and tragedy into soap opera” (Simon, “Lowering” para 1). Yet, besides the ending Joyce Carol Oates did approve of the film, in the same article she also stated, that “Laura Dern is so dazzlingly right as "my" Connie that I may come to think I modeled the fictitious girl on her” (Oates, “Where” para 9). Before I go on I would briefly like...
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...acquainted with Flannery O’Connor and her writing style, particularly with her use of the grotesque. * Explore the complexity of the themes present in the story and the characters O’Connor has created, especially the Misfit and the grandmother. * Exercise a variety of critical thinking and analytical skills in order to form ideas and opinions about O’Connor’s story and her writing strategies. * Practice reading comprehension and summarization. * Employ and practice writing skills in an essay assignment. Necessary preparation: The teacher should have familiarized him or herself with Flannery O’Connor’s life and work before the lesson by using the links provided below. It is also important that the teacher review definitions of the terms characterization, irony, and foreshadowing (see below). Students are expected to have read Flannery O’Connor’s “A Good Man is Hard to Find” as well as her essay “Some Aspects of the Grotesque in Southern Fiction” (1960). This lesson plan is designed to be split into two days of class, but if the teacher judges that not all the material is necessary or that it can be covered in one period, the lesson plan can be done in one day. Introductory activity – Day 1: For today the students should have read both O’Connor’s story “A Good Man is Hard to Find” and her essay on the...
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...LECTURE 2 – POWELL THE WRITING PROCESS KINDS OF WRITING/DISCOURSE TYPES: THE BASIC PURPOSES OF WRITING ARE TO INFORM, TO PERSUADE, AND TO ENTERTAIN. Prose is ordinary written/spoken language without poetic structure. Prose that informs is called exposition/expository writing. Expository writing explains how things work, ideas, how to solve a problem, facts about everyday life, history, controversial issues. Expository writing is constructed LOGICALLY – organized around structures like cause and effect, true and false, less and more, positive and negative, general and specific, sequences or series of steps/procedures, chronology, etc. Ideas in exposition are moved along by connectives like therefore, however, but, in fact, and, for example. An example of expository writing is the information report – facts about a subject with descriptions, definitions and classifications, e.g. scientific reports or business reports with diagrams, technical language or jargon (words/expressions specific to a particular profession). Certain descriptive and narrative writing can also fall under the category of writing that informs. Descriptions of the details of experiences, people, places, situations, processes should be arranged into a meaningful pattern, and narration should give an account of related events/incidents as in a report and in a logical sequence. Prose that persuades is often called argumentative writing. The writer takes a stand, proving an opinion/argument...
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...After reading the play Hamlet by William Shakespeare, I utilized much time in comparing and contrasting whether or not the young people of 2014 relate to Hamlet. There are some thoughts that had come across me as to why I could see some similarities of Hamlet to the young people of 2014, but in the end, I realized there was a lot more to Hamlet that I have not seen in any children of the present day. Therefore, I do not believe the young people of 2014 relate to Hamlet. William Shakespeare was the most influential writer in English literature. He was born in 1564 to a successful middle-class glove maker in Stratford-upon-Avon, England. Shakespeare attended grammar school, but his formal education proceeded no further. In 1582 he married an older woman, Anne Hathaway, and had three children with her. Around 1590 he left his family behind and traveled to London to work as an actor and playwright. Public and critical success quickly followed, and Shakespeare eventually became the most popular playwright in England and part-owner of the Globe. The play of Hamlet is mainly about a boy named Hamlet who is trying to avenge his father’s death. Throughout the play he has many thoughts and suspicions of the cause and of the murderer but being as contemplative and thoughtful by nature, he holds back from entering a state of craziness and madness. The two watchmen discover the ghost that walks the ramparts of Elsinore Castle in Denmark and believe it to resemble the recently deceased King...
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...This essay is an attempt to examine A Farewell to Arms by Ernest Hemingway, within the critical theoretical framework of Chris Weedon’s essay, ‘Feminism and the Principles of Post Structuralism’. At the heart of feminist post structuralism lies the theory of post structuralism itself. The theory offers a way to study the conditions of how knowledge is produced. To understand an object it is necessary to study both the object and the systems within which it is produced and lives. Post-feminist structuralism seeks to examine the production of knowledge as it impacts on gender. The pervasiveness of male discourse is a particular target for post-structuralist feminism. What I hope to achieve is an analysis of the theory in relation to the character of Catherine Barkley and her romantic relationship with the novel’s narrator and protagonist Frederick Henry. For poststructuralist theory the common factor in the analysis of social organization, social meanings, power and individual consciousness is language. Language is the place where actual and possible forms of social organization and their likely social and political consequences are defined and contested. Weedon in Storey, ed. (555) However, within Hemingway’s novels language is used to different effect, or rather the omission of it is. Hemingway’s aversion to theory is discussed in Owens-Murphy’s essay on pragmatism. She quotes Scott Donaldson as saying both Hemingway and his characters...
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... | |Thursday, January 16th | |In class we’ll read the poem, “My Papa’s Waltz” by Roethke (274), practice textual analysis, and work on an | | | |outline. | | | |Homework: Pg. 276, questions 14-16, and “making an argument” 4; | | | |Read the poem, “Those Winter Sundays” by Hayden (13) and answer | | | |questions 1-6. | | | | | |Tuesday, January 21st | |In class we’ll re-read the poem, “Those Winter Sundays” by Hayden, look at an earlier draft, practice textual | | | |analysis, and work on an outline. | | | |Homework: choose one line from either poem that connects...
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...we are free to choose whatever we want, such as; where we want to live, who we want to vote for and even which education we want to attend e.c.t., it is therefore difficult being a teenager because you suddenly have to stand on your own two feet, and deal with everything yourself, instead of your parents deciding for you. Finding out what you stand for, and how you want to live your life are what prepares you for adulthood. However, it is not always easy as it sounds because they might find it difficult to make their own decisions, and feel pressured. Therefor they want to escape from reality by ingesting drugs or drinking alcohol which could be their way of protesting against responsibilities and a search for freedom, or maybe it is just because they are in that age where they are open to all kinds of experimentations. This is what the main character Ellie is facing, in the short story “A Gap of Sky” written by Anna Hope in 2008; Ellie is wandering around in the streets of London and in her own mind as well. Her walk around London’s streets becomes a walk through her own mind. Crisis, confusion, changes, responsibilities and fear, are the main components of a short story by Anna Hope. A story which is intriguing, and will take you one step closer, to understand what a ‘typical’ teenager can go through. In this essay I will analyze and interpret Anna Hope’s short story A Gap of Sky. I will characterize the main character Ellie, and analyze her behavior as a teenager. I will...
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...argument, and analysis. When completing assignments many factors play into have a good piece, such as conventions, evidence, thesis, organization, analysis, creativity, style, and accuracy. During the year I have excelled at some and have been inadequate at others. To focus on the many strengths and weaknesses I used my argument and analysis writing to create my reflection upon my work. By using this category of work you are able to see the main parts I achieved and areas that need improvements on....
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...ENG2602/101/3/2015 Tutorial letter 101/3/2015 GENRES IN LITERATURE AND LANGUAGE: THEORY, STYLE AND POETICS ENG2602 Semesters 1 & 2 Department of English Studies IMPORTANT INFORMATION: This Tutorial Letter contains important information about your module. CONTENTS Page 1 INTRODUCTION .......................................................................................................................... 3 2 PURPOSE OF AND OUTCOMES FOR THE MODULE............................................................... 4 2.1 Purpose ........................................................................................................................................ 4 2.2 Outcomes .....................................................................................................................................4 3 LECTURER(S) AND CONTACT DETAILS................................................................................... 5 3.1 Lecturer(s) .................................................................................................................................... 5 3.2 Department ................................................................................................................................... 6 3.3 University ...................................................................................................................................... 6 4 MODULE-RELATED RESOURCES ..................
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