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Backup of approachingliterature
- 1. APPROACHING THE TEXT What studying literature is all about And what you need to do to enjoy the subject
- 3. THINGS YOU’LL NEED Heartland by Daren Shiau
- 4. THINGS YOU’LL NEED Heartland by Daren Shiau Heartland Student Handbook
- 5. THINGS YOU’LL NEED Heartland by Daren Shiau Heartland Student Handbook Mining For Meaning
- 6. THINGS YOU’LL NEED Heartland by Daren Shiau Heartland Student Handbook Mining For Meaning Literature Journal
- 9. INDEPENDENCE
- 10. SO HOW DO YOU DO IT?
- 11. SO HOW DO YOU DO IT? 1. Understand the overall meaning of the text
- 12. SO HOW DO YOU DO IT? 1. Understand the overall meaning of the text 2. Read the text closely
- 13. SO HOW DO YOU DO IT? 1. Understand the overall meaning of the text 2. Read the text closely 3. Look for philosophical insight and response
- 15. UNDERSTANDING OVERALL MEANING What is the text about?
- 16. UNDERSTANDING OVERALL MEANING What is the text about? Get a basic understanding of the meaning. The literal and most obvious message.
- 17. UNDERSTANDING OVERALL MEANING What is the text about? Get a basic understanding of the meaning. The literal and most obvious message. Identify the genre of the text and its subject matter.
- 18. UNDERSTANDING OVERALL MEANING What is the text about? Get a basic understanding of the meaning. The literal and most obvious message. Identify the genre of the text and its subject matter. Identify the overall mood of the text.
- 19. CLOSE READING
- 20. CLOSE READING What does the author use to convey meaning to us?
- 21. CLOSE READING What does the author use to convey meaning to us? Identify literary devices
- 22. CLOSE READING What does the author use to convey meaning to us? Identify literary devices Prose: plot structure, narration, characterization, tension, repetition, development etc.
- 23. CLOSE READING What does the author use to convey meaning to us? Identify literary devices Prose: plot structure, narration, characterization, tension, repetition, development etc. Poetic devices: diction, word order, figurative language, rhythm, sound etc.
- 24. PHILOSOPHICAL INSIGHT What issues about the world and human nature does the text highlight? What should be our response to them?
- 25. IN A STATION OF THE METRO By Ezra Pound
- 26. IN A STATION OF THE METRO The apparition of these faces in the crowd; Petals on a wet, black bough.
- 27. IN A STATION OF THE METRO
- 28. IN A STATION OF THE METRO What is the text about? WHO is the speaker? WHAT does he see? WHERE is he? HOW does he describe them? What genre? What mood?
- 29. IN A STATION OF THE METRO
- 30. IN A STATION OF THE METRO What does the author use to convey meaning to us?
- 31. IN A STATION OF THE METRO What does the author use to convey meaning to us? What kind of impression and what words convey this meaning?
- 32. IN A STATION OF THE METRO What does the author use to convey meaning to us? What kind of impression and what words convey this meaning? What is the author implying or trying to tell us (without telling us literally)?
- 33. IN A STATION OF THE METRO What does the author use to convey meaning to us? What kind of impression and what words convey this meaning? What is the author implying or trying to tell us (without telling us literally)? What literary device is the comparison to a petal?
- 34. IN A STATION OF THE METRO What does the author use to convey meaning to us? What kind of impression and what words convey this meaning? What is the author implying or trying to tell us (without telling us literally)? What literary device is the comparison to a petal? What is the author trying to tell us in this comparison?
- 35. IN A STATION OF THE METRO
- 36. IN A STATION OF THE METRO What issues about the world and human nature does the text highlight? What should be our response to them?
- 37. IN A STATION OF THE METRO What issues about the world and human nature does the text highlight? What should be our response to them? How does this poem make you feel? What makes you feel that way?
- 38. IN A STATION OF THE METRO What issues about the world and human nature does the text highlight? What should be our response to them? How does this poem make you feel? What makes you feel that way? What does this poem show us about the world we live in?
- 39. IN A STATION OF THE METRO What issues about the world and human nature does the text highlight? What should be our response to them? How does this poem make you feel? What makes you feel that way? What does this poem show us about the world we live in? What does the petal represent? What about the black bough?
- 40. IN A STATION OF THE METRO What issues about the world and human nature does the text highlight? What should be our response to them? How does this poem make you feel? What makes you feel that way? What does this poem show us about the world we live in? What does the petal represent? What about the black bough? What is the implication for our response?
- 41. 2 LEVELS OF MEANING
- 42. 2 LEVELS OF MEANING
- 43. 2 LEVELS OF MEANING
- 44. 2 LEVELS OF MEANING
- 45. 2 LEVELS OF MEANING
- 46. 2 LEVELS OF MEANING
- 47. 2 LEVELS OF MEANING
- 48. 2 LEVELS OF MEANING
- 49. 2 LEVELS OF MEANING
- 50. SURFACE MEANING
- 51. SURFACE MEANING WHO - is the speaker? Narrator? Key characters involved?
- 52. SURFACE MEANING WHO - is the speaker? Narrator? Key characters involved? WHAT - is the story about?
- 53. SURFACE MEANING WHO - is the speaker? Narrator? Key characters involved? WHAT - is the story about? WHERE - does it take place?
- 54. SURFACE MEANING WHO - is the speaker? Narrator? Key characters involved? WHAT - is the story about? WHERE - does it take place? WHEN - is the time period?
- 55. IMPLIED MEANING
- 56. IMPLIED MEANING Apply analytical and inferential skill to understand the deeper meaning such as
- 57. IMPLIED MEANING Apply analytical and inferential skill to understand the deeper meaning such as Underlying message about life or reasons that could motivate a character in the story
- 58. IMPLIED MEANING Apply analytical and inferential skill to understand the deeper meaning such as Underlying message about life or reasons that could motivate a character in the story WHY - does the writer have a reason for writing this text?
- 59. IMPLIED MEANING Apply analytical and inferential skill to understand the deeper meaning such as Underlying message about life or reasons that could motivate a character in the story WHY - does the writer have a reason for writing this text? HOW is the text structured? Literary devices used?
- 60. IMPLIED MEANING Apply analytical and inferential skill to understand the deeper meaning such as Underlying message about life or reasons that could motivate a character in the story WHY - does the writer have a reason for writing this text? HOW is the text structured? Literary devices used? WHAT - value or message is highlighted about the world we live in?
- 61. APPLICATION Complete Exercise 2A - Poem Answer all questions in your Literature Journal 25 minutes
- 62. THE SECRET SITS
- 63. THE SECRET SITS What is the poem about
- 64. THE SECRET SITS What is the poem about Poem is about a riddle to be solved
- 65. THE SECRET SITS What is the poem about Poem is about a riddle to be solved What do you feel...
- 66. THE SECRET SITS What is the poem about Poem is about a riddle to be solved What do you feel... Not easy to understand/confused/mysterious
- 67. THE SECRET SITS What is the poem about Poem is about a riddle to be solved What do you feel... Not easy to understand/confused/mysterious Compact and full of depth/meaning.
- 68. THE SECRET SITS
- 69. THE SECRET SITS Who/what is the secret?
- 70. THE SECRET SITS Who/what is the secret? In life a person may think he knows the answers to something that may have puzzled him.. But in truth, he doesn’t. The secret (of the answer), who is personified, is mocking the person who thinks he knows everything.
- 71. THE SECRET SITS Who/what is the secret? In life a person may think he knows the answers to something that may have puzzled him.. But in truth, he doesn’t. The secret (of the answer), who is personified, is mocking the person who thinks he knows everything. How is the text structured? What is the message/value that the poet wants to convey?
- 72. THE SECRET SITS Who/what is the secret? In life a person may think he knows the answers to something that may have puzzled him.. But in truth, he doesn’t. The secret (of the answer), who is personified, is mocking the person who thinks he knows everything. How is the text structured? What is the message/value that the poet wants to convey? To express puzzlement and things that happen which cannot be explained.
- 73. THE SECRET SITS Who/what is the secret? In life a person may think he knows the answers to something that may have puzzled him.. But in truth, he doesn’t. The secret (of the answer), who is personified, is mocking the person who thinks he knows everything. How is the text structured? What is the message/value that the poet wants to convey? To express puzzlement and things that happen which cannot be explained. As if to say that somethings are best left as secrets especially those that are beyond explanation.
- 74. HOMEWORK! Exercise 2B - Prose Complete in Literature Journal Due date
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- To do well in Literature you need the following\n1. Be Inquisitive. Texts have meanings meant to be unravelled, like a mystery waiting to be solved. Writers write to convey a message. Some times, there are more than one message and more than one way to find out. To find out these messages, you need to get into the habit of questioning what you read.\n
- To do well in Literature you need the following\nInitiative & determination: a lot of the meanings and messages in texts are more than meets the eye. They are embedded or hidden. You need the drive, the determination and patience to decipher them.\n
- To do well in Literature you need the following\nIndependence: Of course deriving meaning from texts could be a lot quicker if we asked the teacher, turned to research, writing or published notes. But, what the subject of literature tests you on is not JUST right or wrong answers, but the ability to think critically for yourself by showing how you form your own thinking and how you articulate your own thoughts about ideas.\n
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- The speaker is standing at a train station observing the crowds walking by. He describes them as ‘petals on a wet, black bough’. There is an overall sense of beauty and romance.\n
- The writer uses words such as ‘apparition’ to convey the idea of a passing illusion. The implied meaning is that the speaker is able to connect with these people for a moment. It is a connection that is beautiful and profound but temporary. This is emphasized by the metaphor of the petal which symbolizes beauty and fragility.\n
- The writer uses words such as ‘apparition’ to convey the idea of a passing illusion. The implied meaning is that the speaker is able to connect with these people for a moment. It is a connection that is beautiful and profound but temporary. This is emphasized by the metaphor of the petal which symbolizes beauty and fragility.\n
- The writer uses words such as ‘apparition’ to convey the idea of a passing illusion. The implied meaning is that the speaker is able to connect with these people for a moment. It is a connection that is beautiful and profound but temporary. This is emphasized by the metaphor of the petal which symbolizes beauty and fragility.\n
- The writer uses words such as ‘apparition’ to convey the idea of a passing illusion. The implied meaning is that the speaker is able to connect with these people for a moment. It is a connection that is beautiful and profound but temporary. This is emphasized by the metaphor of the petal which symbolizes beauty and fragility.\n
- The writer uses words such as ‘apparition’ to convey the idea of a passing illusion. The implied meaning is that the speaker is able to connect with these people for a moment. It is a connection that is beautiful and profound but temporary. This is emphasized by the metaphor of the petal which symbolizes beauty and fragility.\n
- The images in this poem is powerful and vivid. The reader feels a sense of awe especially through the writer’s use of contrast with the black bough which is a reference to the cold dark world we live in. Perhaps the implication is the human love and warmth are the only qualities which give life to this world.\n
- The images in this poem is powerful and vivid. The reader feels a sense of awe especially through the writer’s use of contrast with the black bough which is a reference to the cold dark world we live in. Perhaps the implication is the human love and warmth are the only qualities which give life to this world.\n
- The images in this poem is powerful and vivid. The reader feels a sense of awe especially through the writer’s use of contrast with the black bough which is a reference to the cold dark world we live in. Perhaps the implication is the human love and warmth are the only qualities which give life to this world.\n
- The images in this poem is powerful and vivid. The reader feels a sense of awe especially through the writer’s use of contrast with the black bough which is a reference to the cold dark world we live in. Perhaps the implication is the human love and warmth are the only qualities which give life to this world.\n
- The images in this poem is powerful and vivid. The reader feels a sense of awe especially through the writer’s use of contrast with the black bough which is a reference to the cold dark world we live in. Perhaps the implication is the human love and warmth are the only qualities which give life to this world.\n
- What do you think this is? What does it look like? This is actually a place in South Australia called Coober Pedy. On the surface, it looks like this. How would you describe it?\n\nActually, it is a town and everybody lives underground... <background/history>\n
- What do you think this is? What does it look like? This is actually a place in South Australia called Coober Pedy. On the surface, it looks like this. How would you describe it?\n\nActually, it is a town and everybody lives underground... <background/history>\n
- What do you think this is? What does it look like? This is actually a place in South Australia called Coober Pedy. On the surface, it looks like this. How would you describe it?\n\nActually, it is a town and everybody lives underground... <background/history>\n
- What do you think this is? What does it look like? This is actually a place in South Australia called Coober Pedy. On the surface, it looks like this. How would you describe it?\n\nActually, it is a town and everybody lives underground... <background/history>\n
- What do you think this is? What does it look like? This is actually a place in South Australia called Coober Pedy. On the surface, it looks like this. How would you describe it?\n\nActually, it is a town and everybody lives underground... <background/history>\n
- What do you think this is? What does it look like? This is actually a place in South Australia called Coober Pedy. On the surface, it looks like this. How would you describe it?\n\nActually, it is a town and everybody lives underground... <background/history>\n
- What does this have to do with two levels of meaning? On the SURFACE it looks like somewhere in Mars perhaps, but its deeper meaning, the mole-hills imply something else... That there is something going on underneath it.\n
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