Thomas Foster’s How to Read Literature like a Professor has solidified its place as one of my favorite summer reading books. While to some it may seem a strange choice, I know the information I learned will help me become a better reader both academically and more generally, which I find very exciting. Because the author so skilfully incorporated examples, stories, and anecdotes, it was not hard for me to recall books and short stories in my literary experience that illustrated his various points. While there were many interesting chapters, one in particular stood out to me, Chapter 14, entitled “Yes, She’s a Christ Figure, Too.” It brought to mind one of my favorite literary characters that I hadn’t thought about in a while, Simon from Golding’s …show more content…
Some include “self-sacrificing,” “known to have spent time alone in the wilderness,” “believed to have had a confrontation with the devil, possibly tempted,” and “very forgiving.” Simon was always helping others, giving of himself, and kind to all. On a superficial level Golding’s characterization of Simon set up reader’s expectations for his role almost immediately. Golding also furthers the archetype through plot. For Jesus, the time spent alone in the wilderness coincided with his confrontation with the devil. Likewise, Simon was alone in the jungle when he faced the temptation and taunts of the “beastie.” They both came out of this experience enlightened and ready to share their new understanding with others. Again, in both cases, the people were simply not ready and instead destroyed what they did not …show more content…
Even if he didn’t have the disciples, wasn’t thirty three years old, didn’t walk on water, or ride a donkey, the message he brings and the opposition he faces are similar to Jesus. This is the most important and defining requirement of the archetype. Ultimately, he feels it is his duty to reveal to the other boys that the beast they fear is really just the evil side of human nature residing in them all. The duty and obligation to bring the message of sin and of salvation to the masses is his most prominent and perhaps his greatest similarity to Christ. Near the end of the chapter, Foster talks about Jesus’s death and states that “the parallel deepens our sense of the character’s sacrifice if we see it as somehow similar to the greatest sacrifice we know of.” This again reminded me of Simon, as his death becomes almost sacrificial, to the point where the reader fully can appreciate the killing as Simon’s sacrifice to goodness, and the other boys’ act in the killing as a sacrifice to the devil. Simon becomes a sacrifice to the “beastie,” the evil in human
While Jack and Ralph represent the distinct polarization between civilization and savagery. Simon is separated from both of these dimensions. Simon represents built-in goodness. The other boys who hold on to their sense of morality only do so because society has conditioned and trained them to act in a certain way. They do not have an innate sense of morality. Unlike the other boys on the island, Simon does not act morally because an external force has compelled him to do so, instead he finds value in performing good actions.
In Golding’s book Lord of the Flies Simon is a very significant character, who strangely isn’t made very familiar with the reader until the end of chapter three. At this point in the book the group of school boys who have crash-landed on this uninhabited island, have found a course of action. Unfortunately, not all the boys are working hard to accomplish what needs to get done. Jack is set on catching a pig, Ralph on getting rescued, and the rest of the boys are enjoying their time without adult supervision. While Ralph and Jack are busy arguing over what needs to get done Simon sneaks away for some peace and quiet. At this point in the novel Golding then follows Simon’s walk alone into the forest. Through this Golding effectively establishes
In the book Lord of the Flies the charecter, Simon, is portrayed as a Christ-figure. He is shown to have all the qualities Christ has: intelligence, determination, and resiliance. Simon also is portrayed like Christ physically, he is skinny and not a strong person. Simon was very calm, kind, and he enjoyed being alone when ever he could.
In Franz Kafka’s The Metamorphosis, symbolism, archetype, and myths are three concepts he uses to compose the unique story. The symbolism in the story stands out vaguely. An archetypical reference occurs at the very beginning of the story that carries on throughout the book. The mythological aspect is sensibly the whole concept the story is about. All three of these notions are openly highlighted throughout the story. They each obtain explanations for multiple subjects. The book, How to Read Literature Like a Professor by Thomas C. Foster helps explain the three concepts in Kafka’s, The Metamorphosis.
Without much thought, authors use brilliant techniques in order to portray the images and stories that they wish to tell. The novel, How to Read Literature Like a Professor, by Thomas C Foster, helps readers discover the hidden truths among literature and the brilliant techniques that the authors use as well as learn how to add innovative concepts into their writing in order to portray exactly what they are trying to say. It is evident that in A Thousand Splendid Suns the author, Khaled Hosseini, unconsciously uses some of the brilliant concepts that Foster addresses in his book. Khaled Hosseini, the accomplished author, habitually uses the concepts by Thomas C Foster in How to Read Literature Like a Professor, therefore making Hosseini an iconic author.
In How to Read Literature Like a Professor, Thomas C. Foster states that there’s “... a certain set of patterns, codes, and rules that we can learn to use when we’re reading a piece of writing” (Foster 3). These patterns can be used to identify the true meaning of literature in a variety of ways. In Edgar Allen Poe’s short story, “The Cask of Amontillado,” several ideas can be represented with Foster’s claims. In “The Cask of Amontillado,” connections can be made to Foster’s second chapter, “Nice to Eat With You: Acts of Communion,” and his eighteenth chapter, “Is he Serious? And Other Ironies.”
Their actions are what makes them different from other characters or people in their stories. For example, both Christ and Simon have two different identities. Christ was a Jewish man and, in Christianity, the son of God. Simon also shared the fact that he has two identities. His first identity was that he was dedicated to Ralph. He made sure to follow Ralph with his decision making and do whatever Ralph wants him to do. He does so because he want to return to the way things were before the crash. He wanted to go home in a civilized manner and not in savagery. He helped build shelters for Ralph and was one of the few core support of Ralph. Simon's second identity was a mature, spiritual self. He would always go to the forest to meditate and become one with the island to further his understanding of it. Just like he was compassionate towards others and their feelings, he was sensitive towards the island. When he visits the forest, it is as if his spiritual alter ego shows up and takes over him. “Then he… walked into the forest with an air of purpose… he wormed his way into the center of the mat… holding his breath he cocked a critical ear at the sounds of the island,” (Golding 55-57). This shows that Simon is different from the other boys. It shows that Simon has a deeper understanding of what is happening on the island that the other boys don’t know
Golding makes very good use of characters in Lord of the Flies, he shows both good and evil through each of the characters. One of the characters that represents goodness is Simon. He is very good and pure, and has the most positive outlook. Simon is very different from the other boys, he seems to always be helping the Littluns and many other vulnerable boys such as Piggy. "Simon sitting between the twins and Piggy, wiped his mouth and shoved his piece of meat over the rocks to Piggy, who grabbed it." (Golding, pg.74) This quote interprets an example of a time when Simon helped Piggy by giving him food, it shows Simon's wholeheartedness. Another example would be when Simon helps the Littluns pick fruit from high to reach places. All in all Golding tries to portray Simon as a Christ like figure.
In “Why Literature Matters” the author, Dana Gioia, argues that literature is very important in today’s society. He talks about the decline of reading over the years and the effects it has on different companies and communities. Gioia uses many persuasive techniques, such as evidence, jingoism, and diction, to try and persuade the reader that literature is important.
Several people have trouble writing college level essays and believe that they are unable to improve their writing skills. In “the Inspired Writer vs. The Real Writer,” Sarah Allen argues how no one is born naturally good at writing. Sarah Allen also states how even professional writers have trouble with the task of writing. Others, such as Lennie Irvin, agree. In Irvin’s article “What is ‘Academic’ Writing?” states how there are misconceptions about writing. Furthermore, Mike Bunn’s article “How to Read Like a Writer” shows ways on how one can improve their writing skills. Allen, Bunn, and Irvin are correct to say how no one is born naturally good writers. Now that we know this, we should find ways to help improve our writing skills, and
...o prove that Simon has innate goodness because he helps the littluns get fruit, not because he wants them to worship him, but instead he does it because it is the right thing to do. Simon is a righteous leader who possesses positive leadership qualities such as innate goodness, insightful and helpful.
Foster, Thomas C. How to Read Literature like a Professor: a Lively and Entertaining Guide to
Simon was the first and only one to realise the real beast on the Island. He could be compared to someone like a priest or a good samaraton – someone who tries his best to convince everyone of what’s right.
Through the story Simon acted as the Christ Figure. The death of Simon symbolized the loss of religious reasoning. As the boys killed Simon they had let out their savage urges and acted in a cannibalistic manor. Even after the death of Simon Jack and his tribe did not feel any penitence to what they had done, killing to them had become second nature.The circle became a horseshoe. A thing was crawling out of the forest. It came darkly, uncertainly. The shrill screaming that rose before the beast was like a pain. The beast stumbled into the horseshoe."Kill the beast! Cut his throat! Spill his blood!" (Golding 141).In this quote a figure had crawled out of the forest and the ring had opened to let it inside. Mistaken as the beast by the Jack's tribe, Simon was beaten to death. After the group disbanded for shelter from the storm. The storm subsided and the tides moved in and out, Simon's body was washed to sea. Here because of the storm, the darkness and fear the boys became hysterical. They acted savagely not knowing what they were doing. The boys did not take a second look to what their actions were. They had let their malicious urges control them. He cam-disguised. He may come again even though we gave him the head of our kill to eat. So watch; and be careful (Golding 148). Here Jack is warning his tribe about the beast. Not caring or taking any notice to what had taken place with Simon. Jack or his tribe does not feel any remorse for the murder they had committed, whether they realized that or not. To Jack and his tribe what they had done was a pretentious accomplishment. A death could go by their eyes blindly.
In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching reading comprehension.