The first similarity I observed after reading the books, is that both books are non-fiction, informational text. They both tell the process and/or procedure of how crayons are produced. Crayons are a piece of everyone’s childhood, often encouraging skills such as, social and peer interactions, following directions (e.g. color by number), and promote a child’s exploration and replication of their natural and social world, which surrounds them. Second, both books used real photographs to give the reader an acute, informational perspective of the tools, materials, and resources used when making crayons. This format allows the reader to gain direct “real world” insight, into how a crayon is made. Third, each book explained the different tools and materials used to make a crayon. For example, a young reader may not know what a …show more content…
Forth, both books did not have characters, plot, or a narrative. The books are informational text, if any of these literary elements would have been present, it would have discredited these books as informational texts. Finally, both books are directed toward children. I believe children and adolescents are the primary target group for these authors, since children and adolescents are the primary users of crayons.
One difference I noticed between the books, was the Scholastic book actually featured the brand name Crayola Crayons. Both Scholastic and Crayola are established well-known brands, I do not believe this was coincidence. Secondly, Wax to Crayons was much smaller than How a Crayon is Made. Wax to Crayons, was intended for young readers. Children birth to 7 have smaller palms and flanges, this book was designed for tiny hands to hold with ease, this way the small hand person can focus on the content vs. holding onto the book. Thirdly, Wax to Crayons had short concise sentences that used simplistic verbiage, which made it easier to read than
The Girl with the Brown Crayon tells a simple personal story of a teacher and a child, interweaving the themes of race, identity, gender, and the essential human needs to create, and to belong. With these characteristic charms, and wonder, Paley discovers how the unexplored territory unfolding before her and Reeny comes to mark the very essence of school, a common core of reference, something to ponder deeply and expand on extravagantly. The child, Reeny, meets a writer of books and story-teller, is introduced to his fictional characters, and debates, with other children, their virtues and weaknesses.
was made for younger adults. The information that was different from both books is that
Taking a closer look at the writing styles, it is easy to see why they are perfect reading books for children. Brown uses short sentences with in her writing for each page of the book. This makes it easier for children to focus on the action or story being told. It also helps them to be able to examine sentences one at a time instead of using paragraphs that could confuse them by having so many words present. Brown and Krauss also use small simple words that are taught to children at a young age that helps them work on repetition, for example in “Goodnight Moon”, each time the bunny is talking he always says “goodnight” to everything in the room. This helps to identify objects and better define words with the illustrations. Krauss also uses these short simple words and phrases to help children with their learning to read. For example, in the book “A Hole is to Dig”, the sentence says, “A face is so you can make faces.” This sentence also shows the children repetition by restating the word twice.
Senick, Gerard J., and Hedblad, Alan. Children’s Literature Review: Excerpts from Reviews, and Commentary on Books for Children and Young People (Volumes 14, 34, 35). Detroit, Michigan: Gale Research, 1995..
However, due to the narration of the books being different both books have different effects on the reader. Andrea narrates in a disengaged way where she doesn’t want the reader to sympathise for her but to listen to the struggles she went through as she uses a childlike lexicon narration, written in a curt way showing her stoicism. One the other hand, Masters narrates in a self-deprecating and adds humour to Stuarts misfortunes. Masters narrates in third person however he does the unusual that doesn’t happen in biographies and adds his own opinions in the book making himself a character as well. Both books are narrated different and are written in a different style but the way they narrate helps to generate
In the beginning of both of the pieces of literature, the main character(s) have not had the experience that will shape their values yet. Rather, as time moves forward in the stories, the
These books have several differences, but they are also a lot alike. They are about a family and how they go through life, rough times and easy times. Both families have someone they care about die. Both books don’t end as you expected due to unplanned
Both of these stories served as mile markers in the history of children's literature, and marked turning points in our Society. For the first time, children were allowed to think freely, and learn. They independently formed their own thoughts on life, God, and many of the other highly regulated aspects of their society. Until this time most of the children were taught to think as their parents or feel the wrath of vengeful and often cruel God.
Children literature is a term that refers to the texts written for children. The artist uses creative ways to ensure that children are provided with educational books, touching on a variety of themes. This paper will include comparison of two characters from the two texts, “Hana's Suitcase: A True Story,” authored by Karen Levine and “Charlotte’s Web,” written by E.B. White, with the aim of understanding ways in which problems are solvable as indicated by selected characters.
This paper focuses on two books, the picture book and realistic novel. I am hopeful while doing a critical analysis of these two books that it would help me to create an effective mini library in my future classroom. I would like to use it as a helpful tool to teach children how to compare the differences and similarities of the two genres and many more. I have chosen Corduroy as my picture book and Because of Winn-Dixie as my realistic novel to write on this written critique because it signifies the moral lessons about family importance and friendship.
Some people think that if they could only change one aspect of their lives, it would be perfect. They do not realize that anything that is changed could come with unintended consequences. “The Monkey’s Paw” by W.W. Jacobs and “The Third Wish” by Joan Aiken both illustrate this theme. They demonstrate this by granting the main character three wishes, but with each wish that is granted, brings undesirable consequences. The main idea of this essay is to compare and contrast “The Monkey’s Paw” and “The Third Wish.” Although the “The Monkey’s Paw” and “The Third Wish” are both fantasies and have similar themes, they have different main characters, wishes, and resolutions.
They both have a theme of racism and the author gave out what it was like for the black community in the past on having to go threw what they did everyday. In these novels, the characters and the society are alike however, unfortunately they have different endings.
As a teacher, there was just a bounty of information in both books. Yet, as a person reads the books with their separate ideas and views, one would have to give both an equal grade. They both offered large amounts of knowledge and I hope that while in the education program, we as student will get to experience a class on methods which is what both of the books covered.
With children’s increasing use of mobile phones, concerns have been raised about its influence on their literacy skills. One well-known feature of children’s text messages is that they do not always adhere to conventional written language rules and use a register. In this register, children make use of phonetic replacements, such as lol and drop words . This has led to the assumption that characteristics of textese may leak into children’s general writing, ultimately resulting in language deterioration . However, this is in sharp contrast to findings from several studies showing that children who used textese frequently did not
Jones, Marnie. "The Threat to Imagination in Children's Literature." International Journal of the Book 3.2 (2005/2006): 71-76. Print.