I prepared for my speech by first going over the assignment sheet. After I felt that I fully understood what the assignment required, I wrote down what I remembered about The Scarlet Letter. Since I didn't have time to reread the novel, I looked up the summary of the novel online to refresh my memory on events that I may have forgotten since the last time I read the book. After refreshing my memory, I thought about why I choose this book and wrote down all the things I liked about this book and about the main character, Hester. At first, the only themes I wrote about were redemption and being an outcast.
When you read through my paper, you would find that I sound more like a story narrator in a friendly or conversational manner. However, in my short assignment 2.1, in which I have to analyze the poetry written by Suheir Hammand, I employed a more academic and formal tone to make my points. For example, “Finally, she also writes the yearning for no social stigmatization. ‘I’m looking for peace. I am looking for mercy.
19 March 2015. Donaldson’s publication syndicates Ernest Hemingway’s biography with literary criticism, and in doing so, delivers a sense of the foremost themes in Hemingway’s life, and work, by drawing on biographical material, extracts from Hemingway’s letters, and different works published fiction. I will be utilizing this source to further discuss and support Hemingway’s writing styles throughout A Farewell to Arms. Hemingway, Ernest, Patrick Hemingway and Sean Hemingway. A Farewell to Arms.
Xinyun Xiao Professor: Caroline Burke WRT 102.46 27 February 2014 Analysis About Hemingway’s Writing skills After reading chapter two-four of the Thoughtful Writing by Dr. Hammond, I can infer three useful and powerful writing skills from the book. These are "telling fact”, “using quality statement” and “making readers draw inferences from words". I may choose this quote, which from Ernest Hemingway on Writing "I am trying to make, before I get through, a picture of the whole world---or as much of it as I have seen. Boiling it down always, rather than spreading it out thin." A powerful picture is more than an image; it can arouse viewer’s interest and make them meditate on it as well.
This undergraduate thesis focused on the analysis of the types and functions of causal conjunctions in a novel entitled The Adventures of Tom Sawyer written by Twain. The data was collected through documentation method by read the novel carefully to identifying the types of causal conjunction and then understanding the function of each conjunctive items in linking elements of the sentence in the novel, then highlighting any key themes which related to the topic, in this case is causal conjunctions, after that write down all the key themes in a noted. The data were analyzed by qualitatively method and there are two theories used in this study. First theory is conjunction theory proposed by Halliday and Hasan (1976) in their book entitled Cohesion in English. Second theory is functions of conjunction theory proposed by Stern (2003).
The Lie of the Land This is a list of explications--things a North American reader might need to know in order to make most sense out of Haydn Middleton's The Lie of the Land. I re-read the novel and made a list of unclear references or ambiguous words or terms. I included the page number and a short explanation of the context; I then proffered each word with the definition I was able to find! Before delving into my textual explications, let me add a short "preface" first. As I re-read Middleton's novel, I found myself intensely interested in the cultural differences between North Americans and the English from (you guessed it...) England.
Certain main characters like Daisy Buchannon, Jay Gatsby, and the narrator Nick Carraway are repre... ... middle of paper ... ...emingway are able to enhance the meaning of their work and provide extra credibility and realism into their plot. Fitzzgerald takes a rejection from his life and uses that idea to expand off from to write a social commentary on the corruption of the American Dream by the old-rich of the Eastern United States. Hemingway takes actual events from his life and used that as a basis for the plot of his novel. This enhanced the theme by describing the effect of World War I on Hemingway's generation. Bibliography: Works Cited Baker, Carlos.
The Great Gatsby Unit Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot development; (B) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils; (C) analyze the way in which a work of fiction is shaped by the narrator's point of view. UNIT OBJECTIVES: 1). The student will adapt part of a novel into a dramatic reading makes students more intimate with the author's intentions and craft.
Realistic works of fiction are similar to paintings, while we will get to the end result of the painting or novel, the artist or writer is still our guide; the author is then left to “paint” the picture or in this case, write a work of fiction, capturing the picture in their own peculiar, chronological order. While the novel is still created, it is up to Flaubert to decipher which parts he writes first. The story “A Simple Heart” is still the realistic mimic of the life of Félicité, but Flaubert is in complete control of what we will know and when we will know information about her. This means, Flaubert may be holding onto information and changing our ability to perceive the world as it truly may
This allows the reader to hear commentary on two very different views of fiction, thus giving the aspiring writer a well-rounded understanding of the subject. Although a large part of this books deals with the method one uses to write a successful piece of fiction ("notes on the fictional process"), a substantial section is devoted to helping the student understand exactly what fiction is and what it should try to accomplish (notes on literary-aesthetic theory). This point is emphasized in the preface of the book, in which Gardner explains, "Understanding very clearly what fiction 'goes for,' how it works as a mode of thought, in short what the art of fiction is, is the first step towards writing well" (x). From this point in the preface, Gardner goes on to state in the first chapter of the book that there are no set rules or laws that one has to follow when writing a piece of fiction. This is not to say that rules do not exist; however, they can always be bent or even broken in any given situation.