It is looking at and reading how others write, and at the same time comparing it to the way you write. It is also working with their ideas and seeing how you can, in a way make them your own. Active reading is holding others writing up to a light as if to see the good and the bad and figure out how their writing works. It can also mean criticizing them, not always negatively but in a way that you can learn more form their writings. “To write well - to express your idea efficiently and clearly - you need to observe how others do it.
With pathos it is about emotions, beliefs and values. A writer would use pathos when they are trying to persuade the reader to agree with the writer on whatever topic the writer happens to be talking about. It can be seen as the role of the audience in the argument. With ethos it is how credible their argument is. It can be seen as the role of the writer in the argument and how the writer would use their reputation to appeal to the audience.
From there, the writing is going to tell what happened before the event as well as what happened after. The writer also needs a purpose for writing this assignment. Details of the examples are going to be useful for shaping the argument as well. Argument An argument needs to have punch to it in order to be effective. It is an argument and the job of the writer is to persuade the reader to share the same point of view.
* Do your research. Step 2: Drafting Write * Put the information you researched into your own words. * Write sentences and paragraphs even if they are not perfect. * Read what you have written and judge if it says what you mean. * Show it to others and ask for suggestions.
Based on our reading and discussion of Franz Kafka's The Metamorphosis and other information related to Kafka, you must type up a reflective statement of 300 to 400 words on the following question: How was your understanding of cultural and contextual considerations of the work developed through the interactive oral? BE SURE TO INCLUDE A PROPER HEADING INFORMATION: Your Name, Class, My Name, Date, Title of statement See below for more information about reflective statement and the interactive oral discussion questions: The Reflective Statement The reflective statement is a short writing exercises and should be completed as soon as possible following the interactive oral. Each student is asked to provide a reflection on each of the interactive orals. The reflective statement on the same work as the student's final assignment is submitted for assessment. The reflective statement must be based on the following question.
Not many of the plays were written like Shakespeare’s with human conditions, from the human conditions, students must benefit from analysing Shakespeare’s characters. One major advantage of analysing or annotating Shakespeare is to let students learn more literary devices that Shakespeare used in his plays to develop a character. Such as Shakespeare’s play, Romeo and Juliet, Shakespeare wrote it as a tragedy to show how the loved each other. Shakespeare uses human conditions, such as envy and jealousy. These must help the students to think more, read in depth, and analysing better.
Achieving meaning in Drama There are various ways in which a playwright can achieve meaning in a drama play. It could be from the costumes the actors are wearing to how much emphasis the actor is putting in a word. These things not only add meaning to a drama play, but it also helps the viewer understand the play better. Things like the use of space and body gestures can make a huge impact and help the audience to see what the playwright is trying to interpret to them. Like I had mentioned above, the costumes that the actors wear are key in the meaning of the drama play.
The only way that this can be accomplished is if students make different choices when they write, choices about the topics they pick, the words they use, details they include and different beginning and ending strategies. The set of different choices students make determines the collective effect they have on their completed writing piece as a writer as well as their readers (Williams, 2009). Therefore it is because of this that I thought that my students can benefit from teaching them the strategies of word choice and voice taken from the Six Trait Writing model, because these strategies are dependant upon each student’s unique personality. The voice is the heart and soul of a piece, the magic, the wit. It is the writer’s unique style and personal expression emerging through words.
Literary Analysis: Using Elements of Literature Students are asked to write literary analysis essays because this type of assignment encourages you to think about how and why a poem, short story, novel, or play was written. To successfully analyze literature, you’ll need to remember that authors make specific choices for particular reasons. Your essay should point out the author’s choices and attempt to explain their significance. Another way to look at a literary analysis is to consider a piece of literature from your own perspective. Rather than thinking about the author’s intentions, you can develop an argument based on any single term (or combination of terms) listed below.
COURSE PREREQUISITE/CO-REQUISITE: EEE min. 650 or equivalent of ENG 102 INSTRUCTOR Name: Dr. M. Marroum Email: mmarroum@lau.edu.lb Office: Nicol 101 Office Hours:M - W 10:00-12:00 T-Th 9:00-9:30 and by appointment COURSE LEARNING OUTCOMES By the end of the course, students will be able to: 1. read critically and reflect on the literary, cultural, and aesthetic values of literary texts. 2. identify the major formal elements and genres of literature. 3. write academically acceptable short essays on literary topics. MAJOR TOPICS COVERED IN THE COURSE AND SCHEDULE (If necessary, this schedule may be adjusted in the course of the semester.)