Page 1: The day was boring. Other than a snack of carrots, there had been no excitement for Agu Gugu. He wanted to just play with toys in his room, but even that did not seem to be an option. Opening the door to his room, Gugu 's mother looked back at him.
Starting with the first poem, TKAM can relate to this because it is similar to how Jem and Scout would walk to home from school. The first section states how the writer can remember calling their mother from the hall in the basement. This gives me an image of Scout or Jem calling Atticus. Sections two through 4 basically just gives an imagery of Scout, Jem, and occasionally Dill walking to their house. The final section stands out though because in the book, Scout does explain how her and Jem did walk home from school during winter.
Lea Vilna-Santos Mrs. English, 7th September 1st, 2015 The Giver, by: Lois Lowry Entry Log 9: Chapters 17-18: Question 5: I chapters 17-18, The Giver goes back to the memory of the failure-Rosemary, and Jonas finally finds out what happened to her. Rosemary was like Jonas because she was curious and eager to receive more memories. The Giver gave her only good memories in the beginning, which I think was a bad idea because, then, all there is left are bad memories. He loved her and didn’t want to hurt her, but they both knew it was her job to receive all the memories- even the negative ones.
John Steinbeck believes in the book “of mice and men” that, we as humans cannot comprehend when we don’t feel a sense of lost somewhere in the world, because having this loss gives us an emotional feeling that releases anger and rage on yourself and others. In the introduction “Of Mice and Men” this theme is used a lot when they come running out of Weed. A lots of understanding broke on Lennie's face. “ They run us out of weed,” he exploded triumphantly.
Dialectal Journal; The Awakening (Kate Chopin) Motif- The Sea Quote Literary/Style Elements Commentary Additional Ideas “There was no sound abroad except the hooting of an old owl in the top of a water-oak, and the everlasting voice of the sea, that was not uplifted at that soft hour.” (7) Personification Chopin’s use of personification demonstrates how the sea provides a feeling of comfort. The soft hour helps to communicate the feeling of comfort as Chopin tries to show how the setting of the sea is calming.
2/16/2024 Mark Francisco Assignment 5 Chapters 9 – 10 How to Read the Bible Like a Seminary Professor By Mark M. Yarbrough Chapter 9: A Is For Apple. Except When It’s Not In How to Read the Bible Like a Seminary Professor, Professor Yarbrough teaches us that if we hope to read the Bible like a Seminary professor, we must “know the text”, “work the text”, and “live the text”. In previous chapters in which he discusses knowing the text, he explains the importance of using observation to understand what the words in a biblical text mean. In Chapter 9, titled, “A Is For Apple. Except When It’s Not”, he informs us that interpretation is a critical component we must employ to successfully “work the text”.
1. Of Mice and Men begins with a description of a picturesque woodland that surrounds the Salinas River. It is filled with rabbits, birds, and other innocent, almost “lifeless” animals. The water is described as “warm” and “twinkling.” The author's use of word choice and imagery creates a calm, idyllic setting.
Through understanding the context of how the Bible was written we have a better understanding of what it means and therefore we can say that it is true. Placher first explains that different genres have
LUKE 7: As I read throughout the chapter, I feel a rush of emotions. I feel very happy when Jesus makes a dead young man come to life again. He simply says, “Young man, I say to you, get up!”(LUKE 7:14. NIV) I become afraid.
The textual characteristics of religious texts (represented by the English version of the New Testament) will be identified. 2. The speech act theory will be surveyed , and the focus will be on the advisory speech acts. 3. A set of felicity conditions will be set for specifying the speech acts under study, and some semantic rules will be derived from the felicity conditions for determining their illocutionary force indicating device.
Reader response is critical in biblical interpretation because hermeneutics is the art and science of the text. Reader response solidifies the relationship of the interpreter to the text that is being reviewed, in that the reader implements his literary theory without considering the author’s purpose. However, authorial intent is the mind of the author, and what he wants for the readers or audiences to comprehend, so that the correct information is conveyed to the believers and non-believers. Klein adds, “If we are to understand God’s truth for ourselves (and to teach or preach it to others), we must discover precisely what God intended to communicate. ”1 The issue of communication is essential to the discussion of the authorial intent because any type of oral or written communication involves three expressions of meaning: (1) what the speaker or writer meant by what he or she said; (2) what the recipient actually understood by the statement; and (3) in some abstract sense, what meaning is actually encoded in the text or
The three approaches discussed are allegorical, literal, and semiallegorical (Ryrie, 1999, p. 125-126). An individual who uses the allegorical approach uses symbols instead of the actual words in the Bible to interpret its meaning; whereas one who takes the literal approach to interpreting the Bible does so by reading the exact words used. In the middle of the spectrum is the semiallegorical approach. An individual who uses this approach uses symbolism and literalism in order to interpret and understand the Bible’s message. There are rational reasons as to why an individual takes a literal, grammatical, or historical hermeneutic to interpret the Bible.
They search for a “deeper, spiritual meaning” in the text, and completely miss the intended purpose . While Jesus did interpret prophecy allegorically twice, it is not wise for anyone to assume that they need to interpret prophecy the same way every time, as the interpreter become free to “choose the meaning that best fits his theology” . The third way to interpret prophecy is through typology. This looks at the text “with in the historical framework of God’s special revelation”, and allows the reader to take a balanced and reasonable approach to scripture . This model, instead of working through speculation, works through “correlation rooted in the biblical testimony itself” .
Understanding the purpose of any biblical writing is very important and that holds true when interpreting these works. While Jesus’ Sermon on the Mount and Paul’s
Grade 7 ELA Dialectical Journal Name: Gloria Parra-Diaz The Outsiders Chapters: _______________ Directions: Complete this reader response log while reading The Outsiders (both in class and while you read independently). This format will guide you through the reading & thinking process to help develop your ideas and express them on paper so that you can better participate in the discussion board with your team. Big Idea: Societal structure has the power to promote or limit freedom, choice, and desire.
