How to Read Literature Like a Professor for Kids Correlations to Eragon Literature in all forms can be connected with each other. No matter the type, genre, or author all stories have underlying meanings that can be linked with another. These connections can be categorized and applied to all varieties of written composition. In Thomas C. Foster’s book How to Read Literature Like a Professor for Kids, he dictates various aspects that can be found in pieces of literature. There are many instances from Christopher Paolini’s bestselling novel, Eragon, that correlate with Thomas C. Foster’s How to Read Literature Like a Professor for Kids; the most prominent of these occurrences are coincident with chapters fourteen: “Marked for Greatness”, sixteen: “It’s Never Just Heart Disease… and Rarely Just Illness”, and eleven: “Is That a Symbol?”.
He could imagine his deception of this town “nestled in a paper landscape,” (Collins 534). This image of the speaker shows the first sign of his delusional ideas of the people in his town. Collins create a connection between the speaker’s teacher teaching life and retired life in lines five and six of the poem. These connections are “ chalk dust flurrying down in winter, nights dark as a blackboard,” which compares images that the readers can picture.
The two poems, “The Barred Owl” and “The History Teacher”, display different ways of soothing child fears and attempting to protect the children's innocence with their tone, rhyme scheme, and humor. Wilbur specifically uses personification with a different point of view than Collins. Collins comes from a more ironic tone in his poem and portrays the history teacher as a protector of the children’s innocence, when in reality, they have already lost it. “A Barred Owl” by Richard Wilbur is an iambic pentameter that has steady beat and a couplet rhyme scheme. This gives the poem a more childlike and comforting tone.
If you look for truth, you may find comfort in the end; if you look for comfort you will not get either comfort or truth only soft soap and wishful thinking to begin, and in the end, despair (Lewis, 20). Many students pursue a higher education in the search of comfort: to secure a well-paying occupation that will enable them to live a life of luxury or relative ease. In Mere Christianity, Lewis states that such a shallow perspective on the purpose of education can only lead one into despair. Education is the means by which truth is revealed, by which higher levels of thinking are introduced so that one may further understand the truths the universe has to offer. Lewis implies that, perhaps, truth is the only essential comfort.
Literary Analysis: “A Worn Path” Eudora Welty uses many literary elements in her short story, “A Worn Path,” to allow the reader to stay engaged throughout its entirety. Although there are many literary elements present in this story, there are three that Welty focuses intently on. She uses elements such as imagery, symbolism, and motifs to draw the reader’s attention. It is important for an author to write their story in a way that can be understood but also enjoyed. In “A Worn Path”, Welty focuses in on the elements, such as, symbolism, motifs, and imagery and writes a story that has great meaning and can be discovered by the reader when looked at carefully.
In this essay, I will analyze the poem Verses Upon the Burning of Our House (July 10th, 1666) by Anne Bradstreet, a puritan who most critics consider to be America’s first “authentic poet. The poem is based on a true story as Anne’s house really did burn down and illustrates her meditations on this event, the pain she felt after losing her home and the effect it had on her faith. The main theme is Anne’s struggle to not become attached to material things. I will begin by explaining the rhyme, style, and tone of the poem, continue by explaining which literary devices and interesting features we can find and the effect they have on the reader, then I will analyze the poem and finally I will give a brief conclusion. Verses Upon the Burning of Our House is a poem written in couplets in iambic tetrameter scheme which makes the story flow nicely.
Alden Nowlan’s poem “An Exchange Of Gifts” is about literature; how a person can read the same text twenty times and still have a different experience every time they read it. Each time we read a story, our visualizations and understanding changes. Each time we read something. we pick up on details we missed the first read through. Our backgrounds, experiences and when we read the text can all play a factor in how we imagine a text.
Authors can use many ways to describe, hint, or show how corrupt a character will be to get their way. The main character, Judson Webb, is highly possessive with his personal possessions. As his family was packing up for the drive back to the city, Judson gets ready to poison a whiskey bottle in order to harm potential robbers attempting to steal his belongings. When his wife asks what he is doing, he replies with, “ ‘Whoever broke into my closet last winter and stole my liquor will probably try it again once we are out of here,’ he went on, ‘only this time he’ll wish he hadn’t.’ She caught her breath at this cruel vindictiveness as one by one he dropped the tablets into the bottle and held it up to watch them dissolve” (Mille 1).
Timothy Odusote Ms.Calo English 12 , Period 8 January, 29 2016 Annotated Bibliography: Things Fall Apart "Albert Chinualumogu Achebe; 16 November 1930. " Wikipedia. Wikimedia Foundation, n.d. Web.
Read the following E.E. cummings poem carefully, and then in a well-organized essay, analyze how cummings uses language to describe the setting as well as to convey mood and meaning. In the uniquely constructed Anyone Lived In A Pretty How Town, E.E. Cummings uses abstract grammar, symbolism and free indirect speech to subjectively describe a story of “anyone” living in a “pretty how town” that conveys the poem’s mood and meaning. The most distinctive and noticeable aspect of Anyone Lived In A Pretty How Town is its syntax.
“We read it for months, so many times that the book became tattered and sweat stained, it lost its spine, came unearthed, sections fell apart […] but we loved it dearly” (68). Reading created joy between the girls, strengthening their friendship and their will to escape the encompassing darkness of the neighbourhood. Each moment spent reading in the courtyard was one where they could be children, creating an inseparable bond. There was no worry of the past becoming present, in fact, the book drove them to desire a better future. Little Women provided a luminosity from the injustices they suffered, like Lila’s inability to continue her education.
Mike Rose shares his personal story to the public in “I just wanna be average”, as he reveals the many flaws within the educational system of a high school in an economically depressed neighborhood in Los Angeles. He effectively directs his arguments towards both educators and parents by utilizing emotional and logical appeals. By convincing the audience to fear that children placed on remedial tracks are being hindered rather than assisted, the author causes both awareness and a feeling of duty to change the way we handle teaching children. Rose presents his argument by aiding the reader through the eyes of his younger self as he retells the story of his years in high school.
In Kate Chopin’s “The Story of an Hour” demonstrates the personal growth of the dynamic protagonist Louise Mallard, after hearing news of her husband’s death. The third-person narrator telling the story uses deep insight into Mrs. Mallard’s thoughts and emotions as she sorts through her feelings after her sister informs her of her husband’s death. During a Character analysis of Louise Mallard, a reader will understand that the delicate Mrs. Mallard transforms her grief into excitement over her newly discovered freedom that leads to her death. As Mrs. Mallard sorts through her grief she realizes the importance of this freedom and the strength that she will be able to do it alone.
Edgar Allan Poe was a genius before his time, and his riveting works are immortalized in the hearts and minds of his readers. For hundred of years, adults and children alike have been intrigued by Edgar Allan Poe’s stories. Many of Poe’s works differ from one another especially, “William Wilson” and “The Tell-Tale Heart”. Although it may seem like there are more similarities between the two works, their differences are much more significant. “William Wilson” and “The Tell-Tale Heart s”’most of the tremendous differences are found within characters, conflicts, and themes.
In this excerpt “from The Tell-tale Heart,” Edgar Allan Poe creates the supercilious character of an unnamed narrator through indirect characterization. Using the components of character motivation, internal thoughts, and actions, Poe portrays a story about deception and reveals the feelings of superiority, and ultimately guilt, that is invoked by the pretense of innocence. The narrator’s motivations can be identified through his internal thoughts and his actions. For example, both components are recognized when the narrator says “while I myself, in the wild audacity of my perfect triumph, placed my own seat upon the very spot beneath which reposed the corpse of the victim.”
