There are just stories about Vietnam War, and each of them has an important theme and characters. The main characters are Tim O ' Brien, Iimmy Cross, Mitchell Sanders and Kiowa. Tim O’Brien is both the narrator and protagonist of “The Things They Carried”. As he goes into the war, he is scared and afraid of the embarrassment he could cause if he would suddenly leaves. He leaves the war full of guilt and decides to write stories about Vietnam to ease the painful memories of his past.
Some categories that might work are: fairytales, adventure stories, nature stories, and poetry and noun fiction. Session 7: Dress the Character Game Story: What Slowed the Sloth? Skill: Sequencing Events Ref: (http://www.freechildrenstories.com) Author: Daniel Errico Activity: This activity greatly helped pupils strengthen skills in characterization in an artistic and cooperative way: 1. Give them materials to dress up the member of their group as a character from one book read earlier. To ensure a variety of characters and to avoid replication, once a group decides on a book, no one can choose that
Sue Monk Kidd actually wrote this realistic story on account of her personal experiences, meaning this book expresses issues that students still encounter today. Students, especially in high school, tend to be more drawn in to a book that they can connect to. In an interview with the author, she told the world her exact motives of The Secret Life of Bees. She stated, "I must tell a true story that comes out of my own depths... It will be true to life, true to the deep human pathos we all experience...
Death is therefore shown as a fictional “release.” The community in The Giver is where adults are under strict rules of traditions and customs just as much as children. A sense of tradition very much contributes to the Elders ' hesitance to change, however there 's also the fact that they have no knowledge of the past on which to base their decisions. Jonas and his family have a tradition called the “tellings"which resonates fairly closely with our own tradition of express of feelings. It seems almost out of place in Jonas 's world, though. Why celebrate the past in a world that refuses to remember anything?
This might be because he infused Daoist principles in his writing and offered many views of nature. Also his writing was unrestrained which can be seen in his life because he said what was on his mind with no filter and this got him exiled from a position once. Li Bo’s writing style went back and forth seamlessly to traditional writing and more modern themes. In his writing he was trying to convey actions of “live and let live”—meaning if something happens that you have no control of, you shouldn’t worry about why it happened but accept the conditions and live your life. In “Bring in the Wine”, Li Bo uses many analogies involving nature to make his point.
Setting is a literary device used by writers to paint the scene of their writing. Early in education students are taught that setting is the time and place of a piece of literature. But, later it is learned that there are five functions of setting, each contributing something to the piece of literature to form the images and emotions perceived by the audience. The functions of setting are used by an author to paint an image in the reader’s mind. In the 1960 movie adaptation of Edgar Allan Poe’s Classic Gothic Tale, The Fall of the House of Usher the functions of setting truly enhanced the readers emotions and understanding.
‘What is perspectives?’ I clearly remember Mrs. Faith asking us to jot down the various perspectives in our notebooks. For me, that was a drag, but I had to do it, and so the TOK story starts… Cultural Perspectives: I began reading the textbook engrossing myself by every second. Different cultures always caught my eye and suddenly learning about that in school had me even more excited for the upcoming TOK lessons. ‘Culture is the fabric of meaning in terms of which human beings interpret their experience and guide their action’ - Anthropologist Clifford Geertz.
It also helped boast my reading habit due to the different books and poems I read. On my arrival at Ashesi, I made inquiries and I was told that I will be studying a course called Text and Meaning in my second semester which involve analysing text. My first day in the Text and Meaning class, I was very happy because I realised that there was still a second chance for me to continue from where I stopped back at senior high school. I expect that the Text and Meaning class would be as interesting as my literature in English
As a teacher of Literature in Portuguese, I should teach language as well, from Camões to Guimarães Rosa, since the students (as well as the teacher) must “trespass” language borders, and so I should strategically arrange the readings in the syllabus. Besides, I should make a relationship between the students’ reality and the reading of texts of different cultures and times. One of the most remarkable reading projects on doing so was the one in which I suggested the study of a web of texts (including canonical novel, contemporary narratives, recent newspaper articles, films, songs) on a specific theme (representation of minorities, sci-fi, romance through time). During my PhD, I got in touch with teaching at the University. While attending some of the disciplines on Brazilian Literary Criticism taught by my dissertation advisor (Professor Antonio Arnoni