How To Read Literature Like A Professor Analysis

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?”.

How to Read Literature Like a Professor is a book that shows numerous ways and strategies to understand what their reading. Each chapter shows examples from books and use of literary devices that can help develop the meaning of the story. Think of this book as reading between the lines. In The Great Gatsby, F. Scott Fitzgerald used people to symbolize objects or things to let the reader have an interpretation on the characters. For example, the green light represents Gatsby's future for him and Daisy to be together.

This shows mood because the narrator describes him as a hawk in mid-country, that means that he is all alone in what he feels to be like a barren or abandoned place. In “The Pedestrian” Ray Bradbury uses personification, simile, and imagery to develop the mood of loneliness so that the reader can understand the dark and lonely world the character is living in. This matters because it changes how the reader reads the story and it makes you better understand the character and the life the character is living. By using the quotes that the author did, it not only changed the mood of the story but it also changes the mood of the reader and how he/she

In How to Read Literature Like a Professor, Thomas C. Foster teaches readers the meanings behind commonly used symbols, themes, and motifs. Many readers of all ages use this book as a guide to understanding messages and deeper meanings hidden in novels. The deeper literary meanings of various symbols in Margaret Atwood’s The Handmaid’s Tale are explained in How to Read Literature Like a Professor. By using Foster’s book, readers can better understand the symbols in The Handmaid’s Tale. In Atwood’s novel, symbolisms of sex, flowers, and color add to the development of the novel and the deeper meaning of the plot.

Thomas C. Foster presents many valid points about the relationship between children’s fairy tales and other types of literature in his book, How to Read Literature Like a Professor. The Scarlett Letter is a great example of his ideas. The Scarlett Letter is also an example of Foster’s idea that literature that is inspired by other literature does not have to be exactly the same as the literature that it is inspired by. Instead, stories can contain distant connections or one obvious reference that can tie the two works

How to Read Literature Like a professor chapter1 In the first chapter of How to Read Literature Like a professor author Thomas C. Foster discusses how almost every story has some type of quest, the title of chapter is “ Every Trip Is a Quest (Except When It’s Not)” he clearly alludes to the fact that the chapter is about the quest aspect of a story and its significance. As the chapter developed Foster began to cover the essentials of a quest and the purpose behind a quest, according to him there are five significant aspects of a quest “(a) a quester, (b) a place to go, (c) a stated reason to go there, (d) challenges and trials en route, and (e) a real reason to go there. He then expands of each of these things. Foster believes

How To Read Literature Like A Professor is a book that points out the more hidden elements of literature. Many of the elements of literature mentioned by Thomas C. Foster in How To Read Literature Like A Professor were used in The Great Gatsby by F. Scott Fitzgerald. And most (if not all) of these elements are crucial to the story of The Great Gatsby. For example irony, geography and blindness all a played huge role in the storytelling of The Great Gatsby. Without these elements of literature, The Great Gatsby would have been completely different.

Edgar Allan Poe’s short stories and poem, “Alone”, “Hop-Frog”, and “The Raven” are similar because they have a sense of darkness, but each passage has its own sense of sadness that differentiates the tones of the individual story. “Alone” contains a melancholy tone, a deep sadness with no obvious origin. Melancholy suits the poem because a cause of the narrator’s sadness is not mentioned, and it is obvious that he is deeply saddened. The narrator states that he cannot regain his happiness the same way again, which shows how he has no longer has any hope. The narrator also mentions that he is the dark cloud “When the rest of Heaven was blue,”.

In the novel sealand is shown as non-intentionally discriminate to wards non-telepathics because the non-telepathics would feel very left out of the community of Sealand. This is shown when Petra say “Well, she say we ought to because they have to live dull, stupid lives compared with think-picture people”(Wyndham 146). This show that the if a norm goes to sealand they will feel left out and be discriminated among the others. Although the society that david had came from was discriminated towards anyone who had a slight deviation in the body or were considered blasphemous person. The society of waknuk follows the rules from a book called Nicholas’s redemption, in which it states “And God created man in his own image.

Although they may not have been a direct threat to the Regime, because of their views, they were marginalized and silenced. The use of monochromic colours emphasizes the conflict at the time being. Some, such as the fighter pilots who were a part of the Shah’s army and aided in the bombings of Iraq were imprisoned (83). Although they may have been useful in a military sense, their views and loyalties did not agree with the regime, and thus were imprisoned. The use of several graphic novel techniques, such as voiceover, speech bubbles, and splashes aid in the storytelling along with the illustrations.