This strategy guides the students through the process of reading text by understanding and thinking about the text. Tankersley (2005) states that the Directed Reading Thinking Activity (DRTA) promotes higher order thinking skills and allow lecturers to know students’ thought process and experience. Moreover, it is useful for processing all types of text. Blachowich & Ogle (2008) states that the Directed Reading Thinking Activity (DRTA) gives teachers the opportunity to act as a facilitator by guiding students to think like readers. That is, they anticipate, predict and then confirm and modify their predictions as they
What we read does shape us even if we aren’t consciously aware of it. Reading exposes us to many different ideas and thoughts of others, and provides us with many thinking curves and questions about our own morals, values and habits. Our personalities take time to develop and change our opinions towards something, but can be strongly influenced by books or can we can relate to the characters within the book. Often people can find themselves relating closely to the experiences, thoughts and the beliefs which indicate the shaping of our character. Reading provides us with a type of image that we can create, as we can relate to character or we create them through our knowledge of learning and reading the characters and what we seem them to be whether it is ourselves or someone with morals that fits the character role.
Like Edmund Wilson says, “Whenever you read a good book, somewhere in the world a door opens to allow in more light.” This quote gives the reader an idea of when one reads a book, it allows one to look at every little thing of a bigger world and that can open up their imaginations and ideas. By reading, one can recognize more about what others are thinking or feeling, enriches one’s imagination, which advantages them to socialize in a wider range. Chiefly, reading can make one think more about their country’s society. Reading allows one to understand deeply of what others are thinking or feeling, and develop their ability to imagine various ideas. In the article, “Novel Finding: Reading Literary Fiction Improves Empathy,” written by Julianne Chiaet, she uses a tone
Not only does Maas’s book involve the reader emotionally, but she also makes it possible for the reader to relate to the characters and the hardships they face. In every book the reader is able to relate to one of the characters in one way or another. Maas makes the characters relatable, but she also makes the plot interesting and not like everyday life. This is very important in a good book and Maas has mastered this skill along with many
In the introduction of “How to Read Literature Like a Professor” , Thomas C. Foster focuses on the grammar of literature and the qualities of a professorial reader. He asserts that practise is crucial to learn how to read literature in a more rewarding way. In addition, he defines main elements of the context such as pattern , symbols, and conventions. The purpose of Foster appears to be informing students who is beginning to be introduced to literature. Although Foster’s style is slightly condescending, he utilizes the conventions of literature quite well, and mentions the arbitrariness of these conventions in a sensible way.
To create thought-provoking stories, focus on a problem that online learners might be facing with or relating to. Then, create stories with characters that resonate with your learners. With this in mind, you can give characters some personality traits to make learners connect to the story more deeply. Learners will care more about the outcome of the stories when they can reflect themselves on the topic. Remember, though, interaction levels count.
Through reading literature for school or pleasure, teens have the chance to improve their awareness of the constant challenges that many people face around them; this improving skill can increase the desire to read more literature so that teens have an understanding of the world that they never had before. According to the article “Disturbing (or Not?)
Properly, Adesuyi (1991) clarifies that both language and literature always belong to each other inseparably, they are considered two sides one. Both are serving individuals ' correspondences and exercises. Besides, language is the arrangement of correspondence that is used to express extraordinary contemplations. Correctly, extraordinary sorts of literature may influence language procurement which is suitable with culture, society, and area. Reading and concentrate a novel, a play, or a poem in the objective language may help in acquainting students with the way of life through which that language passed.
Once I finish reading a book I enjoy, I want to learn more about it. I enjoy literary analysis and talking about the details of a book. Finding small clues that actually mean a lot more or comparing the book with other works on the same subject is something I find to be fascinating. I like reading literary journals or searching for movie reviews online. When I see something I find inspiring I want to learn what other people think about it.
Similarly, the action of someone smiling at you may stand as a symbol of the feeling of affection which that person has for you. Symbols do shift their meanings depending on the context they are used in. Imagery gives an author flexibility to add twofold levels of implications to his work: an exacting one that is plainly obvious and the typical one whose importance is much more significant than the strict one. The imagery, in this manner, offers comprehensiveness to the characters and the subjects of a bit of writing. Imagery in writing inspires enthusiasm for perusers as they discover a chance to get a knowledge of the essayist 's psyche on how he sees the world and how he considers basic protests and activities, having more extensive