Tuesday, June 8, 2010
Suggested Further Reading
Suggested but Not Required Reading:
How to Read Literature Like a Professor---Thomas C. Foster
On Writing: A Memoir of the Craft--Stephen King
Life of Pi
Mini-Lesson: How to Create a Dialectical Journal
Mini-Lesson 3
How to Create a Dialectical Journal
DIALECTICAL JOURNALS
The term “Dialectic” means “the art or practice of arriving at the truth by using conversation involving question and answer.”
Think of your dialectical journal as a series of conversations with the texts we read during this course. The process is meant
to help you develop a better understanding of the texts we read. Use your journal to incorporate your personal responses to
the texts. You will find that it is a useful way to process what you are reading, prepare yourself for group discussion, and
gather textual evidence for your Literary Analysis assignments.
What is it? The journal is a double-entry process done while you read literature. It provides you with two columns which are in "dialogue" with one another, not only developing a method of critical reading but also encouraging habits of reflective questioning.
Why is it important? In the right-hand column, you "own" the new facts by putting them in your own words or by raising your own questions. Regular practice with the journal promotes high critical thinking and builds confidence individually and in group participation. The journal facilitates real learning in the sense that you are discovering your own meaningful connections, which do take longer but then they last longer than if you just took a test on the work.
By individually completing your journal, you will learn to read carefully, to record quotes you have evaluated as pertinent, to summarize, and to do most of your thinking by making valid connections which you can easily substantiate by referring to your specific notes.
Procedure:
STEP ONE: THE NEW NOTEBOOK
You will need to purchase a new SPIRAL notebook designated as your journal for the year - No exceptions to this. Please
put your name, the course, and Mrs. Marquino on the front cover in a clear hand. Neatness in this journal is absolutely essential. Your journal should be free of drawings and doodles, and must have good titles and clear demarcations. You will first do the reading and complete and journaling for Ishmael.
STEP TWO: PROCEDURE
As you read, choose passages (Quotation) that stands out to you and record them in the left-hand column of a T-chart (ALWAYS include page numbers).
In the right column, write your response to the text (ideas/insights, questions, reflections, and comments on each
passage)
Complete 3-4journal entries for each chapter in Ishmael
STEP THREE: CHOOSING PASSAGES FROM THE TEXT
Look for quotes that seem significant, powerful, thought provoking or puzzling. For example, you might record:
Effective &/or creative use of stylistic or literary devices
Passages that remind you of your own life or something you’ve seen before
Structural shifts or turns in the plot (for fiction)
A passage that makes you realize something you hadn’t seen before
Examples of patterns: recurring images, ideas, colors, symbols or motifs.
Passages with confusing language or unfamiliar vocabulary
Events you find surprising or confusing
Passages that illustrate a particular character or setting
STEP FOUR: RESPONDING TO THE TEXT
You can respond to the text in a variety of ways. The most important thing to remember is that your observations should be
specific and detailed. As an “APer”, your journal should be made up of 25% Basic Responses and 75% Higher Level
Responses
Basic Responses
Raise questions about the beliefs and values implied in the text
Give your personal reactions to the passage
Discuss the words, ideas, or actions of the author or character(s)
Tell what it reminds you of from your own experiences
Write about what it makes you think or feel
Agree or disagree with a character or the author
Higher Level Responses
Analyze the text for use of literary devices (tone, structure, style, imagery)
Make connections between different characters or events in the text
Make connections to a different text (or film, song, etc…)
Discuss the words, ideas, or actions of the author or character(s)
Consider an event or description from the perspective of a different character
Analyze a passage and its relationship to the story as a whole
• Vocabulary
Keep track of unfamiliar words you come across in your reading. Use college-rule notebook paper. Write down the word; look it up in your dictionary, and write the definition that fits the context. You should do this when you are annotating. Then, after each chapter do your dialectical entries. You will staple your journal and your vocabulary together. Write your name on the cover. Submit to M
How to Create a Dialectical Journal
DIALECTICAL JOURNALS
The term “Dialectic” means “the art or practice of arriving at the truth by using conversation involving question and answer.”
Think of your dialectical journal as a series of conversations with the texts we read during this course. The process is meant
to help you develop a better understanding of the texts we read. Use your journal to incorporate your personal responses to
the texts. You will find that it is a useful way to process what you are reading, prepare yourself for group discussion, and
gather textual evidence for your Literary Analysis assignments.
What is it? The journal is a double-entry process done while you read literature. It provides you with two columns which are in "dialogue" with one another, not only developing a method of critical reading but also encouraging habits of reflective questioning.
Why is it important? In the right-hand column, you "own" the new facts by putting them in your own words or by raising your own questions. Regular practice with the journal promotes high critical thinking and builds confidence individually and in group participation. The journal facilitates real learning in the sense that you are discovering your own meaningful connections, which do take longer but then they last longer than if you just took a test on the work.
By individually completing your journal, you will learn to read carefully, to record quotes you have evaluated as pertinent, to summarize, and to do most of your thinking by making valid connections which you can easily substantiate by referring to your specific notes.
Procedure:
STEP ONE: THE NEW NOTEBOOK
You will need to purchase a new SPIRAL notebook designated as your journal for the year - No exceptions to this. Please
put your name, the course, and Mrs. Marquino on the front cover in a clear hand. Neatness in this journal is absolutely essential. Your journal should be free of drawings and doodles, and must have good titles and clear demarcations. You will first do the reading and complete and journaling for Ishmael.
STEP TWO: PROCEDURE
As you read, choose passages (Quotation) that stands out to you and record them in the left-hand column of a T-chart (ALWAYS include page numbers).
In the right column, write your response to the text (ideas/insights, questions, reflections, and comments on each
passage)
Complete 3-4journal entries for each chapter in Ishmael
STEP THREE: CHOOSING PASSAGES FROM THE TEXT
Look for quotes that seem significant, powerful, thought provoking or puzzling. For example, you might record:
Effective &/or creative use of stylistic or literary devices
Passages that remind you of your own life or something you’ve seen before
Structural shifts or turns in the plot (for fiction)
A passage that makes you realize something you hadn’t seen before
Examples of patterns: recurring images, ideas, colors, symbols or motifs.
Passages with confusing language or unfamiliar vocabulary
Events you find surprising or confusing
Passages that illustrate a particular character or setting
STEP FOUR: RESPONDING TO THE TEXT
You can respond to the text in a variety of ways. The most important thing to remember is that your observations should be
specific and detailed. As an “APer”, your journal should be made up of 25% Basic Responses and 75% Higher Level
Responses
Basic Responses
Raise questions about the beliefs and values implied in the text
Give your personal reactions to the passage
Discuss the words, ideas, or actions of the author or character(s)
Tell what it reminds you of from your own experiences
Write about what it makes you think or feel
Agree or disagree with a character or the author
Higher Level Responses
Analyze the text for use of literary devices (tone, structure, style, imagery)
Make connections between different characters or events in the text
Make connections to a different text (or film, song, etc…)
Discuss the words, ideas, or actions of the author or character(s)
Consider an event or description from the perspective of a different character
Analyze a passage and its relationship to the story as a whole
• Vocabulary
Keep track of unfamiliar words you come across in your reading. Use college-rule notebook paper. Write down the word; look it up in your dictionary, and write the definition that fits the context. You should do this when you are annotating. Then, after each chapter do your dialectical entries. You will staple your journal and your vocabulary together. Write your name on the cover. Submit to M
Things you Might Annotate
Things you Might Annotate…..
1. . major characters (check spelling), their roles in the story and relationship
summarize what drives them (motivation)
2. . minor characters you might like to remember
3. roles and relationships any foils?
4. setting (time and place)
5. plot :summarize it briefly at the end of important sections; chart the exposition, rising action, climax, turning point, denouement, etc. note key conflicts that propel the plot
6. themes, big ideas (list and comment briefly on at least three)
7. describe at least three key scenes and why they are important
8. discuss the ending—is it open-ended or neatly resolved? what do the characters learn, how do they change?
9. narrative point of view—describe it and note how it contributes to meaning/impact
10. writing style—describe and offer at least two specific examples
11. note key symbols, motifs, and / or images—how do they contribute to meaning?
• symbol: a person, image, word, object, color, idea, action, event, etc. that evokes meanings beyond the literal
• motif: a recurring, unifying element (image, symbol, character type, action, phrase, etc.)
• image: a word, phrase, or figure of speech that appeals to the senses
12. patterns (what goes with what, what contrasts with what?)—these might involve images, characters, events, etc.
13. copy out at least three memorable quotes, noting page number if relevant, speaker, and
Context
Some more……..things to consider…..
title, author, date (also what period of American Literature it falls into)
list of main characters and role they play
list of main places/brief description
list of significant critical and/or essential events/problems that occur throughout book
social/political/philosophical agenda(s) of author: why was this book written? what insight into human nature or the human condition does this book offer? (think THEMES)
list any major short significant quotations-make them easy to remember
brief synopsis of ending & how author achieved closure
1. . major characters (check spelling), their roles in the story and relationship
summarize what drives them (motivation)
2. . minor characters you might like to remember
3. roles and relationships any foils?
4. setting (time and place)
5. plot :summarize it briefly at the end of important sections; chart the exposition, rising action, climax, turning point, denouement, etc. note key conflicts that propel the plot
6. themes, big ideas (list and comment briefly on at least three)
7. describe at least three key scenes and why they are important
8. discuss the ending—is it open-ended or neatly resolved? what do the characters learn, how do they change?
9. narrative point of view—describe it and note how it contributes to meaning/impact
10. writing style—describe and offer at least two specific examples
11. note key symbols, motifs, and / or images—how do they contribute to meaning?
• symbol: a person, image, word, object, color, idea, action, event, etc. that evokes meanings beyond the literal
• motif: a recurring, unifying element (image, symbol, character type, action, phrase, etc.)
• image: a word, phrase, or figure of speech that appeals to the senses
12. patterns (what goes with what, what contrasts with what?)—these might involve images, characters, events, etc.
13. copy out at least three memorable quotes, noting page number if relevant, speaker, and
Context
Some more……..things to consider…..
title, author, date (also what period of American Literature it falls into)
list of main characters and role they play
list of main places/brief description
list of significant critical and/or essential events/problems that occur throughout book
social/political/philosophical agenda(s) of author: why was this book written? what insight into human nature or the human condition does this book offer? (think THEMES)
list any major short significant quotations-make them easy to remember
brief synopsis of ending & how author achieved closure
Min-Lesson: Literary Terms to Know
Mini-Lesson 2
Terms of Literature
In order to have intelligent conversations about literature and annotate accordingly, readers must have a basic understanding of the language of literature. Before you come to class, be sure you know these terms and can recognize examples of each of these terms, and tell the difference between closely related terms. We will be working with a few of these closely and more analytically throughout the year. Be prepared to do well on a test.
• prose
• fiction
• short story
• novel
• plot
• exposition, conflict, crisis/climax,
• resolution
• conflict
• protagonist
• antagonist
• foil
• internal/external
• person vs. person, nature, society,
• technology/machine, supernatural, self, etc.
• character
• static/developing (dynamic) character
• round/flat character
• direct presentation of character
• indirect presentation of character
character's words & thoughts
character's appearance
character's actions
view of other character(s)
• setting/atmosphere
• point of view
• first person
• second person (rarely used)
• third person limited
• third person omniscient
• objective point of view
• theme
• tone
• symbolism
• allegory
• metaphor/simile
• irony : verbal, dramatic, situational
• suspense
• foreshadowing
• flashback
• poetry
• narrative poetry
dramatic poetry
epic poetry
lyric poetry
sonnet
ballad
haiku
figurative language
foot
metaphor/simile
personification
onomatopoeia
hyperbole
alliteration
assonance
consonance
rhyme
approximate or slant rhyme
exact rhyme
rhythm/meter
iambic pentameter
blank verse
free verse
stanza
couplets
refrain
drama
stage directions
dialogue
monologue
soliloquy
aside
pun
prologue
epilogue
nonfiction
biography/autobiography
personal essay
journals/letters
essay (expository)
narrative, descriptive, persuasive, etc.
epic
epic hero
epic simile
myth/mythology
satire
idiom
fable
parable
jargon
denotation
connotation
subjectivity
objectivity
Terms of Literature
In order to have intelligent conversations about literature and annotate accordingly, readers must have a basic understanding of the language of literature. Before you come to class, be sure you know these terms and can recognize examples of each of these terms, and tell the difference between closely related terms. We will be working with a few of these closely and more analytically throughout the year. Be prepared to do well on a test.
• prose
• fiction
• short story
• novel
• plot
• exposition, conflict, crisis/climax,
• resolution
• conflict
• protagonist
• antagonist
• foil
• internal/external
• person vs. person, nature, society,
• technology/machine, supernatural, self, etc.
• character
• static/developing (dynamic) character
• round/flat character
• direct presentation of character
• indirect presentation of character
character's words & thoughts
character's appearance
character's actions
view of other character(s)
• setting/atmosphere
• point of view
• first person
• second person (rarely used)
• third person limited
• third person omniscient
• objective point of view
• theme
• tone
• symbolism
• allegory
• metaphor/simile
• irony : verbal, dramatic, situational
• suspense
• foreshadowing
• flashback
• poetry
• narrative poetry
dramatic poetry
epic poetry
lyric poetry
sonnet
ballad
haiku
figurative language
foot
metaphor/simile
personification
onomatopoeia
hyperbole
alliteration
assonance
consonance
rhyme
approximate or slant rhyme
exact rhyme
rhythm/meter
iambic pentameter
blank verse
free verse
stanza
couplets
refrain
drama
stage directions
dialogue
monologue
soliloquy
aside
pun
prologue
epilogue
nonfiction
biography/autobiography
personal essay
journals/letters
essay (expository)
narrative, descriptive, persuasive, etc.
epic
epic hero
epic simile
myth/mythology
satire
idiom
fable
parable
jargon
denotation
connotation
subjectivity
objectivity
Mini-Lessons: Annotating A Text
Mini-lesson 1
How to Annotate Literature
Every text is a lazy machine asking the reader to do some of its work.
--- novelist Umberto Eco
• Use a pen so you can make circles, brackets, and notes. If you like highlighters, use one for key passages, but don’t get carried away and don’t only highlight.
• Look for patterns and label them (motifs, diction, symbols, images, behavior, whatever). (See back side for a complete list of things you might mark)
• Mark passages that seem to jump out at you because they suggest an important idea or theme—or for any other reason (an arresting figure of speech or image, an intriguing sentence pattern, a striking example of foreshadowing, a key moment in the plot, a bit of dialogue that reveals character, clues about the setting, etc.). Write your reactions in the margins to those things you marked
• Mark things that puzzle, intrigue, please or displease you. Ask questions, make comments—talk back to the text.
• At the ends of chapters or sections, write a bulleted list of key plot events. This not only forces you to think about what happened, see the novel as a whole, and identify patterns, but you create a convenient record of the whole plot.
• Circle words you want to learn or words that jump out at you for some reason. If you don’t want to stop reading, guess, then look the word up and jot down a relevant meaning later. You need not write out a full dictionary definition; it is often helpful to put the relevant meaning in your own words. If SAT prep has dampened your enthusiasm, rediscover the joy of adding to your “word hoard,” as the Beowulf poet calls it.
• The Harvard College Library has posted an excellent guide to annotation, “Interrogating Texts: Six Reading Habits to Develop in Your First Year at Harvard.”
Required Reading : (http://hcl.harvard.edu/research/guides/lamont_handouts/interrogatingtexts.html
How to Annotate Literature
Every text is a lazy machine asking the reader to do some of its work.
--- novelist Umberto Eco
• Use a pen so you can make circles, brackets, and notes. If you like highlighters, use one for key passages, but don’t get carried away and don’t only highlight.
• Look for patterns and label them (motifs, diction, symbols, images, behavior, whatever). (See back side for a complete list of things you might mark)
• Mark passages that seem to jump out at you because they suggest an important idea or theme—or for any other reason (an arresting figure of speech or image, an intriguing sentence pattern, a striking example of foreshadowing, a key moment in the plot, a bit of dialogue that reveals character, clues about the setting, etc.). Write your reactions in the margins to those things you marked
• Mark things that puzzle, intrigue, please or displease you. Ask questions, make comments—talk back to the text.
• At the ends of chapters or sections, write a bulleted list of key plot events. This not only forces you to think about what happened, see the novel as a whole, and identify patterns, but you create a convenient record of the whole plot.
• Circle words you want to learn or words that jump out at you for some reason. If you don’t want to stop reading, guess, then look the word up and jot down a relevant meaning later. You need not write out a full dictionary definition; it is often helpful to put the relevant meaning in your own words. If SAT prep has dampened your enthusiasm, rediscover the joy of adding to your “word hoard,” as the Beowulf poet calls it.
• The Harvard College Library has posted an excellent guide to annotation, “Interrogating Texts: Six Reading Habits to Develop in Your First Year at Harvard.”
Required Reading : (http://hcl.harvard.edu/research/guides/lamont_handouts/interrogatingtexts.html
Subscribe to:
Posts (Atom)