Responding to Literature with OLC Bind-in Card and ARIEL - Brossura

Stanford, Judith

9780071244787: Responding to Literature with OLC Bind-in Card and ARIEL

Brossura

ISBN 10: 0071244786 ISBN 13: 9780071244787

Casa editrice: McGraw-Hill Education, 2005

Al momento non sono disponibili copie per questo codice ISBN.

This text is designed to be used in any literature anthology, Introduction to Literature, or literature-based composition courses. It contains sections on the short story, plays, poetry, and the novel, as well as sections on film, writing a research paper and other types of literature-based composition. The book is full of exercises and contains numerous student sample essays.

Le informazioni nella sezione "Riassunto" possono far riferimento a edizioni diverse di questo titolo.

L'autore

Judith Stanford is Professor of English at Rivier College in Nashua, New Hampshire, where, for the past fifteen years, she has taught courses in literature and writing. She has also taught at Cape Cod Community College, Merrimack College (North Andover, Massachusetts) and the University of California at Santa Barbara. She received the B.A. degree from Colby College (Waterville, Maine) and both the M.A. and Ph.D. from the University of California at Santa Barbara. Professor Stanford's books include Connections, now in its third edition, Developing Connections, now in its second edition, and Guidelines for Writers, all published by McGraw-Hill.

Contenuti

Preface

Alternate Contents by Genre

Alternate Contents Additional Themes

CHAPTER 1. Why Read Literature?

Exercise

Why Do You Read Literature?

Why Do We Read Literature?

Bridging the Gap

Responding to What You Read

Exercise

ROBERT FROST, The Road Not Taken

Sample Student Response to “The Road Not Taken”

Commentary

Exercise

Considering Evidence to Support Your Response

Close Active Reading

Sample Oral Response to “The Road Not Taken”

Commentary

Exercise

Keeping a Reading Journal

Guidelines: Keeping a Reading Journal

CHAPTER 2. Joining the Conversation: Ways of Talking about Literature

PATRICIA GRACE, Butterflies (short story)

Responding to “Butterflies”

LANGSTON HUGHES, Theme for English B (poem)

Responding to “Theme for English B”

WENDY WASSERSTEIN, The Man in a Case (play)

Responding to The Man in a Case

E. B. WHITE, Education (essay)

Responding to “Education”

The Vocabulary of Literature

Actions and Events

Plot

Structure

Conflict

Irony of Situation

Box: Terms Related to Actions and Events

Exercises: Actions and Events

People

Characters: Listening and Observing

Listening

Observing

Characters: Growing and Changing

Characters: Point of View

Author and Speaker

Narrator

People in Nonfiction

Box: Terms Related to People

Exercises: People

Places and Times

Time and Place: The Cultures of the Work, the Writer, and the Reader

Place

Time

Box: Terms Related to Places and Times

Exercises: Places and Times

Words and Images, Sounds and Patterns

Style

Tone

Diction

Syntax

Rhythm and Rhyme

Figurative Language

Verbal Irony

Allusions

Box: Trems Related to Words and Images, Sounds and Patterns

Exercises: Words and Images, Sounds and Patterns

Ideas

Exercises: Ideas

CHAPTER 3. Continuing the Conversation: Considering Genre and Listening to Other Voices

Expectations: Short Fiction, Poetry, Drama, Nonfiction

Distinctions: Short Fiction and Drama

Distinctions: Poetry

MARGARET ATWOOD, you fit into me

Distinctions: Nonfiction

An Introduction to Short Fiction

Early Forms of Fiction

Allegory

Myth

Legend

Fairy Tale

Fable

Parable

Modern Short Fiction

The Realistic Short Story

The Nonrealistic Short Story

A Word about Fiction and Truth

Guidelines: Short Fiction

An Introduction to Poetry

Suggestions for Reading Poetry

Types of Poetry

Guidelines: Poetry

An Introduction to Drama

Suggestions for Reading Drama

Traditional Forms of Drama

Modern Forms of Drama

Types of Drama

Guidelines: Drama

An Introduction to Nonfiction

Suggestions for Reading Speeches

Suggestions for Reading Letters

Suggestions for Reading Documents

Suggestions for Reading Journals and Diaries

Suggestions for Reading Essays

Guidelines: Nonfiction

Considering Other Voices

Authors’ Commentaries and Interviews

Reviews

Scholarly Criticism

CHAPTER 4. Writing About Literature

DYLAN THOMAS, Do Not Go Gentle into That Good Night

Responding to “Do Not Go Gentle into That Good Night”

JOAN ALESHIRE, Slipping

Responding to “Slipping”

Preparing to Write About Literature

Understanding the Assignment

Thinking about the Assignment

Assignment Topics

Writing to Respond

Topic 1

Discovering Ideas: Journal Entries

Considering Audience

Narrowing the Topic

Devising a Preliminary Thesis Statement

Planning and Organizing

Drafting

“Changes,” KAREN ANGSTROM (draft student paper)

Revising Focus: Titles, Openings, Conclusions

Karen Angstrom’s Revision List

Editing Focus: “To Be,” Expletives, Passive Voice

Karen Angstrom’s Editing List

Proofreading Focus: Fragments and Comma Splices

Exercise

Final Copy: Writing to Respond

“Changes: For Better or Worse?” KAREN ANGSTROM (Student Paper)

Exercise

Guidelines: Writing a Response

Writing to Compare

Topic 2

Discovering Ideas: Discussion and Collaboration

Box: Strategies for Collaborative Work

Considering Audience, Narrowing the Topic, and Devising a Preliminary Thesis

Drafting

“Responses: Raging Versus Slipping,” WALTER JOHNSON (draft student paper)

Revising Focus: Transitions, Development of Ideas

Workshop Excerpt

Editing Focus: Nominalizations, Parallel Structure

Workshop Excerpt

Proofreading Focus: Subject-Verb Agreement, Tense Agreement

Workshop Excerpt

Exercise

Final Copy: Writing to Compare

“Responses: Raging Versus Slipping,” WALTER JOHNSON (student paper)

Exercise

Guidelines: Writing a Comparison

Writing to Analyze

Topic 3

Discovering Ideas: Listing and Grouping

Excerpt from Catherine Hupel's Work

Considering Audience, Narrowing the Topic, and Devising a Preliminary Thesis

Excerpt from Catherine Hupel's Work

Planning, Organizing, and Drafting

“Love and Loss in ‘Slipping’,” CATHERINE HUPEL (draft student paper)

Revising Focus: Using and Explaining Examples

Excerpt from Catherine Hupel's Work

Exercise

Editing Focus: Word Choice

Excerpt from Catherine Hupel's Work

Exercise

Proofreading Focus: Misplaced Modifiers

Excerpt from Catherine Hupel's Work

Exercise

Final Copy: Writing to Analyze

“Love and Loss in ‘Slipping’,” CATHERINE HUPEL (student paper)

Guidelines: Writing an Analysis

Writing to Explicate

Topic 4

Discovering Ideas: Paraphrasing

Matt Cejak’s Paraphrases (student work)

Considering Audience, Narrowing the Topic, and Devising a Preliminary Thesis

Excerpt from Matt Cejak’s Work

Planning and Organizing

Drafting

Excerpt from Matt Cejak’s Work

Revising Focus: Summarizing Versus Analzying

Guidelines: Preparing for a Writing Conference

Excerpt from Matt Cejak’s Writing Conference

Matt Cejak’s Second Draft

“Explication: ‘Do Not Go Gentle’,” MATTHEW CEJAK (draft student paper)

Editing Focus: Conciseness

Excerpt from Matt Cejak’s Work

Exercise

Proofreading Focus: Apostrophes, Quotation Marks to Indicate Words Used in a Special Way

Excerpt from Matt Cejak’s Work

Exercise

Final Copy: Writing to Explicate

“The Power of Sound and Sight in ‘Do Not Go Gentle’,” MATTHEW CEJAK

Exercise

Guidelines: Writing an Explication

Writing to Evaluate

Topic 5

Discovering Ideas: Interviewing

Joann Epstein’s Journal Entry

Considering Audience, Narrowing the Topic, and Devising a Preliminary Thesis