Analysis Of Literary Analysis In 'Ulysses' By Lord Alfred Tennyson

Literature; it has compelled us, entertained us, educated us, and drove us to madness. It has served as life instruction, by using the characters as the lesson plan. It is sometimes blunt, sometimes ugly, and in Truman Capote’s case, is so gruesome that we do not dare forget it.

Kim Brooks, we know has been “teaching composition at state universities and liberal art colleges and community colleges as well,” (Brooks 2) however what makes her truly passionate about the situation is her love for literature since she was a teenager. “Like so many, depressive, creative, extremely lazy high-school students, I was saved by english class” (1). Brooks demonstrates through these quotes her credibility, not only because she’s a teacher but because she truly loves writing and believes others should receive the education which she was fortunate enough to get. She was not apart of any clubs or extracurriculars, she wasn’t interested in other academic classes, so she knows how beneficial having the skills to converse, to write and to properly articulate one's self are. Brooks shares this personal anecdote, otherwise known as pathos, to relate to those reading, most specifically high school students like she once was. While focusing this piece mainly on English it can also be associated with other classes in high school as well. She is trying to illustrate how one can use what is learned in high school in their life if given the proper tools and taught skills which can be applied

Literature is rolling hills and fields of daisies. It is black smoke billowing from narrow streets. It is twinkling lights and rivers of gold-- and the dark secrets hiding behind them. Literature encompasses both the hopes and dreams of humanity. It is the purest form of human existence and those who pursue it are the messengers of times past to our future selves. The quote by Amy Lowell, “All books are either dreams or swords, / You can cut, or you can drug, with words” (“Sword Blades and Poppy Seed”), exemplifies the idea that literature has a profound effect on human emotions by reflecting all aspects of the human experience.

Christina Haas and Linda Flower both make contributions to writing in their studies about the writing process. They have collaborated on one work, Rhetorical Reading Strategies and the Construction of Meaning, to comment on a growing notion in the writing field about the reading process. They discuss findings on how rhetorical reading strategies work and why teachers should begin to influence their students with them. The main audience are other teachers. Haas and Flower’s primarily argue that the process of shaping students into literal and receptive readers should switch to shaping students into rhetorical readers, using strategies like trying to account four author’s purpose and context, for more in depth construction of meaning. Haas and

In literary education, from childhood to maturity, individuals are taught how to write not to improve themselves as critical thinkers, but to fulfill the requirements given to them in a prompt. Whether to analyze or argue, this form of writing has led to a cease of literary improvement in students today, making many question the effectiveness of writing classes. Mike Bunns, in his article “To Read like a Writer”, explores this topic and stresses the necessity for young readers to critically examine the author’s choices in order to improve their own pieces of work. Bunns effectively argues to his audience of college students that improved comprehension comes from focusing on the rhetorical choices authors decide to make in their compositions by tying personal narratives with repetitive questioning throughout his article.

The power of literacy is not the ability to read and wright or to have good penmanship but rather than an individual’s capacity to combines those skills and express one’s thoughts and feelings and comprehend the same from others. An individual’s capacity of combining these skills and using them to trudge a course for his or her own life is where the power of literacy lies. In the Narrative of the life of Frederick Douglass, an American Slave, Mr. Auld warned Mrs. Auld that if you give a nigger an inch he would take an ell (Douglass 1845) and Fredric Douglass did just that. Literacy is the key that unlocks one’s ability to increase learning process. Fredrick Douglass is prof of this and should serve as an inspiration to others to learn how to read and wright and or to enhance their literary skills.

In the article “Why Literature Matters,” Dana Gioia discusses about how interest displayed in the arts has declined, especially in literature. Gioia uses a variety of different literary tools to create a compelling argument including appealing to the reader’s emotion, using facts and statistics, and creating a “call to action”. Throughout the whole essay, Gioia skillfully plays with the reader’s emotions to convince them. Gioia brings out aspects such as the consequences of the situation.

What about literature entices individuals to read, and to pursue a further understanding of the writing material? Surprisingly, it lies in the fact that literature creates a solid connection between readers and relatable personal experiences. With literature, readers transcend their own physical lives, and for the duration of the story, experience someone else’s emotions, and realities, as if it were their own. One person known for discussing the importance of “human connection” (Llosa, 2001), is Mario Vargas Llosa, a famous Peruvian writer. He deems that in order for literature to gain substantiality and longevity, it must first create strong connections with its readers. In the three works Until Gwen, A&P, and Winter’s Bone, the primary goal of human connection as emphasized by Llosa is largely attained through experience.

The raw emotion that words kindle when sewn together in euphony is the most powerful force in this world.Through literature,tales are shared,lessons are taught,concealed truths are unveiled.To be able to convey such values,simply through the clever placing of words,is truly remarkable.Growing up alongside others who pleaded for the newest Nintendo game,I marveled at the newest Magic Tree House and Harry Potter.And as the years passed on,these silly children's stories turned into The Great Gatsby and Othello.Through reading literature,I blossomed into the person I am today and to have shared this experience with my community was the most humbling. It was my honor to have helped bridge the gap that keeps many from the treasures that literature

Throughout the semester of TE 348, I was able to read many books of various genres, themes, messages and characters. Due to the variety of text I read, I used a range of lenses when engaging with the text in my responses. This has shown me how I tend to react to a text, and what lenses I don’t use as often. Also, I am able to reflect on the advantages and disadvantages that come with engaging with the text with certain lenses. All of this has led to my development of engaging with literature.

As a young girl, I remember my grandma used to read me a story every night before bed. Now that I’m older I find writing as an escape, a way to let my feelings out. However, in the persuasive essay, “Why Literature Matters” by Dana Gioia, it is brought to light that literature is a dying subject. The author informs the reader of this tragedy by providing a solid, well built argument, and backing it up with factual evidence.

Technical analysis of “Studying Literature in Grade 12” It is important for any society to protect and promote its own culture for people to have a sense of the history that shaped their surroundings and the identity of the community they live in. Mrs. Smith, in the essay “Studying Literature in Grade 12”, brings forth the detailing of why Ontario students, studying English, need not bother with reading other authors than modern Canadian writers. Unfortunately, the message already controversial and polarizing is riddled with mistakes. The essay suffers from failures in building structure, conveying ideas, citing sources and proofreading text. This work would greatly benefit from a rewrite so it can perform the job it was meant to do: persuade the reader.

The entirety of Alfred Tennyson’s “Enoch Arden” is framed around three pivotal characters: Annie Lee, Philip Ray, and the title character, Enoch Arden. The poem operates through a love triangle which persists until Enoch’s death. In the excerpt at hand, Enoch is forced to hear of his failed marriage with Annie Lee, who remarried after years of believing her husband had died at sea. Miriam Lane not only informs Enoch that Annie has remarried, but that she has married Philip Ray, has allowed him to take care of her and Enoch’s children, and has borne him a child. Tennyson’s utilization of a love triangle as a prominent plot device likely suggests that Miriam’s news incites feelings of heartbreak in Enoch—he has lost both his wife and his

As printed text becomes more difficult to read, reading as a hobby has gotten a lot less attractive to some people. UCLA psychology professor Patricia Greenfield points out in her studies, “reading develops imagination, induction,

Louise Rosenblatt’s groundbreaking work in Literature as Exploration (1938/1995) and later refinement of her original thesis in The Reader, the Text, the Poem (1978), rejects the idea of this single, fixed meaning inherent in the text. It is her theory that the individual creates meaning through a transaction with the text based on personal associations, thus lifting the reader to a prominent, essential position along with the author and the text (Mora & Welch, 2014). Known as transactional or reader response theory, Rosenblatt viewed the reader as transacting with a text to create what she called the poem; the meaning that emerges from the transaction at a given time. In Literature as Exploration (1938/1995), she argues that the same personal, social, and cultural factors that affect how a person perceived the world will “inevitably affect the equation represented by book plus reader” (p. 79). The text, however, is simply a: