Analysis Of Thomas Foster Chapter Notes

These scenes are stitched together in a way that is meant to bring nuance to the story, but instead was hard to interpret and confusing. It was sometimes hard to know which characters were being referred to and where each stood chronologically with relation to the others. For example, two of the plot lines had characters with the same surname. In this case, it would have been helpful for the separate groups to have been further differentiated and identified. For these reasons, I believe that if the author was trying to convey some sort of complex plot, she did not succeed in this

The Eucharist or communion has been celebrated for over 2000 years in the church; however, the frequency of the practice varies greatly across churches. For example, the non-denominational church that I grew up in, celebrated communion every Sunday with consistency and the focal point of each service. (It was so routine I could quote what was going to be said.) Now, I am part of a church that celebrates communion once per month as a conclusion to the sermon. Another major difference between the two churches is who is welcome to participate in communion. For instance, my first church greatly expressed that only those who profess Christ could partake and must not receive communion in an unworthy. Evidently, the church’s view of Atonement (Penal Substitution) influenced a memorial view of communion. Also, the leader’s interpretation of 1 Corinthians 11:29 influenced this approach to communion. As our weekly reading pointed out, “Most who take the Memorial View do not have a place for grace in their theology beyond salvation” (Peterson 3). Therefore, during

The chapter begins with the author, Thomas C. Foster, describing a hypothetical situation about a sixteen year old boy that he calls “Kip”. Foster continues on, outlining Kip’s journey to the A&P; Kip suffers through various trials such as an encounter with a German shepherd and seeing his dream girl with his nemesis. When the girl, Karen, sees Kip, she repeatedly laughs while Kip buys a loaf of bread. He then decides to lie about his age and join the military, regardless of the consequences. After concluding the hypothetical situation, Foster declares that Kip’s entire trip to the store was a quest. Foster refutes any possible dissenters by introducing an analogy comparing different aspects of the Kip’s journey to a “real quest”; he

by 2000 BCE technology = ride horses and skilled pottery, used bronze, used iron and coal by 1000 BCE;

1. In chapter eleven of his book How to Read Literature Like a Professor, Thomas Foster examines violence in literature, and particularly the way violence functions on multiple levels. Foster identifies two different kinds of violence in literature, and discusses how those two different kinds create different literal and literary meanings. By examining Foster's categories of violence in more detail, one can see how violence in literature serves as an important link between the internal events of a story and the story itself.

Another reason there is no wholly original work is because of the many archetypes that many different books have in common.

In the twelfth chapter of Thomas C. Foster’s How to Read Literature Like a Professor, Foster provides various information on how to identify symbols throughout literature. The chapter stressed the individuality of identifying symbols, Foster mentions multiple times that “every reader’s experience of every work is unique, largely because each person will emphasize various elements to different degrees” (110). After learning this and also having read Extremely Loud and Incredibly Close by Jonathan Safran Foer, one thing that stood out was that the main character, Oskar, only has and only wears white clothes. Not only does Oskar often reference his various white clothes, including the white scarf that Grandma knitted

Readers have to look at characters and their actions in order to reach the true heart of

In the novel “How to Read Literature like a Professor” the author, Thomas Foster, analyzed and broke down many literary techniques and reoccurring themes in literature. One of the most widely used literary techniques as shown in the novel was Symbolism. Symbolism is heavily used in literature from precipitation and weather to politics, almost everything we read in literature is a form of symbolism.

This connects the reader to the story. This connects to the reader and helps the reader relate to the fight between the couple. The author uses dialogue because it helps the reader establish the tension and fury between the two characters. The text states “ What would you like to do? Get the button back and push it? Murder someone “(108). This textual evidence illustrates how the dialogue was worded helped the reader establish how the characters were feeling at this moment. The text states “ Why are you getting so upset? It's only talk.”(108) This evidence portrays the frustration between the characters and how this creates a divide between the characters. In conclusion, the dialogue helps the reader establish the tone and helps the reader understand the story better.

In the skillful novel, "How To Read Literature Like A Professor" by Thomas C. Foster, there is neither a protagonist nor antagonist. As a whole, the novel gives insights on how to pick up signs of symbolism, irony, and many other hidden details that are buried within the words of literature. Foster refers to many classis novels by classic authors to demonstrate the use of logic in writing. The novel is extremely educational, leaving many insightful questions and interpretations to the reader's opinion.

The performances in this film make you feel like these characters, even though they have no redeeming social qualities at all. It is hard to not feel a certain amount of sympathy for the main characters as they go from the victimizers to the victims.

, the characters in the story often show emotions whether it be externally or internally. The

Not only do the roles of the characters compel a reader, they also illustrate the

In chapter 25 of Foster’s novel, he states that books were written in a time period and that period affected how the book was written. A person that wrote a book during the civil war does not have the same perspective of a 2015 teenager. Foster explains that the reader must enter the perspective of the author and how the book is written. The perspective must fit in with the history of the story. It also must understand that the book may have been written against the society of the world at the time or the culture it was written in. As readers, Foster tells us that we must recognize the values of what is written in the story. However, he also tells us that as readers we do not have to accept and follow the values that the stories represent,