How To Read Anne Of Green Gables

In the novel Anne of Green Gables, by Lucy Maud Montgomery, Matthew and Marilla Cuthbert were planning on adopting a young boy to help them with chores, only to find a girl, Anne Shirley, waiting for them at the train station. They wanted to send her back to the orphanage, but the longer she stayed with them at Green Gables, the more they could not picture life without her. The three literary elements addressed in this charming book are characterization, symbol, and tone.

As the year comes to a close along with my second to last semester of high school goes with it, I reflect to the past year and think about all that has happened. Not only do the memories of my last homecoming, winning the spirit stick (twice in a row) football game, or dance flood into my mind, but the one thing that comes first into my head is my three favorite texts read from Dr. McGee’s English class. From the fall to now, we have gone through countless texts; thousands of words, and hundreds of annotations, and a total of sixteen read and write packets. All in all, I have developed a liking for three of the texts we have read throughout the semester. The texts of “Beowulf”, “Canterbury Tales”, and “Macbeth” are my three favorite texts from the semester.

English teachers don’t need to be told the enormous value and pleasure of reading whole texts as class readers. Little compares with that feeling when a class are truly engaged in the reading of a really good book. Those moments stay with you forever – indeed, they fuel the desire to find another such book to repeat the experience, again and again. Fortunately, contemporary writers of fiction for young adults continue to offer us fresh opportunities to enjoy literature with our students.

My senior year of high school felt like it would never end. College applications, financial aid, and constant school work rarely allowed me time to read the way I did in the past. With this in mind, my love of reading never died due to the words of a close friend. Written inside of a copy of J.R.R Tolkien’s The Hobbit-my favorite book- is the quote my mentor said to me the first day of high school. “Never forget the journey,” he noted, “for it is the most important part of the adventure.”

I remember dedicating my life to that project, and putting everything I had into that dialectical journal to ensure that I would get the best grade I had in me. It's a slippery slope to the bottom. It's work like that which causes little lights to burn out. I remember the disappointment I felt when I received the grade everyone received--collected. And so I began to hate reading. And as I began reading less and less fantasy and more and more non-fiction and speeches and research, I didn't have the time, nor the attitude to read for fun. I knew the ropes, I knew what to look for, but the things I was reading about held no value to me. I respected the authors, and I respected the extravagant diction and syntax they had used. But I felt nothing. And all I could think was, what is a piece of writing if it doesn't make you feel anything? How do you credit it with greatness if it doesn't inspire you to become better, or leave a lasting impression on you? And so if I seem bitter, please forgive me, for I know that this is my own fault. Reading is something which can liberate us. However in some rare cases, reading, and writing become the chains that bind us. The things we prioritize become the things that cause our fears. There comes a time when you realize all of the ideas you've learned, all the opinions you’ve discovered: your teachers’, your friends’, your peers’. And suddenly you realize you

While my passion for classes and subjects has varied over the years, one topic never ceases to pique my interests. I have loved every single literature project I have worked on. While some other students were moaning about being forced to read, I was too busy being sucked into the story to hear them. The art of storytelling through literature is a subject that I will never lose my passion for. This passion had extended from my academic career into my personal life very early on. Besides my seashell collection mentioned above, my other pride and joy is my classic literature collection. Instead of reading The Hunger Games like the other students in my school, I was reading Frankenstein. In my senior year of highschool, I am able to take Advanced

Or it stems from being forced to do unreasonable things pertaining to the book. If the people in the class where asked about what book they wanted to read, they would be more inclined, instead of being forced to read a book. Being forced to read kills the drive to read said book. In my mind that is one way to bring back the love for the purest form of literacy, reading. The other way to bring back the thirst for reading; especially me; is to read stories of people now, instead of having our kids read about someone who is our age in school. If we study people who aren’t dead, it brings with a connection the world that other dead authors didn’t have. The writer of the Scarlet Letter was not born in the time period he wrote about but even he, would be surprised at the women of our current generation. Times are no longer the same as they were then, or later, I cannot connect to that. I get bored trying to figure out what the big deal is about the charcters in the story. I cannot relate to the issues they have in my current life. Life is always changing and evolving so I believe the wirtings in school should change too, not regress into the clonial era. The colonial era should never leave the history class, unless someone can relate to, or has an interest in. As a

Growing up within a family with a tremendous passion of reading, I have been captivated by books since my childhood. My father was a very good reader and I my eldest brother is a poet. I, therefore, inherited a priceless treasure of books and was surrounded by an atmosphere that highly appreciate reading. I like reading about history, religion, fiction, and poetry. Particularly, literature in all of its forms, has sparked my love of reading amd inspired me to study English as undergraduate student and now I am a graduate student, majoring in English literature at UNO.

Literary Imagination class allowed me to explore the meaning of books. I’m appreciative of the class because it opened my eyes to reading books. My original opinion about books are that they are pointless to read and a waste of my time. I could not have been more wrong. Before taking the class I would not want to read more than a paragraph of any kind of story.

When reading the excerpt from Composing Inquiry, I was able to obtain numerous exceptional recommendations that I can implement while scrutinizing future scholar or leisure pieces. As the sample from this writing suggests, when beginning to read any work it is pertinent to “consider the texts in terms of our own purposes,” so that we may not only begin to grasp the context of the text before delving deeper into its intricacies, but also so that it is possible to make the information applicable to our personal lives (Marshall). Thus, despite the fact that the novel aims to focus on aiding a student in being successful in his or her critical reading tactics, the aspect of the piece that I found to be relatable was the focus on pleasure being attained through facing various challenges. The excerpt states “Does easy or familiar necessarily equate to fun or are there times when something difficult also ends up providing pleasure,” exemplifying how it is human nature to associate arduous tasks with negative connotations, when in reality to overcome such feats is often more rewarding than engagements that require less

As I grew older, the books matured. My mother detailed the stories of Fablehaven, The Pemberwicks, and, not surprisingly, Harry Potter to my brother and me. Each has a special place in my heart; nonetheless, Anne of Green Gables is uniquely my own. This story of an out of place, red-haired girl finding her way in a

I know for sure during this semester I wouldn’t have the spare time to pick up a book and read without worrying about other subjects. Although it is hard, but I did read and I am proud of it. My goal was thirty books this semester and fifty for the whole year, but, again, there can be a big improvement next time. This semester I wanted to read challenging and longer books, for example Shakespeare plays. I love to dive myself during the Elizabethan era, learn new words, and understand what each author is writing about. Since it does not affect me negatively, instead it affects me positively. The intellectual each piece of writing brings life and passion into my reading; therefore, it amuses me. Sometimes, I decide to pick up, but after I read

L.M. Montgomery’s book, “Anne of Green Gables”, is a charming, witty read. Everybody’s favorite spirited redhead, Anne Shirley comes to live at Green Gables with the elderly Culthberts. Originally, brother and sister, Matthew and Marilla Culthbert , had sent for a boy to help them on their farm on Prince Edward Island. They were instead sent Anne Shirley, thus beginning her fun adventures at Green Gables. Marilla wants to send her back immediately to the orphanage but Matthew falls for her charm immediately. Marilla agrees to let her stay , thinking she can help be a good influence for Anne. As hard as she tries to be good, mischief just seems to always find her. This book recounts her delightful adventures in Green Gables as she tries to

In connection with what I have said, I have also enjoyed making connections with the text; connections to myself and connections to the world. Even if I did not particularly enjoy the text we were reading, my appreciation for it was still there. In the past, if I hated a book that was pretty much it and I wouldn’t give it a second thought. Now, however, things have changed. For example, I did not particularly enjoy reading the Mary Rowlandson text. Even though I didn’t enjoy reading the text, particularly, I did enjoy listening to and taking part in, the conversations in the class that came out of the text. I can also appreciate the possibilities of why she wrote it, and what the implications have been because it was written.

After the First World War ended, the Anne of Green Gables series by L.M. Montgomery became an important part of Polish life (Wachowicz 9). Wachowicz in her article, “L.M. Montgomery: at home in Poland”, suggests the series appealed to Polish citizens during this time, because it offered a kind of “practical romance” and “cheerfulness” that was needed during this period of reconstruction and independence (11). “The first polish edition of Anne of Green Gables (Ania z Zielonego Wzgbrza)” was published in 1912, and from 1919 to 1939 Anne of Green Gables was published another seven times, and the other novels in the series were also published multiple times (8-9). The CBC reported that series was so popular, that some of the novels were given to polish troops during the Second World War, to remind them of values such as “love, home and family” (Anne of Green Gables big in Poland). Yet despite the series popularity, it was briefly banned from 1953 to 1956 during Poland’s communist regime (Wachowicz 9). This seemingly innocent series was banned for many reasons, such as that it was influenced by western thinking, or that it was too unrealistic, and distracted people from contemporary problems (Looby 15). In addition, the series was considered to show “resistance to[wards] authority, and an uncompromising emphasis on the value of the individual” (Anne of Green Gables big in Poland). While all of these reasons are valid, due to the limited scope of this essay, I will focus on the