Reading Strategy That Read Longer Texts For Global Understanding Essay

In How to Read Literature Like a Professor by Thomas C. Foster, he outlines the five elements of a quest. The elements that are needed for a quest to occur is a quester, a place to go, reason to go, challenges and trials, and a real reason to go there. In The Hunger Games trilogy by Suzanne Collins the main character, Katniss Everdeen, goes on a quest that tests her courage, bravery, and will to survive. The quester, Katniss Everdeen is a sixteen year old girl who has a younger sibling Primrose who is 12 years old. The government where Katniss lives is run from the capitol. Every year the capitol holds the hunger games which is a punishment placed on the districts after an uprising that failed. There is a public reaping

In Thomas Foster’s book, “How to Read Literature Like a Professor,” readers learn how to look past the surface of a literary work to find a deeper or hidden meaning. Writers use devices, such as symbolism, imagery, foreshadowing, irony and allusion to reveal these meanings. If these are overlooked, important aspects of the story can be lost. One literary device that Foster emphasizes in his book is allusion. Every story has elements of another story, and Foster devotes Chapters Four through Seven explaining the meaning of allusion in works by Shakespeare, the Bible, and fairy tales.

Since good language promotes strong literacy, then it is only logical for language deficiencies to cause problems with literacy. This paper will discuss some key factors that influence literacy development. When properly obtained the skills can lead to successful literacy abilities. When not properly depicted, these same skills can cause a negative impact, or deficiencies in literacy development.

In chapter 20 of How to Read Literature Like a Professor, Foster describes the significance of seasons in literature. Seasons can mean many different things besides the obvious change in weather. Shakespeare uses seasons as literary devices to make comparisons. Seasons often act as metaphors for age in his work. Fall, for example, can also be seen as middle age; the turning point between old and young, summer and winter. Seasons were also used by Shakespeare to convey moods and emotions. Winter is often associated with bitterness, dissatisfaction, or anger. This works because elements of winter include harsh winds and freezing temperatures that make people uncomfortable. Furthermore, authors connect season with the human experience. Each season

Analysis: Compare chapter 20 :How to Read Literature Like a Professor-“…So Does Season” to part four (chapter 1) of The Fountainhead.

In the sixth chapter of Thomas C. Foster’s How to Read Literature Like a Professor, Foster examines the Bible and its importance throughout stories, poetry and film. The Bible is one of the most commonly known pieces of literature and is even “nonsectarian” in Foster’s eyes (44). Because stories from the Bible are so well known, the Bible is a tremendously easy for authors to reference when constructing a new composition. Especially “prior to sometime in the middle of the twentieth century” writers were “solidly instructed in religion” and could count on the public being very well acquainted with Biblical stories (47). This widespread knowledge of the Bible lead to greater understandings throughout literature, and the recognized allusions helped

There has to be a compelling reason to include a meal scene in the story because they’re typically boring.

Analysis: Compare chapter 23:How to Read Literature Like a professor-“it’s never just heart disease to part one chapter 15 of The fountainhead.

It has been shown that if students start at an early age to learn to read and write their learning in all content areas will improve. It is for this reason it is important for secondary teachers to understand early reading acquisition as to incorporate those reading skills in lesson to accommodate students with reading deficiencies. Educators can understand the building blocks of how a student learns and develops into a successful reader in order to help them develop their reading skills. If teachers understand reading acquisition they can better assess their students’ reading level. As such, the role of professional judgement in understanding the selection of reading or writing material is to know their students reading needs and select materials

Chapter 14 of How to Read Literature Like a Professor discusses how to identify and the significance of Christ figures in literature. According to the book, Christ Figures are prevalent in literature for various reasons including putting emphasis on the sacrifice of the character or deepening the plot with the parallel to Christ. This works because Christ is an important feature in our culture. I believe that literature from dominantly Christian areas will contain many figures resembling Christ simply because the religion is ingrained in the culture. Foster lists many of the qualities that help to indicate the presence of a Christ figure. Some of these include wounds on hand and feet, and struggle in the wilderness, a sacrificing character,

How To Read Literature Like a Professor by Thomas C. Foster has definitely made me look back at how I analyzed all the books and other types of literature I’ve read and made me think how less-than-mediocre my analyzing skills were. I never thought that a boy running an errand for his mother could be a quest. When I started reading How to Read Literature Like a Professor, it vaguely reminded me of something I would find on the English tag of Tumblr.

Students often find themselves lost and intimidated by their professor’s experience when analysing literature. In “How to Read Literature Like a Professor” by Thomas C. Foster, Foster attempts give students the tools they need in order to begin learning how to read literature. Each chapter covers a unique concept students can begin look for in their reading. The book details what certain events or settings could mean and how they may relate to similar events in other literature.

I chose my passage from How To Read Literature Like A Professor: A Lively And Entertaining Guide To Reading Between The Lines. In chapter fourteen, page one hundred and twenty-five, Foster states, "Okay, so not everyone is a Christian around these parts, nor do those who would say there are necessarily have more than and nodding familiarity with the New Testament... Okay, so it's not the most profound insight ever, but it matters." When I started reading this chapter I felt offended. I thought who are you to tell me to put my religious beliefs behind me while reading?" As I read further into the chapter, I caught on to what Foster was really saying. This passage is my favorite because, it shows the reader that the author does not discriminate

My favorite passage is from How To Read Literature Like A Professor: A Lively And Entertaining Guide To Reading Between The Lines. In chapter four, page twenty-four, Foster states, "as you read it may pay to remember this: there's no such thing as a wholly original work of literature." This is my favorite passage because the author is trying to allude that all works of art and literature are somehow connected; whether it be because of the setting or the descriptions of the characters. Foster is saying that there are influences everywhere; that no story is ever just made up on the spot without some type of influence like a conversation or just a simple smile. This passage has taught me an abundance of things. It has taught me that many authors,

Vocabulary plays a significant role in English as second language learning process. For the majority of English as Second Language(ESL) learners, the ultimate goal of learning the language is to understand (read and listen) and communicate (write and speak) with little difficulty and the lack of sufficient vocabulary may be the constraint of such goal (Folse, 2004). As the bedrock of English and as well as language, vocabulary also facilitates the development of other language skills: lexical richness leads to the progress in the use of language, namely listening, speaking, reading and writing skills (Nation, 1994). Reversely, The improvement in such skills may enhance learners vocabulary size as the exposure to more learning materials improves the capacity to acquire new vocabulary. (The importance of learning vocabulary/ why vocabulary?)