Confucian texts

Choose one every day and one literary text. Using at least two analytical techniques from E301, analyze and compare your two texts in terms of their creativity and literariness, drawing on material from both parts of the module. In this paper I will analyze and compare a literary text and an everyday text, in terms of their creativity and literariness. I chose Philip Larkin’s (1964) poem, ‘Self’s the man’ (see Appendix, Text 1), as the literary text for analysis because it is not only smooth and

Both texts shared numerous figurative languages. The one that really caught my attention was the foreshadowing that was utilized. “The Story of an Hour” contained two foreshadowing that caught my attention. (“There stood, facing the open window, a comfortable, roomy armchair.”) (P 653) (“The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves”) (P 653). The open window that was described in the text seemed to be the path to her

I totally agree with what the author is saying in the text. It takes time to get a good product out even though we think some people are deep and wonderful they still have the same struggles that we have when it comes to writing. I like this text because it is realistic it is giving an account of first drafts from common day people and shows how it is even for professional writers have problems with. This point is important because as people we sometimes feel we are not as good or capable of doing

effective because of his mysterious style of writing and mysterious plot line. Hawthorne’s text “The Minister’s Black Veil” gives us a better understanding of what the theme of the story is. Although, Edward’s text “Sinners in the Hands of an Angry God” helps readers easily figure out the theme of his text, but his style of writing does not help develop his theme as much as Hawthorne’s style of writing. Both texts have one thing in common in their themes. They both talk about sin. “The Minister’s Black

While Explaining Death in Child’s terms contradicts a lot of the mother’s behaviour in the third text, a part of the content of the article is shared with Patricia Person’s. It is implied in each that the children have a literal view on things as concepts and places. Similarly, both texts share themes and a lexical field of attitude towards death. We can detect words such as fearful, scary, afraid, shivering, cold, tremulous, etc. Hence, it

article Multivalent narratives: Extending the Narrative Paradigm with Insights from Ancient Indian Philosophical Texts critiques the narrative paradigm by pointing out its weaknesses and proposing revisions to the existing paradigm using ancient Indian philosophical narratives. Stroud claims that Fisher’s paradigm is too limiting and conservative when dealing with foreign concepts and texts. The narrative paradigm does not allow people to experience new stories that may differ from their traditional

quick guide. There’s no doubt that it is extremely useful for my rest university writing. I know my writing’s content should be based on the readers, and quick guide study makes me make my content clear and make readers get information easier from my text. During the class, I recognized what kind of writer, what I need to improve as well as what kind of writing skills I need to master, so it is so good to my next couple years’ university writing. When it comes to the course concepts I have learned

concerning receiving information and can be identified as listening and reading. Students must process a text (either in written or audio format) and the way in which they do this and the usefulness of the process depends of course upon the teaching methodology employed during the activity. Receptive skills pose challenges for EFL learners for many reasons, beginning with their exposure to texts of different kinds and the skills they have in this area of L1. A student used to reading only scientific

selected texts they read or views of the world. It is a post reading activity done in a group of 4-6 students. According to Hoffman (1979), the Intra-Act process has four phases: Comprehension Phase, Relational Phase , Valuation Phase , and Reflection Phase. In comprehension phase, students construct meaning from a text that offers differing viewpoints. At this stage, students read and summarize as groups. And then, they try to relate what they have learned about the topic with other texts and prior

movies and taking quizzes rather than writing. The reading during high school did not interest me. Therefore, I never found the deeper meaning within the text. I would read a passage and not retain a single thing about what I just read. This course has not only just taught me how to write properly, it has taught me how to find the meaning within the text and connect it to the real world to further the discussion on a subject. Altogether, I have gained most of my knowledge about writing through this