Today we discussed chapter two of Literature and Composition, which focuses on the importance of careful interpretive reading. We used the key concepts in chapter 2 to give a stronger context to Wednesday's reading of "The Road Not Taken."
I'm sure you all carefully read chapter 2 and need no additional information, but I would like to highlight a few key concepts, which we also discussed in class:
- To be a critical reader, you need to respond to literature and be able to defend your response. It's not enough just to give a personal reaction; you also need to provide evidence (such as direct quotations) to prove your reaction or analysis.
- Reading as re-creation. When you read a text, you share the "power" of making meaning with the author. The author creates meaning when s/he writes, then you as the reader re-create meaning when you read.
- Take note of the three bold terms on the bottom of page 13. Know them, their definitions, and their application.
Following our discussion of chapter 2, we carefully re-read Frost's "The Road Not Taken" and discussed the meaning (what the author intended, according to E.D. Hirsch) and the significance (or, as Hirsch explains, the "particular relevance to each reader"). The meaning of the poem ended up quite different from the significance the poem held for most students.
When we wrapped up "The Road Not Taken," we moved on to a brief discussion of "Ripe Figs," most of which dealt with the interpretation outlined in the text as well as the figurative application for individuals (age vs. youth, the passage of time, the generation gap, etc.)
Homework Reminder
For Monday, you need to read Michelle Serros's "Senior Picture Day" in Literature and Composition pp. 33-36. Then, you need to complete response paper 1. This assignment was distributed in class, and it can also be found posted on Angel (under the "Content" tab in the Week 1 folder).
No comments:
Post a Comment