DOCSLIB.ORG

Close Reading Notebook, Grade 7

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Close Reading Notebook, Grade 7 PEARSON LiteratureCOMMON CORE Close Reading Notebook GRADE 7 HOBOKEN, NEw JErsEy • BOstON, MassacHusEtts cHaNDlEr, arizONa • glENviEw, illiNOis Acknowledgments appear on page 175, which constitutes an extension of this copyright page. Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to reproduce these pages, in part or in whole, for classroom use only, the number not to exceed the number of students in each class. Notice of copyright must appear on all copies. For information regarding permissions, write to Rights Management & Contracts, Pearson Education, Inc., 221 River Street, Hoboken, New Jersey 07030. Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. ISBN-13: 978-0-13-327566-7 ISBN-10: 0-13-327566-3 4 5 6 7 8 9 10 V011 18 17 16 15 14 Close Reading Marking the Text: Strategies and Tips for Annotation When you close read a text, you read for comprehension and then reread to unlock layers of meaning and to analyze a writer’s style and techniques. Marking a text as you read it enables you to participate more fully in the close-reading process. Following are some strategies for text mark-ups, along with samples of how the strategies can be applied. These mark-ups are suggestions; you and your teacher may opt to use other mark-up strategies. Suggested Mark-up Notations What I notice How to mark up Questions to ask Key Ideas and Details • Circle key ideas or claims. • What does the text say? What does • Underline supporting details or it leave unsaid? evidence. • What inferences do you need to make? • What details lead you to make your inferences? Word Choice • Put a question mark next to • What inferences about word unfamiliar words. meaning can you make? • Circle any familiar word parts • What tone and mood are created within an unknown word. by word choice? • Underline context clues, if any exist. • What alternate word choices might • Highlight especially rich or poetic the author have made? passages. Text Structure • Bracket passages that show • Is the text logically structured? character growth or development. • What emotional impact do the • Use arrows to indicate how structural choices create? sentences and paragraphs work together to build ideas. • Use a right-facing arrow to indicate foreshadowing. • Use a left-facing arrow to indicate flashback. Author’s Craft • Circle or highlight instances of • Does the author’s style enrich repetition, either of words, phrases, or detract from the reading consonants, or vowel sounds. experience? • Mark rhythmic beats in poetry using • What levels of meaning are created checkmarks and slashes. by the author’s techniques? • Underline instances of symbolism or figurative language. Sample Mark-up Annotation iii ESSAY TAKE NOTES The Eternal Frontier L’Amour starts with “I” perspective Louis L’Amour but from this point on switches to The question I am most often asked is, “Where is the “we” and “our.” Doing so makes it frontier now?” seem as if the writer and reader The answer should be obvious. Our frontier lies in were of one mind. outer space. The moon, the asteroids, the planets, these are mere stepping stones, where we will test ourselves, learn needful lessons, and grow in knowledge before we From the context clues and the attempt those frontiers beyond our solar system. Outer space is a frontier without end, the eternal frontier, an prefix pre-, I can infer that everlasting challenge to explorers not [only] of other preliminary means “start-up” or planets and other solar systems but also of the mind of man. “something that goes before.” All that has gone before was preliminary. We have been preparing ourselves mentally for what lies This list of facts supports L’Amour’s ahead. Many problems remain, but if we can avoid a devastating war we shall move with a rapidity claim about the rapidity with which scarcely to be believed. In the past seventy years we can develop the world. we have developed the automobile, radio, television, transcontinental and transoceanic flight, and the electrification of the country, among a multitude of other such developments. In 1900 there were 144 miles of surfaced road in the United States. Now there are over 3,000,000. Paved roads and the development of This comment alerts me to the the automobile have gone hand in hand, the automobile fact that not everyone agrees with being civilized man’s antidote to overpopulation. What is needed now is leaders with perspective; we L’Amour’s ideas. His description need leadership on a thousand fronts, but they must be men and women who can take the long view and help of them as nay-sayers (and not as to shape the outlines of our future. There will always critics) suggests that he belittles be the nay-sayers, those who cling to our lovely green planet as a baby clings to its mother, but there will be their ideas. others like those who have taken us this far along the path to a limitless future. At this point in the text, L’Amour We are a people born to the frontier. It has been a part of our thinking, waking, and sleeping since men defines frontier and explains how first landed on this continent. The frontier is the line the notion of a frontier propels that separates the known from the unknown wherever exploration. © Pearson Education, Inc., or its affiliates. All rights reserved. iv Close Reading Notebook • Marking the Text TAKE NOTES it may be, and we have a driving need to see what lies L’Amour uses repetition to stress beyond . A few years ago we moved into outer space. We landed his points. men on the moon; we sent a vehicle beyond the limits of the solar system, a vehicle still moving farther and This claim is interesting. Just as farther into that limitless distance. If our world were we are not bound by the physical to die tomorrow, that tiny vehicle would go on and on forever, carrying its mighty message to the stars. Out limits of Earth, our minds should there, someone, sometime, would know that once we also be free. existed, that we had the vision and we made the effort. Mankind is not bound by its atmospheric envelope or by its gravitational field, nor is the mind of man bound by Here, L’Amour addresses a any limits at all. One might ask—why outer space, when so much possible counterargument. remains to be done here? If that had been the spirit of man we would still be hunters and food gatherers, growling over the bones of carrion in a cave somewhere. The word destiny is poetic and has It is our destiny to move out, to accept the challenge, to more positive connotations than dare the unknown. It is our destiny to achieve. Yet we must not forget that along the way to outer its synonym fate. The repeated use space whole industries are springing into being that did of the word emphasizes L’Amour’s not exist before. The computer age has arisen in part from the space effort, which gave great impetus to the main claim. development of computing devices. Transistors, chips, integrated circuits, Teflon, new medicines, new ways of treating diseases, new ways of performing operations, The word impetus means “forward all these and a multitude of other developments that motion” or “motivation.” By enable man to live and to live better are linked to the space effort. Most of these developments have been so using this technical word along incorporated into our day-to-day life that they are taken with some other technical words, for granted, their origin not considered. L’Amour conveys authority. If we are content to live in the past, we have no future. And today is the past. The final paragraph is short and mysterious. Is L’Amour saying that because we live in the present we have no future? © Pearson Education, Inc., or its affiliates. All rights reserved. Sample Mark-up Annotation v SHORT STORY TAKE NOTES from The Tale of the The author begins the story with Mandarin Ducks a fairy-tale structure. Based on Katherine Paterson this, I can infer that this story might involve a moral or lesson. Long ago and far away in the Land of the Rising Sun, there lived together a pair of mandarin ducks. Now, the Context clues help me figure out drake was a magnificent bird with plumage of colors so rich that the emperor himself would have envied it. But that a drake is a male duck. his mate, the duck, wore the quiet tones of the wood, blending exactly with the hole in the tree where the two had made their nest. The narrator is a story character, One day while the duck was sitting on her eggs, the drake flew down to a nearby pond to search for food. and he knows all the characters’ While he was there, a hunting party entered the woods. inner thoughts and feelings. The hunters were led by the lord of the district, a proud and cruel man who believed that everything in the district belonged to him to do with as he chose. The lord I’m not quite sure what adorn was always looking for beautiful things to adorn his manor house and garden.
Load more

Recommended publications
  • The Textiles of the Han Dynasty & Their Relationship with Society
    The Textiles of the Han Dynasty & Their Relationship with Society Heather Langford Theses submitted for the degree of Master of Arts Faculty of Humanities and Social Sciences Centre of Asian Studies University of Adelaide May 2009 ii Dissertation submitted in partial fulfilment of the research requirements for the degree of Master of Arts Centre of Asian Studies School of Humanities and Social Sciences Adelaide University 2009 iii Table of Contents 1. Introduction.........................................................................................1 1.1. Literature Review..............................................................................13 1.2. Chapter summary ..............................................................................17 1.3. Conclusion ........................................................................................19 2. Background .......................................................................................20 2.1. Pre Han History.................................................................................20 2.2. Qin Dynasty ......................................................................................24 2.3. The Han Dynasty...............................................................................25 2.3.1. Trade with the West............................................................................. 30 2.4. Conclusion ........................................................................................32 3. Textiles and Technology....................................................................33
    [Show full text]
  • Building the Foundation for Close Reading with Developing Readers
    BUILDING THE FOUNDATION FOR CLOSE READING WITH DEVELOPING READERS SHEILA F. BAKER AND LILLIAN MCENERY ABSTRACT Close Reading utilizes several strategies to help readers think more critically about a text. Close reading can be performed within the context of shared readings, read-alouds by the teacher, literature discussion groups, and guided reading groups. Students attempting to more closely read difficult texts may benefit from technologies and platforms that support their diverse reading levels, abilities, and special needs during close reading activities. The authors identify technologies which enable teachers to embed multimedia, interactive activities, and questions and activities that promote critical thinking and which guide readers to take a closer look at the content of their texts. Close reading is a term that has been with us for some time. As early as 1838, Horace Mann wrote, I have devoted especial pains to learn, with some degree of numerical accuracy, how far the reading, in our schools, is an exercise of the mind in thinking and feeling and how far it is a barren action of the organs of speech upon the atmosphere (p, 531).....The result is, that more than eleven-twelfths of all the children in the reading classes, in our schools, do not understand the meaning of the words they read; that they do not master the sense of the reading-lessons, and that the ideas and feelings intended by the author to be conveyed to, and excited in, the reader’s mind, still rest in the author’s intention, never having yet reached the place of their destination (p.
    [Show full text]
  • Print ED376490.TIF
    DOCUMENT RESUME ED 376 490 CS 214 616 AUTHOR Westcott, Warren, Ed.; Westcott, Holly Ed. TITLE Carolina English Teacher 1994/1995. INSTITUTION South Carolina Council of Teachers ef English, Columbia. PUB DATE 94 NOTE 60p.; For 1992/ 1993 edition, see ED 359 543. PUB TYPE Collected Works Serials (022) JOURNAL CIT Carolina English Teacher; 1994-95 EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS American Indian Literature; Childrens Literature; *Cultural Differences; Elementary Secondary Education; English Curriculum; English Instruction; Higher Education; Literature Appreciation; Multicultural Education; *Peer Evaluation; *Peer Groups; *Writing (Composition); *Writing Instruction IDENTIFIERS Winthrop College SC ABSTRACT This journal contains a wide ranging collection of articles on teaching English at all levels. Articles include: "Why Can't My Students Do It My Way?" (Thomas C. Thompson); "The First Step Is Fluency: An Interview with Richard Marius" (Carroll Viera); "Teaching Writing: The Dilemma" (Janet Sanner); "Teaching American Indian Literatures in South Carolina's Classrooms" (Jim Charles); "The World of Children's Literature: Tht Eleanor Burts Collr-tion at Winthrop University" (Terry L. Norton and Ron Chepsiuk); "Bridging Cultures Through Literature" (Ron Carter); "Communicating With Supervisors: Teaching Reading, Writing, Speaking, Viewing, and Listening in Applied Communications" (Janet T. Atkins); "Does Participation in a Writing Institute Have Lasting Effect on Teaching Behaviors and Continued Learning of Former Participants?" (Nell Braswell and Joye P. Berman); "Reading Closely and Reading Widely: Recent Young Adult Novels for Middle School" (Harriett Williams); and "Dialogic Feelings: Feeling in Composition and Culture" (John Paul Tassoni). Three book reviews conclude the journal. (TB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document.
    [Show full text]
  • Designing Fiction-Based Close Reading Experiences for the High School English Language Arts Classroom
    University of North Dakota UND Scholarly Commons Theses and Dissertations Theses, Dissertations, and Senior Projects January 2015 Designing Fiction-Based Close Reading Experiences For The iH gh School English Language Arts Classroom Aubrey Jean Mcnary Follow this and additional works at: https://commons.und.edu/theses Recommended Citation Mcnary, Aubrey Jean, "Designing Fiction-Based Close Reading Experiences For The iH gh School English Language Arts Classroom" (2015). Theses and Dissertations. 1811. https://commons.und.edu/theses/1811 This Thesis is brought to you for free and open access by the Theses, Dissertations, and Senior Projects at UND Scholarly Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UND Scholarly Commons. For more information, please contact zeineb.yousif@library.und.edu. Copyright 2015 Aubrey McNary ii PERMISSION Title Designing Fiction-Based Close Reading Experiences for the High School English Language Arts Classroom Department Teaching and Learning Degree Master of Science In presenting this thesis in partial fulfillment of the requirements for a graduate degree from the University of North Dakota, I agree that the library of this University shall make if freely available for inspection. I further agree that the permission for extensive copying for scholarly purposes may be granted by the professor who supervised my thesis work or, in her absence, by the chairperson of the department or the dean of the School of Graduate Studies. It is understood that any copying or publication or other use of this thesis or part thereof for financial gain shall not be allowed without my written permission.
    [Show full text]
  • A Descriptive and Comparative Study of Conceptual Metaphors in Pop and Metal Lyrics
    UNIVERSIDAD DE CHILE FACULTAD DE FILOSOFÍA Y HUMANIDADES DEPARTAMENTO DE LINGÜÍSTICA METAPHORS WE SING BY: A DESCRIPTIVE AND COMPARATIVE STUDY OF CONCEPTUAL METAPHORS IN POP AND METAL LYRICS. Informe final de Seminario de Grado para optar al Grado de Licenciado en Lengua y Literatura Inglesas Estudiantes: María Elena Álvarez I. Diego Ávila S. Carolina Blanco S. Nelly Gonzalez C. Katherine Keim R. Rodolfo Romero R. Rocío Saavedra L. Lorena Solar R. Manuel Villanovoa C. Profesor Guía: Carlos Zenteno B. Santiago-Chile 2009 2 Acknowledgements We would like to thank Professor Carlos Zenteno for his academic encouragement and for teaching us that [KNOWLEDGE IS A VALUABLE OBJECT]. Without his support and guidance this research would never have seen the light. Also, our appreciation to Natalia Saez, who, with no formal attachment to our research, took her own time to help us. Finally, we would like to thank Professor Guillermo Soto, whose suggestions were fundamental to the completion of this research. Degree Seminar Group 3 AGRADECIMIENTOS Gracias a mi mamá por todo su apoyo, por haberme entregado todo el amor que una hija puede recibir. Te amo infinitamente. A la Estelita, por sus sabias palabras en los momentos importantes, gracias simplemente por ser ella. A mis tías, tío y primos por su apoyo y cariño constantes. A mis amigas de la U, ya que sin ellas la universidad jamás hubiese sido lo mismo. Gracias a Christian, mi compañero incondicional de este viaje que hemos decidido emprender juntos; gracias por todo su apoyo y amor. A mi abuelo, que me ha acompañado en todos los momentos importantes de mi vida… sé que ahora estás conmigo.
    [Show full text]
  • Read Razorcake Issue #27 As A
    t’s never been easy. On average, I put sixty to seventy hours a Yesterday, some of us had helped our friend Chris move, and before we week into Razorcake. Basically, our crew does something that’s moved his stereo, we played the Rhythm Chicken’s new 7”. In the paus- IInot supposed to happen. Our budget is tiny. We operate out of a es between furious Chicken overtures, a guy yelled, “Hooray!” We had small apartment with half of the front room and a bedroom converted adopted our battle call. into a full-time office. We all work our asses off. In the past ten years, That evening, a couple bottles of whiskey later, after great sets by I’ve learned how to fix computers, how to set up networks, how to trou- Giant Haystacks and the Abi Yoyos, after one of our crew projectile bleshoot software. Not because I want to, but because we don’t have the vomited with deft precision and another crewmember suffered a poten- money to hire anybody to do it for us. The stinky underbelly of DIY is tially broken collarbone, This Is My Fist! took to the six-inch stage at finding out that you’ve got to master mundane and difficult things when The Poison Apple in L.A. We yelled and danced so much that stiff peo- you least want to. ple with sourpusses on their faces slunk to the back. We incited under- Co-founder Sean Carswell and I went on a weeklong tour with our aged hipster dancing.
    [Show full text]
  • Light Energy
    CURRICULUM GUIDE FOR Light Energy (This kit also includes the Catch it! CSDE Embedded Task) Additional Resources for this unit can be found on Wallingford’s W Drive: W:\SCIENCE - ELEMENTARY\Light Energy gr 5 Wallingford Public Schools 5th Grade Science The initial draft of this material was developed by the CT Center for Science Inquiry Teaching and Learning, is based upon work supported by the Connecticut State Department of Higher Education through the No Child Left Behind Act of 2001, Title II, Part A, Subpart 3, Improving Teacher Quality State Grant Funds; CFDA#84.367B This unit was developed based on the scope and sequence approved by Wallingford Board of Education June 13, 2007. Table of Contents Section 1 UNIT OBJECTIVES Stage one of Understanding by Design identifies the desired results of the unit including the related state science content standards and expected performances, enduring understandings, essential questions, knowledge and skills. What should students understand, know, and be able to do? The knowledge and skills in this section have been extracted from Wallingford’s K-5 Science Scope and Sequence. Page 3 Section 2 ASSESSMENTS Stage two of Understanding by Design identifies the acceptable evidence that students have acquired the understandings, knowledge, and skills identified in stage one. How will we know if students have achieved the desired results and met the content standards? How will we know that students really understand? Page 7 Section 3 LESSON IDEAS What will need to be taught and coached, and how should it best be taught, in light of the performance goals in stage one? How will we make learning both engaging and effective, given the goals (stage 1) and needed evidence (stage 2)? Stage 3 of Understanding by Design helps teachers plan learning experiences that align with stage one and enables students to be successful in stage two.
    [Show full text]
  • Legacy – the All Blacks
    LEGACY WHAT THE ALL BLACKS CAN TEACH US ABOUT THE BUSINESS OF LIFE LEGACY 15 LESSONS IN LEADERSHIP JAMES KERR Constable • London Constable & Robinson Ltd 55-56 Russell Square London WC1B 4HP www.constablerobinson.com First published in the UK by Constable, an imprint of Constable & Robinson Ltd., 2013 Copyright © James Kerr, 2013 Every effort has been made to obtain the necessary permissions with reference to copyright material, both illustrative and quoted. We apologise for any omissions in this respect and will be pleased to make the appropriate acknowledgements in any future edition. The right of James Kerr to be identified as the author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988 All rights reserved. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, re-sold, hired out or otherwise circulated in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. A copy of the British Library Cataloguing in Publication data is available from the British Library ISBN 978-1-47210-353-6 (paperback) ISBN 978-1-47210-490-8 (ebook) Printed and bound in the UK 1 3 5 7 9 10 8 6 4 2 Cover design: www.aesopagency.com The Challenge When the opposition line up against the New Zealand national rugby team – the All Blacks – they face the haka, the highly ritualized challenge thrown down by one group of warriors to another.
    [Show full text]
  • Become a Pierce-Arrow Museum Legacy Partner and Leave a Lasting Legacy for Tomorrow
    PIERCE-ARROW FOUNDATION Operating the Pierce-Arrow Museum on the Campus of the Gilmore Car Museum Driving the Future Become a Pierce-Arrow Museum Legacy Partner and leave a lasting legacy for tomorrow. Making a bequest to the Pierce-Arrow Museum is a simple way to preserve and protect the automobiles and history you value. You can name the Pierce-Arrow Museum as a beneficiary of your will, trust, retirement plan, life insurance policy or financial accounts. Anyone can make a bequest, and no amount is too small. How to Become a PIERCE-ARROW FOUNDATION Operating the Pierce-Arrow Museum on the Campus of the Gilmore Car Museum Legacy Partner The Pierce-Arrow Museum Legacy Partner Program provides long-term sustained funding for the Museum through its Foundation. January 2017 Donations to this Program are invested for perpetuity, and your bequest SPECIFIC will perpetuate your support for the Museum. TRUSTEES BEQUEST Dear Pierce-Arrow Friends, One of the easiest ways to make a gift to the Pierce-Arrow CHAIRMAN Foundation is through a Bequest in your will. Because the Pierce-Arrow Wills a specific dollar amount or a MERLIN SMITH Thank you for your interest in the Pierce-Arrow Museum at Hickory Corners, Michigan. Located on the 90-acre campus of the Gilmore Car Museum, a world class automotive destination, the Pierce-Arrow Foundation is a qualified 501(c)(3) tax exempt organization, this planned specific piece of property CHAIRMAN EMERITUS Museum is host to more than 100,000 visitors every year. giving can be an excellent way to support the Museum while reducing DAVID HARRIS “I give to the Pierce-Arrow Foundation, a not-for- the taxes on larger Estates.
    [Show full text]
  • A Thesis Entitled Yoshimoto Taka'aki, Communal Illusion, and The
    A Thesis entitled Yoshimoto Taka’aki, Communal Illusion, and the Japanese New Left by Manuel Yang Submitted as partial fulfillment for requirements for The Master of Arts Degree in History ________________________ Adviser: Dr. William D. Hoover ________________________ Adviser: Dr. Peter Linebaugh ________________________ Dr. Alfred Cave ________________________ Graduate School The University of Toledo (July 2005) ACKNOWLEDGMENTS It is customary in a note of acknowledgments to make the usual mea culpa concerning the impossibility of enumerating all the people to whom the author has incurred a debt in writing his or her work, but, in my case, this is far truer than I can ever say. This note is, therefore, a necessarily abbreviated one and I ask for a small jubilee, cancellation of all debts, from those that I fail to mention here due to lack of space and invidiously ungrateful forgetfulness. Prof. Peter Linebaugh, sage of the trans-Atlantic commons, who, as peerless mentor and comrade, kept me on the straight and narrow with infinite "grandmotherly kindness" when my temptation was always to break the keisaku and wander off into apostate digressions; conversations with him never failed to recharge the fiery voltage of necessity and desire of historical imagination in my thinking. The generously patient and supportive free rein that Prof. William D. Hoover, the co-chair of my thesis committee, gave me in exploring subjects and interests of my liking at my own preferred pace were nothing short of an ideal that all academic apprentices would find exceedingly enviable; his meticulous comments have time and again mercifully saved me from committing a number of elementary factual and stylistic errors.
    [Show full text]
  • Xs. JOHN LEWIS
    m if] OGRESSIVE WOMAN'S QUARTERL v . JOHN LEWIS: xs IOLE 74A70 78532 3 The world as women live it Her search for a legal abortion led The memoir of AM Norma McCorvey Sally Belfrage, to become the daughter of anonymous radical writers ROE plaintiff in the Cedric Belfrage landmark Supreme MY LIFE, and Molly Castle, ROE V. WADE, Court decision. who yearned to be AND This book is her an "all-American FREEDOM personal story, o r girl" during her CHOICE "a direct, unsenti- McCarthy-era mental, and often adolescence in the harsh account of NORMA McCORVEY conformist 50s. WITH ANDY MEJSl.Eft a real life at the "Wry and heart of historical poignant." events." SALLY BUFRABE —Publishers — Publishers Weekly Weekly BALKAN "Through short but deeply "A bold and original felt essays on everything exploration of female "With simplicity, and honesty, from housepaint and high- inventiveness and courage." Bloodlines movingly describes heeled shoes to point-blank — Harriet G. Lerner, Hales evolution and ultimate murder, Drakulic tells the author of The Dance of Anger liberation. Powerful and story of the Balkan crisis as poignant." people are living it." "Buoyant and instructive... — The Nation a welcome counterweight to — Chief Wilma Mankiller the pressures society still "Moving and eloquent." "Mesmerizing." exerts on women who want —New York Times — New York Times a life of their own." Book Review With four new chapters — New Woman Winner of the $11.00 paperback $12.00 paperback American Book Award $11.00 paperback pzs^m Also available from HzrperCollinsCanadaLtd.
    [Show full text]
  • The Selected Poems of Yosa Buson, a Translation Allan Persinger University of Wisconsin-Milwaukee
    University of Wisconsin Milwaukee UWM Digital Commons Theses and Dissertations May 2013 Foxfire: the Selected Poems of Yosa Buson, a Translation Allan Persinger University of Wisconsin-Milwaukee Follow this and additional works at: https://dc.uwm.edu/etd Part of the American Literature Commons, and the Asian Studies Commons Recommended Citation Persinger, Allan, "Foxfire: the Selected Poems of Yosa Buson, a Translation" (2013). Theses and Dissertations. 748. https://dc.uwm.edu/etd/748 This Dissertation is brought to you for free and open access by UWM Digital Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UWM Digital Commons. For more information, please contact open-access@uwm.edu. FOXFIRE: THE SELECTED POEMS OF YOSA BUSON A TRANSLATION By Allan Persinger A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in English at The University of Wisconsin-Milwaukee May 2013 ABSTRACT FOXFIRE: THE SELECTED POEMS OF YOSA BUSON A TRANSLATION By Allan Persinger The University of Wisconsin-Milwaukee, 2013 Under the Supervision of Professor Kimberly M. Blaeser My dissertation is a creative translation from Japanese into English of the poetry of Yosa Buson, an 18th century (1716 – 1783) poet. Buson is considered to be one of the most important of the Edo Era poets and is still influential in modern Japanese literature. By taking account of Japanese culture, identity and aesthetics the dissertation project bridges the gap between American and Japanese poetics, while at the same time revealing the complexity of thought in Buson's poetry and bringing the target audience closer to the text of a powerful and mov- ing writer.
    [Show full text]