Towards New Ways of Looking at Texts
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International Journal of Arts and Humanities(IJAH) Bahir Dar- Ethiopia
IJAH 5(2), S/NO 17, APRIL, 2016 271 International Journal of Arts and Humanities (IJAH) Bahir Dar- Ethiopia Vol. 5(2), S/No 17, April, 2016:270-283 ISSN: 2225-8590 (Print) ISSN 2227-5452 (Online) DOI: http://dx.doi.org/10.4314/ijah.v5i2.22 Instruction in Text-Structure as A Determinant of Senior Secondary School Students’ Achievement in English Narrative Text in Ido Local Government Area, Oyo State Fakeye, Bosede Department of Teacher Education, University of Ibadan, Nigeria & Fakeye, D.O. Department of Teacher Education, University of Ibadan, Nigeria E-mail: [email protected] Abstract The study determined the effectiveness of instruction in text-structure on achievement of students in English narrative text. The pretest-posttest control group quasi experimental design was adopted for the study. The participants were 120 students in intact classes from four purposively selected senior secondary schools in Ido Local Government Area of Oyo State. Data were collected using English Narrative Text Achievement Test (r=0.86) and instructional guides. Three null hypotheses were tested at .05 level of significance. Data were analysed using Analysis of Covariance and Estimated Marginal Means. Findings revealed that treatment had significant main 2 effect on students’ achievement in English narrative text((F(2,117)=15.725; P<.05; =.107). Students exposed to instruction in text structure obtained higher posttest mean Copyright © IAARR 2016: www.afrrevjo.net/ijah Indexed African Journals Online (AJOL) www.ajol.info IJAH 5(2), S/NO 17, APRIL, 2016 272 score ( X =10.68) than their counterparts in the conventional strategy group ( 2.70) groups. -
Benefits of Nonlinear Storytelling in Film and Television
BENEFITS OF NONLINEAR STORYTELLING IN FILM AND TELEVISION A THESIS Presented to the University Honors Program California State University, Long Beach In Partial Fulfillment of the Requirements for the University Honors Program Certificate Joshua Seemann Spring 2017 I, THE UNDERSIGNED MEMBER OF THE COMMITTEE, HAVE APPROVED THIS THESIS BENEFITS OF NONLINEAR STORYTELLING IN FILM AND TELEVISION BY Joshua Seemann ______________________________________________________________ Adam Moore, MFA Film and Electronic Arts California State University, Long Beach Spring 2017 Running Head: BENEFITS OF NONLINEAR STORYTELLING Abstract Screenwriters strive to create narratives that are emotionally compelling and engaging to audiences. This research explores the technique of nonlinear storytelling, focusing on what makes a film nonlinear, as well as discussing what benefits nonlinear storytelling provides to the screenwriting process. Through the analysis of three films and one television show that utilize aspects of nonlinear story structure, this study argues that linearity should be thought of as a spectrum rather than something that is categorical. In addition, this work argues that nonlinear story structure makes it easier for films to cover larger spans of time, allows screenwriters to achieve effects that would be impossible in fully linear stories, and helps writers enhance the audience’s emotional connection to scenes through implicit storytelling. This research suggests that by taking advantage of these benefits, screenwriters can create films that lend audiences an emotionally powerful viewing experience. 1 BENEFITS OF NONLINEAR STORYTELLING Benefits of Nonlinear Storytelling In Film and Television Nonlinear storytelling is a narrative technique in which the events of a story are told out of chronological order. Better understanding nonlinear story structure will help screenwriters create scripts that are more emotionally compelling than traditional linear films. -
Tenth Lecture Flashback: Significance of Flashback in Literature the Flashback in the Old Man and the Sea
Tenth Lecture Flashback: A flashback is defined as an interruption in the present of a vivid memory set in the past. There are a variety of things that can cause a flashback to occur, which include songs, food, people, places, or similar events to those in the past. Through flashbacks, we are able to reflect upon experiences we have had in life, both positive and negative, and apply them to the present. Flashback is one of the most popular literary devices used in writing . A flashback typically is implemented by: The narrator tells another character about past events The narrator has a dream about past events The narrator thinks back to past events, revealing the information only to the reader The narrator reads a letter that prompts back to an earlier time Significance of Flashback in Literature Authors use flashbacks in their works for many different reasons. One key reason is to fill in elements of one or more characters’ backstories. Flashbacks can help the reader understand certain motivations that were otherwise unclear, or provide characterization in other ways. Flashbacks can also create suspense or add structure to a story. Some authors have chosen to tell their stories entirely in flashback, such as in Homer’s Odyssey, in which Odysseus tells his story to a listener, or Joseph Conrad’s Heart of Darkness, in which the character Marlow tells his fellow sailors about a journey he once took up the Congo River. Other authors, like Kurt Vonnegut in Slaughterhouse Five and Julio Cortázar in Rayuela, choose to tell their stories completely out of chronological order. -
Amanda Schmitt in Conversation with Loretta Fahreholz, Madeline Hollander, and Monica Mirabile”, Texte Zur Kunst, December, 2019
Schmitt, Amanda. “Supernature: Amanda Schmitt in Conversation with Loretta Fahreholz, Madeline Hollander, and Monica Mirabile”, Texte Zur Kunst, December, 2019. [online] [ill.] Supernature: Amanda Schmitt in Conversation with Loretta Fahrenholz, Madeline Hollander, and Monica Mirabile Jordan Peele, Us, 2019, film still Evil forms the background of much in the world of horror films, which have become ever more elaborate in recent years, involving complex choreography as a means to animate the undead or possessed. One unavoidable fact is that this genre has always relied on a certain chauvinism for its spectacles – from slasher flicks to supernatural horror – where the female body is frequently put under extreme physical duress, including torture and mutilation. Recently, several new horror features have been released that showcase forms of bodily dysmorphia, also featuring women. Amanda Schmitt sat down with two choreographers, and an experimental filmmaker who works with dance, to discuss these new horror films and their significance for the history of female corporeal torture in film. The discussion provides a unique behind-the-scenes look at how gesture and movement become translated into intricate arrangements for the screen. This roundtable brings together three artists – Loretta Fahrenholz, Madeline Hollander, and Monica Mirabile – to discuss two films that both debuted in the last year: Luca Guadagnino’s remake of the cult classicSuspiria (originally inspired by the 1845 Thomas de Quincey essay and rewritten for release as a feature film directed by Dario Argento in 1977) and Jordan Peele’s original Hollywood blockbuster Us (2019). The two films have something in common: their use of choreography as both a theme and technique to depict the (often female) body in states of despicable horror. -
Plot? What Is Structure?
Novel Structure What is plot? What is structure? • Plot is a series of interconnected events in which every occurrence has a specific purpose. A plot is all about establishing connections, suggesting causes, and and how they relate to each other. • Structure (also known as narrative structure), is the overall design or layout of your story. Narrative Structure is about both these things: Story Plot • The content of a story • The form used to tell the story • Raw materials of dramatic action • How the story is told and in what as they might be described in order chronological order • About how, and at what stages, • About trying to determine the key the key conflicts are set up and conflicts, main characters, setting resolved and events • “How” and “when” • “Who,” “what,” and “where” Story Answers These Questions 1. Where is the story set? 2. What event starts the story? 3. Who are the main characters? 4. What conflict(s) do they face? What is at stake? 5. What happens to the characters as they face this conflict? 6. What is the outcome of this conflict? 7. What is the ultimate impact on the characters? Plot Answers These Questions 8. How and when is the major conflict in the story set up? 9. How and when are the main characters introduced? 10.How is the story moved along so that the characters must face the central conflict? 11.How and when is the major conflict set up to propel them to its conclusion? 12.How and when does the story resolve most of the major conflicts set up at the outset? Basic Linear Story: Beginning, Middle & End Ancient (335 B.C.)Greek philosopher and scientist, Aristotle said that every story has a beginning, a middle, and an end. -
Glossary of Literary Terms
Glossary of Critical Terms for Prose Adapted from “LitWeb,” The Norton Introduction to Literature Study Space http://www.wwnorton.com/college/english/litweb10/glossary/C.aspx Action Any event or series of events depicted in a literary work; an event may be verbal as well as physical, so that speaking or telling a story within the story may be an event. Allusion A brief, often implicit and indirect reference within a literary text to something outside the text, whether another text (e.g. the Bible, a myth, another literary work, a painting, or a piece of music) or any imaginary or historical person, place, or thing. Ambiguity When we are involved in interpretation—figuring out what different elements in a story “mean”—we are responding to a work’s ambiguity. This means that the work is open to several simultaneous interpretations. Language, especially when manipulated artistically, can communicate more than one meaning, encouraging our interpretations. Antagonist A character or a nonhuman force that opposes, or is in conflict with, the protagonist. Anticlimax An event or series of events usually at the end of a narrative that contrast with the tension building up before. Antihero A protagonist who is in one way or another the very opposite of a traditional hero. Instead of being courageous and determined, for instance, an antihero might be timid, hypersensitive, and indecisive to the point of paralysis. Antiheroes are especially common in modern literary works. Archetype A character, ritual, symbol, or plot pattern that recurs in the myth and literature of many cultures; examples include the scapegoat or trickster (character type), the rite of passage (ritual), and the quest or descent into the underworld (plot pattern). -
Reading Framework
WHAT IS NAEP? The National Assessment of Educational Progress (NAEP) is a continuing and nationally representative measure of trends in academic achievement of U.S. elementary and secondary students in various sub- jects. For nearly four decades, NAEP assessments have been conducted periodically in reading, mathe- matics, science, writing, U.S. history, civics, geography, and other subjects. By collecting and reporting information on student performance at the national, state, and local levels, NAEP is an integral part of our nation’s evaluation of the condition and progress of education. THE 2009–2010 NATIONAL ASSESSMENT GOVERNING BOARD The National Assessment Governing Board was created by Congress to formulate policy for NAEP. Among the Governing Board’s responsibilities are developing objectives and test specifications and designing the assessment methodology for NAEP. Members Doris R. Hicks Andrew C. Porter Principal and Chief Executive Officer Dean, Graduate School of Education Honorable David P. Driscoll, Chair Dr. Martin Luther King, Jr. Charter University of Pennsylvania Former Commissioner of Education School for Science and Technology Philadelphia, Pennsylvania Melrose, Massachusetts New Orleans, Louisiana Warren T. Smith, Sr. Amanda P. Avallone, Vice Chair Kathi M. King Vice President Assistant Principal & 8th Grade Teacher 12th Grade Teacher Washington State Board of Education Summit Middle School Messalonskee High School Olympia, Washington Boulder, Colorado Oakland, Maine Mary Frances Taymans, SND David J. Alukonis Kim Kozbial-Hess Former Executive Director Former Chairman 4th Grade Teacher and Educational Secondary Schools Department Hudson School Board Technology Trainer National Catholic Educational Hudson, New Hampshire Toledo, Ohio Association Washington, DC Louis M. Fabrizio Henry Kranendonk Director Mathematics Curriculum Specialist Oscar A. -
ELEMENTS of FICTION – NARRATOR / NARRATIVE VOICE Fundamental Literary Terms That Indentify Components of Narratives “Fiction
Dr. Hallett ELEMENTS OF FICTION – NARRATOR / NARRATIVE VOICE Fundamental Literary Terms that Indentify Components of Narratives “Fiction” is defined as any imaginative re-creation of life in prose narrative form. All fiction is a falsehood of sorts because it relates events that never actually happened to people (characters) who never existed, at least not in the manner portrayed in the stories. However, fiction writers aim at creating “legitimate untruths,” since they seek to demonstrate meaningful insights into the human condition. Therefore, fiction is “untrue” in the absolute sense, but true in the universal sense. Critical Thinking – analysis of any work of literature – requires a thorough investigation of the “who, where, when, what, why, etc.” of the work. Narrator / Narrative Voice Guiding Question: Who is telling the story? …What is the … Narrative Point of View is the perspective from which the events in the story are observed and recounted. To determine the point of view, identify who is telling the story, that is, the viewer through whose eyes the readers see the action (the narrator). Consider these aspects: A. Pronoun p-o-v: First (I, We)/Second (You)/Third Person narrator (He, She, It, They] B. Narrator’s degree of Omniscience [Full, Limited, Partial, None]* C. Narrator’s degree of Objectivity [Complete, None, Some (Editorial?), Ironic]* D. Narrator’s “Un/Reliability” * The Third Person (therefore, apparently Objective) Totally Omniscient (fly-on-the-wall) Narrator is the classic narrative point of view through which a disembodied narrative voice (not that of a participant in the events) knows everything (omniscient) recounts the events, introduces the characters, reports dialogue and thoughts, and all details. -
Film Culture in Transition
FILM CULTURE IN TRANSITION Exhibiting Cinema in Contemporary Art ERIKA BALSOM Amsterdam University Press Exhibiting Cinema in Contemporary Art Exhibiting Cinema in Contemporary Art Erika Balsom This book is published in print and online through the online OAPEN library (www.oapen.org) OAPEN (Open Access Publishing in European Networks) is a collaborative in- itiative to develop and implement a sustainable Open Access publication model for academic books in the Humanities and Social Sciences. The OAPEN Library aims to improve the visibility and usability of high quality academic research by aggregating peer reviewed Open Access publications from across Europe. Sections of chapter one have previously appeared as a part of “Screening Rooms: The Movie Theatre in/and the Gallery,” in Public: Art/Culture/Ideas (), -. Sections of chapter two have previously appeared as “A Cinema in the Gallery, A Cinema in Ruins,” Screen : (December ), -. Cover illustration (front): Pierre Bismuth, Following the Right Hand of Louise Brooks in Beauty Contest, . Marker pen on Plexiglas with c-print, x inches. Courtesy of the artist and Team Gallery, New York. Cover illustration (back): Simon Starling, Wilhelm Noack oHG, . Installation view at neugerriemschneider, Berlin, . Photo: Jens Ziehe, courtesy of the artist, neugerriemschneider, Berlin, and Casey Kaplan, New York. Cover design: Kok Korpershoek, Amsterdam Lay-out: JAPES, Amsterdam isbn e-isbn (pdf) e-isbn (ePub) nur / © E. Balsom / Amsterdam University Press, Amsterdam All rights reserved. Without limiting the rights under copyright reserved above, no part of this book may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording or otherwise) without the written permission of both the copyright owner and the author of the book. -
Modes of Discourse in the English Language Classroom
View metadata, citation and similar papers at core.ac.uk brought to you by CORE вербальными средствами » Вопросы языкознания , 1981, №1, стр . 36-47. 3. Горелов Н. Н. « Невербальные компоненты коммуникации » М, 1980, 75 стр . 4. Крейдлин Г. И., Чувилина Е.А. Улыбка как жест и как слово // Вопросы языкознания . – 2001. №4. – С.66-93. 5. Пиз А. Язык жестов , Воронеж , 1992, - С.74. 6. Стернин И. А. « Введение в речевое воздействие » Воронеж , 2001, - С.251. 7. Трусов В. П. « Выражение эмоций на лице » Вопросы психологии , №5, 1982, 52 с. 8. Чанышева З. З. Взаимодействие языковых и неязыковых факторов в процессе речевого общения . – Уфа : Изд -во Башкирскю Ун -та , 1984. – 80 с. 9. Янова О. А. « Номинативно -коммуникативный аспект обозначения улыбки как компонента невербального поведения », Автореф . дис .. КНЛУ , , 2002, - 6-19 с. 10. An Overview of Nonverbal Communication in Impersonal Relationships \\www.nvc.net MODES OF DISCOURSE IN THE ENGLISH LANGUAGE CLASSROOM Tetiana Maslova National Technical University of Ukraine “Kyiv Polytechnic Institute” The term “mode of discourse” may be used synonymously with “text type”, and traditionally falls into narration, description, exposition, and argument. The idea of employing modes of discourse for educational purposes, especially for teaching writing, was introduced in the late nineteenth century. Since then, there has always been some criticism of this approach, so the objective of the present paper is to summarize the variety of modes of discourse identified by different classifications, point out the possible drawbacks of mode of discourse pedagogy, and finally give recommendations on how to make the most of it in the English language classroom. -
Literary Texts
TEXT COMPLEXITY: QUALITATIVE MEASURES RUBRIC Literary Texts LAYERS OF MEANING High Middle High Middle Low Low □ Meaning: multiple layers of □ Meaning: three or more layers of □ Meaning: at least two layers of □ Meaning: a single interpretation of simple, interpretation exist and most lean interpretation exist and include some interpretation exist largely made up of concrete meaning predominates toward complex, abstract meaning complex and abstract meaning simple, concrete meaning STRUCTURE High Middle High Middle Low Low □ Narrative Structure: complex, implicit, □ Narrative Structure: some □ Narrative Structure: largely simple □ Narrative Structure: simple, explicit, and unconventional complexities, more implicit than explicit, structure, more explicit than implicit, conventional some unconventionality largely conventional, □ Narration: many shifts in point of view □ Narration: occasional shifts in point of □ Narration: few, if any, shifts in point of □ Narration: no shifts in point of view or and/or perspective view and/or perspective view and/or perspective perspective □ Order of Events: not in chronological □ Order of Events: several major shifts in □ Order of Events: occasional use of □ Order of Events: chronological order time, use of flashback flashback, no major shifts in time □ Use of Graphics: sophisticated graphics, □ Use of Graphics: some sophisticated □ Use of Graphics: largely simple □ Use of Graphics: use of simple graphics, essential to understanding the text, may graphics, may occasionally be essential graphics, supplementary -
LTF English- Level Two Modules 5-8
LAYING THE FOUNDATION / COMMON CORE STANDARDS CROSSWALK LTF English- Level Two Modules 5-8 DRAFT LAYING THE FOUNDATION / COMMON CORE STANDARDS CROSSWALK LTF English – Style Analysis Module Five Grade/ Lesson Core Area Anchor Standard Grade Level Assessment - Extension - Course Standards LTF Website LTF Website 6-10 Analyzing a Visual Text: Reading INTEGRATION OF RL.9-10.7 Analyzing a Visual Text: Brueghel's "Landscape with Literature KNOWLEDGE & IDEAS RL.11-12.7 "American Gothic" the Fall of Icarus" CRAFT & STRUCTURE RL.6.6 RL.7.6 High School RL.8.6 Foundation Lesson: RL.9-10.6 "Strategies for RL.11-12.6 Interpreting Poetry" Writing TEXT TYPES & W.6.3 PURPOSES W.7.3 Visual Text PowerPoint W.8.3 Tone in Poetry and Art W.9-10.3 Middle How Literary Elements Create Reading CRAFT & STRUCTURE RI.6.4 - RL.6.6 LTF Website How Literary Elements Grades Meaning - "Riding Is an Informational RI.7.4 - RI.7.6 Formative Create Meaning: Exercise of the Mind" Text RI.8.4 - RI.8.6 Assessments: "Riding Is an Exercise Style analysis MC of the Mind" Writing TEXT TYPES & W.6.2 and free response PURPOSES W.7.2 W.8.2 LTF Online PRODUCTION & W.6.5 Administration DISTRIBUTION OF W.7.5 Formative WRITING W.8.5 Assessments DRAFT Copyright © 2011 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org English Module Five: Connecting Devices to Meaning Grade/ Lesson Core Area Anchor Standard Grade Level Standard Assessment - Extension - Course LTF Website LTF Website 6-12 Revising and Adding Language CONVENTIONS OF L.6.1