This document provides the course syllabus for an English writing class titled "True Lies: Creative Writing as Critical and Trans-Cultural Consciousness" offered on a Semester at Sea voyage during the spring of 2009. The syllabus outlines the course description, objectives, topical outline with assigned readings, field component, evaluation methods, required textbooks, and reserve library list. The course uses creative writing to explore storytelling traditions, cultural experiences during port visits, and developing critical perspectives on literature from different cultures. Students will keep a field journal and produce two longer fiction pieces reflecting their travels. Classwork incorporates lectures, discussions, collaborations and revisions to improve students' writing.
This document discusses how to teach English literature in the classroom. It defines literature and English literature, explaining that literature includes stories, poems, and plays considered to have artistic value. It recommends using a learner-centered approach that encourages personal growth and interaction with texts. Teachers should select texts that are appropriate for their students' ages, English levels, and learning objectives. A variety of activities are described to help students engage with texts both inside and outside the classroom, including using comics due to their motivational value and ease of understanding.
This document discusses strategies for teaching fiction. It begins by defining fiction and its key elements, such as setting, characters, plot, point of view, theme, and language features like imagery and symbolism. It emphasizes that reading fiction should provide both enjoyment and understanding. It then recommends various student-centered activities to engage students and encourage responses, such as journaling, role playing, creative writing, and movie poster projects. The goal is to maintain student interest and tap into their own knowledge and experiences with fiction.
21st Century Literary Genres by Calle Friesendarinjohn2
Calle Friesen is a reading/literacy specialist at Buena Vista University in Storm Lake, Iowa. In addition, she is the program coordinator of the Masters in Reading program at Drake University in Des Moines, Iowa.
Text based composition flee map lesson[1][1]jwhite20
This document provides guidance on writing text-based compositions. It discusses the QAR reading strategy and different types of writing prompts. It explains how to write compositions using 1 or 2 passages, including outlining an introduction, body paragraphs with transitions, and a conclusion. The document models these concepts with an example composition responding to a prompt about slave quilts. It provides templates like a Reading Process Card, prompt brainstorming map, and FLE map for planning a composition. Scoring rubrics are referenced. Students are directed to practice writing a composition in response to a given prompt.
This document discusses literature self-access centers. It begins by defining literature with a capital L as classical texts like Shakespeare and Dickens, while literature with a small l refers to popular fiction, fables, and song lyrics. It then defines self-access learning as a method where students choose their own materials to study independently. A literature self-access center is described as a library or small collection of literary texts for students to read on their own with minimal supervision, either during class or as homework. Examples of materials included in such a center are novels, plays, short stories, anthologies of poetry, graded readers, and excerpts kept in the classroom or library for regular student borrowing. Worksheets are also provided to guide
New trends in literature and graphic novels inRose Hagar
This document discusses how literature is changing for digital-age readers and the importance of incorporating graphic novels and other new formats into classrooms. It notes that today's students are "digital natives" accustomed to visual/digital media. Graphic novels appeal to students because they combine words and images, require active engagement, and develop literacy skills. Incorporating graphic novels benefits struggling readers and English language learners. The document advocates exposing students to new genres and topics that reflect societal changes in order to make reading relevant and motivate students.
This document discusses how to teach English literature in the classroom. It defines literature and English literature, explaining that literature includes stories, poems, and plays considered to have artistic value. It recommends using a learner-centered approach that encourages personal growth and interaction with texts. Teachers should select texts that are appropriate for their students' ages, English levels, and learning objectives. A variety of activities are described to help students engage with texts both inside and outside the classroom, including using comics due to their motivational value and ease of understanding.
This document discusses strategies for teaching fiction. It begins by defining fiction and its key elements, such as setting, characters, plot, point of view, theme, and language features like imagery and symbolism. It emphasizes that reading fiction should provide both enjoyment and understanding. It then recommends various student-centered activities to engage students and encourage responses, such as journaling, role playing, creative writing, and movie poster projects. The goal is to maintain student interest and tap into their own knowledge and experiences with fiction.
21st Century Literary Genres by Calle Friesendarinjohn2
Calle Friesen is a reading/literacy specialist at Buena Vista University in Storm Lake, Iowa. In addition, she is the program coordinator of the Masters in Reading program at Drake University in Des Moines, Iowa.
Text based composition flee map lesson[1][1]jwhite20
This document provides guidance on writing text-based compositions. It discusses the QAR reading strategy and different types of writing prompts. It explains how to write compositions using 1 or 2 passages, including outlining an introduction, body paragraphs with transitions, and a conclusion. The document models these concepts with an example composition responding to a prompt about slave quilts. It provides templates like a Reading Process Card, prompt brainstorming map, and FLE map for planning a composition. Scoring rubrics are referenced. Students are directed to practice writing a composition in response to a given prompt.
This document discusses literature self-access centers. It begins by defining literature with a capital L as classical texts like Shakespeare and Dickens, while literature with a small l refers to popular fiction, fables, and song lyrics. It then defines self-access learning as a method where students choose their own materials to study independently. A literature self-access center is described as a library or small collection of literary texts for students to read on their own with minimal supervision, either during class or as homework. Examples of materials included in such a center are novels, plays, short stories, anthologies of poetry, graded readers, and excerpts kept in the classroom or library for regular student borrowing. Worksheets are also provided to guide
New trends in literature and graphic novels inRose Hagar
This document discusses how literature is changing for digital-age readers and the importance of incorporating graphic novels and other new formats into classrooms. It notes that today's students are "digital natives" accustomed to visual/digital media. Graphic novels appeal to students because they combine words and images, require active engagement, and develop literacy skills. Incorporating graphic novels benefits struggling readers and English language learners. The document advocates exposing students to new genres and topics that reflect societal changes in order to make reading relevant and motivate students.
This document defines and describes various literary genres. It discusses fiction genres like historical fiction, science fiction, fantasy, and realistic fiction. It also covers non-fiction genres such as persuasive writing, informational writing, autobiography, and biography. Additionally, it summarizes folklore genres including fairy tales, fables, myths, legends, and tall tales. Finally, it provides overviews of the drama genres of comedy and tragedy and defines characteristics of poetry.
1. A man grows frustrated by his wife's constant talking and builds a miniature replica of their home with a doll version of his wife that also talks endlessly. He kills the doll, causing his real wife to fall from a chair and die from her injuries.
2. John Cage discusses how a child's suicide was not a sin but simply correcting a mistake as they had been born by mistake.
3. A coroner and assistant joke about the possibility that a drained corpse's wounds are from a vampire after finding two small puncture wounds on the victim's neck.
The document provides guidance for students working on an essay assignment, including prompts for discussion, examples of student responses, and notes on key elements to address such as form, language, audience, purpose, and context (FLAPC). It encourages unpacking the prompt, stating intentions, and discussing choices in writing. Sample activities include completing a grouping prompt, reading example essays, and creating a statement of intention or explanation.
The document provides guidance for students working on an essay assignment, including prompts for discussion, examples of student responses, and notes on key elements to address such as form, language, audience, purpose, and context (FLAPC). It encourages unpacking the prompt, stating intentions, and discussing choices in writing. Sample activities include completing a grouping prompt, reading example essays, and creating a statement of intention or explanation.
The celebration of
The Centenary of Birth of
M.L. Boonlua Debyasuvan,
January 2012
Nomination proposed by Thailand to UNESCO concerning the celebration of anniversaries with which UNESCO could be associated during the 2012-2013 biennium
A. Information concerning the personality to be celebrated
1. Family name: Debyasuvan, ( ne’e Kunjara)
First name: Boonlua , titled M.L. ( female)
2. Born: 13 December 1911, (but an annual event celebrating her Day has always been held in January as explained in 5(a)
Died: 7 June 1982
3. Field of activity:
a) Secondary and Tertiary Education Expansion and Development;
b) Languages and Literature Teaching and Learning;
c) Culture and Cultural Expressions, especially Music and Performing Arts; Creativity;
d) Intercultural Understanding and Dialogue;
e) Communication, Cross-cultural Communication--- through languages and comparative literature, writing, criticism
f) Women and Gender Issues,
g) Culture of Peace
4. Brief Description of the personality and her most important works:
-- a teacher at many secondary schools, colleges and universities, including private, governmental, Buddhist and Catholic schools; teaching Thai language, English, Botany, and promoting extra-curricular activities;
-- a leading female educator and educational administrator in the Ministry of Education particularly in 1950’s through 1970’s, active in the expansion and quality development of secondary and tertiary education. ( On the role and thoughts of M.L. Boonlua concerning Education and university Development, read: ML Boonlua and her ideas on Education by Paitoon Silaratana, former Dean of the Faculty of Education, Chulalongkorn University, first printed in Varasarn Kru Magazine, February- May, BE 2000, reprinted in Boon Bampen; and Sippanondha Ketudat, “Future of Thai Tertiary Education,reprinted in Boon Bampen)
-- an advocate for the preservation and promotion of the Thai language and literature considered as an integral part of the preservation of Thai culture; a founding member of the Thai Language Club of the Faculty of Arts, Chulalongkorn University; curriculum developer for Thai language and Thai literature teaching; writer of textbooks on Thai teaching
-- a recognized national and regional expert in the studies of languages and literature for better intercultural dialogue and understanding; involved in curriculum development and textbook writing for the teaching and learning of Thai and foreign languages and literature; initiated and promoted the teaching and learning of literary criticism in school and at college and university levels.
-- instrumental in the founding of The Language Center, now LANGUAGE INSTITUTE OF CHULALONGKORN UNIVERSITY
-- an advocate and a major discussant of woman and gender issues, reflecting and discussing the issues and roles of tradit
21st Century Literacy Curriculum by Calle Friesendarinjohn2
This document outlines a curriculum designed by Calle Friesen to support struggling 21st century readers through integrating classic reading instruction, technology, and 21st century literature. The curriculum combines traditional print sources like books and magazines with digital sources like blogs and online documents. Students showed significant growth, improving an average of two grade levels in reading ability based on pre- and post-assessments. Student feedback indicated increased enjoyment of and confidence in reading. The integrated approach helped instill a love of reading in students who previously struggled.
This document provides a checklist and instructions for student teachers to document their use of various instructional strategies during their field placement. The checklist is designed to ensure student teachers employ a variety of strategies to meet the needs of diverse learners, engage students in multiple ways of learning, and meet teaching standards. Student teachers are instructed to record the date, context, strategy used, and standards addressed for at least 10 lessons. The completed checklist must be included in the student teacher's digital teaching portfolio.
This document discusses several emerging 21st century literature genres including illustrated novels, which combine text and images; digi-fiction, combining book, video and website; graphic novels using comic formats; manga, Japanese comics; doodle fiction with handwritten graphics; text-talk novels in dialogue format; chick lit focusing on women's issues; flash fiction of extreme brevity; science fiction exploring technology and ideas; blogs as regularly updated websites; creative non-fiction using literary styles for fact; and hyper poetry using digital links and multimedia. These genres span all types of narratives and media to engage modern readers.
This document provides examples of rationales for written tasks related to course texts. It includes guidelines for what to include in each paragraph of the rationale. The examples demonstrate rationales for tasks such as a blog, magazine interview, and speech. They describe the task, text it relates to, how the task format and conventions demonstrate knowledge of the text, and context about the speaker/audience. The rationales explain why the task format was chosen and how it fits the purpose of interpreting and analyzing themes from the course texts.
The document discusses voice in writing and provides examples of how to help students understand and develop strong voice. It defines voice as the personal qualities revealed through writing, such as style, individuality and sincerity. The document suggests introducing students to literature with strong voice, having them analyze sample papers, and providing feedback to guide revision. Developing vocabulary around traits, focusing lessons, and practicing evaluation can help students recognize and improve voice in their own writing.
This document contains a table of specifications for a summative test in Creative Writing for Grade 12 students at Santa Cruz Integrated National High School. It outlines the 5 most essential learning competencies, the number of recitation and test items allocated to each, and their placement in the test. It provides the test questions assessing students' understanding of literary devices, different types of poems, and their ability to write examples of various poetic forms. Key is also included to grade the test.
Literature can refer to written works with artistic value, a body of written works on a subject, or the production of literary works. It is derived from the Latin term "literal" meaning letter. Literature involves language, aesthetics, fiction, expression, and affect. There are various forms of oral and written literature including folk songs, folk tales, epics, religious works, and secular works. Folk tales include myths, legends, and fables using animal characters. Epics are long narratives based on oral tradition involving supernatural events or heroic deeds. Literary forms also include religious works like the Pasyon and Senakulo, and secular works such as awit, korido, and prose narratives.
Art of literature eng 262 karlis paper # 1 pAASTHA76
This document provides instructions for a paper assignment on juxtaposing two short stories. Students must choose one of four paper topics, analyze two stories based on that topic, and write a 5-6 page paper comparing and contrasting the stories. The document outlines the format requirements, includes sample paper topics and analysis questions, and provides general writing guidelines.
The document defines voice as an author's unique style that conveys their attitude, personality, and character through elements like syntax, diction, punctuation, and character development. Voice impacts the reader's experience of a work of literature and is one of the most important elements of writing. The document then discusses important elements of voice including diction, tone, syntax, unity, coherence, and audience awareness. It provides considerations for each element and how they contribute to an author's voice.
The Quality of Writing in Blog-Based Fanfiction for Language LearningShannon Sauro
This presentation builds upon work in media and fandom studies to explore the use of fanfiction as a pedagogical tool in a technology-enhanced university foreign language class. It examines the linguistic complexity and sociolinguistic choices of advanced learners of English who engaged in blog-based collaborative fanfiction to write a missing moment from Tolkien’s The Hobbit.
Presented as part of the Bedömning, Dokumentation och Kvalitetsarbete (BeDoK) series on 15 October 2014.
This document provides an overview of writing genres and subgenres. It discusses the 5 main genres of poetry, nonfiction, fiction, folklore, and drama. For each genre, it lists related subgenres and provides brief descriptions and examples. The document aims to teach students the categories and subgenres that different types of writing fall into.
This document discusses techniques for characterizing oneself and others in creative nonfiction writing. It summarizes Philip Lopate's views on using first, second, and third person points of view to establish narrative voice. Lopate argues that simply using "I" is not enough to fully develop a character, including oneself as the subject. Effective characterization requires showing characters through their habits, quirks, conflicts, and histories to make them feel authentic and multidimensional. The essay also analyzes Lee Martin's short story "Sorry" as an example of using sensory and emotional details to characterize complex characters, including the narrator, in a subtle yet compelling way.
This document provides an introduction to literature in English, covering key topics such as the definition of literature, importance of literature, kinds of literature (fiction and non-fiction), and elements of fiction such as setting, plot, characters, theme, style and language. It defines literature as written works valued as artworks, especially novels, plays and poems. The importance of literature is that it improves language skills, provides information about other cultures, and entertains readers.
This document provides instructions and expectations for students taking an English course focused on the novel The Road by Cormac McCarthy. Students are responsible for keeping up with reading assignments, group discussions, and documenting their thoughts in a reflection journal. The journal entries must be at least half a page responding to assigned topics after every two chapters. Students will also answer study guide questions in full sentences with references to the text. The reflection journal will be worth 20% of the course grade and be evaluated using a provided rubric.
LITERATURE AND AN OVERVIEW OF THE PHILIPPINE LITERATURE.pptxAUGUSTMILBERTDRAMILO
This document outlines the grading system for a learning portfolio used to monitor student progress. It provides instructions on assembling the portfolio, including needed materials and how to organize written works, performance tasks, and quarterly assessments. It also includes a sample index card with spaces for the student's name, grade, and other information.
This document provides an overview of teaching grammar and the academic essay. It discusses research showing that traditional grammar instruction has little impact on writing quality and can be harmful. However, grammar can still be taught to expose language ideas and broaden students' language registers and tools for writing. The document also discusses alternatives to traditional essays, such as RAFTS writing. It addresses balancing concerns over correctness with supporting student expression and diversity in language use.
This document provides an overview of literary appreciation as an introductory textbook for senior secondary school students in Nigeria. It covers the key elements and genres of literature such as character, plot, theme, poetry, drama and prose. It also defines literary appreciation and discusses the functions and techniques of literature. The purpose is to equip students with the essential skills and knowledge of literary appreciation needed to perform well in Literature examinations like SSCE and JAMB.
This document defines and describes various literary genres. It discusses fiction genres like historical fiction, science fiction, fantasy, and realistic fiction. It also covers non-fiction genres such as persuasive writing, informational writing, autobiography, and biography. Additionally, it summarizes folklore genres including fairy tales, fables, myths, legends, and tall tales. Finally, it provides overviews of the drama genres of comedy and tragedy and defines characteristics of poetry.
1. A man grows frustrated by his wife's constant talking and builds a miniature replica of their home with a doll version of his wife that also talks endlessly. He kills the doll, causing his real wife to fall from a chair and die from her injuries.
2. John Cage discusses how a child's suicide was not a sin but simply correcting a mistake as they had been born by mistake.
3. A coroner and assistant joke about the possibility that a drained corpse's wounds are from a vampire after finding two small puncture wounds on the victim's neck.
The document provides guidance for students working on an essay assignment, including prompts for discussion, examples of student responses, and notes on key elements to address such as form, language, audience, purpose, and context (FLAPC). It encourages unpacking the prompt, stating intentions, and discussing choices in writing. Sample activities include completing a grouping prompt, reading example essays, and creating a statement of intention or explanation.
The document provides guidance for students working on an essay assignment, including prompts for discussion, examples of student responses, and notes on key elements to address such as form, language, audience, purpose, and context (FLAPC). It encourages unpacking the prompt, stating intentions, and discussing choices in writing. Sample activities include completing a grouping prompt, reading example essays, and creating a statement of intention or explanation.
The celebration of
The Centenary of Birth of
M.L. Boonlua Debyasuvan,
January 2012
Nomination proposed by Thailand to UNESCO concerning the celebration of anniversaries with which UNESCO could be associated during the 2012-2013 biennium
A. Information concerning the personality to be celebrated
1. Family name: Debyasuvan, ( ne’e Kunjara)
First name: Boonlua , titled M.L. ( female)
2. Born: 13 December 1911, (but an annual event celebrating her Day has always been held in January as explained in 5(a)
Died: 7 June 1982
3. Field of activity:
a) Secondary and Tertiary Education Expansion and Development;
b) Languages and Literature Teaching and Learning;
c) Culture and Cultural Expressions, especially Music and Performing Arts; Creativity;
d) Intercultural Understanding and Dialogue;
e) Communication, Cross-cultural Communication--- through languages and comparative literature, writing, criticism
f) Women and Gender Issues,
g) Culture of Peace
4. Brief Description of the personality and her most important works:
-- a teacher at many secondary schools, colleges and universities, including private, governmental, Buddhist and Catholic schools; teaching Thai language, English, Botany, and promoting extra-curricular activities;
-- a leading female educator and educational administrator in the Ministry of Education particularly in 1950’s through 1970’s, active in the expansion and quality development of secondary and tertiary education. ( On the role and thoughts of M.L. Boonlua concerning Education and university Development, read: ML Boonlua and her ideas on Education by Paitoon Silaratana, former Dean of the Faculty of Education, Chulalongkorn University, first printed in Varasarn Kru Magazine, February- May, BE 2000, reprinted in Boon Bampen; and Sippanondha Ketudat, “Future of Thai Tertiary Education,reprinted in Boon Bampen)
-- an advocate for the preservation and promotion of the Thai language and literature considered as an integral part of the preservation of Thai culture; a founding member of the Thai Language Club of the Faculty of Arts, Chulalongkorn University; curriculum developer for Thai language and Thai literature teaching; writer of textbooks on Thai teaching
-- a recognized national and regional expert in the studies of languages and literature for better intercultural dialogue and understanding; involved in curriculum development and textbook writing for the teaching and learning of Thai and foreign languages and literature; initiated and promoted the teaching and learning of literary criticism in school and at college and university levels.
-- instrumental in the founding of The Language Center, now LANGUAGE INSTITUTE OF CHULALONGKORN UNIVERSITY
-- an advocate and a major discussant of woman and gender issues, reflecting and discussing the issues and roles of tradit
21st Century Literacy Curriculum by Calle Friesendarinjohn2
This document outlines a curriculum designed by Calle Friesen to support struggling 21st century readers through integrating classic reading instruction, technology, and 21st century literature. The curriculum combines traditional print sources like books and magazines with digital sources like blogs and online documents. Students showed significant growth, improving an average of two grade levels in reading ability based on pre- and post-assessments. Student feedback indicated increased enjoyment of and confidence in reading. The integrated approach helped instill a love of reading in students who previously struggled.
This document provides a checklist and instructions for student teachers to document their use of various instructional strategies during their field placement. The checklist is designed to ensure student teachers employ a variety of strategies to meet the needs of diverse learners, engage students in multiple ways of learning, and meet teaching standards. Student teachers are instructed to record the date, context, strategy used, and standards addressed for at least 10 lessons. The completed checklist must be included in the student teacher's digital teaching portfolio.
This document discusses several emerging 21st century literature genres including illustrated novels, which combine text and images; digi-fiction, combining book, video and website; graphic novels using comic formats; manga, Japanese comics; doodle fiction with handwritten graphics; text-talk novels in dialogue format; chick lit focusing on women's issues; flash fiction of extreme brevity; science fiction exploring technology and ideas; blogs as regularly updated websites; creative non-fiction using literary styles for fact; and hyper poetry using digital links and multimedia. These genres span all types of narratives and media to engage modern readers.
This document provides examples of rationales for written tasks related to course texts. It includes guidelines for what to include in each paragraph of the rationale. The examples demonstrate rationales for tasks such as a blog, magazine interview, and speech. They describe the task, text it relates to, how the task format and conventions demonstrate knowledge of the text, and context about the speaker/audience. The rationales explain why the task format was chosen and how it fits the purpose of interpreting and analyzing themes from the course texts.
The document discusses voice in writing and provides examples of how to help students understand and develop strong voice. It defines voice as the personal qualities revealed through writing, such as style, individuality and sincerity. The document suggests introducing students to literature with strong voice, having them analyze sample papers, and providing feedback to guide revision. Developing vocabulary around traits, focusing lessons, and practicing evaluation can help students recognize and improve voice in their own writing.
This document contains a table of specifications for a summative test in Creative Writing for Grade 12 students at Santa Cruz Integrated National High School. It outlines the 5 most essential learning competencies, the number of recitation and test items allocated to each, and their placement in the test. It provides the test questions assessing students' understanding of literary devices, different types of poems, and their ability to write examples of various poetic forms. Key is also included to grade the test.
Literature can refer to written works with artistic value, a body of written works on a subject, or the production of literary works. It is derived from the Latin term "literal" meaning letter. Literature involves language, aesthetics, fiction, expression, and affect. There are various forms of oral and written literature including folk songs, folk tales, epics, religious works, and secular works. Folk tales include myths, legends, and fables using animal characters. Epics are long narratives based on oral tradition involving supernatural events or heroic deeds. Literary forms also include religious works like the Pasyon and Senakulo, and secular works such as awit, korido, and prose narratives.
Art of literature eng 262 karlis paper # 1 pAASTHA76
This document provides instructions for a paper assignment on juxtaposing two short stories. Students must choose one of four paper topics, analyze two stories based on that topic, and write a 5-6 page paper comparing and contrasting the stories. The document outlines the format requirements, includes sample paper topics and analysis questions, and provides general writing guidelines.
The document defines voice as an author's unique style that conveys their attitude, personality, and character through elements like syntax, diction, punctuation, and character development. Voice impacts the reader's experience of a work of literature and is one of the most important elements of writing. The document then discusses important elements of voice including diction, tone, syntax, unity, coherence, and audience awareness. It provides considerations for each element and how they contribute to an author's voice.
The Quality of Writing in Blog-Based Fanfiction for Language LearningShannon Sauro
This presentation builds upon work in media and fandom studies to explore the use of fanfiction as a pedagogical tool in a technology-enhanced university foreign language class. It examines the linguistic complexity and sociolinguistic choices of advanced learners of English who engaged in blog-based collaborative fanfiction to write a missing moment from Tolkien’s The Hobbit.
Presented as part of the Bedömning, Dokumentation och Kvalitetsarbete (BeDoK) series on 15 October 2014.
This document provides an overview of writing genres and subgenres. It discusses the 5 main genres of poetry, nonfiction, fiction, folklore, and drama. For each genre, it lists related subgenres and provides brief descriptions and examples. The document aims to teach students the categories and subgenres that different types of writing fall into.
This document discusses techniques for characterizing oneself and others in creative nonfiction writing. It summarizes Philip Lopate's views on using first, second, and third person points of view to establish narrative voice. Lopate argues that simply using "I" is not enough to fully develop a character, including oneself as the subject. Effective characterization requires showing characters through their habits, quirks, conflicts, and histories to make them feel authentic and multidimensional. The essay also analyzes Lee Martin's short story "Sorry" as an example of using sensory and emotional details to characterize complex characters, including the narrator, in a subtle yet compelling way.
This document provides an introduction to literature in English, covering key topics such as the definition of literature, importance of literature, kinds of literature (fiction and non-fiction), and elements of fiction such as setting, plot, characters, theme, style and language. It defines literature as written works valued as artworks, especially novels, plays and poems. The importance of literature is that it improves language skills, provides information about other cultures, and entertains readers.
This document provides instructions and expectations for students taking an English course focused on the novel The Road by Cormac McCarthy. Students are responsible for keeping up with reading assignments, group discussions, and documenting their thoughts in a reflection journal. The journal entries must be at least half a page responding to assigned topics after every two chapters. Students will also answer study guide questions in full sentences with references to the text. The reflection journal will be worth 20% of the course grade and be evaluated using a provided rubric.
LITERATURE AND AN OVERVIEW OF THE PHILIPPINE LITERATURE.pptxAUGUSTMILBERTDRAMILO
This document outlines the grading system for a learning portfolio used to monitor student progress. It provides instructions on assembling the portfolio, including needed materials and how to organize written works, performance tasks, and quarterly assessments. It also includes a sample index card with spaces for the student's name, grade, and other information.
This document provides an overview of teaching grammar and the academic essay. It discusses research showing that traditional grammar instruction has little impact on writing quality and can be harmful. However, grammar can still be taught to expose language ideas and broaden students' language registers and tools for writing. The document also discusses alternatives to traditional essays, such as RAFTS writing. It addresses balancing concerns over correctness with supporting student expression and diversity in language use.
This document provides an overview of literary appreciation as an introductory textbook for senior secondary school students in Nigeria. It covers the key elements and genres of literature such as character, plot, theme, poetry, drama and prose. It also defines literary appreciation and discusses the functions and techniques of literature. The purpose is to equip students with the essential skills and knowledge of literary appreciation needed to perform well in Literature examinations like SSCE and JAMB.
This document provides the course syllabus for a Literature of the Philippines class. The syllabus outlines the course description, learning outcomes, topics to be covered, teaching methods, assessments, and requirements.
The course aims to acquaint students with literary works by Filipino authors in English and Filipino from various regions and time periods. It will cover genres like folklore, Spanish colonial influence, resistance literature, and contemporary works.
Topics will be taught through lectures, discussions, multimedia, and student presentations. Assessments include quizzes, exams, group activities, and a final project creating a movie trailer analyzing a contemporary novel. The syllabus provides learning outcomes, topic objectives, activities, and rubrics for evaluating
This lesson plan aims to teach students about the poem "Ozymandias" by Percy Bysshe Shelley. It begins with motivating students by having them bring pictures representing their desired legacy. It then guides students through close reading and analysis of the poem, having them investigate words, discuss themes, and retell the story in a few sentences. The lesson concludes by having students reflect on their own legacy by writing an epitaph. The plan balances attention to both the literary content and language features to help students gain a deeper understanding of the text.
John Miller's senior exit portfolio has been positively reviewed, allowing him to graduate with an English major from Georgia State University. The portfolio contained well-written essays demonstrating his skills in research, close reading, and analysis. The reviewers provided positive feedback, praising Miller's reflective essay and the essays included in the portfolio. Miller is congratulated on completing this degree requirement.
1. Philippine literature had a pre-Spanish period where the ancestors developed their own forms of literature through legends, folk tales, and epics that expressed their culture and traditions.
2. Some examples of pre-Spanish literature include legends like "The Legend of the Tagalogs" and folk tales like "The Moon and the Sun". Epics during this period included the Biag ni Lam-ang and the Maragtas.
3. Unfortunately, many records of pre-Spanish literature were destroyed by Spanish friars who saw them as works of the devil, but some forms like folk songs survived through oral tradition.
Chapter 1:Introduction to the Study of Literature
Chapter 2: The Pre-Spanish Period
Chapter 3: The Spanish Period (1565-1898)
Chapter 4: The Period of Enlightenment (1872-1898)
Chapter 5: The American Regime (1898-1941)
Chapter 6: The Japanese Period (1941-1945)
Chapter 7: The Rebirth of Freedom (1946-1970)
Chapter 8: Period of Activism (1970-1972)
Chapter 9: Period of the New Society (1972-1980)
Chapter 10 : Period of the Third Republic (1981-1985)
Chapter 11: Periods (1986-1999)
Part II – Representative Compositions through the Years
Part III – Literary Compositions from 1986-1999
This document provides an overview of Philippine literature, including definitions of literature, reasons for studying Philippine literature, and time frames that mark its development in English. It discusses the relationship between literature and history, influential literary works worldwide, and general types of literature such as prose, poetry, narratives, lyrics, and dramas. The document aims to introduce key concepts in Philippine literature for students.
Analyzing theme and techniques in creative non-fiction.pptxJoanaJeanBarba
Creative non-fiction utilizes techniques from fiction to craft true accounts and personal narratives. Some key techniques employed include using vivid descriptive language and sensory details to immerse readers, employing narrative structures like scene setting, characterization, and plot development, and incorporating literary devices such as metaphor, symbolism, and imagery. The genre aims to stimulate readers' imaginations while staying grounded in facts, memory, and reflection on real events and experiences.
This document provides an overview of Philippine literature, including definitions of literature, reasons for studying it, and general types and time frames. Some key points:
- Literature is defined as written works that express the ideas, thoughts, and emotions of a people, often through language, and can include fiction or non-fiction.
- Studying literature allows one to better understand a culture and appreciate a nation's heritage through how writers have expressed themselves.
- Philippine literature is typically categorized into periods defined by historical events from 1898 to the present.
- Literature can generally be divided into prose and poetry, with many sub-genres like novels, short stories, plays, essays.
This document provides an overview of pre-Spanish Philippine literature. It discusses the forms of literature that existed before the Spanish arrived, including legends, folk tales, and epics that expressed the culture and traditions of early Filipinos. Some examples of pre-Spanish epics mentioned are the Biag ni Lam-ang and Maragtas. Folk songs are also identified as one of the oldest forms of Philippine literature from this period, with specific examples provided like the Kundiman and Kumintang.
This document outlines a lesson plan for a 4-hour course on 21st century literature from the Philippines and the world. It includes an introduction, presentation, and assessment section. The presentation covers the elements of literature, types of literature, and contemporary forms. It also provides learning outcomes, a timetable, and references.
This document provides an overview of the topics and objectives covered in the Children and Adolescent Literature course. The course is divided into 6 modules that cover definitions of literature, importance of studying literature, literary theories, subjects, standards, genres, techniques for analyzing different forms of literature, benefits of teaching literature, and literary terms. The first module introduces these preliminary concepts and discusses defining literature, theories used in analysis, subjects of literature, evaluating literary works, classifying genres, and the importance and goals of teaching literature to students.
This document provides an overview of different genres and types of literature. It begins by defining literature as written or spoken material, including creative works such as poetry, drama, fiction, and nonfiction. It then discusses the purposes of literature in developing understanding. The main types covered include fiction (such as novels and short stories), non-fiction, poetry, drama, and media. For each genre, examples are given and basic defining features are described. The document also briefly discusses other genres and forms such as oral literature, folktales, graphic novels, and comic books. It concludes by providing links to further information and instructions for three writing assignments related to literature.
The document discusses definitions and purposes of literature. It defines literature as a body of written, oral, or visual works that portray human thought, emotions, and experiences through imaginative language. Literature comes from the Latin word "litera" meaning "acquaintance with letters." There are several reasons to teach literature, including for linguistic, methodological, and motivational purposes. Some key goals in teaching literature are to develop students' literary competence, imagination, critical thinking, and appreciation of literature.
This document provides an overview of an English learning module that focuses on overcoming challenges through an examination of Arabian and Israeli literature. The module contains three topics: 1) the temperament and psyche of Arabian people as reflected in Saudi Arabian literature, 2) the temperament and psyche of Israeli people as reflected in Israeli literature, and 3) how Arabs and Israelis strengthen their ability to respond to the challenges of modernity based on their literary works. Students will analyze literary pieces, examine bias, develop vocabulary skills, and produce written work including journals, essays and bibliographies. The goal is for students to understand their Arab and Israeli neighbors and how they face modern challenges through a study of relevant literature.
The document provides a weekly learning plan for a Grade 11 class in the Philippines. It outlines the objectives, topics, classroom and home-based activities, and assessments for the week. The plan focuses on identifying the geographic, linguistic, and ethnic dimensions of Philippine literary history from the precolonial to contemporary periods. Students will analyze forms of literature, discuss key concepts, and provide examples of precolonial Philippine literature through group activities and presentations. The learning plan aims to explain the importance of literature and differentiate types of literary works.
This document provides an overview of an English learning module that examines Arab and Israeli literature to understand how these cultures respond to modern challenges. The module contains 3 topics: 1) examining Saudi Arabian literature to understand Arab temperament and psyche, 2) examining Israeli literature to understand the Israeli temperament and psyche, and 3) analyzing how Arabs and Israelis respond to and overcome modern challenges as reflected in their literature. The module will use activities like analyzing texts for bias, creating word frequency lists of unknown terms, predicting conclusions using conditional sentences, and producing an e-journal of prose and poetry entries to help students achieve the learning goals.
The Epic of Gilgamesh is considered one of the earliest works of literature. Dating back to around 2800 BCE, it tells the story of the semi-divine king of Uruk, Gilgamesh, in two parts. The first part describes Gilgamesh's heroic adventures with his friend Enkidu as they undertake quests. The second part is a spiritual journey as Gilgamesh searches for immortality after recognizing his own mortality. The poem explores themes of culture, friendship, and coming to terms with death that have influenced many later works.
1. SEMESTER AT SEA COURSE SYLLABUS
Discipline: English Writing
Spring 2009
ENWR 357Z: True Lies: Creative Writing as Critical and Trans-Cultural Consciousness
Upper Division
Faculty Name: Mark Shadle
Suggested Pre-requisites: None, but a previous college-level writing course is recommended.
“The writer interweaves a story with his own doubts, questions, and values. That is art.”
Naguib Mafouz, Egyptian novelist and recipient of Nobel Prize in Literature
COURSE DESCRIPTION
Why have people enjoyed inventing and telling stories around campfires and on-board ships since time
immemorial? How have writers imagined worlds into existence? How do our stories record, inscribe and critique
our experiences, especially when traveling? How can the lie of fiction expose the truth of experience? These are the
kinds of questions we will seek to discover, extend and answer through our fiction. We’ll begin where most fiction
around the world does, with telling a story in order to discover others, and read novels from Egypt and India.
Writers are readers who make the magic of fiction, and we’ll gear our writing to particular places we’re visiting,
incorporating theory and criticism from reading, composition, rhetoric, literature and cultural studies. We’ll use film
clips and music to expand the quality, originality and appeal of our fiction, and reflect upon translations and
meanings between languages and cultures. Exploring the rhetorical process—which includes writer, audience,
occasion, message and purpose—will help us discover topics autobiographically. We’ll believe in the power of
fiction to tell its truth, based upon research, and by exaggerating details to appeal to intellect (logos), emotion
(pathos) and ethics (ethos). We’ll use a textbook, two novels, web readings, interactive lecture, seminar discussion,
small group collaboration and teacher-student conferencing.
COURSE OBJECTIVES
• Practicing creative and critical reading of published, relevant fiction from countries being visited.
• Complicating the notion of voice/self: multiples voices/selves open up when we think of this plurality of
intentions as a healthy or useful thing.
• Juxtaposing and/or integrating the details and processes of speaking, listening, reading, writing, thinking and
the senses.
• Writing in not only an either/or, but also either/AND consciousness to capture the complexity of life, especially
across cultures we will be visiting.
• Overcoming "writer's block" by trying new kinds of pre-writing, including cubing, writing to music and writing
to visuals.
• Learning new kinds of collaboration with teacher, classmates and Writing Lab tutors.
• Understanding and practicing new kinds of revision of writing, based upon attention to audience and
constructive criticism.
2. TOPICAL OUTLINE OF COURSE
IL: Interactive Lecture; RF: Rhetorical Focus; AD: Analytic Device; PW: Pre-Writing/Inventon; WA: Writing
Assignment; SGF: Small Group Focus; TR: Textbook Reading; W/ER: Web Reading or Electronic Reserve;
1/19/09: Depart Nassau
1/21: A1: Self-Introductions and Overview of Course; IL: “Wilson Harris’ Anchor Story as Story Finder”; PW: Three
Columned List: http://books.heinemann.com/researchwritingrevisited/; TR: Preface; Chap 1; “Use of Force”
W/ER: my large post-Fulbright multiwriting project: “A Pororoca of Desire: Genesis, Colonizatio, Projection,
Connection & Sustainability in the Brazilian Amazon”:
http://lanic.utexas.edu/project/etext/llilas/outreach/fulbright07/;
1/23: A2: RF: Writer; AD: grapevine; WA: Unusual Experience; SGF: Tai Chi Handshake; W/ER: Gardener’s
Multiple Intelligences: http://wilderdom.com/personality/L2-4GardenerMultipleIntelligences.html; Kolb’s
Perception Chart: http://changingminds.org/explanations/learning/kolb_learning.htm; Kiersey Test:
http://keirsey.com/siteexplain.html
1/26: A3: : IL: “Duende: Taking an Appropriate Risk with the Personal and the Private”; PW: Drawing; TR: Ch 6 &
7; W/ER: “Circular Ruins,” by Jorge Luis Borges: http://www.acsu.buffalo.edu/~jatill/175/CircularRuins.htm;
Garcia Lorca, “The Play and Theory of the Duende”;
1/28-2/1: Cadiz, Spain
2/2: A4: RF: Writer as audience; AD: Syncope; WA: “Self-Portrait”; W/ER: “Borges Y Yo”: text:
http://www.cs.northwestern.edu/~fabianb/borgesandi.html; performed with flamenco:
http://www.youtube.com/watch?v=CqxR4AVsEz8; SGF: Revising-Editing Checklist introduced, and synesthesia;
2/4-2/8: Naples, Italy
2/9: A5: Film: Il Postino (Neruda’s exile in Italy); Begin reading Naguib Mafouz, Midaq Alley.
2/11-2/15: Istanbul, Turkey
2/16: A6: RF: Addressed and Invoked audiences; WA in ER: “Roaming in Mind” in Teaching Multiwriting; SGF:
Synecdoche; Finish reading Mafouz’s Midaq Alley;
2/18-2/22: Alexandria, Egypt
2/24: A7: IL: “Is Egypt “Black” or “White”: The Tug-of-War in the Fiction of Ishmael Reed’s Novel, Mumbo
Jumbo, and Scholarship of Bernal in Black Athena to Make Egypt “African”; discuss Mafouz novel; PW: layered
writing as Hieroglph; TR: Ch 2;
2/26: A8: RF: “kairos” (timing/occasion); AD: prosody (music behind text); WA: revise Fieldwork Journal Entry for
prosody; SGF: prosody in Mafouz and our work; begin reading Arundhati Roy’s novel, The God of Small Things.
2/28: No Classes
3/1: A9: IL: “The Loose Talk of Persuasion: Ethical Appeals Through Descriptive Fiction”; PW: small space
observation on board; TR: Ch 4; W/ER: “The Loose Talk of Persuasion” in Teaching Multiwriting; finish reading
Roy novel;
3/3: A10: RF: purpose; AD: symbiosis; syncretism; sympathy; WA: Observation of Small Space; SGF: details across
the senses;
3/5-3/9: Chennai, India
3/10: No Classes
3/11: A11: IL: “The Extraordinary Quality of Everyday Life: The Voice of Things”; discuss Roy novel, using
Observation papers and Fieldwork Journal Entries; PW: Listing; TR: Ch 10; W/ER: Thai novelist Pira Sudham, who
was nominated for the Nobel Prize in Literature: 211.84.160.7/jingpinkecheng/wyx/englishkejian/kejian1/d103.ppt
3/13: A12: IL: “The Unconquered Mind: Fiction as Resistance and Change Agent”; discuss Sudham excerpt; PW:
broadsheet for POW’s and ourselves; TR: Ch 10 (especially Sherman Alexie’s “This Is What It Means To Say
Phoenix, Arizona”);
3/15-3/19: Bangkok, Thailand
3/20: A13: IL: “Getting Behind the Front of War: A Review of Books and Films by Americans About the Viet Nam
War”; PW: epitaph to elegy; broadsheet to parody; fieldwork journal to flash-fiction; TR: Ch 3; W/ER: excerpts
from Andrew Pham’s Catfish Mandala;
3/22-3/26: Ho Chi Minh, Viet Nam
3. 3/27: A14: 3/29-3/30: Hong Kong, China
4/2-4/3: Shanghai, China
4/4: A15: RF: Forest of Rhetoric: http://humanities.byu.edu/rhetoric/silva.htm; AD: paralepsis, paronomasia and
parody; WA: First Long Piece due; SGF: overlay;
4/6-4/7: Kobe, Japan
4/9-4/10: Yokohama, Japan
4/11: A16: IL: “Inside and Beside Ourselves: Japanese Literature as Homage to Ancestors and Isolation”; PW: free-
write on kanji; TR: Ch 5 and 9: W/ER: tanka and haiku poetry: http://www.ahapoetry.com/TANKA.HTM; W/ER:
excerpts from Basho’s Narrow Road to the North, Bruce Jay Friedman’s Tokyo Woes and Jay McInerney’s Ransom;
4/12: A17: RF: epideitic; AD: metonymy; WA: tanka or haiku; SGF: listening techniques;
4/15: A18: Student-Teacher Conferences and Small Group Conferences to evaluate all work for Deadline Portfolio
revision;
4/17: A19: IL: “Testing Reed’s Law: ‘When a parody is better, it replaces the original”: Are Our Parodies of
Ourselves in the Pacific Still ‘Off-Base?’”; PW: periplum ; TR: Ch 11; W/ER: excerpts from Malinowski fieldwork,
Mark Leyner’s Et tu, babe?” and Asian-American stand-up comics Frank De Lema and Margaret Cho;
4/19: Honolulu, Hawaii, U.S.A.
4/20: A20: RF: message and purpose; AD: satire; WA: do satire of Fieldwork Journal entry; SGF: hyperbole;
4/22: A21: IL: “Inside Pyramids of Blood and Stone: How Mayans and Mosquitoes Are Transforming the Magically
Real Monroe Doctrine in Central America”; PW: free-write to Mayan slides three ways; W/ER: excerpts from Popol
Vuh and contemporary Mayan poets Victor Montejo and Maya Cu;
4/24: A22: RF: classical rhetoric applied to glyphs; AD: syncope related to “disappearing people”; WA: Second Long
Piece Using Reflection due;
4/25: GS Exam
4/26: Study Day: revise all writings;
4/27: A Exams: Small Group Workshops on revising all writings for Deadline Portfolio;
4/28: Study Day
4/30-5/1: Guatemala (port TBA);
5/2: Reflection/Re-Entry: Wrap up and sharing reflective pieces and self-class evaluations;
5/3: Transit Panama Canal
5/4: Packing: Deadline Portfolios Due
5/5: Packing/Convocation
5/6: Arrival in Miami: goodbyes
FIELD COMPONENT
Students will write regularly in their Field Journal during site visits when in port. The notes, pictures and artifacts of
these journals will go beyond mere description to include careful observations, reflections, interviews and more. They
will eventually generate topics for two longer pieces of fiction worth 40% of the grade for the class. Samples of both
published and student journals using multiple genres and media across the disciplines to record the various cultures will
be provided, and the Field Journal will be discussed, along with other work, during the regular small-group
revision/editing sessions, as well as in the Student-Teacher Conference. Journals in this class might re-inscribe the
kinds of sites in the novels we are reading from Egypt and India, or meetings with authors or writers in various
countries we visit. They might record relations of race, class and gender in the cultures we will be visiting, which will
be used in characterization in their fiction, and they may include an understanding of what is unique about particular
places used in creating a setting. Personal and political relationships observed among individuals and groups in port
may provide the idea of structure for students’ fiction.
4. METHODS OF EVALUATION
The percentages of the grade are as follows:
Class Attendance 10%
Class Participation 10%
Small-Group Collaboration 10%
Field Journal: 2 Longer Pieces 40%
Short Writings/Listenings 20%
Student-Teacher Conference 5%
Course Evaluation 5%
Total: 100
Assessment: A Revision/Editing Checklist (attached to syllabus) will be negotiated and agreed upon for awarding
points. Holistic assessment of two longer pieces and the numerous shorter writing and listenings that generate them
will occur, but the Revising/Editing Check Sheet will outline organization, style and conventions. Key factors
concerning a grade include:
• Demonstrated Understanding of Cultural Difference through Fiction
• Demonstrated Growth in Critical Eye through Collaboration and Revision
• Care and completeness of research
• Appropriateness and cleverness of form and style
• Number of errors in mechanics and grammar at sentence level
• Overall organization, logic, neatness and aesthetic integrity
Attendance & Participation: Students are expected to attend all classes, on time. After several unexcused
absences (usually medical ones, reported to the professor ahead of time), a student’s grade will be lowered for
attendance, and late assignments are discouraged and accepted at the discretion of the professor. Beyond attendance,
students are expected to have done reading, research and writing listed for each day’s class, and make sure their
voice and ideas are heard in seminar discussion.
Small Group Collaboration: Students will be required to do workshops together in small groups and regularly
participate in critiquing their own and classmates’ work. These sessions are crucial, as they allow students to bring
together and apply the interactive lecture, rhetorical focus, analytic device and reading to the pieces being revised
and edited. Various theoretical and practical strategies for sharing work will be introduced by the professor.
Field Journal: Students are expected to write regularly in their Field Journals, especially during site visits. Here
this will make connections between our readings, lectures, discussions and films. These notes in these journals will,
through pre-writings, lead to two longer pieces of fiction of publishable quality, which students will be encouraged
to submit to undergraduate journals or other media.
Student-Teacher Conference: At least one student-teacher conference will be required two thirds of the way
through the course, to discuss the strengths and weaknesses, and consequent grades, for the student’s work.
Self-Class Evaluation: Each student will complete this, noting how their work and consciousness has changed
through the course, and evaluating their strengths and weaknesses, as well as those for the course. Students will
explain what happened to their initial fears and expectations, and critique objectives, methods, texts, facilities and
pedagogy in useful detail.
"I owe the discovery of Uqbar to the conjunction of a mirror and an encyclopedia..."
Argentinian writer Jorge Luis Borges
5. REQUIRED TEXTBOOKS
AUTHOR: Burroway, Janet
TITLE: Writing Fiction: A Guide to Narrative Craft
PUBLISHER: Pearson Longman
ISBN #: (prefer paperback): # ISBN-10: 0321277198 or ISBN-13: 978-0321277190
DATE/EDITION: January 2007
COST: $62.95 (Amazon.com)
AUTHOR: Mafouz, Naguib
TITLE: Midaq Alley
PUBLISHER: Anchor
ISBN #: 10: 0385264763 and 13: 978-0385264761
DATE/EDITION: December, 1991 (English)
COST: $10.17 (Amazon.com)
AUTHOR: Roy, Arundhati
TITLE: The God of Small Things
PUBLISHER: Harper Perennial
ISBN #: 0060977493 and ISBN-13: 978-0060977498
DATE/EDITION: May, 1998 (English)
COST: $10.17
Students are also expected to have a college-level dictionary and grammar desk reference of the student’s choice.
RESERVE LIBRARY LIST
AUTHOR: Sunstein, Bonnie and Elizabeth Chiseri-Strater
TITLE: Fieldworking: Reading and Writing Research
PUBLISHER: Bedford/St. Martin’s
ISBN #: 10: 0312438419 and 13: 978-0312438418
DATE/EDITION: Third Edition; September, 2006
COST: $40.95
AUTHOR: Shadle, Mark and Rob Davis
TITLE: Teaching Multiwriting: Researching and Composing with Multiple Genres, Media, Disciplines, and Cultures
PUBLISHER: Southern Illinois University Press
ISBN #: 10: 0809327546 and 13: 978-0809327546
DATE/EDITION: First Edition; March, 2007
COST: $35
AUTHOR: Eldon, Dan and Kathy Eldon (editor)
TITLE: The Journey is the Destination: The Journals of Dan Eldon
PUBLISHER: Chronicle Books
ISBN #: 10: 0811815862 and 13: 978-0811815864
DATE/EDITION: August, 1997
COST: $23.10
6. AUTHOR: Couseineau, Phil
TITLE: The Art of Pilgrimage: The Seeker’s Guide to Making Travel Sacred
PUBLISHER: Conari Press
ISBN #: 10: 1573245097 and 13: 978-1573245098
DATE/EDITION: April, 2000
COST: $11.53
ELECTRONIC COURSE MATERIALS
AUTHOR: Garcia Lorca, Federico and Norman Thomas Di Giovanni and Christopher Maurer
ARTICLE/CHAPTER TITLE: “Play and Theory of the Duende”
JOURNAL/BOOK TITLE: In Search of Duende
VOLUME: # ISBN-10: 0811213765 and 13: 978-0811213769
DATE: April, 1998
PAGES: 48-62
AUTHOR: Borge, Jorge Luis
ARTICLE/CHAPTER TITLE: “Circular Ruins”
JOURNAL/BOOK TITLE: Labyrinths: Selected Writings and Other Stories; ed. Donald Yates, James Irby and
William Gibson
VOLUME: New Directions; ISBN-10: 0811216993 and 13: 978-0811216999
DATE: May, 2007
PAGES: 45-51; available online at: http://www.acsu.buffalo.edu/~jatill/175/CircularRuins.htm
AUTHOR: Shadle, Mark
ARTICLE/CHAPTER TITLE: “A Pororoca of Desire: Genesis, Colonizatio, Projection,
Connection & Sustainability in the Brazilian Amazon”
JOURNAL/BOOK TITLE: http://lanic.utexas.edu/project/etext/llilas/outreach/fulbright07/
VOLUME: Teresa Lozano Long Institute of Latin American Studies of the University of Texas at Austin
DATE: January, 2008
7. PAGES:
AUTHOR: Shadle, Mark
ARTICLE/CHAPTER TITLE: “Traveling at Home”
JOURNAL/BOOK TITLE: Wendell Berry
VOLUME: University of Idaho: Confluence Press; ed. Paul Merchant
DATE: 1991
PAGES:
AUTHOR: Berry, Wendell
ARTICLE/CHAPTER TITLE: “Standing by Words”
JOURNAL/BOOK TITLE: Standing by Words: Essays by Wendell Berry
VOLUME: Shoemaker and Hoard
DATE: January, 2005
PAGES: