literary appreciation skills
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This document lists 12 names: Mary Joy Macapagal, ChonaLoveras, Merry Rose Villapando, Mary Rose Matutina, LiezelOniego, RegineValiente, CarminaMendevil, GhenelieGatchalian, Sarah Verzo, Jullianne Murillo, Christine Joy Eugenio, and Jerome Macalinag.
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This document contains a table listing the names of 42 students from a secondary school in Mexico. It shows their grades in 5 subjects across 4 grading periods and their final grade average. The highest scoring student was Leslie Vanessa Garcia Valadez who received a perfect score of 10.0 in every subject. The lowest scoring student was Ivonne Guadalupe Hernandez Alvarez whose grade in one period is listed as "BAJA".
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This document contains a table listing the names of 42 students in the 2nd "D" group of a secondary school. It shows their grades in five bimesters and their final grade on a scale of 0 to 10 in various subjects. The highest scoring student was Tania Alexandra Garcia Espinosa who received a perfect score of 10 in all bimesters. The lowest average final grade was 5.6 by Braulio Said Gonzalez Ibarra.
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This document contains a table listing 34 students' names, their grades over 5 bimesters, and their final average grade for the school year. It shows each student's performance in their classes across time periods, with their final grades ranging from 5.0 to 10.0 on average. The top students received perfect scores of 10.0 each bimester and term.
2 d 5o bimestre y final
This document contains a table listing the names of 38 students from the morning shift of Secondary School No. 135 "U.R.S.S.", their grades in 5 bimesters, their final grade, and the group they belong to (2nd "D"). It shows each student's progress throughout the school year, with their grades ranging from 6.0 to 10.0.
Understanding the stages of literary appreciation
The document outlines 7 stages of literary appreciation from ages 0-18+. Each stage is characterized by an optimal age range, sample literary materials, and typical actions. The stages progress from gaining pleasure from oral stories and pictures books as a young child, to reading to understand identity as a pre-teen, to reading widely to understand society as a young adult. Understanding these stages helps ensure readers experience pleasure at their level before advancing to more complex appreciation.
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This document contains the names of 28 employees numbered in a ranking, with Diana ranked #1, Paige ranked #28, and Katie and Sai & David listed as managers. It also lists some employees like Allie, Caroline, and Macy twice in the rankings.
Prim e
This document contains the grades of students in their English 1 class across five grading periods or bimesters. It lists each student's name and their grades for each of the first, second, third, fourth, and fifth bimesters. Some students' grades increased over time while others decreased or stayed the same. The highest grade was a 10 and the lowest was a 6.
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This document contains a table listing the names of 35 students in group 3° "D" of Escuela Secundaria Diurna No. 135. It includes each student's grades over 5 bimesters (quarters) in their various classes. Some common features are that most students' grades improved over time, ranging from 5.0 to 10.0, with a few students receiving a "BAJA" mark at some point. The document also provides the school name and indicates this is for a morning shift program.
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This document contains a table listing the names of 42 students from a secondary school in Mexico. It shows their grades in 5 subjects across 4 grading periods and their final grade average. The highest scoring student was Leslie Vanessa Garcia Valadez who received a perfect score of 10.0 in every subject. The lowest scoring student was Ivonne Guadalupe Hernandez Alvarez whose grade in one period is listed as "BAJA".
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This document contains a table listing the names of 42 students in the 2nd "D" group of a secondary school. It shows their grades in five bimesters and their final grade on a scale of 0 to 10 in various subjects. The highest scoring student was Tania Alexandra Garcia Espinosa who received a perfect score of 10 in all bimesters. The lowest average final grade was 5.6 by Braulio Said Gonzalez Ibarra.
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This document contains a table listing 34 students' names, their grades over 5 bimesters, and their final average grade for the school year. It shows each student's performance in their classes across time periods, with their final grades ranging from 5.0 to 10.0 on average. The top students received perfect scores of 10.0 each bimester and term.
2 d 5o bimestre y final
This document contains a table listing the names of 38 students from the morning shift of Secondary School No. 135 "U.R.S.S.", their grades in 5 bimesters, their final grade, and the group they belong to (2nd "D"). It shows each student's progress throughout the school year, with their grades ranging from 6.0 to 10.0.
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The document outlines 7 stages of literary appreciation from ages 0-18+. Each stage is characterized by an optimal age range, sample literary materials, and typical actions. The stages progress from gaining pleasure from oral stories and pictures books as a young child, to reading to understand identity as a pre-teen, to reading widely to understand society as a young adult. Understanding these stages helps ensure readers experience pleasure at their level before advancing to more complex appreciation.
Literary appreciation skills
This document outlines objectives and content for a unit on teaching literature to children. The objectives are to explain the importance of teaching literature, identify literary appreciation skills, teach different genres like verses, poetry, fables and legends, and gain skills in storytelling, choral reading, and teaching drama. The content includes sections on teaching literature, literary appreciation skills, different genres, storytelling, choral reading, and drama in the classroom.
Literary Appreciation
The document discusses various literary devices and elements used in writing narratives. It covers idiomatic expressions, creative words from myths and other languages, qualities of good titles, sensing character traits through description and dialogue, and the basic elements of narratives and short stories such as setting, characters, plot, point of view, theme. It provides examples to illustrate techniques for revealing characters and their traits, engaging the reader with an appropriate title, and maintaining a sense of reality, movement and focus in a narrative.
What is literature group1
Literature is the art of written works, including fictional and non-fictional works meant for artistic or educational purposes. Literature can be categorized as either oral or written, with oral literature being stories passed down verbally and written literature being written works like novels, poems, plays, and other genres. Written literature falls into two main types - prose, which is non-poetic writing, and verse, which uses rhythmic lines like in poetry. Literature aims to have lasting artistic value and quality beyond just being a neutral recording of words.
Developmental reading 1
This document discusses an interactive reading model that combines top-down and bottom-up processing approaches. It evaluates this interactive model, examines researchers' views that reading involves various complex interactions, and provides examples of literary appreciation skills like poetic language, tone, mood, character, setting, plot, and theme. The document aims to help gain a deeper understanding and appreciation of literature.
Poems for discussion53
This document contains 8 poems for discussion in a literary appreciation course. The poems cover a range of themes including the fleeting nature of youth and beauty, love, nature, war, and death. The poems are written by well-known authors such as William Shakespeare, Emily Dickinson, William Butler Yeats, and Thomas Hardy.
Course syllabus 2010
This document provides a course syllabus for a 3-credit Literary Appreciation course offered in the second semester of the 2010 academic year. The course is required for English majors and minors and aims to help students understand and appreciate literature through analyzing prose, verse, imagery, and other literary elements. Over 16 weeks, students will learn about different genres through lectures, discussions, exercises and exams. Evaluation is based on quizzes, reports, a midterm, and final exam. Regular attendance and participation are required along with completing assignments on time without plagiarism.
The Riddle of Literary Quality Project
The document summarizes a project called "The Riddle of Literary Quality" which aims to:
1. Identify textual commonalities ("X-factors")
2. In recent Dutch novels
3. With similar levels of appreciation based on a national reader survey.
The project has compiled a digital corpus of 400 recently published Dutch novels and conducted a survey of over 13,000 Dutch readers on their appreciation of read and unread books. Researchers are developing digital analysis techniques to analyze sentence structures, word features, and other textual factors in novels with similar appreciation levels to identify potential "X-factors" that contribute to literary quality.
Poe
Students will read one of Edgar Allan Poe's short stories, "The Pit and the Pendulum", "The Raven", or "The Tell-Tale Heart". They will summarize the plot, characters, setting, and perspective. Students will identify emotions portrayed in the story, such as fear, sadness, and guilt. They will then work in groups to create their own original work conveying one of the emotions and presenting it to the class.
Creative reading (2)
The document discusses creative reading, literary appreciation, and oral interpretation. Creative reading involves reading material intensively to achieve deeper meaning beyond just the printed words. Literary appreciation relates to creative reading and involves personal and social viewpoints on literature. Oral interpretation is communicating literature to an audience through vocal techniques, body language, gestures, movement, and facial expressions.
Writing skills presentation for BBA
This document provides guidance on developing strong writing skills. It discusses three main elements of written communication: structure, style, and content. Structure refers to how content is organized and laid out. Style is how the writing is presented. Content is what is being written about. The document provides tips for structuring writing clearly with an introduction, conclusion, and short paragraphs. It also discusses writing for the audience and using precise language and active voice. Formatting with lists, bullets and other elements can improve readability. Planning, organizing and developing an outline before writing is recommended.
stylistic analysis SLIDE SHARE
This document provides a stylistic analysis of two works: "The Broken Wings" by Khalil Gibran and William Blake's poem "The Tyger". For Gibran's work, it analyzes his use of literary devices like similes, metaphors and hyperbole at the semantic level and alliteration at the phonological level. For Blake's poem, it examines themes of good vs evil, symbolism of the tiger and lamb, uses of metaphor, alliteration, synecdoche and the poem's meter and rhythm. The document concludes by summarizing Gibran's figurative style and poetic prose techniques.
A2 English Literature & Language - Practical & Stylistics
The document outlines the differences between stylistics and practical criticism as literary approaches. Stylistics involves analyzing the language used in a text to arrive at an objective view, looking at elements like sentence structure and grammar. Practical criticism focuses on analyzing the literary devices used in a text, viewing the work as a self-contained piece of art. Both approaches can provide useful insights but also have limitations when used alone.
Aims and perspectives
This document discusses the aims and perspectives of stylistics. It defines stylistics as the study of literary discourse from a linguistic orientation, linking both linguistics and literary criticism. Stylistics mediates between these two disciplines as well as between English literature and the English language. The document examines different views of stylistics and how it can be used to better understand and teach literature.
Reading for information
Slide presentation for OUMH1103 Learning Skills for Open Distance Learners
Topic 3: Reading for Information
Chapter 3 lesson 3 Reading for Critical Understanding
The document discusses reading for critical understanding. It defines reading as a complex cognitive process of decoding symbols to construct meaning. Critical understanding involves reflecting on, analyzing, and evaluating different ideas and positions to form independent thoughts. It also discusses how preparedness for peace is a false philosophy that usually results in war. It provides the example of two neighbors who both arm themselves for protection, but end up threatening each other's peace. Nations that boast of battleships and readiness to fight are also menacing world peace. The conclusion is that just as an armed individual threatens community peace, armed nations threaten world peace.
Communicative Language Teaching (Complete)
This document discusses theories of language and language learning, including the structural, functional, and interactional views of language. It then covers the history of language teaching approaches, from the Classical period to modern communicative language teaching. Communicative language teaching emphasizes using language for meaningful communication, with the goal of developing learners' communicative competence. Key components of this approach include its principles, the roles of the teacher as facilitator and of learners as communicators, the use of authentic and task-based materials, and a syllabus focused on semantic notions and communicative functions.
Reading for critical understanding
Critical reading is an active process that requires carefully analyzing a text to understand and evaluate its key ideas, arguments, and purpose. It involves using critical thinking skills to differentiate facts from opinions, identify the author's perspective and tone, and recognize persuasive techniques. Critical reading works together with critical thinking, as critical thinking allows us to monitor our understanding as we read, while critical reading provides the foundation to think critically about a text. The SQ3R method outlines a process for critical reading that involves surveying, questioning, reading, recalling, and reviewing a text. A critical reader aims to understand, analyze, evaluate, and take a questioning approach towards a text.
Reading Purposes
Students are introduced to the reading purposes. This is usually viewed at the beginning of a reading unit.
Reading for critical understanding
This document discusses the paradox of preparedness for peace. It argues that preparedness usually results in war, not peace, giving the example of two neighbors who both arm themselves in the name of protecting peace but end up provoking conflict. Similarly, nations that boast of military strength and readiness to fight under the guise of protecting peace actually have battleships in preparation for war and tend to provoke attacks from others due to their deterrence posture. The document concludes that just as an armed individual poses a threat to community peace, armed nations endanger world peace.
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Literary appreciation skills
This document outlines objectives and content for a unit on teaching literature to children. The objectives are to explain the importance of teaching literature, identify literary appreciation skills, teach different genres like verses, poetry, fables and legends, and gain skills in storytelling, choral reading, and teaching drama. The content includes sections on teaching literature, literary appreciation skills, different genres, storytelling, choral reading, and drama in the classroom.
Literary Appreciation
The document discusses various literary devices and elements used in writing narratives. It covers idiomatic expressions, creative words from myths and other languages, qualities of good titles, sensing character traits through description and dialogue, and the basic elements of narratives and short stories such as setting, characters, plot, point of view, theme. It provides examples to illustrate techniques for revealing characters and their traits, engaging the reader with an appropriate title, and maintaining a sense of reality, movement and focus in a narrative.
What is literature group1
Literature is the art of written works, including fictional and non-fictional works meant for artistic or educational purposes. Literature can be categorized as either oral or written, with oral literature being stories passed down verbally and written literature being written works like novels, poems, plays, and other genres. Written literature falls into two main types - prose, which is non-poetic writing, and verse, which uses rhythmic lines like in poetry. Literature aims to have lasting artistic value and quality beyond just being a neutral recording of words.
Developmental reading 1
This document discusses an interactive reading model that combines top-down and bottom-up processing approaches. It evaluates this interactive model, examines researchers' views that reading involves various complex interactions, and provides examples of literary appreciation skills like poetic language, tone, mood, character, setting, plot, and theme. The document aims to help gain a deeper understanding and appreciation of literature.
Poems for discussion53
This document contains 8 poems for discussion in a literary appreciation course. The poems cover a range of themes including the fleeting nature of youth and beauty, love, nature, war, and death. The poems are written by well-known authors such as William Shakespeare, Emily Dickinson, William Butler Yeats, and Thomas Hardy.
Course syllabus 2010
This document provides a course syllabus for a 3-credit Literary Appreciation course offered in the second semester of the 2010 academic year. The course is required for English majors and minors and aims to help students understand and appreciate literature through analyzing prose, verse, imagery, and other literary elements. Over 16 weeks, students will learn about different genres through lectures, discussions, exercises and exams. Evaluation is based on quizzes, reports, a midterm, and final exam. Regular attendance and participation are required along with completing assignments on time without plagiarism.
The Riddle of Literary Quality Project
The document summarizes a project called "The Riddle of Literary Quality" which aims to:
1. Identify textual commonalities ("X-factors")
2. In recent Dutch novels
3. With similar levels of appreciation based on a national reader survey.
The project has compiled a digital corpus of 400 recently published Dutch novels and conducted a survey of over 13,000 Dutch readers on their appreciation of read and unread books. Researchers are developing digital analysis techniques to analyze sentence structures, word features, and other textual factors in novels with similar appreciation levels to identify potential "X-factors" that contribute to literary quality.
Poe
Students will read one of Edgar Allan Poe's short stories, "The Pit and the Pendulum", "The Raven", or "The Tell-Tale Heart". They will summarize the plot, characters, setting, and perspective. Students will identify emotions portrayed in the story, such as fear, sadness, and guilt. They will then work in groups to create their own original work conveying one of the emotions and presenting it to the class.
Creative reading (2)
The document discusses creative reading, literary appreciation, and oral interpretation. Creative reading involves reading material intensively to achieve deeper meaning beyond just the printed words. Literary appreciation relates to creative reading and involves personal and social viewpoints on literature. Oral interpretation is communicating literature to an audience through vocal techniques, body language, gestures, movement, and facial expressions.
Writing skills presentation for BBA
This document provides guidance on developing strong writing skills. It discusses three main elements of written communication: structure, style, and content. Structure refers to how content is organized and laid out. Style is how the writing is presented. Content is what is being written about. The document provides tips for structuring writing clearly with an introduction, conclusion, and short paragraphs. It also discusses writing for the audience and using precise language and active voice. Formatting with lists, bullets and other elements can improve readability. Planning, organizing and developing an outline before writing is recommended.
stylistic analysis SLIDE SHARE
This document provides a stylistic analysis of two works: "The Broken Wings" by Khalil Gibran and William Blake's poem "The Tyger". For Gibran's work, it analyzes his use of literary devices like similes, metaphors and hyperbole at the semantic level and alliteration at the phonological level. For Blake's poem, it examines themes of good vs evil, symbolism of the tiger and lamb, uses of metaphor, alliteration, synecdoche and the poem's meter and rhythm. The document concludes by summarizing Gibran's figurative style and poetic prose techniques.
A2 English Literature & Language - Practical & Stylistics
The document outlines the differences between stylistics and practical criticism as literary approaches. Stylistics involves analyzing the language used in a text to arrive at an objective view, looking at elements like sentence structure and grammar. Practical criticism focuses on analyzing the literary devices used in a text, viewing the work as a self-contained piece of art. Both approaches can provide useful insights but also have limitations when used alone.
Aims and perspectives
This document discusses the aims and perspectives of stylistics. It defines stylistics as the study of literary discourse from a linguistic orientation, linking both linguistics and literary criticism. Stylistics mediates between these two disciplines as well as between English literature and the English language. The document examines different views of stylistics and how it can be used to better understand and teach literature.
Reading for information
Slide presentation for OUMH1103 Learning Skills for Open Distance Learners
Topic 3: Reading for Information
Chapter 3 lesson 3 Reading for Critical Understanding
The document discusses reading for critical understanding. It defines reading as a complex cognitive process of decoding symbols to construct meaning. Critical understanding involves reflecting on, analyzing, and evaluating different ideas and positions to form independent thoughts. It also discusses how preparedness for peace is a false philosophy that usually results in war. It provides the example of two neighbors who both arm themselves for protection, but end up threatening each other's peace. Nations that boast of battleships and readiness to fight are also menacing world peace. The conclusion is that just as an armed individual threatens community peace, armed nations threaten world peace.
Communicative Language Teaching (Complete)
This document discusses theories of language and language learning, including the structural, functional, and interactional views of language. It then covers the history of language teaching approaches, from the Classical period to modern communicative language teaching. Communicative language teaching emphasizes using language for meaningful communication, with the goal of developing learners' communicative competence. Key components of this approach include its principles, the roles of the teacher as facilitator and of learners as communicators, the use of authentic and task-based materials, and a syllabus focused on semantic notions and communicative functions.
Reading for critical understanding
Critical reading is an active process that requires carefully analyzing a text to understand and evaluate its key ideas, arguments, and purpose. It involves using critical thinking skills to differentiate facts from opinions, identify the author's perspective and tone, and recognize persuasive techniques. Critical reading works together with critical thinking, as critical thinking allows us to monitor our understanding as we read, while critical reading provides the foundation to think critically about a text. The SQ3R method outlines a process for critical reading that involves surveying, questioning, reading, recalling, and reviewing a text. A critical reader aims to understand, analyze, evaluate, and take a questioning approach towards a text.
Reading Purposes
Students are introduced to the reading purposes. This is usually viewed at the beginning of a reading unit.
Reading for critical understanding
This document discusses the paradox of preparedness for peace. It argues that preparedness usually results in war, not peace, giving the example of two neighbors who both arm themselves in the name of protecting peace but end up provoking conflict. Similarly, nations that boast of military strength and readiness to fight under the guise of protecting peace actually have battleships in preparation for war and tend to provoke attacks from others due to their deterrence posture. The document concludes that just as an armed individual poses a threat to community peace, armed nations endanger world peace.
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A2 English Literature & Language - Practical & Stylistics
A2 English Literature & Language - Practical & Stylistics
Chapter 3 lesson 3 Reading for Critical Understanding
Chapter 3 lesson 3 Reading for Critical Understanding
literary appreciation skills
- 1. 1. Mary Joy Macapagal 2. ChonaLoveras 3. Merry Rose Villapando 4. Mary Rose Matutina 5. LiezelOniego 6. RegineValiente 7. CarminaMendevil 8. GhenelieGatchalian 9. Sarah Verzo 10. Jullianne Murillo 11. Christine Joy Eugenio 12. Jerome Macalinag