This document discusses symbolism in literature and life. It explains that symbols convey the theme or deepest meaning of a work. Symbols can be cultural/conventional, universal, personal, or literary. Cultural symbols derive meaning from shared understanding within a culture, while universal symbols may have the same meaning across cultures. Personal symbols gain meaning from individual context. Literary symbols recur throughout a work and help suggest its theme. The document provides examples of different types of symbols and encourages analyzing symbols in works studied for an upcoming essay.
An overview of plot with examples from literary fiction and modern film. With questions for analyzing plot in an essay. Advanced High School or college level.
An overview of plot with examples from literary fiction and modern film. With questions for analyzing plot in an essay. Advanced High School or college level.
A report on "Literary Devices"
Summary
Literary Device A literary or linguistic technique that produces a specific effect, esp. a figure of speech, narrative style, or plot mechanism
Kinds of Literary Devices
Figurative Language - is language that uses words or expressions with a meaning that is different from the literal interpretation.
Narrative Techniques - more narrowly known as ”literary fictional” narratives, is a strategy used in the making of a narrative to relay information to the audience and, particularly, to develop the narrative.
Sound Devices - are resources used by poets to convey and reinforce the meaning or experience of poetry through the skillful use of sound.
A report on "Literary Devices"
Summary
Literary Device A literary or linguistic technique that produces a specific effect, esp. a figure of speech, narrative style, or plot mechanism
Kinds of Literary Devices
Figurative Language - is language that uses words or expressions with a meaning that is different from the literal interpretation.
Narrative Techniques - more narrowly known as ”literary fictional” narratives, is a strategy used in the making of a narrative to relay information to the audience and, particularly, to develop the narrative.
Sound Devices - are resources used by poets to convey and reinforce the meaning or experience of poetry through the skillful use of sound.
Imagery, symbolism, and allusionImageryImagery refers MalikPinckney86
Imagery, symbolism, and allusion
Imagery
Imagery refers to the creation of mental images – sight, sound, taste, touch – through words.
Imagery is related to the themes and ideas of a poem. Poets use imagery to create an experience that opens the reader up to the poem’s themes and ideas.
Types of imagery
Visual imagery uses words to create sights. In Pound’s “In a Station of the Metro,” the visual is that of faces in a station crowd. In Pound’s image, these faces are “Petals on a wet, black bough” (line 2).
Auditory imagery captures sounds. In “Preludes,” Eliot’s images of the city include the familiar sounds of inner-city life:
The showers beat
On broken blinds and chimney-pots,
And at the corner of the street
A lonely cab-horse steams and stamps. (lines 9 – 12)
Types of imagery
Olfactory imagery uses smell to create an experience. It’s quite direct in Eliot’s “Preludes”: “The winter evening settles down / With smell of steaks in passageways” (lines 1-2). And again: “The morning comes to consciousness / Of faint stale smells of beer” (14-15).
Gustatory imagery describes tastes. In “Ode to a Nightingale,” Keats describes pining for the taste of wine thus: “O, for a draught of vintage! that hath been / Cool’d a long age in the deep-delved earth, / Tasting of Flora and the country green” (lines 11 – 13).
Types of imagery
Tactile imagery relates to touch and texture. Eliot’s “Preludes” creates a cycle of urban life that connects day and night, work and rest, using images:
Sitting along the bed’s edge, where
You curled the papers from your hair
Or clasped the yellow soles of feet
In the palms of both soiled hands. (lines 35-38)
Kinetic imagery is images of general motion, while kinesthetic imagery is images of human or animal movement. In “Sonnet 130,” Shakespeare describes the awkward walk of his beloved: “My mistress, when she walks, treads on the ground” (line 12).
Symbolism
Symbolism is the use of symbols to create meaning in an imaginative way.
A symbol is a thing that represents something else. Think of symbolism as using code to express ideas.
A word, an action, a setting, a character, a situation – all of these can be symbolic and, as symbols, significant to the themes and ideas of a work.
Symbolism
Symbols are often indirect and subtle. For example, one wouldn’t say that a character’s cough is a symbol for the character’s illness. The cough is a symptom of the illness and directly related to it.
Be careful how you use the terms “symbolism,” “symbolize,” and “symbol.” Often students use “symbolizes” when they actually mean “represents” in the general sense.
Identifying symbolism and symbols in works of literature is interpretation, and, like all interpretation, it must be supported by the text.
symbolism
Cultural or universal symbols are symbols that are common and easily recognized. Spring as a symbol for new life is a cultural/universal symbol.
Contextual, private, or authorial symbols are sy ...
I have an essay due on Sunday 532020 and i need help with the ques.docxeugeniadean34240
I have an essay due on Sunday 5/3/2020 and i need help with the question. anything will help, its on the glass menagerie
Your Task: Closely read the excerpt from The Glass Menagerie and write a well-developed, text-based response of three to five paragraphs. In your response, identify a central idea in the text and analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Use strong and thorough evidence from the text to support your analysis. Do not simply summarize the text.
Guidelines:
Be sure to:
• Identify a central idea in the text
• Analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Examples include: characterization, conflict, denotation/connotation, metaphor, simile, irony, language use, point-of-view, setting, structure, symbolism, theme, tone, etc.
• Use strong and thorough evidence from the text to support your analysis • Organize your ideas in a cohesive and coherent manner
• Maintain a formal style of writing
• Follow the conventions of standard written English
The passage:
The following excerpt is from the play, The Glass Menagerie. It is Tom’s opening speech to the audience supplying background and his closing speech explaining how everything ended.
TOM: Yes, I have tricks in my pocket, I have things up my sleeve. But I am the opposite of a stage magician. He gives you illusion that has the appearance of truth. I give you truth in the pleasant disguise of illusion.
To begin with, I turn bark time. I reverse it to that quaint period, the thirties, when the huge middle class of America was matriculating in a school for the blind. Their eyes had failed them or they had failed their eyes, and so they were having their fingers pressed forcibly down on the fiery Braille alphabet of a dissolving economy.
In Spain there was revolution. Here there was only shouting and confusion. In Spain there was Guernica. Here there were disturbances of labor, sometimes pretty violent, in otherwise peaceful cities such as Chicago, Cleveland, Saint Louis. . .
This is the social background of the play.
[MUSIC]
The play is memory.
Being a memory play, it is dimly lighted, it is sentimental, it is not realistic.
In memory everything seems to happen to music. That explains the fiddle in the wings.
I am the narrator of the play, and also a character in it. The other characters are my mother Amanda, my sister Laura and a gentleman caller who appears in the final scenes.
He is the most realistic character in the play, being an emissary from a world of reality that we were somehow set apart from. But since I have a poet's weakness for symbols, I am using this character also as a symbol; he is the long-delayed but always expected something that we live for. There is a fifth character in the play who doesn't appear except in this larger-than-life-s.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Prep for Essay #3
In the 3rd essay, we trace a theme running through
three or more pieced studied this semester. Theme
and symbolism work hand in hand in that both
relate to the deepest meaning of the piece. Think of
Theme as the message, moral or lesson that the
piece can be distilled into, although different people
might take different meanings from the same piece.
Symbols convey the theme. Think of them as
bubbles of meaning rising up from the depths of
the piece to pop on the surface.
Style. ENGL 151L 2
3. When things represent ideas
they’re symbols
Style. ENGL 151L 3
A mask hides our true face
with a false one. That might
be just plain fun on
Halloween or at a costume
party. In other contexts,
however, it means
something. As many pointed
out in our discussion of the
short film “Identity”
masking one’s face can stand
for hiding true identity. So
the physical thing, the mask,
stands for an idea or set of
ideas.
4. Actions can be symbolic too
Taking off that false face
is important. It carries
meaning: I reclaim my
identity. Taking it off is a
symbolic act. And a big
deal in the film.
There’s a forum thread
this week for discussing
symbols and symbolic
acts in our own lives.
Style. ENGL 151L 4
5. Symbols & Symbolic actions in our lives
Style. ENGL 151L 5
Getting matching
tattoos is a weighty
symbolic action:
tattoos are permanent.
And here the tattoos
themselves are
symbols. They say, We
fit together like lock
and key. Or perhaps
You open me.
6. Symbols can be broken
down into 4 types:
Cultural/conventional
Universal
Personal
Literary
Style. ENGL 151L 6
7. Cultural/conventional Symbols
Style. ENGL 151L
Within a culture, things & actions become linked to
certain concepts that most everyone in that culture
understands.
• The color red = warning, danger (stop lights, fire trucks)
• Red line = not (don’t cross, don’t feed the geese)
• Doves = peace (releasing doves at opening ceremony)
• Water = purification (baptism, washing before prayer)
• Circle = wholeness, unity (wedding rings)
• The flag = love of country
(on veteran’s graves)
7
8. Cultural Symbols are not Global
In European-American culture black has come to symbolize
death and is worn at funerals. In other cultures, Asian for
example, white symbolizes death and is worn at funerals.
Traveling can be disorienting because of changing symbols.
Even shaking the head left and right, no in the United
States, means yes in some places. Or a general I see what
you mean, I agree. Could lead to some amusing
misunderstandings!
For up to 10 Bonus Points, tell the story of a time
when you misunderstood a cultural symbol.
Style. ENGL 151L 8
9. Universal Symbols
Some Things and actions have the same symbolic
meaning around the world because we share biology
and . . . a world.
• Morning = new beginnings
• Green = spring, rebirth
• Candle = a light in the darkness
• Lions = power
• Chains = bondage
Caution. What IS universal? Darkness = danger,
or safety? Red = blood/death or (in China) joy/marriage?
Are snakes symbolic of evil in every culture?
Style. ENGL 151L 9
10. The serpent has a bad reputation
in Judeo-Christian cultures
Style. ENGL 151L 10
But in
other
cultures it
symbolizes
spiritual
energy
11. Personal Symbols
Our personal context gives meaning to things &
actions:
• A sled stands for lost winter fun to a child who
moved to Florida
• The smell of butterscotch means Gramma, because
she always has butterscotch gum in her purse
• Geese leaving means change to one person; geese
leaving, to another, means togetherness
• For some families, touching the lawn gnome before
a trip means “We’ll be back.”
Style. ENGL 151L 11
12. Read the symbolism in your life
• Are there actions you repeat, for good luck?
• Do you have recurring dreams?
• Do you own things you associate with friends and family?
Items you’d hate to lose?
• If your best friend moved far away forever, what would you
give him/her to remember you by?
• Do you have a tattoo? What does it mean to you? What
would it mean if you had it removed?
• Do you own anything that if you lost it would ruin your
day? (And not just because of the cost.)
• Do certain numbers when you see them convey some
meaning to you?
Style. ENGL 151L 12
13. Literary Symbols
Creative writers, film makers, song writers, visual
artists all create about and for people in cultural
contexts. They can’t not use symbols. Even words are
symbols – just marks on the page that stand for things
and ideas. C A T =
As we consume culture, we absorb the symbols like a
plant absorbs light. In studying literature, we look
closer at symbols and symbolic actions in order to get
the full meaning and enjoyment. We also deepen our
understanding of ourselves and our multi-cultural
culture.
Style. ENGL 151L 13
14. Open up to another culture
For up to 20 Bonus Points, read a short story from
another country. Then send an email with some
initial observations about that country.
Some excellent writers to choose from: Ha Jin,
Gabriel Garcia Marquez, Chinua Achebe, Nadine
Gordimer, Jhumpa Lahiri, Salman Rushdie,
Arundhati Roy, Anton Chekhov, Alice Munro
Some of these writers are in our text. Let me know
if you have trouble finding a short story to read.
And if you like, you could use the story in Essay #3.
Style. ENGL 151L 14
15. Something is a literary symbol if it…
• Keeps coming up
• Is given detailed and poetic description
• Appears in prominent places – the title, first
sentence, the ending, the climax
• Suggests the theme
• Is dynamic, gathering meaning throughout the
piece
• Is deep, not easy to pin down, carrying more
meaning than even the writer knows – about the
writer; their culture; or about human nature itself
Style. ENGL 151L 15
16. A Paring Knife as Symbol
In “The Paring Knife” (pp. 240-241), the knife is in
the title, the opening and the ending. It’s a real
object literally in the story (not figuratively in it, as
with the simile “his voice that cut like a knife”). It’s
also a symbol that stands for a fight the couple had
years before. When the narrator finds the knife
under the refrigerator, he remembers the fight.
When the woman he loves sees the knife and slides
it back under the refrigerator, it’s a symbolic act. As
if she has said: Let’s forget about that terrible fight
we had. Or even, Let’s never fight again.
Style. ENGL 151L 16
17. Style. ENGL 151L 17
In the novel The Great Gatsby, which many read in high school, there is a green light at the
end of Gatsby’s dock. Many times he gazes out at it. It symbolizes all his dreams and hopes
for the future. But at the end of the book, we realize those dreams and hopes are rooted
in the past. He can never reach them. He can only gaze at the idea of them, as symbolized
in the green light. It’s tragic.
Gatsby believed in the green light, the orgastic future that year by year recedes
before us. It eluded us then, but that’s no matter—tomorrow we will run faster,
stretch out our arms farther. . . . And then one fine morning—
So we beat on, boats against the current, borne back ceaselessly into the past.
A famous
literary
symbol
18. Questions about Symbolism to
consider for Essay #3
What objects or actions come up more than once in this piece?
Or receive extra description?
What are all the ideas I can think of associated with the title?
Does the author use conventional and universal symbols
much?
Do there seem to be symbols personal to the writer that are
hard for me to interpret? (Poets are most guilty of this.)
Does the main character do anything that feels (to you or
them) like a ceremony or ritual?
Is there a moment in the piece that feels heavy with meaning?
What things or actions are part of that moment?
Are there conventional or universal symbols that I see
recurring over more than one piece?
Style. ENGL 151L 18