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Biography: Dr Catherine Sly has taught in NSW Department of Education high schools and has been a writer, editor and consultant for the School Libraries division of the NSW Department of Education. Her recent PhD thesis investigated graphic novels from a narratological perspective. Abstract: Quality graphic novels can be as challenging and complex as written texts. While the predominantly visual format of graphic novels may readily capture students’ attention, guidance from teacher librarians and teachers can be invaluable in cultivating and refining the skills necessary to probe the depth and richness of these publications. Attendees will learn how to guide students to discover this richness as well as how to identify specific techniques used by the creators of graphic novels. A close investigation of two selected graphic novels will operate as examples to provide the necessary signposts for teachers to become more confident in the reading, processing, critical analysis and evaluation of graphic novels.

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What are three key ideas that you will discuss in support of your thesis? a. Phoenix’s old age effect on her communication ability. b. Effects of old age on phoenix’s way of perceiving issues. c. Phoenix’s trauma about the health of her grandson who was ailing at home. Identify Three Key Ideas in Support of Your Thesis Below Expectations - Identifies fewer than three key ideas in support of the thesis; however, the supporting points summarize the plot rather than reflect a critical reading of the primary text(s). The key ideas are significantly underdeveloped. THIS IS THE FEEDBACK FROM THE TEACHER. ENG125: Introduction to Literature List of Literary Techniques Technique Description Allusion A reference to a recognized literary work, person, historic event, artistic achievement, etc. that enhances the meaning of a detail in a literary work. Climax The crisis or high point of tension that becomes the story’s turning point—the point at which the outcome of the conflict is determined. Conflict The struggle that shapes the plot in a story. Dramatic irony When the reader or audience knows more about the action than the character involved. Epiphany A profound and sudden personal discovery. Exposition Setting and essential background information presented at the beginning of a story or play. Falling action A reduction in intensity following the climax in a story or play, allowing the various complications to be worked out. Fate An outside source that determines human events. Figurative language Language used in a non-literal way to convey images and ideas. Figures of speech The main tools of figurative language; include similes and metaphors.. First-person point of view Occurs when the narrator is a character in the story and tells the story from his or her perspective. Flashback The description of an event that occurred prior to the action in the story. Foreshadowing A technique a writer uses to hint or suggest what the outcome of an important conflict or situation in a narrative ENG125: Introduction to Literature will be. Imagery A distinct representation of something that can be experienced and understood through the senses (sight, hearing, touch, smell, and taste), or the representation of an idea. Irony A contradiction in words or actions. There are three types of irony: verbal, situational, and dramatic. Limited omniscient point of view Occurs when a narrator has access to the thoughts and feelings of only one character in a story. Metaphor A figure of speech in which an implied comparison is made between one object and another that is different from it. Objective point of view A detached point of view, evident when an external narrator does not enter into the mind of any character in a story but takes an objective stance, often to create a dramatic effect. Omniscient point of .

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Introduction to the Short Story “A story is a way to say something that can’t be said any other way, and it takes every word in the story to say what the meaning is.” —Flannery O’Connor, American writer 3 © VideoBlocks Learning Objectives After reading this chapter, you should be able to do the following: • Describe early forms of storytelling and their cultural contexts. • Identify and differentiate features of the short story, and analyze their use in particular stories. • Analyze the themes and concepts in "Country Lovers." • Successfully complete academic assignments that involve writing about and analyzing short stories. How Stories Began Chapter 3 From the time we are very young, we see the world and understand our lives through stories. We learn from them long before we can explain what a story is. Research shows that young children can identify which is the story when presented with an unfamiliar five-minute narrative about a boy with magical powers and a five-minute presentation written humorously to describe how to play a children’s game (McAdams, 1996). The recognizable pattern of a story is as old as human existence; we have always been storytellers. 3.1 How Stories Began Your environment and personal experiences influence your response to stories. Whether you are aware of it or not, the lens through which you envision a story is filtered by insights you have gained from family traditions, religious beliefs, and critical life issues. Thus, interpretations of a story vary based on the reader’s age, breadth of experience, and emotional connection. Likewise, interpretations differ from culture to culture. For example, stories that once grew out of particular political controversies continue to be told long after the original political context has been for- gotten. The familiar nursery rhyme “Rock-a-bye Baby” is a classic example. In late 17th-century England, when there was a struggle for political power between Catholics and Protestants, King James II, who had converted to Catholicism, came to power. The “Rock-a-bye Baby” narrative is thought to reflect the rumor that the son born to him and the queen was not their child—but a boy hidden and secretly exchanged, giving them a Catholic heir to the throne—until, at some point (“when the bough breaks”) the truth would be known. The Oxford Book of Nursery Rhymes provides extensive background information about the stories that became known as nursery rhymes with the publication of John Newbery’s book Mother Goose’s Melody in mid-18th-century England. The earliest stories in every culture are its myths, anonymous stories through which primitive people sought to explain the world around them, including the mysteries of divinity, creation, truth, and death. Literature often retells myths, using them as literary patterns. Because Greek and Roman myths are the ones most closely related to our culture, their patterns turn up often in other literatur.

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American Culture -- Winter, 2015, These questions will appear on the final exam. Read them carefully so you’ll be sure to adequately address what is being asked. The final exam will be held as scheduled on the university final exam schedule--on Monday, March 16 at 6:30 (NOTE HALF-HOUR TIME CHANGE) in our regular classroom, HEC 305. This is a 75-minute exam, so you should be finished by about 7:45-8:00. (1) What are the two most important issues facing American society today? Explain why these are crucial or important. How should we address or resolve these issues? Explain your answer, drawing on discussions and materials we have used in this course – readings, films, articles presented, lecture and discussion. The issues you think are most important do not have to be ones we discusses specifically in class, but your answer should be based broadly on what you have learned and discussed about American society and its conflicting values, the functionality of institutions, etc. Support your statements with reasoned culturally-based argument or evidence. NO uneducated emotional venting, please. (2) I will select some of the following terms for the final exam, and within that selection you may have choices. For each term on the exam, the questions will be: What does the term mean? Describe or explain its relevance to American culture or American society, perhaps even in a specific historical period or with reference to a specific major issue in American society, if you can. This list is taken entirely from our class lectures and discussions, films, and/or readings. In studying these, I suggest you start with those you know or think you know, first. Don’t spend all your time on the (very) few you don’t recognize. · Culture · Individualism · Prejudice · Discrimination · Extended family · Nativism · Brown v. Board of Education (1954) · Mexican Revolution · Libertarianism · Liberalism –utilitarian, moral, economic, political/social · Rosie the Riveter · Civil Rights Act (1964) · Security (its different meanings, and as an issue) · Hamburger University · Church-state separation · Diversity and multiculturalism · Equality (its different meanings) · Affirmative Action · Desegregation · States’ rights · Browning of America · Globalization · Family values · Racial stereotypes · Consumer society ENG125: Introduction to Literature List of Literary Techniques Technique Description Allusion A reference to a recognized literary work, person, historic event, artistic achievement, etc. that enhances the meaning of a detail in a literary work. Climax The crisis or high point of tension that becomes the story’s turning point—the point at which the outcome of the conflict is determined. Conflict The struggle that shapes the plot in a story. Dramatic irony When the reader or audience knows more about the action than the character involved. Epiphany A profound and sudden personal discovery. Exposition .

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