This lesson leads students to reflect on and respond to literature by …
This lesson leads students to reflect on and respond to literature by creating an online scrapbook. Students view a sample electronic scrapbook and use the project rubric to evaluate it, becoming familiar with the project requirements in the process. They use an online tool to evaluate resources on a topic related to a piece of literature and post their evaluations for class reference. Students then use online resources to capture "scraps" of information about their assigned topic and create a scrapbook using PowerPoint or another presentation software, making sure to cite all their sources. They share their online scrapbook with the class, defending their choice of scrapbook entries: why is the entry important to the understanding of the topic?
This lesson focuses on The Adventures of Huckleberry Finn by Mark Twain, but any piece of literature could be used for the basis of an online scrapbook.
Topic: The English sense of humor. This course examines English literature across …
Topic: The English sense of humor. This course examines English literature across genre and historical periods. It is designed for students who want to study English literature or writing in some depth, or to know more about English literary culture and history. Students will also learn about the relationships between literary themes, forms, and conventions and the times in which they were produced. Materials include: Medieval tales, riddles, and character sketches; Renaissance lyrics and a play, 18th-century satires in words and images, 19th century irony, modern stories and film.
Subject Literature, Composition, Drama, Poetry, Short Story, Novel
Abstract Literary Voice overviews the conventions of short stories, poems, dramatic works, and novels. The text features several chapters on the writing process and is focused on getting students to experience literature. Sections on reading literature as a critic and writing about literature in academic settings are accompanied by chapters on the genres.
Description The Literary Voice is an introduction to literature text created through the SUNY OER Initiative. With few exceptions (noted in the credits for each page), the mini-lectures are self-created. The text has a genre-based focus, with the readings being listed within each genre's chapter in rough chronology. Many of the works are linked. The text contains five plays and a lengthy literary nonfiction chapter in addition to the fiction and poetry chapters. Siddhartha, Hermann Hesse's modernist novel of India, is included in its entirety. I intentionally include more readings than any one course would get through in case instructors wish to tailor the content. Just as easily, they could organize the course either chronologically or thematically. Several chapters discuss academic writing, specifically as it applies to literary analysis. Several of the readings are personal favorites that adapt well to an introduction to literature survey.
Students read at least one work of literary fiction and then a …
Students read at least one work of literary fiction and then a short commercial romance piece (included in the assignment with the author's permission). They analyze each text using skills gained in class as well as engage in scholarly research on the subgenres. The final product is an MLA-format analytical essay.
Capture students enthusiasm for film and transfer it to reading and literature …
Capture students enthusiasm for film and transfer it to reading and literature by substituting film production roles for the traditional literature circle roles.
Students practice different ways of collaborating to read a work of literature. …
Students practice different ways of collaborating to read a work of literature. They work in different roles as they compose and answer questions, discover new vocabulary, and examine literary elements.
Our subject is the ethics of leadership, an examination of the principles …
Our subject is the ethics of leadership, an examination of the principles appealed to by executive authority when questions arise about its sources and its legitimacy. Most treatments of this subject resort to case-studies in order to illustrate the application of ethical principles to business situations, but our primary emphasis will be upon classic works of imaginative literature, which convey more directly than case-studies the ethical pressures of decision-making. Readings will include works by Shakespeare, Sophocles, Shaw, E.M. Forster, Joseph Conrad, George Orwell, Fyodor Dostoyevsky, and Henrik Ibsen, among others. Topics to be discussed include the sources of authority, the management of consensus, the ideal of vocation, the ethics of deception, the morality of expediency, the requirements of hierarchy, the virtues and vices of loyalty, the relevance of ethical principles in extreme situations.
This document defines a literature review, outlines its purpose and what it …
This document defines a literature review, outlines its purpose and what it demonstrates. The steps to undertaking a literature review are specified, and links to more information are included for Murdoch University.
This guide compiles starting points for OER and freely available resources for …
This guide compiles starting points for OER and freely available resources for Literature courses and topics. This OER subject guide was created for TCC faculty and staff and reflects TCC credit, continuing education, and corrections course offerings. The purpose of this guide is to help faculty and staff more easily find and review OER in their areas so that they can make decisions about quality, accuracy, relevancy, and potential use.
The aim of this subject is to acquaint the student with some …
The aim of this subject is to acquaint the student with some important works of systematic ethical philosophy and to bring to bear the viewpoint of those works on the study of classic works of literature. This subject will trace the history of ethical speculation in systematic philosophy by identifying four major positions: two from the ancient world and the two most important traditions of ethical philosophy since the renaissance. The two ancient positions will be represented by Plato and Aristotle, the two modern positions by Immanuel Kant and John Stuart Mill. We will try to understand these four positions as engaged in a rivalry with one another, and we will also engage with the philosophy of Thomas Hobbes, which offers a bridge between ancient and modern conceptions and provides a source for the rivalry between the viewpoints of Kant and Mill. Further, we will be mindful that the modern positions are subject to criticism today by new currents of philosophical speculation, some of which argue for a return to the positions of Plato and Aristotle.
Lecture series looking at key concepts in studying Literature; including lectures on …
Lecture series looking at key concepts in studying Literature; including lectures on the concept of unreliable narrators to theory of comparative literature. This series was filmed in the English Faculty in Trinity Term 2012
Access historic documents related to literature and poetry including selected Walt Whitman …
Access historic documents related to literature and poetry including selected Walt Whitman notebooks, digitized rare books, and presentations on a variety of literary figures ranging from Anne Bradstreet and Phillis Wheatley to Edgar Allan Poe and Ernest Hemingway.
Students use text sets to research a topic inspired by a fiction …
Students use text sets to research a topic inspired by a fiction book they have read. A text set is a collection of multiple text genres with a single focus.
Literature, the Humanities, and Humanity attempts to make the study of literature …
Literature, the Humanities, and Humanity attempts to make the study of literature more than simply another school subject that students have to take. At a time when all subjects seem to be valued only for their testability, this book tries to show the value of reading and studying literature, even earlier literature. It shows students, some of whom will themselves become teachers, that literature actually has something to say to them. Furthermore, it shows that literature is meant to be enjoyed, that, as the Roman poet Horace (and his Renaissance disciple Sir Philip Sidney) said, the functions of literature are to teach and to delight. The book will also be useful to teachers who want to convey their passion for literature to their students. After an introductory chapter that offers advice on how to read (and teach) literature, the book consists of a series of chapters that examine individual literary works ranging from The Iliad to Charles Dickens’ Bleak House. These chapters can not substitute for reading the actual works. Rather they are intended to help students read those works. They are attempts to demystify the act of reading and to show that these works, whether they are nearly three thousand or less than two hundred years old, still have important things to say to contemporary readers.
I organized the students in 4 groups and each group has reinterpreted …
I organized the students in 4 groups and each group has reinterpreted the story The Little Prince (prose transformed in poem, characters` change, rewrite the end of the story).
Short Description: Little Women—originally published in two volumes in 1868 and 1869—is …
Short Description: Little Women—originally published in two volumes in 1868 and 1869—is a coming-of-age novel written by American novelist Louisa May Alcott. Loosely based on the lives of Alcott and her sisters, the novel follows the four March sisters—Meg, Jo, Beth, and Amy—as they journey from childhood to womanhood.
Long Description: Little Women—originally published in two volumes in 1868 and 1869—is a coming-of-age novel written by American novelist Louisa May Alcott. Loosely based on the lives of Alcott and her sisters, the novel follows the four March sisters—Meg, Jo, Beth, and Amy—as they journey from childhood to womanhood.
Word Count: 187111
Included H5P activities: 1
(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)
This collection uses primary sources to explore Louisa May Alcott's novel, Little …
This collection uses primary sources to explore Louisa May Alcott's novel, Little Women. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
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