– Act II Scene II Close Reading – Literary Devices William Shakespeare uses many types of literary devices to describe the very principle of Hamlet’s true battle. Hamlet compares himself to a “peasant slave” and to the talented actor‚ whom could give a convincing performance without feeling the true emotion. After his visit with the ghost (his supposed father)‚ he has been dedicated to the idea of plotting revenge of his uncle-father. Although‚ it is difficult for Hamlet to perform this horrific
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Close Reading There are those things in life that hardly take any time to become an expert at. Close Reading is not one of those things. Close reading can most simply be defined as the technique of taking a piece of writing piece by piece and hyper-analyzing every little bit of it. The concept may not seem too difficult and complex‚ however‚ most of the thinking behind it is metacognition. Metacognition is the word for thinking about the way you think. Both of these concepts are incredibly important
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Close Reading Close reading is an essential task that demonstrates key skills; it is used throughout the Language and Literature course. Specifically‚ it is used mostly in Part 4 (Detailed Study of Literature) where students complete an IOC (Individual Oral Commentary) on a text studied. Process Skills 1. Read the passage/extract 2. Reread it 3. Annotate for key areas 4. Plan a response 5. Write your response 6. Edit your response Understanding – show the teacher/examiners that you understand
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A Close Reading Exercise From: http://ocw.mit.edu/NR/rdonlyres/Literature/21L-003Fall2003/E3B42E8B-1A45-447E-938E-7CC3C79F6FC2/0/notes_on_close_reading.pdf What does it mean to read a text closely and analyze it? Why do we do close reading in literary study? The answers to these questions emerge more from the doing than the talking. Briefly‚ close reading is a basic tool for understanding‚ taking pleasure in‚ and communicating one’s interpretation of a literary work. The skills employed
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dass can encourage you and form the basis of a community that will help and sustain you. But that dass‚ as helpful as it was‚ is not where I learned to write. *itirg ike most-maybe all-vriters‚ I learned to write by and‚ by example‚ from reading books. Instead I answer by recalling my owu most valuable experienee not as a teacher‚ but as a student in one of the few fietion workshops I have ever taken. This was in the 1970s‚ during ny brief careLr as a graduate student in
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Close Reading Chapter 13 Pg.264 Briefly explain the context of the passage: The narrator is on a walk after an attempt to get out of the house to clear his mind. He bumps a woman on his way out and she calls the narrator an inappropriate name causing the narrator to speed up. Well thinking about places he could go the narrator reaches a vendor who is selling yams instantly reminding him of the south. The interaction with the vendor causes a sense of homesickness within the narrator. Passage
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I have chosen to do a “close reading” on the first poem in the book‚ “Land To Light On” by Dionne Brand‚ for Reading Journal one. After reading this poem‚ I cannot help but find myself correcting the English grammar in some of the phrases. Such as “If I am peaceful in this discomfort‚ is not peace‚ is getting used to harm. Is giving up.” It should be “it is not peace‚ it is getting used to harm. It is giving up.” Also the last line in the poem should be “My eyes are not mirrors”. Maybe the poet’s
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“A Child’s Christmas in Wales” is the story of a man retelling certain events from the past Christmases in his life. He describes many activities an experiences through his eyes when he was a young boy as if they were miracles‚ some things that many adults overlook and take for granted. “A Christmas Memory” tells the tale of Christmas traditions between a seven year old boy and a grown woman‚ who the boy views as his cousin and best friend. Each of these stories was written with a certain purpose
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Close Reading of “Pkhents” In the opening scene of “Pkhents‚” Abram Tertz introduces a first-person limited narrator‚ who is also the main character in the story. Unfortunately‚ Tertz provides no background information about this character. However‚ as the story progresses‚ the narrator’s unique mannerisms suggest that he is actually an extraterrestrial who belongs to a different world. A sense of confusion is created about the narrator’s identity when the narrator begins to form specific observations
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Sample Lesson Plan – Close Reading English Close Reading “The Rider” page 61 Lesson Overview Depending on class needs‚ this close reading should take two to three days. In this two-day lesson‚ the teacher begins by having students read and annotate the selected passage individually or as part of a class oral reading. Students then work with vocabulary and story questions. On the second day‚ students re-read the passage with a partner. They check their annotations and answers. They work
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