How to Read Literature Like a Professor: Assignment Five

The Holiday is one of my all time favorite movies. My mom and I love to put on our comfiest pj's, brew up a warm cup of coffee or hot chocolate, sit in our favorite living room spots and enjoy the comfort of this movie. It has everything that a good chick flick needs. Comedy. Romance. But coming with romance there is always one factor that has to be included. Sex.

How can a writer of an amazing movie, such as this, illustrate intimacy without showing the characters "doing the deed?" Well, this particular writer manages to do so in a very artistically sound way. The main characters of this particular novel start out as complete strangers. One of them shows up drunk on the other's doorstep and convinces her to let him stay on the couch so that he will not have to drive home drunk. One thing leads to another and the author begins paving the road to the bedroom.

But instead of showing the dirty details he just ends the scene at an open conversation with a little bit of flirting thrown in there. By not going into further visual detail, the writer actually makes more of an impact on the growth and development in characterization. Without showing the "sex scene" he leaves it open and keeps you guessing. It made me want to know if their relationship was more than just a physical one. I wanted them to blossom and to learn more about the characters themselves and why the writer chose to have them jump into things.

This particular scene in The Holiday suggests that their is more to the romantic relationship than just sex. It also foreshadows more scenes like this to come that will further describe how the characters grow and change throughout the story.

How to Read Literature Like a Professor: Assignment Four

Thinking back to grades five and six, I remember one of my favorite teachers setting aside a time to read to us everyday. Normally, it is expected that no one would pay attention to this so-called "story time." However, the novel, Maximum Ride had everyone sitting straight up staring intently at the teacher, listening to the words easily roll off her tongue and out of her mouth.

James Patterson's novel is a story about a "flock" of humans that have been held captive for the majority of their lives, and are held subject to a series of experiments in a secret lab called, The School. However the twist is that they all have been genetically mutated and now possess wings, along with their other human features.

With the help of their father figure, Jeb, the flock escapes from being in cages and fly off in search of a brighter future. This extended metaphor involving their literal flight from the prison illustrates the freedom they now have. I made the connection that the genetic mutations that they have are not curses, but blessings. It gives the family a freedom and openness that no one else has. The flock soon find themselves facing a whole new world on their own and no longer have to be experimented on and trapped by their adversaries.

Max and her family must go on a rescue mission to save their little sister, Angel, without completely showing the world their genetic mutations. However, Max is a strong, open-minded, and highly intelligent girl. She soars throughout the novel in search of her little sister in hopes of saving her and setting her family free for good.

How to Read Literature Like a Professor: Assignment Three

When an author begins to paint a wonderful or dismal scene in a story, weather becomes a main factor in bringing across a point or foreshadowing. The author uses artistically detailed adjectives and verbs to describe what the main character is about to endure without just flat out saying it.

In the novel, Holes, the main character, Stanley Yelnats is sent to Camp Green Lake after "stealing" a pair of shoes from charity. From simply judging by the name, being forced to go to this camp instead of jail sounds like a walk in the park, but after arriving he soon realizes that it was a LIE.

Louis Sachar introduces Stanley, driving down a dusty road toward a scorching desert and 120 degree weather. A total wasteland. After reading this novel I began to realize the significance of the weather in this particular scene. The author is trying to foreshadow what the main character is about to have to experience. The dry, deserted location represents how alone Stanley feels and how out of place he is. The desert camp not only crushes his hope of getting off easy and escaping, but can also metaphorically describe the other members of the camp. All of them are scarred and dismal, but in the end they all want a fresh start.

On the other hand, the dry, open desert can simulate a new beginning. It is so wide, free, and dangerous. It offers up a new start, with more options than any of them ever expected.

How to Read Literature Like a Professor: Assignment Two

Intertexuality. The stated relationship between a literary work and the other texts from different places that go into creating this particular piece. Examples of this can be seen all the time in literature through characters that are similar.

Two characters from two completely different works can possess similar qualities. For example,

How to Read Literature Like a Professor: Assignment One

Disney movies are one of the many memories that virtually every child continues to remember. Some of us even continue to watch them in our older years (quite often in fact). However, by taking a look further into these delightfully colorful and amusing stories, we can all find a quest.

Lion King is one of my favorite movies. Breaking down this story for the summer English Assignment introduced me to new parts that I had not realized. One of them being that it contained all the parts of a quest...

1. A quester: Simba, a lion cub born into a particularly important family. He goes through the traumatic experience of losing his father, and is convinced that the event was his fault. He runs away for fear that his entire family would be too upset to see him again.

2. A place to go: Simba runs into a baboon named Rafiki, who happens to be a little bit crazy and enjoy whacking Simba over the head with a stick. Something rolls around in Simba's brain that makes him decide to go back to Pride Rock to save his family from his Uncle Scar.

3. A stated reason to go there: After being harassed by the crazy baboon, Simba is convinced that he needs to go back simply to help his family and to tell them "the truth," about what happened to his father.

4. Challenges and Trials: The only person, or lion, standing in Simba's way is his dreadfully dull and mean Uncle. Since Simba had run away, Scar had taken his place as King of Pride Rock. They start to battle and while they fight, Scar admits that he is the one that killed Simba's father, Mufasa!

5. A real reason to go there: After learning that Mufasa's death was not Simba's own fault, he finds a new power in himself. He defeats Scar and takes his rightful place at the thrown and transforms the Pride Lands back to the peaceful way they once were.

Creative Writing

As we strutted into the stadium, my team and I were watched by both supportive and leery glares. We all had a sort of confidence about us that could be seen by the firm, yet excited facial expressions. Our warm-ups swished as the trash-bag material would rub against each other as we took each step. I looked around seeing all the welcoming signs and banners reading, "Welcome Batesville High School Soccer Team!"

Amongst the happiness however, there were also the threatening looks of the opposing teams. Hands were firmly planted on their hips like they were posing for a Sports Illustrated magazine. But these glances were soon ignored after the blinding flash of Kodak cameras held by supportive parents brought me back to reality. The appetizing smells of concession stand corn dogs and nachos loomed in the air during that muggy day. Beads of sweat could be found trickling down every player's head, and small children complained and whined. Although I, myself, was focused. I could barely even communicate with my parents as they passed, much less my own teammates. Finally, I paid attention to the actual words being spoken from my coach, "C'mon ladies! Let's get warmed up, and pick up the pace!" This sent me into a ball-kicking, aggressive-playing, and an overly ecstatic spiral.

My passes were straight-on and accurate like an arrow hitting a target. Even my shots on goal had enough power to go through a brick wall. But before I knew it, the first round of the Arkansas State Soccer Tournament, had begun.

Teammates and parents alike were cheering me on. The wind rushed through my hair as I flew down the field to score a goal. I scored with ease. My team and I had faced much more fearsome, and gruesome goalies before so this was almost a "no-brainer." The game continued on in a back-and-forth game of kicking the ball until the other team scored as well. The expressions of my teammates faces painted a canvas of disappointment and distress. Then, the situation grew much worse. Right as we got possession of the ball once again, our opponents changed their tactic and switched goalies! This girl could quite possibly have just come out of the book Jack and the Beanstalk. She was a giant! The goalie also looked as though she could possibly murder me. I had not felt nervous-ness bit me until she stomped out on the field and took the place of the once non-threatening opponent.

I couldn't let her stop me, not now, not after my team and I had made it this far. I called for the ball and threw my hand up to get my teammate's attention. Quicker than the blink of an eye she passed the ball and I took off down the field towards the goal and the waiting beast. It was just me and her, so I kicked the ball with all my might. I heard my coaches cheer, the crowd exploded, and the announcer yelled, "Batesville Wins!"

Teacher Argument

According to Timothy Daley's article on the topic of the "widget effect," I agree with his claim that teachers need to be divided and recognized based on their skills and talents. In my school experience, some teachers know their subject, can link their topic to other ones, and also fully explain and actually teach us the specific topic we are learning. However, other teachers can't even answer simple questions asked by students that think out of the box. In the end, it seems as though the students are teaching the teachers. School districts tend to loop the "highest performing teachers" with the "lowest performing" ones. He states that the "widget affect degrades the teacher profession." No matter how hard the best teachers work, a large percentage of them "can't expect to jump up the career ladder or get a pat on the back," because they are just continually being grouped with the lower ranking teachers. With the lowest teachers struggling, how can the district advisors and even students expect the teachers to get feedback and to improve their teaching. Since most of the "best" teachers that teach in public schools are fully qualified and have the intelligence, if they are specifically recognized as being the "highest" and the "best" then they can continue to succeed. Also, the particular teachers that are struggling more can get the help and the feedback needed to improve their teaching level. I defended Daley's argument that the problem with teachers in society today is not specifically the teachers themselves. Some people argue that its the "teachers" that just "aren't doing their jobs." However, the underlying problem involves the higher ranking advisors who include all teachers in the same boat of sameness. Nobody wants to be a widget, so to fix the problem teachers need to be pointed out about their successes and given feedback.