English 275, Week Two
English 275, Week Two 275
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Erika De Leygraaf
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This 10 page Class Notes was uploaded by Erika De Leygraaf on Wednesday September 14, 2016. The Class Notes belongs to 275 at University of Wisconsin - Stevens Point taught by Felt, Elizabeth in Fall 2016. Since its upload, it has received 13 views. For similar materials see Classic Children's Literature in ENGLISH (ENG) at University of Wisconsin - Stevens Point.
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Date Created: 09/14/16
9/12/16 What We Discussed: Literature Circles Handout on D2L Picked groups, books, and leaders for each circle Traditional Literature Started out as oral tales → passed down through generations A way to view a culture’s heritage, values, and beliefs Similar stories in different nations/cultures meant similar cultural values Includes: folktales, fables, myths, legends Prose Narrative = any story, NOT poetry Folktales = fictional prose narratives Not taken seriously Timeless, placeless Many Sub Genres Ex: fairy tale Common narrative motifs Ex: evil stepmother, events happen 3x Common themes Ex: good is rewarded, bad is punished Examples: Cinderella, Paul Bunyan Fables = brief tale Animals talk and act like humans Moral lesson, often stated in the text Ex: “slow and steady wins the race” Example: The Tortoise and the Hare Myths = prose narrative, considered a true story Religiousfaith associated Characters are gods/demigods Used to explain natural phenomena or account for origins Not everyone believes they are true NOT just Greek, all religions and all nations have myths Ex: Christian, Africa Examples: Zeus (Greek), Noah’s Ark (Christian), Anansi the Spider (West African) Legends = prose narrative, considered true but could be exaggerated More recent than myths Not religiousfaith based All characters were human No gods or animals Examples: Robin Hood, King Arthur and Sir Lancelot Oral → changed a lot, Written → did not change Fairy Tales = traditional stories that were timeless, contained magic, and featured recognizable motif(s) Most popular Example: Cinderella, Motif → evil stepmother Charles Perrault French, 16281703 Published: 1680s1690s Stories from Times Past Tales of my Mother Goose Borrowed Italien sources/stories Distinctive Tone: light and frivolous compared to other writers Frivolous = carefree Often spoke directly to the reader Marie le Prince de Beaumont French, 17111780 Lived in London, wrote in French Published: 1756 Collection of stories and essays Talked liked a governess to her chargers Governess = a teacher who was hired to teach a rich family’s children Chargers = the children, students Beauty and the Beast → wrote a shorter version aimed for children ** ommon Motif: a beast falls in love with a pretty girl and turns into a prince (Beauty and the Beast, The Princess and the Frog) The Grimm Brothers German, 17851863 (Jacob), 17861859 (William) Published: 1812 Collection of folk tales Were revised/edited/published 7x Revisions Easier to read Character names Motivations Added dialogue Removed dark elements Main Objective: preserve German stories Did not want them to be replaced by the French stories Hans Christian Andersen Danish, 18051875 Wrote some folk tales Tinder Box Princess and the Pea Wrote some of his own pieces The Little Mermaid The Ugly Duckling Common Theme: social criticism Joseph Jacobs English, 18541916 Professional folklorist and ethnic historian Worried about English folk tales Similar to the Grimm Brothers Published those that were not already written Everyone already knew the German and French, almost no point in writing the English version Rhythm and rhyme of colloquial English Ex: chinnychinchin, fefifofum Assignments: Order lit. circle books from Scholastic Read Chapter 6 23 sections only Write a summary in journal Due: 9/14/16 Read “Cinderella” (17) and “Aschenputtel” (56) NO summary needed Due: 9/14/16 9/14/16 What We Discussed: Literary Elements → used to evaluate literature Plot = what happens in the story Types of Plots Linear = contains one story Episodic = each chapter is a story Timeline Beginning → characters and setting are introduced, conflict is revealed Middle → main character(s) encounter obstacles and try to overcome the conflict End → conflict is resolved Must have a conflict → creates suspense Suspense = feeling of excitement about what is going to happen next Needs multiple possible outcomes to cause suspense Educational Value → creates thirst for knowledge, teaches hypothesis creation, teaches not to jump to conclusions Types of Conflicts Person vs self Person vs person Person vs society Person vs nature Evaluating Does the conflict create suspense? Is the conflict important? Characterization Protagonist = main character, faced with and overcomes the main conflict Antagonist = what is in the way of the protagonist’s success, conflict with Evaluating the Protagonist Is the character fully developed? What are his/hers strengths and weaknesses? Are they a dynamic character? Dynamic Character = changes/ grows as a person because of the conflict Do you understand his/hers motivations? Evaluating Supporting Characters Are they as developed as the protagonist? Do they portray stereotypes? Do they have motivations? Do they have their own back story? Evaluating Antagonist Does he/she portray a stereotype? Does he/she have motivations? Can you relate to their situation? Are they a dynamic character? Point of View = perspective the story is told Types 1st Person → character tells the story Know character’s thoughts Alternating 1st Person → character telling the story changes Omniscient → all knowing and all seeing narrator Know all characters’ thoughts Limited Omniscient → 3rd person Limited to main character thoughts Character is not telling the story Objective → narrator only describes what is happening now Never know thoughts Evaluating Is it poorly done? Is it unusual? Setting = time and place story is happening Types Backdrop = already known by reader Does not need a lot of description to picture Integral = writer creates everything Requires a lot of description Ex: historical period, fantasy world Evaluating Backdrop Not worth evaluating → little work done by the author Evaluating Integral Is there enough detail to bring the world to life? Is there so much detail that the story becomes boring? Theme = central idea or underlying message Often more than one in a novel Simple, complex, or moral lesson What the author wants the reader to learn Evaluating Is it subtle? Is it relevant for the intended audience? Is is wellwoven with other literary elements? Style Writing = words not content The words the author chooses How they form sentences Hard to recognize Format = novel, graphic or free verse novel Evaluating Writing Should not do for this class Evaluating Format Does it improve the reader’s understanding? Tone = feeling you get from the story Also hard to recognize Obvious ones: funny, light/serious Can have multiple throughout the story Evaluating Does it match the topic/story? Assignments: Paper Grading Worksheet Due: 9/19/16 Fairy Tale Comparison Paper Due: 9/26/16
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