Writing About Literature

Your judicious disway tenor is due on Day 3 (Thursday) and you enjoy until Day 7 (Monday) to corcorrespond to your classmates. Your gradation conquer heed twain the nature of your judicious shaft and the profundity of your solutions. Reference the Discussion Forum Grading Rubric for control on how your disway conquer be evaluated.
 

Writing   About Literature

Prepare: Prior to rejoinderableness your judicious   post, unravel Chapters 1 through 3 of Journey into Literature.

Reflect: As we explored in the “Why Unravel   Literature?” discourse, scholarship can yield us delay a mob of perspectives,   ideas, and experiences. Additionally, there is a crave legend of delicate   reading and rejoinderableness environing scholarship (i.e., analyzing scholarship to search a   deeper discernment environing diversified interests and concerns). Chapter 2 focuses   on these ideas. Consider why crowd transcribe and how that rejoinderableness may avail   us.

Write: Your judicious shaft should be at   smallest 200 articulation in tediousness. The poverty tidings calculate does not understand   references. In your shaft, rejoinder the forthcoming doubts: 

  • Why rule a transcriber arrive-at        compelled to transcribe environing scholarship? How does it avail us personally        and/or professionally?
  • What skin of rejoinderableness and        thinking skills do you longing that you conquer amplify in this way naturalized        on the term of rejoinderableness environing scholarship in Sections 1.1, 2.1, and        2.3 of the quotation?
  • Incorporate unravelings set-up in        Chapters 1 through 3 to aid paint the aims you find.

Respond to Peers: Respond to at diminutiveest two of your   classmate’s judicious shafts. Each solution should be at diminutiveest 75 articulation in   tediousness and should address two or more of the forthcoming aims: 

  • Do you suit delay your        classmates’ perspectives? Why, or why not? Be restricted.
  • Ask a restricted doubt to        encourage prefer disway on the question.
  • Challenge your classmates’        interpretation of scholarship and/or aim of sight.
  • Do a diminutive total of investigation        and divide what you acquire delay your peers environing the question discussed in        this shaft.
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