So far in class I would say that, along with an assortment of terms, there have been two main concepts we have learned: the elements of close reading and the basics of essay writing.
I feel I already knew many of the terms we have learned in class (with the terms in the speed match term game excluded). Terms like motif and juxtaposition have been covered in previous English classes I have taken over the years, but it was nice to have them refreshed in my mind. When we covered parallelism, it seemed very familiar to me. I think I may have already known what it was and understood the concept, I just didn't know that it was called parallelism.
The elements of close reading: diction, imagery, details, language, and syntax; individually were not that new to me. Previous English classes have touched upon how word choice (diction) can affect the tone and meaning of a piece, how figurative language can add to the quality of a piece, and stressing the importance of showing, not telling (imagery). Syntax and detail were pretty new to me, though detail, I think, is pretty self-explanatory. Syntax, and the elements that make it up, were pretty easy to learn and now I find myself instinctively looking for elements of syntax in everything I read. Actually, I find myself doing more and more close reading, even when I'm reading for pleasure. In my mind, I see detail, language, and imagery all closely related because parts of figurative language like metaphors, similes, and personification can add to the image the audience creates in their mind and descriptive details can do the same.
When we went over the basics of essay writing, I felt that some of the information like answer the prompt, not summarizing the piece, and making sure to properly quote/cite anything taken directly from the piece, were things I've been hearing about essay writing for years. Looking at some of the other tips for writing essays, I know I have been guilty of things like getting stuck on one or two points in my essays, not always writing a persuasive essay, not connecting everything, and not using the correct terminology in my essays. Also, I liked learning about the difference between techniques, effects, and meanings. I think this will help me in future essay writing because now I can focus my essays using examples of techniques and effects to illustrate greater meanings throughout a piece.
Now I know that there are some things we've touched upon and learned in class that I haven't mentioned in this post. In no way am I trying to say that they aren't important, but some of the terminology, the elements of close reading, and the basics of essay writing are the course concepts that have stuck with me the most so far. Hopefully, as the year goes on I will be able to continue to build upon what I already know and what I've learned so far and continue to expand my literary knowledge.
Caitlin,
ReplyDeleteThis is a very complete overview of the course material. I was very impressed with the amount of knowledge you brought into this class from previous classes. Your deep understanding of the terms was clear as I read your post. I found it very helpful to read your post because it gave a clear definition of all the terms we have covered so far. That will be very nice to have when reviewing. Your points on essay writing are very relatable as well. I find myself doing the same things. Also, your point about close-reading when reading for fun was very intriguing for me. How do you think your new knowledge of close reading will help you understand your reading? When you are reading for fun how will DIDLS be useful? Once again, great review of the course material. Thank you for the insight.
Avery
Caitlin,
ReplyDeleteI agree with you that the close reading technique and the essay writing pointers are a big part of the class so far. Also, I find myself close reading other texts when it isn't necessary. However, I thought the idea of syntax was slightly more difficult to pick up on. The concept sounds simple but it is so open to interpretation that it's hard to label. It is definitely noticeable and evident in all literature but why and how the author uses it is often more difficult for me. How do you think about the syntax? Do you notice it and its patterns which tell you the authors reasoning behind it? I have trouble deciding what the "short sentence" decision actually means. It could be to slow the reader down, or to emphasize a point, or even to focus the reader on a specific argument. What helps you decide? Also, you didn't mention our reading of "The American Dream" which I know has been a big part of our class so far. Did you think that the techniques of DIDLS enabled you to understand it better? Also, did you apply the essay writing pointers to "The American Dream" to help you decipher the theme and meaning of the play? This is a great reprocessing of the course material.