文科写作writing in arts full editionWord格式.docx
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文科写作writing in arts full editionWord格式.docx
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Backtotop
2.Whydowedoapracticeessayanyway?
Togiveyoupracticeinwritingalineofargumentthatclearlysetsoutyourresponsetothetext,butthatalsotakesintoaccountdifferingviewpoints.
Ihopethatstudentswillusetheirresearchtodevelopafocusfortheirownresponsetotheliterarytext,andthatthey'
lldiscoverthatmorethanoneresponseispossibleandlegitimate.Ihopethatduringthewritingoftheessaystudentsimprovetheirabilitytoargueacase,andthat,indoingso,willtakeaccountofconflictingopinions.
3.HowcanIavoid"
justdescribing"
?
Don'
tjusttalkaboutwhathappens,giveananalysisofwhyithappens.
Perhapsthemostfrequentproblemstudentshaveisatendencytojustdescribewhathappensinatext,whentheyshouldbeattemptingananalysisofwhyithappens.Anexampleof"
justdescription"
iswhenyoutellthestoryinyourownwords,oryouprovideasummaryofthenatureofthecharacters,butyouneglecttoindicatewhatthethemeofthestoryisandhowthevariouselementsinthestorycontributetomakingthethememoreevident.
Thethemeofthestoryisnotusuallyencapsulatedinsomedirectstatement.Thethemeofastoryemergesthroughyourinterpretationofthevariouselementsinthestory.Theseelementscaninclude,forexample,metaphorsthatareused,andparticularlysymbolicmoments,actions,orobjectsinthetext.
Sowhatastudent'
sanalysisshouldbeaimingtoproduceisthecrucialideasthatlieatthecentreofthestory.Ifyousimplytellthereaderofyouressaywhathappensinthestoryyou'
venotassistedthereaderinanywaytounderstandthestorybetter,becausethereadercouldhavedonethathimselforherself.
Onewayofindicatingwhysomethinghappensinatextistolookatthearrangementoftheplot,butalsotolookatthepsychologyofthecharactersandthetraitsofacharacterthatpushorpredisposethatcharactertoactinacertainway.Throughthatyou'
regettingclosetoindicatingwhysomethinghappensinthestoryratherthanjusttellinguswhathappened.
4.HowdoIrelatetotheworldofthetext?
Distinguishbetweentheconditionsandvaluesofyourownworldandthoseofthetext.
Anotherproblemthatstudentsfrequentlyhavewhentheyarewritingonliteratureisthattheydon'
tdistinguishbetweenthevaluesandconditionsoftheworldinwhichtheythemselveslive-inthepresentday,inaparticularpartoftheworld-andtheconditionsandvaluesoftheworldofthetext.Inunderstandingthe"
worldofthetext"
wealsoneedtodistinguishbetweentheworldinwhichthetextisproduced(forexample,theworldasitwaswhenthenovel,JaneEyre,waswritten)and,mostimportantly,theconditionsoftheworldasitissetupanddepictedwithinthenovel.
Forexample,oneoftheunderlyingthemesinJaneEyreisthatwomenhavetofightharderthanmendointheirworld-intheworldofthenovel-tomakethemselvesheardandtoleaveamarkontheworld.Meninthenovelmayormaynotbetreatedsympathetically,buttheyaremorelikelytobeinpositionsofpowerthanwomenare,andtheytendtosetupsituationsinwhichthelivesofwomenarecircumscribed.Ifyoudon'
trecognisethattheconditionsofJane'
sworldaredifferentfromyourownthenyou'
regoingtobeblindtosomeoftheimportantconcernsofthenovel.
Generallyspeaking,literatureofthedistantpastismorelikelytoinhabitaworldthatisdifferentfromourownthanliteratureofthepresent.AcaseofadifferentkindisWideSargassoSea(WSS).WideSargassoSeawasproducedmuchnearertoourowntime(1966),buttheactioninthenovelissetbackinthefirsthalfofthe19thcentury.
Theauthor,JeanRhys,hasinfactmadeexactlythekindofimaginativeleapfromherowntimetothetimeofthecharactersinthenovelthatreadersofliteratureneedtomake.Inanycase,a21st-centuryreaderofWSSneedstomakesomeallowanceforsocialrelationshipsastheywereintheWestIndiesintheearlypartofthe19thcentury-andaffectedastheywerebyethnicandracialantagonismsandhostilities.
SomeoftheseissuesarepresentedasbeingextremelycomplexintheworldofWSS.Nowwe'
vegottoaskourselveswhataworldwouldbelikeinwhichthesewereimportantfactors.Sothat'
sthekindofimaginativeleapthatstudentsoftenneedtomakewhentheyarewritingonaworkofliterature.
Itmightstillbethecasethatastudentcouldallowforthefactthatthetext'
sassumptionsabouthumanrelationshipsarenormalforthetime,butneverthelessthestudentmightstillwanttosay,"
that'
swrong,that'
saninadequacyintheworldviewofthetext"
.Theycansaythat,butitrequiresquitealotofconfidenceonthepartofthestudent,andalsotheywouldneedtohavefacedtheirownvaluesystemtomakethatkindofjudgement.
OneofthereasonsforstudyingLiteratureistobroadenmentalhorizons,andthatinvolvesquestioningtheassumptionsofyourowntimeandplace,yourownculture.Youneedtobeawaretoothattherearepossibilitiesforcriticismoftheworldinwhichyoulive.Thetextgivesyouanopportunitytoevaluateyourownassumptions.Thereallyworthwhileliteratureveryrarelysimplifiesitsmoralpositions;
itusuallyshowsawarenessofthecomplexityoftheissuesbeingtalkedaboutandthiswilloverlapwiththeworldwelivein.
5.Whatisthedifferencebetweentheauthorandthespeaker?
Thepersonwho"
speaks"
inthetextisoftenthe"
narrator"
oracharacterinthetext,andisnotthesamepersonastheauthorofthetext.
There'
soneotherthingthatstudentsneedtobemindfulofandthatisthedifferencebetweentheauthorandthespeaker.Forexample,thereisatemptationtothinkthatthepersonwhospeaksinJaneEyre(thatis,JaneEyreherselfbecauseshe'
stellingherownstory)istheauthor,CharlotteBronte.Thatis,wetendtothinkthatthecharacterJaneEyreisauthoritative,hasthelastword,andthereforethatweshouldacceptwhatJanesaysinjudgementofotherpeople.IfwebelieveJaneEyretobea"
reliable"
narrator,itoughttobebecauseofwhosheis,becauseofwhatweknowabouthercharacter,notbecausesheisCharlotteBronte'
s"
representative"
.
Thedifferencebetweenthespeakerandtheauthoriscrucialinrespectofpoetry.Becausesomanypoemsareshortandsomanypoemsusethefirstperson,andbecausetherearetimeswherethepoethasusedidentifiablybiographicalexperiences,thetemptationistosaythatitisthepoethimselforherselfwhoisspeaking.
Idon'
tobjectactuallytostudentssaying"
thepoetsays"
asanunidentifiedorgeneral"
poetspeaker"
butwhatIdoobjecttois"
JohnDonneorWilliamWordsworthwasfeelingthisonaparticularday..."
Sothedistinctionbetweenthespeakerandtheauthorisausefulone;
itallowsformuchmoreflexibilityandsensitivitytointerpretationoftheliterarytext.
6.HowcanIimprovemywriting?
Makesurethatyouhaveaunifiedargument
Linkyourideas
Remindyourselfofthekeytermsofthetopic
It'
simportantwhenyouarewritingyouressaytomakesurethatitisaunifiedpieceofwork.Inotherwords,whatyouarearguingforinyouropeningparagraph-ortheclaimsyoumakeaboutthepieceofliteraturethatyouareinterpreting-theseneedtobesupportedanddevelopedinthesucceedingparagraphs.Theconclusionoftheessayshouldrelatetotheopeningparagraph,soifyoufindthatthekeytermsintheopeningparagraphsarenotvisibleintheconcludingparagraph,thatmightbeasignthatyou'
vewanderedfromthepoint.Sobedefiniteinyourexpositionatthebeginningoftheessayandmakesurethatyoucarryoverthesenseofyourargumentfromparagraphtoparagraph.Don'
tgetledawayintogeneralities.
Thebestthingtodowhenyouarewritinganessayistoremindyourselfofthekeytermsofthetopicthatyouarewritingon.Askyourselfinrelationtoeachofyourownparagraphs:
IsthisaparagraphthatisrelevanttothetopicthatIundertooktoanswer?
Youdon'
taskyourselfwhethertheparagraphisrelevanttosomethingimportant,sayinJaneEyre,whichitmaywellbe,butwhatyouaskyourselfiswhethertheparagraphisrelevanttothataspectofJaneEyrethatyouweregoingtodiscuss.Sorelevancetothetopictakespriorityoverrelevancetothetext.
7.WhatanalyticalframeworkshouldIusewhenreadingtexts?
Beguidedbytheindividualassignmenttopic.Generallyspeaking,mostofyouressayswillbeverytext-focused.
Therearesomanydifferentlegitimatewaysofgoingaboutreadingatext,analysingit,anddescribingit,sothesafestguidelineforthestudentistolookattheparameterssetupbythetopicandstickwiththem,becausedifferenttopicsmayrequiredifferentreadingapproaches.
Thesubjectbookletalert
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