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In the field of literary theory, geocriticism is an interdisciplinary method of literary analysis that focuses not only on such temporal data as relations between the life and times of the author (as in biographical criticism), the history of the text (as in textual criticism), or the story (as studied by narratology), but also on spatial data.
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They differ from traditional English instruction where students in classroom all read one "core" novel, often looking to the teacher for the answers and the meaning and literary analysis of the text. They highlight discussion, student response, free choice, and collaboration, "providing a way for students to engage in critical thinking and ...
Uses of figurative language, or figures of speech, can take multiple forms, such as simile, metaphor, hyperbole, and many others. [10] Merriam-Webster's Encyclopedia of Literature says that figurative language can be classified in five categories: resemblance or relationship, emphasis or understatement, figures of sound, verbal games, and errors.
Creative writing is any writing that goes outside the bounds of normal professional, journalistic, academic, or technical forms of literature, typically identified by an emphasis on narrative craft, character development, and the use of literary tropes or with various traditions of poetry and poetics.
Lyric Essay is a literary hybrid that combines elements of poetry, essay, and memoir. [1] The lyric essay is a relatively new form of creative nonfiction. John D’Agata and Deborah Tall published a definition of the lyric essay in the Seneca Review in 1997: "The lyric essay takes from the prose poem in its density and shapeliness, its distillation of ideas and musicality of language."
A young mother teaching her son to read. A former college football player "on top of the world" living in New York City. An 18-year-old aspiring nurse. A father of two remembered as the "life of ...
The Cambridge school is known for its emphasis on the "literariness of literature". [5] It has been described as a theory of reading rather than of rhetoric, writing or linguistic history. This is attributed to the view that the interpretation of meanings could only be generated through the interaction of a "master reader" with a text.