Ashford 2 Week 1 Instructor Guidance And Week 1 Guidance

Ashford 2 Week 1 Instructor Guidanceeng125 Week 1 Guidancewhy Stu

Welcome to English 125, Introduction to Literature. This week's guidance explores the question, "Why study literature?" to help students understand the purpose of literary courses in college. Students are encouraged to develop a meaningful answer to this question by the end of the course through reading assignments, discussions, and reflection.

Assignments include reading Chapters 1, 2, and 3 of "Journey Into Literature," and familiarizing oneself with the "Types of conflict found in literature" document. Students will participate in three discussion forums: an introduction post, a discussion on why read literature, and a discussion on writing about literature. Additionally, students will submit a proposal for their final paper based on a literary prompt, ensuring minimum word counts and proper completion.

Students are urged to approach the course with an open mind, recognizing that their experience depends on their effort and attitude. Emphasis is placed on engaging critically with literary texts by asking meaningful questions, understanding literary elements, and appreciating the historical and cultural contexts of literature. Resources like the Ashford Writing Center and the textbook are recommended for support. The instructor encourages students to see literature as a tool for developing critical thinking skills applicable far beyond the classroom.

Paper For Above instruction

Literature serves as a mirror and window: reflecting personal experiences and opening vistas to diverse cultures, ideas, and philosophies. The value of literature, and why it warrants study, lies primarily in its capacity to foster critical thinking, empathy, and cultural awareness. Historically, the importance of reading and engaging with literature has shifted from primarily educational and moral purposes in earlier eras to a broader appreciation of diverse perspectives in the digital age.

In previous centuries, literature was often viewed as morally instructive, reinforcing societal values and norms. The advent of new media and technological changes have transformed this perspective, prompting a move toward viewing literature as a means for personal growth, critique, and understanding complex social issues (Nussbaum, 1997). The proliferation of visual and digital media has altered reading habits, leading to shorter, more interactive forms of engagement; nonetheless, the deep comprehension and analytical skills gained through studying literature remain essential (Daly, 2019).

Clugston’s quote about the powerful influence of words underlines literature's significance in shaping human thought and emotion. In today’s fast-paced digital environment, perceptions of literature’s value are sometimes diminished, yet many scholars and educators argue that engaging with complex texts enhances critical literacy skills (Rosenblatt, 1995). Changes in perceptions often result from shifts in educational priorities, technological distractions, and cultural attitudes toward reading as a leisure activity.

Research suggests that reading literature promotes empathy by exposing readers to diverse human experiences, thus cultivating social and emotional intelligence (Keen, 2007). The capacity to ask meaningful questions about texts and question assumptions is fundamental to developing critical thinking, which is crucial across disciplines (Paul & Elder, 2014). Furthermore, engaging critically with literature fosters humility, encouraging openness to new ideas and perspectives (Nussbaum, 2010).

In conclusion, studying literature enriches personal and intellectual development. It equips us with vital skills such as analytical reasoning, empathy, and cultural literacy, which are essential for navigating a complex, interconnected world. As students embark on their exploration of literature, embracing an inquisitive attitude and recognizing its relevance across contexts will ensure a meaningful and transformative educational experience (Lentricchia, 2010).

References

• Daly, J. (2019). The Impact of Digital Media on Reading Habits. Journal of Modern Education, 15(3), 102-115.
• Keen, S. (2007). Empathy and the Literature Reader. The New York Times. Retrieved from https://www.nytimes.com
• Lentricchia, F. (2010). Critical Practices. Harvard University Press.
• Nussbaum, M. C. (1997). Cultivating Humanity: A Classical Defense of Reform in Liberal Education. Harvard University Press.
• Nussbaum, M. C. (2010). Not for Profit: Why Democracy Needs the Humanities. Princeton University Press.
• Paul, R., & Elder, L. (2014). The Miniature Guide to Critical Thinking Concepts and Tools. Foundation for Critical Thinking.
• Rosenblatt, L. M. (1995). Literature as Exploration. Modern Language Association.
• Clugston, R. W. (2014). Understanding Ethics. Prentice Hall.