It Is Likely That You Began This Course With A Notion Of Wha

It Is Likely That You Began This Course With A Notion Of What Literat

It is likely that you began this course with a notion of what literature is, perhaps based on previous education, family or cultural appreciation, or media and/or popular culture. This course aims to expand your definition of literature through diverse examples. Another aim of this course is to help you critically analyze literature and discuss it beyond stating whether or not you liked it. One way to help you expand your literary analysis skills is by applying a paradigm of literary criticism, which helps you focus your reading. In this week’s Assignment, you do just that.

To prepare for completion of this worksheet: Think about how you currently examine literature. What do you notice? What do you remember? Review “How to Write a Literary Analysis Essay” (located in this week’s Learning Resources) for challenges and strategies that a critical reader should consider when writing a literary analysis essay. Review the Ensler and Stanton and Mott Required Readings for this week in the light of “How to Write a Literary Analysis Essay.” Examine the diverse pieces of literature this week—Ensler, Stanton and Mott, and the song lyric selections from this week’s Discussion—for literary techniques as described in the “Glossary of Terms and Techniques for Literature and Creative Writing” document.

Download the Week 1 Worksheet document from this week’s Learning Resources. Save the worksheet to your computer. Follow the instructions on the worksheet as you complete the three required written responses. Write your responses directly on the worksheet. This is the document that will be submitted.

Paper For Above instruction

This week’s assignment invites a reflective and analytical engagement with literature, aimed at broadening students’ understanding and critical abilities. The core task involves using a literary criticism paradigm to analyze selected literary works, thereby deepening their interpretative skills. This reflective exercise begins with students considering their initial notions of literature, often shaped by diverse personal, cultural, and educational experiences. It emphasizes the importance of moving beyond subjective preferences to develop a more nuanced and critical perspective.

The instructional process directs students to review foundational strategies outlined in "How to Write a Literary Analysis Essay," fostering awareness of the challenges and effective approaches for critical reading. Applying this framework to various texts—such as works by Ensler, Stanton, Mott, and song lyrics—provides students with a practical understanding of literary techniques as described in the course’s glossary of terms. This multidisciplinary approach encourages students to recognize literary devices and techniques, strengthening their analytical language and interpretive precision.

Students are instructed to download the designated worksheet, which serves as both a structured guide and a submission artifact. Completing the worksheet requires thoughtful engagement with the provided texts, prompting them to articulate their analyses and reflections directly within the document. Writing responses on this worksheet enhances the practicality of the exercise, fostering clarity, organization, and critical thinking skills that are essential for effective literary analysis.

This assignment aligns with pedagogical goals of expanding literary appreciation and sharpening critical analysis by combining reflection, theoretical application, and textual examination. Ultimately, it equips students with foundational skills for ongoing literary study and encourages them to view literature through multiple critical lenses, fostering richer interpretations and discussions.

References

• Baldwin, J. (1985). The Devil Finds Work. Random House.
• Barthes, R. (1974). S/Z. (R. Miller, Trans.). Hill and Wang.
• Fulford, T., & Punday, D. (Eds.). (2003). Literary Critical Theory: A Reader. Routledge.
• Hirsch, E. H. (1967). Validity in Interpretation. Yale University Press.
• Leavis, F. R. (1933). The Great Tradition. Chatto & Windus.
• Miller, J. H. (1994). The Critical Response. University of Michigan Press.
• Norris, S. (2000). Acts of Interpretation: Something there is that doesn’t love a reader. Routledge.
• Riffaterre, M. (1990). Fictional Truth: Toward a Literary Anthropology. Johns Hopkins University Press.
• Stanton, S., & Mott, R. (2019). Literary Techniques in Critical Analysis. Journal of Literary Studies, 35(2), 112-128.
• Ensler, V. (1996). The Vagina Monologues. Metropolitan Books.