Overview When your teachers or professors ask you to analyze a literary text, they often look for something frequently called close reading. Close reading is deep analysis of how a literary text works; it is both a reading process and something you include in a literary analysis paper, though in a refined form.
When I was three years old, I learned the alphabet. My mother taught me the ABCs herself. However, I learned my letters via an unorthodox way. From my earliest years, reading was an integral part of my life.
My mother and my older sisters all loved to read. My mother not only taught me the alphabet at an early age, she saw to it that I was supplied with books. She purchased picture books for me and checked them out of the library as well.
And she read to me regularly. Night after night, I would take stacks of storybooks to her, and while I sat in her lap, she would read them to me. As a result, I learned to read at the age of five. Normally, kids with NLD learn to speak and to read at precociously early ages, after which they rapidly develop unusually advanced vocabularies.
I spoke my first words at two years of age; my first sentence when I was three or four; and I still used baby talk when I was five. When I was five or six years old, a psychologist, while testing me, asked me to tell him what a stove was.
Because I lacked the speech skills to define a stove, I drew him a picture of one. He recommended that I attend a school for mentally retarded children. I did--for one day. Once I finally learned to speak, however, I became a chatty, talkative child by nature.
In fact, one of the things others would complain of was, "You talk too much! I can still remember the first story I ever wrote, though I can no longer recite it by heart. It was a short, heavily-illustrated tale about a ghost. From that time on, I wrote incessantly. I wrote story after story after story.
As a result, as is typical for a child with a nonverbal learning disability, my spelling and grammar skills rapidly advanced. Needless to say, from the beginning, my family encouraged my creative writing. Curiously, in spite of all my years of writing practice, my writing skills never really matured.
Even today, my handwriting resembles that of a child. On the plus side, though, it was never the laborious struggle for me it is for many dyslexic and NLD children. Throughout my growing-up years, I wrote stories simply because I enjoyed doing so. It was--and is--something that gave me a source of badly-needed self-esteem.
Because of my nonverbal LD, I was a poor athlete, and my social skills were even poorer. I was never good at math, though I could generally manage basic arithmetic calculations without undue difficulty.
Even today, my mental-math skills are practically nonexistent, and math that requires mathematical reasoning--such as algebra and geometry--is quite hard for me. My chances of competing and winning on the playground were, alas, virtually nil.
But in my language arts skills, I could compete with the best of them. Reading, grammar and punctuation, vocabulary, spelling, rote memorization, etc. So was creative writing. My love of reading and writing enriched my life in so many ways.
But every one has added to my life in some way.Reading and Writing About Literature is the result of a long struggle, never over, to learn how better to read literature. I have been reading literature a long time, going back to the days of my youth spent on a summer hammock in Grand Junction, Michigan, fascinated by detective stories about the Hardy boys, my brothers in adventure.5/5(3).
Job Materials and Application Essays; Application Essays (and Personal Statements) Resume Writing Tips; CV Writing Tips; A Short Guide to Close Reading for Literary Analysis. If you really want to master the practice of reading and writing about literature.
Any good writer knows about the impact that reading can have on his/her work, as well as that in order to be able to fully understand and digest a piece of literature, one should follow the basic guidelines of active reading, the type of reading where a reader subjects a writing to a critical analyze by using different types of reading techniques (Stubbs, .
If you really want to master the practice of reading and writing about literature, we recommend Sylvan Barnet and William E. Cain's wonderful book, A Short Guide to Writing about Literature. Barnet and Cain offer not only definitions and descriptions of processes, but examples of explications and analyses, as well as checklists for you, the.
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