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Close Reading Assignment_The Road

Close Reading Assignment_The Road

Close Reading Assignment: Use the close reading guide. Using evidence from the text, draw conclusions about one or more of the themes. When you think about theme, you are answering the questions: What is this novel about? What point is the author attempting to address? Write a several paragraph analysis.

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Falling in Love with Close Reading Study Guide

Falling in Love with Close Reading Study Guide

The best professional development is conversation; educators talking with other educators to problem solve, celebrate, and dream into the future for their students. We are delighted our book, Falling in Love with Close Reading: Lessons for Analyzing Texts—and Life, will be one part of your conversation this year.

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Differentiation during Close Reading: The design of an info card to support primary school teachers
to differentiate during close reading lessons

Differentiation during Close Reading: The design of an info card to support primary school teachers to differentiate during close reading lessons

The next topic that was analysed in the literature review was close reading. This topic led to the conclusion that the info-card has to do justice to the key features of close reading. These key features are the use of short and complex texts, organising multiple readings, formulating text- dependent questions, encouraging dialogic discussion, encouraging the use of annotations and a limited frontloading of students (Brown & Kappes, 2012; Fisher & Frey, 2012a). In practice, teachers showed great content with the amount of guidelines with regard to the key features. Besides, the analysis of the topic close reading gave insight in the structure of close reading that should be implemented in the info-card. Close reading has to take place in three lessons, sometimes complemented with pre-teaching sessions and extra instructional moments (Shanahan, 2013). The designed info-card adds an evaluation-phase to every lesson as well which deviates from the design guidelines. However, the iterative cycles showed great satisfaction of teachers with this part of the info-card: “Especially the inclusion of the evaluation is a plus in this instrument. It reminds you, as a teacher of adjusting your following steps to the needs of your students”. This is exactly the core of differentiation and this evaluation phase is therefore valuable to the info-card. Another important feature of close reading lessons is the use of the Gradual Release of Responsibility Instructional Model, which should therefore be applied to the info-card (Fisher & Frey, 2008). Teachers indicated to be unfamiliar with this instructional model. However, they experienced a great overlap with the direct instructional model they mostly use, which enables them to work with this structure. The overlap with the direct instructional model is therefore relevant for both practice and science.
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Close Reading with Computers: Genre Signals, Parts of Speech, and David Mitchell’s Cloud Atlas

Close Reading with Computers: Genre Signals, Parts of Speech, and David Mitchell’s Cloud Atlas

Somewhere between these micro and telescopic scales sits David Mitchell’s Cloud Atlas (2004), the text to which I turn my focus in this article. This novel, divided as it is into six generically distinct registers, with a pyramid-style cascade towards the future in which each section breaks halfway only to move to the next, deals with a vast and telescopic history. Casey Shoop and Dermot Ryan, for instance, locate the novel within the space of ‘Big History’ (Shoop and Ryan 101). On the other hand, almost every critic of the novel has remarked upon the linguistic play of the text and Mitchell’s seeming protean ability to shift between genre styles at will (see, for just a small collection, O’Donnell; Dimovitz; Hopf). Critics have also noted the novel’s incursion into the digital space, with its imitations of new media ecologies that John Shanahan has called the text’s “digital transcendentalism” (Shanahan). It was, then, the way in which Cloud Atlas mediates a colossal philosophical historiography through minute and detailed attention to linguistic morphology within a new media frame that attracted me to use the novel as a study of what might be possible for digital close reading and that I here present. For Cloud Atlas seems to effect the very compression of reading labor time that is desired from computational approaches to big literary history through its language games.
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Close Reading Cloud Atlas with Computers

Close Reading Cloud Atlas with Computers

The project that I have been working on for some time is called Close Reading with Computers. I am turning to the ways in which computational methods might be used to study single texts and to reintegrate the data findings of these explorations with more traditional literary-critical practices. For, as Lisa Gitelman puts it in the title of her edited collection: there is no such thing as “raw” data; all data-driven processes require hermeneutics. I would also note that I am hardly the only scholar working in such a space of textual analysis.

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Resistance in Literature: A Close Reading of Charles Dickens’ Hard Times and Little Dorrit

Resistance in Literature: A Close Reading of Charles Dickens’ Hard Times and Little Dorrit

John Holloway in his introduction to Penguin edition of Little Dorrit says, “Dickens did not compose Little Dorrit with the thought of striking a blow for reform. He hardly believed that reform was possible” (19). In actual instance Dickens expressed his wish and would have the “opportunity of recording the extermination of some wrong or abuse set forth within it (46). Holloway put forward a modified theme because “its vision, structure, development, and resolution has a unity that is more sensed in reading than preserved in formulation”, and he goes on to continue, “it may help to no- tice how the often idea of imprisonment is to do with that of seeming as of being” (Holloway 21). Holloway goes on say that imprisonment as a theme and a fact plays an important role in this new reform such as William Dorrit’s escape from prison underlines the real imprisonment he and rest of the characters of the novel share that, “present is imprisoned in the past”(Holloway 22). Holloway concludes it as;
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Close Reading (CLR) Score Range KEY IDEAS AND DETAILS

Close Reading (CLR) Score Range KEY IDEAS AND DETAILS

The ACT College Readiness Benchmark for Reading is 22. Students who achieve this score on the ACT Reading Test have a 50% likelihood of achieving a B or better in a first-year social science course at a typical college. The knowledge and skills highly likely to be demonstrated by students who

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A Close Reading Analysis of Bud Light's PacMan Super Bowl Commercial

A Close Reading Analysis of Bud Light's PacMan Super Bowl Commercial

marketing. In his article  ​ As Millennials Get Nostalgic, So Do Brands,  ​ Jeff Fromm defines . nostalgia marketing as “marketing that is aimed at evoking a feeling of nostalgia in a ta[r]

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SUNY-TEN Presentation on the Academic Literacy Skills Test (ALST) Reading & Writing Competencies with Close Reading

SUNY-TEN Presentation on the Academic Literacy Skills Test (ALST) Reading & Writing Competencies with Close Reading

In a response of approximately 100–200 words, explain how the information presented in the pie charts can be integrated with the author's central argument about the impact of convertin[r]

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“And with all she lived with casual unawareness of her value to civilization” : Close-reading Eleanor Roosevelt's Autofabrication

“And with all she lived with casual unawareness of her value to civilization” : Close-reading Eleanor Roosevelt's Autofabrication

Goodwin does not, like Enloe, include the private and the officious in what she regards as political, but rather treats it as a separate level that mirrors the public level of internatio[r]

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Close Reading Read Aloud

Close Reading Read Aloud

Having enough to eat, a place to live, being safe, and having friends and fun times are some of the things that make our lives good.  Why would the writers of the[r]

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CLOSE READING ANALYSIS #1 Julius Caesar by William Shakespeare

CLOSE READING ANALYSIS #1 Julius Caesar by William Shakespeare

You may wish to label your analysis (diction, syntax, figurative devices, ironic devices) but the best analyses usually “walk us through” the passage, pointing out authorial choices as [r]

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Pieter Bruegels Kruisdraging: een proeve van 'close-reading'

Pieter Bruegels Kruisdraging: een proeve van 'close-reading'

Zelfs triviale details als de ruiter op de achtergrond die over de hals van zijn paard in slaap lijkt te zijn gevallen (afb. 4), de man die even terugloopt om zijn afgevallen muts op te [r]

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Emancipation Proclamation Close Reading Activity.pdf

Emancipation Proclamation Close Reading Activity.pdf

Now, therefore I, Abraham Lincoln, President of the United States, by virtue of  the power in me vested as Commander‐in‐Chief, of the Army and Navy of the  United States in time of actua[r]

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To Will or Not to Will: A Close Reading and Interpretation of Augustine's Argument in 'Confessions'

To Will or Not to Will: A Close Reading and Interpretation of Augustine's Argument in 'Confessions'

These are the sections in which Augustine details his belief of two wills, a willing will and an unwilling will, and then proceeds to attack the Manichee faith, the religion he used to b[r]

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Lisping Copyleft: A Close Reading of the Lisp LGPL

Lisping Copyleft: A Close Reading of the Lisp LGPL

In drafting software licenses – especially copyleft licenses that often refer to technical detail – it may be useful to keep these principles in mind. A well drafted license should not i[r]

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Lesson Plan for Close Reading of Each Kindness

Lesson Plan for Close Reading of Each Kindness

Monitor students’ responses to assess their ability to use sentence-level context as a clue to the meaning of a word or phrase.. • Ask second read questions from the attached sheet, a[r]

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Close Reading & Ambiguity Frost & Le Guin Fall 2019

Close Reading & Ambiguity Frost & Le Guin Fall 2019

Great example of the importance of reading closely and asking what each line means or says; and how it relates to previous lines. You read it normally as if it were a regular sentence/prose, but then go back over it and sort of pause and put it all together like a jigsaw puzzle or ‘connect-the- dots’ exercise.

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English orthography is not “close to optimal”

English orthography is not “close to optimal”

The prevalence of silent e’s in traditional orthog- raphy undeniably diminishes its morphemic con- sistency. Nor is the device necessary to represent the pronunciation of the preceding vowel; for ex- ample, SoundSpel has those words as ‘maek’ and ‘maeking’. However, one can argue that such mi- nor alterations should not be penalized because En- glish speakers subconsciously take them into ac- count while reading. In the next section, we describe an experiment in which we pre-process words with such orthographic rules, in order to determine how much they influence the optimality picture.
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Being close to far away

Being close to far away

country, in order to trace the footsteps of my great-grandfather. Being Close to Far Away explores a post-traumatic environment in Vorkuta, Russia, a former location of the Gulag, and the camp where my great-grandfather was imprisoned. The Gulag was shrouded in secrecy by the Soviet Government until the death of Stalin, and my great-grandfather disappeared behind this shroud for seven years (1948-1955). This thesis project is in part to reclaim those years for him, for myself, and for my family. I photographed the prison sites extensively. I did so in order to explore the traces and scars of the Gulag.
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