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Week 4: Literature

HUMN 100 6981 Introduction to Humanities (2215) OO

Literature

The only end of writing is to

enable the readers better to

enjoy life, or better to endure it.

—Samuel Johnson

Three Women Enjoying Literary Pursuits by Katsukawa Shunchō

This image is in the public domain.

Overview
What Is Literature and Why Do We Read It?

We gain pleasure from reading literature on two levels. First, on a surface level, literature

offers us a form of escapism as we become engrossed in the world of the text. Secondly,

we gain pleasure on a deeper level when we note literature’s ability to imitate reality.

Readers can find authenticity in all types of literature, from realism to science fiction and

fantasy. Accomplished poets, for example, can recreate the exquisite beauty of a flower or

the terrifying power of a storm in their poems. Authors can bring imaginary characters to

life so vividly that we become intimately involved in their struggles and care about their

fates.

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When characters become real to us, we inevitably begin to ask questions about their

behavior. What are their motivations? What are the consequences of their behavior?

Their struggles with conflicts involving love, faith, or death often raise complex questions

regarding the nature of human experience and help us to gain deeper understanding of

those experiences.

In his Nobel acceptance speech, William Faulkner noted that great literature explores and

illuminates the “problems of the human heart in conflict with itself” (179). C. S. Lewis

expands on this theme, suggesting that “[l]iterature adds to reality; it does not simply

describe it. It enriches the necessary competencies that daily life requires and provides;

and in this respect, it irrigates the deserts that our lives have already become.”(2)

How Do We Read and Understand Literature?

In to read literature with a fuller understanding and deeper enjoyment, we must

become actively engaged with the text. An active reader, Virginia Woolf insists, becomes

the “author’s fellow-worker and accomplice.”(3) She stresses the importance of a close

collaboration between reader and writer, using the term “accomplice” to mean “assistant.”

In other words, the reader must assist in the writer’s creation of fictional worlds. Woolf

determines that readers “must be capable not only of great fineness of perception, but of

great boldness of imagination if [they] are going to make use of all that the [author] gives

[them]” (258).

We must be open to the author’s presentation of new ways of looking at our world in

to gain insights into the literary work. We also must acquire the tools necessary to

engage in close readings of, and critical thinking about, the text.

Here are some questions to consider when you are reading a piece of literature for the

first time:

How do you feel about the images, characters, and story?

Why do the characters act the way they do and why does the story ends as it

does?

How can the story details be summarized or the lines in the poem paraphrased to

ensure that you have a good understanding of its surface elements?

You should also read a work twice if you are going to interpret it, and during your second

reading, you should begin to think more critically about the work. During your second

reading you should:

Ask questions. Look up any words that you do not know. Think about why the

author chose a specific word, scene, or character to include in the work.

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Identify the individual parts of the text and their relation to the entire story or

poem.

Identify and apply the the literary components you have learned for each genre to

the text.

Determine what you think the work is about—what is the author saying?

Examine how the author conveys an idea, what form and technique he or she

employs to get it across to the reader.

Identify specific details from the text that illustrate or support your hypothesis that

the author is exploring a certain point.

A Note About Interpretation

We can never be sure what an author’s intended meaning is. We only can arrive at a

careful consideration of what the meaning appears to be. Therefore, we should avoid any

conclusion that insists that there is only one correct interpretation of the work. Great

literature often presents complex points of view and can support varied interpretations.

Keep in mind, however, that not all interpretations are equally valid. We all bring our own

experiences to the reading process and so inevitably, we look at works in different ways.

Yet, when we present our interpretation of a particular work, we must provide careful

evidence by pointing out specific patterns of imagery and/or story details.

Three Key Tools for Interpretation

There are three essential conceptual tools used in the study of literature for

interpretation: (1) literary language, (2) literary genres, and (3) literary terminology. Below

are some links to help you better understand each category.

1. Literary language vs. ordinary language: This is the difference between language

you would use every day to communicate and language that is used in literature to

convey more than one meaning, ambiguous meanings, or deeper meanings.

2. Literary genres: poetry fiction, drama: These are the different types of literature

which can often need a different approach to interpretation.

3. Literary terms: These are the building blocks of interpretation. More information

about them is also available here and in the glossary of the Poetry Archive.

Methods of Studying Literature

So how does one analyze and interpret literature? There are many answers to this

question, but basically, besides the three tools noted above, there are also there are many

critical theories that are used, including psychological, cultural, sociological, historical,

biographical, and political perspectives.

http://www.oxforddictionaries.com/words/literary-language

Genre

http://dictionary.reference.com/slideshows/literary-terms#metaphor

https://www.oxford-royale.co.uk/articles/literary-terms-english.html

Zoo

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One example of a critical theory is called formalism. Formalism seeks to examine the text

closely, weighing the significance of every sentence, every line, every phrase, every word.

Formalism seeks to honor the complexity and richness of literary texts by interrogating

their significance at a very small and detailed level. But having done this, the good student

of literature then seeks to incorporate this analysis into a larger interpretation that might

be grounded in one of the critical methods noted just now: psychological, political, etc.

Some of the key ideas from Formalism include:

A work of literature should exist for its own sake.

The author’s biography, the time and place in which in which it was written, and

the emotional response it evokes in its readers do not affect its meaning or value.

The study of literature should analyze literary components to discover how those

components interact and establish unity.

The method used to accomplish this analysis is close reading, which promotes an

examination of the complex interrelations, ambiguities, and multiple meanings

within a work. These elements produce a complex interplay among tension, irony,

and paradox, which are organized and reconciled around a central, human theme.

The main fictional elements of focus are story, plot, narration, point of view, tone,

voice, language, and symbol.

The main poetic elements are form, imagery, figurative language, symbol, diction,

meter, rhythm, and rhyme.

Formalists examine how these elements interact in sometimes contradictory ways but

ultimately form a unified whole that provides a meaningful statement on the human

condition.

Learning Outcomes

Following is a list of the Week 4 outcomes, mapped to the corresponding course

outcome. The course outcomes give “the big picture,” and the weekly outcomes provide

more detailed information that will help you achieve the course outcomes.

Week 4 Outcomes

Describe the differences between literary and ordinary language (2).

Identify and apply distinctions among literary genres (1, 2).

Identify and apply literary terminology (2).

Explain some of the different methods used to interpret literature, especially

formalism (2, 3).

Analyze and interpret literary works in light of these categories and distinctions (2,

3).

Analyze and interpret literary works within and across different cultures (3, 4).

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Week 4 Checklist
Checklist

Week 4 Study Guide
Web Page

Course Outcomes Met in Week 4

Describe and analyze the way human culture is expressed through works of

literature, performing and visual arts, philosophy, and religion in to appreciate

the depth and breadth of the humanities disciplines.

Use basic vocabulary, concepts, methods, and theories of the humanities disciplines

in to describe and analyze cultural and artistic expressions.

Identify and apply criteria in to evaluate individual and collective cultural

accomplishments.

Examine individual and cultural perspectives in the field of humanities in to

recognize and assess cultural diversity and the individual’s place in the world.

Footnotes

William Faulkner, “Nobel Prize Speech.” In Our Own Words: Extraordinary

Speeches of the American Century, ed. Andrew Carroll (New York: Washington

Square Press, 2000): 179.

Paul Holmer, C.S. Lewis: The Shape of His Faith and Thought, (New York: Harper

Collins, 1976): 139.

Virginia Woolf, The Second Common Reader (Fort Washington, PA: Harvest Books,

2003): 258.

0 % 0 of 6 topics complete

Read the Weekly Overview (including the links in the Weekly Overview) and

Learning Goals

Read, View, Review all of the Learning Resources & Links

Participate in our Discussions

Take the Quiz

Complete & Submit your Cultural Experience #1

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Week 4 Learning Resources
External Learning Tool

Week 4: QUIZ
Quiz

WEEK 4 DISCUSSION: Interpreting Literature
Discussion Topic

Take the quiz before you post to the discussions.

Please use the Learning Resources from this module to answer the quiz questions. You

may take this quiz up to five times. Questions you have answered incorrectly will be

shown to you after each attempt. Your best grade will be recorded in the grade book.

GENERAL INSTRUCTIONS FOR DISCUSSIONS: Your contributions should be thoughtful

and developed. Answer all parts of the question and use concepts from the course

materials. Use a professional style of communication, with attention to grammar, spelling,

and typos; cite your sources.

Unless your instructor specifies otherwise, choose ONE of the following questions, and

give a substantive response to at least two other students.

1. FICTION & FIGURATIVE LANGUAGE

Choose three of the pieces of fiction in the Learning Resources, identify the use of

specific literary language in each, and explain how it expresses one of the character’s

feelings or thoughts, functions to convey the mood of a character, or conveys the overall

tone or theme of the story.

Make sure to include a specific quote from each piece of fiction and to use

one interpretative tool from the Learning Resources or Module introduction that refers to

figurative language in your analysis for each (for example, metaphor, simile, hyperbole

etc.) in your analysis. Underline or bold any interpretative tools in your post.

2. POETRY & IMAGERY

For each of the three poems in the Learning Resources (“Far Memory,” “You,Doc Martin,”,

“A Bride in the 30s”) identify some specific imagery used by the poet and explain how this

imagery conveys additional meaning about the subject or creates a unique perspective on

the subject through appealing to the senses.

Make sure to include a specific quote or line from each poem and in your analysis, and to

use at least one interpretative tool from the Learning Resources or Module introduction in

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Cultural Experience Report #1
Assignment

Due July 13 at 11:59 PM

your analysis. Underline or bold any interpretative tools in your post.

3. POETRY & FICTION THEMES

Pick one of the poems or stories from the Learning Resources and identify a key theme of

the work. Using interpretative tools from the Learning Resources or Module introduction

that refers to figurative language, carefully analyze and interpret your poem or story as an

expression of this theme. Choose three specific quotes or lines from the piece of work

and show how each exemplifies this theme through its use of literary language.

Make sure to use an interpretative tool that refers to figurative language for each (for

example, metaphor, simile, hyperbole, imagery etc.) in your analysis. Underline or bold all

of the interpretative tools in your post.

You will not see any other postings until you post your own.

Initial posts are due by Saturday at 11:30PM ET and at least two responses to fellow

classmates are expected by the end of the academic week on Tuesday by 11:30PM ET.

Cultural Experience Field Report #1

Note: This assignment has been adapted to adhere to the current guidance from the CDC

for social distancing because of the COVID-19 pandemic.

For this assignment, you will choose a virtual cultural venue from the instructions below

to visit online and write a short 500-800 word report about your visit.

Purpose

The purpose of this assignment is to introduce you to the process of
engaging with the cultural venues and communities. This will inform you
personally of the Humanities and groups that support it.

Skills

This assignment will help you practice the following skills that will be useful
to you in your professional and personal life beyond school.

Identify cultural venues and inform you with deeper knowledge about the art form

chosen.

Organize reflections about engaging with a cultural experience and community

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Use concepts and skills learned in class to describe and interpret cultural

experiences and communities

Use appropriate and proper grammar, organization, and academic-
style formatting in to communicate

Knowledge

This assignment will help you become familiar with the following important
content knowledge in the Humanities.

Available virtual cultural venues and communities

Methods of interpretation within the Humanities

Instructions

For your report, choose one virtual venue from this pre-approved list that
most interests you, or contact your professor for approval of your
own online choice. If your choice below has both a website and a video,
make sure you examine both. If you need special accommodations to
complete this assignment, please inform your instructor and contact
the Accessibility Accommodations office for guidance.

ART MUSEUMS AND SCULPTURE GARDENS

Great Museums documentaries

Metropolitan Museum of Art

The National Museum of Women in the Arts

China: East Meets West in the Metropolitan

https://greatmuseums.org/china-west-meets-east-at-the-metropolitan-museum-

of-art/

The Great Museums of Havana

The DuSable Museum of African-American History:

The Modern Museum of Art

https://www.umgc.edu/current-students/student-life-and-support/accessibility-accommodations/index.cfm

China: West Meets East at the Metropolitan Museum of Art

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Egyptian Antiquities virtual tour at the Louvre

http://musee.louvre.fr/visite-louvre/index.html?defaultView=rdc.s46.p01&lang=ENG

Gallerie d’Appollon virtual tour at the Louvre

http://mini-site.louvre.fr/apollon/index_apollon.html

London National Gallery Google virtual tour of Renaissance paintings

https://www.nationalgallery.org.uk/visiting/virtual-tours/google-virtual-tour

London National Gallery 2011 Adobe Flash tour

https://www.nationalgallery.org.uk/visiting/virtual-tours/virtual-tour-2011

New Orleans Museum of Art virtual tour

Mobile Guide and Virtual Tour

The British Museum of the World virtual tour with Google

https://britishmuseum.withgoogle.com/

Castle of Chenonceau, Chenonceaux, France (2 parts)

Explore the Google Maps views

https://artsandculture.google.com/streetview/ch%C3%A2teau-de-

chenonceau/bAGahgL1zrFeRw?

sv_lng=1.070184489958876&sv_lat=47.32482656207214&sv_h=116.793183580

59614&sv_p=0.0654921116921372&sv_pid=dgEhnn7ldWMgXTDy44vl3Q&sv_z=

0.5853435883481253

Review the Collection of Unique Works
https://artsandculture.google.com/exhibit/chenonceau-a-collection-
of-unique-works/kQJi80RByzIxJw

The Dalí Museums (2 parts)

Explore the virtual tour

https://www.salvador-dali.org/en/museums/dali-theatre-museum-in-

figueres/visita-virtual/

Watch the video tour

Smithsonian National Quilt Collection (3 parts)

Explore the online collection of quilts

https://americanhistory.si.edu/collections/object-groups/national-quilt-collection

Watch the video on machine quilting

https://www.si.edu/object/smithsonian-national-quilt-collection-machine-

http://musee.louvre.fr/visite-louvre/index.html?defaultView=rdc.s46.p01&lang=ENG

http://mini-site.louvre.fr/apollon/index_apollon.html

https://www.nationalgallery.org.uk/visiting/virtual-tours/google-virtual-tour

https://www.nationalgallery.org.uk/visiting/virtual-tours/virtual-tour-2011

Mobile Guide and Virtual Tour

https://britishmuseum.withgoogle.com/

https://artsandculture.google.com/streetview/ch%C3%A2teau-de-chenonceau/bAGahgL1zrFeRw?sv_lng=1.070184489958876&sv_lat=47.32482656207214&sv_h=116.79318358059614&sv_p=0.0654921116921372&sv_pid=dgEhnn7ldWMgXTDy44vl3Q&sv_z=0.5853435883481253

https://artsandculture.google.com/exhibit/chenonceau-a-collection-of-unique-works/kQJi80RByzIxJw

https://www.salvador-dali.org/en/museums/dali-theatre-museum-in-figueres/visita-virtual/

https://americanhistory.si.edu/collections/object-groups/national-quilt-collection

https://www.si.edu/object/smithsonian-national-quilt-collection-machine-quilting:yt_FPnL1i7-UgY

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quilting:yt_FPnL1i7-UgY

Watch the video tour

https://www.si.edu/object/smithsonian-national-quilt-collection-

overview:yt__7JvsKwCWfk

Sydney & Walda Besthoff Sculpture Garden (2 parts)

Explore the garden’s web site

https://noma.org/sculpture-garden/works-in-the-garden/

Watch video tours:
Part 1: https://www.youtube.com/watch?v=uNPjnWsFYe0
Part 2: https://www.youtube.com/watch?v=RT-H5aNAfcM

Smithsonian African American History and Culture Museum (2 parts)

Explore the Exhibitions

https://nmaahc.si.edu/explore/exhibitions

Watch Freedom Calling: Interactive Tour
https://www.facebook.com/NMAAHC/videos/10154508052246990/

Smithsonian Renwick Gallery in VR (requires download of Wonder 360 app on any

device)

https://americanart.si.edu/wonder360

The VR Museum (free, requires free STEAM account & HTC Vive, Oculus Rift, or Valve

Index)

https://store.steampowered.com/app/515020/The_VR_Museum_of_Fine_Art/

MUSIC CONCERT (please watch full performances)

New Orleans: A Living Museum of Music documentary

An Evening of Classical Violin and Tabla (Kennedy Center)

Liberated Muse (Kennedy Center)

Brianna Thomas (Kennedy Center)

https://www.si.edu/object/smithsonian-national-quilt-collection-machine-quilting:yt_FPnL1i7-UgY

https://www.si.edu/object/smithsonian-national-quilt-collection-overview:yt__7JvsKwCWfk

https://noma.org/sculpture-garden/works-in-the-garden/

https://nmaahc.si.edu/explore/exhibitions

https://www.facebook.com/NMAAHC/videos/10154508052246990/

https://americanart.si.edu/wonder360

https://store.steampowered.com/app/515020/The_VR_Museum_of_Fine_Art/

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Beethoven’s 9th Symphony Chicago Symphony Orchestra

The Light is the Same: Celebrating Women Composers (Millennium Stage)

Mandy Harvey (Kennedy Center)

Angélique Kidjo, Renée Fleming and Jason Moran (Kennedy Center)

Gaby Moreno (Millennium Stage)

The Gothard Sisters (Millennium Stage)

Kandace Springs (Millennium Stage)

C4 Trio (Millennium Stage)

National Jazz Workshop Big Band (Millennium Stage)

Dakh Daughters (Millennium Stage)

Ramy Essam (Millennium Stage)

Anda Union (Millennium Stage)

DANCE PERFORMANCE (please watch full performances)

Swan Lake by Tchaikovsky

Tinsel and Bone (Kennedy Center)

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Native Pride Dancers – (Millenium Stage)

S/HE by MN Dance Company

Revelations by Alvin Ailey Dance Theater

Furia Flamenca (Kennedy Center)

Uprooted Dance (Kennedy Center)

Surati: Classical Indian and Folk Dance

Tamagawa University Dance and Taiko Group (Kennedy Center)

Peruvian Music and Dance

Washington School of Ballet Performance (Millennium Stage)

Rwandan Traditional Dance

Xiutia Puerto Vallarta: Mexican Folk Dance

Muntu Dance Theater of Chicago

Restrictions: The experience should be viewed during the current semester. If this is

impossible, contact the instructor to arrange for alternatives. You may not report on a

cultural experience viewed prior to this class.

Write a report after you have explored or viewed the online resource.

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Your report should include the following information. Include photos or links that help

convey the information. As always, be sure to document all sources you consult in

preparing your work. This includes any learning resources from the class,

or information from the websites that informed you about

the particular item you explored.

Name and location of the museum, site, or performance event. If there is on-line

information about the site or performance, be sure to include a link to it within the

text of your essay in an appropriate place.

Type of museum, site or event. For example is it a portrait or sculpture museum, a

music concert, or dance performance? If you viewed a performance, name the

performer or the piece.

Briefly describe the general setting by talking a bit about the location (you can

research the location online) and the general overall “vibe” of the place.

Describe at least one aspect of the experience that you found especially

interesting. For example, you might write about a particular work of art, cultural

artifact, song, dance section, costumes or lighting, a particular vocalist, etc. Explain

what impressed or affected you, and why. Your reaction can be positive or

negative, as long as you offer an explanation.

Identify and use at least two tools, concepts or methods that you have learned

about in this class in the Learning Resources to talk about your viewing. For

example, if you do a virtual museum tour, you might point out how color works in

one of the paintings, or if you view to a concert, talk about how rhythm works in

one of the songs. Make sure you are explicit in identifying the

tools/concept/methods you are using and the specific learning

resources they come from. Make sure to inform the reader about the

tool/concept/method through a quote or paraphrase from the learning resource.

Then, make sure to tell the reader how you interpret and/or analyze some elements

of what you experience with the tools.

Be sure to cite the learning resources you have used in MLA format. Please

see http://sites.umgc.edu/library/libhow/mla_examples.cfm

Reflect on the relevance–if any–of your experience to your everyday life. How did

the experience engage your feelings or emotions, if at all? What does this tell you

about human culture, and/or about yourself?

STOP: Before you hand in your assignment, ask yourself the following questions:

http://sites.umgc.edu/library/libhow/mla_examples.cfm

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