LITERATURE

 

 

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Teaching literature has always been a really hard task for teachers, so my first purpose is to share with  my students my deep love for it.That is the reason for the highly schematic charts I tried to write for them.

Literary genres and short stories - chronological factfiles - tips about films

  

 

 


SUMMING UP: THE SHORT STORY


A short story is a brief piece of fiction whose length is not fixed by any rules: anything up to about fifty pages; consequently economy of style and of structure are essential to its success. (linguistic features, 35 words)

It usually begins in the middle of a situation, that is why the first sentence or paragraph is particularly relevant.
It is based on a more or less complex plot, acted by characters and told by a first- or third-person narrator. It provides different themes and subjects: descriptive passages, dialogues, characters' thoughts, a more or less detailed setting.
(context characteristics, 58 words)

Because of its compactness, the short story has proved ideal for tales of mystery and horror. (conclusion,16 words)

 


The End


Professor Jones had been working on. time theory for many years.
"And I have found the key equation, he told his daughter one day. "Time is a field. This machine I have made can manipulate, even reverse, that field."
Pushing a button as he spoke, he said, "This should make time run backward run time make should this," said he, spoke he as button a pushing.
"Field that, reverse even, manipulate can made have I machine this. Field a is time." Day one daughter his told he, "Equation key the found have I and."
Years many for theory time on working been had Jones Professor.


End The

 

The Sentry

He was wet and muddy and hungry and cold and he was fifty thousand light-years from home.
A strange blue sun gave light and the gravity, twice what he was used to, made every movement difficult.
But in tens of thousands of years this part of war hadn't changed. The flyboys were fine with their sleek spaceships and their fancy weapons. When the chips are down, though, it was still the foot soldier, the infantry, that had to take the ground and hold it, foot by bloody foot. Like this damned planet of a star he'd never, heard of
until they'd landed him there. And now it was sacred ground because the aliens were there too. The aliens, the only other intelligent race in the Galaxy... cruel, hideous and repulsive monsters.
Contact had been made with them near the center of the Galaxy, after the slow, difficult colonization of a dozen thousand planets; and it had been war at sight; they'd shot without even trying to negotiate, or to make peace.
Now, planet by bitter planet, it was being fought out.
He was wet and muddy and hungry and cold, and the day was raw with a high wind that hurt his eyes. But the aliens were trying to infiltrate and every sentry post was vital.
He stayed alert, gun ready. Fifty thousand light-years from home, fighting on a strange world and wondering if he'd ever live to see home again.
And then he saw one of them crawling toward him. He drew a bead and fired. The alien made that strange horrible sound they all make, then lay still.
He shuddered at the sound and sight of the alien lying there. One ought to be able to get used to them after a while, but he'd never been able to. Such repulsive creatures they were, with only two arms and
two legs; ghastly white skins and no scales.


(From Fredric Brown, The sentry, 1954)

 


QUESTIONS FOR A GENERAL REVISION (fifth form )

 

      ROMANTICISM

  1. Speak of the influence of the French Revolution on Romanticism.

  2. Speak of radicalism in Britain in the Romantic Age.

  3. Speak of the main characteristics and common features of the Romantic Poets.

  4. What are the main new ideas of Romanticism?

  5. What are the most important points in common among different authors marking the transition between Romanticism and Victorianism?

VICTORIANISM

1)      Define the Victorian Compromise.

2)     Why is Victorian society considered an heterogeneous world?

3)      Outline the main trends in Victorian literature.

4)      Speak of the concept of education in C. Bronte, C. Dickens, O. Wilde.

5)      Outline the most evident contradictions in Victorian Drama.

     MODERNISM

1)     Show how different English writers expressed disapproval of industrial and technological progress and concern about its consequences throughout the 19th and the 20th centuries

2)      Speak of the importance and the role of women/education throughout the 19th  and  20th centuries.

3)      Speak of the different reactions to the official literary trends throughout the 19th  and  20th centuries.

4)      Speak of the voyage as a symbol in the main English authors throughout the 19th and  20th centuries.

5)      What do the modernist artists you studied share in terms of their idea both of literature and human life and what is instead peculiar to each of them?

    SHORT STORIES

1)      Which subgenre did you prefer and why?

2)      Which story did you prefer and why?

3)      Which possible links did you find between the short stories you read and the literary periods we analysed?

4)      Which different kinds of language were you faced with in this collection? Give examples?

5)      Which can be the possible reason for the title?

6)      Which are the main elements in a short story?

7)      Which is the aim of providing each short story with different kinds of activities?

8)      Are very short short stories usually easier than longer ones? Give examples.

9)    Did you remark the use of a particularly difficult/easy language in a single short story?    Can you suggest why?

10)  Speak of the importance of the language in short stories giving some examples.

11)  What kind of language is mainly used in short stories in term of key-words, pattern sentences, idioms, colloquial words etc…? Give examples.

12)  Define the concepts of time and space in short stories giving examples.

 

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Vedi la tabella di : Kings and Queens in Britain (clicca sulla scritta)

 


 

MAIN THEMES IN OLIVER TWIST  by R. Polanski

1)     WORKHOUSES STARVATION

2)     CONDITIONS OF ORPHANS (J.  Eyre) MIDDLE CLASS CONTEMPT

3)     INDIVIDUAL PERSONALITY (J. Eyre) SUFFOCATED BY RIGID DISCIPLINE

4)     LONDON SLUMS NO SEWER SYSTEM TERRIBLE HYGIENICAL CONDITIONS HUMAN DEGRADATION GREED, SELFISHNESS

5)     GROWN UPS’ WORLD WITHOUT CHILDREN

6)     HASTY, ROUGH JUDGEMENTS, ONLY FACTS NO INTERPRETATIONS

7)     EXPLOITATION OF CHILDREN CONSIDERED IN TERM OF THE PROFIT THEY COULD REPRESENT AND NOT AS HUMAN BEINGS

MAIN FEATURES OF THE FILM

1)      GLOOMY COLOURS DARKNESS

2)      URBAN BACKGROUNDLONDON – DIFFERENT DISTRICTS

3)FINAL MORAL TEACHING  DICKENS’ OPTIMISM: LAST SCENE SETTING AND COLOUR 

 

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