# data[].attributes.body
Readers, Writers, Texts
1. Why and how do we study literature? Why do we study TTTC?

We study literature by reading and analyzing author's works, which allow us to understand the unique perspective of every individual. We study literature, because it allows for us to help understand the experiences and lives of people from all different backgrounds. We studied TTTC to understand what it is like to experience trauma and have to go to war at such a young age.

2. How are we affected by literary texts in various ways? How are we impacted by TTTC?

We are affected by literary texts, because they cause us to think more about the reasons behind people's actions, rather than the actions themselves. Tim O'Brien talks about the time that he killed a man, and rather than us immediately judge him based off his actions, we get to see that he was just afraid. He was afraid of war and he thought the man would kill him, so he just reacted.

3. In what ways is meaning constructed, negotiated, expressed and interpreted in TTTC?

Throughout TTTC O'brien conveys the meaning of his story through all of these war stories, but in the end we figure out that none of these may be true. O'brien wants us to understand that although these things may not have truely happened to him, all of the emotions and meaning were still true.

4. How does the structure of style of TTTC affect its meaning?

The way how TTTC doesn't have a specific chronogical way of progressing through his stories, but he still carries certain motifs throughout his story, allows for the author to show that every story in his book has a different effect on the reader. Even though the effect may be different, they all come together to form a meaning.

# data[].attributes.body
His jaw was in his throat, his upper lip and teeth

were gone, his one eye was shut, his other eye

was a star-shaped hole, his eyebrows were thin and arched

like a woman’s, his nose was undamaged, there was a slight

tear at the lobe of one ear, his clean black hair swept up- 5

ward into a cowlick at the rear of the skull, his forehead was

lightly freckled, his fingernails were clean, the skin at his left

cheek was peeled back in three ragged strips, his right cheek

was smooth and hairless, there was a butterfly on his chin,

his neck was open to the spinal cord and the blood there 10

was thick and shiny and it was this wound that had killed

him. He lay face-up in the center of the trail, a slim, dead,

almost dainty young man. He had bony legs, a narrow waist,

long shapely fingers. His chest was sunken and poorly mus-

cled-- a scholar, maybe. His wrists were the wrists of a child. 15

he wore a black shirt, black pajama pants, a gray ammuni-

tion belt, a gold ring on the third finger of his right hand. His

rubber sandals had been blown off. One lay beside him, the

other few meters up the trail. He had been born, maybe, in

1946 in the village of My Khe near the central coastline of          20

Quang Ngai Province, where his parents farmed, and where

his family had lived for several centuries, and where, dur-

ing the time in the French, his father and two uncles and

many neighbors had joined in struggle for independence.

he was not a Communist. He was a citizen and a soldier.          25

in the village of My Khe, as in all of Quang Ngai, patriotic

resistance had the force of tradition, which was partly the

force of legend, and from the earliest boyhood the man I

killed would have listened to stories about the heroic Trung

Sisters and Tran Hung Dao’s famous rout of the Mongols          30

And Le Loi’s final victory against the Chinese at Tot Dong.

He would have been taught that to defend the land was a

man’s highest duty and highest privilege. He had accepted

this. It was never an open question. Secretly, though, it also

frightened him. He was not a fighter. His health was poor,          35

his body small and frail. He liked books. He wanted some-

day to be a teacher of mathematics. At night, lying on his

Mat, he could not picture himself doing the brave things his

Father had done, or his uncles, or the heroes of the stories.

He hoped in his heart that he would never be tested.        40

# data[].attributes.body
-Loss of innocence
-Trauma
-War

# data[].attributes.body
Reflection
How did you do during the Harkness discussions?

I think I could have contributed a bit more, but I feel that other than that I had good ideas, and I did well at building off the ideas of other people.

Notes
Ideas discussed I want to remember:

The change in behavior of Mark's girlfriend after she came to visit him (wore a necklace made of tongues)

She came and was very bubbly and cute, but after time she began to look more and more disheveled

This is to physically represent the hardships people face in war

# data[].attributes.body
How does TTTC connect to other works we've read?

This is the first book we've read in this class, but last year for AP Lang I read "Night" by Elie Wiesel. They both show how trauma can cause one to view themselves differently, and the strains it puts on their relationships with others as well. Elie Wiesel said that when he looks in the mirror all he sees is a skeleton (to show that he basically feels ded inside) and Tim O'Brien has this vision of the man he killed constantly haunting him.

How does TTTC connect to our world today?

TTTC connects to the world today, as people still go through war and other traumatic experiences that can alter their lives drastically. The book also shows a lot of loss of innocence, which happens to many young kids for multiple reasons like rape or abusive homes.

# data[].attributes.body
Summer Assignment (Link Here)
https://docs.google.com/presentation/d/1NWgYihQDa_Mz41zyZBB7YAW2Sy56tXzRKQVXl8oymcg/edit?usp=sharing

# data[].attributes.body
Why do humans read and write stories? Why do you read and write stories?  Write about a paragraph.

Humans read and write, because it helps us understand one another better. It allows for us to learn about all the intense emotions and experiences that people go through. It also can help us feel less alone, because we know that there is someone else that can relate to you. I read, because it's like an escape from the world. Stories are away for me to express my creativity and to allow for disractions from negative thoughts. Stories not only serve as an escape from reality, but the help better my knowledge of the world as a whole. Reading allows for me to determine how I perceive the world based off of the knowledge that I have acquired.

# data[].attributes.body
Time and Space
Choose 3 out of these 6 questions to answer and reflect on how it relates to our reading and understanding of Hughes' work.
1. How important is cultural or historical context to the production and reception of a literary text?

Cultural and historical context is highly important in the reception of literary text, because not everyone is from the same background. Without having historical or cultural context, it would be hard for those in different places of the country to understand how these events affect the author's lives.

2. How do we approach literary texts from different times and cultures to our own?

Often times they texts from a different time may seem racist, because many things that were okay then, are no longer okay anymore in today's society. The same thing goes for other cultures, as it is hard to understand those that don't like similar lives as us. The way we approach it, is by first getting to know the context that way we can further our understanding of the book and it's meaning.

3. How does the meaning and impact of a literary text change over time?

The meaning and impact becomes more valuable over time, as it helps us understand the past and hardships that were faced to get where we are today. It is important to remember those that came before us, as they allowed for us to grow and become better than they were. The meaning changes, because we now look at it as a obstacle that has been overcome (even though there are everlasting effects) rather than an obstacle in the way.

# data[].attributes.body
racism

discrimination

trauma

# data[].attributes.body
If I found it in my heart to love you,

And if I thought I really could,

If I said, “Brother, I forgive you,”

I wonder, would it do you any good?

So long, so long a time you’ve been calling

Me all kinds of names, pushing me down-

I been swimming with my head deep under water,

And you wished I would stay under till I drown.

But I didn’t! I’m still swimming! Now you’re mad

Because I won’t ride in the back end of your bus.

When I answer, “Anyhow, I’m gonna love you,”

Still and yet you want to make a fuss.

Now listen, white folks!

In line with Reverend King down in Montgomery-

Also because the Bible says I must-

I’m gonna love you-yes I will! Or BUST!

# data[].attributes.body
Reflection
How did you do during the Harkness discussions? What feedback did you receive?
I felt that I did fairly well in the Harkeness discussions, but there were some poems I understood far more than others. The feedback I received was that I need to dig deeper into the meaning, and realy focus on analyzing the style too and not just the words.
Notes
Ideas discussed in Harkness I want to remember:
Poem For English B-

The run on sentence in the beginning is supposed to represent the steps it took to get where he is versus the amount of steps it takes for white people

The author just wants to let everyone know that we are all people

He shows this by saying he likes all kinds of music too (from classical to less classical), which shows his want to understand people regardless of their backgrounds

# data[].attributes.body
Hughes Writing Portfolio Week 1
https://docs.google.com/document/d/1xErPJD83LObLscbMD4x709Du_fxaWLQY0s1s5IxvVy4/edit?usp=sharing
Hughes Writing Portfolio Week 2
https://docs.google.com/document/d/1o9fHBBFHQVnss70FNXQPwPXO8CcotLuZkc_IAG4u1G0/edit?usp=sharingHughes
Pastiche
https://docs.google.com/document/d/1xL7JXHENCF3KgBmgm_6P4aGJpD599lzgjNDjRq9CMnU/edit?usp=sharingIO
Outline Form
https://docs.google.com/document/d/1ryPPAARQzoMtygUVTnIIc1p5SZOJxSvJO-gO2Qaatd4/edit?usp=sharingHughes'
Written Assignment

# data[].attributes.body
What connections can you make between some of Hughes' poems?

Between "Brotherly Love" and "Theme for English B" I noticed that although they were both slightly accusatory towards white people, they both centered on the fact that we should all just get along with each other. They also both talked about the hardships they've faced, and regardless they still believe that everyone should get along. They don't want revenge, they just want change.

How does Hughes' poems connect to other works we've read?

Hughes' poems connect with other works we've read, because just like the characters in TTTC, the people in the poems have endured horrific and graphic scenes, as well as traumatic experiences. They are all hurting and scarred from the unkind world.

How does Hughes' poetry connect to our world today?

Hughes' poems connect to our world today, because even though slavery is no longer alive, racism and discrimination continues to live on. Especially today with the BLM movement, we still see acts of violence towards people of color. We still see how they are unfairly treated, even in places of business.

# data[].attributes.body
What insights did the poetry of Langston Hughes offer about the African-American community in Harlem?
The poetry showed that they even could only live in impoverished places. Harlem was quite harsh and many people were barely scraping by, which again shows how it is nearly impossible for people of color to get ahead in this world. Even when they are free, they were'nt ever given any help to function in today's world, because they've always been oppressed.

How does art reflect the community from which it comes?
Art reflects the community from which it comes, because it portrays the feelings that people have. It can portray the emotions of an entire community, because the conditions are often quite similar for everyone in a community. In this case, all of the speakers in Langston Hughes had to face slavery or segregation, and this reflected the many emotions that were felt throughout this community.

# data[].attributes.body
Readers, Writers, and Texts

1. How does the structure or style of a literary text affect meaning? Consider how Morrison's stream-of-consciousness, shifting points of view, and use of analepsis and prolepsis impact the meaning of the novel.

The structure and style of the literary text affect the meaning, because they too carry some symbolism. In one chapter, there is only 1 period in the entire chapter, because this chapter is narrated by Beloved. Since Beloved is a representation of Sethe's dead baby, her literary skills are limited, therefore this structure was designed to show her infantile characteristics. The use of the analepsis and prolepsis helps intertwine the murder that Sethe committed as well as the horrific events that Sethe had to go through. The purpose of this was to help the reader not judge the actions of Sethe too harshly, because she faced her own share of dehumanizing experiences.

Time and Space

1. How important is cultural or historical context to the production and reception of a literary text? Consider the story of Margaret Garner, the Fugitive Slave Act, and other historical and cultural phenomena and how that has impacted the creation and reception of Beloved.

Historical and cultural context is highly important, as slavery is the reason Sethe murdered her child. While it is still wrong to murder your child, it is more understandable in this situation than it would be in most instances. Margaret Garner's story helped in the development of Beloved, because she showed that slavery was so horrid that it drove her to murder her own child. Margaret Garner was essentially Sethe, however the story was fictional, because it used supernatural aspects in order to better convey the message. Morrison uses these supernatural aspects, because sometimes the message does not full get across through natural beings. The Fugitive Slave Act played a part, because Sethe is aware that she will never fully be free, and when the slavecatcher comes for her children she is unable to think clearly. This allows for the audience to see that it is not all Sethe's fault for killing her child.

# data[].attributes.body
“You forgetting how little it is,” said her mother. “She

wasn’t even two years when she died. Too little to under-

Stand. Too little to talk much even.”

“Maybe she don’t want to understand,” said Denver.

“Maybe. But if she’d only come, I could make it clear to 5

her.” Sethe released her daughter’s hand and together they

pushed the sideboard back against the wall. Outside a driver

whipped his horse into the gallop local people felt necessary

when they passed 124.

“For a baby she throws a powerful spell,” said Denver. 10

“No more powerful than the way I loved her,” Sethe an-

swered and there it was again. The welcoming cool unchis-

eled headstones; the one she selected to lean against on tiptoe,

her knees wide open as any grave. Pink as a fingernail it was,

And sprinkled with glittering chips. Ten minutes, he said. You 15

got ten minutes and I’ll do it for free.

Ten minutes for seven letters. With another ten could she

have gotten “Dearly” too? She had not thought to ask him

and it bothered her still that it might have been possible--that

for twenty minutes, a half hour, she could have had the 20

whole thing, every word she heard the preacher say at the fu-

neral (and all there was to say, surely) engraved on her baby’s

headstone: Dearly Beloved. But what she got, settled for, was

the one word that mattered. She thought it would be enough,

rutting among the headstones with the engraver, his young 25

son looking on, the anger in his face so old; the appetite in

it quite new. That should surely be enough. Enough to

answer one more preacher, one more abolitionist and a town

full of disgust.

Counting on the stillness of her own soul, she had forgot- 30

ten the other one: the soul of her baby girl. Who would have

thought that a little old baby could harbor so much rage?

Rutting among the stones under the eyes of the engraver’s son

was not enough. Not only did she have to live out her years in

a house palsied by the baby’s fury at having its throat cut, but 35

those ten minutes she spent pressed up against dawn-colored

stone studded with star chips, her knees wide open as the

grave, were longer than life, more alive, more pulsating than

the baby blood that soaked her fingers like oil. 39

(Pgs. 5-6)

# data[].attributes.body
a haunting past

trauma

racism

internal/moral conflict

# data[].attributes.body
https://docs.google.com/presentation/d/1P4M_2qEvZMHj6SyYlB1Ra3eujH4pdO781ZSY_HirSio/edit?usp=sharing

# data[].attributes.body
How does Beloved connect to other works we've read? Be detailed in how it connects with global issues and thematic and stylistic ideas to other works.

Beloved connects to other books/poems we've read, because it convey racism and trauma. This idea of the past haunting you can be seen in both TTTC and Beloved (through the man Tim O'brien killed and Beloved the dead baby's reincarnation). It is shown that the only way to move on is to go through the past and accept it rather than constantly denying it. There is also plenty of racism, as the characters of mistreated people of color.

How does Beloved connect to our world today?

Beloved connects to our world today, because just like Paul D many men struggle from toxic masculinity, which leaves them with identity issues. They may feel insecue about their feelings, so they put on this macho persona in order to seem more similar to socitey's definition of masculinity.

# data[].attributes.body
Denver or Paul D One-Pager
https://docs.google.com/document/d/1RcimdFjh6cXTvjT5HDztK_0lY9vtwXhxTg8U697RzzA/edit?usp=sharing
IO Outline Form
https://docs.google.com/document/d/1OjNdmTb8Hn1eubAwLvBJkuNW5OHact_y9xLdAvJQM-w/edit?usp=sharing

# data[].attributes.body
Linda Krumholz claims (in "The Ghosts of Slavery: Historical Recovery in Toni Morrison’s Beloved") that finding a voice for the thoughts and experiences of women is central to the "healing," historical recovery theme and structure of the book. According to Krumholz, Morrison’s novel "adapts techniques from modernist novels, such as the fragmentation of the plot and shifting narrative voice, to compel the reader to actively construct an interpretive framework" (109). How does the novel specifically address issues of gender, writing and power? How does the structure and style of the novel give voice to "the thoughts of the women of 124, unspeakable thoughts, unspoken" (Beloved 199)?

This novel specifically addresses gender, writing, and power issues, as it allows for us to see things from the viewpoint of a women of color that is simply afraid to watch her kids become slaves. It gives voice to all these women, because she was able to portray all the complex feelings that women of color have to go through, because of the terrible realities of the world. Morrison gives power to these women's voices, by writing a book and publishing it as a women of color herself (which was hard to do due to discrimination). She brings awareness to the unfair treatment of women and people of color, as well as makes the reader understand why they feel put down.

# data[].attributes.body
Time and Space

1. How does Chronicle offer insight into Columbian culture? Consider what we've learned about with machismo, marianismo, honor and the impact of colonialism.

This Chronicle allows for the reader to see into the toxicity in the inequality of men and women. This idea of machismo and marianismo creates specific behaviors in which each gender is expected to follow. Through the story it is easy to see that although not everyone wants to comply to these roles, it is difficult to stand against the societal norms. An example from the book is the killing of Santiago Nasar, because his killers were reluctant to kill him. The Vicario brothers showed physical signs of disgust after killing him, however the societal pressure of protecting their family's honor got the better of them.

# data[].attributes.body
Attach the 8 extracts from the Group IOs that you annotated here.

https://kami.app/L7J-w3p-x6h

Attach the two extracts you used for your Final IO here

https://docs.google.com/document/d/18kK0ki3xMfYenmgKJ1ZlRScfRft8UPZTBBAxoRlEEGM/edit?usp=sharing

Attach any other extracts you might want to use for your real IO.

https://docs.google.com/document/d/1ZHIUy7zhvHTsPrQW_NcyQKFw_cUOxonI-qD_MvNvTEI/edit?usp=sharing

# data[].attributes.body
What were some global issues you explored in Chronicle? Consider honor, morality, perspective, fate, gender norms etc. The more detailed you are, the more useful this will be for your IO.
- Racism
- Gender roles
- Bystander effect
- Magical realism

# data[].attributes.body
Attach any of your Harkness notes here.
- The smell of Santiago kept lingering, to represent the guilt felt by the Vicario brothers
- Machismo and Marianismo contrast each other, because men are expected to be strong without emotions and women are supposed to be submissive and quiet.
- The butchering of rabbits contrasts this marianismo of Divina, because she is "destined" to be taken advantage of by Santiago, but she also doesn't display many of the typical marianismo traits.

# data[].attributes.body
How does Chronicle connect to other works we've read? Be detailed in how it connects with global issues and thematic and stylistic ideas to other works.

CoaDF relates to Beloved, because again we can see this issue of inequality between men and women, for Sethe has dealt with being raped and mistreated at the hands of many male slave-owners. The book also connects to TTTC, because it shows this toxic masculinity. In TTTC, Tim O'Brien is forced to go to war in order to live up to the standards of men, because they are expected to be tough and strong. In CoaDF a similar theme is shown, because the Vicario brothers didn't really want to kill Santiago, however they felt that they had to due to toxic masculinity. They felt that they had to protect the honor of their sister.
These all touch on this global issue of gender roles, because they help portray these dangerous societal expectations that exist, and the negative effects that occur when giving in to the pressure.

How does Chronicle connect to our world today?

CoaDF connects to the world today, because societal gender roles still exist today, even thought they vary from culture to culture. In CoaDF toxic masculinity is shown many times throughout the book, and although toxic masculinity differs in each culture, a standard rule of toxic masculinity is to stay strong and lack emotions. This is portrayed in this book, because all throughout the book the men lack any sort of emotions, except for the scene in which the Vicario brothers kill Santiago Nasar. Although toxic masculinity may have evolved over the years, many of the "rules" still apply today.

# data[].attributes.body
Group IO PPT (Link Here)
https://docs.google.com/document/d/1u8PZ9pfAmIgCUFezywUpjgBW-UpdE5CkHhg77Ri2Ri0/edit?usp=sharing
Artistic One-Pager (Link Here)
https://temecula.instructure.com/courses/19848/assignments/246999/submissions/16936?download=2904082
Final/Revised IO (Link Here)
https://temecula.instructure.com/courses/19848/assignments/266888/submissions/16936
Best Quick Write (Link Here)

# data[].attributes.body
Readers, Writers, Texts
How are we affected by Delbo's memoir and her imperative for us to "Try to look. Try to see"? How were you affected by Auschwitz and After?

Delbo's memoir is the tragic recounting of the horrors that she faced when in Auschwitz. The affect that this has on the audience is highly effective, for it made me sick to my stomach. By saying "try to look. try to see" makes me really understand how terrible the entire situation was, because I can hardly read the book without feeling sick, therefore I cannot imagine living it. This intention allows for the readers to understand why it is so imperative for us as human beings to not repeat our mistakes.

# data[].attributes.body
Attach the extracts you annotated (Some are on Kami) during our Harkness discussions.

https://kami.app/6Wv-sCr-QeRAttach
the two extracts you used for your Final IO here.

https://docs.google.com/document/d/19aOC4v8l6BfS2q_nBMdP4yR2f21lu4-P3kAftzCOv2E/edit?usp=sharing

Attach any other extracts you might want to use for your real IO.

https://docs.google.com/document/d/1qyFcrEQRyyyT77oeRMIlok6IJFLxNDHV1W-cHtQCATU/edit?usp=sharing

# data[].attributes.body
What were some global issues you explored in Auschwitz and After? Consider the Hexagonal Harkness we had and some of the global issues you came up with during that discussion.

- Dehumanization
- Questioning of morals
- Trauma
- Bystander effect

# data[].attributes.body
Upload your favorite Quick Record (Arrivals and Departures, Olere/Delbo, or Using Language)
Submission Details
Upload your Final Delbo IO
Submission Details

# data[].attributes.body
How does Auschwitz connect to other works we've read? Be detailed in how it connects with global issues and thematic and stylistic ideas to other works.
Auschwitz connects to Chronicles of a Death Foretold, because both books help convey this idea of the bystander effect. In both books cruel events are taking place, however nothing is resolved due to the bystander effect and fear. This fear causes people to ignore the problems that others are facing, because they fear that they will have to face them too if they get involved. They also believe that someone else will help, therefore they decide that they do not need to help, however when everyone decides not to help then these horrible events keep occurring.
How does Auschwitz connect to our world today?
Auschwitz connects to the world today, because oppression still exists today in many different forms and at many different levels. A real life example similar to that of Auschwitz is the treatment of some North Korean citizens. North Korean citizens is essentially cut off from the rest of the world in social aspects, and many of the citizens are starved. Although much of North Korea may not be as gruesome as Auschwitz was, there is still a high level of oppression and mistreatment. Auschwitz and after helps provide insight into the horrors of concentration camps, that way people may gain empathy and understanding of the oppressed.

# data[].attributes.body
Attach any of your Harkness notes here.
- Delbo is forced to separate herself into two people, herself out of Auschwitz and the person she was in Auschwitz
- Comparison of the sick yellow dog and the yellow woman to show the dehumanization with a comparison to animals
- Symbolism of an oasis to show any hope in Auschwitz

# data[].attributes.body
Attach your dialectical journal here
https://docs.google.com/document/d/1Y6gggHZr002MsqO_9v9n5C9vZOs2gqI5rt1_HrHcleE/edit?usp=sharing

# data[].attributes.body
Intertextuality
How valid is the notion of a "classic" literary text? What makes Persepolis "literary" even though it is a graphic novel?
Although Persepolis is a graphic novel, the intention behind this book remains the same as other works of literature. Satrapi wrote this book with the intention of exposing the truths of the past, with hope of convincing future generations to not make the same mistakes. There was also specific intention in the way she drew the panels, because she also used rhetorical devices.
Time and Space
What insight did Persepolis give you into Iranian life during and after the revolution?

Persepolis allows for the reader to gain a new perspective on the Iranian life, because

# data[].attributes.body
What were some global issues you explored in Persepolis? Consider the Harkness discussion and other ideas that came up during class discussion.

- Racism
- Oppression
- Growing up

# data[].attributes.body
Attach any of your Harkness notes here.
- The wrinkled appearance of Marjane after her bath contrasts her age and childlike appearance
- This scene reminds us of how young Marjane really is, even though she is very mentally mature.
- The dark graphic weight on Marjane's mom's face is now cast on Marjane's face
- This shows the truth about their country is being passed down to Marjane, and she is beginning to feel the weight that comes with these truths

# data[].attributes.body
How does Persepolis connect to other works we've read? Be detailed in how it connects with global issues and thematic and stylistic ideas to other works.

Persepolis is similar to Langston Hughes' poems, because they both show that people categorize groups of people due to society's view of them. In Langston Hughes, people of color are oppressed and in Persepolis the people of Iran are oppressed by their own government . Although the people of Iran were suppressed by their own people, both Hughes and Satrapi are trying to show that there is no difference between them and the authority figures.

How does Persepolis connect to our world today?

Persepolic connects to the world today, because as of now people still have a negative stigma towards many people from Iran. People in this world have prejudices against other people, even though just like Marjane, those people are often just victims of a horrible government.

# data[].attributes.body
Attach the panels you found most fascinating and that you discussed during our final Harkness here

https://docs.google.com/document/d/1723z8qDggnHX0rfbycFXRk4hYaNbaXIIFFOkM3OE9sc/edit?usp=sharing

# data[].attributes.body
Link to the reflections here.
https://docs.google.com/document/d/11Vq98DHsrIDfvC6PX5i0a2F8-AEl7y__Fl1zxqBtA5I/edit?usp=sharing

# data[].attributes.body
Directions and Resources:

Ideas:

Texts:

Reflections:

Questions:

# data[].attributes.body
1. Readers, Writers, Texts

1. Why and how do we study literature?

2. How are we affected by literary texts in various ways?

3. In what ways is meaning constructed, negotiated, expressed and interpreted?

4. How does language use vary among literary forms?

5. How does the structure or style of a literary text affect meaning?

6. How do literary texts offer insights and challenges?

2. Time and Space

1. How important is cultural or historical context to the production and reception of a literary text?

2. How do we approach literary texts from different times and cultures to our own?

3. To what extent do literary texts offer insight into another culture?

4. How does the meaning and impact of a literary text change over time?

5. How do literary texts reflect, represent or form a part of cultural practices?

6. How does language represent social distinctions and identities?

3. Intertextuality

1. How do literary texts adhere to and deviate from conventions associated with literary forms?

2. How do conventions and systems of reference evolve over time?

3. In what ways can diverse literary texts share points of similarity?

4. How valid is the notion of a “classic” literary text?

5. How can literary texts offer multiple perspectives of a single issue, topic or theme?

6. In what ways can comparison and interpretation be transformative?

# data[].attributes.body
1. Culture, Identity, and Community

1. family, class, race, ethnicity, nationality, religion, gender and sexuality, and the way these impact on individuals and societies. migration, colonialism and nationalism.

2. Beliefs, Values and Education

1.  beliefs and values nurtured in particular societies and the ways they shape individuals, communities and educational systems. They might also explore the tensions that arise when there are conflicts of beliefs and values, and ethics.

3. Politics, Power, and Justice

1.  explore aspects of rights and responsibilities, the workings and structures of governments and institutions. They might also investigate hierarchies of power, the distribution of wealth and resources, the limits of justice and the law, equality and inequality, human rights, and peace and conflict

4. Art, Creativity, and the Imagination

1.  explore aspects of aesthetic inspiration, creation, craft, and beauty. They might also focus on the shaping and challenging of perceptions through art, and the function, value and effects of art in society.

5. Science, technology and the environment

1.  explore the relationship between humans and the environment and the implications of technology and media for society. They might also consider the idea of scientific development and progress.