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                                  E V I D E N C E 

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                                  E V I D E N C E 

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With the imagery activity, I learned to use figurative language correctly and to represent ideas in a way that appeals to our physical senses, and to the beauty of language.
In this activity, I tried to describe to a blind person what the color red is. I'm not going to lie, it was quite difficult, but I think I did well. Also, I tried to describe what chocolate and frustration are, the last one was really hard to analyze because I didn't have the right words to describe it. Then I shared my descriptions with some classmates, and they agreed with them, apart from the fact that in describing the three things I was guided by what I learned in class.
From my point of view, this activity was more of a tool to write more accurately or more aesthetically, these two things are very important, because they generate a great impact on the reader. Finally, I learned how relevant and how much I like to describe things in detail or in a deep way where the reader is left speechless, how small details can make a complicated and yet profound analysis of stories.

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This activity was my first glimpse of what analysis really was. We began to recognize the literary devices in the story, and analyze how they impact and affect the understanding of the story. In this activity I tried to read the story several times to understand it better, and it works, I mean it; after all the analysis of the literary devices, I asked my friends how to interpret the story and I also sought people's opinion on this topic. I realized that my analysis was not wrong because, firstly, I had proofs and arguments for my interpretation as quotes from the same book, and secondly, my analysis was not so different from others'. The analysis of literary devices is only one step in doing an analysis of the whole book, but it's a big one, so if you don't know how to do it, you'll be a bit lost. The hardest thing to do in this work, was nothing, I have to say that it is a very nice story and has an easy comprehension, sure some words were a little difficult to understand, but forgetting that, it was a great book. Last but not least, I realized how much I love Oscar Wilde, he is one of my favorite writers and with this activity I had the pleasure to know more of his works.

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With this activity, I learned how to properly write a detailed analysis of stories and their elements. For example, for this specific activity I read "The Gold Bug" by Edgar Allan Poe, where with a couple of people we did a deep and extensive analysis of the story. For this we shared our views on the story and wrote an essay about it, then we compared our analysis of the story with others and looked up the context of the story and the author, to have a better understanding. Finally, we rewrite the analysis based on all the research and our views. So, I conclude that if people learn to do a good analysis of stories, they will enjoy the action of reading more, because they will generate this feeling of relatedness to a character or situation, they will see themselves in the story.
A major complication that arose when we did this activity was that this specific story was a bit complicated and uses the literary device of cryptic language, so the whole explanation of it is difficult to understand. However, this activity was really helpful; now that I can relate to the characters, stories, and situations in the books more accurately, I have more motivation to read.

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I think most Chilean students don't like to read literary works in English because sometimes it's a bit complicated, and they don't know how to read English that well. Also, Chilean children and students don't have this habit of reading. From my perspective, most students read because of school obligation, but they don't do it because they enjoy it, so if you make them read literary works in English, apart from not understanding for learning reasons, they won't want to understand because they see it as an obligation, they see it as something unpleasant, when it could be one of the things they could enjoy the most in life.

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How can I gather information to solve the main problem?

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How can I gather information to solve the main problem?

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I think there are three main sources I can rely on:
- Classes: I think that the classes are a very good source of information, not only because someone who already knows the possible problems and solutions to the problem is teaching me, but also because in the classes an atmosphere of argumentation is generated, where based on our experiences and acquired knowledge I can reflect with my other classmates, and I can acquire new points of view of how my classmates deal with and interpret the problem.
- Reading others literary work: As in classes, by reading I can acquire new points of view, but, mainly by reading both foreign and national literary work, I can identify what are the similarities and differences between them, and based on this, analyse why Chilean students do not like to read literary work in English more confidently and assertively.
- Surveys: Finally, surveys I think are the best way to find information based on the audience where we want to intervene. For example, you can ask why they don't like to read in English, as well as the plots they like. This way I can generate a more complete work that I know they will like and that will motivate them to read in English.

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                                      O U T L I N E 

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                                      O U T L I N E 

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Why you as a student should read literary works in English even though you are not a native English speaker?

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My challenge and initial questions for this unit:

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My challenge and initial questions for this unit:

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I think that the first thing that I need to know to motivate students to read English literature, is which stories and types of writing are the easiest and the most interesting to read.  I also need to know how I should disseminate these, so that others will be interested in reading them.

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I believe that it is very important to motivate students who do not usually read in English to read in English because finding a good foreign literary work in Spanish is complicated, and it is not always accurate or the same as the author wrote it. On the other hand, finding literary work in English is much easier, this is because English is partly a world language. Furthermore, by reading only work in Spanish, the student is limited to finding incredibly creative works, limiting a new experience of both learning and enjoyment.

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I expect to learn why students who do not have English as their first language do not like to read in English, or what discourages them from reading in English. Also, in order to solve the problem, I think it would be great to learn how to write a good plot that will keep the reader's attention and not get bored.