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In this class we had to read and evaluate the short stories "Dagon" and "The Tell-Tale Heart" , and we had to write paragraphs using the knowledge we gained in this unit.

This activity contributes to my learning process by giving an interactive method to understanding and applying the concepts explained in the class. I can better comprehend how to make use of stylistic methods and short story has by actively creating paragraphs that do so. This actual application enables me to improve my understanding of storytelling strategies and set my knowledge.

This activity demonstrates my progress in the short story unit by showing my ability to use the ideas I've learnt in class to produce new text. My capacity to create paragraphs that incorporate stylistic methods and elements from short stories shows how much I've improved when summarizing paragraphs.

I might have had trouble applying the new techniques into my writing during this task. Challenges are frequently faced while trying to put new ideas or methods into work.

This assignment provides opportunity for reflection and self-discovery. I may have learned more about my own writing style, preferences, and abilities through the act of writing and the use of stylistic devices and elements. I may improve my narrative skills and develop my creative abilities by identifying my own strengths and sets for development.

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In this activity we had to watch a video about stylistic devices in different movie clips and guess which one was being used in each of these clips.

The video has been a beneficial addition to my process in that it has shown me more about stylistic methods used in movies. Understanding and identifying these devices can help me better understand and analyze movies and other types of media.

Watching this video shows my curiosity for the exploration of similar subjects besides the class, which is proof of my success in the short story unit. Finding additional materials, like the video, demonstrates my interest in learning more about the topic. It shows a desire to expand my knowledge of and have a deeper perspective on storytelling methods.

I may have run into a few challenges while watching the video. These might include understanding complex artistic elements, realizing the effects they are meant to have, or making connections between them and the film's main stories.

I might have gained a greater understanding into my own learning style while watching the video. I might have learned about my preferences in stylistic devices or my specific interpretations of and reactions to different visual and hearing signals. This self-awareness can help me comprehend my own different view which may have an impact on my creative attempts.

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In this activity we saw a video about the elements of short stories and also their key elements

My learning process gained advantages from studying each element of a short story. I now have a deeper appreciation for the details of storytelling because I have a better understanding of the basic elements of a story, such as plot, setting, characters, theme, and conflict. By deriving deeper messages and meanings from the books I read, I am now more prepared to study and understand literary works.

I could have had some issues while watching the video. These may include keeping my attention throughout the entire video, understanding difficult concepts, or learning unfamiliar vocabulary. Overcoming these difficulties needed dedication, careful note-taking, and maybe asking my teacher or classmates for clarification.

My understanding of short story elements has been increased by learning about the components of a short story. I was able to demonstrate my progress in the class and my proactive attitude to learning by watching the video on this topic. This practice promoted self-reflection and self-directed learning by giving me insights into my preferred learning method and places for improvement.

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The elements of a story | Reading | Khan Academy

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The main purpose of this unit is to be able to motivate Chilean students to read foreign books, in order to open new opportunities for the future and to communicate better with the rest of the world. Also to expand the vocabulary, and make it easier to understand this language, and in the case of literature in English, make it easier to understand.

The initial challenge is to motivate Chilean students to read literature in English for their future options and interests. It is quite relevant since students are increasingly open to more options in life, and seeing that English is a language that is spoken and used in almost the entire world, literature in English can be a great opportunity to learn the language and get used to it.

I think that in this unit I could learn about low motivation in students, about strategies to get them motivated and to create an environment where they are entertained to read. I will look for strategies to develop my own interest in literature to also motivate myself to read.

I can collect information through various resources, such as surveys, student interviews, information articles, and also from the opinions of students of the most common English books read at school to see what type of genre of book students are interested in reading.

My hypothesis is that students are not used to literature in English due to lack of motivation, this may be the result of their lack of understanding of the language or perhaps the topics are simply not of interest to them. In conclusion, we can create an environment where students are motivated to read, to transform their perception of reading from a mandatory task to enjoy it. I believe that the incorporation of authentic language and teaching skills can enhance their language learning and academic experience, which will help them in the future and open them up to many life options.