We study literature as a method to convey the human emotions, culture, experiences, and truths that are not ordinarily expressed through typical writing. Literature can be studied by the analysis, interpretation and further probing of such texts to once more appreciate and devour our universal truths or themes of humanity. By studying TTTC the reader is conveyed a plethora of topics one may not experience in everyday life, yet such topics serve as universal truths like axioms. These axioms may even serve as moral guidelines or inform the reader about topics unbeknownst to them before such analysis.

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

Literary texts may affect us in the same way general conversation between two people may affect the listener. Such literary text serves as a throughput for information and conveys ideas, thoughts, and emotions that are expressed through considerably unconventional means. The literary text may evoke emotions of empathy, sadness or joy at the striking themes such literature may provide in a form of communication that can be considered one sided. The real life implications of reading TTTC is that it affects us by portraying the horrors of war that may not traditionally be conveyed considering we do not venture to the battlefield. In such regards, we can attempt to understand the war experience and other human truths from the safety of our abodes while literature serves to teach us further lessons. These lessons educate the populace and TTTC may even serve as a reminder for why war should be avoided upon all costs.

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

Meaning is conveyed in such text as O'Brien recounts occurrences of his interactions with different soldiers, or 2nd hand stories and then goes upon to construct in a method that portrays the hidden meaning behind each account. For example, the construction of two different chapters in which he mentions a soldier he killed with his grenade; then the author goes upon to tell the imposed version and the actuality of the story. However, both stories serve to function in O'Brien attempting to portray the absurdities of war. He makes the point in this example that war stories can serve as lessons and can be truer than the literal truth in regards to the morals they may or may not teach. This individual example has a recurring theme of attempting to portray information and thoughts for each respective chapter of the book.

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

The structure of TTTC could be composed upon several different narratives from the viewpoint of Mr. O'Brien that portray different themes he is attempting to convey. Such themes affect its meaning in that TTTC is not necessarily a novel showing a direct linear narrative but instead attempts to teach a truth or another, or portray; in each of its chapters. For example, the chapter regarding the "Sweetheart of the Song Trabong" indicates a state of dramatic transformation. However, it varies from previous and afterwards chapters which dictate different story lines and may not necessarily have the same message. This stylistic choice for the structuring of the novel relates in accordance that each chapter serves to convey a different experience.

twenty-one years old, you're scared, and there's a hard 

squeezing pressure in your chest. 

What would you do? 

Would you jump? Would you feel pity for yourself? 10

Would you think about your family and your childhood and 

your dreams and all you're leaving behind? Would it hurt? 

Would it feel like dying? Would you cry, as I did? 

I tried to swallow it back. I tried to smile, except I was 

crying. 15

Now, perhaps, you can understand why I've never told 

this story before. It's not just the embarrassment of tears. 

That's part of it, no doubt, but what embarrasses me much 

more, and always will, is the paralysis that took my heart.

A moral freeze: I couldn't decide, I couldn't act, I couldn't 20

comport myself with even a pretense of modest human dig-

nity. 

All I could do was cry. Quietly, not bawling, just the 

chestchokes. 

At the rear of the boat Elroy Berdahl pretended not to 25

notice. He held a fishing rod in his hands, his head bowed 

to hide his eyes. He kept humming a soft, monotonous lit-

tle tune. Everywhere, it seemed, in the trees and water and 

sky, a great worldwide sadness came pressing down on me, 

a crushing sorrow, sorrow like I had never known it before. 30

And what was so sad, I realized, was that Canada had be-

come a pitiful fantasy. Silly and hopeless. It was no lon-

ger a possibility. Right then, with the shore so close, I un-

derstood that I would not do what I should do. I would not 

swim away from my hometown and my country and my life. 35

I would not be brave. That old image of myself as a hero, as 

a man of conscience and courage, all that was just a thread-

bare pipe dream. Bobbing there on the Rainy River, looking 

back at the Minnesota shore, I felt a sudden swell of help-

lessness come over me, a drowning sensation, as if I had... 40

In approaching literary texts from different times or cultures to our own, we at first must be open minded to the ideas presented and accept yet ponder the unique identities/cultures that prevail in the given circumstance. In example, the extent of racial discrimination that we see in the United States is on a much less varying scale than in comparison to the 1940s, when Hughes would compose some of his best works. For this reason, we cannot directly input our own experience with racial discrimination into the context of the lives of black people during such time without accepting that the moral values of the period are different in nature. This approach sets our mindset to be incoming of the literature provided as we examine the unique stories that similarly will provide our human fundamental truths. 

The meaning of a literary text does not often change over time, rather the moral lessons that can be obtained from a literary text have different applications for modern or past contexts. In example, while segregation is not a legal institution in the United States that one would gleam from Langston Hughes, we should still heed racial inequalities present that are akin to negative consequences demonstrated during the era of Hughes.

Language utilized in literary texts can represent social distinctions or identities in the method that our addressable nouns, their respective antecedents; are indications for the perceived social status of each individual in literature. For example, the negative associations in language that may be held for a person of one identity may contrast for the positive language and diction utilized to describe another individual. Language is utilized to portray and express such existing dynamic in that aspect of literature as we examine the given text's moral truth or tragedy that we learn for. Language be the river that the boat drafts upon, the river may vary. 

Coloured Soldier -
1.My brother died in France-but I came back.

2.We were just two colored boys, brown and black,

3.Who joined up to fight for the U.S.A

4.When the Nation called us that might day

5.We were sent to training camp, then overseas-

6.And me and my brother were happy as you please

7.Thinking we were fighting for Democracy’s true reign

8.And that our dark blood would wipe away the stain

9.Of prejudice, and hate, and the false color line-

10.And give us the rights that are yours and mine.

11.They told us America would know no black or white:

12.So we marched to the front, happy to fight.

13.Last night in a dream my brother came to me

14.Out of his grave from over the sea,

15.Back from the acres of crosses in France,

16.And said to me, “Brother, you’ve got your chance,

17.And I hope you’re making good, and doing fine-

18.’Cause when I was living, I didn’t have mine.

19.Black boys couldn’t work then anywhere like they can

20.today,

21.Could hardly find a job that offered decent pay.

22.The unions barred us; the factories , too,

23.But now I know we’ve got plenty to do.

24.We couldn’t eat in restaurants had Jim Crow cars;

25.Didn’t have any schools; and there were all sorts of bars

The structure or style of a literary text affects its meaning by demonstrating the contrasting ideas or viewpoints that we desire to see and elicit respective emotions in the reader. In examples, the stream of consciousness that Morrison utilized helped to demonstrate the interacting dynamics that our 3 relative protagonists held for each other. Likewise, the shifting points we see in the novel help demonstrate the male or female ex-slave experience; to the brutal subjugations white people imbued against their black victims. The coherence of both is better able to explain the purpose the author achieves and by changing structure or style; such is better conveyed rather than a single static narration.

Time and Space

Cultural and historical context is crucial to the production and reception for a literary text, in both regards, understanding the basic framework for how mechanisms are at work are crucial to help elaborating upon the basic or convoluted moral principles one can devour from such text. In such explanations, if Morrison had not portrayed slavery for the reality such was we would not have truly understand the traumatized effect that would have been byproduced without taking for granted the aftereffects that were demosntrated. This goes into regard with acknowledgements of us understanding some of the fear that was embedded in Sethe as she escaped as the reader may or may not acknowledge historical contexts given such as the Fugitive Slave Act. The historical background for Beloved that Morrison portrayed so well helped the reception of the novel as we both understand the novel from a literary perspective; but appeals to other audiences from the history that is learnt. 

Attach your two 40 lined extracts you used for your Mock IO as well as any other 40 line extracts you might want to use for your real IO in the future.

Extract from Beloved, Chapter 15, Page 137 (in a different book)

Hope for Harlem, a poem by Langston Hughes. 

What were some global issues you explored in Beloved? Consider memory, trauma, importance of community, etc. The more detailed you are, the more useful this will be for your IO.

Global issues include

The role of community in healing and development. The effect of trauma in recovering and healing from the past; the effect of trauma in adapting to the future/presence. The gender conformations given as a response to adversity. The change in identity as a response to adversity. The important of finding colour during times of dire need/urgency.

Attach your Google Slide and notes for your Hexagonal Harkness here.

https://docs.google.com/presentation/d/1eVUI1QST3CXChHPQAVaFrNIfZAOnXRmI_pvd6xoFTZc/edit?usp=sharing

https://docs.google.com/document/d/1K52p3O8uiqi4wEMzJFd4rOf4T-wixwZBmePU2HQsZPI/edit?usp=sharing

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 works we read in relation to global issues as we examine the role of identity and community when met with respective adversity (in the case of racial prejudice). This connection demonstrated through 124 Bluestone Road in Beloved and Harlem in the poems by Langston Hughes. It connects to the Things They Carried in relation to the role of gender conformity, howso Paul D and Tim O'Brien were tasked with confronting their challenged state of manhood in a world against them.

How does Beloved connect to our world today?
Beloved connects to our world today with its demonstration of the past, present, and future; how such relates in that to move forward into the future we must acknowledge and heal from the past that has embedded us with pain. Moral lessons being learnt, we may appreciate the sense of belonging one has that either protects or prevent us from developing severe contingencies that are ill and almost fatal in a sense that our Beloved characters had to endure. Drastic ways in which such connects could be former sex slaves (Unicef fights against this!) in the United States and their similar eventual recuperation into free society as seen with Sethe or Baby Suggs. A final note being made with the historical disenfranchisement for black people that unfortunately persists to this present day.

https://documentcloud.adobe.com/link/track?uri=urn:aaid:scds:US:f8720778-4633-4abb-8548-19dc5b710af8

Chronicle of a Death Foretold provides insight into Colombian culture by displaying the interactions between people and their corresponding belief from each interaction. Marquez further provides insight into Colombian culture by highlighting the points where irony may be presented, from  religious conviction differing to the usage of a brothel, to believing that one's sins are all forgivable by paying attribution to the bishop. This is irony/hypocrisy often manifests itself as a result of some aspects for establish Colombian culture, such as machismo conflicting with peacefulness that the colonial religion would support. Chronicle often describes some of these comings through common literary strategies of magical realism, selection of detail, dialogue, metaphor, foreshadowing, symbolism, and simile.

https://drive.google.com/file/d/1D9WL3AhHwHPP1Haax1yXRU4Nf8hY_3yu/view?usp=sharing

https://docs.google.com/document/d/1IIL1oJo8Drj0zoBFkkzBsbr8ePdOwr29t0LNGWoQwS0/edit?usp=sharing

https://docs.google.com/document/d/11cnzV5rzgOtH-InfQVhMC18qy5NDdiuKOhREQS04cyc/edit?usp=sharing

https://kami.app/hzF-a3C-AAa
https://kami.app/TTb-DXm-4dT
https://kami.app/BX4-GFe-P6F
https://kami.app/KGv-q6n-2yM

https://docs.google.com/document/d/1LgkMeo2fMM4kqg2nHi711OTi67lmLygDO4ofPglr4wk/edit?usp=sharing

https://drive.google.com/file/d/1KleaRQO_UNHJXxsOZIKKfUaYnfxpUUAO/view?usp=sharing

https://drive.google.com/file/d/1F7bLfCiodcpZLszEtYCaTUnp7TKwuv48/view?usp=sharing