ENG130 Post University Unit3 Literature and Composition

• Unit 3 Overview
  “There is no friend as loyal as a book.“
  ~ Ernest Hemingway

  Ernest “Papa” Hemingway said, “All you have to do is write one true sentence. Write the truest sentence that you know.” This worked for Hemingway since everything he wrote was gritty, visceral, and purposefully realistic. Hemingway set an unmistakable tone in his writing, and his realistic tenor influenced other famous authors such as J.D. Salinger and Ray Bradbury. Tone and imagery are two of the devices that paint the pictures in literature; they lend greatly to the attitudes of both the characters and the readers.

  While authors use imagery to evoke emotion and persuade the readers, it also helps the reader view sceneries, feel emotions, and connect to actions. Tone is the manipulation of that imagery that provides a voice to the work. If the character is vividly and wildly angry, so is the reader. If the dog is depressed because he is lost and cannot get home, we are brought to tears. Tone and imagery provide the richness of sensation and description to every literary journey.

  Objectives:

  • Compose a descriptive poem.
  • Demonstrate critical thinking skills.

  Activities:

  • Read, view, and engage with Readings and Resources.
  • Actively participate in the Unit 3 Discussion.
  • Complete and submit the Unit 3 Assignment – Descriptive Imagery.
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  Readings and Resources

  Readings and Resources

  Topic One: Tone and Imagery

  Kirszner, L. G., & Mandell, S. R. (2024). Portable literature: Reading, reacting, writing (10th ed.). Cengage Learning US.As you read these passages, reflect on the author’s use of tone and imagery. Does it change? Do you have a clear picture of what is happening and how it is happening?

  • Chapter 16: “No Face” by Junot Diaz
    • pages 427-430
  • Chapter 16: “The Red Convertible” by Louise Erdrich
    • pages 431-437
  • Chapter 20: “Cloud Painter” by Jane Flanders
    • page 545
  • Chapter 20: 9773 “Comanche Ave” by David Trinidad
    • page 552

  This interactive course was created to assist you in your mastery of tone and imagery.

  Topic Two: How to Write a Response Poem to a Painting or Photograph

  In the following sections, you will find some basic information about style, tone, mood, and imagery. These are the devices that set stories apart from each other and create the emotion of the story. Please watch these resources, as you will need them to complete the Unit’s Discussion Board and Literary Response. “George the Poet” takes his viewers on his journey of creating poetry to a photograph at the Tate Museum. 
  This video explains the difference of tone and mood while providing examples from literature.
  This video explains how authors use imagery to enhance writing. 

  
  Topic Three: Creativity

  The definition of art transcends mere physical objects and involves three interconnected aspects: the medium (physical object), the message (meaning expressed within), and the marketplace (commercial and academic reception). These aspects form a complex, evolving process where audience participation and interpretation contribute to the overall meaning and value of the artwork. The hierarchy of art forms is now more fluid as the focus shifts from the product to the process, aiming to elevate consciousness and inspire personal and collective evolution.

  • Moss, H.M., and Stuart, P. (2015). The art of understanding art: A new perspective. Profile Books.

  Supplemental Resources:

  This article explores Dicken’s work, Hard Times, and discusses the patterns of ideas and imagery to deciper whether they similar throughout his work.

  • Harrison, J. R. (2000). Dickens’s literary architecture: Patterns of ideas and imagery in “Hard Times.” Papers on Language & Literature, 36(2), 115.
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  Unit 3 DB: How Do You Respond to Literature?

  Unit 3 DB: How Do You Respond to Literature?In this unit, you have read four stories/poems that were written by a diverse array of authors and poets. These writers use tone to express emotion and, thus, a message. Select one of the stories/poems from this unit. In two strong paragraphs:

  • Explain how you think the tone of the story or poem influences the author’s message.
  • Ensure that you discuss what you consider to be the tone of your chosen story or poem as you discuss how tone and the message of the story/poem are connected.
  • Use some text examples to support your response, and properly cite those sources in APA format.

  In response to your peers: Discuss your emotional reaction to the connections your classmates presented.

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