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Is Lightning Lit - literary analysis??


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I recommend Adam Andrews's Teaching the Classics. He is a very engaging speaker and teaches how to analyze any piece of literature. I saw him at the HEAV Convention here in VA a few weeks ago and I cannot say enough good things about him.

 

His website has several freebies, including a quicktime audio version of the lecture he delivers at homeschool conventions (Literary Analysis from Seuss to Socrates), as well as literature lists and video clips of his DVDs. Click all around to make sure you don't miss anything.

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Chris,

 

I did the same thing - bought the DVDs, watched them, took notes, sold them. Now I'm wishing I hadn't - oh, well.

 

I did buy Lightning Lit (early 18th cent.) for my dd15 last fall and didn't like it at all. I am one of these types that needs everything laid out in plain English. The manual was set up in such a way that I had to do a lot flipping here and there to get through a lesson. I couldn't just say, "Do Lesson 1" - I had so say, "Read pp. 1-5, do questions on page 15 and top of 16, etc.) Yikes, I really dislike that. Is it so stinking hard to just lay it out one lesson at a time for crying out loud?!:confused:

 

Anyway, TTC is not any better in that regard, but I just liked that you could learn to analyze anything with it. He sells individual classes now, taught on DVD, covering Hamlet, Huckleberry Finn and soon - The Yearling. He also sells guides - w/o DVDs for other books.

 

This year my daughter is doing The One Year Adventure Novel. It teaches literary analysis through the back door. In order to write the novel, you have to learn how an author thinks and works. She is a writer so this was a no-brainer for me once I found it - even though it is pricey!!

 

Andrew Pudewa's site sells a literary analysis course that I would buy in a second if I had any more school money. I downloaded the sample and it looked excellent - again teaching how to analyze anything you read.

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I understand what some of you are saying about the learning curve on some of these courses. I have tried to implement a couple of biggies in my lifetime, and, splat! Nope. Can't do it.

 

I wonder why I don't hear more about BJU literature courses. People like BJU for other subjects, but I haven't heard much about their high school literature. I was just at their display this week, and their brand new just-revised 8th grade course looked pretty good to me. I know many might look down on it because it's a textbook with literature in it, not quite the same thing as "real" literature. This one made me feel that I could actually do it. It had discussion questions on several levels, it seemed to explain things pretty well, and for the teacher it has many helps, that part alone was very attractive to me.

 

I need something that spells it all out for me. I don't have what it takes to tackle (from what I am reading in the above posts) figuring out all these fancy programs, although they do sound wonderful, and often have me drooling. But I have learned that I need to keep it simple.

 

I wonder if a course like the BJU I just saw is going to do the job. It's so hard to figure this all out.

 

Thanks for asking the question, and thanks for all the responses.

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Chris and Kathleen,

 

I feel like a broken record because I'm always recommending this, but what about simply using the Well Educated Mind? Read the section about how to read a novel, have your highschoolers read it, then have them follow the method that is laid out. I have post it notes stuck on the pages that have the questions and steps laid out so we can easily refer to it as needed. You can always find additional essay topics and quizzes for specific titles at Sparknotes.

 

It isn't as easy as having a prepackaged program, but in the long run it is cheaper as it is just the one time cost of the book!

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Jennifer,

 

I bought that book and sold it too. I guess I'm just a big baby but I need it laid out more. However, since you highly recommend it, I will consider it again. I did check out WTM from my library (I've bought and sold that twice!!) and liked the literature method in there, too. Are they quite similar?

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Is Lightning Lit - literary analysis??

 

Yes. . .and no.

 

It teaches literary analysis in that one chapter / lesson would cover, say, "setting". However, the questions that go with that lesson would all be reading comp, yet the essay suggestions that follow do a fair job of staying with the lesson.

 

However, I found two major flaws with this program:

 

 

  • It's too easy to do a file dump at the end of each lesson. So what that you learned about setting? You won't cover it again for the rest of the year.

  • (In my mind this one was "bigger".) It was WAY too easy for me to throw the boys a schedule and have them do it on their own. And, as much as I despise admitting it (because my time is so valuable to me); I think you honestly have to go through the works with the child(ren) for them to gain anything from it. (The whole "discussion" thing is the kicker.)

So, as much as I shudder at the thought, next year I'm just going to have to find more time from mine to go through their literature with them. We will be using TTC. . .

 

However, should you (or anyone) choose to use LL; I have schedules on my blog. . . :001_huh:

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...that literary analysis can't really be "done" in a package. It has to include discussion, and ideally, discussion with a variety of people who might disagree with your interpretations.

 

We have really enjoyed LL&C, and yes, it does introduce many literary analysis topics and does that very well, but if you really want literary analysis I think you need much more than any curriculum is going to give you alone.

 

The way we've done it (which probably isn't perfect either, but which I have found ideal for our situation), is first we started with Junior Great Books in a group with about five other kids from our homeschool group. That had only a little to do with literary analysis, but a ton to do with the discussion. Second we added LL&C at home, which introduced a lot of the analysis topics (but the only discussion was between DS and me).

 

The Junior Great Books group has evolved into a full-fledged book group, and what I find is that when we add in some of the concepts from LL&C (not all of them, just what applies at the moment) to the discussion, we get so much more out of it than either one can do on its own. It doesn't take a lot of "textbook analysis" (the vocabulary, concepts, examples) to add really a huge amount to the discussion, but it is extremely difficult to do substantial literary analysis without group discussion, and practically impossible to do it in any kind of "hand it over to the kid" curriculum.

 

This isn't to say you can't get something out of it, even without a group, but that if you're really seriously interested in doing it as thoroughly as you can, you'll probably find all the curricula disappointing.

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...that literary analysis can't really be "done" in a package. It has to include discussion, and ideally, discussion with a variety of people who might disagree with your interpretations.

 

We have really enjoyed LL&C, and yes, it does introduce many literary analysis topics and does that very well, but if you really want literary analysis I think you need much more than any curriculum is going to give you alone.

 

The way we've done it (which probably isn't perfect either, but which I have found ideal for our situation), is first we started with Junior Great Books in a group with about five other kids from our homeschool group. That had only a little to do with literary analysis, but a ton to do with the discussion. Second we added LL&C at home, which introduced a lot of the analysis topics (but the only discussion was between DS and me).

 

The Junior Great Books group has evolved into a full-fledged book group, and what I find is that when we add in some of the concepts from LL&C (not all of them, just what applies at the moment) to the discussion, we get so much more out of it than either one can do on its own. It doesn't take a lot of "textbook analysis" (the vocabulary, concepts, examples) to add really a huge amount to the discussion, but it is extremely difficult to do substantial literary analysis without group discussion, and practically impossible to do it in any kind of "hand it over to the kid" curriculum.

 

This isn't to say you can't get something out of it, even without a group, but that if you're really seriously interested in doing it as thoroughly as you can, you'll probably find all the curricula disappointing.

 

TTC also stresses discussion now that you point it out. I think you are right - this is not something that can be done by filling in the blanks or just answering questions at the end of the chapter, so to speak. When I listened to Adam Andrews session (Literary Analysis from Seuess to Scorates) he kept asking the audience what they thought and then he would follow up by asking why do you think that? I think the point was that not everyone is going to have the same answer and that points can be made for a variety of responses. His list of Socratic questions at the end of the syllabus for TTC is the core of the program and these must be discussed.

 

I guess my laziness at wanting it to be easy is peeking through, huh? Looks like I'm going to have get down and get dirty and discuss!

 

Thanks for the push!

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Because I'm using it for myself (my oldest is going into 8th), and I love how it really helps me discover the essence of a work without telling me what I ought to be looking for. (Often, I find my discovery is a bit different from the slant of the online book-analysis sites.)

 

But, one thing that concerns me is that there is very little literary-analysis-eeze (that's not right - but what I mean is, WEM doesn't specifically mention "denouement" or "microcosm", for example). The curriculum that teach literary analysis seem very focused on these types of terms and identifying these things in a story. So, I get scared that we're going to miss out on something important!

 

I know that's silly. We are finding the theme, and we are discussing how the author develops that theme; but, still that "Oh, I hope I'm not messing this up!" feeling frequently returns!

 

The other thing - and the thing that *really* frustrates me, and maybe others - is the lack of how to write about what we're discussing. My oldest (tho' admittedly not yet in high school) is still firmly entrenched in writing summaries. I'm trying to trust the WTM path, and hope that somewhere there's going to be a resource that will gently move us onto the path of writing essays. I know that's not the focus of WEM....But.....Could you please share what you've used for this? :)

 

Thanks, Jennifer!

Rhonda

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CLE reading helps you learn the facts (lit. devices, logic, roots, & voc., etc.), understand (apply facts)and then you can use what you've learned in CLE reading to other longer lit. works (analysis).

 

Here's what's included in CLE reading 8:

 

SUNRISE READING 800 – Where Roads Diverge

 

801

Analyzing story characters

Working with the Latin word roots

annus, quattuor, and junctum

Identifying setting in a story

Defining and identifying foreshadowing

Identifying figurative language:

metaphor, personification, simile

Understanding and identifying allusions

Considering the results of respecting

older people

Understanding and identifying conflict

Relating characters’ actions to “where

roads divergeâ€

Understanding what an essay is

Identifying the theme of an essay and

a story

Interpreting unusual figures of speech

Rewriting a passage to eliminate a figure of speech

Identifying the lessons taught in a

fable

Identifying the theme of a fable

Identifying paraphrases

Paraphrasing passages

Identifying personification

Extracting lessons from characters’

mistakes and examples

Identifying the parts of plot: conflict,

crisis, climax, resolution

Labeling a plot map for a story

Understanding and identifying prejudice in story characters

Identifying a strategy for avoiding

wrong judging

Interpreting symbolism in literature

Considering anger as a response to

stimuli

Considering and identifying satire

Identifying the main ideas of paragraphs

Writing the main idea of a paragraph

Interpreting a metaphor from a

Scripture verse

Gaining information from letters, dialogue, and narrative

Identifying allusions

Comparing a character’s situation to a

Bible character’s

Identifying the main points of stanzas

of poetry

Identifying summaries of stanzas of

poetry

Marking the rhyme scheme of a poem

Identifying eye rhyme

Contrasting two characters

Interpreting the meaning of a poem

Applying the message of a poem to

life

802

Identifying first- and third-person narrators

Considering how point of view helps

develop a story

Identifying characters as static or

dynamic

Identifying a selection as romantic or

realistic

Identifying the theme of a selection

Determining the likely veracity of statements

Analyzing a poem’s structure

Identifying beautiful language in a poem

Working with the Latin roots jactum and

dentis

Identifying the possible varying sides of

a story

Interpreting description

Analyzing character in relation to

‘‘where roads divergeâ€

Analyzing how characters took responsibility

Analyzing setting

Identifying foreshadowing

Applying principles from the story to life

Interpreting passages from an essay

Inferring from the essay

Identifying onomatopoeia

Marking the rhyme scheme of a poem

Identifying similes

Identifying a paradox

Interpreting poetry

Comparing a poem and an essay

Identifying mood-creating words in a

poem

Telling why the first person to declare

his cause usually seems right

Understanding unity in a poem

Writing an additional stanza for a poem

Marking meter in a poem

Learning the term iamb

Identifying the thesis of an essay

Identifying examples that support the

thesis

Identifying the double meaning of a title

Working with the French root para

Comparing characters’ actions to

Scripture passages

Determining character traits from actions

Interpreting symbols in a story

Using context clues to determine word

meanings

Identifying the elements of setting

Interpreting and applying Bible verses

Identifying an allusion

Identifying proper response to life situations

803

Identifying a story frame

Telling how a character obeyed a Bible

command

Telling how someone could have better

obeyed a command

Defining denotation and connotation

Identifying the denotation and connotation of words

Identifying the climax of a story

Determining the broad setting of a story

Working with the Greek roots biblos

and philos

Identifying reasons for characters’ feelings

Interpreting figurative language

Describing how different views of the

same thing can be both right and

wrong

Choosing the most likely correct view of

an incident

Identifying the lesson taught by folktales

Describing the characteristics of folktales

Comparing two versions of a folktale

Determining word meanings from context clues

Inferring details from the story

Identifying character qualities from

characters’ actions

Paraphrasing text from the story

Interpreting an allegory

Summarizing a list of items

Identifying a statement that best states

the idea of a number of statements

Interpreting symbolism

Describing the results of jealousy and

envy

Analyzing characters’ actions in light of

“where roads divergeâ€

Identifying irony

Thinking clearly about disagreements

Tracing the internal conflict in a story

Identifying a character as static or

dynamic

Working with the Latin root centum

Understanding the reasons for a character’s actions

Identifying an allusion

Understanding stereotypes

Identifying indications of prejudice

Explaining the irony in a statement

Applying a verse to the story

Paraphrasing a poem

Interpreting symbolism in a poem

Identifying the main idea of a stanza of

poetry

Learning the term anecdote

Identifying the keyword in an anecdote

804

Identifying problem-solving skills

Identifying actions that show persistence, observation, and understanding

Identifying protagonist and antagonist

Relating setting to mood

Identifying character traits from actions

Identifying the elements of plot: conflict,

climax, resolution

Working with the Greek root hydro

Analyzing a character’s actions in light

of ‘‘where roads divergeâ€

Explaining how “talk leads to penuryâ€

Identifying the resolution of the story

Determining word meanings from context clues

Paraphrasing lines of poetry

Explaining the poem title

Identifying mood or atmosphere of stanzas of poetry

Identifying the theme of a poem

Matching paraphrases to lines of poetry

Completing two parodies of a poem

Identifying four types of fallacies in

thinking

Marking rhyme scheme and rhythm

Identifying alliteration in a poem

Identifying the moral

Paraphrasing a verse

Working with the Latin roots terra and

pedis

Identifying unfair judgments

Determining character by observing

actions

Identifying couplets

Identifying refrains

Telling how a refrain affects the mood

of a poem

Identifying irony

Identifying the theme of several verses

Matching a popular saying to a proverb

from Proverbs

Explaining the meaning of unusual

phrases

Identifying foreshadowing

Analyzing character in light of the story

verse

Noting the descriptive language used to

describe setting

Inferring details from the story

Matching figures of speech to their

meanings

Describing aspects of the story setting

Explaining characters’ actions

805

Determining meanings of words from

context clues

Inferring details from the story

Analyzing characters’ actions in light of

“where roads divergeâ€

Understanding the historical background and setting

Identifying four types of fallacious thinking

Comparing and contrasting two characters

Considering how others can stereotype

you and your family

Relating setting and mood

Identifying the double plot of a story

Identifying the theme of a story

Considering the effect of one’s actions

on others

Matching lines of poetry to paraphrases

Identifying the theme of a poem

Paraphrasing lines of poetry

Matching lines of poetry to anecdotes

that illustrate them

Identifying foreshadowing

Determining character from actions

Identifying how different characters

would respond

Identifying “victim†and “overcomerâ€

responses

Identifying how characters obeyed a

Bible commandment

Defining parallel

Identifying three types of parallelism in

Hebrew poetry

Identifying the meanings of stanzas of

poetry

Identifying an implication of the poem

Identifying the part of the plot

Working with the theme of the story

Identifying a character as an “overcomer†or a “victimâ€

Identifying protagonists, antagonist, and

conflicts

Explaining irony in story events

Drawing lessons from story events

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I have several of the LL&C courses: Speech, British Christian Authors, World Lit I, and LL7.

 

There *is* literary analysis taught in these LL&C courses--generally one "lit. analysis topic" per reading, sometimes two. However, what really strikes *me* about the LL series, is that the analysis is *very much geared* to using it in the student's compositions and writing exercises.

 

Individual works are *not* heavily analyzed; one aspect (the lesson "topic" xxx) is analyzed fairly comprehensively--how did the author achieve xxxx; how can you achieve xxxx in your writing.

 

I don't have the American/Brit. Lit courses--just the "topical" ones above. I think the Am. Lit course was their first, and it therefore has all the "learning curve" mistakes and missteps. Both the British Christian authors and World Lit courses have a lot of *very helpful* background information, suggested other readings, discussion questions and *projects grouped by category, ie., "art", "religion", "history", "hand's on", etc.*, all of which go beyond the merely reading scheduled books, answering the comprehension questions, reading the lit. lesson, and doing the required writing assignment.

 

So, in summary, LL= learning about literary analysis primarily to appreciate the author's accomplishment and attempt it yourself. LL ~= (not equal to) deep thorough analysis of all literary aspects of each work read.

 

(For those looking for more lit to accompany a World Geo course, the author of World Lit I has a one-year weekly schedule integrating both World Lit courses, missions reading, and BJU's World Geography text. Just wanted to pass that along).

 

FWIW,

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I think this is such a great set... dvd and book. This has been my best friend all year. With the curriculum I use I only have lit analysis for high school level and none for Jr. high....

 

I have watched the dvds many a time, but the back has a Socratic list I have used to come up with assignments for my girls. (over the last 2 years)

 

I bought the book at first because someone said it was a good starting point in case I decided it wasn't for me... $25.00 verses full price... well I loved the little book so later that year during convention I bought the dvds.

 

Its been one of my better investments. I'm, not sure I will need it next year... but I'm hanging on to it.

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http://www.wwnorton.com/college/titles/english/esslit/ I have not used this yet but plan to as a one year long course along with some great and "really good "books Take a peek at the table of contents this might be a great method- one course with the big concepts and individual books with discussion to flesh out the ideas from the literary analysis book. For example Symbolism/metaphor with The Scarlet Letter by Hawthorne. This will be my method because I like to have big conceptual pegs for all the tiny details to hang on otherwise it becomes a soupy mess without an overarching structure to support all the pesky details. Clear as mud?? Dd says that to me often...The Norton Critical Editions Books have all the analysis you could want even the really fun deconstructionist Derrida type stuff. Hope some of this is useful to you. I have tortured myself endlessly about using the best program etc and it is ridiculous, at some point I became irritated with the whole mess and realized that I never even thought about Freytag's pyramid or allusions etc until college. A familiarity and introduction should suffice nicely. I am in the process of cobbling together the rest of my list of "big" analytic concepts with novels and poems to illustrate the point and will hopefully be finished this month. Dh teases me endlessly about my propensity for revising the plan until it resembles the original not a bit... I call it fine tuning he calls it a gentle madness. Have a great weekend looking at all the cool norton books .

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"Gentle Madness" lol - love that

Ironically (or perhaps not : ) I am in the process of getting a master's in English Lit. so really shouldn't I have a handle of this ?? It seems that the subjects I love most are the ones I agonize over - with the exception of math

thanks for the post!

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