Don’t forget: print, read, and notate the Gallop article. Be ready to discuss this in class. This will give us access to what an “opposing controlling value” is, as well as a method (form and genre) for reading.
And there are general instructions for doing a value graph here:
http://howwritersread.weebly.com/value-graph.html
So, on the value graph itself: try to fill out the context (counter idea) and purpose (controlling idea) of the SELECTION that you are value graphing. In the “Cardinal” box, as demonstrated in the instructions, leave a note that names the unit you are giving value to (positive or negative, up or down). Also attempt to supply the “premise,” the question for which the SELECTION is a possible answer, or for which the entire NOVEL is a possible answer.
If you wish, you can add further notes in the second box down: images/actions/words/qualities present in the unit that you want to keep track of.
Once again, Nicole has provided us with a stab at this first blog:
https://thebackrightgroup.wordpress.com/2015/09/09/starting-off-with-demian-nicole-sutton/
And here are my responses that I hope she responds to and that all of you respond to as well in your blog.
First: “Reading for” may include the sense of “reason for doing something,” but more importantly, I want you to examine what you read for when you read. More in the sense of “looking for.” For instance, if you are a police officer, you may be looking/reading for signs of criminality. More for our purposes, you might be reading for the deep meaning or reading for answers or information.
Opening up from this is another sense of reading for that is both more subtle and pervasive. We read for what will make us “right” and what will make us “look good.” And we each have our seemingly individual ways of reading this way. For instance, we often like what we read when what we read appears to reinforce our point of view, etc.
Second: EACH PART of what is called a controlling value MUST BE A COMPLETE SENTENCE: value PLUS cause, and the context and purpose must oppose each other, otherwise there is no conflict. Friendship (which specific acts?) leads to salvation (purpose/controlling idea) versus WHAT? leads to ruin/being lost.
Try to write the premise. Guess.
And there are general instructions for doing a value graph here:
http://howwritersread.weebly.com/value-graph.html
So, on the value graph itself: try to fill out the context (counter idea) and purpose (controlling idea) of the SELECTION that you are value graphing. In the “Cardinal” box, as demonstrated in the instructions, leave a note that names the unit you are giving value to (positive or negative, up or down). Also attempt to supply the “premise,” the question for which the SELECTION is a possible answer, or for which the entire NOVEL is a possible answer.
If you wish, you can add further notes in the second box down: images/actions/words/qualities present in the unit that you want to keep track of.
Once again, Nicole has provided us with a stab at this first blog:
https://thebackrightgroup.wordpress.com/2015/09/09/starting-off-with-demian-nicole-sutton/
And here are my responses that I hope she responds to and that all of you respond to as well in your blog.
First: “Reading for” may include the sense of “reason for doing something,” but more importantly, I want you to examine what you read for when you read. More in the sense of “looking for.” For instance, if you are a police officer, you may be looking/reading for signs of criminality. More for our purposes, you might be reading for the deep meaning or reading for answers or information.
Opening up from this is another sense of reading for that is both more subtle and pervasive. We read for what will make us “right” and what will make us “look good.” And we each have our seemingly individual ways of reading this way. For instance, we often like what we read when what we read appears to reinforce our point of view, etc.
Second: EACH PART of what is called a controlling value MUST BE A COMPLETE SENTENCE: value PLUS cause, and the context and purpose must oppose each other, otherwise there is no conflict. Friendship (which specific acts?) leads to salvation (purpose/controlling idea) versus WHAT? leads to ruin/being lost.
Try to write the premise. Guess.