Analysis of literature in "The Pearl" and "A Dill Pickle".

Identification of High and Low Literature Novel and Character Analysis in The Pearl and A Dill Pickl

Answer in

Number of words: 2500 – 3000 words excludingreferences for EACH question (Question 1 and Question 2).

Submit your assignment Once Eonly in a multiple file.

Submit your assignment

Submission date: 13^rdMarch 2022

This assignment accounts for 60% of the total marks for the course.

This task is based on your understanding of the concept of ‘high’ and ‘low’ literature.

“High literature refers to books that are generally accepted as being at the pinnacle of achievement, and something worthy of study and scrutiny. The works of Dumas, Dickens, and Shakespeare … they’re all considered to be literary giants whose work is still read, lectured about, and enjoyed to this very day. ‘Low culture’ literature is purported to be the opposite of this – the type of stuff that the masses flock to, the bestsellers, the tawdry romance novels and such.” (Aaron Kite: 2013)

In order to assist your students to choose literary text better, you will need to understand how to identify between ‘high and low’ literature. Observe or interview your Form 4 students to find out what novels interest them these days. Are they reading novels by authors of ‘high’ or ‘low’ literature?

From the list of novels read by your students, select a novel that you consider as ‘low’ literature text.

Write a report of 1500 words that explain why you consider the novel a ‘low’ literature text. Reflect on the questions below as you write your justifications. Were your justifications based on few, several or all of the questions?

How interesting does the title sound?
How popular is the author of the novel?
How much do you know about the author’s background?
What is the readability of the novel, especially upon considering the background of your learners?
Are the issues/themes in the novel appropriate to your students?
How much does the novel appeal to your students?
How much do your learners like the genre of the novel (historical, horror, serious fiction, satire, etc.)?
How much do you think your learners can learn from the novel? (e.g. linguistically, morally, etc.)?
What are some of the elements that made this novel a ‘low culture’ literary text?

the title of the selected novel
a 200-word synopsis of the novel
a copy of the cover of the novel
a copy of the preface or introduction of the novel.

Note: Compile all the FOUR (4) information above into ONE FILE; either in .pdf or .doc – to be submitted with your Task 1 report.

This task is based on your understanding of the characters in novels and short stories that have impact on readers.

For Task 2, you are required to write a 1500-word essay to discuss how characters are presented in The Pearl by John Steinbeck, and A Dill Pickle by Katherine Mansfield. Your answer must be based on the following:

Elaborate the types of characters in the above short story and novel.

Discuss how the characters impact the emotional response of the reader (for example: sympathy, anger, disgust, etc.). You must provide one example for each text, and give your reason(s) for your answers.

Online Class Participation (10%)

Based on Topic 1, discuss why literature can be a boring subject.
Based on Topic 4, what is your opinion of the term foreshadowing? Would you be able to write like this? And will your students be able to identify it?
Based on Topics 7-9, do you feel there is a lack in Malaysian short story authors? Why so?

QN/ NS	CLO	Criteria	Weight	Excellent	Good	Fair	Poor	Unsatisfactory Or No response	Max Marks
				4	3	2	1	0
TASK1	1	Report: Explanations why you consider the novel a ‘low’ literature text	2.5	The explanations are fluent and clearly reflect an in-depth knowledge and clear understanding of ‘low’ literature. Well presented, displaying excellent and thorough understanding of the question. All personal reflections and rationales are very essential and detailed.	The explanations reflect a sound knowledge and mostly clear understanding of ‘low’ literature. Fairly well-organized, displaying a very good understanding of low literature. Personal reflections and rationales are essential and detailed.	Some explanations reflect satisfactory knowledge and understanding of ‘low’ literature. Satisfactorily organized, displaying good understanding of low literature. Some personal reflections and rationales are somewhat essential and detailed.	Explanations are mostly inaccurate showing lack of understanding of ‘low’ literature. Too few personal reflections and rationales are unimportant or not detailed.	Explanations are totally inaccurate showing major lack of understanding of ‘low’ literature. Writing is generally incomprehensible due to grammar, structures and spelling mistakes.	10
		Justifications and reflection on the reflective questions of ‘low literature’	2.5	Full and rich development of the justifications. Reflections are very convincing and extended very persuasively to answer the reflective questions	Clear and complete development of the justifications. Reflections are quite convincing and extended adequately to answer the reflective questions	Development of the justifications is adequate. Some reflections may not be fully convincing; answers to the reflective questions may not be relevant or adequate.	Development of the justifications is limited, may be incomplete or unclear. Most reflections are not convincing, serious lack of answers to the reflective questions	Lack of justifications for the most part. Not a reflection nor justified report.	10
		Additional information for report	1.0	All four information of the novel is highly organized and authentic.	All four information of the novel is organized and authentic.	At least three information of the novel are organized and authentic.	At least two information of the novel are organized and authentic.	Incomplete information.	4
	1	Coherence and language	1.5	Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. Writer makes no errors in grammar or spelling that distracts the reader from the content.	There are clear attempts to use cohesive devices to link details but in one or two places, writing appears incoherent. Writer makes minimal errors in grammar, structure and spelling that do not affect the reader's understanding.	There are attempts to use cohesive devices but writing lacks direction that affects reader’s comprehension. Writer makes some errors in grammar, structure, or spelling that affect the reader's understanding.	Writing contains major mistakes in the use of cohesive devices that affect general understanding. Writer makes a lot of errors in grammar, structure or spelling that affect the reader's comprehension.	Writing is confusing and has a lot of gaps. No or limited number of cohesive devices used to assist comprehension. Writing is generally incomprehensible due to grammar, structures and spelling mistakes.	6
TASK 2(a)	2	Types of characters in The Pearl and A Dill Pickle	2.0	Convincing, critical and detailed discussion of main characters for both literary texts. Examples are very essential and detailed.	Good discussion of the characters for both literary texts. Examples are essential and detailed.	Satisfactory discussion of characters from both literary texts. Examples are somewhat essential and detailed.	Weak discussion of main characters, examples are not relevant. Discussion only covers one literary text. Examples are unimportant or not detailed.	No discussion of main characters, examples are not relevant.	8
TASK 2(b)	1	Discussion on how the characters impact the emotional response of the reader	2.0	The discussions are fluent and clearly reflect an in-depth knowledge and clear understanding of the question. Excellent reader response. Able to express the emotional impact lucidly. Examples are relevant and well elaborated.	The discussions reflect a sound knowledge and mostly clear understanding of the question. Good reader response. Good elaboration on the emotional impact of the reader. Examples are relevant and well elaborated.	Some discussions reflect satisfactory knowledge and understanding of the question. Fair reader response. Satisfactory elaboration on the emotional impact of the reader. Examples are relevant but not well elaborated.	Discussions showing lack of understanding of the question. Weak reader response. Minimal expression on the emotional impact on the reader.	Discussion is totally inaccurate showing a major lack of understanding of the question. Not able to express the emotional impact on the reader.	8
TASK 2	2	Coherence and language	1.0	Textual evidence is placed in a logical order and the way they are presented effectively keeps the interest of the reader. Writer makes no errors in grammar or spelling that distracts the reader from the content.	There are clear attempts to use cohesive devices to link textual evidence but in one or two places, writing appears incoherent. Writer makes minimal errors in grammar, structure and spelling that do not affect the reader's understanding.	There are attempts to link textual evidence but writing lacks direction that affects reader’s comprehension. Writer makes some errors in grammar, structure, or spelling that affect the reader's understanding.	Writing contains major mistakes in linking textual evidence that affected general understanding. Writer makes a lot of errors in grammar, structure or spelling that affect the reader's comprehension.	Writing is confusing and has a lot of gaps. No or limited number of textual evidences used to assist comprehension. Writing is generally incomprehensible due to grammar, structures and spelling mistakes.	4
Total			12.5						50