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Mar 04

THRIVE: Studying What You Read

Creative Commons licensed image posted at Flickr by Tim Norris

1. As you read for class, think about what has been left out of the reading.

2. Write down what this reading reminds you of (things you’ve watched/read online, something you saw on TV, something you experienced).

3. Once you finish, find an outside resource (like an article, blog post, or video) to share during the next class discussion, particularly as the class discusses the reading.

4. Link to or upload this outside source for this activity. In the reply area, discuss how and why it is relevant and what you learned from it.

3 comments

  1. Mihir Patel

    Usually poems rely heavily on the content and the heavy wordplay that gets the audience thinking outside the box. Some poems tell a story, but they are misleading. A poem may start right in the middle, and one has to have prior knowledge of the author and what he/she is portraying. Instead of writing about one of the poems, I decided to write about a topic that caught my eye as I was reading my notes, flashbacks. Flashbacks are sometimes used to provide vital information the audience needs to know in order to get a real grasp of the story. The game “Call of Duty, Modern Warfare,” I think did exactly that.

    This game puts the player in the shoes of various military personnel, who play a major part in the storyline. Each of these characters have experienced warfare, and have been working on a mission for years, their mission is to kill Imran Zakhaev, a terrorist leader who is a threat. The player is transported in flashbacks where the team has tried to capture this villain in previous missions, but have failed or gotten close. These flashbacks give the audience a lot more in depth information on Zakhaev, and also the main characters, not only that, players sort of put together a puzzle, by going through these flashbacks, and have complete understanding of what is really happening. They are not just playing the game, but are transported to a world where their decisions affect how the mission goes.

    http://callofduty.wikia.com/wiki/Call_of_Duty_4:_Modern_Warfare

  2. ashley.romar

    http://www.cbs.com/shows/criminal_minds/video/FA13DF0F-8C9C-1D18-469F-F70723DB6A61/criminal-minds-demons/
    The last story I read in class is the tell-tale heart. Reading that made me feel that I was in an episode of criminal minds. The man plotted and schemed on killing the old man for days. He would sneak in the old man’s house and watch him as he slept. The old man’s eye tormented his killer so he just had to kill him. Once he killed him, he cut the old man into pieces and hid him throughout the house. The neighbors heard the noise and alarmed the police. After the killer was questioned by the police, they stayed behind and chatted for a few. The killers convinces started to get to him as the cops were there and he eventually confessed. Similar to any police case or investigation, the facts eventually come out.
    From watching criminal minds, it seems that the information that was left out is how the cops examined the house. He took the cops around the house to examine, but if they suspected foul play why wouldn’t they tour the house on their own? Why not do their own investigation? Why not assume that if the man was so willing to show them around that he was hiding something? I felt like if they had done that the story would have been more interesting.

  3. dfarm006

    1. Normally when i read for class, i read the story or poem to get the main idea of the text. I don’t usually read in depth and think of all the deeper meanings and symbolism’s, i save that for the teacher.
    2. In reading about dynamic and static characters during class it made me think of “game of thrones” and the multitude of characters in the tv series. throughout the show many characters have been introduced and killed off, and in talking about how characters change throughout a story made me think of all the main characters in game of thrones and how they have changed since the first episode.
    3.
    4. http://www.k-state.edu/english/baker/english320/cc-static_vs_dynamic_characterization.htm

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