World literature

World literature is sometimes used to refer to the sum total of the world’s national literatures, but usually it refers to the
circulation of works into the wider world beyond their country of origin. Often used in the past primarily for masterpieces
of Western European literature, world literature today is increasingly seen in global context. Readers today have access to
an unprecedented range of works from around the world in excellent translations, and since the mid-1990s a lively debate
has grown up concerning both the aesthetic and the political values and limitations of an emphasis on global processes
over national traditions.

Popular World Literature Books

 One Hundred Years of Solitude (Hardcover) Gabriel García Márquez. ...
 Things Fall Apart (The African Trilogy, #1) Chinua Achebe. ...
 Crime and Punishment (Paperback) ...
 The Kite Runner (Paperback) ...
 The Alchemist (Paperback) ...
 The Stranger (Paperback) ...
 The Metamorphosis (Paperback) ...
 Love in the Time of Cholera (Paperback)
 Anna Karina (Paperback)
 Don Quixote (Paperback)
 The God of Small Thing (Hardcover)
Strategies in Linking Textual Information
Comprehention Strategies
Making Connections Comprehension is “making meaning” of texts. Texts, for the purpose of this document,
include printed, visual, auditory, digital and multi-media texts.

Students find it difficult to comprehend or make meaning when they lack:

• A repertoire of comprehension strategies
• Background knowledge of the content
• Knowledge of the structures and features of the text
• A purpose for engaging with the text

Making Connections is a strategy that can assist i connections between:

• Text and self
• Text and text
• Text and world
Making Connections Strategy
From: http://forpd.ucf.edu/strategies/stratText.html

Rationale: Schema theory explains how our previous experiences, knowledge, emotions, and understandings
affect what and how we Learn (Harvey & Goudvis, 2000). Schema is the background knowledge and experience
readers bring to the text. Good readers draw on prior knowledge and experience to help them understand what
they are reading and are thus able to use that knowledge to make connections. Struggling readers often move
directly through a text without stopping to consider whether the text makes sense based on their own background
knowledge, or whether their knowledge can be used to help them understand confusing or challenging materials.
By teaching students how to connect to text they are able to better understand what they are reading (Harvey &
Goudvis, 2000). Accessing prior knowledge and experiences is a good starting place when teaching strategies
because every student has experiences, knowledge, opinions, and emotions that they can draw upon.

Keene and Zimmerman (1997) concluded that students comprehend better when they make different kinds of
connections:

• Text-to-self
• Text-to-text
• Text-to-world

Text-to-self connections are highly personal connections that a reader makes between a piece of reading
material and the reader’s own experiences or life. An example of a text-to-self connection might be, "This story
reminds me of a vacation we took to my grandfather’s farm.

Text-to-world connections are the larger connections that a reader brings to a reading situation. We all have
ideas about how the world works that goes far beyond our own personal experiences. We learn about things
through television, movies, magazines, and newspapers. Often it is the text-to-world connections that teachers
are trying to enhance when they teach lessons in science, social studies, and literature. An example of a text-to-
world connection would be when a reader says, "I saw a program on television that talked about things described
in this article.

" Cris Tovani (2000) offers reasons why connecting to text helps readers:
• It helps readers understand how characters feel and the motivation behind their actions.
• It helps readers have a clearer picture in their head as they read thus making the reader more engaged.
• It keeps the reader from becoming bored while reading.
• It sets a purpose for reading and keeps the reader focused.
• Readers can see how other readers connected to the reading.
• It forces readers to become actively involved.
• It helps readers remember what they have read and ask questions about the text.

How to Use the Strategy: To effectively use this strategy, teachers should spend time modeling for students how
to make meaningful connections. The easiest connection to teach is text-to-self. Teachers should model text-to-
self connections initially with selections that are relatively close to the student's personal experiences. A key
phrase that prompts text-to-self connections is, "this reminds me of...." Next, teachers should model how to make
text-to-text connections. Sometimes when we read, we are reminded of other texts we have read. Encourage
students to consider the variety of texts they have experienced which will help them understand the new
selection. Finally, teachers should model how to make text-to-world connections. When teachers suspect that
students may lack the ability to make meaningful connections, classroom instruction will be necessary to bridge
the gap between reading experiences and author assumptions. Building the necessary background knowledge is a
crucial means for providing text-to world support and may be used to pre-empt reading failure.Harvey and
Goudvis (2000) caution that merely making connections is not sufficient. Students may make tangential
connections that can distract them from the text. Throughout instruction, students need to be challenged to
analyze how their connections are contributing to their understanding of the text. Text connections should lead to
text comprehension.
Forms of Modals
Modals (also called modal verbs, modal auxiliary verbs, modal auxiliaries) are special verbs which behave
irregularly in English. They are different from normal verbs like "work, play, visit..." They give additional
information about the function of the main verb that follows it. They have a great variety of communicative
functions.

Here are some characteristics of modal verbs:

 They never change their form. You can't add "s", "ed", "ing"...

 They are always followed by an infinitive without "to" (e.i. the bare infinitive.)

 They are used to indicate modality allow speakers to express certainty, possibility, willingness,
obligation, necessity, ability.

Modality
Modal verbs are common auxiliary verbs in Germanic languages including English that indicate modality. Modality is
the grammaticalized expression of the subjective attitudes and opinions of the speaker including possibility,
probability, necessity, obligation, permissibility, ability, desire, and contingency.

The Modal Verbs in English

Nine common modal verbs in English are:

 can
 could
 may
 might
 must
 shall
 should
 will
 would

Position of Modal Verbs

Modal verbs always appear in the first position at the beginning of the verb phrase in English. Unlike other
verbs, modal verbs do not show tense or number. The eight possible verb phrase combinations that contain
modal verbs in English are:

 modal verb + base form = will eat

 modal verb + be + present participle = will be eating

  modal verb + have + past participle = will have eaten

 modal verb + be + past participle = will be eaten

 modal verb + have + been + present participle = will have been eating

 modal verb + have + been + past participle = will have been eaten

 modal + be + being + past participle = will be being eaten

 modal verb + have + been + being + past participle = will have been being eaten

Double Modals
Although most varieties of English only allow for the use of one modal verb per verb phrase, some English
dialects such as Southern American English allow for multiple modals. For example, the double modal might
could as in He might could build a new machine shed expresses both possibility and ability. However,
prescriptive grammars proscribe against the use of double modals.

 can – ability, permission, possibility, request

 could – ability, permission, possibility, request, suggestion
 may – permission, probability, request
 might – possibility, probability, suggestion
 must – deduction, necessity, obligation, prohibition
 shall – decision, future, offer, question, suggestion
 should – advice, necessity, prediction, recommendation
 will – decision, future, intention, offer, prediction, promise, suggestion
 would – conditional, habit, invitation, permission, preference, request, question, suggestion

Examples of Use
The following sentences are examples of usage of modal verbs in English. For example, the following four sentences
all ask for permission but with different degrees and types of modality:

 Can I go to the bathroom? (asking for permission)

 May I go to the bathroom? (more politely asking for permission)
 Could I go to the bathroom? (asking for permission with less certainty)
 Might I go to the bathroom? (asking for permission with uncertainty)

The following sentences also demonstrate the subtle meanings in regards to modal verbs of suggestion:

 You could listen to me. (suggestion)

 You might listen to me. (uncertain suggestion)
 You should listen to me. (strong suggestion)
 You must listen to me. (stronger suggestion)
 You will listen to me. (strongest suggestion )
Use of modal verbs:
Modal verbs are used to express functions such as:
1. Permission
2. Ability
3. Obligation
4. Prohibition
5. Lack of necessity
6. Advice
7. possibility
8. probability

Reflexive Pronouns
Reflexive pronouns are words ending in -self or -selves that are used when the subject and the object of a
sentence are the same (e.g., I believe in myself). They can act as either objects or indirect objects. The nine
English reflexive pronouns are myself, yourself, himself, herself, oneself, itself, ourselves,
yourselves, and themselves.
Grammatical terms might seem complicated and a bit arbitrary when you first hear them, but they really aren’t,
once you get to know them. The term reflexive is a good example. Through Latin, reflexive is related to reflect;
this is useful to remember because a reflexive pronoun reflects back upon a sentence’s subject.

Intensive Pronouns
An intensive pronoun is almost identical to a reflexive pronoun, but their functions differ. Intensive pronouns
are used to add emphasis to the subject or antecedent of the sentence. You’ll usually find the intensive pronoun
right after the noun or pronoun it’s modifying, but not necessarily.

The intensive/reflexive pronouns include myself, yourself, himself, herself, itself, ourselves, yourselves,
themselves.

Furthermore, an intensive pronoun is defined as a pronoun that ends in “self” or “selves” and places emphasis
on its antecedent.

Feature of Persuasive Texts

1. Present tense – consider the singular and plural form of the verb
2. Connectives and conjunctions – to connect ideas
3. Powerful verbs – use action words in an active voice
4. Single exclamation marks – decide one only
5. Strong adjectives – colourful and imaginative descriptive words
6. Emotive words – words which can touch emotions
7. Paragraphs – one paragraph in one idea
 8. Repeated words – for words to emphasize
9. Rhetorical questions – question to be posed as a guide in discussing ideas
10. Exaggeration – may use hyperbole for an important idea to emphasize
11. Facts and statistics – are pieces of information, data, facts and figures as evidences to support
12. Personal pronouns – be consistent of the first, second, or third person used

Factors of Public Speaking

covers how the audience feel toward you and your speech, while you are delivering it after you are done.
 Logical Factor
 Emotional Factor
Public Speaking
Public speaking is a process, an act and an art of making a speech before an audience.The process of
speaking to a group of people in a structured, deliberate manner intended to inform, influence or entertain the
listeners.

Ethics of Public Speaking

Ethics and Public Speaking

The First Amendment of the Constitution protects our right to free speech. That's a given right to all citizens of
the United States.

But is freedom of speech always ethical? Let's explore this question. If you define ethics as rules of conduct all
human beings should possess that reflect what's right and just, then just how far can a public speaker stretch
the boundaries of what is legal and what is right?

Good question! As far back as Aristotle's days, there was evidence that public speakers should adhere to five
simple principles:

 Trustworthiness

 Integrity in the subject matter

 Respect for others

 Dignity in conduct

 Truthfulness in message

Task 1