NYU Nodeleman & Scarry Children Literature Authors Techniques Discussion The first document is the draft need to fixed, and next to are the instructions p

NYU Nodeleman & Scarry Children Literature Authors Techniques Discussion The first document is the draft need to fixed, and next to are the instructions

problem u need to fixed:

What are the larger concepts or patterns coming out of his texts–

What makes Scarry’s texts INTERESTING? (consideer this two questions)

At beginning:

Who is Nodelman? How can you link Nodeleman to Richard Scarry together

Consider starting your essay with this image to give your readers something to picture. Are there any interesting tensions or paradoxes that come from this imagery or your experiences/knowledge of Scarry?

Body paragraph:

consider two question I listed above, and expand your body paragraph, you will need a greater detail of Richard Scarry’s work.

I am noticing that most of your first sentences are narrative based (they tell a story or give background information)–how might you revise this essay so that your topic sentences put forward an interpretive argument? What are the concepts or tensions or questions that you are exploring within Scarry’s work? Put that thinking at the beginning of the paragraph.

“Society applauds when the typical path is taken.”(last sentence of the paragraph b4 talk about bell) This could be the beginning of an interpretive argument–that society rewards “normalcy”–what would it look like to emphasize this as an argument, using it to structure your thinking and to question/complicate this claim as you move through your exhibit source (Beauty and the Beast)?

After talk About Bell:

You do not need so much description for Bell, the main purpose of this essay is explain and expand Richard Scarry work. I plan to cut off half of the Bell story.

How can you link Bell to Richard Scarry, you need a breif explaination, and deep analyiz.

Conclusion:

add a conculsion for the essay, this conclusion will summeaize all elements of the paragaoh. Final Course Grade Guidelines for
International Writing Workshop 2
A Course Grade of “F” will result from missing exercises from Progression 5 including the
final essay. Even if you submitted an essay for Progression 4, without Progression 5 (which
includes the essay itself, its exercises, and the lessons) you will not be able to pass this
course.
–
If this is the case, I recommend requesting a “W” before May 12th (the extended deadline
for electing Pass/Fail and Course Withdrawal)
Minimum Requirements for a “PASS”
–
Attempted to complete exercises for P4 and P5. P5 exercises may be partially developed
or combined in some way.
–
Submitted P5 Essay by the last day of the course (Friday, May 8th). This essay does not
need to be polished, but it does need to make a faithful attempt to meet the requirements
of the prompt.
–
Made a strong attempt to participate—remote participation includes direct email with me,
Zoom Conferences (individually or in group sessions), Google Survey responses, and/or
participating in class lessons.
–
You do not need to complete the Digital Media Project to pass this course. You
MUST complete the Digital Media Project for a Course Grade higher than “C”.
Minimum Requirements for a grade of “B”
–
All exercises for P5 are thoughtfully completed though the work may be submitted at
different times during the progression and/or combined in some way.
–
Submitted P5 Essay by the last day of the course (Friday, May 8th). This essay meets all
of the requirements of the prompt and shows evidence of process (research, drafting, and
revision).
–
Participated remotely by attending Zoom class sessions/conferences (individually or in
group sessions), completing Google Survey responses, and participating in lessons via
Google Docs.
–
Completed the Digital Media Project by the last Wednesday of Finals Week (May
13th) and participated in the Digital Media Project presentations by Friday, May
15th.
Minimum Requirements for a grade of “A”
–
Meets all the requirements of a grade of “B”
–
Writing process/quality exceeds expectations: experiments with rhetorical skills and
writerly craft, exhibits flexibility of mind, and shows extensive evidence of drafting and
revision work.
–
The writer is open to feedback, taking comments from peers and the instructor on
previous essays and drafts seriously, often revising beyond the scope of the initial
comment (for example, does not just change a single word in a sentence, but considers
the impact of what that sentence is doing and how a revision would improve meaning for
the rest of the essay. Looks for multiple places, beyond what is marked, for where this
may be true).
Running Head: TEXT IN SPEECH
1
Text in Speech
Students’ Name
Institution
Date
TEXT IN SPEECH
2
Nodelman is a well-known writer who examines and explores the Typical Casa Prototype as
represented in adult written books, he wrote children’s books. Needleman’s larger concepts from
his texts are; his great ideas and images of the books that he composes. This books also include
simple linguistics, bright colors, common childhood experiences, and fantasy. By this, it makes
his books stand out from the rest of the books for they are easily understood by and children relate
with them easily.
However, what makes Richard Scarry’s picture book, interesting is the fact that qualities in the
books are always well elaborated to the reader so as to give an instructive but interesting
perspective of adult written books. Richard Scarry’s books are in detailed that one could picture
himself in the story while reading the book.
Nodelman and Scary can be linked together for they are both writers of books and there writing
works have been well received by their targeted audiences, these two writer’s use there writing
skills to capture the attention of their readers and make them well understand what they are reading.
These two writers know well how to capture the attention of their readers thus readers tend to enjoy
their books.
Children tend to have an interesting reading experience while reading these books. One which they
will always remember even after completing the whole reading of the book. The author, in this
case, uses this so as to also gain popularity among the kids. The kids in reverse have also shown
and proved that then authors’ works or rather his books are ones perfectly written and that they
can be used to enhance their reading and studying skills.
Color diverges from the pages of this short but interesting tales. These books are filled with bright
brilliant shades for instance from the pink background on the front cover to the title page
TEXT IN SPEECH
3
established by a bright blue attire worn by an elephant. The pinnacle to show the use of these colors
as seen to the last page which seeks to emphasize the colors used in the whole book (Spiliotopoulos
et al 2020).
These books prioritize teaching correct and significant color schemes as all objects used have their
color found in nature. For example, the author of Seasons placed his imagination aside which he
could have used but he stated what was directly connected to nature I.e. the sky is blue and snow
is white. It becomes easier to understand when objects are in their natural forms.
The use of color in many books limits imagination whereas in Scarry’s books there is a use of
fantasy that tends to promote creativity and innovation. He personifies his character to be similar
to his readers whose imagination is limited to classic fantasy only. The similarities between the
readers and characters are established by similar actions such as eating, having arms hands and
noses, reading and even counting.
Nodelman’s analysis connotes that the children take delight in the characters they share similarities
too. Similarly Scary also creates childlike characters based on their mannerisms and actions. An
example of childlike behavior and mannerisms may include when an earthworm jumps and lands
in a pile of autumn leaves, a pig spills a glass of orange juice.
A distinction between the children and adults is seen from the position, size and even the clothing.
The fact that adults are superior to the children signifies that they are responsible for the knowledge
and education the children gain. Children require guidance from more experienced persons and in
this case, it’s the adults.
TEXT IN SPEECH
4
An example in storybooks may include on one page a tall pig wearing a long dress helps a short
pig in red overalls put on a rain jacket. This simply connotes that children need guidance in every
step of the way.
Another example to show superiority may be seen in a book where a tall giraffe dressed in a suit
holding a book reads to a tiny casually dressed mouse. The giraffe, in this case, is the adult while
the mouse is a child based on size, dressing, and position
Various factors are taken into consideration when it comes to the language. These factors include
the children’s short attention spans and the ideology of their reading levels. The sentence structure
is limited to include no more than eleven words with the longest sentence being, “We rake the fall
leaves and pick apples in the autumn.” (Reaves et al 2017).
Simplicity is key when it comes to the vocabulary of these books. Using predominantly one or
two-syllable words to show and signify objects, directions or sizes also show the simplicity. The
cools are seen to contain strictly two to four-syllable words; accordion and interrupting. The other
factor is the audience which in this case is toward preschool children. The language has to be
simple and brief for the young readers to resonate with. This helps them to understand the nature
of the book.
Adults believe that children should learn the things these books overly teaches them. For instance,
the children become able to state a clear difference between naming the body parts and the four
seasons. Other obvious agendas if this book is to create a moralistic and instructive stable reader
for instance when a section for manners is taught (Evans et al 2017).
The author scary promotes this agenda as he devotes four pages to Manners while most other topics
have more or less two pages. He clearly and instructively encourages his readers to have and
TEXT IN SPEECH
5
observe etiquette in his writing for example, “Everyone should have good manners. Do you? I
hope so.” These adult written books have other educational goals and they appear in sections
named Suzez, Things we can do and colors these books specifically impress child who have an
adult idea and view of essential knowledge and promotes the representation and ideologies
mentioned by Nodelman.
Lastly, these books have critical importance to children and adults should focus on and ensure
children get access to these books. The simplicity in language makes them efficient enough for
children as the audience. Improved access and affordability are also key to providing this
knowledge.
Other than the educational goals a moral development arises from these books. As earlier stated
children are able to learn about manners that are key in any society. They develop good behaviors
and proper mannerisms. As they grow up. They are able to relate to these stories therefore adopting
the good in them is very easy.
As a little girl, I pretended I was Belle from Beauty and the Beast. I wanted to desperately find my
prince charming. I danced around the songs, and I would have loved a castle filled with enchanted
creatures or a library field with books up the ceiling.
Years later after I watched the same story unfold, I realized she could be a role model for me in
the way she lived her life. The beautiful girl from the village who embarked on a journey to save
Her father from the creature who had locked him in his dungeon despite the opposition. What
bravery? Come to think of it (Paterson et al 2016).
TEXT IN SPEECH
6
Throughout the story, Belle is faced with challenges that push her to define and think about who
she is. Gaston and. the rest of the townspeople try to model her into the type of person they feel is
“normal”.
The story of Beauty and the Beast is one of a small girl defying the idea of what is normal, what
is right and what is supposed to be. The villagers are interpellator into their way of life not realizing
that they’re oppressed by their bourgeoisie and do monotonous work daily. They were easily
convinced to try and kill Beast, just because Gaston tells them to-showing that they don’t have the
critical thinking needed to intervene and make their own decisions. They don’t have the agency to
end their own oppression because they don’t even realize that they’re interpolated.
A major way of society imposing a partner on a person is by organizing marriage between people
with huge differences. Society applauds when the normal path is taken. This book brings about an
argument on our normal life scenario, whether marriages should be arranged or not. The main
theme of this book focusing on love between two different species of living things, and from
different worlds who despite everything managed to overcome all the odds and obstacles that were
hindering them and finally got married.
The author only points out what he thinks and focuses on his storyline without basing his interest
on one side, he does not get biased in his story by leaning on one side of the story he instead leaves
everything for his different viewers to be the ones to make the judgment and take sides depending
on his viewers’ interest of characters.
A different way society tries to interpellate a person is by giving a name. A name is always to a
child when the child is born, the child is then meant to get familiar to the name and make it has
part and parcel of him/herself and as the child grows, he is made to answer and identify to that
TEXT IN SPEECH
7
name. For instance, in the story and in the French community, Belle means ‘Beautiful’ from the
French language. She does not let her name or its meaning get into her head.
Her personality stands out. She is as one who does not get easily swayed by the fact that she knows
very well that she is beautiful and that her name also portrays the fact that she is beautiful. She
instead stays composed and collected as compared to, normally, an interpellated “Belle” would be
flirtatious, using her good looks to gain social standing and unnecessary attention from various
people. She would even use her good looks in getting favors and getting away with lots of things
this is because the society would obviously accept all these things considering the fact that it was
something known in the community and jones name would always mean what the person and that
it would portray a lot about the person. It is as simple as, when one bears a political or a known
name, the person would always gain favors and would always get away with lots of things because
his/her name would have already spoken a lot on his/her behalf. For instance, if one of the princes
would be out and they happen to recognize him because if his name, he would then be treated
differently as compared to the rest of the people. He would get respect from the people because in
that particular he would be the one representing the king and no one would like to disrespect his
king thus the same thing that would happen in this particular scenario. This was well accepted and
no one complained about it because that is their normal, as other beautiful women hover over
Gaston, throwing themselves at him in the hopes he would come through. Belle though almost
seemed unaware of her good looks.
For instance, while Belle was walking through town with her head buried down, she’s unaware of
the fuse she’s bringing about. One man goes ahead and says, “now it’s no wonder that her name
means ‘beauty’ her looks have got no parallel!” Belle doesn’t dress to impress anyone and never
TEXT IN SPEECH
8
gives the impression of caring about what others think of her appearance. This is a reminder of
Belle’s indifference with the typical towns Lady.
Belle is beautiful and dainty, but strong. She earns respect through her decisions and does not need
to be taken care of. She is strong enough to find her father, strong enough to give her life up for
his and strong enough to stand up to the Beast
Belle also questions the interpellated messages she received from the general public. The people
believed that, as a young lady, you should live up to specific standards. Belle breaks this tradition
in many ways. The society expects an expelled Belle to be part of crowds, tries to find a husband
or sit around doing what it is the conventional ladies do, Belle beats all this. She is described as
“Dazed and distracted” because she has “her nose stuck in a book!” It is evident that Belle is
resisting interpellation by continuing to read often instead of succumbing to the ideas and values
of the townspeople who feel “it’s not right for a woman to read, soon she’ll start getting ideas. And
thinking”. The society wanted her to be normal, “little wife, massaging [her husband’s] feet, while
the little ones play with the dogs.”
Belle was different, different from everyone else, she asserted that there’s always a different way
to live life, well at least for her. She was not impressed by Gaston’s impressive looks or rippled
muscles or even dreaming of being his wife. Instead, she is more invested in taking care of her
father and being true to herself. She does not fall into the trap of liking the cool guy, just because
everyone does. She knows that Gaston is “handsome, all right, and rude and con edited and” not
for her.
Another example of her pervasiveness towards looks occurs with the Beast. While her first reaction
to the Beast is terror, she does not actually fear him. Not intimidated by his looks, she talks to him
TEXT IN SPEECH
9
like the mean-spirited person he is. In many instances, she does not give in to the Beast’s demand
even though technically she was his prisoner. Some may feel that Belle is a typical young lady,
looking to find her prince. After all, her favorite part of the book she reads by the fountain is when
the girl meets her prince but does not know it yet. She wants to be a person first and foremost, and
have someone understand what she feels (Knight et al 2019).
Bell and Scarry can be linked together because both writer’s tend not to be biased in there writing
they leave it upon the audience to be their own judge. They strictly focus on their story lines and
make sure that the focus and the main themes in the books are not lost.
Having analyzed both works of the two writers’, it is evident that the two writers capture the
audience of there viewers and ensure that the message is well passed and well received by their
readers. The also implore the use of different writing skills so as to be able to capture all these.
In conclusion, Belle avoids the interpellation of peers and society through staying true to herself,
and in the end, she gets her prince. She does not succumb to the prodding of Gaston, and even her
father, in the beginning, to marry and become a mainstream household wife (Gans et al 2017). It
is through a rebellion of society’s norm that Belle uses her agency in life to stand firm against
interpellation. The authors to these two different books also ensure that the use of simple language
is well used because there audience being children they will always need something that they can
easily relate with and something that reading through will be easy.
10
TEXT IN SPEECH
Reference
Evans, Debra. Beauty and the Best. Colorado Springs, CO: Focus on the Family Pub, 2017. Print
Gans, Christophe, Sandra Vo-Anh, Richard Granpierre, Vincent Cassel, Le?a Seydoux, and Andre?
Dussollier. Beauty and the Beast. , 2017.
Knight, Karenanne. “The Symbiotic Dilemma of the Children’s Picture Book Maker in a
Polymathic World.” (2019): 354-377. Print
Nodelman, Perry. The Hidden Adult: Defining Children’s Literature. Baltimore, Md: Johns
Hopkins University Press, 2018. Print
Paterson, Katherine. Beauty and the Best. Auckland [N.Z.: Sylvia Ashton-Warner Library, the
University of Auckland Library and Faculty of Education, University of Auckland, 2016.
Print.
Reaves, Mallory. Beauty and the Beast. , 2017. Print.
Scarry, Richard. Richard Scarry’s Best Nursery Tales Ever. , 2014. Print.
Scarry, Richard. The Busy World of Richard Scarry. United States: Mill Creek Entertainment,
2017.
Spiliotopoulos, Evan, Bill Condon, David Hoberman, Todd Lieberman, Stephen Chbosky, Emma
Watson, Dan Stevens, and Luke Evans. Beauty and the Beast. , 2020.
Progression Five: “Artistic License” (Texts-in-Context Essay)
The Texts-in-context Essay (40% of final grade) is an 8-10 page essay that focuses on a collection
of writing from across the career of a specific subject. The subject of the essay may be known for
work in almost any field but the essay must primarily analyze (and not merely summarize) that
person’s writing. The essay should make an interpretive argument about the work of the
selected artist within the context of an ongoing scholarly and/or popular conversation about that
person and their work.
As with many essays, this one should emerge from something confusing, frustrating, and/or
fascinating in the source material (i.e. an intellectual problem) and develop an original,
thoughtful, complex argument. Sources should include 5-7 primary texts (usually essays or
articles written by the person who is the subject of the essay, selected carefully from research
into many more works) and 4-5 relevant ancillary texts (also drawn from a much wider research
net). The texts-in-context essay may (but does not have to) extend the conversation explored in
the previous essay.
Progression Five will include both a written essay (worth 40% of your final grade) and a Digital
Media Project (20% of final grad…
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