I felt that the most helpful thing
we have done in reading these short stories is just talking about them in
class. Sometimes (actually most of the time) I find myself skipping over a lot
of important details or points when reading and attempting to annotate these
short stories. So when we go over them in class other people’s perspective help
me see those things that my fast paced brain tends to skip over. This applies
to stories like “Dry September” because I don’t find them particularly
interesting and they aren’t very straight forward. Annotating in general helps
me with focusing on a story’s details.
There are a few things that I didn’t
find extremely helpful and things that could help make the readings more enjoyable.
The word thing we did on the board with sending in words describing A Very Old Man with Enormous Wings in
the end was pretty beneficial but I felt like there could be a more efficient
way of doing it. A bunch of people were complaining a little about how the stories
were so weird and they didn’t really understand what was going on. I don’t agree
with that because I’m more interested in odd stories like Harrison Bergeron or A Very Old
Man with Enormous Wings. Even though I might not have an easy time
understanding everything that is going on, I find stories like those a much faster
read.
Emelia, I personally think that the odd stories that are more complicated to understand take longer to read, because you have to read over the short story multiple times just to understand what is going on. I do agree with you, though, that talking about the short stories in class helps for us to better comprehend the events occurring in the stories.
ReplyDeleteEmelia I totally agree with you on this because I find myself interoperating the stories in a different way than how we discuss them in class and I think that it really helps when we discuss them all together.
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