Reading Religious Texts And Writing Interpretive Essays

Although Carroll invented Alice’s Adventures in Wonderland for the entertainment of children, many scholars have thought to discover various underlying influences in his work. The books have been explained from all kinds of viewpoints, like drug use, Freudian influences, mathematics, political satire, sex and pedophilia, nonsense, etc.

On this page you can find some texts that deal about those underlying meanings that Carroll is supposed to have added (consciously or not) in the Alice books. Whatever you believe of it is up to you.

Please mind that these texts were not written by me personally. References to the author and publication details can be found on the page itself. The articles are reproduced on this site with permission from the authors.

“If any one of them can explain it,” said Alice, “I’ll give him sixpence. I don’t believe there’s an atom of meaning in it.”

General discussion of the ‘Alice’ books

Discussion of Lewis Carroll, the author, in relation to Alice

What/who influenced Carroll while writing the story

Illustrations

Poetry

Drugs and hallucinations

Politics

Philosophic reasoning

Mathematics

Other subjects

On the Lewis Carroll section of the Victorian web, you can find many more interesting essays about a.o. the social and political, religious and philosophical,economic, science and technological, and many other themes and contexts in the Alice books.
Also read about Carroll’s relations to Victorian art and his use of fantasy.

 

Abstract

Members of a site of the California Writing Project conducted the study in this article in partnership with a large, urban, low-SES school district where 93% of the students speak English as a second language and 69% are designated Limited English Proficient. Over an eight-year period, a relatively stable group of 55 secondary teachers engaged in ongoing professional development implemented a cognitive strategies approach to reading and writing instruction, making visible for approximately 2,000 students per year the thinking tools experienced readers and writers access in the process of meaning construction. This article describes the final year of the project which addressed teaching students to understand, analyze, and write interpretive essays about theme. Students who received cognitive strategies instruction focused on theme significantly out-gained peers on holistically scored assessments of academic writing, on a high stakes statewide writing assessment, and on English placement exams at the local community college.

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