Read my essay out loud to me
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My father taught me to read: I read a page of the book in exchange for him reading me a story. He also taught me how to love books, and he did it in the best way possible: by reading them. One of my most vivid childhood memories is that of his voice spreading around the house from the place where he was reading. While my brother Alfredo and I played at the badges, our father's voice would come through our ears carrying the book he had in hand. My sisters Teresa and Cristina share that memory: our house was full of words. My father says that he acquired the habit of reading aloud while studying Teaching. There he became friends with a blind partner and began to study the lessons aloud so that the friend took advantage of his reading. The certain thing is that, years later, through the voice of my father, his children we approached books that we barely understood then but that without a doubt they became part of our interior landscape. I remember seeing Manderley burn, the disturbing mansion of "Rebeca". I remember entering the hands of Dr. Marañón in the resentful heart of Emperor Tiberius. I remember hearing dense, obscure books from the Austral collection, and others lighter and clearer from the Reno collection. Through the voice of my father our heads were filled with characters, images, ideas. Without letting us play the badges, which was what we played then. The respect that my brothers and I have had towards the books with certainty was based on the appreciation that they felt towards our parents. That appreciation was visible in the library, which dominated the room, and audible in my father's voice, which reached the entire house. Because my father read and read with passion. Not to kill time, but as if personally something was played in each phrase. I remember that passion was especially intense when I read what was said by some character. My father played the character; he lent her voice and, for a while, it became him. Some friend has wanted to link my subsequent theatrical vocation with the fact that as a child, through my father, literature entered me by the ear. I think yes, probably those readings of my father are at the base of my search for words that, uttered from the body of an actor, can awaken worlds in the listener. Anyway, it was at home where I learned that words open immense territories where something important can happen to you. My brothers and I were very lucky to live in a house full of books, but above all we were lucky to see that my father and my mother loved those books. I wish all the children had the same fortune. In any case, no child should be deprived of discovering that books can make his life wider and deeper. Parents should be encouraged to read at home so that this example leads their children to make such a huge discovery. And we must insist that the creation of readers is one of the fundamental missions of the school. As much as any content that can be transmitted to you, it is important that the child discovers that everything is in the books. You have to read, yes, at school. It is often said that the theater is difficult to read. In any case, it is less difficult to do it in a group, with one reader per character and another that is responsible for the dimensions. The theater asks, of natural form, to read to several voices: to read in community. Read theater with others educates in responsibility, because each of the readers has to do their job well so that the set works. The ideal, of course, is to read theater and then put it on stage, which the school should not give up either. This critical and utopian space, which begins in the dramatic text and continues on stage, can not be missed by the school. In reality, each book - like every school that deserves such a name - can be a space for criticism and for utopia. Something important happens to us every time a child opens a book, because that book can help you to examine the world and to conceive other worlds. Nothing will encourage that child to open that book as much as to see someone he loves and admires. It happened to me with my father, who reads aloud. Essayist and dramatist, his work has been translated into numerous languages and represented in different countries of Europe and America. Specialist in children's literature. It is really essential for children to hear the parents' voice, taking a book and counting out loud. Participate in the characters and interpret them. You are commenting using your Twitter account. You are commenting using your Facebook account. You are commenting using your Google+ account. Cancel Connecting to% s Notify me of new comments by email. Receive new posts via email. Error checking email. Please try again Sorry, your blog can not share posts by email.
It is a reflection "on reading aloud as an act of oralization; that is done with a fixed text but, also, is remarkably related to orality ". The other half must be occupied by the reader. Joseph Conrad This communication focuses on reading aloud, an activity that the versed mentions is linked to orality. I reflected on reading aloud as an act of oralization; which is done with a fixed text but, also, is remarkably related to orality. In this essay I am interested in highlighting the richness of orality that is fully evident when practicing reading aloud. When we read aloud we are following parameters closely related to orality. A reader when exercising the reading of a writing interprets it through a performance necessarily. That is, a theatrical act is performed on certain occasions to complement this performance. In addition, by executing a theatrical act as part of our reading, we are generating a greater power of understanding in our recipients, undoubtedly. Currently, these workshops are taught in four hundred schools in the Federal District. This dialogue is transformed into literary talk, where the impression of reading is communicated or spoken about various topics of everyday life that emerge from the subject of the discourse read. Perhaps, in the immediate future, we will prepare new readers. That is what is intended to develop in a child and, if possible, also, as a genuine reader. In the first instance, it is necessary to enrich and nurture reading skills and the benefits of reading itself. It is pertinent to affirm that a reader aloud visualizes his office as a playful space, where a reading is not imposed or restricts the readings to a single topic. On the other hand, the readers aloud are mediators or interpreters between the written and the receiver. We can not adopt an attitude of leaders, much less exercise authority in a group through reading. Of course, this company is not easy or simple. In fact, it is never intended to read aloud in a mechanized or systematically rigorous way. If only read aloud in class or if this is the most common practice, we run the risk of marginalizing the comprehensive and interpretive component of reading. The kids end up thinking that reading is saying the written aloud, "and the reading becomes an automated act. Also, prior to the above, prepare the reading and do breathing exercises. And all this with the purpose of carrying out the execution of the reading. Something essential in this reading process is the modulation of the voice. Same used in the dialogues to mark the difference between the voice of one character with that of another or others. When the reader modulates the voice, it gives vivacity to the text, transforms it and recreates it; he makes it his own, he takes over of the text. We use, as Cassany points out, the mediating properties of oralization for a common goal: an appropriate reading aloud. These skills that the reader uses enrich the comprehension of the text at specific moments of reading and encourage students to interpret the writing and be excited to engage in a literary talk with the reader, as I mentioned above. We can decree that a reader aloud necessarily needs to apply orality for optimal reading. In fact, he does so, aware that through orality he will greatly enrich his reading work. Although it is convenient to distinguish between orality and oralization. Oralization is to provide the text with sound, acoustics, voice to the manuscript. And as the philologist mentions, oralization always presupposes a written text, unlike orality that is read aloud, recited or sung. By orality, I understand that it is a process where memory and improvisation intervene. However, the author points out several types of orality, as established by some philologists. Reading aloud is therefore a derivative of orality as noted by the author. He also says that before the printing press was invented, there was already speech and the transmission of information and stories through oral language. From the above it is clear, and as some authors have also pointed out, that every text is preceded by orality. Orality precedes the manuscript. If we remember in pre-Hispanic times, recommendations, advice and wisdom was transmitted from grandparents to parents and from parents to children orally. Or, if we move to the classics The Iliad was written to be transmitted orally. Experts have affirmed, in the first instance, the initial relationship of reading with orality is when the author writes a book processes the mental configuration of oral language. Therefore, when developing reading we must do it with the same standards and parameters that we use when speaking, with a language known by all, by a specific community. Reading aloud necessarily implies the naturalness of the individual when speaking. The reader must apply that same naturalness of speaking in a reading aloud to interpret and reproduce, both language and writing. This reader makes a representation of the work through the act of speaking, oralizing the text, gives the manuscript sonority, as I explained previously. Therefore, it is essential to emphasize, incorporate and develop the importance of orality; It is basic for its function as a fundamental tool in reading aloud. If we readers do not include orality in reading, we will not be able to transmit any message in the listeners no matter how good or interesting the book we are reading is. By doing so, readers will achieve and enhance an oral skill and, of course, a broader power of expression. Cassany, Daniel, To be a lawyer. Voices and glances about reading, Barcelona: Paidós, 2009. Frenk, Margit, Between the voice and silence. Learning contents and didactic sequences. On this topic of reading aloud I found an extensive bibliography. I was interested in this topic because, as a reader, I was attracted to, in particular, the richness that orality offers in my reading experience. Helena Beristáin, Dictionary of rhetoric and poetics, p. 394. Felipe Garrido, How to read aloud, p. 12. Margit Frenk, Between the voice and silence, p. 36. Who has studied the aspect of orality in the practice of reading aloud.
Reading mobilizes readers a series of feelings, memories, emotions and new ideas that vary according to their life experiences. To become that "most expert partner" is the challenge of the teacher. Hence, reading aloud serves as an example to demonstrate that possibility of sharing what a text can offer when it is read by a person who does it with love, disposition and passion. Sharing reading is sharing language pleasantly, affirming it as a vehicle of understanding, fantasy and civility. " It is important to systematize, create a time and space that is friendly and daily that is inscribed daily in the classroom. • Read aloud in advance the text that will be read. Not all texts are aloud aloud: they should experiment until they find the right ones • Look for just intonation, enrich the text with the expression and the voice. Editorial Colihue 3.Idem ob.cit. In this section, it will be announced that the next day will continue and then start the class planned for that day • Do not choose texts that are used later for other learning. It is important to try to separate this reading from the daily task, so that the children can differentiate that moment and relax.
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