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INTEGRATED OTSM-TRIZ ENGLISH COURSE > Text Technology
(c) Alexander Sokol, Riga, 2000, contacts@thinking-approach.org |
TEXT TECHNOLOGY • Preliminary Points
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I WOULDN’T HAVE THE GUTS by J D SalingerTask 1 (The Problem Situation Model)Daria Saharova (Form 11)
Mary Dobrovolska (Form 10)
Renata Kazak (Form 10)
Task 2 & 3 (The Contradiction Model)Daria Saharova (Form 11)
Model 1
Model 2
Mary Dobrovolska (Form 10)
Model 1
Model 2
Renata Kazak (Form 10)
Model 1
Model 2
Task 4 (The Ideality Model)Daria Saharova (Form 11)
Holden returns his
gloves, hits the thief and feels no pain after doing it. Task 5 (Complex application of skills)– all those practiced in previous tasks to this text; literature as ‘pickled experience’; ZSTLDaria Saharova (Form 11)
Maybe this situation would not sound very serious to you, however it was
a real problem for me and my dance team. We took a new person to dance with and it was very important to make her
stay with us as long as possible. W had a lot of plans to come true, still some
of them appeared before she joined us. So, neither she nor anybody else knew
about them as they would be a lot of problems if they learn about it at the
wrong time. Some day she came and said, ‘Let’s do the stuff’. She didn’t
say that she already knew we had done it without her. The thing was that she had
such a terrible character she if she found out we had really done it without
her, she would have left us 100%. The best thing was to tell her the truth
(Model 2), however we (me) didn’t have the guts to do it. (Model 1)
Ideal
Final Result: we tell her the
truth, she accepts our explanations, doesn’t want to join the project,
doesn’t feel offended and stays with us. (Model 3) Contradictions3:
1.
We should tell her the truth
because it would be honest, and we shouldn’t because it would break our
relationship and she would leave the team. 2.
We should tell her a lot of
things because she’s a member of out group, but we shouldn’t tell her as she
couldn’t join a lot of out projects. Mary Dobrovolska (Form 10)
A situation in a
tram. There are just a few people there, it’s late. I’m alone. I’m
reading. A group of teenagers get on. They’re too loud. Especially for a tram.
They are too jolly somehow. .. ecstasy? Alcohol? Possible. At least they behave
like that. Their language… I could include some phrases into my project as a
chapter – slang of teenagers in Riga. Rare taboo words. ‘Hey, folks! Am I allowed to read?? Couldja4
shut up now?!!’ These just
thoughts, though… I would like to tell them to shut up but I don’t have the
guts to do it. They’re 7 or 8 people – a bit too much for a girl who isn’t
a pro in taekwondo or sth… People in the tram behave as if they neither hear
nor see anything. Of course, that’s safe, “I don’t see anything! I
don’t hear anything! They irritate me a bit but I don’t show them that, I
don’t want trouble…” etc. Surely they would like to see somebody stop them, but they will never do
the damn thing themselves. Bastards! ‘Hey! Wake up! They’re cool until somebody stops them! Some people!
Not somebody like me! I know, you’ll turn
away if I talk to them now, you’ll probably pretend to be blind and
deaf!’ – just thoughts again… Well, what I would like to do,
I would like to come up and to ask them to shut up… (Model 2) But I would probably
just keep sitting there and reading my book. And thinking gloomily what I would
like to do… to say… I would probably pretend to be ‘not myself’ – like
the others… (Model 1) Model
1
Model
2
Model
3 The gang must shut up
themselves – without anybody forcing them to do it. But here I got stuck
somehow because there appeared such a question: when is it of any use to have
the guts to do something and when is it better to have no guts to do
something?.. I came to the
conclusion that I almost always have the guts to do things. In case I’m sure
that I’m right, of course. Surely there exist a lot of things/situations when
I really wouldn’t have the guts, but they are in most cases useless or
something. I mean, for instance, I wouldn’t have the guts to commit suicide or
to kill somebody etc. So, but is it necessary for me to do it??? So, it’s the same
here: I would like to tell them to shut up but here it’s really better to have
no guts to do it – in my opinion. Is it of any use to talk to people who are
drunk or ‘high’? Of course, I could
think of an ideal solution like ‘they leave by themselves’ or something, but
this is the case where I’m quite unable to change something much. Well, I must
come to this conclusion if I use my brain a bit. For a change. So, you know, I like
challenges, of course, but if somebody tells me I wouldn’t have the guts to
jump from the rood of hotel ‘Latvia’, I’ll admit I wouldn’t. Isn’t it
natural to have no guts to do something?5 Renata Kazak (Form 10)
There was one boy in
our class. Gush! I hated him. Once he told me something very unpleasant. I felt
very insulted. I wanted to ask him why he had done it and hit him as hard as
possible. But I didn’t. He was such an idiot, he could hit me back What was good about
my decision not to hit the guy? ·
He didn’t hit me back; ·
Everybody supported me (even
boys, his friends) What was bad? ·
He wasn’t in a bad mood; ·
He thought he could always
do such things to me; ·
I felt bad, because I
didn’t do anything to make him feel sorry. What could have been
god if I had hit that guy? ·
He would have got everything
he deserved; ·
He wouldn’t have done that
again; ·
He would have known who I
was; What could have been
negative? ·
He might have hit me back; ·
He would have tried to do
everything to irritate me; ·
We would have become worst
enemies. 1 – Here’s an example of one of the advantages of the approach. Some students take an interest in the book after reading the excerpts and decide to read the whole of the book. They do it themselves and they usually like the book. The latter is very important as school memories of literature are usually highly negative among most students. 2 – Stradlater who is another character in Salinger’s book is not mentioned in the given text. However, the student was able to draw parallels with the text she had read and worked upon earlier. Ability to understand intertextual relationships is an important skill to master if one wants to deal with modern literature and art in general. 3 – a wish to formulate a contradiction is one of the key features which distinguishes strong thinking. 4 – here and in some other parts of Mary’s writing it’s easy to see the influence of Salinger’s language. Incorporation of a writer’s language into one own’s writing, especially if this particular language is relevant here – and this is the situation with Mary’s phrase, is one of important functions of reading for language learning. 5 – it’s very important when students can develop tasks and express some additional ideas, share some new conclusions they have come to. |
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