What I hadn't heard of (until my teacher mentioned it) is making another outline after you've written the paper to make sure it flows. What a weird concept. But I think I'll try it.
My paper's structure did change a bit after I wrote and edited it. You can compare it to my first outline here.
Outline:
Introduction
- Introduce A.A. Milne’s Winnie the Pooh stories
- Stories for children are generally to teach as they are constantly developing
- Compare to a story written to teach a lesson- The Story of Snow: The science of Winter’s Wonder by Mark Cassino
- Thesis: Although many consider nonsense literature to be purely for entertainment purposes, much nonsense literature like A.A. Milne’s Winnie the Pooh stories are actually valuable to learners because they not only help children grasp the concept of language, but they teach them how to sift out the sense from the nonsense.
Body 1
- Introduce nonsense literature
- p 5. Nonsense is not the absence of sense but a clever subversion of it that heightens rather than destroys meaning. The very notion of topsy-turvy implies that there is a right side up.
- Discuss nonsense techniques
- juxtaposition calls attention to incongruous relationships
- Matter of fact narrator that can anchor nonsense in reality
- Using verse forms like strict rhyme and meter or heavy alliteration and assonance keep nonsense from getting too out of control
- pg. 46- inanimate objects have the ability to think or feel (stuffed toys)
- such an animate universe has enormous appeal for the child, finding it acceptable to speak to objects.
- faulty cause and effect,
Body 2
How Winnie the Pooh teaches language with nonsense
- pg. 99 “Intellectual development in children is heavily dependent on the acquisition through rote learning. Nonsense literature provides the inspiration to use words in an innovative way,
- Kids use nonsense to experiment with a language to learn to shape its sounds and hear the meaning and connect the black symbols on a page which speech , to understand written code well enough to decode and reproduce it
- playing with sound and meaning (or non meaning) is a major element in nonsense tradition.
- Sound over sense is why children take to nonsense lit so well
sound is the sensory aspect of speech that young children can manipulate to better acquaint themselves with the systems structures
- Rhyme in verse- honeytree song
- Rhyme in prose- honey funny
- juxtaposition of misspelled words
- made up words
Body 3
How Winnie the Pooh teaches sense from the nonsense
- “It is the heretical mission of nonsense literature to teach the young that the world constructed by their elders is an artificial thing. Nonsense literature usues the spirit of playfulness to rearrange the famililiar world. It thereby reveals that the rules we live by are not inevitable, nor do they exist on a purely objective plane and apart from human intentions.”
- pg. 64- Every departure from the normal, strengthens his conception of the normal. Thus he values, even more highly his firm realistic orientation.
- pg. 61- nonsense by its very nature gives permission to children to experiment, to break linguistic rules, to babble nonce words and come round about to sense.
- pg.7 Nonsense affirms that not everything we encounter does or has to make sense
- pg 6. Children live and move in an adult world that they did not make and whose terms they do not readily understand....Nonsense exchanges can give children their first lessons in distinguishing between logic and illogic, between what is to be taken seriously and what is comic.
- Nonsense ramblings: Rabbit rambling about his house
- faulty cause and effect: Pooh taking a week to get skinny
- Matter of fact narrator- because it was.
- Personification- all the characters are stuffed, eeyore quote: heads full of fluff
Conclusion
- Re-compare teaching book from the intro and show how WTP is equally if not better at teaching
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