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He is smiling in the picture, and there is no mistaking the look in his eyes. But if he pitied himself in those first difficult hours-because he was so young, because he was alone, because his body had betrayed him and his will had let him down-it’s not apparent from the photograph. His face is horribly emaciated, almost skeletal. One of his last acts was to take a picture of himself, standing near a bus under the high Alaska sky, one hand holding his final note toward the camera lens, the other raised in a brave, beatific farewell. In the following example, a simple Google “Image” search for photographs used by Jon Krakauer in his book Into the Wild produced the following self-portrait of the book’s protagonist, Christopher McCandless, a photograph that Krakauer reprinted as the first image (notably graphic, not verbal) inside the book’s cover. SAMPLE EXERCISE: JUDGING BOOKS BY THEIR COVERS? Using Word’s “Insert Picture” function is an excellent means to encourage close reading as well as to distinguish variations in student initial responses to literary texts is the interpretive pairing of graphic with verbal imagery. Option 2: Using Microsoft’s “Insert Picture” Feature to Stimulate Discussion and Teach Verbal/Visual Literacy INTEGRATED OPTION: Including the passage in the file would allow students to mark up the passage on-line, eliminating the need for retyping phrases. You will be printing this out at the end. When you are finished, make sure to read over for things you may want to change or make clearer or add to, and of course proofread for typos and mechanical errors. You will have the rest of the class period to compose your response.What is enlightening or puzzling or interesting about them? What do they reveal about the character(s) involved-judging from the passage that you are interpreting, how would you describe each character’s state of mind, personality, characteristics, and relationship with the other character(s)? What seems to be happening-plot-wise-in the story at this point? Now, type out a list of the actual phrases or sentences that you have identified, and one by one reflect on what interests you about the details you have chosen.Mark on the paper as much as you want to-go ahead and underline words and make notes in the margins. These could be images, objects, specific words or phrases, ideas, relations. Identify all the details or collections details that seem significant, troubling, important, or intriguing to you.Don’t worry that it seems “out of context”-it is, and this may help you notice details that you wouldn’t notice if you were just reading for plot. Read the fragment of the story I’ve given you at least three times and very carefully.Sample Exercise: Close-Reading Textual Fragments By taking a passage out of context, students can be forced to look much closer at the rhetorical “clues” provided in the text. Students can work individually or in groups, responding to guided questions about readings, or they can use the formatting and highlighting features of Word to visually ‘mark-up’ a passage. Option 1: Developing Close Reading Skills We have included a list of some of the most popular options here, but this list is certainly not exhaustive. Word provides a writing instructor with a wide range of ways to integrate word processing into the classroom.