The document provides an overview of eight literary elements that can aid in analyzing a piece of literature: plot, characterization, setting, point of view, symbolism, theme, style, and tone. It discusses each element in 1-3 paragraphs, defining the element and providing examples and discussion questions to consider when analyzing each one. The overall purpose is to outline key elements for analyzing stories and to help readers better understand and appreciate works of literature.
Writing an effective synopsis is essential for authors. An ideal synopsis is six paragraphs that fits on one page. It introduces the main problem and protagonist in the first two paragraphs. The third paragraph describes the inciting incident that thrusts the protagonist into their journey. The fourth paragraph covers the midpoint and a major turning point. The fifth paragraph is the climactic scene where the main problem is resolved. The sixth paragraph shows how the protagonist has changed and resolved their internal conflict by the story's end. The synopsis should be written in the present tense and third person, tell the story chronologically, and focus on the main character and plot while leaving out minor characters and subplots. It's important to show motivation and emotion while
This document provides guidance for writing a response essay about literary characters. It discusses choosing a character from an assigned work and linking their response to an element of characterization that was covered in class, such as character motives. The document then provides tips for analyzing characters, including looking at their descriptions, thoughts, actions, what others say about them, and what influenced them. It also lists some common types of characters and ends by suggesting questions students could address in their essay about the character they chose.
This document provides an introduction to plot structure in storytelling. It discusses the key elements of plot, including exposition, inciting incidents, rising action, climax, and resolution. Examples are given from films like Independence Day, Titanic, and Get Out to illustrate these different plot points. The document encourages analyzing the plot structure of other stories and offers bonus points for submitting a plot analysis of a film, TV show, or book.
This document defines key concepts related to narrative structure in films. It discusses definitions of plot and story, and explores different narrative structures and theories of storytelling including:
- Linear vs non-linear narratives
- Three-act structure, Todorov's 5 stages, Campbell's hero's journey monomyth
- Character archetypes defined by Propp
- The use of themes, genres (romance, horror, comedy) and binary opposites in narratives.
In summary, the document outlines various structural elements and literary theories that are commonly used to analyze the sequencing of events and development of characters in film narratives.
This document provides an agenda and discussion for a class about the book A Game of Thrones by George R. R. Martin. The class will include a question and answer session about characters and events from the book. Students will choose a character to analyze for their first essay assignment and be introduced to using analogies and describing characters. They will be given topics to choose from for their character analysis essay and requirements for citations and references. The homework assigned is to read a certain number of pages, review the essay assignment, post an in-class writing using an analogy, and describe their chosen character including a physical detail. Students are also to study vocabulary words for an upcoming exam.
The document provides context and background information about the novel Heroes by Robert Cormier. It discusses the time period the novel is set in, between 1940-1945, a time of World War II. It also introduces the main character, Francis Cassavant, an ex-soldier who was severely injured in the war. In the opening chapter, Francis describes his injuries and states his intention to kill another character, Larry LaSalle, though the reason for this is not yet known. The document examines various aspects of the novel to help the reader understand and analyze the text.
Every story needs characters, which can be either dynamic or static. Stories also require a conflict such as man versus man or nature, as well as a setting, climax, and point of view. The protagonist is the main character, while the antagonist opposes them, and foreshadowing provides hints about what will happen next.
Francis visits the town where he grew up and recalls discussing Nicole with an army comrade. In a flashback, he remembers joining the army at a young age of 15. He has nightmares about his traumatic war experiences, describing them in graphic detail. His landlady feels sorry for his injuries from the war. Memories of Nicole remain fresh in Francis' mind as he visits where she used to live.
Writing an effective synopsis is essential for authors. An ideal synopsis is six paragraphs that fits on one page. It introduces the main problem and protagonist in the first two paragraphs. The third paragraph describes the inciting incident that thrusts the protagonist into their journey. The fourth paragraph covers the midpoint and a major turning point. The fifth paragraph is the climactic scene where the main problem is resolved. The sixth paragraph shows how the protagonist has changed and resolved their internal conflict by the story's end. The synopsis should be written in the present tense and third person, tell the story chronologically, and focus on the main character and plot while leaving out minor characters and subplots. It's important to show motivation and emotion while
This document provides guidance for writing a response essay about literary characters. It discusses choosing a character from an assigned work and linking their response to an element of characterization that was covered in class, such as character motives. The document then provides tips for analyzing characters, including looking at their descriptions, thoughts, actions, what others say about them, and what influenced them. It also lists some common types of characters and ends by suggesting questions students could address in their essay about the character they chose.
This document provides an introduction to plot structure in storytelling. It discusses the key elements of plot, including exposition, inciting incidents, rising action, climax, and resolution. Examples are given from films like Independence Day, Titanic, and Get Out to illustrate these different plot points. The document encourages analyzing the plot structure of other stories and offers bonus points for submitting a plot analysis of a film, TV show, or book.
This document defines key concepts related to narrative structure in films. It discusses definitions of plot and story, and explores different narrative structures and theories of storytelling including:
- Linear vs non-linear narratives
- Three-act structure, Todorov's 5 stages, Campbell's hero's journey monomyth
- Character archetypes defined by Propp
- The use of themes, genres (romance, horror, comedy) and binary opposites in narratives.
In summary, the document outlines various structural elements and literary theories that are commonly used to analyze the sequencing of events and development of characters in film narratives.
This document provides an agenda and discussion for a class about the book A Game of Thrones by George R. R. Martin. The class will include a question and answer session about characters and events from the book. Students will choose a character to analyze for their first essay assignment and be introduced to using analogies and describing characters. They will be given topics to choose from for their character analysis essay and requirements for citations and references. The homework assigned is to read a certain number of pages, review the essay assignment, post an in-class writing using an analogy, and describe their chosen character including a physical detail. Students are also to study vocabulary words for an upcoming exam.
The document provides context and background information about the novel Heroes by Robert Cormier. It discusses the time period the novel is set in, between 1940-1945, a time of World War II. It also introduces the main character, Francis Cassavant, an ex-soldier who was severely injured in the war. In the opening chapter, Francis describes his injuries and states his intention to kill another character, Larry LaSalle, though the reason for this is not yet known. The document examines various aspects of the novel to help the reader understand and analyze the text.
Every story needs characters, which can be either dynamic or static. Stories also require a conflict such as man versus man or nature, as well as a setting, climax, and point of view. The protagonist is the main character, while the antagonist opposes them, and foreshadowing provides hints about what will happen next.
Francis visits the town where he grew up and recalls discussing Nicole with an army comrade. In a flashback, he remembers joining the army at a young age of 15. He has nightmares about his traumatic war experiences, describing them in graphic detail. His landlady feels sorry for his injuries from the war. Memories of Nicole remain fresh in Francis' mind as he visits where she used to live.
This document defines and describes key elements of literature including plot, theme, character, conflict, setting, and point of view. It explains that plot is the sequence of events with a beginning, middle, and end including an introduction, rising action, climax, falling action, and denouement. Theme is the central idea or meaning the author aims to convey. Characterization provides details about protagonists and antagonists. Conflict is the oppositional forces that drive the plot and can include person vs. person, person vs. nature, person vs. society, and person vs. self. Setting establishes the time, location, weather, social conditions and mood. Point of view determines the perspective the story is told from, such as
"The Treasure of Lemon Brown" and Elements of a Short Storymikecress
Greg Ridley meets a homeless man named Lemon Brown who claims to have a treasure. They must work together when thieves come looking for the treasure. The document then provides biographical information about Langston Hughes, who was born in West Virginia but spent most of his life in Harlem. It also defines the basic elements of a plot diagram.
The document discusses character arcs, which describe the emotional change or development of a character over the course of a story. A character typically begins with a certain viewpoint that changes due to events in the narrative. Examples are provided of characters who transform from misogynistic to empathetic or carefree to traumatized. Character arcs are driven by inner conflicts that mirror the story's outer conflicts and keep the narrative tension high. Effective character arcs involve a character gradually overcoming a personal flaw or limitation through the rising and falling action of the plot.
The passage is about the short story "The Treasure of Lemon Brown" by Walter Dean Myers. It discusses the story's main characters, Greg and Lemon Brown. Greg seeks shelter from the rain in an abandoned building where he meets Lemon Brown. Lemon Brown frightens off intruders by throwing himself down the stairs. His treasured possessions of a harmonica and newspaper clippings remind him of his deceased son. Greg comes to understand Lemon Brown and gain new perspective on his own father through their interaction.
The document defines and provides examples of various literary terms including:
- Allusion - a reference to a person, place or event
- Antagonist - the main opposing force or character
- Protagonist - the leading character
- Connotation and denotation - the implied and literal meanings of words
- Dialogue - a conversation between two or more characters
It also discusses literary elements like plot points, narrative perspective, types of conflicts, figurative language, tone and mood.
This document discusses methods for analyzing characters in stories. It outlines eight methods for character analysis: physical description, name analysis, attitude and behavior, dialogue, thoughts, reactions of others, actions/incidents, and physical/emotional setting. The document provides examples and explanations for each method. It emphasizes using textual evidence from the story to support any claims made about a character and explaining the context and relevance of the evidence. The homework assignments are to continue reading the novel, do a paragraph practice analyzing a character, and find examples for six of the eight characterization methods.
Never Let Me Go by Kazuo Ishiguro: ReviseMrs Downie
This document provides information and discussion questions about the novel Never Let Me Go by Kazuo Ishiguro. It includes summaries of the main characters Tommy, Kathy, and Ruth. It also lists the major themes in the novel such as conformity, hope, willful ignorance, free will, communication, and friendship. Finally, it provides sample exam questions about characters and themes that could be answered using evidence from the text.
This document provides an agenda and discussion for a class about the novel A Game of Thrones by George R.R. Martin.
The class will discuss student questions about characters and events in the novel. They will then introduce the first essay assignment, which is a character analysis of a character the students choose. Various essay topics are presented focusing on different ways to analyze the chosen character.
The class also covers rhetorical strategies like analogy that can be used in the essays. Homework includes continuing to read the novel, practicing using analogy to describe their character, and studying for a vocabulary exam.
The story is about a boy named Greg who meets an old man named Lemon Brown in an abandoned building. Some thugs try to steal Lemon Brown's famous treasure but he would rather die than give it up. Greg and Lemon Brown scare off the thugs with noise. Lemon Brown's treasure turns out to be a harmonica and newspaper clippings of his son who died in war, which was very important to him as his only memory of his son.
The document discusses different types of characters commonly found in literature, including round, flat, dynamic, and static characters as well as stereotypes. Round characters have multiple traits and can change over time, while flat characters reveal only one or two traits and do not develop. Dynamic characters change and develop, whereas static characters remain the same. Stereotypical characters are generalized types that readers are familiar with from other stories. The document provides examples of characters and asks the reader to identify their type.
Todorov believed that all narratives follow a basic three-step structure of equilibrium, disruption, and new equilibrium. Propp analyzed folktales and identified that they all use some combination of 8 character archetypes. Levi-Strauss argued that conflict between opposing sides, like dogs vs cats, is necessary to drive a story. These theorists provided structuralist views of common narrative elements and patterns.
This document provides an agenda and discussion for an English class focusing on the book A Game of Thrones. The class will discuss character selections, introduce the first essay assignment on character analysis, cover the rhetorical strategy of analogy, and review vocabulary words for an upcoming test. Students will write in class using analogy to describe their chosen character. For homework, they are asked to read further in the book, post their character analogy, and describe their character with details and a short scene. They will also study vocabulary words for a test in the next class.
This essay analyzes the theme of life's preciousness and human ignorance in Thornton Wilder's play Our Town. The author argues that while the play reflects Wilder's nostalgia for human life, it also reflects his cynical view of humans for taking life for granted. Key evidence is from Act III, where Emily realizes how wonderful life is before her untimely death. The author believes Wilder wanted readers to appreciate each moment and understand that humans often overlook life's true value until facing mortality.
The document discusses various narrative structures and elements that are commonly seen in movies and stories. It defines the roles of the hero, villain, princess/prize, donor, helper, and other character archetypes. It also describes different types of narratives such as linear vs non-linear, single strand vs multi-strand, realistic vs anti-realistic, and narratives with an equilibrium, disequilibrium, and new equilibrium. Binary opposition and how it creates conflict and interest in stories is also discussed.
This document discusses characterization and how plot and character work together in fiction. It provides examples from works like Breaking Bad, The Walking Dead, and A Doll's House to illustrate key points. The main ideas are:
1) Writers have to create believable characters and show inner change through words alone, drawing on skills in psychology, philosophy, history and more.
2) Crises or precipitating events can bring out the best or worst in characters and propel the plot. In Breaking Bad and A Doll's House, diagnoses and threats respectively drive changes.
3) Characters are revealed through how they deal with conflicts, and plots create opportunities for this through obstacles that force characters to act
This document provides guidance on writing an essay about the novel "The Outsiders" by S.E. Hinton. It discusses choosing an essay question, analyzing the question, brainstorming ideas, and using a TEEL paragraph structure. Sample essay introductions are given for two potential questions. Guidance is also provided on planning body paragraphs, writing a conclusion, and formatting the essay. Key narrative conventions of the novel like characters, themes, and symbols are summarized. The document aims to help students structure and write a successful essay about the themes in "The Outsiders."
The document provides guidance on how to write responses to open-ended questions about literary works. It advises the reader to understand what the question is asking, find evidence from the text to support an answer, and link the evidence to the answer without including new unsupported information. An example question and response are then provided to illustrate the process. The example question asks about the role of Mrs. Benecke in a story, and the response determines her role is to be an excuse for the main character's workaholic tendencies, supported by a quote where he rationalizes working for her benefit.
The document provides an introduction to key theater terminology for middle school students such as character, dialogue, conflict, scene, stage directions, and plot elements including exposition, rising action, climax, falling action, and resolution. It also includes exercises for students to practice developing characters, relationships, and stories based on photographs using the terminology.
This document defines and describes key elements of literature including plot, theme, character, conflict, setting, and point of view. It explains that plot is the sequence of events with a beginning, middle, and end including an introduction, rising action, climax, falling action, and denouement. Theme is the central idea or meaning the author aims to convey. Characterization provides details about protagonists and antagonists. Conflict is the oppositional forces that drive the plot and can include person vs. person, person vs. nature, person vs. society, and person vs. self. Setting establishes the time, location, weather, social conditions and mood. Point of view determines the perspective the story is told from, such as
"The Treasure of Lemon Brown" and Elements of a Short Storymikecress
Greg Ridley meets a homeless man named Lemon Brown who claims to have a treasure. They must work together when thieves come looking for the treasure. The document then provides biographical information about Langston Hughes, who was born in West Virginia but spent most of his life in Harlem. It also defines the basic elements of a plot diagram.
The document discusses character arcs, which describe the emotional change or development of a character over the course of a story. A character typically begins with a certain viewpoint that changes due to events in the narrative. Examples are provided of characters who transform from misogynistic to empathetic or carefree to traumatized. Character arcs are driven by inner conflicts that mirror the story's outer conflicts and keep the narrative tension high. Effective character arcs involve a character gradually overcoming a personal flaw or limitation through the rising and falling action of the plot.
The passage is about the short story "The Treasure of Lemon Brown" by Walter Dean Myers. It discusses the story's main characters, Greg and Lemon Brown. Greg seeks shelter from the rain in an abandoned building where he meets Lemon Brown. Lemon Brown frightens off intruders by throwing himself down the stairs. His treasured possessions of a harmonica and newspaper clippings remind him of his deceased son. Greg comes to understand Lemon Brown and gain new perspective on his own father through their interaction.
The document defines and provides examples of various literary terms including:
- Allusion - a reference to a person, place or event
- Antagonist - the main opposing force or character
- Protagonist - the leading character
- Connotation and denotation - the implied and literal meanings of words
- Dialogue - a conversation between two or more characters
It also discusses literary elements like plot points, narrative perspective, types of conflicts, figurative language, tone and mood.
This document discusses methods for analyzing characters in stories. It outlines eight methods for character analysis: physical description, name analysis, attitude and behavior, dialogue, thoughts, reactions of others, actions/incidents, and physical/emotional setting. The document provides examples and explanations for each method. It emphasizes using textual evidence from the story to support any claims made about a character and explaining the context and relevance of the evidence. The homework assignments are to continue reading the novel, do a paragraph practice analyzing a character, and find examples for six of the eight characterization methods.
Never Let Me Go by Kazuo Ishiguro: ReviseMrs Downie
This document provides information and discussion questions about the novel Never Let Me Go by Kazuo Ishiguro. It includes summaries of the main characters Tommy, Kathy, and Ruth. It also lists the major themes in the novel such as conformity, hope, willful ignorance, free will, communication, and friendship. Finally, it provides sample exam questions about characters and themes that could be answered using evidence from the text.
This document provides an agenda and discussion for a class about the novel A Game of Thrones by George R.R. Martin.
The class will discuss student questions about characters and events in the novel. They will then introduce the first essay assignment, which is a character analysis of a character the students choose. Various essay topics are presented focusing on different ways to analyze the chosen character.
The class also covers rhetorical strategies like analogy that can be used in the essays. Homework includes continuing to read the novel, practicing using analogy to describe their character, and studying for a vocabulary exam.
The story is about a boy named Greg who meets an old man named Lemon Brown in an abandoned building. Some thugs try to steal Lemon Brown's famous treasure but he would rather die than give it up. Greg and Lemon Brown scare off the thugs with noise. Lemon Brown's treasure turns out to be a harmonica and newspaper clippings of his son who died in war, which was very important to him as his only memory of his son.
The document discusses different types of characters commonly found in literature, including round, flat, dynamic, and static characters as well as stereotypes. Round characters have multiple traits and can change over time, while flat characters reveal only one or two traits and do not develop. Dynamic characters change and develop, whereas static characters remain the same. Stereotypical characters are generalized types that readers are familiar with from other stories. The document provides examples of characters and asks the reader to identify their type.
Todorov believed that all narratives follow a basic three-step structure of equilibrium, disruption, and new equilibrium. Propp analyzed folktales and identified that they all use some combination of 8 character archetypes. Levi-Strauss argued that conflict between opposing sides, like dogs vs cats, is necessary to drive a story. These theorists provided structuralist views of common narrative elements and patterns.
This document provides an agenda and discussion for an English class focusing on the book A Game of Thrones. The class will discuss character selections, introduce the first essay assignment on character analysis, cover the rhetorical strategy of analogy, and review vocabulary words for an upcoming test. Students will write in class using analogy to describe their chosen character. For homework, they are asked to read further in the book, post their character analogy, and describe their character with details and a short scene. They will also study vocabulary words for a test in the next class.
This essay analyzes the theme of life's preciousness and human ignorance in Thornton Wilder's play Our Town. The author argues that while the play reflects Wilder's nostalgia for human life, it also reflects his cynical view of humans for taking life for granted. Key evidence is from Act III, where Emily realizes how wonderful life is before her untimely death. The author believes Wilder wanted readers to appreciate each moment and understand that humans often overlook life's true value until facing mortality.
The document discusses various narrative structures and elements that are commonly seen in movies and stories. It defines the roles of the hero, villain, princess/prize, donor, helper, and other character archetypes. It also describes different types of narratives such as linear vs non-linear, single strand vs multi-strand, realistic vs anti-realistic, and narratives with an equilibrium, disequilibrium, and new equilibrium. Binary opposition and how it creates conflict and interest in stories is also discussed.
This document discusses characterization and how plot and character work together in fiction. It provides examples from works like Breaking Bad, The Walking Dead, and A Doll's House to illustrate key points. The main ideas are:
1) Writers have to create believable characters and show inner change through words alone, drawing on skills in psychology, philosophy, history and more.
2) Crises or precipitating events can bring out the best or worst in characters and propel the plot. In Breaking Bad and A Doll's House, diagnoses and threats respectively drive changes.
3) Characters are revealed through how they deal with conflicts, and plots create opportunities for this through obstacles that force characters to act
This document provides guidance on writing an essay about the novel "The Outsiders" by S.E. Hinton. It discusses choosing an essay question, analyzing the question, brainstorming ideas, and using a TEEL paragraph structure. Sample essay introductions are given for two potential questions. Guidance is also provided on planning body paragraphs, writing a conclusion, and formatting the essay. Key narrative conventions of the novel like characters, themes, and symbols are summarized. The document aims to help students structure and write a successful essay about the themes in "The Outsiders."
The document provides guidance on how to write responses to open-ended questions about literary works. It advises the reader to understand what the question is asking, find evidence from the text to support an answer, and link the evidence to the answer without including new unsupported information. An example question and response are then provided to illustrate the process. The example question asks about the role of Mrs. Benecke in a story, and the response determines her role is to be an excuse for the main character's workaholic tendencies, supported by a quote where he rationalizes working for her benefit.
The document provides an introduction to key theater terminology for middle school students such as character, dialogue, conflict, scene, stage directions, and plot elements including exposition, rising action, climax, falling action, and resolution. It also includes exercises for students to practice developing characters, relationships, and stories based on photographs using the terminology.
This document discusses plot and how it creates suspense and excitement for readers. It defines key plot elements like foreshadowing, obstacles, conflicts, exposition, climax, and resolution. Foreshadowing hints at upcoming events to make readers continue reading. Obstacles and conflicts in a character's path increase suspense. Exposition provides background information early on. The climax is the most tense moment, while the resolution unties loose ends. Plot creates opportunities for characters to act and reveal their nature. A well-constructed plot keeps readers engaged by constantly wondering what will happen next.
This document provides guidance for two essays on literary elements, focusing on character. It recommends choosing either plot, character, narration, point of view, or setting for the first essay, and comparing how two pieces use the same element for the second essay. Students considering a business major involving people are encouraged to analyze character. Extended options allow discussing a second element or piece for extra points. Questions are provided to help analyze characters and their development for the essays.
The document discusses characterization in fiction writing. It emphasizes that writers must create believable characters through establishing their motives and allowing readers to understand their perspectives. It analyzes the character of Walter White from Breaking Bad, noting that fans enjoyed debating his true motives as he changed throughout the series. The document suggests characters are best understood through examining their thoughts, actions under pressure, relationships with others, and what influences shaped them.
This document provides an introduction to analyzing plot in literary works. It discusses key elements of plot, including exposition, inciting incidents, rising action, climax, and resolution. It also provides examples from films like Independence Day and novels like Stardust to illustrate these plot concepts. The purpose is to give students tools to analyze how plot works in pieces they will read for an upcoming essay assignment.
Week 2 Lecture 1Setting and Its Impact on CharacterThis week w.docxcockekeshia
Week 2 Lecture 1
Setting and Its Impact on Character
This week we see settings ranging from Iran to the Deep South of the United States, and that is merely when it comes to location.
Setting includes so many ideas beyond locale. Often when asked to describe the setting of a story, people make that mistake. Setting, as we see from Foster, includes time, season, weather, and countless other smaller ingredients. By defining the time and place for a particular story, we are already narrowing the world and its possibilities. One starts to make assumptions about race, gender, religion, wealth, vehicles, jobs, politics, war, peace, love, etc.
As you read the selections this week consider the following:
· How the setting creates a feeling or atmosphere, both for you and for the characters in the story.
· How the setting and the action of the story work together.
· How the setting contributes to understanding the important ideas and themes in the story.
Making a few minor adjustments to the story may cause the events to appear unbelievable. For instance, the end of the twentieth century, versus, the beginning of the twentieth century. What do you think about changing the race of a character? Would the story shift….how drastically?
The setting of a story often influences the action, or at least works together with what the characters in the story are doing. A foggy street in East Berlin is much better for the action in a spy thriller. A rocky landscape on Alpha Centauri, 4.4 light years from Earth, suggests the action you would expect in science fiction much better than any typical street in the United States.
Character and setting are often dismissed by readers as just another word for scenery. Add some rain. Add some wind. Tell me what time of day it is. Tell me exactly where this person is standing. Is our black woman accidentally walking past a bar filled with angry members of the Ku Klux Klan? Is our German lover a Nazi? Is our American Soldier storming into a mosque to capture a member of Al Qaeda? Look how much that fine-tuning of setting did to the tales whose plots and characters you still do not know.
Consider this: if I kept telling you more and more specific things about the setting, would you begin to limit the possibilities for character? What if I told you our black woman is walking past the Klansmen on the night President Eisenhower forced Alabama to integrate its schools? Are you getting a more limited sense of possibilities for this character? Do you have a better sense of who she is and what could take place in the story than if I merely told you she is a woman in America? Bare in mind, we still do not know her age or what she is doing here.
That is only half of the equation. We were generating our notion of character by using setting as our springboard. Authors often do this. They want to tell the story of a time and place. William Faulkner, with the exception of much of his Hollywood screenwriting, was a man who devoted his wr.
This document defines and provides examples of key literary devices used in storytelling, including plot (exposition, rising action, climax, falling action, resolution), setting, conflict (internal and external), point of view (first person, third person limited, third person omniscient), and theme. These literary devices are the essential building blocks that every story utilizes to develop characters, advance the narrative, create atmosphere, and convey the author's central message or theme.
An overview of plot with examples from literary fiction and modern film. With questions for analyzing plot in an essay. Advanced High School or college level.
This document discusses the eight elements of a story: setting, characters, conflict, theme, plot, point of view, tone, and style. It provides definitions and examples for each element. Students will be assigned to analyze a short novel of their choice by identifying how it incorporates these eight key story elements. They must submit their analysis as a Word document to the instructor's email by next Monday at 11:59pm in preparation for a presentation the following Thursday.
This document provides an introduction to analyzing plot in stories. It discusses key elements of plot, including exposition, inciting incidents, rising action, climaxes, resolutions, and more. Students are encouraged to analyze plots in films, TV shows, or novels they are familiar with for bonus points. Questions are provided to help structure potential response essays about how well works utilize various plot elements.
The document provides an overview of plot structure and elements in stories. It discusses key components of plot including exposition, inciting incidents, rising action, climaxes, resolutions, and more. Examples are given from films like Independence Day, Get Out, and Titanic to illustrate different plot devices and how they create suspense and engage audiences. Readers are prompted throughout to analyze the plot of a story they know well. The document aims to help readers understand plot as the backbone that moves a story forward and keeps audiences interested.
Children's Literature - Introduction - Definition and Elements (KMB)Kris Thel
Definition of literature - “pieces of writing that are valued as works of art, especially novels, plays and poems”. (Oxford Advanced Learner’s English Dictionary).
This document provides an introduction to plot structure and analysis. It discusses the key elements of plot, including exposition, inciting incident, rising action, climax, and resolution. It also provides questions to consider when analyzing the plot of a story and examples from well-known films to illustrate different plot concepts. The overall purpose is to help students understand plot and how to discuss it in their reaction and analysis essays.
The document discusses the importance of test administrators understanding why a test taker is being assessed and having knowledge of the various standardized tests available. It stresses that administrators should clarify the purpose of the assessment for the test taker. Selecting the right standardized test is crucial, as each has its own strengths and weaknesses for providing useful information about the test taker.
This document discusses character development in fiction. It explains that believable, interesting characters are important to engage readers and viewers. Characters need to be distinguishable from each other and consistent, while also changing in response to plot events. The document explores how writers develop characters through descriptions, dialogue, actions under pressure, relationships to others, and "inciting incidents" that prompt change. It discusses dynamic characters that change significantly versus static characters. Examples are provided from works like Breaking Bad and The Walking Dead to illustrate character development techniques and how characters can be analyzed in essays.
This document discusses tone in writing and how it is conveyed. It can be conveyed through an author's choice of words (diction), syntax, sentence structure, descriptions of settings, and use of figurative language like metaphors and similes. Tone can also be shaped by style choices involving the words chosen and their order. Additionally, tone may be conveyed through irony, where the meaning expressed is different than the literal meaning of the words. Dramatic irony occurs when the audience knows something a character does not. Music, spoken language, and visual elements in other mediums can also establish and influence tone.
This document discusses tone in writing and how it is conveyed through various techniques. Tone is the writer's attitude toward the topic. It can be set through word choices, syntax, sentence structure, descriptions of settings, and figurative language like metaphors and similes. Specific diction choices like casual vs. formal words can shift the tone. Style elements like sentence length and variety also impact tone. Irony, including sarcasm, understatement and dramatic irony, is frequently used to convey certain tones. Music, visuals and spoken delivery can also create tone beyond just the written word. The document provides examples from literature to illustrate these points.
This document discusses how writers create style through word choice and word order. It covers choosing words based on formality, concreteness, and unusualness. Word order and syntax are also important for emphasis and meaning. Writers make small decisions that shape their distinctive style over time. The document provides examples of word choices that convey different feelings and tones. It encourages analyzing an author's word choices and order to understand their intended style.
This document provides an overview and analysis of character development in fiction. It discusses how authors bring characters to life through various techniques like physical descriptions, characters' thoughts and actions under pressure, and what others say about them. It also analyzes different types of characters like protagonists, antagonists, dynamic vs. static characters. The document provides discussion questions to help analyze characters in assigned readings for a react and reflect essay. It emphasizes how conflicts and crises in plots are important for revealing characters and driving their development.
The document discusses word choice and style in writing. It provides examples of informal versus formal diction, usual versus unusual word choices, and concrete versus abstract language. The document emphasizes that word choice contributes greatly to an author's style and the tone and feelings conveyed. Writers must choose words carefully based on their audience and purpose. Overall style is shaped by many small decisions around diction.
This document discusses tone in writing and how it is conveyed. It provides examples from short passages of literature to illustrate how tone is created through various techniques. These include figurative language, word choice, sentence structure, repetition, irony, and dramatic or situational irony. Specific excerpts are analyzed from works like "Sonny's Blues" and "Of the Threads that Connect the Stars" to show how metaphors, syntax, and other stylistic devices infuse the writing with an intended tone. The document also defines different types of irony like understatement, sarcasm, hyperbole, and dramatic irony, giving examples of each from literature and film. Overall, the document aims to educate the reader on how to identify
This document provides an overview and examples of tone for an English composition course. It discusses how writers establish tone through word choice, style, attitude conveyed by narrators, descriptions of settings and characters, and use of figurative language like similes and irony. Students are instructed that their first essay should analyze tone in one work from weeks 1-4 and relate it to a literary element. Their second essay will contrast the use of tone or another element in two different works. The document provides potential works and elements to focus on for the essays.
This document discusses symbolism and its relationship to literary themes. It defines symbols as representations of ideas that carry deeper meaning. Symbols and themes work together, with symbols rising from a work to represent its underlying message or lesson. The document then provides examples of different types of symbols, including cultural/conventional symbols, universal symbols, personal symbols, and literary symbols. It analyzes symbols like masks, tattoos, and a paring knife from short stories. The document encourages analyzing symbols in one's own life and in works of literature.
This document discusses symbolism in literature and life. It explains that symbols convey the theme or deepest meaning of a work. Symbols can be cultural/conventional, universal, personal, or literary. Cultural symbols derive meaning from shared understanding within a culture, while universal symbols may have the same meaning across cultures. Personal symbols gain meaning from individual context. Literary symbols recur throughout a work and help suggest its theme. The document provides examples of different types of symbols and encourages analyzing symbols in works studied for an upcoming essay.
This document provides an overview of plot structure and elements, including exposition, foreshadowing, obstacles and conflicts, climax, and resolution. It uses examples from films like Independence Day, Get Out, Titanic, and novels like Stardust to illustrate these concepts. The document emphasizes that plot and character work together, with conflicts forcing characters to act and reveal their nature. It provides potential questions for analyzing plot in a reaction essay.
This document provides an overview of an English literature course being offered in mid-spring 2017. It outlines the course schedule, assignments, grading scale, and policies. The key points are:
- The course runs for 10 weeks from February 27 to May 8, with work accepted through May 14.
- Grading is based on a 1,100 point scale across essays, discussion forums, response journals, reading checks, and a creative blog. Bonus points are also available.
- Essays make up the largest portion at 400 points total and are due on Sundays. The pacing of essays is outlined.
- Discussion forums are worth 200 points and require 3-4 posts per week that are interactive
This document provides guidance to students on exploring and writing about themes in literature for their third essay assignment. It defines theme as the main message or meaning of a work. Students are invited to analyze themes across three or more pieces of literature from any genre. The document offers tips on identifying themes, using evidence from the texts, and relating themes to the author and culture. It cautions that themes are open to interpretation and pieces may address multiple themes. Students are encouraged to thoughtfully select a theme and make an argument using examples and sources.
The document discusses different types of symbols and symbolism:
1. Cultural/conventional symbols develop shared meanings within a culture, like red representing danger.
2. Writers use symbols as literary devices - in "A & P" a jar of herring snacks symbolizes wealth to the character.
3. Symbols can be personal and mean different things to different people based on their experiences, like a certain smell reminding one of their grandmother.
4. Symbols are important in creative works and studying them helps understand themes and meanings on deeper levels.
This document discusses various techniques writers use to characterize characters in their stories. It examines how characters are characterized through their actions, thoughts, appearances, and names. Specific examples are provided from works like "A Doll's House", "The Walking Dead", "Breaking Bad", and short stories by Flannery O'Connor to illustrate how small or large actions, thoughts revealed through dialogue or narration, physical appearance, and meaningful names can help readers understand and identify characters. The document suggests readers pay attention to these elements to gain insights into characters as they read.
This document discusses how tone is established in various media like films, music, and writing to set the overall mood or attitude. Tone can be set through stylistic choices such as music, lighting, dialogue, and even subtle word choices. In films, the title, music score, and visuals can immediately establish a scary, funny, or romantic tone. Similarly, word choice, syntax, and sentence structure allow authors to convey tone in writing without relying on audio cues. Figurative language and an author's narrative perspective or attitude can also shape the implied tone of a story. Understanding these tone-setting techniques helps readers and viewers interpret the intended mood.
This document discusses theme in fiction for writers, readers, and culture. For writers, theme can provide goals or meanings discovered through the writing process. For readers, theme allows receiving, updating, or expanding one's imagination. For culture, theme can communicate necessary messages, warnings, or repositories of values. While themes may not have single correct interpretations, motifs and climactic moments can help reveal themes. There are suggested to be around ten major themes commonly explored in fiction.
This document provides an overview of six methods for developing paragraphs: narration and description, definition, elaboration, comparison/contrast, summarization, and analysis. It defines each method and provides examples of how to apply each method using short excerpts from various texts. The document serves as a reference for effectively structuring paragraphs using different rhetorical techniques.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. 1
The Parts that Make the Whole
An overview of Eight Literary Elements to Aid an Analysis Essay
Just as a mechanic takes apart a car, we take apart a piece of literature to see how it runs (or doesn't
run). This is known as analysis. Analyzing well crafted pieces, poems, plays and films adds to our
appreciation of them and also increases our ability to analyze other complex things such as family
dynamics, dreams, work situations, problems, life obstacles and life.
Plot. Plot Lecture. Textbook Chapter - 3
The What. Why do we keep reading a book when we have so much to do? Because we have so much to
do, and the book is a distraction – a little vacation. It takes us out of the world and puts us in a created
world. If that world feels real, we might stay awhile as long as we're curious to know what happens next.
What happens next – that's plot. It moves the story, and us, forward.
If plot is the engine, its drive shaft is conflict. Conflict is created by obstacles. A character wants or needs
X and can’t get it because of Y. Y could be a sudden storm, a missing piece of equipment, a monster, a
mean boss, a rival, an addiction, a fear – anything that stands
in the way.
Many stories begin with a situation or "inciting incident" that
requires action. In The Martian, for example, a dust storm
separates the main character (Matt Damon) from the rest of
the crew and strands him alone on Mars. Big problem, lots of
obstacles, good plot! For 10 bonus points, email me about
another film's inciting incident.
In his book On Writing, Stephen King says he doesn't plan his
plots. He just starts with someone in a situation, and takes off.
But the situation probably includes a problem or obstacle or
deadly insect type creature from another dimension. More
obstacles = more action = more chances for us to get to know
the character by seeing how they react to obstacles.
Obstacles build suspense and tension in so far as the main character wants, needs, or fears something
up ahead. The Matt Damon character wants to
live. The climbers in Everest want to get to the top
(each for different reasons). Katniss Eberdeen
wants to save her sister (then later her whole
zone). The younger sister in "Saving Sourdi" (p.
181) wants to help the sister who helped her.
Everybody wants something, and hardly anyone
gets it without overcoming obstacles.
In a sense, each day has a plot if we have goals.
Too many obstacles make for a stressful day, but if
you're on the outside, watching or reading, they
make the plot more interesting. Hence the
popularity of Zombie flicks. Lotta obstacles!
Figure 1: The parts of a plot
Figure 2: Big obstacle = good plot
2. 2
Questions to consider when writing a plot analysis
How did the plot add to or take away from my enjoyment of this piece?
What creates suspense / tension?
What is the main conflict and how does it unfold?
Where is the moment of highest tension (also known as the climax)?
Are there any flaws in the plot? For example, an unbelievable coincidence that changes everything?
How do the events of the plot reveal the main characters' true selves?
Characterization - Full characterization presentation. Textbook Chapter - 4
The Who. "The most important thing in life will always be the people right here, right now." Plot is
important, but we only want to know what happens next if we're interested in the people it's happening
to, right? Fast and Furious is full of plot-driven action, yet the above quote was taken from it. And check
out the opening scene to Furious 7. We see the villain, the Jason Stratham character, talking to his
comatose younger brother. "You're my flesh and blood, my cross to bear," he says, holding up a silver
cross necklace, "and so you remain." He's intense, loyal, confident, and REAL. We're drawn into the
piece to see what happens to him.
And in the next few scenes, we see the family life of other main characters. We get to know them before
all the action starts. This is good piece telling. Special effects, cars flying and such – that's fun and petty
omg, but cars gotta have drivers and pieces gotta have characters who are real and interesting.
Chapter 4 goes into the different types of
characters (stock, round, flat). Some are one-
dimensional, some complex. It all depends on
what works best with the plot.
Some ways authors characterize a character:
1. By describing how they look: clothes, hair,
posture, nervous tics if any, movements.
2. By describing what they do and how they do
it. Our actions reveal a lot about us, right?
The same is true of characters. What do they
do when you find a wallet? Miss a bus?
Break-up?
3. By revealing their motives: Why they do what they do.
4. By giving us what they say and how they say it. Is the character's speech casual, slangy, snooty,
verbose, educated, quippy, child-like, illogical? Says a lot.
5. By what others say about them. We’ve all judged people by what those we trust say about them. Is
the character a saint, a sneak, a softie, a sucker? Other characters and sometimes the narrator will
tell us. Whether or not we believe it depends on how those other characters are characterized (are
they honest, dishonest, insightful, judgmental, generous, envious . . .).
Questions to consider when writing character analysis
Which character did I like least / most? Why?
Is there a villain (such as Krogstad in “A Doll’s House”) who is really a victim, or visa versa?
Figure 3: It’s not all about the action: characters we care about.
3. 3
Is there a seemingly minor character (such as Mrs. Linde) who plays a major role?
What are the main characters' motives? Where/how does the writer show those?
How do the characters' choices shape the plot?
How does one character compare to another?
Does the main character change? How, why? Is the change believable?
Setting. Textbook Chapter - 4
There is no separate lecture on setting yet.
The Where and When. Where does the piece happen? When? These are key. Is it a haunted house, a
crowded airport, a parking lot, ancient Egypt, the bottom of the Grand Canyon, the moon in 2050, the
top the Empire state Building in 1921? Writers have fun with their settings. They may return to a place
they love, go to a place they've always wanted to go to, or just make up an incredible place — a dream
house, a domed city in the 25th Century, a miniature submarine that can travel in the bloodstream, a
magical tree, a school for wizards.
Setting also includes the mood of the place
and time. Is it Time Square on VE day, 1945?
Or Time Square on a rainy, cold October in
2001? Big difference. Writers create settings
by painting with words. The words create a
picture and also a mood. The children looked
back at their house, versus The children
looked back at their home. Home has a
feeling (or connotation) that is more than its
simple definition (or denotation). Home
connotes warmth, comfort, love.
Questions for analyzing setting
Did I like this story more or less because of the setting?
What is the mood of the time and place and how does the author create that mood?
How does public history affect characters and/or plot?
How do social pressures (prejudice for example) affect the characters and/or plot?
How do social values affect the characters and/or plot? How does this piece compare to other pieces set
in a similar time or place?
Point of View. Textbook Chapter - 4
There is no longer lecture on this element.
Who tells the piece? Who tells the piece affects everything. If you have siblings, think of a big family
event such as a move as told by each one. Will each tell the same piece? Probably not. The youngest
sibling may remember very little, the middle one just their old room and the smell of the moving van,
while the oldest may know all about why the parents decided to move.
Figure 4: Concrete details create a real-seeming time and place
4. 4
The one who tells the piece is the narrator. The narrator could be outside the piece or one of the
characters. If the narrator is outside the piece, that's called third-person narrative because the third-
person pronoun is used: he, she or they; not I or we: They got into the car. Not, We got into the car.
Chapter 6 covers the three types of third-person narrators nicely on page 196. "The Piece of an Hour"
uses a third-person narrator, "She sat with her head thrown back…" (Meyer 16). For 10 Bonus Points,
send me an email telling me which of the three types of third-person narrator this is. Explain why you
think so.
If the narrator is a character this is known as a first-person narrator because the first-person pronoun is
needed: I remember the day we moved to Texas. The fun thing about first-person narration is that they
might be unreliable. They don't know the whole piece, and/or they have a bias or a limited perspective.
This can make the plot more interesting and the reading more fun as the reader sometimes knows more
than the narrator, or figures it out. In Forrest Gump, the narrator, Forrest himself, is naïve about many
things, but we get it. In Fight Club, the main character has a split personality but we don't realize just
how unreliable his perspective has been until the very end. I think THE best unreliable narrator may be
in the film Memento, based on the short piece "Memento Mori." The
main character and narrator is a man with backwards amnesia. He
can't remember anything for more than a few minutes. Since we see
events through his very unreliable point-of-view, who is friend an
enemy and just what is going on in general.
From our reading, the young man in "Battle Royal" is a naïve narrator
(but learning fast just how the world is). Coming of Age pieces like
The Cather in the Rye or Huckleberry Finn are popular because we
enjoy seeing an innocent young character deal with life and grow.
For 10 Bonus Points, explain how any piece of fiction (film, novel or
short piece) with an unreliable narrator would be different with a
reliable, omniscient narrator. What would be gained; what lost?
Questions to consider when analyzing point of view
How would the piece be different with a different narrator? What
would be lost, gained?
Did you sympathize with the narrator? Why, why not? How did the
writer make you feel that sympathy?
What does the way the narrator tells the piece reveal about them?
If a third-person narrative, does it fit into one of the three types (p.
196), or is it a hybrid type?
Symbol - Symbolism Lecture. Textbook Chapter – 7
The thing. Symbols are concrete things and actions in the piece that contain or hint at abstract ideas
and qualities. A flag symbolizes a country; a paper heart, love; a wedding band, commitment and union,
a yin-yang symbol balance. These are conventional symbols. In good fiction, characters have personal
symbols: things and actions that have meaning just for them — that old blanky that symbolizes comfort
Figure 5: Imagine Kate Chopin's "The
Story of an Hour" without the omniscient
narrator showing us Mrs. Mallard's
thoughts and feelings
5. 5
and safety; the worn rolling pin from gran that symbolizes nurture; the
tassel that stands for high school friends, fun and success.
There are also symbolic actions: Friends pricking a finger each and
mixing blood to be friends forever; doves released at the opening
ceremony of the Olympics, for world peace; the hands of a clock
stopped at the hour of someone's death; smiley face emoticons
standing for happiness.
Symbolic things and actions may be described with more weight,
more poetry. They may also recur in the piece, appear in the title
and/or the climax, or be important to the characters. Someone considering divorce accidentally loses
their wedding ring? Hmm…
Questions to consider when analyzing symbols
How is the meaning (theme) of this piece revealed by the symbols (interpret them for the reader).
What is the main symbol? What meanings does it carry? Do the meanings change?
Is there a symbolic action? What does it show about character & theme?
Does this writer use symbolism more than most to convey theme? Why?
Theme - The Piece in a Nutshell. Textbook Chapter - 8
The Why. Finding and making meaning – some say that's what all fiction and indeed all art is for. Theme
is the element that covers meaning, message, moral, lesson. It's the bumper sticker of the literary
elements. But unlike a bumper sticker it's not stuck to the back of the piece; the whole piece creates it.
Sometimes, often near the end, a character may speak the theme out loud, in conversation or to
themselves is a moment of realization (an epiphany). They
may suddenly understand the meaning of events or maybe
even their whole life.
Maybe the family pieces that get passed down are preserved
because they hold meaning that's important to the family.
Never give up, or family matters above all, or don't buy
property on the ocean, or a penny saved is a penny earned, or
live it up while you can. Some authors start with a theme and
build plot, characters and setting around it. Some start with
characters and let events happen to them, with meaning
emerging out of the rich soil of human experience.
Does this year of your life seem to have a theme? For up to 20 Bonus Points, write about one day or
event in it in a way that someone reading it could make a bumper sticker for it.
Questions for analysis of theme
What is the underlying message of this piece?
Does this piece seem to want me to change in some way? How?
If a character changes a lot, is it for the good? What lesson did they learn?
What meaning does the piece's main symbols imply?
What does the piece mean to me? What in the piece led me to that meaning?
Figure 7: Can you boil the piece down to a saying?
Figure 6: The Ying-Yang symbol shows up a lot
because it conveys so well the idea that
Opposites can be complementary
6. 6
Style. Style Lecture here. Textbook Chapter - 9
In creative writing style is the writer’s stamp. It gives the writing a voice
readers can hear and relate to. Many choices go into creating style, from
whether to use a comma or a dash in a certain spot – they’re a little
different – to how long sentences will be and whether most of the words
will be casual or dressed up, plain or fancy.
As with colors, there is a range of word choices for most things:
Home – Warm feeling. Home is where the heart is. “There’s no place like
home, there’s no place like home.”
House – Cold impersonal feeling. A new house on the block.
Crib – Modern, hip, youthful. “Now this crib's about to kick off, this party
looks wack.”
Pad – Once modern, beatnik then hippie. “Let’s go back to my pad.”
Place – Neutral feeling and casual. “Nice place you got here.”
Residence – Formal, official language. “State your residence.”
Abode – Fancy, poetic diction. Pretentious? “Welcome to my humble abode.” (But haha not a humble
word choice)
Analysis questions related to style
What different style choices do two different writers make?
What ideas or themes does the style express?
Are key words repeated? Where and why?
Are key sounds repeated (usually poetry)? Where and why? What effect does that have on the reader?
Tone. Tone Lecture. Textbook Chapter - 9
Tone is the author’s attitude toward the topic. Sometimes that’s obvious – I love it! Sometimes it takes
the kind of skill I hope you’re developing to begin to hear subtle tones and tone shifts in the language
the way you probably already them in music and film.
Style choices create tone, just as the outfit you choose
from shoes to hat reflects your attitude toward where
you’re going or the people you’ll be with.
Figurative language also shapes tone. Metaphors and
similes, what we compare a thing or person to, reveal
our attitude toward that thing or person: “His smile’s a
charm the gods dropped and don’t want back /
because on him it’s all that” to quote a poem. This
conveys a loving, lofty tone doesn’t it?
Understatement, sarcasm and hyperbole
(exaggerating) also create tone. We all know folks who
like to crack on the weather. If it’s snowing and the
Figure 9: Deadpool takes a playful, ironic attitude
toward the whole superhero genre
Figure 8: Shades of meaning
7. 7
wind’s blowing and the temp is well below zero they may poke their head out and say “Nice weather
we’re having,” in sarcastic understatement. Imagine a traveler from another planet trying to figure us
out if they don’t hear or understand our different tones of voice. “I’ve told you a million times,” we
might say, exaggerating just a bit (notice my understatement there too). Well they sure can’t count,
thinks the space traveler sarcastically.
Analysis questions related to tone
How is irony used, especially in the ending?
How is this piece a good example of a consistent and/or effective tone?
How are two pieces on the same topic very different because of the tone?
How is the tone of voice a kind of argument?
Why does the tone shift dramatically in a certain spot?
Your Analysis Essay
Pick a piece we have read and an element that’s important to it. Review the story, poem, film or play
looking for how that element works in it. You can also compare and contrast how that element works
differently in two pieces. We’ll use the forum to discuss ideas and help everyone match a piece with an
element.
It’s fine to use internet sources to get ideas for your essay. But be sure to base your analysis on what
you see in the piece. This is a writing course, which means it’s a thinking course. It’s not an advanced
literature course where you’re expected to discover the secret, hidden truth of a hard piece of
literature. You’re expected to use what you’ve learned about a literary element – a basic building block
of creative writing – to look closely at a piece you have chosen out of all those we’ve met. It’s not about
getting it right; it’s about writing an analysis with some energy and commitment. Read and quote the
piece. Support your points with evidence. Think.
Put some thought into what piece and element you want to write about. Choosing well is half the work
here. You can use unassigned pieces if they are in the chapter on that element or if I okay it first. I am
open to novels you have read and know well and films, as well as short stories not in our textbook. Send
an email or call to discuss your options.
Here is a good analysis of character from a past semester. It’s by Alexis Shamey, used with permission.
She contrasts two very different characters in one stiry, “Killings” (p. 93). She ised quotes with skills to
make her writing very concrete and her points quite valid.
A Tale of Two Killings: Love, Loss, and Revenge
Andre Dubus’s short story “Killings” focuses on the Fowler family, particularly Matt
Fowler and his wife Ruth, who have recently lost their son Frank to a senseless murder. As the
story progresses, we follow Matt through his journey from depression and anger to his plotted
8. 8
revenge and eventually, murder. One could argue that murder is immoral, no matter the
circumstance; however, Matt seems to have a much more justifiable explanation than his son’s
murderer, Richard Strout. The characterization of these two very different men makes the reader
empathize with Matt and his doings leading up to the climax, and feel disgust towards Richard
and his hasty, jealousy-fueled actions. Dubus is able to reveal Matt and Richard’s characters
through their specific actions, choices, and emotions throughout the story.
Matt Fowler is a great husband and father. He and his wife Ruth have raised multiple
children. However, their world was turned upside down when their son Frank, “who had lived
for twenty-one years, eight months, and four days…” (Dubus 93) was murdered by his girlfriend
Mary Ann’s ex-husband, Richard Strout. The fact that Richard is out on bail is tearing Matt and
his wife apart. “Every day since he got out. I didn’t think about bail. I thought I wouldn’t have to
worry about him for years. She [Ruth] sees him all the time. It makes her cry.” (p. 94) This quote
from Matt Fowler proves that he is a caring individual. He realizes that he must do something to
get rid of Richard because of the fact that his wife constantly sees him in town; the man who
brutally murdered their son is able to walk free in society.
Matt can also be viewed as a caring, yet protective father. When Frank first became
involved with Mary Ann, his mother was very against their relationship, citing reasons such as
she’s four years older and she has children. But Matt, on the other hand, was more supportive
and understanding of his son’s new love. Matt talked to his son Frank about his budding
relationship with Mary Ann on a father-son trip to Fenway Park. “It took them forty minutes to
get to Boston, and they talked about Mary Ann until they joined the city traffic…” (p. 97)
Despite the fact that she was going through a divorce, Matt still liked her and saw that Frank
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genuinely loved her. Also, the fact that Matt is seeking revenge against Richard proves that he is
a good father who is willing to avenge his son and seek justice that his family deserves.
Richard, on the other hand, is the complete opposite of Matt. People saw him as
the high school running back, the young drunk in bars, the oblivious hard-hatted
young man eating lunch at a counter, the bartender who could perhaps be called
courteous, but not more than that: as he tended bar, his dark eyes and dark, wide-
jawed face appeared less sullen, near blank. (pgs. 95-96)
This man seemed to be a hot-tempered and jealous character. The first time he and Frank had any
interaction, he brutally beat Frank. Richard was jealous of the developing relationship between
his ex-wife and Frank. This was somewhat a foreshadowing of what would happen in the future;
a warning sign to Frank. Unfortunately, the violence continued and “Richard Strout shot Frank in
front of the boys.” (p. 98). This proves that Richard does not have any regard for anyone other
than himself; his two sons were sitting in the living room as he committed this heinous crime.
This section of the plot was particularly hard to swallow because of the ruthlessness of Richard.
He was cool, calm, and collected when he entered Mary Ann’s house and when he was done, he
“looked at the boys and Mary Ann, and went home to wait for the police” (p. 98) as if nothing
even happened. He also does not seem at all remorseful for murdering Frank. When Matt
kidnaps him at gunpoint and they enter Richard’s house, rather than apologizing for killing
Frank, all Richard can think about is the jail sentence that he is facing. He even tells Matt, “I
wanted to try to get together with her again. I couldn’t even talk to her. He was always with her.
I’m going to jail for it; isn’t that enough?” (p. 102) As the conversation between the two
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continue, he is yet to apologize, but he does mention his jail sentence one more time claiming
that “I’ll [Richard] do twenty years, Mr. Fowler, at least.” (p. 103)
While these two characters could not be any more different from one another, they do
share one similarity; in their minds, they did what they believed that had to do i.e., what was
right for their family. For example, Richard truly believed that he had to get rid of Frank because
he was intruding upon his family, interacting with his children, even “making it” with his wife. It
seems as though he was scared to lose the ones that he loves. Unfortunately, that feeling caused
him to take an innocent life, which in turn, caused another entire family to suffer. Similarly, Matt
felt as though he had to eliminate Richard because his presence in the town was tormenting his
wife and tearing her apart inside. It just so happens that because Matt is characterized to be an
overall “better” and more likeable person, Dubus makes it so that the reader empathizes with his
decision to kill Richard, while we resent and feel disgust towards Richard. However, the main
point is that Richard and Matt are just two ordinary men who, when faced with conflicts in their
lives, chose murder as a way of coping.
My reaction to this story was very emotional. I could relate very well to Matt Fowler and
his over-protective caring towards his son and his whole family in general. I appreciate the
author’s use of vocabulary and profanity because it elicited a very realistic and gritty feeling.
This story affected me on a very deep level because I couldn’t help but side with Matt. Although
he had committed a crime, I don’t blame him for feeling the way he felt and doing what he had
to do in order to protect his family and avenge his beloved son.
As one can see, Dubus specifically characterized these two individuals to be quite
contradictory of each. However, they did share a common bond; a deep-seated emotion which
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then lead them both to act in a disturbing manner. Although Matt Fowler – a loving and caring
family man, and Richard Stout – a spoiled, jealous, and ill-tempered individual – could not be
more different, this story goes to show how an emotional wound can cause one to react in
surprising ways. Because Matt is an overall respectable man, I automatically sided with him; also
because his story is much more relatable. However, the decision is ultimately left up to the
reader. In the end, whether you feel more compelled to side with Matt or would rather take
Richard’s side, there is no doubt that Dubus perfectly creates two opposite individuals through
specific characterization via the characters’ thoughts, emotions, and actions.