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  1. 1. Style<br />Year 7 Novel unit<br />
  2. 2. In a novel there are a variety of stylistic features that writers use when crafting a novel. The ‘big’ ones include:<br />Setting<br />Characterisation and<br />Structure<br />During the course of this unit you have already analysed the use and effect of these devices on the overall purpose and impact of the novel you have studied.<br />
  3. 3. One of the main purposes of the stylistic choices of a text is to create atmosphere and a sense of dramatic tension.<br />Atmosphere: the pervading tone, mood of a place, situation or text.<br />Dramatic tension: the use of conflicts leading to a climax. These conflicts can be internal (within the character herself) or external (where the character has conflict with something/ someone else).<br />
  4. 4. The writer of a novel also have other stylistic devices that they can call on to create dramatic tension and atmosphere.<br />Point of View: 1st , 2nd and 3rd person<br />Structure<br />Literary devices<br />Language devices<br />Activity: try to write your own definitions of these terms, OR your teacher will give you the definitions to match them up.<br />
  5. 5. Point of view <br />The viewpoint or perspective of the story.<br />First person narrative: where a character within the story narrates, or tells the story, using ‘I’ and “we”.<br />Second person narrative where the story is told from the point of view of the reader , or ‘you’. Very rarely used  but most common in ‘Choose your own adventure’ books.<br />Third person narrative: where the narrator is not a character within the novel. This is the most flexible and commonly used viewpoint because it can be used to comment on any character within the book, at any time. Third person omniscient view is almost a ‘godlike’ view which can see into the thoughts and feelings of any character in the book. <br />
  6. 6. Structure<br />The use punctuation in a story which can affect the pace of the story and the order in which events are revealed to the reader.<br />Often short, simple sentences create a feeling of pace, and of drama.<br />Longer, more complex sentences tend to slow the writing and events down, almost like slow-motion.<br />By not revealing things too early,the writer can create suspense.<br />
  7. 7. Literary devices <br />Poetic devices such as metaphor, simile, hyperbole, alliteration, assonance, repetition, onomatopoeia, symbolism, etc.<br />Often, more can be said by using a comparison, as the reader brings all of their knowledge about that object and combinesit with the one being described.<br />Sound devices, such as alliteration, can often reinforce the action in the story, and appealing to a number of senses can be very effective.<br />
  8. 8. Language devices <br />The use of nouns, verbs, adjectives, adverbs and so on in a text.<br />Consider the types of words in the extract, whether they are mainly nouns, or verbs, or adjectives etc. <br />What might be the effect of using these words more?<br />
  9. 9. Activity<br />Now we are going to look at two extracts. Consider how the writer creates atmosphere and tension using:<br />Point of View<br />Structure: punctuation, sentence length and type<br />Literary devices<br />Language devices<br />Annotate the extract you and your partner were given and be ready to feed back your thoughts.<br />
  10. 10. Extract 1<br />The horse followed, turning onto a rutted path lumpy with roots , and it was as if they had slipped in under a giant colander. The late sun’s brilliance could penetrate only scattered glimmers, and everything was silent and untouched, the ground muffled with moss and sliding needles, the graceful arms of the pines stretched out protectively in every direction. And it was cool, blessedly cool and green.<br />colander: a bowl covered with tiny holes, to strain liquid from food.<br />
  11. 11. Extract 2<br /> “There’s nothing you can do to stop me.” <br /> But he was wrong. Mae lifted the shotgun. Behind her, Miles gasped, “Ma! No!”<br /> But Mae’s face was dark red. “Not Winnie!” she said between clenched teeth. “You ain’t going to do a thing like that to Winnie. And you ain’t going to give out the secret.” <br /> Her strong arms swung the shotgun around her head like a wheel. The man in the yellow suit jerked away, but it was too late.<br />
  12. 12. Key questions<br />What is the atmosphere of this piece of writing?<br />Is this a highly dramatic moment or not? What type of punctuation and sentences (short/ long; simple/ compound/ complex) are used in this piece and what effect do they have on the text?<br />Are there are literary devices used and what is their effect?<br />Look at the words used. Consider whether they are mainly nouns, or verbs, or adjectives etc. What might be the effect of using these words be?<br />
  13. 13. Feedback<br />What did we find? <br />Note these points down in your book.<br />
  14. 14. Another activity…<br />Your teacher will provide the class with a number of extracts. You will be put into groups and given an extract to annotate. <br />After this, what conclusions can you draw about the style of the piece you received?<br />Find the other group/s who did the same extract and compare.<br />
  15. 15. Creative task<br />General:<br />You will now try to write a paragraph , using the stylistic features we have studied, to create a certain atmosphere. You could consider the following atmospheres:<br />Joyous, melancholy, sinister, mysterious, gruesome, romantic… <br />You may use the characters in the novel you are studying or create your own!<br />
  16. 16. Northern Lights…<br />Work in your groups considering what you can say about style.<br />