The document discusses an author's style and the techniques that make up an author's unique style. It explains that an author's style is recognizable in their use of literary devices, tone, mood, word choice, dialogue, sentence structure, and sensory language. It provides examples of how authors employ different styles and tones through their use of formal vs informal language, sentence length, character dialogue, and descriptions that appeal to the five senses. The document is intended to help readers understand what comprises an author's style.
This presentation introduces point of view in stories. First person and third person are introduced, with review and questions. Suitable for students ages 8-12 or those learning English as a second language.
Find more stories and activities for teaching point of view here:
http://www.teacherspayteachers.com/Product/Exploring-Point-of-View-Stories-and-Activities-1632599
This presentation introduces point of view in stories. First person and third person are introduced, with review and questions. Suitable for students ages 8-12 or those learning English as a second language.
Find more stories and activities for teaching point of view here:
http://www.teacherspayteachers.com/Product/Exploring-Point-of-View-Stories-and-Activities-1632599
Explaining how to create an effective Narrative Piece...
Included with animations and attractive photos...
perfect for Grade 6 and upwards...
Also includes Homework at the end of PPT...
Explaining how to create an effective Narrative Piece...
Included with animations and attractive photos...
perfect for Grade 6 and upwards...
Also includes Homework at the end of PPT...
When introducing students to poetry, I review with them the academic vocabulary necessary to read and analyze complex poems. This is the presentation I use to introduce the unit of study. It ends with a specific task using the poem "Sarah Cynthia Silvia Stout" by Shel Shilverstein
Linguistic features and Bottom-up Processing - 英語の言語学上の特徴とボトムアップ処理COCOJUKU plus
Standard Reading - Level 1
Linguistic features and Bottom-up Processing
今回のトピックは「英語の言語学上の特徴とボトムアップ処理」です。
まず、スペリングや音、グラマー、文節などの英語を構成する要素について。
これらが密接に組み合わされ、意味が表現されます。まずはここから。
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. What is STYLE ?
• Every author has his or her own style –
that is, each author uses literary devices,
tone, and mood in a particular way that
makes his or her writing recognizable.
• When you read several books by the
same author, you become accustomed to
the author’s style of writing and
sometimes you look for authors with a
similar style.
Wash Publishing Co. 2009
3. Author’s Style
• Author’s style is the way he or she uses words
to make ideas come alive on the page.
• Author’s Style Techniques:
Word Choice
Dialogue
Tone
Mood
Sensory Language
Wash Publishing Co. 2009
4. Author’s Style – Word
Choice
• Author can use formal or informal words
• Informal: Jason’s friends dissed him.
• Formal: Jason’s friends ignored him.
Wash Publishing Co. 2009
5. Formal:
Dear Sir,
After examining your job description, I feel I am an
excellent candidate. I have many years of experience
performing these specific duties. My résumé is attached.
Please read it over at your convenience and contact me if you
have questions.
Sincerely,
Andrew Meyer
Informal:
Hey, Sara! What's going on tonight? Call me before you
guys leave, okay?
--Beth
Author’s Style
Formal vs. Informal
Wash Publishing Co. 2009
6. Author’s Style –
Sentence Length
• Sentence lengths can vary.
• Janice went to the store. She bought a scarf.
• Janice went to the department store, where
she bought a woolen scarf.
Wash Publishing Co. 2009
7. Author’s Style –
Dialogue
• Shows the reader how characters
speak and can show the character’s
background.
• “I flipped right outta the wagon
after he jammed his foot on the
brakes.”
• “I am confident the hours he spent
sailing the yacht enabled him to
pass the exam.”
Wash Publishing Co. 2009
8. Author’s Style – Tone
• Tone tells what the author’s attitude toward
the subject is.
• Formal language creates a serious tone.
• Informal language creates a light-hearted
tone.
• Tarantulas lurk in hidden places in the desert.
• Beware of creepy crawlers in the desert.
• Setting can help create tone.
Wash Publishing Co. 2009
9. Tone Example
The girls were playing in the pond, splashing each other
and trying to catch fish with their hands. They were having fun,
but kept looking over their shoulders at the looming forest. The
long grass of the field kept moving and they sort of felt like they
were being watched… About a half hour passed and still the
girls kept checking the field for movements. It seemed like a pair
of dark eyes was on them. They even considered going back
inside, but that would mean homework time. So they continued
splashing, but with caution now. Their eyes hardly left the field.
The tone of this passage is ominous, suggesting a little bit of fear
or foreboding. Words like "caution, dark, and looming“ lead
readers to the tone.
Wash Publishing Co. 2009
10. TONE EXAMPLE
Finally, one of the girls pointed to the grass and
giggled. "Meow!" A cat sat on the edge of the
field and licked its paw. They did indeed have
company. The girls ran over to the cat and pet his
belly. They laughed and the cat sauntered
contently back to the field.
The tone of this passage is happy/contentment as
there was a successful, happy resolution to the
problem. Also, words like giggled and laughed
give us clues about the tone.
Wash Publishing Co. 2009
11. Author’s Style – Mood
• Mood is the atmosphere or feeling that the
author creates in the story.
• Maria wore a black veil to cover her tears.
• The child giggled as she danced around.
Wash Publishing Co. 2009
12. MOOD EXAMPLE
During the holidays, my mother's house glittered with
decorations and hummed with preparations. We ate
cookies and drank cider while we helped her wrap
bright packages and trim the tree. We felt warm and
excited, listening to Christmas carols and even singing
along sometimes. We would tease each other about
our terrible voices and then sing even louder.
Mood: Content, happy. How do we know? Words like
"warm, excited, glittered” are used by the author.
Wash Publishing Co. 2009
13. MOOD EXAMPLE
After New Year's the time came to put all the decorations
away and settle in for the long, cold winter. The house
seemed to sigh as we boxed up its finery. The tree was dry
and brittle, and now waited forlornly by the side of the
road to be picked up.
Mood: Dreary, depressed. How do we know? "cold, sigh,
brittle, forlornly"
Wash Publishing Co. 2009
14. Author’s Style –
Sensory Language
• Sensory Language appeals to the five
senses and creates a certain style.
• The breeze tossed her golden curls
around her head, while the fragrant
blossoms entwined in her hair
quivered and bounced.
Wash Publishing Co. 2009
15. Author’s Style –
Sensory Language
• Sight words – words that make the reader see what the author
sees. i.e. colors, movements, shapes, appearance
• Sound words – words that make the reader hear what the author
hears. i.e. piercing, rowdy, racket, whisper, mutter, laugh,
scream, cry
• Taste words – words that make the reader taste what the author
tastes. i.e. bitter, tangy, hot, sweet
• Smell words – words that make the reader smell what the author
smells. i.e. fresh, moldy, putrid, sweet
• Touch words – words that make the reader feel what the author
feels. i.e. damp, cold, fuzzy, sharp, smooth, sticky
Wash Publishing Co. 2009
16. Your turn…
Directions:
1. With a partner, choose a children’s book from the
table.
2. Take turns reading the book aloud with your
partner.
3. Find examples of: sight words, sound words, taste
words, smell words, touch words.
4. Each group should be prepared to present your
discovery of sensory language with the class.
Wash Publishing Co. 2009
17. Style
• There may be as many styles
as there are writers. Think
about your favorite authors?
Why do you like their books?
Is it because of their style of
writing? . . . And if so, how
would you describe their style
of writing?
Wash Publishing Co. 2009