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.
Definition of nonfiction; types of nonfiction text; strategies for reading nonfiction; features and structure of nonfiction text...Contact me for original ppt slides; these are screenshot images to retain fonts & spacing during conversion/upload.
Teach students how to identify an author's purpose with this interactive presentation. Designed specifically for intermediate and middle school students.
Definition of nonfiction; types of nonfiction text; strategies for reading nonfiction; features and structure of nonfiction text...Contact me for original ppt slides; these are screenshot images to retain fonts & spacing during conversion/upload.
Teach students how to identify an author's purpose with this interactive presentation. Designed specifically for intermediate and middle school students.
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
Difference between fiction and non-fiction
Forms of Fiction and Non-Fiction
Genres of Fiction and Non-Fiction
Elements of Fiction
Features of Non-Fiction
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
Difference between fiction and non-fiction
Forms of Fiction and Non-Fiction
Genres of Fiction and Non-Fiction
Elements of Fiction
Features of Non-Fiction
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。
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
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
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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