The document provides guidance on analyzing diction and symbolism in literature. It explains that diction refers to word choice, and symbols represent larger ideas. Readers are instructed to identify emphasized words and ask why specific words were chosen, examine literal and implied meanings, and determine how word choices relate to themes.
Students are assigned to read two novels over the summer and write an essay for each based on provided guidelines. For fiction novels, essays should include paragraphs describing the main character, other characters, setting, theme, plot, and an evaluation. For non-fiction, essays must contain paragraphs listing facts learned, strengths and weaknesses, how the title relates to content, factual accuracy, the author's presentation of the subject, and how the book influences the reader. Essays are due the first week of school and should be submitted to the students' English teacher. Students with questions should email the specified teacher.
ENGL 208 Assignment 1: Imitative List EssayJodie Nicotra
This document provides instructions for Assignment 1 of an English course. Students are asked to write a list-style personal essay of no more than 750 words imitating the example "The Insomniac's To-Do List". The essay should tell a true story about the student through a list format and have deeper meaning beyond just the items in the list. Suggested topics are provided but students can write on any topic. An excellent list essay will meet criteria like telling a personal story, being under 750 words, having a title and deeper significance, and being error-free.
This document provides guidance on various types of writing formats and styles, including essays, speeches, letters, articles, and meeting agendas/minutes. It discusses the basic structure and elements of different formats such as introductions, bodies, conclusions, as well as tips for each specific format. General advice is given around tone, language, audience, and ensuring writing is tailored to the expectations of the task.
This document outlines the topics, texts, speaking functions, language, and homework for an English lesson on kindness. The lesson includes reading and listening to an article on kindness, discussing kindness and birthday presents, and practicing grammar and vocabulary like modal verbs and making an effort. Homework includes explaining the Kindness Offensive, Moscow State Circus, and Wembley Stadium, answering questions about grammar rules for modal verbs, and summarizing an exercise on kindness.
Humanities passages on the ACT Reading section deal with topics related to human experience, such as art, language, literature, religion, and philosophy. Readers should expect to encounter differing opinions on these topics and should analyze the strengths and weaknesses of arguments as well as how authors' opinions compare to others mentioned. When reading, it is important to keep track of facts, dates, key ideas, understand different viewpoints, determine an author's perspective, and understand relationships between concepts in order to answer questions that assess understanding of main ideas, details, and viewpoints within passages.
This document provides a 6-point plan for analyzing language in Of Mice and Men by John Steinbeck:
1. Each paragraph should make a point about a theme, then use a quote as evidence.
2. The analysis should explain what the quote shows, analyze specific words/techniques, discuss Steinbeck's purpose, and consider the reader's response.
3. To achieve high grades, language analysis must analyze specific words or techniques, Steinbeck's purpose in telling us something about society, and relate it to the historical context of migrant workers and racial segregation in America.
The document provides instructions for students to analyze a poem about a Duke. It instructs students to:
1) Identify the main characters and what is learned about them, drawing a picture and including quotes.
2) Identify the key events of the story told in the poem, aiming for 5-10 events.
3) Explain first impressions of the narrator/speaker (the Duke) using quotes.
It also includes a list of themes for students to score based on importance to the poem, and provides optional tasks for further analysis such as a storyboard, writing from another character's perspective, creating character sketches, or rewriting the poem in a modern or prose version.
Students are assigned to read two novels over the summer and write an essay for each based on provided guidelines. For fiction novels, essays should include paragraphs describing the main character, other characters, setting, theme, plot, and an evaluation. For non-fiction, essays must contain paragraphs listing facts learned, strengths and weaknesses, how the title relates to content, factual accuracy, the author's presentation of the subject, and how the book influences the reader. Essays are due the first week of school and should be submitted to the students' English teacher. Students with questions should email the specified teacher.
ENGL 208 Assignment 1: Imitative List EssayJodie Nicotra
This document provides instructions for Assignment 1 of an English course. Students are asked to write a list-style personal essay of no more than 750 words imitating the example "The Insomniac's To-Do List". The essay should tell a true story about the student through a list format and have deeper meaning beyond just the items in the list. Suggested topics are provided but students can write on any topic. An excellent list essay will meet criteria like telling a personal story, being under 750 words, having a title and deeper significance, and being error-free.
This document provides guidance on various types of writing formats and styles, including essays, speeches, letters, articles, and meeting agendas/minutes. It discusses the basic structure and elements of different formats such as introductions, bodies, conclusions, as well as tips for each specific format. General advice is given around tone, language, audience, and ensuring writing is tailored to the expectations of the task.
This document outlines the topics, texts, speaking functions, language, and homework for an English lesson on kindness. The lesson includes reading and listening to an article on kindness, discussing kindness and birthday presents, and practicing grammar and vocabulary like modal verbs and making an effort. Homework includes explaining the Kindness Offensive, Moscow State Circus, and Wembley Stadium, answering questions about grammar rules for modal verbs, and summarizing an exercise on kindness.
Humanities passages on the ACT Reading section deal with topics related to human experience, such as art, language, literature, religion, and philosophy. Readers should expect to encounter differing opinions on these topics and should analyze the strengths and weaknesses of arguments as well as how authors' opinions compare to others mentioned. When reading, it is important to keep track of facts, dates, key ideas, understand different viewpoints, determine an author's perspective, and understand relationships between concepts in order to answer questions that assess understanding of main ideas, details, and viewpoints within passages.
This document provides a 6-point plan for analyzing language in Of Mice and Men by John Steinbeck:
1. Each paragraph should make a point about a theme, then use a quote as evidence.
2. The analysis should explain what the quote shows, analyze specific words/techniques, discuss Steinbeck's purpose, and consider the reader's response.
3. To achieve high grades, language analysis must analyze specific words or techniques, Steinbeck's purpose in telling us something about society, and relate it to the historical context of migrant workers and racial segregation in America.
The document provides instructions for students to analyze a poem about a Duke. It instructs students to:
1) Identify the main characters and what is learned about them, drawing a picture and including quotes.
2) Identify the key events of the story told in the poem, aiming for 5-10 events.
3) Explain first impressions of the narrator/speaker (the Duke) using quotes.
It also includes a list of themes for students to score based on importance to the poem, and provides optional tasks for further analysis such as a storyboard, writing from another character's perspective, creating character sketches, or rewriting the poem in a modern or prose version.
An introduction to syntax for ENGL 151L, Writing 2. With examples from modern and contemporary fiction and poetry. And a section on sentence structure.
This document provides guidance on writing a literary essay about the novel "The Mark" by Edyth Bulbring. It begins by giving examples of potential essay topics and explains how to analyze the statement/question and follow the given instructions. It outlines the steps of researching evidence from the novel, including relevant summaries and quotes. The document then describes the standard structure of an introduction, body paragraphs using a "statement, quote, comment" technique, and conclusion. It emphasizes supporting all statements with evidence from the text and properly structuring the essay.
This document provides instruction on writing a biographical paragraph about a person who overcame obstacles. It defines what a biographical paragraph and discusses the importance of unity and coherence. It provides a sample paragraph and examines whether it has unity and coherence. Students are then guided through the process of choosing a subject, brainstorming details about their life and obstacles, and outlining the paragraph to include a topic sentence, supporting sentences in chronological order, and a conclusion.
This presentation can become the first step in writing your Literary analysis essay. In addition to this, please read the article https://essay-academy.com/account/blog/literary-analysis-essay
The document provides guidance for students on writing a literary analysis essay about Toni Morrison's short story "Recitatif." It includes examples of potential thesis statements, outlines the structure of introducing evidence to support points, and prompts students to take notes on developing their own essay. Students are instructed to choose a thesis, write an introduction with three supporting arguments, and provide evidence for one argument in their notes. The document also provides feedback and guidance for a test recovery assignment.
The Notice and Note Lessons for Reading Literary Texts presented at CCIRA by ...kylenebeers
In this presenation, you'll see information about 7 new strategies we've developed to help readers, especially struggling readers, read novels at a deeper level. This work will be published in 2012 in a new book by Heinemann titled The Notice and Note Lessons
This homework assignment asks students to research one aspect of life in the Middle Ages. Students must research at least 4 bullet points from their assigned topic list, present their findings typed or handwritten in sections, and spend 1.5 hours per week on the task over 3 weeks. The teacher expects work to be well presented, not plagiarized, and for students to cite at least 5 books as sources. Students are advised to use the school library and given a blog with useful research links.
The document discusses word choice and style in creative writing. It explores the impact of diction on tone and voice, examining ranges from informal to formal, usual to unusual, and concrete to abstract. Specific examples are provided from literature to illustrate stylistic techniques, including the use of unusual words in McCarthy's The Road. Writers are encouraged to thoughtfully choose words appropriate for their audience and purpose to effectively convey meaning and achieve the desired tone.
English Literature- How to write a literary analysis essaySizwe Nomgca
This document provides instructions on how to write a literary analysis essay. It explains that the purpose is to carefully examine a work of literature or an aspect of it. A literary analysis essay should break the subject down into three main parts: an introduction, body, and conclusion. The introduction provides an overview of what the essay will discuss. The body paragraphs each analyze a key point using a quotation and explanation. The conclusion summarizes the main points without introducing new information.
This document discusses the key features of a non-fiction book, including a contents page, glossary, and index. The contents page lists chapters in number order, while the glossary defines bold words in alphabetical order. The index also lists topics alphabetically to indicate relevant pages. Chapters contain sections of explanatory text, pictures, and varying page layouts.
This document provides a format for writing a book report in four paragraphs. The first paragraph introduces the book with its title, author, type, and other bibliographic details. The second paragraph describes the main characters of the book. The third paragraph summarizes the book's setting, plot, goals of characters, and major conflicts. The fourth paragraph discusses the book's theme and provides an overall impression and conclusion, including what the reader learned and how issues in the story still exist today. The book report should be typed on two pages or less with specified formatting and is due on October 7, 2013.
This document provides instructions for students to analyze the themes in Bless Me, Ultima by completing a graphic organizer on themes, generating discussion questions from the book, and finishing a book critique of Bless Me, Ultima for homework to receive credit. Students are asked to identify themes that are messages or statements rather than single words and provide two questions for class discussion.
Elena, a friend from English class, has invited the student to her wedding. The student should write an email congratulating Elena on her marriage, expressing pleasure at the invitation, and asking if there is anything she would like as a present. The English teacher has also assigned an essay discussing the advantages and disadvantages of careers as a musician or actor. The essay should use the provided notes and take a position on whether there are overall advantages or disadvantages to such careers.
This document provides guidance on writing a literary essay about the novel "Tsotsi" by Athol Fugard. It discusses analyzing the essay topic, following the instructions, conducting research by finding evidence and quotes from the novel, and structuring the essay with an introduction, body paragraphs, and conclusion. The body should use the "state, quote, comment" technique to present one idea per paragraph. Overall, the summary emphasizes analyzing the prompt, supporting arguments with evidence from the text, and writing in a clear structured format.
This document provides guidance on formatting citations and references according to the American Psychological Association (APA) style. It addresses topics such as in-text citations, reference lists, font, margins, running headers, and challenges with citing different source types such as edited books, online articles, interviews, websites, and blogs. The document is intended to help students and researchers properly cite sources and format papers according to APA style.
This document provides guidance on analyzing theme for an upcoming essay assignment. It defines theme as the central idea or message within a literary work. The document explains that theme represents the meaning, moral, or lesson that the author aims to convey. It also discusses how theme can be understood from the perspectives of the writer, reader, and culture. Tips are provided on asserting a thesis about theme through evidence such as quotes, paraphrases, author biography, and outside sources.
This document provides an overview of a lesson on reading skills and strategies. It introduces objectives of describing a written text, defining reading skills, and explaining reading strategies. It includes activities like a vocabulary check on an excerpt and context clue exercises to identify unfamiliar words from an article. Students are asked to choose words, determine their meanings from context, and discuss their findings with peers. The lesson encourages active reading and applying strategies to improve comprehension.
English 83 r week 2 day 1 012714 context clues summarizingElizabeth Buchanan
The document provides an agenda and instructions for an English class. It includes assignments on context clues, The Book Thief literature circles, summarizing skills, and an introduction to subjects and verbs. Students are asked to read chapters of The Book Thief and complete homework on context clues, English Essentials, and summarizing a Holocaust article. Literature circle groups are assigned and instructions are given.
Book Shepherd has had a long career as a professional writer since 1981. She has owned her own marketing firm since 1996 and has edited over 50 books for various clients. She is also the author of three books of her own and co-owns a business inspired by characters from one of her books. Some of her other career highlights include winning prestigious awards for her marketing work in 2007 and 2005. She has also been involved in charitable work including helping to reintroduce white rhinos to a Phoenix zoo in 2004.
The document discusses a lesson plan that includes reading passages about Little Red Riding Hood and Lon Po Po, as well as activities focused on prefixes, suffixes, adjectives, fluency, and writing a character sketch. Vocabulary words and grammar exercises are also included to help students improve their language skills. The lesson incorporates comparing and contrasting characters from different stories.
The document provides information and instructions for students regarding goals and activities for the upcoming week, which include learning about oral arguments, developing debate skills, building a vocabulary list from a reading, and having a writing conference. It also gives guidance on building an argument, including stating a claim, providing evidence, anticipating opposing arguments, and refuting opposing claims. Students are instructed to practice these skills by participating in a debate about whether 8th graders should have a curfew.
An introduction to syntax for ENGL 151L, Writing 2. With examples from modern and contemporary fiction and poetry. And a section on sentence structure.
This document provides guidance on writing a literary essay about the novel "The Mark" by Edyth Bulbring. It begins by giving examples of potential essay topics and explains how to analyze the statement/question and follow the given instructions. It outlines the steps of researching evidence from the novel, including relevant summaries and quotes. The document then describes the standard structure of an introduction, body paragraphs using a "statement, quote, comment" technique, and conclusion. It emphasizes supporting all statements with evidence from the text and properly structuring the essay.
This document provides instruction on writing a biographical paragraph about a person who overcame obstacles. It defines what a biographical paragraph and discusses the importance of unity and coherence. It provides a sample paragraph and examines whether it has unity and coherence. Students are then guided through the process of choosing a subject, brainstorming details about their life and obstacles, and outlining the paragraph to include a topic sentence, supporting sentences in chronological order, and a conclusion.
This presentation can become the first step in writing your Literary analysis essay. In addition to this, please read the article https://essay-academy.com/account/blog/literary-analysis-essay
The document provides guidance for students on writing a literary analysis essay about Toni Morrison's short story "Recitatif." It includes examples of potential thesis statements, outlines the structure of introducing evidence to support points, and prompts students to take notes on developing their own essay. Students are instructed to choose a thesis, write an introduction with three supporting arguments, and provide evidence for one argument in their notes. The document also provides feedback and guidance for a test recovery assignment.
The Notice and Note Lessons for Reading Literary Texts presented at CCIRA by ...kylenebeers
In this presenation, you'll see information about 7 new strategies we've developed to help readers, especially struggling readers, read novels at a deeper level. This work will be published in 2012 in a new book by Heinemann titled The Notice and Note Lessons
This homework assignment asks students to research one aspect of life in the Middle Ages. Students must research at least 4 bullet points from their assigned topic list, present their findings typed or handwritten in sections, and spend 1.5 hours per week on the task over 3 weeks. The teacher expects work to be well presented, not plagiarized, and for students to cite at least 5 books as sources. Students are advised to use the school library and given a blog with useful research links.
The document discusses word choice and style in creative writing. It explores the impact of diction on tone and voice, examining ranges from informal to formal, usual to unusual, and concrete to abstract. Specific examples are provided from literature to illustrate stylistic techniques, including the use of unusual words in McCarthy's The Road. Writers are encouraged to thoughtfully choose words appropriate for their audience and purpose to effectively convey meaning and achieve the desired tone.
English Literature- How to write a literary analysis essaySizwe Nomgca
This document provides instructions on how to write a literary analysis essay. It explains that the purpose is to carefully examine a work of literature or an aspect of it. A literary analysis essay should break the subject down into three main parts: an introduction, body, and conclusion. The introduction provides an overview of what the essay will discuss. The body paragraphs each analyze a key point using a quotation and explanation. The conclusion summarizes the main points without introducing new information.
This document discusses the key features of a non-fiction book, including a contents page, glossary, and index. The contents page lists chapters in number order, while the glossary defines bold words in alphabetical order. The index also lists topics alphabetically to indicate relevant pages. Chapters contain sections of explanatory text, pictures, and varying page layouts.
This document provides a format for writing a book report in four paragraphs. The first paragraph introduces the book with its title, author, type, and other bibliographic details. The second paragraph describes the main characters of the book. The third paragraph summarizes the book's setting, plot, goals of characters, and major conflicts. The fourth paragraph discusses the book's theme and provides an overall impression and conclusion, including what the reader learned and how issues in the story still exist today. The book report should be typed on two pages or less with specified formatting and is due on October 7, 2013.
This document provides instructions for students to analyze the themes in Bless Me, Ultima by completing a graphic organizer on themes, generating discussion questions from the book, and finishing a book critique of Bless Me, Ultima for homework to receive credit. Students are asked to identify themes that are messages or statements rather than single words and provide two questions for class discussion.
Elena, a friend from English class, has invited the student to her wedding. The student should write an email congratulating Elena on her marriage, expressing pleasure at the invitation, and asking if there is anything she would like as a present. The English teacher has also assigned an essay discussing the advantages and disadvantages of careers as a musician or actor. The essay should use the provided notes and take a position on whether there are overall advantages or disadvantages to such careers.
This document provides guidance on writing a literary essay about the novel "Tsotsi" by Athol Fugard. It discusses analyzing the essay topic, following the instructions, conducting research by finding evidence and quotes from the novel, and structuring the essay with an introduction, body paragraphs, and conclusion. The body should use the "state, quote, comment" technique to present one idea per paragraph. Overall, the summary emphasizes analyzing the prompt, supporting arguments with evidence from the text, and writing in a clear structured format.
This document provides guidance on formatting citations and references according to the American Psychological Association (APA) style. It addresses topics such as in-text citations, reference lists, font, margins, running headers, and challenges with citing different source types such as edited books, online articles, interviews, websites, and blogs. The document is intended to help students and researchers properly cite sources and format papers according to APA style.
This document provides guidance on analyzing theme for an upcoming essay assignment. It defines theme as the central idea or message within a literary work. The document explains that theme represents the meaning, moral, or lesson that the author aims to convey. It also discusses how theme can be understood from the perspectives of the writer, reader, and culture. Tips are provided on asserting a thesis about theme through evidence such as quotes, paraphrases, author biography, and outside sources.
This document provides an overview of a lesson on reading skills and strategies. It introduces objectives of describing a written text, defining reading skills, and explaining reading strategies. It includes activities like a vocabulary check on an excerpt and context clue exercises to identify unfamiliar words from an article. Students are asked to choose words, determine their meanings from context, and discuss their findings with peers. The lesson encourages active reading and applying strategies to improve comprehension.
English 83 r week 2 day 1 012714 context clues summarizingElizabeth Buchanan
The document provides an agenda and instructions for an English class. It includes assignments on context clues, The Book Thief literature circles, summarizing skills, and an introduction to subjects and verbs. Students are asked to read chapters of The Book Thief and complete homework on context clues, English Essentials, and summarizing a Holocaust article. Literature circle groups are assigned and instructions are given.
Book Shepherd has had a long career as a professional writer since 1981. She has owned her own marketing firm since 1996 and has edited over 50 books for various clients. She is also the author of three books of her own and co-owns a business inspired by characters from one of her books. Some of her other career highlights include winning prestigious awards for her marketing work in 2007 and 2005. She has also been involved in charitable work including helping to reintroduce white rhinos to a Phoenix zoo in 2004.
The document discusses a lesson plan that includes reading passages about Little Red Riding Hood and Lon Po Po, as well as activities focused on prefixes, suffixes, adjectives, fluency, and writing a character sketch. Vocabulary words and grammar exercises are also included to help students improve their language skills. The lesson incorporates comparing and contrasting characters from different stories.
The document provides information and instructions for students regarding goals and activities for the upcoming week, which include learning about oral arguments, developing debate skills, building a vocabulary list from a reading, and having a writing conference. It also gives guidance on building an argument, including stating a claim, providing evidence, anticipating opposing arguments, and refuting opposing claims. Students are instructed to practice these skills by participating in a debate about whether 8th graders should have a curfew.
The document provides information and instructions for students regarding goals, activities, and assignments for the third week of class, including practicing oral arguments, participating in writing conferences, and preparing for an in-class debate about whether eighth graders should have a curfew. Students are given guidelines on building an argument, organizing their ideas, and roles and order for the debate. The document also previews vocabulary words and a poem to be analyzed in class.
This document provides guidance on identifying tone, bias, and making inferences when reading. It discusses how to analyze an author's word choices, such as connotations, figurative language, and adjectives to determine if a passage has a subjective or objective tone. The document also explains how a reader's prior knowledge and potential biases can influence inferences made. Readers are advised to base inferences solely on evidence from the text and suspend personal beliefs.
Here are the context clues used in each sentence:
1. Examples - The context provides examples of what "vaping" means by describing the actions of inhaling and exhaling vapor from an e-cigarette device.
2. Antonyms - The word "unlike" indicates an antonym, providing a contrast between contactless payment technologies and traditional modes of payment.
3. Examples - The context gives a specific example of what "duck faces" means by describing the action of pressing lips together in the shape of a duck's bill.
The document discusses various reading strategies:
1. It describes characteristics of good readers such as understanding the reading process and grammar, as well as context.
2. Word roots and prefixes are examined to help determine word meanings. Common prefixes that can expand vocabulary are also listed.
3. The difference between literal (denotation) and implied (connotation) word meanings is explored through examples.
4. Idioms, which are phrases with non-literal meanings, are defined and some examples are provided.
5. Using context clues and applying common sense are recommended strategies for determining the meaning of unfamiliar words.
This document provides a review of parts of speech and introduces phrases, clauses, and sentences. It defines nouns, verbs, adjectives, adverbs, prepositions, conjunctions, and pronouns with examples. Phrase types - noun, verb, adjective, adverb, and prepositional phrases - are identified in sentences. Clauses are defined as groups of words that contain a subject and verb, and can be independent or dependent. Sentence types - simple, compound, complex, and compound-complex - are also defined. Exercises from textbooks and workbooks on these grammar topics are assigned for further study.
The document discusses relative clauses, providing information on:
1) Defining vs non-defining relative clauses and how they are used.
2) The relative pronouns that can be used in defining and non-defining clauses, including who, which, that, whose, where, when, why.
3) Placement of prepositions in relative clauses and differences between formal and informal usage.
This document provides an agenda and discussion for an English class focusing on paper 3. It includes updates on house points, a vocabulary quiz, a discussion of MLA citations and avoiding vague language. It reviews the writing assignment which is to analyze a character trait using sources. Students choose a trait, define it, and analyze its portrayal in a character from Harry Potter and the Chamber of Secrets. The document goes over introduction components like defining the trait, distinguishing types, and stating a thesis that applies the trait to a character. Homework includes writing an introduction with these elements.
English Language Exam Revision PowerPointMrMorrisSWA
The document provides information about the structure and scoring of the English Language Paper 1 exam. It is divided into two sections - Reading and Writing. Section A focuses on reading comprehension of 3 non-fiction source texts and comprises 1 hour and 15 minutes. Section B involves two writing tasks to inform, explain, describe, argue or persuade and takes 1 hour to complete. The document provides guidance on answering the different question types in Section A, including focusing on key details, using evidence from the texts and understanding implicit meanings.
Unit one grammar crash course latin i ncvps 1 (1)Jennifer Kunka
This document provides an overview of grammar concepts including parts of speech, verbs, sentences structures, and composition. It covers the eight parts of speech with a focus on nouns, pronouns, verbs, adverbs, adjectives, prepositions, and interjections. Verbs are discussed in terms of person, number, tense, mood, and voice. Sentences can be independent or dependent clauses. Grammar rules are applied through composition exercises.
This document summarizes a class discussion about character traits in Harry Potter houses and preparing for Paper 3. It discusses defining character traits, analyzing traits in Harry Potter characters, and finding sources. Students chose a trait, defined it, and gave examples. They had a vocab quiz and freewrite. Homework includes reading, finding sources on their trait, and drafting a definition.
This document provides information on syntax and sentence structure. It defines syntax as the manner in which words are arranged in a sentence to contribute to meaning. It then describes different types of sentences based on length, patterns, and arrangement of clauses. Sentence patterns include simple, compound, complex, and more. The document concludes with questions about analyzing syntax and style and provides examples of long and single sentence structures.
The document provides guidance on identifying different types of questions found on multiple choice tests and the strategies for answering each type. It discusses book questions, main idea questions, inference questions, tone questions, organization questions, purpose questions, vocabulary questions, and literary devices/terms questions. For each type, it provides the characteristics of the question stem and guidelines for determining the answer, including relevant steps to take.
21st Century Literature_Unit 1_Lesson 1_Literary Reading Through a Biographic...SHERRYMAEMINGO
This document provides a lesson on analyzing literary texts through understanding the biographical context of the author. It introduces strategies for reading works based on the author's life experiences, beliefs and circumstances. Examples are given of analyzing poems by Paul Laurence Dunbar and Alice Moore Dunbar-Nelson. Students are assigned to read and analyze Edgar Allan Poe's short story "The Tell-Tale Heart", researching his background to understand how it influenced his writing.
This document provides guidance for peer editing of student writing. It instructs students to sit with a trusted peer editor and review each other's essays. The objectives are to review essay organization, enhance precision and concision, and add flair and joy to writing. Students take turns reading their essays aloud and providing feedback on whether the question is answered and the writing reflects the student's voice. Mini-workshops are provided on organization, evidence, nouns and verbs, sentence variety, and adding flair. Students are encouraged to refine their writing based on the guidance.
Here are the internal and external conflicts Wing faces in the book so far along with the response and mood created:
Internal Conflicts:
- Wants to know Chloe better but is shy
External Conflicts:
- Doesn't have opportunity to meet Chloe directly
Response and mood of the text:
- Goes to Chloe's presentation on animal rights to find an opportunity to interact with her, showing a curious yet anxious mood.
The document discusses different levels of tension in plot structures, including climax, tension, suspense, resolution, and conflict. It also analyzes different types of resolutions for stories, such as complete resolution, ironic resolution, twist, revelation, and open resolution. Examples are provided for each type of resolution. The document suggests examining how stories end and resolving them in different ways than the traditional ending.
The document discusses plot structure and how tension is built in stories. It explains that conflict is at the core of any story and creates tension. It also discusses the different types of conflict. The document then explains the typical levels of tension in a plot, with the climax being the peak of tension right before it is resolved. Finally, it discusses how to analyze tension and suspense in stories, including identifying the climax and examining how writers use elements like setting, lighting, sound effects, perspective, and foreshadowing to create a sense of excitement for the reader.
The document discusses similes and metaphors. It provides examples of each and a 4-step process for analyzing them. Similes use "like" or "as" to compare two dissimilar objects or ideas, while metaphors make a direct comparison using "is" or "was" without those connectives. The examples analyze poems comparing trees and the process of road construction.
The document discusses the figurative language of personification. It defines personification as giving an inanimate object or concept a human attribute. It provides examples of personification and explains why authors use personification is to exaggerate and emphasize a point. It discusses how to analyze personification by highlighting the comparisons, identifying the abstract quality and human attribute, and phrasing the comparison. The document encourages practicing analyzing examples of personification and applying a four-step analysis to unpack uses of personification in poems.
The document provides guidance on analyzing diction and symbolism in literature. It explains that diction refers to word choice, and symbols represent larger ideas. Readers are instructed to identify emphasized words and ask why specific words were chosen, examine literal and implied meanings, and determine how word choices elaborate on themes.
The document provides guidance on how to study and analyze literature. It recommends that readers (1) understand the overall meaning and subject matter of a text, (2) closely read the text to identify literary devices and techniques used, and (3) consider any philosophical insights or issues about human nature highlighted in the text. Readers are instructed to be inquisitive, show initiative, and work independently. The document also discusses understanding surface and implied meanings in texts.
The document discusses atmosphere and mood in literature. It provides definitions of mood and atmosphere, and how to analyze them. Some key points include: Mood refers to the emotions a text evokes, while atmosphere relates to the feelings the author aims to convey. When analyzing atmosphere, readers should look for descriptive details about settings and environments, as well as repeated ideas and patterns that form impressions. Examples from Wuthering Heights are given to demonstrate how its rural setting, gloomy weather, and isolated house contribute to a mysterious and depressing mood. The landlord is characterized as introverted, troubled, and preferring solitude, with the stormy weather reflecting his mindset. Feelings of narrators can also provide insight into a text's mood
The document discusses characteristics of narrators in stories. It addresses questions about who the narrator is, how they are involved, impressions of them, whether they are objective or emotional, if they can be trusted to tell the truth, and their reasons for telling the story. It also discusses the reliability of narrators and whether they may be unreliable due to lying, limited perspective, being misled, or mental unsoundness. This could cause the reader to doubt the story being told.
The document discusses various sound devices used in poetry including alliteration, assonance, consonance, and onomatopoeia. It explains that these devices are used to emphasize meaning and create mood by repeating certain sounds. Authors intentionally use sound devices to produce specific sound qualities that reinforce the themes or feelings in their writing.
The document discusses narrative features and analyzing narration in texts. It covers point of view, types of narration including first person, third person, and omniscient narration. First person narration involves telling the story from the perspective of a character within the story. Third person narration involves an outside narrator telling the story. Omniscient narration means the narrator knows everything that is happening with all characters. The document also discusses how authors choose perspectives and the feelings different perspectives can evoke in readers.
The document provides instructions on the PEAL method for structuring persuasive writing about literature. It breaks down PEAL as:
P - point: The topic/theme sentence that answers the question.
E - example: Evidence from the text, either a direct quote or close paraphrase, to support each major point.
A - analysis: An explanation of how the evidence supports the topic. Definitions may be used to help.
L - link: The significance of the analysis in relation to the original question.
It then provides an example of how to use the PEAL structure to analyze a passage and question. The passage discusses nostalgia and how trends from the past are revived. The question asks
The document provides guidance on how to answer an opinion essay question that asks "Do you agree?". It explains that such a question demands taking a "yes" or "no" position and weighing different sides of an argument. It recommends acknowledging differing views and substantiating your own stand. It also outlines the PEAL structure for paragraphs and a six-paragraph essay format involving stating your position, providing reasons, addressing objections, and summarizing your view. The document gives advice on analyzing the opinion in the question and planning an outline to structure the response.
The document provides guidance on how to study and analyze literature. It recommends that readers (1) understand the overall meaning and subject matter of a text, (2) closely read the text to identify literary devices and techniques used, and (3) consider any philosophical insights or issues about human nature highlighted in the text. Readers are instructed to be inquisitive, show initiative, and work independently. The document also discusses understanding surface and implied meanings in texts.
Based on the passage and events before:
- Wing and Audrey have a close relationship where they can tease each other lightheartedly. The phrase suggests familiarity and comfort between them.
- Wing keeps to himself at school and avoids those who tease him. He doesn't shine but works hard and is polite. This implies he is introverted and doesn't socialize much with his schoolmates. Their relationship seems casual as he doesn't interact with them beyond what is necessary.
4. How to analyze
Diction
• Read the text, underline interesting words or phrases
that attract your attention.
5. How to analyze
Diction
• Read the text, underline interesting words or phrases
that attract your attention.
• Consider the particular word/phrase, ask “Why X
and not Y”?
6. How to analyze
Diction
• Read the text, underline interesting words or phrases
that attract your attention.
• Consider the particular word/phrase, ask “Why X
and not Y”?
• Denotation: literal meaning & Connotation: implied
meaning
7. How to analyze
Diction
• Read the text, underline interesting words or phrases
that attract your attention.
• Consider the particular word/phrase, ask “Why X
and not Y”?
• Denotation: literal meaning & Connotation: implied
meaning
• How does the word/phrase elaborate the underlying
meaning or theme of the text
8. Those Winter Sundays
By robert hayden
Sundays too my father got up early
and put his clothes on in the blueblack cold
then with cracked hands that ached
from labour in the weekday weather made
banked fires blaze. No one ever thanked him.
I’d wake and hear the cold splintering, breaking.
When the rooms were warm, he’d call,
and slowly I would rise and dress,
fearing the chronic angers of that house,
speaking indifferently to him,
who had driven out the cold
and polished my good shoes as well.
What did I know, what did I know
of love’s austere and lonely offices.
10. Those Winter Sundays
By robert hayden
1. Read the text, underline interesting words or phrases that attract your attention.
11. Those Winter Sundays
By robert hayden
1. Read the text, underline interesting words or phrases that attract your attention.
1. Sundays
12. Those Winter Sundays
By robert hayden
1. Read the text, underline interesting words or phrases that attract your attention.
1. Sundays
2. Consider the particular word/phrase, ask “Why X and not Y”?
13. Those Winter Sundays
By robert hayden
1. Read the text, underline interesting words or phrases that attract your attention.
1. Sundays
2. Consider the particular word/phrase, ask “Why X and not Y”?
1. Why “Sunday” and not any other day of the week?
14. Those Winter Sundays
By robert hayden
1. Read the text, underline interesting words or phrases that attract your attention.
1. Sundays
2. Consider the particular word/phrase, ask “Why X and not Y”?
1. Why “Sunday” and not any other day of the week?
3. Denotation: literal meaning & Connotation: implied meaning
15. Those Winter Sundays
By robert hayden
1. Read the text, underline interesting words or phrases that attract your attention.
1. Sundays
2. Consider the particular word/phrase, ask “Why X and not Y”?
1. Why “Sunday” and not any other day of the week?
3. Denotation: literal meaning & Connotation: implied meaning
1. Literal meaning of Sunday: weekend/not work day
16. Those Winter Sundays
By robert hayden
1. Read the text, underline interesting words or phrases that attract your attention.
1. Sundays
2. Consider the particular word/phrase, ask “Why X and not Y”?
1. Why “Sunday” and not any other day of the week?
3. Denotation: literal meaning & Connotation: implied meaning
1. Literal meaning of Sunday: weekend/not work day
2. Implied meaning of Sunday: on a day of rest, the father wakes up
early and gets the house in order for the family.
17. Those Winter Sundays
By robert hayden
1. Read the text, underline interesting words or phrases that attract your attention.
1. Sundays
2. Consider the particular word/phrase, ask “Why X and not Y”?
1. Why “Sunday” and not any other day of the week?
3. Denotation: literal meaning & Connotation: implied meaning
1. Literal meaning of Sunday: weekend/not work day
2. Implied meaning of Sunday: on a day of rest, the father wakes up
early and gets the house in order for the family.
4. How does the word/phrase elaborate the underlying meaning or theme of the text?
18. Those Winter Sundays
By robert hayden
1. Read the text, underline interesting words or phrases that attract your attention.
1. Sundays
2. Consider the particular word/phrase, ask “Why X and not Y”?
1. Why “Sunday” and not any other day of the week?
3. Denotation: literal meaning & Connotation: implied meaning
1. Literal meaning of Sunday: weekend/not work day
2. Implied meaning of Sunday: on a day of rest, the father wakes up
early and gets the house in order for the family.
4. How does the word/phrase elaborate the underlying meaning or theme of the text?
1. Theme of the poem: Father’s appearances versus reality
19. Those Winter Sundays
By robert hayden
1. Read the text, underline interesting words or phrases that attract your attention.
1. Sundays
2. Consider the particular word/phrase, ask “Why X and not Y”?
1. Why “Sunday” and not any other day of the week?
3. Denotation: literal meaning & Connotation: implied meaning
1. Literal meaning of Sunday: weekend/not work day
2. Implied meaning of Sunday: on a day of rest, the father wakes up
early and gets the house in order for the family.
4. How does the word/phrase elaborate the underlying meaning or theme of the text?
1. Theme of the poem: Father’s appearances versus reality
2. Father seems hard and tough, from “chronic angers of that house”,
but actually he displays love and sacrifice.
20. Group Practice
• Review “Those Winter Sundays”.
• Underline at least 3 interesting words or phrases in
the text, one from each verse.
• Analyze the diction of the poem using 4-step
questioning process.
• Chart out the 3 points on butcher sheet for gallery
walk.
48. How to analyze
symbols
• Look for nouns that maybe emphasized or of
importance
49. How to analyze
symbols
• Look for nouns that maybe emphasized or of
importance
• Denotative & Connotative meanings
50. How to analyze
symbols
• Look for nouns that maybe emphasized or of
importance
• Denotative & Connotative meanings
• How can the connotative meanings represent
larger themes or truths?
51. Pair Practice
• Read “A Poison Tree” on page 55.
• Underline interesting words, phrases or nouns in the text.
• Analyze the diction & symbolism of the poem.
• Answers the following questions fully in your journal using
PEAL format:
• What does the apple symbolize?
• What does the tree symbolize?
• What is this poem about?
Editor's Notes
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
Spring - birth, new life, revival, new beginning, motherhood\nSummer - growth, happiness, joy, carefree\nAutumn - maturity, wisdom, learning, fulfilment\nWinter - death, old age, isolation, despaird\n
Spring - birth, new life, revival, new beginning, motherhood\nSummer - growth, happiness, joy, carefree\nAutumn - maturity, wisdom, learning, fulfilment\nWinter - death, old age, isolation, despaird\n
Spring - birth, new life, revival, new beginning, motherhood\nSummer - growth, happiness, joy, carefree\nAutumn - maturity, wisdom, learning, fulfilment\nWinter - death, old age, isolation, despaird\n