The student agrees that the writer effectively conveys Mabel's feelings of fear and depression brought on by the approaching winter. The writer uses descriptive techniques like imagery and sensory language to immerse the reader in Mabel's experience. Imagery comparing the cold winter to "a coming death" helps the reader understand Mabel's intense dread. Descriptions of Mabel's sluggish movements and negative outlook further demonstrate her feelings of vulnerability and powerlessness against the winter. The student recognizes how the writer's use of powerful vocabulary and pathetic fallacy helps the reader empathize with Mabel's emotions.
Here is a draft poem in the style of 'In Mrs Tilscher's Class' but about my own primary school experiences:
In Miss Allen's Class
You could spend all morning tracing the routes
On the huge world map by the window,
Listening to Miss Allen name each country
In her lilting Irish accent.
"Ireland, England, France," she'd say with a smile.
Recess was a whirl of playground games,
Chasing friends around the climbing frame.
Sandwiches and juice to refuel us
Before more lessons in the sunny room.
Miss Allen filled our minds with knowledge,
Her passion for learning was contagious.
The document discusses tone and mood in literature and how they differ. It defines tone as the author's attitude conveyed through word choice and dialogue, while mood is the feeling readers get from settings and atmospheres. Several examples are provided to illustrate how a passage can have a serious tone but a playful mood. Students are then guided through examples to identify tone from descriptions and mood from settings. The key difference between tone and mood is emphasized.
This document discusses the differences between tone and mood in literature. Tone refers to an author's attitude towards the subject, which can be shown through word choice and dialogue. Mood instead creates an atmosphere and refers to the feelings evoked in the reader by settings and character actions. Tone and mood are distinct but related - a passage could have a serious tone but a ridiculous mood. Examples are provided to illustrate tone conveyed through frustration or apology, and mood set by romantic or cozy settings. The key difference is that tone reflects the author's feelings while mood is the feeling experienced by the reader.
Here are the key steps:
1. Students identify words describing emotions and actions in the poem.
2. Students replace underlined action words in the first stanza with synonyms.
3. Students recite the revised first stanza.
4. Teacher and students discuss the overall message or meaning of the poem.
The goal is to help students understand the poem more clearly through identifying emotions, actions, and revising the language used. Discussing the overall message reinforces comprehension.
This document contains a student's portfolio from school, including assignments and reflections from various subjects. In language arts, the student helped paint a mural based on the book "Roll of Thunder, Hear My Cry." In math, the student scored 100% on a chapter test covering division. In social studies, the student created a brochure to promote the colony of New Jersey as part of a colonial America study.
Investigating Sensory Details in Your Favorite Books alloyd5
This document outlines the learning objectives and activities for a 7th grade lesson focusing on analyzing sensory details in literature. Students will identify sensory elements in their favorite young adult novels, explain how sensory images contribute to meaning, participate in group discussions, create Diamante poems using sensory words, and use precise language and sensory details in their writing. The document includes examples of passages from novels that utilize sensory details and excerpts from student writing.
This art project combines a plaster cast of two arms with a painted canvas. The plaster arms symbolize holding oneself back from potential. The painting depicts a wave, moon, and dark sky to symbolize hope and light within darkness. Colors like blue represent trust and faith, while black represents fear. The artwork aims to express longing for something better by overcoming fears. While the plaster had some imperfections, the conveyed message of growth and potential was successful.
This document provides information about different types of paragraph development and writing patterns such as description, narration, process, cause and effect, comparison and contrast, and argumentation. It then focuses on descriptive text, giving its purpose, generic structure, and language features. An example is provided where a picture of a mother giraffe and her newborn is described in three paragraphs with precise adjectives and details about color, shapes, and textures to help readers visualize the scene. Guidance is offered on using techniques like spatial features, adjectives, personification, and an outline approach to help write effective descriptive text.
Here is a draft poem in the style of 'In Mrs Tilscher's Class' but about my own primary school experiences:
In Miss Allen's Class
You could spend all morning tracing the routes
On the huge world map by the window,
Listening to Miss Allen name each country
In her lilting Irish accent.
"Ireland, England, France," she'd say with a smile.
Recess was a whirl of playground games,
Chasing friends around the climbing frame.
Sandwiches and juice to refuel us
Before more lessons in the sunny room.
Miss Allen filled our minds with knowledge,
Her passion for learning was contagious.
The document discusses tone and mood in literature and how they differ. It defines tone as the author's attitude conveyed through word choice and dialogue, while mood is the feeling readers get from settings and atmospheres. Several examples are provided to illustrate how a passage can have a serious tone but a playful mood. Students are then guided through examples to identify tone from descriptions and mood from settings. The key difference between tone and mood is emphasized.
This document discusses the differences between tone and mood in literature. Tone refers to an author's attitude towards the subject, which can be shown through word choice and dialogue. Mood instead creates an atmosphere and refers to the feelings evoked in the reader by settings and character actions. Tone and mood are distinct but related - a passage could have a serious tone but a ridiculous mood. Examples are provided to illustrate tone conveyed through frustration or apology, and mood set by romantic or cozy settings. The key difference is that tone reflects the author's feelings while mood is the feeling experienced by the reader.
Here are the key steps:
1. Students identify words describing emotions and actions in the poem.
2. Students replace underlined action words in the first stanza with synonyms.
3. Students recite the revised first stanza.
4. Teacher and students discuss the overall message or meaning of the poem.
The goal is to help students understand the poem more clearly through identifying emotions, actions, and revising the language used. Discussing the overall message reinforces comprehension.
This document contains a student's portfolio from school, including assignments and reflections from various subjects. In language arts, the student helped paint a mural based on the book "Roll of Thunder, Hear My Cry." In math, the student scored 100% on a chapter test covering division. In social studies, the student created a brochure to promote the colony of New Jersey as part of a colonial America study.
Investigating Sensory Details in Your Favorite Books alloyd5
This document outlines the learning objectives and activities for a 7th grade lesson focusing on analyzing sensory details in literature. Students will identify sensory elements in their favorite young adult novels, explain how sensory images contribute to meaning, participate in group discussions, create Diamante poems using sensory words, and use precise language and sensory details in their writing. The document includes examples of passages from novels that utilize sensory details and excerpts from student writing.
This art project combines a plaster cast of two arms with a painted canvas. The plaster arms symbolize holding oneself back from potential. The painting depicts a wave, moon, and dark sky to symbolize hope and light within darkness. Colors like blue represent trust and faith, while black represents fear. The artwork aims to express longing for something better by overcoming fears. While the plaster had some imperfections, the conveyed message of growth and potential was successful.
This document provides information about different types of paragraph development and writing patterns such as description, narration, process, cause and effect, comparison and contrast, and argumentation. It then focuses on descriptive text, giving its purpose, generic structure, and language features. An example is provided where a picture of a mother giraffe and her newborn is described in three paragraphs with precise adjectives and details about color, shapes, and textures to help readers visualize the scene. Guidance is offered on using techniques like spatial features, adjectives, personification, and an outline approach to help write effective descriptive text.
This document provides guidance on writing apology letters. It outlines the key parts of an apology letter, including the opening, explanation, apology, acknowledgment of impact, assurance, reparation/resolution, and closing. It also provides a sample apology letter demonstrating these different parts. Learners are asked to identify the parts in a sample letter, discuss the language and content, individually write their own apology letter following the outlined format, collaborate to assess each other's letters, and discuss the importance of apologies.
Here is a TEPEE paragraph analyzing how Shelley uses language to convey emotion in the opening of Chapter 5:
T: The significant use of imagery and setting in this opening establishes the mood of fear and foreboding.
E: We see Victor described as feeling "an anxiety that almost amounted to agony" as he awaits the creature coming to life, conveying his intense dread.
P: Shelley seems to be illustrating the profound terror and apprehension Victor experiences as his creation comes alive for the first time.
E: Words like "dreary," "dismally," and "half-extinguished" imply a sense of gloom and impending doom, evoking the feelings of darkness and misery
The Workshop ResponsesFor both workshops, you will provide your .docxpelise1
The Workshop Responses
For both workshops, you will provide your group members with a draft of your creative work. You will also provide your group members with feedback on their drafts. Providing drafts and feedback works the same way as it did in Workshop 1: You’ll submit a draft as an attachment on the appropriate Workshop discussion forum on Canvas, and you’ll provide written feedback to your group members’ work there, as well.
workshops 2 is more about developing your creative work by thinking about how to use the craft elements we’ve been exploring. That doesn’t mean that there’s no longer a place for brainstorming possibilities, though! Taking risks and learning from your successes and your “failures” is an important part of the creative process.
Your responses to your group members’ drafts
In each response, you’ll address the following items:
· In 1-3 brief sentences, summarize the plot situation (if responding to a story), or the specific subject that all of the poems revolve around (if responding to poetry).
· If you’re responding to a reflective essay draft, you can skip this step.
· Make some observations of how the author is using craft elements. You don’t need to comment on every single craft element, just focus on the ones that seem most significant in the work. For example, you might note that the author is sticking to a traditional plot structure (or not), or using setting, or imagery, or rhyme, in a unique way.
· If you’re responding to a reflective essay draft, make observations on how detailed the author is being about how s/he describes craft elements. For example, describing plot situation, rising action, climax, and resolution is detailed. Simply describing a plot is not detailed. Describing specific rhyme schemes (end rhyme, internal rhyme, near rhyme or perfect rhyme) is detailed. Just saying rhyme is used or not is not detailed.
· Note questions that the work raises for you as a reader. Questions can address the content of the work, or the craft of the work. For example, you might ask how Bob, who had two broken legs on page 2, found himself dancing at a club on page 3. Or you might ask why the author chose the first person POV, or why the author chose to use perfect end rhyme, or why the author chose to center all of the poems on the page. Be sure to explain why the work raises your questions (in other words, don’t ask questions just for the sake of asking questions). Look for areas in the work that make you curious or confused, and develop questions from that.
· If you’re responding to a reflective essay draft, note questions about the focus, organization, or content of the draft.
· Make suggestions for how the author might continue developing the work, and explain the reasoning behind your suggestions. For example, if you believe the story would be more compelling if told from the POV of another character, suggest that, and explain your reasoning. If you believe the poem would be more effective without perf.
The document provides guidance for writing a scary story and commentary. It recommends including an orientation, complication, and resolution in 800 words using suspenseful descriptions and dialogue. The commentary should explain how the writer engaged readers, techniques used, challenges faced, and reflections on the success of the story.
This document discusses the use of diction and tone in literature to reveal a speaker's attitudes. It provides examples of formal, informal, and slang diction. Tone is defined as the author's attitude toward the subject, audience, or characters. Word choice influences tone and can reveal feelings like cheerfulness, pessimism, or arrogance. The document examines a poem and asks discussion questions about how the speaker's diction and tone reflect their attitudes and central purpose. Students are given exercises to identify tone, analyze poems for use of diction and tone, and create dialogues or performances based on the poems.
ENG4U – SHORT STORY TESTSelect any FOUR questions from the lis.docxSALU18
This document contains test questions and essay assignments for two literature courses: ENG4U and English 12 Final Exam.
For the ENG4U test, students must choose 4 of 6 short story analysis questions to answer in paragraph form. They will be evaluated on their understanding of the text, use of evidence, and writing clarity. The assignment also includes essay prompts on themes in The Kite Runner.
The English 12 Final Exam includes multiple choice definitions, short answer questions on "The Story of an Hour" and themes/characters in Hamlet, and an essay question choosing from prompts on symbolism in The Kite Runner.
This learning plan outlines a creative writing lesson focused on using imagery. The objectives are for students to use language that evokes emotional responses in readers, employ imagery, diction, figures of speech and specific experiences, and closely read as writers with awareness of craft. During the lesson, students will analyze examples of imagery, develop their own pieces incorporating the five senses, and evaluate passages based on imagery used. The lesson aims to teach students about imagery and its importance in creative writing.
The document discusses various stylistic features that writers use when crafting novels, including setting, characterization, structure, point of view, and literary and language devices. It notes that these choices help create atmosphere and dramatic tension. Students will analyze extracts to identify how the writer creates atmosphere and tension through point of view, punctuation, sentence structure, literary devices, and word choice. They will then discuss their findings and conclusions in groups before attempting to write their own paragraph using stylistic features to convey a particular atmosphere.
In the Midst of Hardship, Qwertyuiop, Poetic DevicesAnita Mohan
The document discusses various poetic devices used in literature including figurative language, similes, metaphors, personification, stanzas, repetition, rhyme schemes, alliteration, assonance, and imagery. Figurative language uses figures of speech to convey meaning in an indirect way. Similes and metaphors create comparisons between two unlike things, with similes using connecting words like "like" and metaphors not using connectors. Personification gives human traits to non-living objects. A stanza is a group of lines that combine to form poetic paragraphs. Repetition of sounds, words, or lines can create images for the reader. Rhyme scheme refers to the pattern of rhymes. Alliteration repeats initial
This document outlines the goals and content of a literature course. The two major goals are to analyze literary elements like setting, conflict, and symbolism across American short stories and novels, and to apply techniques of analysis, criticism, and evaluation in critical essays. The course will examine stories from different cultures, including seven short stories and a novel by Toni Morrison. Literary elements like setting, character, plot, theme, and figurative language will be analyzed for each work. Students will complete weekly reading responses and discussion board posts to engage with the material.
This document summarizes a presentation on using mentor texts in writing instruction. It defines mentor texts as pieces of literature that can be returned to and imitated for various purposes. It provides examples of using picture books as mentor texts and discusses how specific techniques from mentor texts, such as adjective placement, hyphenated adjectives, repetition, and sentence structure, can be taught and modeled for students. The document also includes examples of shared and guided writing lessons that incorporate mentor text techniques.
This document provides an overview of metaphors and their uses in writing. It defines metaphors as comparisons between ideas or objects that are not literally equivalent. Various types of metaphors are described, including standard, implied, mixed, and dead metaphors. Examples are given for each type. The document also distinguishes between metaphors and similes. It suggests applying metaphors to enhance descriptions of experiences and convey complex emotions in creative nonfiction writing. Students are assigned to write a personal essay using metaphors and analyze another author's use of literary elements like metaphors.
The document discusses context clues, which are words and phrases in a sentence that help determine the meaning of unfamiliar words. It provides examples of different types of context clues, including antonyms, definitions, general knowledge, and restatements. It also includes practice problems identifying context clues and defining unfamiliar words based on the surrounding context.
The document provides guidance on how to approach the unseen poetry question for an English Literature exam. It advises spending 30 minutes on the question and focusing on two assessment objectives: AO1, responding critically and imaginatively to the poem by selecting evidence, and AO2, explaining how the poet uses language, structure and form to present ideas and themes. It recommends closely analyzing the poem's language, imagery, structure, form and techniques and using multiple quotes to support a developed response. Sample planning questions and paragraphs are also provided as examples.
This document provides lesson materials for teaching Charles Dickens' A Christmas Carol. It includes discussion questions and activities about the novella's structure and Scrooge's character development. Students are asked to track their sympathy for Scrooge on a graph as they read. They also analyze the character of Fezziwig and write persuasive speeches arguing which character most influenced Scrooge in the second chapter. The lesson concludes with students delivering their speeches in a debate.
S-LV-C pattern and The New Dress Lesson planYen Bunsoy
Mabel attends a party hosted by Clarissa Dalloway and immediately feels insecure about her new dress. She worries that her dress is inappropriate and that others will mock her appearance. Mabel's insecurities and feelings of inferiority overwhelm her at the party. The lesson teaches students about constructing sentences using the subject-linking verb-complement (S-LV-C) pattern and discusses how insecurities can negatively impact one's life, as shown through Mabel's experience in the story.
Mabel attends a party hosted by Clarissa Dalloway and immediately feels insecure about her new dress. She worries that her dress is inappropriate and that others will mock her appearance. Mabel's insecurities and feelings of inferiority overwhelm her at the party. The lesson teaches students about constructing sentences using the subject-linking verb-complement (S-LV-C) pattern and discusses how insecurities can negatively impact one's life, as shown through Mabel's experience in the story.
This document provides a summary of teaching fiction and its elements. It discusses plot structure, characterization, conflict, theme, and other literary elements. It also defines various genres of fiction like fairy tales, realistic fiction, historical fiction, mystery, fantasy, and science fiction. Specific elements of each genre are outlined. The document aims to help teachers effectively teach fiction to students through understanding these concepts.
Here is a draft poem in the style of Duffy's "In Mrs Tilscher's Class" but about my own primary school experiences:
In Miss Allen's Class
You could spend all morning tracing the routes
On the huge world map by the window sill
As Miss Allen called out countries to point to
Brazil, Canada, Egypt, Japan
That for an hour before break time treats
Cartons of juice and biscuits to fill
The classroom was a haven of comfort and joy
Shelves lined with books just waiting to be read
Arts and crafts filled the tables with color and noise
Plasticine, glitter, glue pots, and scissors spread
Friday Fun Days with
pattterns of paragraph development pattterns of paragraph developmentqueenpressman14
Ross is standing at the edge of a hill clutching flowers, waiting for Carrie even though she is not coming. He has been standing there for hours as the afternoon turns to evening. The document then discusses different ways stories can be narrated, such as clipped or paced narration, and the importance of terminology.
Captain Tom is a 100-year-old British war veteran who captured hearts worldwide by walking 100 laps of his garden to raise money for the UK's National Health Service. His initial goal was to raise £1000 but he has now raised over £32 million. Captain Tom's determination and message of hope during the difficult lockdown period inspired many. On his 100th birthday, he reached number one on the UK singles charts with his version of "You'll Never Walk Alone."
This resource introduces different reading methods and strategies. It explains that employers seek candidates who can adapt their reading based on the task. Various reading techniques are described, including skimming to get an overview, scanning to find specific information, close reading for analysis, and critical reading to form opinions. The resource provides interactive worksheets and practice opportunities to help the reader improve their reading skills for school, work, or personal use.
More Related Content
Similar to How to write an effective response to question.4
This document provides guidance on writing apology letters. It outlines the key parts of an apology letter, including the opening, explanation, apology, acknowledgment of impact, assurance, reparation/resolution, and closing. It also provides a sample apology letter demonstrating these different parts. Learners are asked to identify the parts in a sample letter, discuss the language and content, individually write their own apology letter following the outlined format, collaborate to assess each other's letters, and discuss the importance of apologies.
Here is a TEPEE paragraph analyzing how Shelley uses language to convey emotion in the opening of Chapter 5:
T: The significant use of imagery and setting in this opening establishes the mood of fear and foreboding.
E: We see Victor described as feeling "an anxiety that almost amounted to agony" as he awaits the creature coming to life, conveying his intense dread.
P: Shelley seems to be illustrating the profound terror and apprehension Victor experiences as his creation comes alive for the first time.
E: Words like "dreary," "dismally," and "half-extinguished" imply a sense of gloom and impending doom, evoking the feelings of darkness and misery
The Workshop ResponsesFor both workshops, you will provide your .docxpelise1
The Workshop Responses
For both workshops, you will provide your group members with a draft of your creative work. You will also provide your group members with feedback on their drafts. Providing drafts and feedback works the same way as it did in Workshop 1: You’ll submit a draft as an attachment on the appropriate Workshop discussion forum on Canvas, and you’ll provide written feedback to your group members’ work there, as well.
workshops 2 is more about developing your creative work by thinking about how to use the craft elements we’ve been exploring. That doesn’t mean that there’s no longer a place for brainstorming possibilities, though! Taking risks and learning from your successes and your “failures” is an important part of the creative process.
Your responses to your group members’ drafts
In each response, you’ll address the following items:
· In 1-3 brief sentences, summarize the plot situation (if responding to a story), or the specific subject that all of the poems revolve around (if responding to poetry).
· If you’re responding to a reflective essay draft, you can skip this step.
· Make some observations of how the author is using craft elements. You don’t need to comment on every single craft element, just focus on the ones that seem most significant in the work. For example, you might note that the author is sticking to a traditional plot structure (or not), or using setting, or imagery, or rhyme, in a unique way.
· If you’re responding to a reflective essay draft, make observations on how detailed the author is being about how s/he describes craft elements. For example, describing plot situation, rising action, climax, and resolution is detailed. Simply describing a plot is not detailed. Describing specific rhyme schemes (end rhyme, internal rhyme, near rhyme or perfect rhyme) is detailed. Just saying rhyme is used or not is not detailed.
· Note questions that the work raises for you as a reader. Questions can address the content of the work, or the craft of the work. For example, you might ask how Bob, who had two broken legs on page 2, found himself dancing at a club on page 3. Or you might ask why the author chose the first person POV, or why the author chose to use perfect end rhyme, or why the author chose to center all of the poems on the page. Be sure to explain why the work raises your questions (in other words, don’t ask questions just for the sake of asking questions). Look for areas in the work that make you curious or confused, and develop questions from that.
· If you’re responding to a reflective essay draft, note questions about the focus, organization, or content of the draft.
· Make suggestions for how the author might continue developing the work, and explain the reasoning behind your suggestions. For example, if you believe the story would be more compelling if told from the POV of another character, suggest that, and explain your reasoning. If you believe the poem would be more effective without perf.
The document provides guidance for writing a scary story and commentary. It recommends including an orientation, complication, and resolution in 800 words using suspenseful descriptions and dialogue. The commentary should explain how the writer engaged readers, techniques used, challenges faced, and reflections on the success of the story.
This document discusses the use of diction and tone in literature to reveal a speaker's attitudes. It provides examples of formal, informal, and slang diction. Tone is defined as the author's attitude toward the subject, audience, or characters. Word choice influences tone and can reveal feelings like cheerfulness, pessimism, or arrogance. The document examines a poem and asks discussion questions about how the speaker's diction and tone reflect their attitudes and central purpose. Students are given exercises to identify tone, analyze poems for use of diction and tone, and create dialogues or performances based on the poems.
ENG4U – SHORT STORY TESTSelect any FOUR questions from the lis.docxSALU18
This document contains test questions and essay assignments for two literature courses: ENG4U and English 12 Final Exam.
For the ENG4U test, students must choose 4 of 6 short story analysis questions to answer in paragraph form. They will be evaluated on their understanding of the text, use of evidence, and writing clarity. The assignment also includes essay prompts on themes in The Kite Runner.
The English 12 Final Exam includes multiple choice definitions, short answer questions on "The Story of an Hour" and themes/characters in Hamlet, and an essay question choosing from prompts on symbolism in The Kite Runner.
This learning plan outlines a creative writing lesson focused on using imagery. The objectives are for students to use language that evokes emotional responses in readers, employ imagery, diction, figures of speech and specific experiences, and closely read as writers with awareness of craft. During the lesson, students will analyze examples of imagery, develop their own pieces incorporating the five senses, and evaluate passages based on imagery used. The lesson aims to teach students about imagery and its importance in creative writing.
The document discusses various stylistic features that writers use when crafting novels, including setting, characterization, structure, point of view, and literary and language devices. It notes that these choices help create atmosphere and dramatic tension. Students will analyze extracts to identify how the writer creates atmosphere and tension through point of view, punctuation, sentence structure, literary devices, and word choice. They will then discuss their findings and conclusions in groups before attempting to write their own paragraph using stylistic features to convey a particular atmosphere.
In the Midst of Hardship, Qwertyuiop, Poetic DevicesAnita Mohan
The document discusses various poetic devices used in literature including figurative language, similes, metaphors, personification, stanzas, repetition, rhyme schemes, alliteration, assonance, and imagery. Figurative language uses figures of speech to convey meaning in an indirect way. Similes and metaphors create comparisons between two unlike things, with similes using connecting words like "like" and metaphors not using connectors. Personification gives human traits to non-living objects. A stanza is a group of lines that combine to form poetic paragraphs. Repetition of sounds, words, or lines can create images for the reader. Rhyme scheme refers to the pattern of rhymes. Alliteration repeats initial
This document outlines the goals and content of a literature course. The two major goals are to analyze literary elements like setting, conflict, and symbolism across American short stories and novels, and to apply techniques of analysis, criticism, and evaluation in critical essays. The course will examine stories from different cultures, including seven short stories and a novel by Toni Morrison. Literary elements like setting, character, plot, theme, and figurative language will be analyzed for each work. Students will complete weekly reading responses and discussion board posts to engage with the material.
This document summarizes a presentation on using mentor texts in writing instruction. It defines mentor texts as pieces of literature that can be returned to and imitated for various purposes. It provides examples of using picture books as mentor texts and discusses how specific techniques from mentor texts, such as adjective placement, hyphenated adjectives, repetition, and sentence structure, can be taught and modeled for students. The document also includes examples of shared and guided writing lessons that incorporate mentor text techniques.
This document provides an overview of metaphors and their uses in writing. It defines metaphors as comparisons between ideas or objects that are not literally equivalent. Various types of metaphors are described, including standard, implied, mixed, and dead metaphors. Examples are given for each type. The document also distinguishes between metaphors and similes. It suggests applying metaphors to enhance descriptions of experiences and convey complex emotions in creative nonfiction writing. Students are assigned to write a personal essay using metaphors and analyze another author's use of literary elements like metaphors.
The document discusses context clues, which are words and phrases in a sentence that help determine the meaning of unfamiliar words. It provides examples of different types of context clues, including antonyms, definitions, general knowledge, and restatements. It also includes practice problems identifying context clues and defining unfamiliar words based on the surrounding context.
The document provides guidance on how to approach the unseen poetry question for an English Literature exam. It advises spending 30 minutes on the question and focusing on two assessment objectives: AO1, responding critically and imaginatively to the poem by selecting evidence, and AO2, explaining how the poet uses language, structure and form to present ideas and themes. It recommends closely analyzing the poem's language, imagery, structure, form and techniques and using multiple quotes to support a developed response. Sample planning questions and paragraphs are also provided as examples.
This document provides lesson materials for teaching Charles Dickens' A Christmas Carol. It includes discussion questions and activities about the novella's structure and Scrooge's character development. Students are asked to track their sympathy for Scrooge on a graph as they read. They also analyze the character of Fezziwig and write persuasive speeches arguing which character most influenced Scrooge in the second chapter. The lesson concludes with students delivering their speeches in a debate.
S-LV-C pattern and The New Dress Lesson planYen Bunsoy
Mabel attends a party hosted by Clarissa Dalloway and immediately feels insecure about her new dress. She worries that her dress is inappropriate and that others will mock her appearance. Mabel's insecurities and feelings of inferiority overwhelm her at the party. The lesson teaches students about constructing sentences using the subject-linking verb-complement (S-LV-C) pattern and discusses how insecurities can negatively impact one's life, as shown through Mabel's experience in the story.
Mabel attends a party hosted by Clarissa Dalloway and immediately feels insecure about her new dress. She worries that her dress is inappropriate and that others will mock her appearance. Mabel's insecurities and feelings of inferiority overwhelm her at the party. The lesson teaches students about constructing sentences using the subject-linking verb-complement (S-LV-C) pattern and discusses how insecurities can negatively impact one's life, as shown through Mabel's experience in the story.
This document provides a summary of teaching fiction and its elements. It discusses plot structure, characterization, conflict, theme, and other literary elements. It also defines various genres of fiction like fairy tales, realistic fiction, historical fiction, mystery, fantasy, and science fiction. Specific elements of each genre are outlined. The document aims to help teachers effectively teach fiction to students through understanding these concepts.
Here is a draft poem in the style of Duffy's "In Mrs Tilscher's Class" but about my own primary school experiences:
In Miss Allen's Class
You could spend all morning tracing the routes
On the huge world map by the window sill
As Miss Allen called out countries to point to
Brazil, Canada, Egypt, Japan
That for an hour before break time treats
Cartons of juice and biscuits to fill
The classroom was a haven of comfort and joy
Shelves lined with books just waiting to be read
Arts and crafts filled the tables with color and noise
Plasticine, glitter, glue pots, and scissors spread
Friday Fun Days with
pattterns of paragraph development pattterns of paragraph developmentqueenpressman14
Ross is standing at the edge of a hill clutching flowers, waiting for Carrie even though she is not coming. He has been standing there for hours as the afternoon turns to evening. The document then discusses different ways stories can be narrated, such as clipped or paced narration, and the importance of terminology.
Similar to How to write an effective response to question.4 (20)
Captain Tom is a 100-year-old British war veteran who captured hearts worldwide by walking 100 laps of his garden to raise money for the UK's National Health Service. His initial goal was to raise £1000 but he has now raised over £32 million. Captain Tom's determination and message of hope during the difficult lockdown period inspired many. On his 100th birthday, he reached number one on the UK singles charts with his version of "You'll Never Walk Alone."
This resource introduces different reading methods and strategies. It explains that employers seek candidates who can adapt their reading based on the task. Various reading techniques are described, including skimming to get an overview, scanning to find specific information, close reading for analysis, and critical reading to form opinions. The resource provides interactive worksheets and practice opportunities to help the reader improve their reading skills for school, work, or personal use.
This document provides instructions for a quiz to identify advertising techniques used in well-known campaigns. Participants will be shown slides of advertising campaigns and asked to identify as many devices and techniques as they can in each one, with 10 total campaigns to analyze.
This document provides an overview of narrative writing structures including linear and non-linear structures, chronological order, flashbacks, and different points of view. It discusses how using different structures like flashbacks, changes in point of view, and smooth or jarring transitions can be used to maximize marks by entertaining readers, focusing their attention, or involving them from different viewpoints. Examples are given from The Hunger Games opening to illustrate effective writing techniques. Suggested writing activities prompt initial plot ideas and opening paragraphs to create suspense and intrigue readers.
This document provides an overview of various writing techniques and devices that can be used in transactional writing, as outlined by the acronym "FORESTED". It defines each technique: Fact uses verifiable information, Opinion expresses judgement, Rhetorical questions prompt thought, Emotive language elicits emotion, Superlatives suggest highest degree, Triple emphasizes with repetition, Exaggeration overstates, and Direct address involves the reader. Examples are given for each to illustrate proper usage.
The narrative position or point of view is important to understand for the English Language exam as it can be examined in both the reading and writing sections.
In the reading section, understanding the narrative position or point of view used in a given text is important for comprehending things like the relationship between the narrator and other characters, whose perspective events are being described from, and any potential biases or limitations in the narrator's knowledge. This deeper understanding of narrative technique can help with answering comprehension questions about a text.
In the writing section, choosing an appropriate narrative position or point of view is an important technique for crafting effective texts for different purposes and audiences. For example, first person may be more personal for a recount or diary entry
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- An activity where students analyze sentences in a short story called "The Mountain" to identify different structures and their effects.
- Instructions for students to examine another short story to identify additional structural devices and sentence patterns, and consider their impacts.
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Descriptive writing beach step by step dsLizzieRogers3
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This document provides an overview and lesson plan for teaching students how to draw inferences from text. The lesson focuses on the short story "The Story of an Hour" by Kate Chopin. It begins with predicting learning outcomes, which include defining key terms and learning to make inferences from multiple pieces of text. The lesson then models how to annotate the story, ask questions, and draw inferences based on evidence. Students practice this by analyzing a passage with a partner. The goal is for students to develop the ability to make implicit meanings explicit through inferencing.
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2. Additional context helps understand the word's meaning even without an explicit definition.
3. Unknown words can be understood by their relationship to known synonyms or antonyms.
4. Prior knowledge about a topic can provide context for understanding a word.
5. Word roots, prefixes and suffixes provide clues to a word's meaning.
6. A word's part of speech provides limitations on possible meanings.
7. Punctuation like commas and semicolons can indicate definitions or explanations.
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
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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.
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How to Build a Module in Odoo 17 Using the Scaffold Method
How to write an effective response to question.4
1. How to write an
effective response to
question 4
AO4: EVALUATION
2. The aim of this resource is..
To de-mystify the question. That is, to clarify the ambiguous question wording
and explain what you need to do
To help you understand what is required to ‘pass’ on this question at level 4
To help you identify writers’ methods (techniques) in texts and consider their
effects
To support you in writing a level 4 response
You will have the opportunity to write your own response at the end. When
you have completed this submit it to your tutor via email or MS Teams. Take
no more than 25 minutes on writing your response. A clean copy of the
extract is on the final slide. Your tutor has the mark scheme.
3. To write a level 4 response you must be able to:
Critically evaluate the text in a detailed way
Select a judicious range of quotations to
support your views convincingly
Analyse the effects of a range of the writer’s
choices
Use subject terminology accurately when
referencing writers’ methods.
4. What does this mean?
Critically evaluate the text in a detailed way
Use evaluative words and phrases such as adverbs (successfully, skilfully, precisely,
persuasively) to show your are thinking critically about how the writer has produced a
particular effect - in your opinion. ‘Detailed’ usually means write a lot about a little
Offer examples to explain your views convincingly
Use short quotes and single words that accurately support your points as examples - and
give your opinion on the effects of writer’s techniques such as imagery, dialogue,
sentences, description
Analyse effects of a range of writer’s choices
What is achieved by the specific word/phrase? Why did the writer choose this method?
What does it bring to mind or suggest?
Select a judicious range of relevant quotations
Aim for at least 3 well-judged (relevant) quotes and remember to keep them focused on
the student’s comment. Here your quotes will be about feelings. You need to use words
and phrases to indicate the extent to which you agree (I completely agree, I accept the
view that, I feel, I recognise that…).
5. What do I need to start?
1. The extract: from The Snow Child, by Eowyn Ivey
and question
2. A bank of evaluative adverbs to describe how an
effect has been created (effectively, successfully,
deliberately etc.)
3. Words and phrases to express agreement/
disagreement (with the student) effectively
4. A dictionary to check unfamiliar vocabulary
6. Read the question. Take note of the lines stated in
the question and the focus of the question
4] Focus your answer on the last part of the text, from line 20 to the end .
A student, having read this section of the text, said: “The writer makes it really
clear how Mabel is feeling. It makes me feel the emotions she is feeling too.”
To what extent do you agree?
In your response, you could:
Write about Mabel’s/your own feelings on reading the passage
Evaluate how the writer created these feelings
Support your answer with quotations from the text. [20 marks]
7. Mabel was too long at the window. The raven had since flown away above the treetops. The sun had slipped
behind a mountain, and the light had fallen flat. The branches were bare, the grass yellowed grey. Not a single
snowflake. It was as if everything fine and glittering had been ground from the world and swept away as dust.
November was here, and it frightened her because she knew what it brought - cold upon the valley like a
coming death, glacial wind through the cracks between the cabin logs. But most of all, darkness. Darkness so
complete even the pale-lit hours would be choked.
She entered last winter blind, not knowing what to expect in this new, hard land. Now she knew. By December,
the sun would rise just before noon and skirt the mountaintops for a few hours of twilight before sinking again.
Mabel would move in and out of sleep as she sat in a chair beside the woodstove. She would not pick up any of
her favorite books; the pages would be lifeless. She would not draw; what would there be to capture in her
sketchbook? Dull skies, shadowy corners. It would become harder and harder to leave the warm bed each
morning. She would stumble about in a walking sleep, scrape together meals and drape wet laundry around the
cabin. Jack would struggle to keep the animals alive. The days would run together, winter's stranglehold
tightening.
All her life she had believed in something more, in the mystery that shape-shifted at the edge of her senses. It
was the flutter of moth wings on glass and the promise of river nymphs in the dappled creek beds. It was the
smell of oak trees on the summer evening she fell in love, and the way dawn threw itself across the cow pond
and turned the water to light.
Mabel could not remember the last time she caught such a flicker.
Key: Language features
Feelings
Senses
8. Feelings – where and how have they been created?
Fear Imagery - simile ‘Like a coming
death’
Makes readers
understand the intensity
of her emotion and how
she is all-consumed by
dread and doom. Death
is final. It is also dark
and cold, like winter
Apathy
(lack of interest,
enthusiasm, or
concern)
Imagery –
personification
‘The pages would
be lifeless’
Mabel’s perspective on
things has been affected.
She can’t be bothered.
She has a negative
outlook and everything
looks and feels dull, bland
and unexciting
9. Complete the table of evidence for feelings..
Emotion (Point – P) Method
(technique) T
Evidence - E Effect - E
10. Features of a level 4 response
On the next slide there is a response that demonstrates the key features the
examiner will be looking for to award a level 4 – the features we looked at on
slide 3
These features have been marked in different colours – identify what they are:
Yellow:
Red:
Pink:
brown: Critical evaluation (your judgement of the writer’s success)
11. I strongly agree that the writer makes you feel how Mabel feels. The writer uses descriptive techniques and
sensory language to create a very strong impression of Mabel’s attitude and emotions.
Mabel is ‘frightened’ by the winter, and the writer uses imagery to show and emphasise this feeling. For example
the writer compares the winter to ‘a coming death’ to show the dread Mabel feels, then reinforces this
impression of fear and danger using words that represent violent sensations such as ‘choked’ and ‘stranglehold.’
This use of powerful descriptive vocabulary helps me to clearly imagine myself in Mabel’s position and to feel
her fear and sense of foreboding. The bleak description of winter helps the reader to empathise with Mabel as
we can relate to the ‘ darkness’ and ‘cold’ but then the focus of the passage shifts from the exterior to the interior
to reflect Mabel’s personal depression.
The writer successfully shows that Mabel feels vulnerable and powerless in the face of her fears. ‘She entered last
winter blind’ indicates that she now knows what to expect. The verbs, ‘would struggle’ and ‘would stumble’
show how winter makes her sluggish but also point to her negativity and depression, highlighted by her state of
‘walking sleep’ and the emphasis that she finds it ‘harder and harder’ to get up. The writer has powerfully
conveyed Mabel’s feelings through pathetic fallacy and sensory language which help me to experience the same
sensations as Mabel and recall similar feelings about winter.
12. Checklist for success!
Begin by stating your opinion clearly – it is best to agree!
Use PTEE – Point, technique (method), evidence, evaluate
(effect)
Keep focused on the student’s statement
Make sure you use evaluative vocabulary
Make sure you give your opinion
Try to evaluate the methods used rather than the quotes
themselves.
13. Now it’s your turn…
Focus your answer on the last part of the text, from line 20 to the end .
A student, having read this section of the text, said: “The writer makes it
really clear how Mabel is feeling. It makes me feel the emotions she is
feeling too.”
To what extent do you agree?
In your response, you could:
Write about Mabel’s/your own feelings on reading the passage
Evaluate how the writer created these feelings
Support your answer with quotations from the text. [20 marks]
14. Mabel was too long at the window. The raven had since flown away above the treetops. The sun had slipped
behind a mountain, and the light had fallen flat. The branches were bare, the grass yellowed gray. Not a single
snowflake. It was as if everything fine and glittering had been ground from the world and swept away as dust.
November was here, and it frightened her because she knew what it brought - cold upon the valley like a coming
death, glacial wind through the cracks between the cabin logs. But most of all, darkness. Darkness so complete
even the pale-lit hours would be choked.
She entered last winter blind, not knowing what to expect in this new, hard land. Now she knew. By December,
the sun would rise just before noon and skirt the mountaintops for a few hours of twilight before sinking again.
Mabel would move in and out of sleep as she sat in a chair beside the woodstove. She would not pick up any of
her favorite books; the pages would be lifeless. She would not draw; what would there be to capture in her
sketchbook? Dull skies, shadowy corners. It would become harder and harder to leave the warm bed each
morning. She would stumble about in a walking sleep, scrape together meals and drape wet laundry around the
cabin. Jack would struggle to keep the animals alive. The days would run together, winter's stranglehold
tightening.
All her life she had believed in something more, in the mystery that shape-shifted at the edge of her senses. It
was the flutter of moth wings on glass and the promise of river nymphs in the dappled creek beds. It was the
smell of oak trees on the summer evening she fell in love, and the way dawn threw itself across the cow pond
and turned the water to light.
Mabel could not remember the last time she caught such a flicker.
Editor's Notes
On this slide the purple text represents the use of language features in the text. ‘It was as if’ is a simile as it is a comparison that states everything that is glittering has been ground and swept away like dust and the cold is likened to death. The pages of Mabel’s book are lifeless, which is personification – we often hear of stories coming to life on a page. In the red there are references to Mabel’s thoughts and feelings – here things that she knows and believes, but there are also references to memories and expectations as well as emotions, like fear. References to the senses are shown in brown. You don’t need to reference everything in the text. Remember it is about developed points – writing a lot about a little. Let’s have a look at a successful response that incorporates opinions about the student’s comments along with examples of how the writer has clearly expressed Mabel’s feelings.