S4 essay structure
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This document provides guidance on writing paragraphs that analyze texts through a topic sentence structure of statement, quotation, and explanation (SQE). It advises that the topic sentence should contain key words from the question and indicate what will be discussed and why it is relevant. The statement introduces a point about the text, followed by a quotation from the text that supports the point. Finally, the explanation analyzes how the evidence backs up the statement. The document provides examples of topic sentences and emphasizes that multiple SQE portions can be used in a paragraph, linking the statements smoothly.
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This document provides definitions and examples of different types of poetry structures and forms, including rhyme schemes, stanzas, couplets, triplets, quatrains, cinquains, clerihews, haikus, limericks, acrostics, narrative poems, found poetry, and shape poetry. It explains the key characteristics of each type such as line and syllable count, rhyming patterns, and subject matter. Examples are provided to illustrate each form of poetry discussed.
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Introduction to Poetry
This document provides an introduction to poetry, including what poetry is, different types of poems, how to read and analyze poems, literary elements and techniques used in poems, and how to identify symbols. It discusses that poetry says more than just a message, touches the reader, and makes imaginative statements. It also outlines various poetic devices like metaphor, simile, imagery, irony and figures of speech that poets use.
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This document defines and provides examples of various poetic devices and forms of poetry, including:
- Alliteration, allusion, imagery, metaphor, onomatopoeia, personification, refrain, simile, and symbol.
- Concrete, acrostic, parody, free verse, haiku, sonnet, and ode poetry forms.
- It also discusses diction, enjambment, euphemism, hyperbole, and tone.
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The play "The Heirloom" tells the story of Greta receiving a special gift from her Oma. Greta has been impatiently waiting for her Oma to arrive with a wrapped present. Oma tells Greta the story behind the figurine gift - that it has been passed down through the generations in their family since Greta's great-grandmother. Greta is overjoyed to receive this family heirloom and treasure. The play highlights the importance of cherishing items that connect us to our family history.
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This document defines common drama vocabulary terms including foil, monologue, soliloquy, dramatic irony, aside, blank verse, elements of Shakespearean comedy such as love, mistaken identity, and puns. It also covers allusions, oxymorons, foreshadowing, and malapropisms.
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This document provides an overview of key poetic elements and terms. It defines poetry as a type of literature that expresses ideas or tells stories using specific forms like lines and stanzas. It discusses point of view in poetry, including the poet and speaker. It also outlines common poetic forms like stanzas, meter, rhyme schemes, and different types of poetry including lyric, narrative, concrete, and free verse. Additionally, it explains various literary devices and techniques used in poetry such as simile, metaphor, imagery, symbolism, and allusion.
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This document lists short vowel sounds and example words for each vowel. It asks the reader if they can hear the short a, e, i, o, and u sounds in words like cat, bell, bib, fox, and bus. It then celebrates short vowels and encourages saying their sounds.
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Please email me Erin Salona at esalona1@ccs.k12.in.us if you would like to download this presentation.
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4. pre production sf 2017
The short film "Time Moves On" will follow a woman grieving the loss of her partner. In the first act, she comes home happy from a date but sees her late partner's watch, imagining him still there. In the second act, she realizes he is gone. In the third act, she decides not to pursue a new relationship and ignores another date because she is not ready to move on. Close-ups, long shots, and unorthodox angles will be used. The ending aims to elicit sympathy by showing the woman is still experiencing pain and not ready to find love again.
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This document provides definitions for 18 poetic devices and terms, including speaker, diction, imagery, allusion, simile, personification, metaphor, refrain, symbol, and stanza. It also defines poetic elements such as alliteration, onomatopoeia, enjambment, connotation, denotation, euphemism, tone, and hyperbole. The document is from a chapter that introduces common poetic devices and vocabulary.
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This document discusses various sound devices used in poetry, including alliteration, assonance, repetition, rhythm and meter, rhyme, and onomatopoeia. Alliteration involves repeating initial consonant sounds in words. Assonance repeats vowel sounds. Repetition emphasizes words or phrases. Rhythm is created by stressed and unstressed syllables, while meter follows a regular pattern. Rhyme matches ending sounds of lines. Rhyme scheme identifies the pattern of rhymes. Onomatopoeia uses words that mimic their meaning. Examples are provided to illustrate each device.
Prepare Prior to beginning your initial post, read the poems W.docx
Prepare:
Prior to beginning your initial post, read the poems “We
Real Cool” and “My Papa’s Waltz” in your textbook. You are also required to listen to “
We Real Cool
” and “
My Papa’s Waltz
” before completing this discussion. These clips demonstrate the importance of performance, rhythm, and musicality in the poetic form.
Reflect:
Poetry is a literary form that can offer readers a different experience based on whether the poem is read silently, read aloud, or simply listened to when read by someone else. For example, you might hear a certain rhythm or change of pace that you might not catch when simply reading the poem silently to yourself. For this week’s discussion, you read and listened to poetry. If you didn’t the first time, read and listen with careful eyes and ears so you can respond thoughtfully to the two parts of the discussion this week.
Write:
Part One –
Answer the following questions about one of the poems based on your
reading
of them:
Identify the theme of the poem. How do you know this is the theme?
Define the poetic devices (e.g., rhythm, figurative language, etc.) used in the poem. Offer at least two examples.
Analyze how these poetic devices contribute to the development of the poem’s message.
Support your ideas with textual details and analyses.
Part Two –
Describe your listening experience of the same poem you wrote about above. If you are unable to listen to these poems due to an auditory impairment, please reach out to your instructor for an alternative prompt for this discussion. Respond to at least two of the following questions:
How did hearing the poem recited aloud compare to a silent reading of it?
Did the performance highlight certain words or phrases that were not as apparent in a silent reading?
Did the pace change and, if so, how did it change your understanding of the poem?
Did words have different connotations when spoken aloud, and, if so, what kind(s) of connotation did you associate with the poem?
Do you think reading poetry aloud is a worthwhile endeavor when analyzing it? Why, or why not?
We Real Cool
Gwendolyn Brooks
, 1917
-
2000
THE POOL PLAYERS.
SEVEN AT THE GOLDEN SHOVEL.
We real cool. We
Left school. We
Lurk late. We
Strike straight. We
Sing sin. We
Thin gin. We
Jazz June. We
Die soon.
About the Poem
Forms
Rhyming
Quatrains
Themes
Drink
Dance
Fathers
Sons
About the poet
Theodore Roethke (1908-1963) was an innovator, both in subject matter and form, writing in the...
Visit poet page
Links
Faber and Faber
Library of America
My Papa's Waltz
My Papa's Waltz
The whiskey on your breath
Could make a small boy dizzy;
But I hung on like death:
Such waltzing was not easy.
We romped until the pans
Slid from the kitchen shelf;
My mother's countenance
Could not unfrown itself.
The hand that held my wrist
Was battered on one knuckle;
At every step you missed
My right ear scraped a buckle.
You beat time on my head
With a palm caked hard by dirt,
.
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Ewrt 30 class 17
This document provides an agenda and materials for an English writing class. It includes assignments due, writing exercises, discussion of short plays, and terms related to writing drama. Students created characters and were instructed to sort them into potential ten-minute plays. The lecture covered how to write short plays, including focusing on a clear theme, avoiding unnecessary exposition, ensuring all details advance the plot, and including a climax. Students were given potential character combinations and plot ideas to develop into short plays for homework.
THA200 Performance Critique Two INTRODUCTION (and clues .docx
THA200 Performance Critique Two
INTRODUCTION (and clues for getting a good grade)
We want you to know how to apply theater terms to actual plays, so we are asking you to
analyze the production you saw in terms of the theatrical vocabulary we have been
studying. Besides your use of the vocabulary, we are also looking for certain conventions
of formal writing, like in-text citations and MLA-formatted Works Cited page. Lastly,
we want to grade you all fairly, so we are asking you to very precisely follow the
instructions. In fact, that part is so important, that you will get points just for following
the instructions (and get points subtracted for not doing what the instructions require.)
If you want to know exactly how we are grading, and how many points for each section,
check out the rubric on Turnitin before you submit. This is the key that we will use to
grade your critiques.
Again, everything you need to know is in the guidelines below. Read them carefully. If
you have questions, let us know on the Forum site, email us and/or come to office hours.
And, don’t forget to proof-read. Good luck!
Guidelines:
Use the following required format for your critique. Please divide your paper into
sections and use the Roman numerals and titles exactly as they appear below. You
should use the theatrical vocabulary and concepts we are learning from our text in your
answers.
Once you have finished with a paragraph, go back and place in boldface all vocabulary
words or concepts from the chapter that you are featuring. This might be several words
per paragraph, but by all means should include at least one term per answer. Points will
be deducted for reports that use laymen's terms or excessive verbiage to express ideas for
which we have learned vocabulary, for failing to place vocabulary in boldface, or for
reports that boldface common words instead of theatrical vocabulary.
The major objective of this report is to demonstrate your familiarity and facility with
theatrical perspectives and "lingo." Make sure you use our terms and definitions, and
make them easy to find in your report!
Title:
Think of this like a headline. Give your critique a ten word or less title into which you
have put some creative thought. Keep in mind that your title should refer to your thesis
statement (covered in the next section.) Neither your name nor the name of the play is a
title for a report. Center this title at the top of your page, place it in italics and use the
rules for capitalization of titles. Do NOT put it in bold, underline it, or place quotation
marks around it. If you want to give it greater emphasis, place it in a larger type size. Do
not put any other title or heading on your paper.
Bad title: Critique
Another Bad Title: Driving Miss Daisy
Better title: Superstars Plying their Craft: James Earl Jones Drives Miss Angela
Lansbury (This title implies that your thesis statement will focus on ...
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Some important literary terms
The document provides definitions for over 100 literary and dramatic terms. It begins with terms like "ab ovo beginning" and ends with terms like "internal rhyme". The document serves as a glossary to define and explain key concepts and techniques used in literature and drama.
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This document provides an overview of key poetic elements and terms. It defines poetry as a type of literature that expresses ideas or tells stories using specific forms like lines and stanzas. It discusses point of view in poetry, including the poet and speaker. It also outlines common poetic forms like stanzas, meter, rhyme schemes, and different types of poetry including lyric, narrative, concrete, and free verse. Additionally, it explains various literary devices and techniques used in poetry such as simile, metaphor, imagery, symbolism, and allusion.
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Poetry is a form of literature that uses specific structures like lines and stanzas to express ideas, feelings, or tell a story. The document discusses various poetic devices including point of view, form, stanzas, sound effects, figurative language, and types of poetry. It provides examples and definitions of these devices to analyze how poets use techniques like rhythm, rhyme, imagery and more to craft their work.
The stanza
The document discusses various poetic forms and genres including stanzas, couplets, and refrains. It defines a stanza as a group of lines with a consistent pattern of meter, rhyme, and number of lines. Couplets are two lines that rhyme, and can become stanzas if separated by space. Refrains are repeating words or phrases at the beginning or end of stanzas. The document also provides examples of different types of stanzas like tercets, quatrains, and how to analyze poetic form and progression between stanzas.
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This document provides an overview of iambic pentameter, the poetic meter used in William Shakespeare's play Julius Caesar. It defines iambic pentameter as lines containing five pairs of syllables with an unstressed followed by a stressed syllable (iambs). It notes that most of Julius Caesar is written in unrhymed iambic pentameter lines, known as blank verse. Examples of iambic pentameter lines from the play are provided. The document also discusses why iambic pentameter was used and some techniques like monologues, soliloquies, and asides.
Vowels
This document lists short vowel sounds and example words for each vowel. It asks the reader if they can hear the short a, e, i, o, and u sounds in words like cat, bell, bib, fox, and bus. It then celebrates short vowels and encourages saying their sounds.
Pitch (1)
The document discusses ideas for a horror film trailer. It proposes two plot ideas: the first involves teenagers discovering a murdered woman in the woods and one of them going missing after encountering a mysterious man. The second involves two sisters hearing strange noises in a house they are housesitting that was formerly a children's home where many died. Locations discussed include woods and an old house. Sound effects like children's voices and creaking stairs are proposed. Typical horror directorial techniques like lighting, editing and makeup are outlined. Requirements like locations, actors, equipment and editing software are also listed.
Shakespeare's Language
Please email me Erin Salona at esalona1@ccs.k12.in.us if you would like to download this presentation.
Forms of Language used in Shakespeare's plays
The document provides an overview of the different forms of language used in Shakespeare's plays: blank verse, rhymed verse, and prose. Blank verse is unrhymed iambic pentameter, which resembles natural English rhythm. Rhymed verse is used for romantic scenes and heroic speeches to make them memorable. Prose is used for servants and others of lower social standing to emphasize their lack of education.
4. pre production sf 2017
The short film "Time Moves On" will follow a woman grieving the loss of her partner. In the first act, she comes home happy from a date but sees her late partner's watch, imagining him still there. In the second act, she realizes he is gone. In the third act, she decides not to pursue a new relationship and ignores another date because she is not ready to move on. Close-ups, long shots, and unorthodox angles will be used. The ending aims to elicit sympathy by showing the woman is still experiencing pain and not ready to find love again.
Poetry and figurative language 2012
This document provides an overview of poetry, including its defining characteristics, forms, devices, and types. Poetry differs from prose in its use of figurative language, concise and precise syntax, and implementation of poetic devices. It can take various forms defined by elements like line, stanza, meter, rhyme, and rhythm. Common poetic devices include simile, metaphor, personification, and imagery. The document also outlines lyric poetry and forms like the ode and elegy.
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What you should know about of mice and men
The document provides an overview and study guide for John Steinbeck's novel Of Mice and Men. It discusses the historical context of the Great Depression and migrant worker culture in California in the 1930s. It examines the significance of the title, which alludes to a poem about dashed dreams. Key elements like characters, themes of loneliness and the American Dream, settings, and plot points are summarized to aid understanding of the novel.
The art of complaining
The document discusses various annoyances and complaints that the author has, including neighbors who allow their dogs to bark at night, neighbors who have loud parties late at night, and people who talk loudly during movies. It then provides information on clauses, including independent and dependent clauses. It discusses different types of dependent clauses such as adjective clauses, adverb clauses, and noun clauses. It gives examples of sentences containing noun clauses introduced by relative pronouns. The document concludes by providing potential scenarios for complaints, such as a taxi driver playing loud music, someone chatting on a public phone for a long time, a waiter bringing the wrong order, and someone smoking in a restaurant.
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This document provides definitions for 18 poetic devices and terms, including speaker, diction, imagery, allusion, simile, personification, metaphor, refrain, symbol, and stanza. It also defines poetic elements such as alliteration, onomatopoeia, enjambment, connotation, denotation, euphemism, tone, and hyperbole. The document is from a chapter that introduces common poetic devices and vocabulary.
Elements of Poetry: Sound Devices
This document discusses various sound devices used in poetry, including alliteration, assonance, repetition, rhythm and meter, rhyme, and onomatopoeia. Alliteration involves repeating initial consonant sounds in words. Assonance repeats vowel sounds. Repetition emphasizes words or phrases. Rhythm is created by stressed and unstressed syllables, while meter follows a regular pattern. Rhyme matches ending sounds of lines. Rhyme scheme identifies the pattern of rhymes. Onomatopoeia uses words that mimic their meaning. Examples are provided to illustrate each device.
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Similar to S4 essay structure
Prepare Prior to beginning your initial post, read the poems W.docx
Prepare:
Prior to beginning your initial post, read the poems “We
Real Cool” and “My Papa’s Waltz” in your textbook. You are also required to listen to “
We Real Cool
” and “
My Papa’s Waltz
” before completing this discussion. These clips demonstrate the importance of performance, rhythm, and musicality in the poetic form.
Reflect:
Poetry is a literary form that can offer readers a different experience based on whether the poem is read silently, read aloud, or simply listened to when read by someone else. For example, you might hear a certain rhythm or change of pace that you might not catch when simply reading the poem silently to yourself. For this week’s discussion, you read and listened to poetry. If you didn’t the first time, read and listen with careful eyes and ears so you can respond thoughtfully to the two parts of the discussion this week.
Write:
Part One –
Answer the following questions about one of the poems based on your
reading
of them:
Identify the theme of the poem. How do you know this is the theme?
Define the poetic devices (e.g., rhythm, figurative language, etc.) used in the poem. Offer at least two examples.
Analyze how these poetic devices contribute to the development of the poem’s message.
Support your ideas with textual details and analyses.
Part Two –
Describe your listening experience of the same poem you wrote about above. If you are unable to listen to these poems due to an auditory impairment, please reach out to your instructor for an alternative prompt for this discussion. Respond to at least two of the following questions:
How did hearing the poem recited aloud compare to a silent reading of it?
Did the performance highlight certain words or phrases that were not as apparent in a silent reading?
Did the pace change and, if so, how did it change your understanding of the poem?
Did words have different connotations when spoken aloud, and, if so, what kind(s) of connotation did you associate with the poem?
Do you think reading poetry aloud is a worthwhile endeavor when analyzing it? Why, or why not?
We Real Cool
Gwendolyn Brooks
, 1917
-
2000
THE POOL PLAYERS.
SEVEN AT THE GOLDEN SHOVEL.
We real cool. We
Left school. We
Lurk late. We
Strike straight. We
Sing sin. We
Thin gin. We
Jazz June. We
Die soon.
About the Poem
Forms
Rhyming
Quatrains
Themes
Drink
Dance
Fathers
Sons
About the poet
Theodore Roethke (1908-1963) was an innovator, both in subject matter and form, writing in the...
Visit poet page
Links
Faber and Faber
Library of America
My Papa's Waltz
My Papa's Waltz
The whiskey on your breath
Could make a small boy dizzy;
But I hung on like death:
Such waltzing was not easy.
We romped until the pans
Slid from the kitchen shelf;
My mother's countenance
Could not unfrown itself.
The hand that held my wrist
Was battered on one knuckle;
At every step you missed
My right ear scraped a buckle.
You beat time on my head
With a palm caked hard by dirt,
.
Essay writing work
The document provides instructions for writing a five-paragraph essay. It defines what an essay is, explains the purpose and structure of essays. It notes that essays should have an introductory paragraph with a thesis, three body paragraphs with evidence and explanation, and a concluding paragraph. The document offers tips for writing formal essays, such as using present tense and avoiding informal language. It also provides a sample essay introduction and outlines how to write the body paragraphs.
Ewrt 30 class 17
This document provides an agenda and materials for an English writing class. It includes assignments due, writing exercises, discussion of short plays, and terms related to writing drama. Students created characters and were instructed to sort them into potential ten-minute plays. The lecture covered how to write short plays, including focusing on a clear theme, avoiding unnecessary exposition, ensuring all details advance the plot, and including a climax. Students were given potential character combinations and plot ideas to develop into short plays for homework.
THA200 Performance Critique Two INTRODUCTION (and clues .docx
THA200 Performance Critique Two
INTRODUCTION (and clues for getting a good grade)
We want you to know how to apply theater terms to actual plays, so we are asking you to
analyze the production you saw in terms of the theatrical vocabulary we have been
studying. Besides your use of the vocabulary, we are also looking for certain conventions
of formal writing, like in-text citations and MLA-formatted Works Cited page. Lastly,
we want to grade you all fairly, so we are asking you to very precisely follow the
instructions. In fact, that part is so important, that you will get points just for following
the instructions (and get points subtracted for not doing what the instructions require.)
If you want to know exactly how we are grading, and how many points for each section,
check out the rubric on Turnitin before you submit. This is the key that we will use to
grade your critiques.
Again, everything you need to know is in the guidelines below. Read them carefully. If
you have questions, let us know on the Forum site, email us and/or come to office hours.
And, don’t forget to proof-read. Good luck!
Guidelines:
Use the following required format for your critique. Please divide your paper into
sections and use the Roman numerals and titles exactly as they appear below. You
should use the theatrical vocabulary and concepts we are learning from our text in your
answers.
Once you have finished with a paragraph, go back and place in boldface all vocabulary
words or concepts from the chapter that you are featuring. This might be several words
per paragraph, but by all means should include at least one term per answer. Points will
be deducted for reports that use laymen's terms or excessive verbiage to express ideas for
which we have learned vocabulary, for failing to place vocabulary in boldface, or for
reports that boldface common words instead of theatrical vocabulary.
The major objective of this report is to demonstrate your familiarity and facility with
theatrical perspectives and "lingo." Make sure you use our terms and definitions, and
make them easy to find in your report!
Title:
Think of this like a headline. Give your critique a ten word or less title into which you
have put some creative thought. Keep in mind that your title should refer to your thesis
statement (covered in the next section.) Neither your name nor the name of the play is a
title for a report. Center this title at the top of your page, place it in italics and use the
rules for capitalization of titles. Do NOT put it in bold, underline it, or place quotation
marks around it. If you want to give it greater emphasis, place it in a larger type size. Do
not put any other title or heading on your paper.
Bad title: Critique
Another Bad Title: Driving Miss Daisy
Better title: Superstars Plying their Craft: James Earl Jones Drives Miss Angela
Lansbury (This title implies that your thesis statement will focus on ...
Explication of poetry
This document provides guidance on how to write an explication of a poem. It begins with an introduction to poetic terms like meter, foot, and different verse forms. It then explains that an explication analyzes the meaning, content, context, and relationships within a poem. The document offers tips for preparing an explication, like reading the poem aloud and considering the voice and conflicts. It provides direction on how to structure an explication, beginning with an overview paragraph and then exploring elements of form, rhetoric, syntax and vocabulary through line-by-line analysis. The document emphasizes writing in the present tense and using specific verbs to describe elements of the poem rather than passive language. Sample paragraphs and an example explication are also included
Structuring paragraphs properly
This document provides guidance on how to properly structure paragraphs using effective topic sentences. It explains that a topic sentence should summarize the main point of the paragraph and refer to elements from the overarching question or topic. Several examples of potential topic sentences are analyzed to determine if they provide sufficient clues about how the rest of the paragraph may develop. The document emphasizes planning essays and crafting topic sentences in advance to ensure coherence and clear progression of ideas throughout the writing.
Themes revision omam (1)
The document discusses themes from a text. It provides activities for students to identify themes, examples of characters and events that reveal themes, and how themes were viewed in 1920s America. Students are asked to write paragraphs analyzing how Steinbeck presented themes through characters, language, and intentions for readers. The document provides guidance, examples, and sentence starters for students to discuss themes in relation to context.
Themes revision omam
The document discusses themes from a text. It provides activities for students to identify themes, examples of characters and events that reveal themes, and how themes were viewed in 1920s America. Students are asked to write paragraphs analyzing how Steinbeck presented themes through characters, their intentions, and context. The document focuses on having students closely analyze a text to understand themes and their development.
Literature essay guide
This document provides guidance for students writing short literature essays. It emphasizes the importance of thoroughly reading and understanding the text before writing. Students are advised to look at both obvious elements like plot and character as well as less obvious elements such as imagery, context, and author information. The document recommends organizing points with an outline and constructing an argumentative thesis rather than a summary. It provides examples of strong and weak thesis statements and introduction paragraphs. Overall, the document offers tips for students to write focused, well-organized essays that make an arguable analytical claim about the literature.
Dramatic Scripts: The Necklace
The document provides objectives and instructions for reading a dramatic script of "The Necklace" by Guy de Maupassant. It explains that the goal is to compare and contrast plays and short stories, understand how to read a dramatic script, and identify characterization through dialogue. It provides directions for a readers' theater format, noting that the script includes character names to indicate who is speaking and italicized text for stage directions not read aloud. It encourages readers to use their voices to portray characters while imagining carrying out the italicized actions.
Clashes and-collisions-booklet
This document provides an overview and analysis of the poem "Half Caste" by John Agard. It begins by summarizing the poem's central theme of exploring and questioning the label of "half-caste." It then analyzes various literary techniques used in the poem, such as repeated words and phrases, tone, metaphor, and rhetorical devices. The analysis finds that Agard uses an extended metaphor of a "half person" to convey his negative attitude towards the term "half-caste" and its implications. Overall, the document provides a detailed close reading and thematic summary of the poem.
The Mary Ellen Carter 2
The document provides instructions for the first part of a poetry project. Students are asked to write three synopses, each one paragraph summarizing a poem and the next explaining its significance to the student. Examples are given of how to include the title, author, theme, and a concluding sentence to interest the reader. Students are advised to use sentence combining and paraphrasing to concisely summarize the key details and theme in one introductory sentence for each poem. The next lesson will cover using evidence from the poems to support the identified theme.
Paragraphs and pees
The document provides guidance on using evidence effectively in essays. It explains that evidence comes in two forms: direct quotations and indirect references from the text being analyzed. When including evidence, it should be introduced with context about who said it and where in the story, and followed up with an explanation of what the evidence illustrates about characters, themes or other elements. A successful paragraph will make a point, include relevant evidence to support it, and discuss what the evidence shows.
Of mice and men
The document provides analysis and discussion questions about John Steinbeck's novel "Of Mice and Men". It highlights literary techniques used in the opening section such as simile, metaphor, personification and onomatopoeia. It also notes examples of foreshadowing and discusses main themes of loneliness, dreams vs reality, and injustice. The document also analyzes symbols like Curley's wife's clothing and parallels between the novel's title and Robert Burns' poem "To a Mouse".
Of mice and men
The document provides analysis and discussion questions about John Steinbeck's novel "Of Mice and Men". It highlights literary techniques used in the opening section such as simile, metaphor, personification and onomatopoeia. It also notes examples of foreshadowing and discusses main themes of loneliness, dreams vs reality, and injustice. The document examines symbols like Curley's wife's clothing and parallels between the novel's title and Robert Burns' poem "To a Mouse".
Conventions for Writing about LiteratureIntegrating Quotatio.docx
The document provides guidelines for integrating quotations from works of literature into academic writing. It discusses different methods for quoting dialogue and prose, including using a signal phrase to introduce a quotation, using an introduced quotation with a colon, and blending a quotation into one's own sentence. It also lists other conventions for writing about literature, such as using present tense, putting titles in italics or quotation marks, using brackets and ellipses, and formatting long quotations. The document concludes by providing an example of how to structure an initial discussion post responding to assigned short stories, including making a claim, including a paragraph with a quoted passage to support the claim, and responding to other posts.
Nonfiction revision 2015
The document provides guidance on revising creative non-fiction writing. It discusses how revision involves re-seeing the work and consciously changing what is on the page. The first draft should come from inspiration rather than criticism. Revision examines larger elements like scene, character, voice, and theme. Scenes should recreate key emotional moments in real time rather than through summary. Revision also examines plot, narrative structure, voice, conflict, and line editing tips. The overall message is that revision is an important process for strengthening a piece of writing.
CNF Revision 2016
The document provides guidance on revising creative non-fiction writing. It discusses key elements to focus on in revision such as scenes, characters, voice, plot, and theme. Scenes should recreate emotional impact through action in real time rather than summary. Revision requires examining larger elements like character development and ensuring the story has an emotional climax. The checklist offers tips for line editing to eliminate vague language and ensure variety in syntax and word choice. Overall, revision is about re-envisioning the work rather than just editing what is there.
Essay and thesis development 2011
This document provides guidance on writing a literary analysis essay, including how to structure introductions with a clear thesis statement, incorporate quotes and explanations, and conclude effectively. Key elements discussed are choosing an attention-getting introduction, crafting a thesis about the subject and arguments, selecting relevant quotes to support the thesis, and using topic sentences and formal tone in body paragraphs. Proper formatting of quotes and citations is also covered.
2015nonfictionrevision
The document provides guidance on revising non-fiction writing. It discusses key elements to focus on in revision such as scenes, characters, voice, plot, and theme. Scenes should recreate emotional impact through action in real time rather than summary. Revision requires re-envisioning the work by changing word choice, sentence structure, and narrative elements rather than just editing. The document outlines specific techniques for strengthening writing through revision like varying syntax, eliminating vague language, and using active voice. Revision is an essential part of developing writing from a first draft to a polished work.
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S4 essay structure
- 1. Paragraph Structure Topic Sentence - the first sentence of your paragraph. This will include: ·key words from the question ·give an indication what you will be writing about and ·why it is relevant to the question. Statement - a point you want to make about the text. Quotation - something from the text which backs your point up. Explanation - the analysis needed to show how the evidence backs up your point.
- 2. Lego-brick Topic Sentences (one of many options) Technique Artist's name symbolism stage direction dialogue uses characterisation . . . introduce emphasise highlight to suggest show explore the theme of ideas of Glaspell uses stage direction to introduce her theme of gender conflict.
- 3. Lego-brick Topic Sentences (another of many options) Throughout the play/ poem/ story/ novel/ film/ text Artist's name emphasises explores the theme of ideas of Throughout the play, Glaspell explores the idea of conflicting loyalties.
- 4. Statements This does not need to be complicated. This will lead up to your quote. It will add some more detail to the idea introduced in the topic sentence. It does not have to explain anything. As the play opens, Glaspell suggests some hostility by having the men and women stand apart.
- 5. Quotations Blend these into your essay. Explain the context. You do not have to explain anything.
- 6. Extracts from the stage directions. 'The SHERIFF and HALE are men in middle life, the COUNTY ATTORNEY is a young man; all are much bundled up and go at once to the stove.' 'The women have come in slowly, and stand close together near the door.' These become: The stage directions describe how the women '... come in slowly, and stand close together near the door...' while the men 'are much bundled up and go at once to the stove'.
- 7. Explanations You're on your own! ;-) There is no formula for these; simply explain how the quote justifies the statement you made. Sometimes this may feel like stating the obvious. This is O.K.
- 8. More Statements You can have more that one SQA portion in a paragraph. (It is positively recommended). It's nice to tweak the subsequent statements so they link smoothly. Glaspell continues her exploration of the idea ... The playwright makes further use of .... In addition, Glaspell emphasises ... Later in the play, Glaspell returns to the theme of...