Texas Christian University - Jerry W. Brownjerrywbrown.com/wp-content/uploads/2012/12/If-I-Draw-it-I-might... · Texas Christian University 2012 APSI for English If I draw it, I might

Texas Christian University

2012 APSI for English If I draw it,

I might undersand it

Jerry W. Brown Austin Discovery School Austin, Texas

[email protected]

mailto:[email protected]�

Vocabulary 1 Word Chart 2 Term Definition Graphic 3 Vocabulary Cluster 4 Word Chart (2)

Note Taking 5 two column notes 6 Chart for Novels and Plays 7 KWL Organizer 8 Five Ws and Why? 9 Cornell Note Taker

Team work 10 ABC Brainstorming 11 Think Pair Share Reading Analysis 12 Pre-reading 13 Elements of Fiction with Graphics 14 Reading Response 15 Dialectical Journal 16 Plot Terms 17 Analysis template 18 Reflecting Mood in Literature Character 19 Analyzing Characters 20 Character Qualities 21 Character Web 22 Blank Character Web 23 facebook

Structure 24 Nine Sentence Patterns 25 Sentence Types and Patterns 26 Writing Web

Writing 27 How to Summarize 28 Summarizing 29 Theme Evidence

Argumentation 30 Argument Graphic 31 Sample Graphic Argument 32 Two Column Argument Organizer 33 Persuasion Map 34 Persuasion Essay Organizer 35 Toulmin Arguments Model 36 Persuasive Essay Writing Plan

But Wait – There’s More 37 Metacognitive Journal 38 I am from poem 39 Trading Card 40 All Those Acronyms

Jerry W Brown Austin Discovery School

2012 TCU APSI 1

Word

What is it?

Examples Non-Examples

Definition:

Context

I will probably find this word: I will remember this word byconnecting it:

Word-to-Self Connection

© 2006 Education Oasis™ http://www.educationoasis.com May be reproduced for classroom use only.


2012 TCU APSI 2

Formal Definition: Informal explanation or definition: Explain a previously encountered

example from literature, film, etc., or find a reference and explain why it fits the definition:

The Term Sources Consulted:

Personal connection to or example of the term: (outside of literature or make up a theoretical example)

Explain how/why your example fits the definition: AP: Literature and Composition – Literary Terms Due Date:


2012 TCU APSI 3

Name: _____________________________________________________ Date: __________________

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Vocabulary Word Cluster

Word:

Synonyms:

Sentence:

Illustration:

Part of Speech:

Word:

Synonyms:

Sentence:

Illustration:

Part of Speech:

Word:

Synonyms:

Sentence:

Illustration:

Part of Speech:


2012 TCU APSI 4

Name: _____________________________________________________ Date: __________________

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Word:

Synonyms:

Sentence:

Illustration:

Part of Speech:

Word:

Synonyms:

Sentence:

Illustration:

Part of Speech:

Word:

Synonyms:

Sentence:

Illustration:

Part of Speech:


2012 TCU APSI 5

Word

What is it?

Definition:

What is it like?

Examples



2012 TCU APSI 6

Choose two headings, one for each column.


2012 TCU APSI 7

TITLE:___________________________AUTHOR:_________________________DATE PUBLISHED:________

MAIN CHARACTERS:

SYNOPSIS:

THEMES (3 major themes and explain):

TONE (3 tone words and explain):

QUOTES (choose 5 important quotes):

Name:_________________________ Jerry W Brown Austin Discovery School

2012 TCU APSI 8


2012 TCU APSI 9

7 56

121110

8 4

21

9 3

!

What:

When:

How:

Who:

Event

Event or Situation

How:

Why:

Where:

When:

What:

Who:

N© 2006 Education Oasis™ http://www.educationoasis.com


2012 TCU APSI 10

Name: ________________________________________________ Period: _______

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Cornell Notes Pages ________ – ________

Topics Details

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2012 TCU APSI 11

http://freeology.com/

ABC Brainstorming

Topic: __________________________________

A

G M S

B

H N T

C

I O U

D

J P V

E

K Q W

F

L R XYZ


2012 TCU APSI 12

Think-Pair-Share

Question or Prompt What I thought What my partner thought What we will share

My Name: ____________________________ Partner’s Name: _________________________ Date:_______________________



2012 TCU APSI 13

© Freeology.com

Name: ________________________________________ Date: _________________ Period: _____

Pre-Reading

Title:

Author:

Read the title. What do you think the book will be about?

After flipping through the pages, what can you learn about the setting?

After flipping through the pages, what can you learn about the characters?

After flipping through the pages, what can you learn about the plot or conflict?

Explain what you think of when you scan this book. Does it remind you of another book you have read? Are you excited to read this book? What questions do you hope get answered?


2012 TCU APSI 14

Elements of Fiction Graphics

SETTING

+ = Time + Place = Atmosphere Example:

+ = _________________________

However:

+ = ____________


2012 TCU APSI 15

PLOT

Beginning Climax

Resolution (meet the characters) (highest point of action) (the end)

Conflict Man vs Man Man vs Nature Man vs Machine

Man vs Himself Man vs God Man vs Alien


2012 TCU APSI 16

CHARACTER Protagonist

Antagonist

Supporting Characters


2012 TCU APSI 17

THEME


2012 TCU APSI 18

STYLE Narrator Point of View- 1st person 3rd person

I ran as fast as I could. She ran as fast as she could.

Dialogue

Description makes Imagery

The orange glow of the sun shone on the water. The wind whistled in his ears as he floated

effortlessly down, down.


2012 TCU APSI 19

Foreshadowing Flashback

Irony


2012 TCU APSI 20

Personification

Simile

faster than a speeding bullet sweet as pie

Metaphor

his anger was a ticking bomb my homework was a beast


2012 TCU APSI 21

Symbolism

Allusion

Billy was as mean as Hitler. The ballerina had the grace of Aphrodite.

Characterization

Soft-hearted, funny, brave, in love smart, observant, pipe smoker, untidy


2012 TCU APSI 22

Onomatopoeia

Bang! Boom! Drip! Drip!

Alliteration

She sells sea shells Peter Piper picked a peck of pickled peppers.


2012 TCU APSI 23

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Name: ________________________________________ Date: _________________ Period: _____

Reading Response

Title of Book:

Author:

Pages Read:

Summary:

Literary Device Used:

How is it used?


2012 TCU APSI 24

Name: ________________________________________ Date: ________________ Period: _____

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Dialectical Journal Directions: Write quotes in the left column. Respond to the quotes in the right column. Why did you feel this was an important quote?

Book Title / Author _____________________________________________________________ Quotation Reaction

Page:

Page:

Page:


2012 TCU APSI 25

Name: ________________________________________ Date: ________________ Period: _____

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Story Plot Terms

As the story progresses,

complications and problems arise

for the main character. These

difficulties create suspense.

This is the highest point of interest or

drama in the story. The suspense is at its

peak, but the outcome is still unclear.

The tension has been

relieved. The conflict is

resolved and

characters’ lives return

to normal. Note that the

terms Falling Action and

Denouement are often

combined. In this case,

all events after the

Climax fall under

Denouement.

Also called the exposition, the

reader is introduced to the

characters, setting, and background

information.

Also called the resolution, the

denouement is the final resolution

of the main complication. The term

denouement applies only to stories

with happy endings. Tragic endings

are termed catastrophe.


2012 TCU APSI 26

Plot Topics Character

Your Ideas Your Ideas

Setting Themes Point of View


2012 TCU APSI 27

DOMINANT COLORS

PREVAILING WEATHER

EXTERNAL FEATURES

INTERNAL FEATURES

GATESHEAD

LOWOOD

THORNFIELD

MOOR HOUSE

FERNDEAN


2012 TCU APSI 28

Name Date


Analyzing Characters

Character’s Name: Example or Quote What the example revealsabout the character?

Character’s words

Character’sappearance

Character’sthoughts

What othercharacters say orfeel about thischaracter

Character’sactions


2012 TCU APSI 29


Name Period

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Character Quality Study

Directions: Use this chart to identify qualities of a character. Label the quality then provide evidence with a quote or example.

Quality: ________________________ Quote or Example: _______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

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Character: _______________________


_______________________________

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_______________________________

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_______________________________

_______________________________

_______________________________


2012 TCU APSI 30

character's name

one trait

one trait one trait

one trait

example example

example example

example example

example example example example

example example

example

example

example

example


2012 TCU APSI 31


2012 TCU APSI 32

facebook

Name: What’s on your mind: Basic Information: Hometown: Relationship Status: Political Views: Friends Religious Views: Personal Information: Activities: (2) Interests: (3) Favorite Books: (3) Education/Work: School: Employer: Position: Favorite Movies/TV Shows: (3) Contact Info: E-mail: Address: Favorite Quotes: (3) use back of paper About Me: (at least 100 words) THE WALL (usE THE bAck of THE PAPEr) 5 total posts, at least 3 of the 5 have to be different characters Name Post


2012 TCU APSI 33

NINE Sentence Patterns

SUBJECT + VERB ( . )

My boss warned me about being late .

SUBJECT + VERB ( ; ) SUBJECT + VERB ( . )

My boss warned me about being late ; he didn't fire me.

SUBJECT + VERB ( , ) but SUBJECT + VERB ( . )

or yet so for and nor

My boss warned me about being late , but he didn't fire me.

SUBJECT + VERB ( ; ) therefore ( , ) SUBJECT + VERB ( . ) however nevertheless consequently furthermore for example thus

My boss warned me about being late ; however , he didn't fire me.

If SUBJECT + VERB ( , ) SUBJECT + VERB ( . ) Because Since When While Although After Even before

As long as

Whenever

Although my boss warned me about being late , he didn't fire me.


2012 TCU APSI 34

SUBJECT + VERB if SUBJECT + VERB ( . )

because since when while although after even before as long as whenever

My boss didn't fire me although he warned me about being late.

SUBJECT ( , ) a wealthy banker ( , ) VERB ( . ) on the other hand his heart beating wildly

My boss , a compassionate person , didn't fire me ( . )

SUBJECT + VERB ( : ) A, B, C, and D.

Dialogue

a. "You're fired," he said.

b. He said, "You're fired."

c. "You," he said, "are fired."

d. Who said that you're fired?

e. Who said, "You're fired"?

f. Who said, "Were you fired?"

My boss gave me some gifts : an alarm clock, a beeper, a watch, and a book.


2012 TCU APSI 35

Sentence Types 1. Declarative – makes a statement.

The king is sick.

2. Imperative – gives a command. Cure the king!

3. Interrogative – asks a question. Is the king sick?

4. Exclamatory – provides emphasis or expresses STRONG emotion. The king is dead! Long live the king!

Sentence Patterns 1. Simple – one independent clause

The singer bowed to her adoring audience.

2. Compound – contains two independent clauses joined by a coordinating conjunction or by a semicolon. The singer bowed to the audience, but she sang no encores.

3. Complex – an independent clause and one or more subordinate clause. Because the singer was tired, she went straight to bed after the concert.

4. Compound-complex – contains two or more independent clauses and one or more subordinate clauses. The singer bowed while the audience applauded, but she sand no encores.

5. Loose or Cumulative – makes complete sense if brought to a close before the actual ending. The modifying phrase in the sentence could be eliminated while maintaining the meaning of the sentence. We reached Edmonton that morning after a turbulent flight and some exciting experiences, tired but exhilarated, full of stories to tell our friends and neighbors.

6. Periodic – makes sense fully only when the end of the sentence is reached. That morning, after a turbulent flight and some exciting experience, we reached Edmonton.

7. Balanced – the phrases or clauses balance each other by virtue of their likeness of structure, meaning or length. “We shall fight on the beaches, we shall fight on the landing-grounds, we shall fight in the fields and in the streets, and we shall fight in the hills.” Winston Churchill

8. Natural order – subject comes before the predicate. Oranges grow in California

More Sentence Patterns 9. Inverse order (sentence inversion) – predicate comes before the subject. Typically used for

emphasis or rhythmic effect. In California grow the oranges.

10. Juxtaposition – poetic and rhetorical device in which normally unassociated ideas, words, or phrases are placed next to each other, often creating an effect of surprise and wit. “The apparition of these faces in the crowd: Petals on wet, black bough.” (In Station of the Metro by Ezra Pound)


2012 TCU APSI 36

11. Parallel Structure – grammatical or structural similarity between sentences or parts of a

sentence. It involves the arrangement of words, phrases, sentences, and paragraphs so that elements of equal importance are equally developed and similarly phrased. He loves swimming, running, and playing tennis.

12. Repetition – a device in which words, sounds, phrases, and ideas are used more than once to enhance the rhythm and to create emphasis. “…government of the people, by the people, for the people, shall not perish from the earth.” (“Address at Gettysburg” by Abraham Lincoln)

13. Rhetorical Question – a question that requires no answer. Used to draw attention to a point and is generally stronger than a direct statement. If Mr. Ferchoff is always fair, as you have said, why did he refuse to listen to Mrs. Baldwin’s arguments?

14. Rhetorical Fragment – a fragment used deliberately for a persuasive purpose or to create a desired effect. Something to consider.


2012 TCU APSI 37

Name: _____________________________________ Writing Web

Detail Detail Detail Detail

Topic Topic

Main Idea

Topic Topic

Detail Detail Detail Detail

Super Teacher Worksheets - http://www.superteacherworksheets.com


2012 TCU APSI 38

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Summary and Paraphrase

Summary – a restatement which covers only the main points

Paraphrase - a restatement of a text or work giving the meaning in

another form

The summary reduces the passage to just the most important points,

and a paraphrase restates it in another more easily understood way.

How to Write a Summary1. Read the entire selection.

2. Circle the most important words and phrases.

3. Write 8 of the most important words or phrases on the lines below.

4. Use the list to create a summary restating the main points.

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

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____________________________________

Summary:

Horseshoes is an outdoor game played between two people (ortwo teams of two people) using four horseshoes and two stakes.Players alternate tossing horseshoes at stakes in the ground,which are placed 40 feet apart. The game begins with a coin tossto decide who goes first. The winner of the toss throws bothhorseshoes; one at a time, at the opposite stake, and then thesecond player throws both of their horseshoes at their end. Playcontinues until one player has at least 15 points at the end of around.


2012 TCU APSI 39

Name Date Period


Summarizing

Directions: Organize and summarize the important elements and events.

Title and Author

Major Characters

What is the main conflict?

Setting

Main Events

•

•

•

•

How was the main conflict resolved?


2012 TCU APSI 40


Name Date Period

Directions: Find three quotes to illustrate each of the themes.


Themes


2012 TCU APSI 41


Trotter

Book Title

Trotter

Theme

Trotter

Trotter

Trotter

Trotter

Trotter

Trotter

Theme

Trotter

Trotter

Trotter

Trotter

Trotter

Name_____________________________________________ Period_______________

Question you are addressing: ________________________________________________________

________________________________________________________________________________________________

Claim:

Warrants(Logical statements that bridge between the claim and data)

Reason 1: Reason 2: Reason 3:

Backing(Statements that serve to support the warrants)

Backing: Backing: Backing:

Data (The facts or evidence used to prove the argument)

Data: Data: Data:


2012 TCU APSI 42

Rebuttal(Counter-arguments or statements indicating circumstances when the

general argument does not hold true)


2012 TCU APSI 43

Model Graphic Organizer for the

Argumentative Essay

Support

your claim

Refute the

objections

Ask the question(s)

Express your

viewpoint

Evidence

Main Point 1

Evidence

(details)

Main Point 2

Evidence (details)

Main Point 3

Evidence (details)

Main Point 1

Evidence (details)

Main Point 2

Evidence (details)

Main Point 3

Evidence (details)

1. Affirm your thesis

2. Stress your main ideas 3. Use forceful ideas

without being dogmatic

Proposition

(Claim)

Conclusion


2012 TCU APSI 44

Example: Graphic Organizer for the

Argumentative Essay

Support your

claim

Refute the

objections

Would banning of assault

weapons reduce crime?

The production, sale, and

possession of assault weapons for

private citizens should be banned

in the U.S.

Evidence

Barbaric public slaying:

− Columbine School Shootings

− University of Virginia incident

Public opinion:

− 12% favor ban (Much 92

Timetable News)

− Organizational endorsements

− Nat'l Sherriff's Assoc./lntn'l Assoc.

of Police Chiefs

Statistics:

− 10,561 murders in 1990 by

handguns

− Study of 131 injured patients’

medical expenses paid by public

funds

Strict gun control laws won't affect

crime rate:

− Low murder rate in Britain,

Australia (etc., where strict

controls are in force.

Outlaws would still own guns:

− Any effort to move trend in

opposite direction would

benefit future generations

Main Point 3

Evidence (details)

Assault weapons are regulated in some

states:

− States must be equally concerned

with all 3 phases of "attack" on

assault weapons (production-

sale-possesion) for results to be

effective.

Proposition

(Claim)

Conclusion


2012 TCU APSI 45

Graphic Organizer: Two-Column Chart(Arguments For/Against Your Position)

Arguments that support your position:

Name ___________________________________________ Date _________________________________

© Macmillan/McGraw-Hill

Arguments that opposeyour position:

Argument #1:

Supporting Details:

Argument #2:

Supporting Details:

Argument #3:

Supporting Details:

Argument #1:

Supporting Details:

Argument #2:

Supporting Details:

Argument #3:

Supporting Details:


2012 TCU APSI 46

Topic:

Reason 1:

Fact/Example:

Fact/Example:

Name: Date:

Copyright Creativewriting-prompts.com 2010 Persuasion 3 Reasons 2 Facts

Reason 2:

Fact/Example:

Fact/Example:

Reason 3:

Fact/Example:

Fact/Example:


2012 TCU APSI 47

Essay Topic______________________________________________________________________________

What is your opinion on thistopic?_____________________________________________________________________________

Reason 1:______________________________________________________________________________

Why? Support your reason._________________________________________________________________________________

Reason 2:_______________________________________________________________________________

Why? Support your reason_________________________________________________________________________________

Reason 3:_______________________________________________________________________________

Why? Support your reason_________________________________________________________________________________

PERSUASIVE WRITING PLAN

Persuasive Essay: Graphic Organizer

Name:

Pick an essay topic that is important to you. Stateyour opinion clearly, giving your reasons with twoto three supporting facts. Use this plan to preparethe content of your essay.

©Creativewriting-prompts.com Persuasion Writing Plan 3 Reasons


2012 TCU APSI 48

Toulmin Arguments Model

A Claim: is your point

is debatable

is demonstrated by logic and evidence

Write your Thesis Statement: ________________________________________________

Reason

Reason

Reason

Evidence:

___________________________

___________________________

___________________________

___________________________

___________________________

Evidence:

___________________________

___________________________

___________________________

___________________________

___________________________

Evidence:

___________________________

___________________________

___________________________

___________________________

___________________________ Conclusion

Warrant(s)

Just like a search warrant from the

police, the argument warrant gives

the writer authority to proceed with

their argument.

• is the assumption that

makes your claim plausible

• perhaps questions the

evidence

• shows a logical, persuasive

connection between claim,

reasons, data(evidence)

• gives authority to proceed

with your argument

• can be stated, but usually is

assumed


2012 TCU APSI 49

PersuasiveEssay Outline Possible Structure Notes,Comments and Ideas

Introduction

"Hook"

Introduce the Issue.

State your position clearly.

Transition to the essay body.

Body

Pro Reason 1

Supporting Evidence(Highlight evidence, give

statistics or share a personalstory)



Pro Reason 2





State the opposingposition



Explain why these might betrue but....

Pro Reason 3 (Your Mostpowerful Argument)Supporting Evidence

(Highlight evidence, givestatistics or share a personal

story)Supporting Evidence

(Highlight evidence, givestatistics or share a personal

story)

Conclusion

Transition to conclusion

Restate Your Position

Summary of Reasons(Optional)

Clincher (Conclude with youropinion or a "call to action"

Graphic Organizer: Persuasive Essay Plan

© Creativewriting-prompts.com Graphic Organizer Persuasive Essay Plan


2012 TCU APSI 50

© Freeology.com

Metacognitive Journal Metacognition involves understanding how you came to learn something. Use

this page to help you think about what you learned and how you learned it.

Topic:

What I learned How I learned it


2012 TCU APSI 51


Where I’m From

I am from _____________________________________________________________________________(a specific item from your childhood home)

from _________________________________________________________________________________(two products or objects from your past)

I am from _____________________________________________________________________________(a phrase describing your childhood home)

and __________________________________________________________________________________(more description of your childhood home)

I am from _____________________________________________________________________________(a plant, tree or natural item from your past)

whose ________________________________________________________________________________(personify that natural item)

I am from _____________________________________________________________________________(two objects from your past)

from _______________________________________and _______________________________________(a family name) (another family name)

I am from _____________________________________and _____________________________________ (a family trait or tendency) (another family trait or tendency)

and from ______________________________________________________________________________(another family trait, habit or tendency)

from __________________________________________________________________________________(another family trait, habit or tendency)

I am from _____________________________________________________________________________(a religious phrase or memory)

I am from _____________________________________and _____________________________________(an ancestor) (another ancestor)

from __________________________________________________________________________________(two foods from your family history)

from __________________________________________________________________________________(a specific event in the life of an ancestor)

and from _______________________________________________________________________________(another detail from the life of an ancestor)

_______________________________________________________________________________________(a memory or object you had as a child)

I am from those moments _________________________________________________________________

_______________________________________________________________________________________(conclude by finishing this thought or by repeating a line or idea from earlier in the poem)


2012 TCU APSI 52

Insert Graphic Here

Name: Grade: Role in the story: (Type four major events/ways the character contributed to the story)

• • • •

Word to describe characters personality ________: (Describe why you chose this word. You must give specific examples from the novel). How would the story change if this character were not in the story?


2012 TCU APSI 53

Using TPCASTT for Analysis of Poetry

T Title What do the words of the title suggest to you? What denotations are presented in the title? What connotations or associations do the words posses?

P Paraphrase Translate the poem in your own words. What is the poem about?

C Connotation What meaning does the poem have beyond the literal meaning? Fill in the chart below.

Form Diction Imagery

Point of View Details Allusions

Symbolism Figurative Language Other Devices

(antithesis, apostrophe, sound devices, irony, oxymoron, paradox,

pun, sarcasm, understatement)

A Attitude What is the speaker’s attitude? How does the speaker feel about himself, about others, and about the subject? What is the author’s attitude? How does the author feel about the speaker, about other characters, about the subject, and the reader?

S Shifts Where do the shifts in tone, setting, voice, etc. occur? Look for time and place, keywords, punctuation, stanza divisions, changes in length or rhyme, and sentence structure. What is the purpose of each shift? How do they contribute to effect and meaning?

T Title Reanalyze the title on an interpretive level. What part does the title play in the overall interpretation of the poem?

T Theme List the subjects and the abstract ideas in the poem. Then determine the overall theme. What message is th author trying to convey? What lesson is being taught? The theme must be written in a complete sentence.


2012 TCU APSI 54

D.U.C.A.T.S. The “6 gold pieces” of writer’s voice

Diction refers to a writer’s (or speaker’s) word choice with the following considerations: • denotation / connotation • degree of difficulty or complexity of a word • monosyllabic / polysyllabic • abstract / conceret • euphonius / cacophonous • colloquial / formal / informal / technical • tone of a word (the emotional charge a word carries) • the above will often create a subtext for the text

Unity refers to the idea that all of the ideas in a written piece are relevant and appropriate to the focus. Some considerations:

• each claim (assertion, topic sentence) supports the thesis • each piece of evidence is important and relevant to the focus of the paragraph or the piece of writing as a whole • occasionally, a writer may choose to purposely violate the element of unity for a specific effect (some humorists

/ satirists will sometimes consciously do this) • it is important to consider what has been omitted from a piece and examine the writer’s intent in doing so

Coherence refers to the organization and logic of a piece of writing; some considerations include: • precision and clarity in a thesis and supportive arguments • the arguments ordered in the most effective way for the writer’s intent • the sentences and paragraphs “flow smoothly” for the reader; there should not be any abrupt leaps or gaps in

the presentation of the ideas or story (unless the writer makes a conscious choice for a specific and appropriate effect)

Audience refers to the writer’s awareness of who will be reading his or her piece of writing; some considerations are: • Who are the targeted readers? • How well informed are they on the subject? What does the writer want the reader to learn as a result of this

piece? • What first impression is created for the reader and how does the author’s voice shape this first impression? • How interested and attentive are they likely to be? Will they resist any of the ideas? • What is the relationship between the writer and the reader? Employee to supervisor? Citizen to citizen? Expert

to novice? Scholar to scholar? Student to teacher? Student to student? • How much time will the reader be willing to spend reading? • How sophisticated are the readers in regard to vocabulary and syntax?

Tone refers to a writer’s ability to create an attitude toward the subject matter of a piece of writing. Whst does that attutude suggest about the author? Te subject? What effect is produced by the writing and how is that effect produced? The tools a writer uses to create tone:

• Diction, Figurative language, Characterization, Plot, Theme, Structure Syntax refers to the arrangement--the ordering, grouping, and placement--of words within a phrase, clause, or sentence. Some considerations:

• Type of sentence • Length of sentence • Subtle shifts or abrupt changes in sentence length or patterns • Punctuation use • Use of repetition • Language patterns / rhythm / cadence • How all of the above factors contribute to narrative pace • The use of active and/or passive voice


2012 TCU APSI 55

S.O.A.P.S.Tone – Analyzing point of view Speaker: Is there someone identified as the speaker? Can you make some assumptions

about this person? What class does the author come from? What political bias can be inferred? What gender?

Occasion: What may have prompted the author to write this piece? What event led to its publication or development?

Audience: Does the speaker identify an audience? What assumptions can you make about the audience? Is it a mixed in terms of: race, politics, gender, social class, religion, etc.? Who was the document created for? Does the speaker use language that is specific for a unique audience? Does the speaker evoke: Nation? Liberty? God? History? Hell? Does the speaker allude to any particular time in history such as: Ancient Times? Industrial Revolution? World Wars? Vietnam?

Purpose: What is the speaker’s purpose? In what ways does the author convey this message? What seems to be the emotional state of the speaker? How is the speaker trying to spark a reaction in the audience? What words or phrases show the speaker’s tone? How is this document supposed to make you feel?

Subject: What is the subject of the piece? How do you know this? How has the subject been selected and presented by the author?

Tone: What is the author’s attitude toward the subject? How is the writer’s attitude revealed? The tools a writer uses to create are diction, figurative language, characterization, plot, theme, structure


2012 TCU APSI 56

D.I.D.L.S. A mnemonic for literary analysis

Diction: the denotative and connotative meanings of words What words does the author choose? Consider his/her word choice compared to another. Why did the author choose that particular word? What are the connotations of that word choice?

• different words for the same thing often suggest different attitudes (happy vs. content vs. ecstatic)

• denotative vs. connotative (dead vs. passed away) • concrete vs. abstract (able to perceive with 5 senses, tangible, vs. an idea or concept

that exists in one’s mind, intangible) • monosyllabic vs. polysyllabic (Cats eat meat; felines are carnivorous animals.) • simple vs. ornate • positive vs. negative (slender vs. skinny, determined vs. stubborn) • colloquial / informal / formal / technical • cacophonous vs. euphonious (e.g., harsh sounding, raucous, croak or pleasant

sounding, languid, murmur) •

Images: Vivid appeals to understanding through the five senses – sight, sound, touch, taste, smell. (What images does the author use? What does he/she focus on in a sensory way? How do the kinds of images the author puts in or leaves out reflect his/her style? Are they vibrant? Prominent? Plain? (NOTE: Images differ from detail in the degree to which they appeal to the senses. A farmer and a real estate developer would use different imagery to describe the same piece of land. Imagery would differ in a romantic vs. realistic description of the countryside.)

Details: Facts that are included or those that are omitted. What details does the author choose to include? What do they imply? What does the author choose to exclude? What are the connotations of the choice of details? (NOTE: Details are facts or fact-lets. They differ from images in that they don’t have a strong sensory appeal. Hard Copy vs. CNN vs. NPR)

Language: The overall use of language such as formal, clinical, informal, slang What is the overall impression of the language the author uses? Does it reflect education? A particular profession? Intelligence? Is it plain? Ornate? Simple? Clear? Figurative? Poetic? Make sure you don’t skip this step. Ambassador will speak differently than a cop or a kid.

Sentence Structure: How the author’s use of sentence structure affects the reader What are the sentences like? Are they simple with one or two clauses? Do they have multiple phrases? Are they choppy? Flowing? Sinuous like a snake? Is there antithesis, chiasmus, parallel construction? What emotional impression do they leave? If we are talking about poetry, what is the meter? Is there a rhyme scheme? Long flowing sentences give us a different feeling than short choppy ones. If the narrator has awkward sentence structure, we night think he is uneducated or fearful. Sophisticated mature sentences might suggest artistic creativity.


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So What?

S.O.L.L.I.D.D. Analyzing rhetorical elements & author’s style Syntax: Sentence structure Organization: The structure of sections within a passage and as a whole.Movement in the passage between

tones, ideas, defining literary/rhetorical strategies Literary Devices: Metaphor, simile, personification, irony (situational, verbal and dramatic), hyperbole,

allusion, alliteration, etc. Levels of Discourse: Cultural levels of language act, with attendant traits (does the narrator’s voice represent a

particular social, political, or cultural viewpoint or perspective?) Imagery: Deliberate vivid appeal to the audience’s understanding through the five senses (visual, auditory,

tactile, olfactory, gustatory) Diction: Word choice and its denotative and connotative significance Detail: Descriptive items selected for inclusion. Concrete aspects of the poem or passage. What is included;

what is omitted Ingredients

Poem: • Title • Speaker/Persona/Voice • Structure (prosody.verse, stanza, poetic

form) • Theme (direct/implied) • Figures of Speech • Symbolism

Fiction/Novel:

• Title • Speaker • Structure (plot elements, flashback,

foreshadowing; fictional form) • Theme (direct/implied) • Character (direct/indirect; flat/round;

static/dynamic; foil; stereotype) • Setting (integral) • Point of View (first/third;

limited/omniscient; major/minor; reliable/näive; stream-of-consciousness

• Figures of Speech • Symbolism

Drama: • Title • Speaker • Structure (plot elements, flashback,

foreshadowing) • Theme (direct/implied) • Character (direct/indirect; flat/round;

static/dynamic; foil; stereotype) • Setting (staging, props, costumes) • Figures of Speech • Symbolism

Essay:

• Title • Speaker • Structure (thesis, introduction,

evidence, conclusion; enumeration, chronological, compare/contrast. cause/effect)

• Purpose (inform, educate, persuade) • Theme (direct/implied) • Figures of Speech • Rhetorical Devices • Symbolism


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P.A.T.T.R. For Analyzing Rhetoric

Purpose: Identify the author’s purpose in writing; i.e., to persuade, to inform, to describe, to

narrate. The writer may use one or all of three strategies -- • pathos (emotional appeal)

non-logical, senses, biases, prejudices, connotative language, euphemism, figurative language, friendly

• logos (logical appeal) inductive deductive, syllogisms, enthymeme claims, evidence, testimony, quotes, facts, authority

• ethos (ethical appeal) intelligence, virtue and good will; appeals to morals or prudence

Audience: Identify the author’s intended audience, i.e., what readers would be more likely

influenced and open to this writing.

Tone: Identify the author’s attitude toward the subject and the audience, as expressed through

devices like diction, imagery, details, language, and syntax. Be alert to the possibility of irony and satire.

Theme: Consider theme as an abstract concept coupled with an observation about life and human

experience. Avoid theme statements that are too simplistic, judgmental, or moralizing, specific to the plot or characters of the particular writing, or include absolutes like anyone, all, none, everything, everyone.

Rhetorical devices: any device which persuades the audience to agree with the author

• analogy—making clear a concept by showing similarity to a more familiar concept • assertion—suggestion for consideration as true or plausible • antithesis—statement OPPOSED to another assertion • anticipate an objection—addressing an objection before anyone else can raise the objection • concession—an acknowledgement of objections to a proposal • direct address—speaking directly to another • rebuttal—final opposition to an assertion, disproving or refusing • red herring—a statement that draws attention from the central issue • reduce to the absurd—to show the foolishness of an argument • rhetorical question—asking a question without desiring a response • specious reasoning—having only apparent logic, not true logic but presented as such under/over • statement—saying considerably more or less than a condition warrants, usually to be ironic


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Documents

Texas Christian University - Jerry W. Brownjerrywbrown.com/wp-content/uploads/2012/12/If-I-Draw-it-I-might... · Texas Christian University 2012 APSI for English If I draw it, I might