APE standard: Writing to understand: exploratory activities that
enable students to discover what they think in the process of
writing about their reading, including annotation, free writing,
journal, and response /reaction papers.
,I
Past power points from class to
help you…
 Group responses to the activity on page 9:
 The ways the two speakers’ expectations about readers
 are similar:
 1)
 2)
 Speaker’s beliefs about the value of literature:
 1)
 2)
 Speaker’s use of playful humor:
 1)
 2)
 NOTES: Page 10: what are the habits of mind that you
need to cultivate to get the most out of a literary text:
 Ambiguity – synonyms and the literary definition
 Do 10,11,12 for homework: 10/3 for 10/4
 Page 11: Activity: Two views on being a reader in
collaborative group… Look at the prompt. Similarities
and differences. How does that relate to compare and
contrast?
 Be candid with yourself and each other about
discussing your own experiences as a reader.
 In the following two poems, adults provide
explanations for children. Read the poems
carefully.
Then write an essay in which you
compare and contrast the two
poems, analyzing how each poet
uses literary devices to make his
point.







Approaching literature: Use the three step approach to discuss “Out, Out-”.
Discuss the approach after you read through extension on page 16.
Record notes that reflect the process and your understand of using it.
COURSE REQUIREMENT:
Writing informally to understand.
The three step approach to literature
Take informal notes on your processing “Out, Out” with the three step process.
 Assessment…10/5
 After the closed book assessment, page 16.
 Activity page 16: collaborative groups
ORJ dialogue
 Did your use The Bedford glossary of literary terms to frame your
analysis discussion ? Es muy importante!
 After listening to your partner(s) discussion of their analysis of
the elements, record the name of the novel or drama, the author,
and write down a theme you think your analysis would support.
In addition, record which elements were the most revelatory to
you in suggesting the theme you choose.
 I do hope this made analysis more familiar.
 RT: localized Your assessment of this ORJ chat in building your
skills and confidence in analysis of the elements, figures of
speech, etc. is…
Reader response is not part of the discussion.
Elements of style: The course teaches students to write an
interpretation of a piece of lit that is based on careful observation (remember notice,
notice!), considering the works style, structure and themes.
 21-26
 Make sure you have good notes on these elements of
style from both texts. Remember, the L and C text
admits on page 21 that the definitions are brief
introductions. A brief awareness of the element will
not be adequate for the objective part of the test, nor
the essays.
 Notice the highly helpful questions on pages 23-24.
 DO activity on page 24 in group.
Frequent opportunities for writing and re writing formal
extended analyses. Writing to explain: students draw on
textual details to explain and/or interpret the meaning of
a literary text.
 Study the sample analysis. Really.
 Monday, we will do the activity on page 25 using the
elements of style in relationship to the prompt.
 Spend a few minutes analyzing the prompt. That
should give you the purpose of your writing.
 New terms: conceit
“
 A Valediction Forbidding Morning”
Special considerations for reading poetry closely, pg 26
in L and C – course requirement: structure and style
 Rhyme
 Meter
 Form
 Poetic syntax
 Sound  Again, look at the questions provided to you. Do you
think they merit consideration?
The sounds of poetry
 I know not a better poem to study for sound than Coleridge’s Rime of
the Ancient Mariner.
 So, please, grab a Bedford (ch 26)and record a literary definition for
assonance, consonance, euphony, and cacophony.
 You familiarity with the lit terms will inform your experience with the
poem.
 In addition, please record thoughtful notes on rhyme. That info is in
chapter 26 as well. APE needs to wrap their heads around masculine
and feminine rhyme, exact rhyme (exact rhyme is also called off, slant,
and approximate rhyme. Class time Friday, 10/28
 Given the level of familiarity, I think it is your best interest to work on
ch 26 in class, finishing whatever you could not finish in class on your
own or with your collaborative group.
 *** Please, do the LiterActive activity on page 863, print them off, and
bring to class on Friday.
Homework from last Monday: Read the passage carefully and
analyze how style conveys this sense of Gatsby. What sense? Look
at the prompt…The narrator of this American classic describes Jay
as a person with “a great capacity for wonder.” Did your analysis of
style focus on this? Otherwise, you missed the prompt.
 In your Lit and Comp text, a brief intro to the elements of style






begins on page 21…
Those elements include:
Diction: Careful word choice to convey PRECISE meaning is the
central premise of diction. Therefore, as you analyze word
choice, an APESTER needs to consider connotations and
denotation because you, as you analyze diction, must consider a
multiplicity of word meanings.
How do the connotations relate to the meaning of the piece?
Do connotations ever reveal yet another layer of meaning? Yes,
sometimes connotations affect tone, as in formal or informal,
slang, colloquial.
Diction can also be abstract or concrete.
How many of these did you analyze, discuss, and supply text?
Figurative language…How does style (figurative
language) convey Jay’s capacity for wonder?
 Language that is not LITERAL.
 It expands or explains by comparing something to







something else.
Metaphor
Personification
Analogy
Overstatement
Understatement
Paradox
Irony
How does style convey his sense of
wonder?
 Imagery – look, feel, smell, taste
Syntax conveying his sense of
wonder?










Syntax= arrangement
The four kinds of sentences according to structure.
That is different from the four types based on purpose.
Simple: one ind clause and no dep
Compound: two or more ind
Complex: one ind and at least one sub
Complex compound: 2 or more ind and at least one dep
Cumulative
Periodic
He traditional word order (sub + v+ obj) can be inverted
Mood and tone – Do these elements of style
convey his capacity for wonder?
Tone is the speaker’s attitude toward the subject of the work. Mood is
what we experience as a result of tone.
That’s the def from L and C. Looking for The Bedford as well.
Remember, the elements explanations are brief. In The Bedford, tone is
described as “the author’s IMPLICIT attitude toward the reader or the
people and places in a work as revealed by the elements” (Meyer 2144).
Did your homework analyze these elements in light of the prompt?
What is this? It is from your class…
“The elements of style – diction, figurative language, imagery and syntax
– work together in the excerpt from TGG to convey Gatsby as an
individual capable of the rare capacity to live from a dream and the
wonder it excites” (B).
Understanding style as related to
sentence structure
 A note on the way we classify sentences.
 Sentences are classified by purpose. The terms we use
are declarative, exclamatory, interrogative, and
imperative.
 Sentences are also classified by structure, and in that
light, there are four kinds of sentences. Please,
research and reckon with these for your analysis and
explore modeling the patterns in your own writing.