How Languages Choices
Influence Personal Response
to Texts…
Presentation by Ashleigh Kuenz, Gerard Nixon, Alex Hickin and Kellie Lerch
Please visit our website for more information: http://languagechoices.weebly.com
There are a variety of language choices and literary devices within literature.
Students come across them on a daily basis when reading or writing different
texts. According to Novelli (2008) "Language choices help writers create energy
and atmosphere in their writing"
TODAYS FOCUS:
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Modality
Metaphor
Repetition/Emphasis
Personification
Literary Devices:
Students learn about literary devices
throughout their school years.
Some examples of literary devices:
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Metaphor
Simile
Alliteration
Hyperbole
Irony
Onomatopoeia
Rhythm
Tone
Personification
Repetition:
Repetition is a literary device that is
used in a variety of texts. In particular,
repetition is commonly used in: chants,
fairy tales, jokes, picture books, poetry
and song. Repetition is often used in
these texts for the following reasons: •
Emphasis • Increase in tension • Create
rhythm • Predictability • Humour •
Exaggeration • Providing unity (Brian,
2008).
Australian Curriculum
Content Description:
Year Level: 6
Identify and explain how choices
in language, for example
modality, emphasis, repetition
and metaphor, influence personal
response to different texts
(ACELT1615)
Metaphor:
The term metaphor is defined as a figure of
speech containing an implied comparison in
which a word or phrase is applied to an
object or action to which it is not literally
applicable (Merriam-Webster, 2013). The use
of metaphors can help students understand
how language features and language patterns
can be used for emphasis. Metaphor can be
used to demonstrate personal responses and
allow children to express their views,
imagination and thinking.
Emphasis:
Emphasis is commonly used within texts as a
way to build emotional intensity within certain
sections of texts. However, emphasis can also
add a passionate tone to texts (Fisher, 1994).
Modality:
Personification:
Modality is a very common tool used in the
English language. It is often used
professionally by authors and philosophers
as a language tool which allows them to say
things about, or on the basis of, situations
which need not be real (Portner, 2009).
Personification is when writers give a
non-human thing human characteristics
(Paxson, 2004). An example is 'The man
in the moon smiled at me'.
Modality influences readers by entertaining
with the idea that there are multiple
possibilities. It is used to create language
for different perspectives and possibilities
(Derewianka, 2011).
The use of personification can strongly
influence a reader’s personal response.
Personification allows the reader to
become attached to non-human things.
The reader is more likely to care about
something when they are able to relate
to the object.
References:
Abdulla, A. (2001). Rhetorical repetition in literary translation. Babel , 289-303.
ACARA Australian Curriculum, Assessment and Reporting Authority. (n.d.). The Australian curriculum: F-10 Curriculum. Retrieved on
16th August 2014 from:
http://www.australiancurriculum.edu.au
Brian, J. (2008). Let's look at the 3 R's of literature: rhyme, rhythm and repetition. Practically Primary , 22-25.
Derewianka, B. (2012). A new grammar companion (2nd ed.). Sydney: Primary English Teaching Association Australia
Dupriez, B. (1993). A dictionary of literary devices. Toronto: University of Toronto Press.
Fintel, K. (2006). Modality and language. Cambridge, MA: Department of Linguistics and Philosophy. Accessed 21/08/14 from:
http://web.mit.edu/fintel/www/modality.pdf
Fisher, A. (1994). Gunter narr verlag. Berlin.
Government of NSW: Education and Communities (2012). Skill focus: identify and using modality [website]. Accessed 21/08/14 from:
http://www.schools.nsw.edu.au/learning/712assessments/naplan/teachstrategies/yr2012/index.php?id=literacy/language/ll_verb/ll_verb_s45_12
Houghton Mifflin. (1997). Responding to Literature. Retrieved 5th August 2014, from
http://www.eduplace.com/rdg/res/literacy/lit_ins3.html - See more at: http://reffor.us/index.php#sthash.WtJgVFSj.dpuf
Johnstone, B. (1987). Perspectives on repetition. Text: an interdisciplinary journal for the
study of discourse , 205-214.
Kimbro, M. (2014). Alliteration in Headline Poems. Retrieved from Readwritethink: http://www.readwritethink.org/classroomresources/lesson-plans/alliteration-headline-poems-81.html?tab=3#tabs
Merriam-Webster. (2013). Metaphor. Retrieved 5th August 2013, from http://www.merriam-webster.com/dictionary/metaphor - See more
at: http://reffor.us/index.php#sthash.by00mMxJ.dpuf
Novelli, J. (2008). Creative writing devices. Instructor, 107(6), p 1-6. Retrieved from:
http://go.galegroup.com.ezproxy1.acu.edu.au/ps/i.do?action=interpret&id=GALE%7CA20463434&v=2.1&u=acuni&it=r&p=AO
NE&sw=w&authCount=1
Paxson, J. J. (2004). The poetics of personification (6th ed.). Cambridge University
Press.
Portner, P. (2009). Modality. Oxford: Oxford University Press.
Accessed 18/08/14 from: http://site.ebrary.com.ezproxy2.acu.edu.au/lib/australiancathu/detail.action?docID=10288442
Tompkins, G., Campbell, R., & Green, D. (2012). Literacy for the 21st centurary: a balanced approach. Frenchs Forest, Australia:
Pearson.
Whitehead, M. (2002). Developing language and literacy with young children (2nd ed.). London, England: Paul Chapman Publishing.