Mr. Go - ENG3U – Summative May 2015
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Mining the Meaning: the QAC Chart for a focus question on literature
Use this chart to assist you in delving into the figurative (symbolic) meaning of the text
and translating those figurative and associated concepts into original concrete images.
Figurative vs. Literal
“I’m a little blue today”. Figuratively, the speaker is feeling upset or glum (sad).
The colour blue is often associated with this sentiment. Literally, the person is not,
presumably, turning a navy shade.
Step 1 a) & b): Analysis and Translation
#1.
Quotation Column:
Select ten to twelve lines
related to your specific Focus
Question connecting
readers to writers. (e.g., “Fair is foul and foul is fair”).

Examine protagonist and key characters first,
but note that secondary characters often play
crucial roles in developing more subtle layers of
literary analysis.

Key passages connected to major conflicts or
key turns in narrative structure, soliloquies
and asides first: these are richest in giving the
audience direct access to a character’s psychoemotional development and trait portrayal.

Use the character traits and emotions list to help you articulate the character’s mind
state(s).

Analyze each quotation for layers of dramatic significance or elements of the story.
Use the support sheets here. Be sure to cite every quotation (act.scene.line; author
and page number)
#2.
Q:
#3.
Abstract Column:
Underline key words and phrases in each passage. Which lines in the play are
richest in dramatic significance? Which elements of the story does this passage
reveal? Which words or phrases reveal the most about a character or contribute
the most to the motif? Carry these words to the next column (Abstract).
Explore both the literal and figurative meanings of key lines from
the Q column. (e.g., Literal: What is light/good is dark/evil, balance,
Figurative: karma, universal retribution, political and hierarchical equilibrium of the universe).
Mr. Go - ENG3U – Summative May 2015

Page 2 of 3
Explore the surface and literal meaning first. How do the editor’s comments help
unpack the literal meaning? What relevant definitions can be found from
dictionaries and thesauruses to extend this
meaning?

Brainstorm abstract associations and
figurative interpretations of the author’s
ideas. Examine the surface meaning of the
words and phrases you found above. What
symbolic, figurative, or emotional connections
come to mind? Does this word remind you of
another idea or image? What connections does
this passage have within and outside the
context of the whole play? What are the
denotative (dictionary meaning) and
connotative meanings (associative)? Branch
out into other associative abstract meanings
(be inspired by memories, current events).
#4.
Concrete column: Select two or three abstract or associative (not literal!) meanings
from the second column (A) and list them in the third column (C).
Remember your images must ultimately be original drawings or photography, but you can begin by using
external images (such as from news media). (E.g., ying yang symbol, scales of justice).

Translate each abstract idea into concrete
images (related to five senses) used to
represent these abstract ideas. These may
come from current news items,
TV shows, movies, images from the Internet, but
must include your face photoshopped. even your
own visual art or photography. Remember that the
goal of this chart is to move AWAY from the literal
translation of the original lines (i.e., do not use the big
bad wolf from Lil’ Red Riding Hood since this is too close to
the surface meaning of “fair is foul”).
Step 2: Planning and assembling your Verbal-Visual
#5.
Use the symbols from the third column to create a slideshow using Prezi or a video
slideshow (e.g., PhotoStory). Scan any hand-drawn images into your piece. Each slide
should contain one Shakespearean passage and at least three images representing
three distinct ideas.
#6.
Be sure to save this slideshow onto an external storage device and back up your files to
the cloud. Be sure to upload to a site on the net and share the link in the class
spreadsheet.
Mr. Go - ENG3U – Summative May 2015
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QAC Chart: Quotation > Meaning > Symbol
Use this chart to assist you in delving into the figurative meaning of the text.
Q- Column 1: Begin by rewriting each quotation in modern English and work with the surface level, denotative
(dictionary) meaning of the words. Choose six or seven quotations to start, then narrow your choices to five
for the final visual. Cite
act, scene, and line number for each excerpt.
A- Column 2: Begin with denotative (dictionary) meanings, then work with the associative or connotative (symbolic)
meaning of the text.
C- Column 3:
Finally, think of images that might represent those original abstract ideas you’ve interpreted from the lines.
The last column should not be a literal interpretation of the first column, but a symbolic representation of it.
Quotations
(with key words
that arises from
Concrete Images and symbols
that
underlined) and paraphrase in modern
English, analysis of dramatic significance
figurative meaning of underlined words:
you may begin with denotative (dictionary
meaning) and move to connotative meaning
(associative)
represent ideas in middle column (to be
considered for visual).
“When shall we three meet again
In thunder, lightning, or in rain?
When the hurlyburly's done,
When the battle's lost and won….
There to meet with Macbeth….
Fair is foul, and foul is fair”
“we three meet” – conference of three
1) three as 1 "weighted” number, triad, form
1) Heightened senses: dogs, wolves, bats,
tarot cards
a climax; magic, luck, ritual
> triangular, sharp, acute, heightened
senses, of prophesy, 6th sense
> pyramidal, mysterious
2) Fear-mongering: 9/11, JFK, MadCow,
SARS
Paraphrase:
**note the / represents a break in the
original line of text.
1
Abstract Key ideas
2) meet: conspire, plot, gather,

Scheme, conspiracy, fear-monger,
terrorize
Simpson, Jacqueline, and Steve Roud. "three." A Dictionary of English Folklore. : Oxford University Press, 2003. Oxford Reference. 2003. Date Accessed 13 May. 2013
<http://www.oxfordreference.com/view/10.1093/acref/9780198607663.001.0001/acref-9780198607663-e-1036>.