Standard E2.1
The student will read and comprehend a variety of literary texts
in print and nonprint formats.
Students in English 2 read four major types of literary texts: fiction, literary
nonfiction, poetry, and drama. In the category of fiction, they read the
following specific types of texts: chapter books, adventure stories, historical
fiction, contemporary realistic fiction, science fiction, folktales, myths, satires,
parodies, allegories, and monologues. In the category of literary nonfiction,
they read classical essays, memoirs, autobiographical and biographical sketches,
and speeches. In the category of poetry, they read narrative poems, lyrical
poems, humorous poems, free verse, odes, songs/ballads, and epics.
The teacher should continue to address earlier indicators as they apply to more
difficult texts
Indicator E2-1.5 Analyze the effect of the author’s craft (including tone and the
use of imagery, flashback, foreshadowing, symbolism, irony,
and allusion) on the meaning of literary texts
Explanation of Revised Bloom’s Verb
Analyze: Break material into its constituent parts and determine how the parts
relate to one another and to an overall structure or purpose.
Explanation of Indicator
Author’s craft is the use of specific techniques that an author chooses to relay an
intended message. Author’s craft includes tone and the use of imagery, flashback,
foreshadowing, symbolism, irony, and allusion. Tone is the writer’s attitude toward
a subject, character, or audience conveyed through the choice of words and details.
Imagery is language that creates a sensory impression within the reader’s mind;
flashback is the technique of disrupting the chronological flow of a narrative by
interjecting events that have occurred at an earlier time; foreshadowing is the use
of hints or clues to suggest future action; symbolism is the author’s use of an
object, person, place, or an event that has both a meaning in itself and stands for
something larger than itself; irony is the discrepancy between what one says and
what one means, what a character believes and what a reader knows, or between
what actually occurs and what one expects to occur; and allusion is a brief
reference to a historical, mythological, or literary person, place, thing, or event.
Author’s craft is a broad term for how an author intentionally uses techniques to
create meaning and feeling for the reader. For example, to convey tone, an author
may intentionally use slang when writing the thoughts or dialogue of a teen-aged
character or use academic language to represent the thoughts or dialogue of a
scholarly character.
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Instructional Progression of Indicator
The level of difficulty of the text increases at each grade level. Additionally, some
areas of focus for the author’s craft differ at each grade level.
What do students need to know before they can understand
author’s craft?
 Students must understand and know how to identify and
interpret tone, imagery, flashback, foreshadowing, symbolism,
irony, and allusion.
 Students must be able to talk and write independently about
these techniques.
 Students need to demonstrate their ability to isolate the
elements of author’s craft and their effects on meaning.
Within author’s craft, what have students previously learned
and what they will learn in the future?
The words in bold indicate a change from grade to grade.
3-1.6 Analyze the effect of the author’s craft (for example, word
choice and sentence structure) on the meaning of a given
literary text.
4-1.6 Interpret the effect of the author’s craft (for example,
word choice, sentence structure, the use of figurative
language, and the use of dialogue) on the meaning of
literary texts.
5-1.5 Interpret the effect of the author’s craft (for example, tone,
figurative language, dialogue, and imagery) on the meaning
of literary texts.
6-1.5 Interpret the effect of the author’s craft (including tone and the
use of flashback and foreshadowing) on the meaning of
literary texts.
7-1.5 Interpret the effect of an author’s craft (including tone and the
use of imagery, flashback, foreshadowing, symbolism, and
irony) on the meaning of literary texts.
8-1.5 Analyze the effect of the author’s craft (including tone and the
use of imagery, flashback, foreshadowing, symbolism, irony,
and allusion) on the meaning of literary texts.
E1-1.5 Analyze the effect of the author’s craft (including tone and the
use of imagery, flashback, foreshadowing, symbolism, irony,
and allusion) on the meaning of literary texts.
E3-1.5 Analyze the effect of the author’s craft (including tone and the
use of imagery, flashback, foreshadowing, symbolism, motif,
irony, and allusion) on the meaning of literary texts.
E4-1.5 Analyze the effect of the author’s craft (including tone and the
use of imagery, flashback, foreshadowing, symbolism, motif,
irony, and allusion) on the meaning of literary texts.
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When teaching author’s craft, what connections, links, or ties
can be made to other indicators?
E2-1.3 Analyze devices of figurative language (including extended
metaphor, oxymoron, pun, and paradox).
E2-1.6 Create responses to literary texts through a variety of
methods (for example, written works, oral and auditory
presentations, discussions, media productions, and the visual
and performing arts).
E2-1.8 Read independently for extended periods of time for pleasure.
E2-2.4 Create responses to informational texts through a variety of
methods (for example, drawings, written works, oral and
auditory presentations, discussions, and media productions).
E2-2.7 Evaluate propaganda techniques and rhetorical devices in
informational texts.
E2-3.3 Interpret euphemisms and the connotations of words to
understand the meaning of a given text.
E2-4.3 Create multiple-paragraph compositions that have an
introduction and a conclusion, include coherent thesis, and use
support (for example, definitions and descriptions).
E2-4.5 Revise writing to improve clarity, tone, voice, content, and the
development of ideas.
E2-5.1 Create informational pieces (for example, resumes, memos,
letters of request, inquiry, or complaint) that use language
appropriate for the specific audience.
E2-5.2 Create narrative pieces (for example, personal essays,
memoirs, or narrative poems) that use figurative language and
word choice to create tone and mood.
E2-5.3 Create descriptive pieces (for example, personal essays, travel
writing, or restaurant reviews) that use sensory images and
vivid word choice.
E2-5.4 Create persuasive pieces (for example, editorials, essays,
speeches, or reports) that develop a clearly stated thesis and
use support (for example, facts, statistics, and first-hand
accounts).
E2-5.5 Create technical pieces (for example, proposals, instructions,
and process documentation) that use clear and precise
language suitable for the purpose and audience.
E2-6.5 Create written works, oral and auditory presentations, and
visual presentations that are designed for a specific audience
and purpose.
E2-6.8 Design and carry out research projects by selecting a topic,
constructing inquiry questions, accessing resources, evaluating
credibility, and organizing information.
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Classroom Assessment
Students should be taught and assessed using similar methods. For example, in this
indicator, the verb is “analyze.” Students should be challenged to construct
meaning from author’s craft and to demonstrate how author’s craft contributes to
the overall meaning of the text. When it’s time for assessment, students should be
asked to show what they have learned in the same way they were taught, using
cold text (text the students have not previously experienced). Students should not
be given a list of terms to match with definitions because this does not allow them
the opportunity to analyze, break into parts and relate to the whole.
The teacher may provide a passage from world literature, a moving image,
painting, or drawing that is particularly humorous, eerie, depressing, or optimistic
for students to analyze and to determine how the author’s craft creates the
intended effect. Through reading the works of professional writers (with a focus on
world literature), the students can replicate the author’s craft in their own writing.
Students can also demonstrate the use of author’s craft in original pieces.
Suggested Instructional Resources
Professional Texts
Dean, Nancy. Discovering Voice. Gainesville, FL: Maupin House, 2006.
---. Voice Lessons. Gainesville, FL: Maupin House, 2000.
King, Stephen. On Writing. New York: Pocket Books, 2000.
Olsen, Carol Booth. The Reading Writing Connection. New York: Pearson, 2007.
Schaffer, Jane. Teaching Style Analysis to Advanced Placement English Students.
San Diego: Jane Schaffer Publications, 2002.
Student Texts
There are many titles that teachers and students may select to better understand
author’s craft. Library Media Specialists from the South Carolina Association of
School Librarians (SCASL) are collaborating with the South Carolina Department of
Education to provide a sampling of texts to match the indicators. This will continue
be a work in progress. Teachers should collaborate with their library media
specialists for additional suggestions. These titles can be used for read alouds,
shared reading, and independent reading. While each title on the list has been read
and reviewed by professionals, some of these titles may not meet the needs of each
classroom environment. Teachers are encouraged to read the texts prior to using
them in class. Use the following link for the SCASL suggested texts.
http://scasl.pbwiki.com/ELA+Standards.
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Nonprint Materials
http://www.AP Central.com
http://www.Web English Teacher.com
http://www.Learnnc.org
http://www.Englishcompanion.com
http://www.Readwritethink.org
http://www.litplans.com
http://www.ciconline.org/english
http://www.itv.myetv.org
http://www.pbs.org
http://www.scetv.org/education/streamlines/index.cfm
Best Practices
http://ed.sc.gov/agency/offices/cso/standards/ela/index.html
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