Literary Analysis and
Composition 2014-2015
Tuesday, September 2
GUM 1.3
Literature 1.3
GUM 1.3
What are our lesson objectives?
1. Distinguish between sentences and run-on
sentences.
2. Recognize how to correct a run-on sentence.
Keywords and Pronunciation
• complex sentence : a sentence that consists of one
independent clause and one or more subordinate clauses
• compound sentence : two or more simple sentences, joined by
a comma and coordinating conjunction or by a semicolon
• run-on sentence : two or more sentences that are written
together and are separated by a comma or no mark of
punctuation at all
• sentence : a group of words that contains a subject and a
verb and expresses a complete thought
Let’s Practice!
• Decide whether the following is a sentence or a
run-on sentence.
• 1. Armon has several pets they include two turtles
and one hamster.
• A. Sentence
• B. Run-on
Let’s Practice!
• Decide whether the following is a sentence or a
run-on sentence.
• 2. Those earrings are unusual, they are made of
genuine jade.
• A. Sentence
• B. Run-on
Let’s Practice!
• Decide whether the following is a sentence or a
run-on sentence.
• 3. The dance will be held at the Robinsons’ barn,
which is just off Old Raven Road.
• A. Sentence
• B. Run-on
Let’s Practice!
• Decide whether the following is a sentence or a
run-on sentence.
• 4. I took skiing lessons the instructor has been
skiing since she was three years old.
• A. Sentence
• B. Run-on
Let’s Practice!
• Decide whether the following is a sentence or a
run-on sentence.
• 5. When you entered the room, did you notice the
painting on the wall?
• A. Sentence
• B. Run-on
Let’s Practice!
• Decide whether the following is a sentence or a
run-on sentence.
• 6. I have three favorite subjects they
• are French, history, and chorus.
• A. Sentence
• B. Run-on
Let’s Practice!
• Decide whether the following is a sentence or a
run-on sentence.
• 7. Just as I was getting comfortable, my mother
called me to do the dishes.
• A. Sentence
• B. Run-on
Let’s Practice!
• Decide whether the following is a sentence or a
run-on sentence.
• 8. Have you ever ridden on a roller coaster, my
cousin just loves them.
• A. Sentence
• B. Run-on
Let’s Practice!
• Decide whether the following is a sentence or a
run-on sentence.
• 9. I have three brothers two of them are in college.
• A. Sentence
• B. Run-on
Let’s Practice!
• Decide whether the following is a sentence or a
run-on sentence.
• 10. As long as you’re going to the kitchen, please
get me an apple.
• A. Sentence
• B. Run-on
Literature 1.3
• What are our lesson objectives?
• Recognize the effect of setting or culture on a
literary work.
• Demonstrate knowledge of authors, characters,
and events in works of literature.
• Recognize use of language to convey mood.
• Identify point of view.
• Identify theme.
• Recognize how point of view affects literature.
• Recognize author’’s attitude or tone.
• Describe characters based on speech, actions, or interactions
with others.
• Recognize author's purpose and devices used to accomplish
it, including author's language, organization, and structure.
• Compare and contrast literary characters or selections.
• Identify character traits and motivations.
Keywords and Pronunciation
• imagery : language that creates a mental picture
by appealing to the senses, that makes readers
see, hear, smell, taste, or feel things in their
imagination; for example, "the coal-black night,"
"the stinging cold," "the rapping and tapping of
rain on the roof"
• memoir : a narrative composed from personal
experience
Keywords and Pronunciation
• mood : the emotions or feelings that are conveyed
in a literary work
• narrative voice : the tone and attitude of the
narrator of a story or speaker in a poem
• setting : where and when a literary work takes
place
• tone : the writer's attitude toward the topic or
subject
Characterization in “Barrio Boy”
• “Then Miss Hopley did a formidable thing. She stood up.
Had she been standing when we entered she would have
seemed tall. But rising from her chair, she soared. And what
she carried up and up with her were firm shoulders, a
straight sharp nose, full cheeks slightly molded by a curved
line along the nostrils, thin lips that moved like steel
springs, and a high forehead topped by hair gathered in a
bun. Miss Hopley was not a giant in body but when she
mobilized it to a standing position she seemed a match for
giants. I decided I liked her.”
Characterization in “Barrio Boy”
• What kind of a person is Miss Hopley?
• What kind of language does the author use that
makes you think this?
• What does the main character think of Miss
Hopley?
• What reasons would he have to like or dislike her?
Characterization in “Barrio Boy”
• Now let’s look at his classroom teacher, Miss Ryan.
• “Miss Ryan took me to a seat at the front of the room, into
which I shrank—the better to survey her. She was, to
skinny, somewhat runty me, of a withering height when she
patrolled the class. And when I least expected it, there she
was, crouching by my desk, her blond radiant face level with
mine, her voice patiently maneuvering me over the awful
idiocies of the English language.”
Characterization in “Barrio Boy”
• What kind of a person is Miss Ryan?
• What kind of language does the author use that
makes you think this?
• Does the main character like or dislike Miss Ryan?
How do his feelings for Miss Hopley differ from his
feelings for Miss Ryan? What words does he use
that show you this difference?