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Introductions

Wit Literary Analysis Essay Tools

How to Write a Literary Analysis

Step 1: Find three literary tools the author utilizes in the story to    examine.  You will want to examine the three most often used or the three that have the most evidence.

Literary tools:

      plot—the arrangement of events

      figurative language—metaphor, simile, etc.—this language is used to characterize the sensibility and understanding of characters as well as to establish the significance of theme and tone.

      tone—what tone does the narrator or author use—is he preaching, sympathetic, humorous, etc.?  Why does the author use this tone—what is gained by he or she using this tone?  Would the story have the same meaning if another tone was used?

      imagery—what examples of imagery does the author use—is it helpful to the story?  If so, why?  examples of imagery are—the five senses and sometimes six.  What does the character or the author make the reader touch, see, hear, feel, smell, taste, etc.

      symbolism—something said but meant to stand for something else.  Allegory is also used within this category—things which stand for something on a one-by-one basis.

      point-of-view—Who is telling the story and what do they know or don’t know?  Is the tale told by an omniscient (all-knowing) narrator who doesn’t interact in the events, or is it presented by one of the characters within the story?  Can the reader trust that person to give an objective account, or does that narrator color the story with his or her own biases and interests?

      setting—is the context in which all of the actions take place.  What is the time period, the location, the time of day, the season, the weather, the type of room or building?  What is the general mood, and who is present?  All of these elements can reflect on the story’s events, and though the setting of a story tends to be less conspicuous than plot and character, setting still colors everything that’s said and done within its context.

      character—refers to the qualities assigned to the individual figures in the plot.  Consider why the author assigns certain qualities to a character or characters and how any such qualities might relate to your topic.

      allusion—Does the author use any allusions—references to a past literary source or event in history.  Authors will use many Biblical allusions.  Adam—would bring qualities of Adam from the Bible, without having to expressly state them, just by using the name infers or alludes to the Biblical story of Adam and Eve in the Garden of Eden.

Step 2:  Now that you have figured out which three literary tools or elements the author uses and that you will examine in your paper, take each tool and find at least three examples of the author’s use of the tool in the story (note the page number when you find the use).

Step 3:  Write an outline using those tools and the examples:

I. Thesis statement (this is ONE sentence)

II. First tool you will discuss (1st paragraph)

  1. 1st piece of evidence supporting this tool
  2. 2nd piece of evidence supporting this tool
  3. 3rd piece of evidence supporting this tool

III. Second tool you will discuss (2nd  paragraph)

  1. 1st piece of evidence supporting this tool
  2. 2nd piece of evidence supporting this tool
  3. 3rd piece of evidence supporting this tool

IV. Third tool you will discuss (3rd paragraph)

  1. 1st piece of evidence supporting this tool
  2. 2nd piece of evidence supporting this tool
  3. 3rd piece of evidence supporting this tool

V. Restate thesis statement (this is ONE sentence)

Step 4:  Write a thesis statement for your paper—Based on the evidence that relates to your topic—and what you anticipate you might say about those pieces of evidence—come up with a working thesis.  Use the example below to plug in your own words:

Thesis statement: Dickens’ portrayal of the French Revolution and the love triangle depends mainly on his use of four artistic tools:  paradox, parallelism, figurative language, and theme.

Step 5:   Write your body paragraph following your outline.

Step 6: Create transitions between paragraphs.

Step 7:  Write the Thesis statement again, but in different words. You may use one-three sentences.

Step 8:  Revise―Read and revise for accuracy.  Ensure you have supported your thesis statement.

Step 9:  Edit―Check and edit your paper for spelling and grammatical errors. Make sure it is in MLA format.

Step 10: Create a Works Cited page (you’ll need citations for Wit, The Runaway Bunny and Death Be Not Proud) and make certain you’ve used in-text citations for all your direct quotations.

Step 11: Upload it to turnitin.com

________________________________________________________

The Runaway Bunny

By Margaret Wise Brown

Brown, Margaret Wise. The Runaway Bunny. New York: Harper & Row, 1982. Print

Once there was a little bunny who wanted to run away.

She he said to his mother, “I am running away.”

“If you run away’” said his mother, “I will run after you. For you are my little bunny.”

“If you run after me,” said the little bunny, “I will become a fish in a trout stream and I will swim away from you.”

“If you become a fish in a trout stream,” said his mother, “I will become a fisherman and I will fish for you.”

“If you become a fisherman,” said the little bunny, “I will become a rock on the mountain, high above you.”

“If you become a rock on the mountain high above me,” said his mother, “I will be a mountain climber, and I will climb to where you are.”

“If you become a mountain climber,” said the little bunny, “I will be a crocus in a hidden garden.”

“If you become a crocus in a hidden garden,” said his other, “I will be a gardener. And I will find you.”

“If you are a gardener and find me,” said the little bunny, “I will be a bird and fly away from you.”

“If you become a bird and fly away from me,” said his mother, “I will be a tree that you come home to.”

“If you become a tree,” said the little bunny, “I will become a sailboat and I will sail away from you.”

“If you become a sailboat and sail away from me,” said his mother, “I will become the wind and blow you where I want you to go.”

“If you become the wind and blow me,” said the little bunny, “I will join the circus and fly away on a flying trapeze.”

“If you go flying on a flying trapeze,” said his mother, “I will be a tightrope walker, and I will walk across the air to you.”

“If you become a tightrope walker and walk across the air,” said the bunny, “I will become a little boy and run into a house.”

“If you become a little boy and run into a house,” said the mother bunny, “I will become your mother and catch you in my arms and hug you.”

“Shucks,” said the bunny, “I might just as well stay where I am and be your little bunny.”

And so he did.

“Have a carrot,” said the mother bunny.

________________________________________________________

 

Holy Sonnets: Death, be not proud

BY JOHN DONNE

Death, be not proud, though some have called thee
Mighty and dreadful, for thou art not so;
For those whom thou think’st thou dost overthrow
Die not, poor Death, nor yet canst thou kill me.
From rest and sleep, which but thy pictures be,
Much pleasure; then from thee much more must flow,
And soonest our best men with thee do go,
Rest of their bones, and soul’s delivery.
Thou art slave to fate, chance, kings, and desperate men,
And dost with poison, war, and sickness dwell,
And poppy or charms can make us sleep as well
And better than thy stroke; why swell’st thou then?
One short sleep past, we wake eternally
And death shall be no more; Death, thou shalt die.

 

______________________________________________________

Death Be Not Proud Schmoop

http://www.shmoop.com/death-be-not-proud-holy-sonnet-10/summary.html

 

 

BNA Test Study Guide

Familiarize yourself with the plot, characters, setting etc.

Familiarize yourself with the quotes from the beginning of the poem. Reconsider why Kate Tempest chose these quotes. What might she think they add to the poem? What is their significance to the poem?

Know the characters! The chart you created can help you. Know how the characters are related to each other.

Consider the title of the poem. What does it mean? What does it add to the poem?

Be prepared to possibly analyze portions of the poem for mood, tone, literary devices and/or providing context (ie where did this portion of the poem fit into the overall plot?)

Be prepared to read, identify patterns and come to a conclusion about the significance of what you find.

 

Vocab Set #2

For this set of words you will need to create a a set of flash cards that can be used in a memory game. In other words…word on the front, definition on the back.

Unassuming

Robust

Steadfast

Cavalry

Enthralling

Loathing

Stifling

Gangly

Brand New Ancients Analysis Project

Brand New Ancients Analysis 

As an analysis of Brand New Ancients you will construct a “Bloom Ball,” which consists of 12 sides, each side accomplishing a different learning task.

Step One is to manufacture 12 perfectly equal pentagons out of any color or size you choose.

Step Two is to complete the task associated with each pentagon as stated below:

1st pentagon: Using markers, crayons or colored pencils, write the title of the poem, the name of the author, and your name. Include an original symbol, one you make up, on this pentagon that you believe (and can explain why) depicts the theme of this poem. Include one quote from the poem that ties into your symbol.

 2nd pentagon: Write the name of your favorite character from the poem. This could be the speaker/narrator, Clive, Mary…anyone. Then compare and contrast them, in one paragraph to one of our ancient mythological characters on the wall. There is no need to choose the figure you created a poster for. You may choose any of the figures on the wall. Use the poem to support your connections.

 3rd pentagon: Write the word setting in big letters and draw an illustration that represents something about the specific setting that surrounds your character, or perhaps a combination of settings. In two or three sentences, explain how the setting impacts the character’s choices and ultimate outcome. Use the poem to support your statements.

 4th pentagon: Write the word theme in big letters and summarize in one sentence what you believe the theme of this poem to be. Be specific. “Love” would not be an appropriate response for this pentagon. “The theme is love.” Would also not be appropriate even though it is a complete sentence. “The theme of this poem is that love has the power to bring about change.” Would be appropriate. It is specific. It is also not the theme of Brand New Ancients so please don’t use that on your pentagon.

 5th pentagon: In the second half of the poem, what images are developed in the poem? Does the poet use metaphor, simile, personification, etc? Provide examples. Does he/she use symbolism? Considering the poem’s subject matter, are these images obvious or unusual and unexpected? Do they contribute to the poem’s subject or theme? If so, how?

 6th pentagon: You read, heard and saw this poem. These are three very different ways of interacting with information. What was the most impactful for you? Why? Provide as much insight into your opinion and support from the text, CD and videos as possible.

 7th pentagon: Think about yourself, a brand new ancient. When you are excavated by the future, what would you have them think and know of you? Write a poem in the style of Kate Tempest…meant to be heard, experienced, not just read…that expresses the legacy of the persona you’d like to leave behind. Incorporate mythological ideas but keep it contemporary and true to who you are and who you want to be perceived to be.

 8th pentagon: Would you recommend this poem to anyone? If so, who and why? If not, explain. Write a one paragraph review, as you might see in a newspaper or magazine for books, movies and albums that either recommends an audience encounter or avoid this poem. Be sure to provide sound reasoning whether you are in favor or against.

 9th pentagon: Refresh your memory concerning the theme you identified for this poem. Themes should be universal. That means you’ve encountered this theme before. If your theme is not universal, you’ll need to work on that pentagon some more. Let’s assume your theme is universal. Where else have you seen this theme? Identify a book, movie, song, performance (Broadway show, play etc) or poem that shares its theme with Brand New Ancients. Write a brief synopsis and then clearly draw connections between it and Brand New Ancients.

 

10th pentagon: Write the phrase alternate ending in big letters. Then write a different ending to the poem in the style of Kate Tempest (really study her syntax, intonation and diction). Your alternate ending may either effect Brian, Gloria, Clive or Tommy. You’ll need to begin your alternate ending with a line from Kate’s poem and then move forward from there. You must have at least twenty lines that alter the outcome of events for one of these characters. You may need to attach an envelop to this pentagon to hold your alternate ending, as it will most likely be too long to fit on the pentagon directly. Write the character’s name you are working on clearly on the envelop or pentagon.

 11th pentagon: Is there any evidence of repetition, alliteration, and/or other sound effects in the poem? Provide examples from the text. What do they contribute?

 12th pentagon: Write the name of poem (you’ll have to find one) that you believe was meant to be read aloud. Write the title and author on this pentagon. You will read this aloud to the class, paying attention to the performance of it. Think about intonation, what do you stress? When should your raise your voice? Lower your voice? What speed should you use? When? Why? What emotion should your voice convey? How does your voice and how you control it, create the mood? Your poem may be by any poet, living or dead, from any country, in any language, as long as you provide us with a translation into English. Choose a poem that is at least ten lines long. You do not have to memorize it. You may read it. It’s the performance we’ll be looking at. 

Step three is to construct the ball using the information below.

 

Constructing the Bloom Ball 

Make your ball colorful, neat and attractive. You can also decorate the curved folds that are around the pentagon. Part of your grade will depend on the presentation of your Bloom Ball, so do it carefully. (Feel free to use a variety of art materials.)

After all 12 pentagons are finished, cut the circles out. Take each circle and fold the curved edges upward. Then glue or tape or staple the folds together. Be sure the folds are pointing upward.

 The information on each pentagon is very important for your final grade. Use correct spelling and complete sentences where necessary.

You will “show off” your Bloom Ball to the lass, describing the different pentagons that make it up.

The criteria for evaluation will include: completeness, content, appearance, creativity and oral presentation.

Step four is the final step. You will present your 12th pentagon in class.

Brand New Ancients Vocab Set #1

In your journal you will:

1. Look up each word in the dictionary (yes dictionary.com is ok) and write out all possible definitions.

2. Make a list of at least two synonyms and one antonym for each word.

3. Use each word in a sentence that displays its meaning. Write a sentence for at least two of the possible definitions related to the word. If there is only one definition, write two sentences for that word using the same definition.

1. Epic

2. Palette

3. Prodigal

4. Tedium

5. Plight

6. Contrition

7. Odyssey

8. Languishing

9. Neurotic

10. Milieu

 

Test #1 Study Guide

Your test will consist of four short answer question, three will be worth 5 points each and one will be worth 10. There will also be an essay question worth a possible 65 points.. These are the questions that you might receive on your version of the test. Each test will be slightly different so you must be prepared to answer any of the questions below.

 

  1. According to Sarah Kay, why do we tell stories?
  2. According to Phil Kaye, why do we tell stories?
  3. What is your opinion concerning why we tell stories. Be able to back up your opinion with support from the experts. Those articles we read and discussed are a great place to find that support. There are links to them on the blog.
  4. What is a single story and why might they be dangerous?
  5. In what ways was The 100% Perfect Girl a single story? In what ways was it not?
  6. In what ways are fairy tales single stories? In what ways are they not?
  7. What are the elements that make a fairy tale a fairy tale?
  8. ESSAY: Why would a contemporary author, telling a contemporary story, use fairy tale elements to get a contemporary idea across?
  9. How was The Thing In the Forest a fairy tale?
  10. ESSAY: What, in your opinion, is the underlying theme of The Thing In the Forest? Do you believe AS Byatt (the author) could have communicated this theme more or less effectively if she had not used fairy tale elements to express it?
  11. What was the worm? An army? A worm? A train? Fear itself? The unknown? War? Support your answer with the primary text.
  12. What happened to Alys? Your response to this will largely depend on your response to the question above concerning the worm. Support your answer with the primary text.
  13. What parts of the story, The Thing In the Forest, really happened to Penny and Primrose and what parts did they only imagine? Was it all real? Was it all imagined? Support your answer with the primary text.
  14. In a paragraph, discuss how to identify and correct a comma splice, fused sentence and fragment. Address the three parts of a sentence and the four ways a person can fix comma splice or fused sentence errors.

Myths Research and Analysis Project

Now that we’ve spent a little bit of time considering the role that fairy tale elements play in contemporary story telling, we can consider the role of mythology. You been assigned a mythological character. Your goal DURING this class period is to create a poster for that mythological character.

 

A complete poster will do the following:

 

  1. A clear depiction of the character’s name that is somehow symbolically indicative of who the character is. (ex: did you get Thor? Incorporate a hammer or lightening bolts into your depiction of his name. Medusa? Make your letters look like snakes….etc) .
  2. What character traits or qualities are they known for? List them.
  3. Who are their family members? (Mother, Father, Brothers, Sisters, Spouses, Children) List them or draw a small family tree to help depict the relationships.
  4. What is one action/event/situation they are most well known for? Use one – three sentences to share this on your poster.
  5. Thinking about the answers you’ve uncovered for questions 2 and 4, what do you imagine this mythological character would look like today, in the contemporary world? What would they be wearing, how would they do their hair? What image would they be trying to portray? Are they a warrior? A beauty queen? A soccer mom? A politician? A criminal? What nationality might they be? Find an image that fits with your perception of how they would be portrayed if they were real and alive today. You may use the magazine in Miss G’s classroom, find and print something from the internet , use multiple pictures to create a collage or draw the image yourself.
  6. Provide a one-two sentence explanation of the relationship between the image you chose/created for #5 and the mythological character you have been assigned.
  7. Correctly formatted MLA citations for all research and images used on the back of your poster.

 

Good luck! These will help us understand the characters in Brand New Ancients by Kate Tempest.

 

 

The Danger of a Single Story by Chimamanda Adichie