LITERARY ELEMENTS TRANSPARENCY READING STRATEGIES AND 1a
R E A D I N G S T R AT E G I E S A N DL I T E R A RY E L E M E N T S T R A N S PA R E N C Y1aF O R U S E W I T H F O C U S L E S S O N 1 : P L O T, S E T T I N G , A N D T H E M EPlot is the series of events in a story. Exposition is the author’sintroduction to the characters and setting. The conflict, orproblem, sets up the action and moves it along. The climax isthe story’s point of highest emotional interest. The resolutionshows the outcome.Write the key elements of the plot in a story you have read.Exposition:Conflict(s) or problem(s):Climax:Resolution:Identify another selection in which the plot is developed. Write thesequence of events which build to the story’s climax.Course 2Copyright The McGraw-Hill Companies, Inc.
R E A D I N G S T R AT E G I E S A N DL I T E R A RY E L E M E N T S T R A N S PA R E N C Y1bF O R U S E W I T H F O C U S L E S S O N 1 : P L O T, S E T T I N G , A N D T H E M EThe setting of a story, poem, or play is the time and place in whichthe events happen. Setting can include the geographic location, thetime period, the season of the year, even the time of day. Thesetting of a story often helps create an atmosphere or mood.Fill in details about the setting of a story you have read on theweb below.WhereSettingWhenCourse 2Copyright The McGraw-Hill Companies, Inc.
R E A D I N G S T R AT E G I E S A N DL I T E R A RY E L E M E N T S T R A N S PA R E N C Y1cF O R U S E W I T H F O C U S L E S S O N 1 : P L O T, S E T T I N G , A N D T H E M EThe main idea of a written work is usually expressed as a generalstatement called a theme. Sometimes, a piece of writing has astated theme— a theme that is expressed directly. More often,a piece of writing has an implied theme—a theme that is notstated directly, but is revealed gradually as the piece unfolds.Choose a story you have read. Then write a general statementthat expresses the implied theme of the selection. Find threeevents that help reveal this theme as the story progresses. Listthe events in chronological order.1Theme23Course 2Copyright The McGraw-Hill Companies, Inc.
Course 2Think of another poem or story you have read. Explain if the movement in the storyholds your interest.Choose a story you have read. Use the diagram below to show how the story movesfrom one place to another place. Tell what happens in each place.When a writer tells a story, it is called narration. Writers use narrative strategies tomake their stories more vivid. They add movement to the story by describingcharacters doing things and moving from place to place.R E A D I N G S T R AT E G I E S A N DL I T E R A RY E L E M E N T S T R A N S PA R E N C Y2aF O R U S E W I T H F O C U S L E S S O N 2 : N A R R AT I V E S T R AT E G I E SCopyright The McGraw-Hill Companies, Inc.
R E A D I N G S T R AT E G I E S A N DL I T E R A RY E L E M E N T S T R A N S PA R E N C Y2bF O R U S E W I T H F O C U S L E S S O N 2 : N A R R AT I V E S T R AT E G I E SA detailed portrayal of a person, place, thing, or event is called adescription. Strong writers select details carefully so their readerscan see, hear, smell, taste, and feel what’s being described.Record descriptive details from a story you have read on thediagram below.DescriptiveDetailsCourse 2Copyright The McGraw-Hill Companies, Inc.
R E A D I N G S T R AT E G I E S A N DL I T E R A RY E L E M E N T S T R A N S PA R E N C Y2cF O R U S E W I T H F O C U S L E S S O N 2 : N A R R AT I V E S T R AT E G I E SThe feeling of excited uncertainty about what will happen next ina story is caused by the suspense a writer creates. Writers canbuild suspense by raising questions in a reader’s mind aboutcharacters and their motivations, by describing a mood that isthreatening or mysterious, or by including hints about possiblestory developments.Think of a story you have read. Name the story elements thatcreated suspense in that story.1.2.4.3.SUSPENSE!5.Course 26.Copyright The McGraw-Hill Companies, Inc.
R E A D I N G S T R AT E G I E S A N DL I T E R A RY E L E M E N T S T R A N S PA R E N C Y3FOR USE WITH FOCUS LESSON 3: FLASHBACKA flashback is an interruption in the sequence of a piece ofLE-Textwriting to describe a scene that happened at an earlier time.Skillful writers sometimes use flashbacks to give backgroundinformation to readers so they can better understand what ishappening at the present time.Think of a story you have read in which the author usesflashbacks. Identify three situations from flashbacks thatcontributed to a better understanding of a present situation.Fill in the chart below.Past Experience:Past Experience:Past Experience: Truth about a Present Situation: Think of another selection in which information from flashbackscontributed to the understanding of a present situation. Decidewhy the author may have chosen to use flashbacks and the effectApplicationthey had onboxthe “LE-Text”story.Course 2Copyright The McGraw-Hill Companies, Inc.
R E A D I N G S T R AT E G I E S A N DL I T E R A RY E L E M E N T S T R A N S PA R E N C Y4FOR USE WITH FOCUS LESSON 4: POINT OF VIEW When a story is told from a first-person point of view, thenarrator is one of the characters. He or she speaks to the readerusing the pronouns I, me, and we. When a story is told from a third-person point of view, thenarrator is an unnamed person. In this case, the narrator usesthe pronouns he, she and they. The third-person narrator mayor may not be one of the characters in the story. An omniscient third-person narrator is an outside-the-storyperson who knows what all the characters in the story arethinking and feeling.Think of three of your favorite stories or poems. Identify the pointof view used in each one.Title of Story/PoemCourse 2Point of ViewCopyright The McGraw-Hill Companies, Inc.
R E A D I N G S T R AT E G I E S A N DL I T E R A RY E L E M E N T S T R A N S PA R E N C Y5F O R U S E W I T H F O C U S L E S S O N 5 : C H A R A C T E R I Z AT I O NThe method a writer uses to develop the personality of acharacter is called characterization. Writers often characterizethrough a character’s words, actions, and interactions with othercharacters.Think of a story with vivid characters. Identify what you know ofthe characters through what they say, how they act, and whatothers say about them.CharacterWhat He/SheSaysWhat He/SheDoesWhat Others SayAbout Him/HerChoose another story or poem you have read in which charactersare vividly described. Fill in a chart similar to the one above. UseApplicationbox“LE-Text”direct quotesfromthe story to support your ideas.Course 2Copyright The McGraw-Hill Companies, Inc.
R E A D I N G S T R AT E G I E S A N DL I T E R A RY E L E M E N T S T R A N S PA R E N C Y6F O R U S E W I T H F O C U S L E S S O N 6 : F I G U R AT I V E L A N G U A G EWriters often communicate ideas through figurative language,that is, language that compares one thing to something that isfamiliar. These figures of speech include similes and personification.A simile uses than, like, or as to compare two things. Thesentence––“It’s as refreshing as a swim”–– is a simile.Personification is a figure of speech in which an idea, object, oranimal is given a human form or human characteristic. An exampleis: The teakettle danced on the stove. In this example, The teakettleis given human characteristics.Look for similes and personification in a poem or story you haveread. Use the chart below to analyze the author’s use of thesefigures of speech.ExamplesEffectSimilesPersonificationCourse 2Copyright The McGraw-Hill Companies, Inc.
R E A D I N G S T R AT E G I E S A N DL I T E R A RY E L E M E N T S T R A N S PA R E N C Y7FOR USE WITH FOCUS LESSON 7: ALLUSIONAn allusion is a reference to a well-known person, place, orsituation from another work of literature, music, art, history,politics, or science. A recognition of allusion enriches anunderstanding of a piece of writing.For example, the following sentence contains an allusion to themythological hero, Hercules: The two men began the Herculeantask of moving the piano.Think of a story or poem that you have read. Then use thegraphic below to help you analyze the allusions. Begin bywriting the allusion.Allusion:Course 2Meaning:How/allusionenriches thestory or poem:Copyright The McGraw-Hill Companies, Inc.
R E A D I N G S T R AT E G I E S A N DL I T E R A RY E L E M E N T S T R A N S PA R E N C Y8FOR USE WITH FOCUS LESSON 8: MOODThe emotional atmosphere or feeling of a story or poem is calledthe mood. Descriptive words, setting, dialogue, and characters’actions can all contribute to the mood of piece of writing. For thisreason, it is sometimes difficult for the reader to pinpoint theexact words or phrases that create the mood of a piece. The moodpervades the writing.On the mood ring below, describe the mood conveyed in a storyor poem you have read. Use words not found in the selection toexpress the mood.Course 2Copyright The McGraw-Hill Companies, Inc.
R E A D I N G S T R AT E G I E S A N DL I T E R A RY E L E M E N T S T R A N S PA R E N C Y9FOR USE WITH FOCUS LESSON 9: IRONYIrony is the difference between the way things seem to be andthe way they actually are. In situational irony, the outcome of asituation is the opposite of what someone expects. Authors oftenuse irony to heighten drama, create humor or strong emotion, orprove some kind of moral lesson.Identify two examples of irony from a story, poem, or play youhave read. Explain why the situations are ironic.What wasExpectedWhat ActuallyHappenedIronic Outcome’sEffectThink of another story or poem you have read in which whatactually happens is the opposite of what you expect. MakeApplicationbox “LE-Text”lists to comparethe elements.Course 2Copyright The McGraw-Hill Companies, Inc.
R E A D I N G S T R AT E G I E S A N DL I T E R A RY E L E M E N T S T R A N S PA R E N C Y10FOR USE WITH FOCUS LESSON 10: STYLEA writer’s style is what makes his or her work unlike the work ofall other writers. Word choice, subject matter, imagery, tone, andmood are a few of the factors that make up a writer’s style.Think of an author you enjoy reading. List three characteristicsof that author’s style. Then give examples for each stylecharacteristic from a piece of that author’s writing.Style characteristicsExampleWord choiceSubject matterImageryTone or moodCourse 2Copyright The McGraw-Hill Companies, Inc.
R E A D I N G S T R AT E G I E S A N DL I T E R A RY E L E M E N T S T R A N S PA R E N C Y11FOR USE WITH FOCUS LESSON 11: MAKING INFERENCESWriters don’t always state what they want you to understand in aselection. Instead, they provide clues and interesting details. Whenyou combine those clues and details with your own backgroundand knowledge, you are making an inference. An inferenceinvolves using your reason and experience to come up withan idea based on what the writer implies or suggests.Choose a non-fiction passage that you have read. Identify aninference you drew while reading it. What clues led you tomake that inference? Fill in the chart below.Clue:Detail:Inference:Clue:Detail:Course 2Copyright The McGraw-Hill Companies, Inc.
R E A D I N G S T R AT E G I E S A N DL I T E R A RY E L E M E N T S T R A N S PA R E N C Y12FOR USE WITH FOCUS LESSON 12: DETERMINING AUTHOR’S PURPOSEThe author’s purpose is the writer’s goal in a particular work.For example, the author of a humorous essay probably wants toentertain readers. An author’s purpose in a newspaper editorial isprobably to persuade readers to consider a particular viewpoint.The purpose of an encyclopedia article is usually to inform.Think of non-fiction passages you have read. Which of thefollowing purposes do the writers achieve? Support your opinionswith examples from the selections.PurposeExamplesTo EntertainTo PersuadeTo InformThink of a non-fiction passage you have read in which the authorachieves more than one of the purposes listed above. Describehow the multiple purposes are achieved and use examples fromthe selection to support your opinion.Course 2Copyright The McGraw-Hill Companies, Inc.
R E A D I N G S T R AT E G I E S A N DL I T E R A RY E L E M E N T S T R A N S PA R E N C Y13FOR USE WITH FOCUS LESSON 13: DETERMINING TONEThe author’s tone is the writer’s feelings toward his or her subject,ideas, characters, or theme. If a passage has an objective tone, theauthor treats the subject in an unbiased way. If a non-fictionselection has a passionate tone, the author shows strong feelingsabout the topic. You can determine the author’s tone by lookingcarefully at word choices.Think of a work of non-fiction you have read. Determine theauthor’s tone. Then list the clues you used to determine the tone.ClueClueToneClueCourse 2ClueCopyright The McGraw-Hill Companies, Inc.
R E A D I N G S T R AT E G I E S A N DL I T E R A RY E L E M E N T S T R A N S PA R E N C Y14F O R U S E W I T H F O C U S L E S S O N 1 4 : G E N E R AT I N G Q U E S T I O N SWhen readers ask themselves questions as they read, they areusing a technique called generating questions. Some readersfirst skim the passage and write down questions on the unfamiliarwords or concepts. Other readers scan the table of contents, themajor headings, and the first page of a new selection. Bothtechniques help clarify understanding of the text.Choose a non-fiction article or passage you might use forresearch. Use the chart below to generate two questions youmight ask. Read the text and answer your two questions. How dothe answers to these questions help you understand the text?1. Question based on scanning the major headings andthe first page:2. Question based on skimming the passage:Select another non-fiction passage to read. As you read, jotdown questions. When you finish reading, determine howmany questions were answered by the end of the selection.Where would you find answers to the remaining questions?Course 2Copyright The McGraw-Hill Companies, Inc.
R E A D I N G S T R AT E G I E S A N DL I T E R A RY E L E M E N T S T R A N S PA R E N C Y15FOR USE WITH FOCUS LESSON 15: DETERMINING MAIN IDEAWhen you identify the most important idea in a paragraph orselection, you are determining the main idea. Sometimesthe main idea is clearly stated within a passage. At other times,without stating a main idea, an author will suggest it by providinga variety of clues. Each new paragraph may have a main idea, oran entire passage could have one main idea.Write the main idea in a non-fiction passage you have read.Explain how the main idea is developed through the beginning,middle, and end of the selection.MAIN IDEABeginningMiddleEndThink of another non-fiction selection you have read. Determinethe main idea and trace its developement through the selection.Course 2Copyright The McGraw-Hill Companies, Inc.
R E A D I N G S T R AT E G I E S A N DL I T E R A RY E L E M E N T S T R A N S PA R E N C Y16FOR USE WITH FOCUS LESSON 16: CONDUCTING RESEARCHWhen you read a non-fiction passage that interests you, you maywant to conduct research, or find more information, about thetopic.The first step is to pick out key terms, words that can be used tolook up information. Your next step is to select reference sourcesthat will help you research those terms. As you gather information,make sure each source you use relates closely to your topic and isreliable.Identify a reference source you would use to locate the followinginformation:The winner of the 1975 Super Bowl:Facts about the life of Abraham Lincoln:The definition of evaporation:Information about the history of China:Choose a non-fiction passage you have read. Based on a topic inthe selection, create a list of key terms you would use to conductresearch on that topic. Then identify the reference books youwould use to locate information on each key term.Course 2Copyright The McGraw-Hill Companies, Inc.
LITERARY ELEMENTS TRANSPARENCY A flashback is an interruption in the sequence of a piece of writing to describe a scene that happened at an earlier time. Skillful writers sometimes use flashbacks to give background information to readers so they can better understand what is happening at the present time.
A Designer’s Guide to Transparency for Print Output Using Adobe Creative Suite Software 1 About This Guide 2 Chapter 1: Introduction to Transparency 6 Chapter 2: Creating and Viewing Transparency 15 Chapter 3: Importing Files That Contain Transparency 18 Chapter 4: Building Pages with Transparency 23 Chapter 5: Saving and Exporting Files with Transparency 27 Chapter 6: Printing Files with .
of Oil and Gas Companies International Secreteriat Alt-Moabit 96 10559 Berlin, Germany Phone: 49 - 30 - 34 38 200 Fax: 49 - 30 - 34 70 39 12 prt@transparency.org www.transparency.org 2008 Report on Revenue Transparency of Oil and Gas Companies PROMOTING REVENUE TRANSPARENCY PROMOTING REVENUE TRANSPARENCY
The Reading Strategies and Literary Elements booklet is composed of reproducible lessons and exercises. The focus lessons provide a focused way of introducing specific literary concepts and reading strategies. The exercises are directly modeled after the End-of-Grade Test. Each exercise contains two or three passages and a
An Introduction to Literary Criticism and Theory Before we begin our examination and study of literary theory, it is important that we define exactly what literary theory is and is not, identify some of the main characteristics of such, as well as identify some of the key differences between traditional “literary criticism” and “literary theory.” While literary criticism since the late .
Literary Analysis Sample Paper. A literary analysis is an argumentative analysis about a literary work. Although some summary is needed within the argument of a literary analysis, the objective is not to write a report about a book or story. Instead, a literary analysis discusses a writer’s interpretation of a text through
expository guide to literary criticism or literary concepts, nor does it attempt to catalogue the entire body of literary terms in use. It offers instead to clarify those thousand terms that are most likely to cause the student or general reader some doubt or bafflement in the context of literary criticism and other discussion of literary works.
Literary Analysis Sample Paper August 2016 Provided by the Academic Center for Excellence 1. Literary Analysis Sample Paper. A literary analysis is an argumentative analysis about a literary work. Although some summary is needed within the argument of a literary analysis, the objective is not to write a report about a book or story.
Titulli I diplomuar në administrim publik Numri në arkiv i akreditimit [180] 03-619/9 Numri në arkiv i akreditimit [240] 03-1619/19 (10.11.2017) Vendimi për fillim me punë 03-1619/19 (10.11.2017) Data akreditimit 21.03.2017 Përshkrimi i programit Programi i administrimit publik ka një qasje multidisiplinare të elementeve kryesore të studimit në fushën e Administratës publike dhe .
