lit devices: types of writing 2

myth: a traditional story that attempts to explain a natural phenomenon or justify a certain practice or belief of a society example: Icarus and Daedalus

narrative: an account of events; anything that is narrated

nonfiction: an account or representation of a subject which is presented as fact credit

novel: a lengthy fictional story with a plot that is revealed by the speech, action, and thoughts of the characters example: Grendel

novella: a prose work longer than the standard short story, but shorter and less complex than a full-length novel example: Heart of Darkness

oral tradition: the transmission of material by word of mouth and memory; materials such as the folk epic, the ballad, folklore, proverbs, and many songs that originated among illiterate, semiliterate, or preliterate people were presented aloud to their audiences and transmitted by memory rather than in writing example: Beowulf

parable: a short, descriptive story that illustrates a particular belief or moral example: The Prodigal Son

parody: a form of literature intended to mock a particular literary work or its style; a comic effect is intended example: Rosencrantz and Guildenstern are Dead

persuasion: one of the major types of composition whose purpose is to convince others of the wisdom of a certain line of action

poetry: an imaginative response to experience reflecting a keen awareness of language; there are many elements used in writing effective poetry example: "The Love Song of J. Alfred Prufrock"

prose: the term is applied to all forms of written or spoken expression not having a regular rhythmic pattern

satire: a literary tone used to ridicule or make fun of human vice or weakness, often with the intent of correcting, or changing, the subject of the satiric attack example: A Modest Proposal

science fiction: a form of fantasy in which scientific facts, assumptions, or hypotheses form the basis, by logical extrapolation, of adventures in the future, on other planets, in other dimensions in time or space, or under new variants of scientific law example: 2001: a Space Odyssey

short story: a brief fictional work; it usually contains one major conflict and at least one main conflict example: The Most Dangerous Game

tragedy: a literary work in which the hero is destroyed by some character flaw and by forces beyond his or her control example: Othello

"The Monkey's Paw" by W. W. Jacobs

What would you do with three wishes?

About the Author:

• born / died: b. 1863; d. 1943
• nationality: British
• mainly known for: humorous works / macabre works

Literary Focus: Plot and foreshadowing; using prior knowledge to make predictions

• recall that plot concerns the "sequence of related events in a story"
• a typical plot concerns a conflict, or a "struggle between opposing forces"
• conflicts can be either internal (person versus self) or external (person versus person, society, nature/environment, supernatural, or machine[s])
• foreshadowing adds tension to a narrative; it concerns "giving details that hint at upcoming events"

Indiana Standards: 10.2.4, 10.3.3, 10.3.6

Resources:

• full text in literature book, pages 32-41
• full text online, e-text link
• full text online, e-text link
• Wikipedia entry, including plot summary, adaptations, and additional links
• full text audio .mp3, approximately 1 hour, as read by actor John Lithgow (story begins at approximately 29:30)

Vocabulary: maligned, furtively, apathy, alter, evaluate, complicate, intervene

Before You Read:

Consider the following statements by agreeing or disagreeing:

• One should be content with his or her life as it is.
• People should not play games with fate.
• You should never be afraid to be the master of your own destiny.
• There is no such thing as a free lunch.

During Reading:

• Infer: What is significant about the chess game at the beginning of the story? How might it be interpreted as symbolic?
• Interpret: Pay attention to the members of the White family. How can they be described?
• Interpret: Who is Sergeant Major Morris? What role does he play throughout the story?
• Infer: How might the first two of the White's wishes turn out bad in the end?
• Infer: What was the White's third wish?

After You Read:

• Return to the "before you read" statements and agree or disagree again, based on the new knowledge obtained from the short story. Reflect on why answers may have changed.
• Response to literature: Write a brief sequel to this tale in which someone else finds the paw. (1) Use a plot line, story model, or story map to plan the details for your story. (2) Use descriptive words to create a spooky atmosphere of horror. Use foreshadowing to build suspense.

Daily Agenda 11/28

Today's Agenda ~

* Work day for short stories (middle seats open please)

* Announcements: vocabulary due yesterday; persuasive final copies due Monday 12/3 ; last day to accept Monday 12/10; all make-up quizzes on Thursday

* Conferences continue today

* Short stories due at the end of the period

Daily Agenda 11/27

Today's Agenda ~

* Work day for short stories (middle seats open please)
* Essay conferences
* Announcements: vocabulary due today; persuasive final copies due Monday 12/3; conferences and work day continue tomorrow; short story due at the end of the period tomorrow

Daily Agenda 11/26

Today's Agenda ~

* Persuasive rough drafts due for peer editing (secondary seating / middle seats open)
* Peer edit for 20 minutes
* Announcements: vocab due tomorrow; short stories due at end of period on Wednesday; essay conferences begin Tuesday and run through Thursday; work day for short stories next two days
* Reviewed requirements for short stories
* Work on short stories for remainder of period ; receive construction paper for book cover

Rashomon, or What's the True Story?

the overview:
The world perpetually seeks truth. But what exactly is truth? Can we define it? Marcus Aurelius, a Roman stoical philosopher, said “Everything we hear is an opinion, not a fact. Everything we see is a perspective, not the truth.”

In 1950, Japanese director Akira Kurosawa released a film called Rashomon, based on the short story "In the Grove". The movie follows the discussion of a woodcutter, priest, and commoner as they attempt to decipher four completely different accounts of the same event. The climax occurs at the end of the movie, where the sheer horror results not from the apparent deception of the four different accounts -- but in the realization that this ambiguity applies to all of life. No one can ever be sure about anything, ever. To mimic Aurelius, all truth is subjective.

Recall Lady Capulet's words after Tybalt's death: "He is a kinsman to the Montague; /Affection makes him false; he speaks not true: / Some twenty of them fought in this black strife, /And all those twenty could but kill one life" (RJ 3.1.181-184). If this is the way Lady Capulet really saw things, does that still mean that she's lying?

the assignment:
We assume when we read Romeo and Juliet, that the story on paper is the actual, true story. But whose perspective is it? Obviously, from the two movie adaptations, people interpret scenes very differently. So, here’s your chance to present the true story of what happened.

In a short story, you will give a character from the play a chance to make clear the real events. Some of the characters you may choose from died since the beginning of the play. That is okay – you may still write as that character. Your short story will be 500 words in length, approximately 100 for each act, told from the perspective of one of the main characters. So, in other words, using first person pronouns such as "I" and "me" WILL BE APPROPRIATE and necessary for this assignment. Still avoid second person pronouns. Spelling, capitalization, and punctuation still matter, although I will be more lenient for stylistic changes to grammar, as long as they are appropriate. For instance, Mercutio might talk in sentence fragments; the Nurse might talk in run-ons, etc.

You will have half of the period Monday, 26 November to work individually on this project. You will also have Tuesday, 27 November, and Wednesday, 28 November to work the entire period on this project. It will be due at the end of the period on 28 November. You may work on this assignment outside of class as well. However, you should bring all materials to class to work on during these two days. Tuesday and Wednesday will be conducted like a study hall; it should be quiet for people to concentrate on their work.

Although you should include commentary that reflects how your character feels about certain events, major events, like deaths, cannot be altered. However, feel free to be as creative as possible in your interpretation of the play. Consider the adaptation The True Story of the Three Little Pigs when writing this short story.

Realize that when you write this, it should sound as if it came from your chosen character. A story told from Romeo's perspective and a story told from Tybalt's perspective should sound very different. Stories which do not reflect the appropriate tone for that character will experience points deducted.

Use a large piece of construction paper and fold it in half like a book. The front cover should have some illustration on it, either digically created or hand-drawn. It should be in color. The back cover should have at least 3 fictional, comical reviews from popular critics, celebreties, or local community figures praising or berating the book. The story should fit entirely in the middle of the folded sheet of paper -- hand-written or typed. No font restrictions for this assignment -- as long as I can still read it.

the content:
Your short story should be written from one of the following characters' perspectives:

• Romeo
• Juliet
• Nurse
• Friar
• Benvolio
• Lady Capulet
• Tybalt
• Mercutio

Your short story should include the following major events of the play:

• opening fight scene between the servants / households (Act I)
• meeting between Romeo and Juliet (Act I, II)
• Romeo and Juliet's marriage (Act II)
• Mercutio's death (Act III)
• Tybalt's death (Act III)
• Juliet's pressure to marry Paris (Act I, III)
• Juliet taking the potion and faking death (Act IV)
• Romeo not receiving the letter (Act IV, V)
• Romeo's suicide (Act V)
• Juliet's suicide (Act V)
• other scenes important to your character

extra help:
As always, if you feel like you need help beyond what is available in the classroom, I will be available before school 7:00-7:30 and after school until 4:30. Ms. Wayne and I also check our email daily and may provide assistance this way as well. We cannot provide assistance if you do not ask; claiming to "not understand" an assignment and not asking for help is inexcusable. If you do not ask for help we will assume you understand the assignment and plan to turn it in, completed, on the due date.

the value:
The short story: 75 points
The cover design: 15 points
The back cover: 10 points
total value for this project: 100 points

resources:
What is a parody? http://en.wikipedia.org/wiki/Parody
Hamlet parody, Rosencrantz and Guildenstern are Dead http://en.wikipedia.org/wiki/Rosencrantz_and_Guildenstern_Are_Dead
Short stories: 10 tips for Novice Creative Writers: http://jerz.setonhill.edu/writing/creative/shortstory/index.html

Indiana Academic State Standards met by this project: 10.3.3, 10.3.4, 10.3.8, 10.3.9, 10.3.10, 10.3.13, 10.4.1, 10.4.13, 10.4.10, 10.4.11, 10.5.1, 10.5.2, 10.5.8, 10.6.3

Standard 5, Writing

Standard 5, Writing: Applications (Different Types of Writing and Their Characteristics)

At Grade 10, students combine the rhetorical strategies of narration, exposition, persuasion, and description in texts (research reports of 1,000 to 1,500 words or more). Students compose business letters. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

In addition to producing the different writing forms introduced in earlier grades, Grade 10 students use the writing strategies outlined in Standard 4 — Writing Processes and Features to:

10.5.1
Write biographical or autobiographical narratives or short stories that:
• describe a sequence of events and communicate the significance of the events to the audience.
• locate scenes and incidents in specific places.
• describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of short stories or autobiographical narratives, use interior monologue (what the character says silently to self) to show the character’s feelings.
• pace the presentation of actions to accommodate changes in time and mood.
Example: After reading an example of an autobiography, such as Helen Keller’s Story of My Life, use the structure of the autobiography to compose an autobiography of your own.

10.5.2
Write responses to literature that:
• demonstrate a comprehensive grasp of the significant ideas of literary works.
• support statements with evidence from the text.
• demonstrate awareness of the author’s style and an appreciation of the effects created.
• identify and assess the impact of ambiguities, nuances, and complexities within the text.
• extend writing by changing mood, plot, characterization, or voice.
Example: After reading a short story, such as “The No-Guitar Blues” by Gary Soto, “The Lottery” by Shirley Jackson, or “The Metamorphosis” by Franz Kafka, write responses that address each of the bulleted points.

10.5.3
Write expository compositions, including analytical essays, summaries, descriptive pieces, or literary analyses that:
• gather evidence in support of a thesis (position on the topic), including information on all relevant perspectives.
• communicate information and ideas from primary and secondary sources accurately and coherently.
• make distinctions between the relative value and significance of specific data, facts, and ideas.
• use a variety of reference sources, including word, pictorial, audio, and Internet sources to locate information in support of a topic.
• include visual aids by using technology to organize and record information on charts, maps, and graphs.
• anticipate and address readers’ potential misunderstandings, biases, and expectations.
• use technical terms and notations correctly.
Example: On self-selected appropriate topics, keep an academic log that lists essential student-generated questions on the topic, information in response to each question from a variety of sources including word, pictorial, audio, and Internet resources complete with accurate citations. When each question has been researched, summarize in your own words how you would synthesize the information in order to arrive at an overall thesis on the topic. Write an essay on the thesis.

10.5.4
Write persuasive compositions that:
• organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last.
• use specific rhetorical (communication) devices to support assertions, such as appealing to logic through reasoning; appealing to emotion or ethical belief; or relating a personal anecdote, case study, or analogy.
• clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
• address readers’ concerns, counterclaims, biases, and expectations.
Example: Write a letter to a television network to persuade the network to keep a program on the air despite low ratings.

10.5.5
Write business letters that:
• provide clear and purposeful information and address the intended audience appropriately.
• show appropriate use of vocabulary, tone, and style that takes into account the intended audience’s knowledge about and interest in the topic and the nature of the audience’s relationship to the writer.
• emphasize main ideas or images.
• follow a conventional style with page formats, fonts (typeface), and spacing that contribute to the documents’ readability and impact.
Example: Write a letter of support or complaint in response to service that you received at a store or restaurant. Address the letter to the manager, including a clear account of the incident and requesting that he or she take appropriate action in response.

10.5.6
Write technical documents, such as a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, or minutes of a meeting that:
• report information and express ideas logically and correctly.
• offer detailed and accurate specifications.
• include scenarios, definitions, and examples to aid comprehension.
• anticipate readers’ problems, mistakes, and misunderstandings.
Example: Take notes while watching or listening to a physical therapist give instructions on the proper way to lift, carry, or move large objects. Incorporate these notes into a safety manual to be used in the classroom or in a job setting.

10.5.7
Use varied and expanded vocabulary, appropriate for specific forms and topics.
Example: Write a sentence for use in a formal letter of complaint: The thermostat is dangerously defective as it fails to maintain a safe temperature, and I am seeking a replacement or full refund.

10.5.8
Write for different purposes and audiences, adjusting tone, style, and voice as appropriate.

Research Application

10.5.9
Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that:
• uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations.
• synthesizes information gathered from a variety of sources, including technology and one’s own research, and evaluates information for its relevance to the research questions.
• demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information.
• demonstrates that sources have been evaluated for accuracy, bias, and credibility.
• organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one’s own ideas from the ideas of others, and includes a bibliography (Works Cited).
Example: Write a report on the Globe Theatre, gathering information from books, such as Shakespeare’s Theatre by Jacqueline Morley, videos such as “Shakespeare’s Globe Theatre Restored,” and Web sites by using a key word search for “Shakespeare” and “Globe Theatre.” Explain why the theatre was significant in the development of Shakespeare’s works.

So, What's the True Story

Your journals during Romeo and Juliet should have been focused on telling the story from that particular character’s point of view. However, we all agree that oftentimes different people see the same scene or event differently. So, here’s your chance to present the true story of what happened. Give that character a chance to make clear the real events. Some characters you chose may have died since the beginning of the play. That is okay – you may still write as that character. Use a large piece of construction paper and fold it in half like a book. Here are the criteria for writing your story:

• Should be written in the point of view of one of the characters, dead or alive
• Should have a cover page with some illustration on it, computer generated or hand-drawn.
• Should have a back cover page with reviews from popular critics.
• Should include the major events of the play: opening fight scene between servants, meeting between Romeo and Juliet, Romeo and Juliet’s marriage, Mercutio’s death, Tybalt’s death, Romeo’s banishment, Juliet’s pressure to marry Paris, Juliet taking potion and faking death, Romeo not receiving the letter, Romeo’s suicide, Juliet’s suicide. You may also include other scenes which are pertinent to your character.
• Should have a logical beginning, middle, and end.
• Should reflect the views of that character. Ask yourself: how would my character feel about this?
• Should always, always use proper grammar and writing conventions.
• Should reflect the overarching theme of struggles.
  

Standard 5: Writing: Applications

(Different Types of Writing and Their Characteristics)

At Grade 9, students combine the rhetorical strategies of narration, exposition,
persuasion, and description in texts (research reports of 1,000 to 1,500 words
or more). Students begin to write documents related to career development.
Student writing demonstrates a command of Standard English and the research,
organizational, and drafting strategies outlined in Standard 4 — Writing
Processes and Features. Writing demonstrates an awareness of the audience
(intended reader) and purpose for writing.

9.5.1 Biographical or autobiographical narratives or short stories

9.5.2 Responses to literature

9.5.3 Expository compositions, including analytical essays

9.5.4 Persuasive compositions

9.5.5 Documents related to career development

9.5.6 Technical documents

9.5.7 Use varied and expanded vocabulary, appropriate for specific forms and topics.
Example: Write a formal and persuasive speech using words that will convince an audience to accept your point of view.

9.5.8 Write for different purposes and audiences, adjusting tone, style, and voice as appropriate.

9.5.9 Research report

Narrative Presentations

According to the Indiana Department of Education's Academic Standards for English 9

9.7.14 Deliver narrative presentations that:

• narrate a sequence of events and communicate their significance to the audience.
• locate scenes and incidents in specific places.
• describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of characters.
• time the presentation of actions to accommodate time or mood changes.

Biographical or autobiographical narrative

According to the Indiana Department of Education's Academic Standards for English 9,

9.5.1 Write biographical or autobiographical narratives or short stories that:

• describe a sequence of events and communicate the significance of the events to the audience.
• locate scenes and incidents in specific places.
• describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of short stories or autobiographical narratives, use interior monologue (what the character says silently to self) to show the character’s feelings.
• pace the presentation of actions to accommodate changes in time and mood.

Example:

Write a personal narrative showing an audience the story of a particular object of significance in one’s life.

Go to our autobiographical project, semester 1