literary elements transparency reading strategies … · setting is the time and place in which the...
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F O R U S E W I T H F O C U S L E S S O N 1 : E L E M E N T S O F F I C T I O N
Copyright © The McGraw-Hill Companies, Inc.World Literature
Setting is the time and place in which the events of a literarywork occur. Plot is the sequence of events in a story. Charactersare the people, animals, or beings in a work. The theme is themain idea or message a work conveys. Choose a story you haveread and fill in the chart.
1a1aR E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
Setting:
Characters:
Theme:
Plot:
1
2
3
4
5
6
7
F O R U S E W I T H F O C U S L E S S O N 1 : E L E M E N T S O F F I C T I O N
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Conflict is the central struggle between opposing forces in astory or drama. An external conflict exists when a characterstruggles against an outside force, such as nature, anothercharacter, society, or a political or social situation. An internalconflict exists when a character struggles against somethingwithin himself or herself.
Decide which type of conflict exists in these plot summaries.
1b1bR E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
An
sw
ers
: 1
. In
tern
al
2.
Ext
ern
al
3.
Ext
ern
al
4.
Inte
rnal
5.
Inte
rnal
6.
Ext
ern
al
7.
Ext
ern
al
8.
Ext
ern
al
Summary Internal External
1. Natalie works to regain her self respect.
2. Colin and his mother argue about a curfew.
3. Two children must find their way home through a severe snowstorm.
4. Brent learns to conquer his fear of flying.
5. Peggy tries to control her temper.
6. Kiarra writes a letter to the governor to protest the building of a new highway.
7. The platoon valiantly holds off the enemy.
8. Adina speaks out against what she believes is an injustice.
F O R U S E W I T H F O C U S L E S S O N 2 : P O I N T O F V I E W
2a
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2aR E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
Point of view is the standpoint from which a story is told. Infirst-person point of view, the narrator is a character in thestory who uses the words I and me to relate the tale. In third-person point of view, the narrator is a character in the story or someone who stands outside the story who describes thecharacters and events without participating in them.
Choose two stories you have read. Select a section from eachstory, and rewrite each one using a different point of view.
Section 1
Section 2
F O R U S E W I T H F O C U S L E S S O N 2 : P O I N T O F V I E W
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Third-person point of view can take two different forms. In third-person limited, the narrator describes events as they areperceived by only one character. In third-person omniscient,the narrator is not a participant in the story and relates thethoughts and actions of several characters.
Read the passage below. Decide whether it is written in a third-person limited or third-person omniscient point of view. Thenrewrite the passage from a different third person point of view.
2b2bR E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
Rick frowned as he passed by the grimy, gray houses, vowingthat one day he would live in a brightly lit city, high up off themoldy ground. As he shuffled along, he looked at the brokenpieces of concrete along the sidewalk. He hated his torn back-pack, but he dragged his heavy books home every night so hecould read everything in them, undisturbed. When he lived in the city, he would buy all the books he wanted and never againbe burdened by the heavy weight of poverty.
Point of view:
city
, an
d t
hey w
ou
ld h
ave b
een
cert
ain
he w
as j
ust
an
oth
er
fool
mu
mb
lin
g t
o h
imself
. T
he b
ooks h
eb
ore
ben
t h
is b
ack
in
half
, b
ut
no o
ne h
ere
walk
ed
wit
h a
pro
ud
, str
aig
ht
postu
re.
Th
e h
eavy w
eig
ht
of
povert
y g
rou
nd
th
em
all
dow
n.
An
sw
er:
Th
ird
-pers
on
lim
ited
. Possib
le r
evis
ion
:R
ick f
row
ned
as h
e p
assed
th
e g
rim
y, g
ray h
ou
ses.
Had
th
ey t
rou
ble
d t
o l
ook o
ut
of
their
yell
ow
ed
win
dow
s,
their
occ
up
an
ts w
ou
ld h
ave s
een
Ric
km
urm
uri
ng
to h
imself
a v
ow
to l
ive i
n a
bri
gh
tly l
it
F O R U S E W I T H F O C U S L E S S O N 3 : D I A L O G U E
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Dialogue is written conversation. Fiction writers use dialogue toadvance the action, characterize and contrast characters, imitatenatural talk between people, and break up long passages of solidprose.
Read the dialogue below, and answer the questions that follow.
33R E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
“Look at that poor cat, all wet and scared,” said Robin.“It’s just another mangy stray,” answered Kelly, “and it’s
probably got diseases and worms. It’s really gross.”“Well, maybe,” Robin said, “but to me it looks abandoned.
Let’s take it home and feed it and then see if it’s lost.”“I’m not touching it,” Kelly announced. “It could snag my
sweater or ruin my makeup. I’m not ruining my stuff for a wet cat.”
1. What action does this dialogue reveal?
2. What phrases and details capture the way people inthis situation talk?
3. What does the dialogue reveal about the characters?
sp
eakin
g i
n a
more
sooth
ing
ton
e.
3.
Th
e d
ialo
gu
ere
veals
th
at
Rob
in i
s s
ym
path
eti
c an
d w
arm
-h
eart
ed
, an
d K
ell
y i
s s
elf
ish
an
d v
ain
.
Possib
le a
nsw
ers
: 1
. T
he d
ialo
gu
e r
eveals
th
ed
isco
very
of
a s
tray c
at.
2.
“Dis
eases a
nd
worm
s”
an
d “
gro
ss”
su
gg
est
that
Kell
y s
ou
nd
s d
isg
uste
d.
“Take i
t h
om
e a
nd
feed
it”
su
gg
ests
th
at
Rob
in i
s
F O R U S E W I T H F O C U S L E S S O N 4 : F L A S H B A C K
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44R E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
A flashback is a memory or account of an event that took placeat an earlier time. A flashback usually interrupts the chronologicalsequence of a story, but the flashback often reveals importantinformation.
Read the brief outline of a story. Identify the part of the story thatis the flashback.
b. The argument continues,and the dog begins to barkand whine.
d. They turn off the tele-vision, and both girls goout together to take himfor a long walk in the rain.
c. The girls’ mother entersthe room and remindsthem that both hadpromised faithfully to walk the dog. The girlsremember how he playedfrisbee and retrieved sticksfor hours when they hadmoved and knew no oneelse in town.
a. On a rainy night, twosisters are arguing aboutwho should walk the dog. Neither wants to be interrupted fromwatching TV.
An
sw
er:
Part
c.
F O R U S E W I T H F O C U S L E S S O N 5 : F O R E S H A D O W I N G
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55R E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
The use of clues that tell the reader what will happen in a story iscalled foreshadowing. Foreshadowing helps prepare the readerfor what will happen in a story. Foreshadowing can also helpcreate suspense.
Read each example of foreshadowing, taken from different stories.Tell what you think may happen later on.
1. “If you stray from the trail, you could fall into quicksand.”
2. Only one person has ever attempted that perilous climb. She has never been heard from again.
3. Storm clouds loomed overhead as the group decided tochallenge nature, ignoring the nervous dogs and the oldman’s warnings.
pre
vio
us c
lim
ber.
3.
Th
e g
rou
p p
ays i
n s
om
e w
ay
for
its d
eci
sio
n t
o i
gn
ore
th
e a
pp
roach
ing
sto
rm.
Possib
le A
nsw
ers
: 1
. A
ch
ara
cter
str
ays f
rom
th
ep
ath
an
d f
all
s i
n q
uic
ksan
d.
2.
A c
hara
cter
en
cou
nte
rs l
ife–t
hre
ate
nin
g d
an
ger
wh
ile c
lim
bin
gan
d d
isco
vers
in
form
ati
on
ab
ou
t th
e f
ate
of
the
F O R U S E W I T H F O C U S L E S S O N 6 : D R A M AT I C A N D S I T U AT I O N A L I R O N Y
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Irony is a contrast between appearance and reality. Situationalirony exists when the actual outcome of a situation is the oppositeof what is expected. Dramatic irony exists when readers areaware of events or circumstances of which the characters in thestory have no knowledge.
Identify the kind of irony used in the following passages.
66R E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
Justine, an outgoing and career-oriented young woman, knewDiego, a shy music lover, in high school. She thought he wasout of touch; he thought she was boring and conventional.After having little contact during school, they meet again tenyears later. Justine has been unable to keep a steady job.Diego is a highly successful songwriter and musician. They fallin love when they meet again.
Kind of irony:
How you know:
Knowing that he is a much faster runner than the tortoise, thehare challenges the tortoise to a race. Overconfident, the hareboasts, wastes time, and takes a nap while the tortoise plodsalong. The tortoise wins the race, much to the surprise of thehare, but not to the readers.
Kind of irony:
How you know:
un
exp
ect
ed
by t
he c
hara
cters
bu
t exp
ect
ed
by
the r
ead
ers
.Possib
le a
nsw
ers
:1
. Sit
uati
on
al
iron
y:
Th
eou
tcom
e i
s u
nexp
ect
ed
by t
he c
hara
cters
an
d
the r
ead
ers
.2
. D
ram
ati
c ir
on
y:
Th
e o
utc
om
e i
s
F O R U S E W I T H F O C U S L E S S O N 7 : S T Y L E
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77R E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
Style is the author’s choice and arrangement of words to create acertain effect. Long sentences and many adjectives create a verydifferent style than do short sentences and few adjectives.
Read the following paragraph and write a sentence describing itsstyle. Then rewrite it in a style that is precise and factual.
The trio of cottages stood gracefully in a stand ofmajestic pine and willow trees, a stone’s throw from the river bank. In that shady, welcoming expanse, they seemed to breathe calm and contentment. Their neatly painted shutters and fence framed theirimage of it: Here is a place of peace and caring.
Author’s Style:
Rewritten in Factual Style:
of
the r
iver.
Th
e a
rea i
s s
had
y. T
he s
hu
tters
an
dfe
nce
are
neatl
y p
ain
ted
.Possib
le a
nsw
ers
: 1
. T
he a
uth
or
uses l
on
g,
rela
xed
sen
ten
ces w
ith
man
y a
dje
ctiv
es.
2.
Th
ree d
om
esti
cstr
uct
ure
s s
it a
mon
g t
wo s
peci
es o
f tr
ees.
Th
estr
uct
ure
s a
re a
pp
roxi
mate
ly 5
0 f
eet
from
th
e e
dg
e
F O R U S E W I T H F O C U S L E S S O N 8 : T O N E
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8a8aR E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
Tone suggests a writer’s or speaker’s attitude toward the subject.To identify an author’s tone, consider the imagery, syntax, sounddevices, and connotations or words in each work.
Think about the tone in two selections with similar subjects. Fill inthe diagram below to compare the tone of the two works. Writewords or phrases you think describe the tone. In some ways, youmay think the tone of the two works is similar. Put words thatillustrate the similarities in the area where the two circles overlap.
Selection A Selection BBoth
F O R U S E W I T H F O C U S L E S S O N 8 : T O N E
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8b8bR E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
Diction is the writer’s choice of words. It is an important elementof tone.
Study each excerpt and describe its tone. Underline words in theexcerpt that help establish this tone.
Possib
le a
nsw
ers
:1
. Ton
e:
pla
yfu
l, l
igh
t-h
eart
ed
.W
ord
s:lo
ved,
Flick
, ra
ck u
p,
wild b
irds.
2.
Ton
e:
dis
mis
siv
e,
bit
ter.
Word
s:w
et
bro
wn b
ag,
use
d
to b
e.
Excerpt ToneWords That Help
Create Tone
1. . . . The ball loved Flick. I saw him rack up thirty-eight or
forty pointsin one home game. His hands were like
wild birds.
2. When I watch youyou wet brown bag
of a womanwho used to be
the best lookinggal in Georgia . . .
F O R U S E W I T H F O C U S L E S S O N 9 : H Y P E R B O L E
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99R E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
Identify an example of hyperbole from a story you have read orfrom a movie or television program you have seen. What effectdid the hyperbole have?
Hyperbole is a figure of speech in which an obviousoverstatement or exaggeration is made for effect. Theexaggeration heightens a situation or adds humor.
For each statement below, create a hyperbole that emphasizes the situation or makes it humorous.
1. A professional baseball player has to be physically fit.
2. A good pitcher must have quick reflexes and precise timing.
3. The pitcher and the base runner wage their own private battle apart from the game.
un
ivers
e,
two g
od
s e
qu
all
y s
ure
of
them
selv
es a
nd
read
y t
o d
o b
att
le.
Possib
le a
nsw
ers
:1
. T
he p
ros a
re g
ian
ts w
ith
th
estr
en
gth
to m
ove m
ou
nta
ins.
2.
A g
ood
pit
cher
is a
kin
d o
f m
iracl
e—
half
cob
ra a
nd
half
clo
ck.
3.
Th
eb
ase s
teale
r an
d p
itch
er
op
era
te i
n t
heir
ow
n
F O R U S E W I T H F O C U S L E S S O N 1 0 : A R C H E T Y P E
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An archetype is a specific kind of symbol or motif that recurs inliterature and art in the form of an image, character type, or plot.An archetype might appear in slightly different forms in differentstories, but the underlying meaning of that archetype is alwayssimilar.
Think of an archetypal character in a story or play you have read.In the web below, write down some of the traits that make thischaracter an archetype.
1010R E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
Character’sName
F O R U S E W I T H F O C U S L E S S O N 1 1 : A L L U S I O N
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Allusion is a literary technique in which a brief reference is madeto a specific person, place, thing, other literary work, or eventunconnected with the immediate framework of the subject beingdiscussed. Allusions may be literary, mythological, historical, orreligious.
Identify the allusions and their meanings in the followingpassages.
1111R E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
hu
man
in
terf
ere
nce
Possib
le a
nsw
ers
:1
. A
tlas;
bears
a g
reat
bu
rden
2.
Wolf
gan
g M
ozart
; is
a c
hil
d m
usic
al
pro
dig
y3
. H
en
ry D
avid
Th
ore
au
; w
an
ts t
o e
sca
pe t
osoli
tary
pla
ce i
n n
atu
re4
. Ed
en
; p
red
ate
s
Passage Allusion Meaning
Rodrigo felt burdened with endless guilt and sorrow for his family’s situation. He felt like a modern day Atlas, holding up the world.
Her mother beamed and called her daughter Little Girl Wolfgang, as the child sat down at the piano.
Sometimes he wanted to get away from everything and live, like his namesake—an earlier Henry, in his own little Walden.
The garden was lush with trees and flowers and an absence of human forms, an Eden only ten miles from the city.
F O R U S E W I T H F O C U S L E S S O N 1 2 : S Y M B O L I S M
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Symbolism is a literary technique in which a person, place, orthing is used to represent something in addition to itself. Asymbol always has a literal meaning. Some symbols are universal:spring symbolizes rebirth; night represents death. Often, however,writers invent their own symbols.
What does the American flag symbolize to you? Write your ideas inthe web below.
1212R E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
The American Flag
Possib
le a
nsw
ers
:fr
eed
om
, p
atr
ioti
sm
, h
isto
ry,
pow
er,
eq
uali
ty
F O R U S E W I T H F O C U S L E S S O N 1 3 : F I G U R AT I V E L A N G U A G E
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One of the main types of figurative language is a simile. By usingthe words than, like, or as, a simile compares two things. Thesethings are essentially unlike each other, but they are similar in atleast one way.
For each description, select the comparison you think is valid andmost interesting. In the space at the right, explain how the thingsare similar.
13a13aR E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
the l
ook o
f su
pp
le w
illo
w b
ran
ches.
3.
Lik
eacc
usi
ng e
yes
su
its t
he a
nta
gon
isti
c to
ne
esta
bli
sh
ed
by t
he w
ord
s s
hard
san
d g
lare
.
Possib
le a
nsw
ers
:1
. Lik
e p
lants
kept
too l
ong i
n a
close
tp
oin
ts o
ut
how
both
are
sic
kly
an
d s
tarv
ed
for
lig
ht.
2.
As
a m
ast
er
crack
s a w
hip
cap
ture
sth
e s
harp
ness a
nd
vio
len
ce o
f th
e s
torm
as w
ell
as
1. Pale people attracted by spring sunshine like❑ bees longing for honey.❑ plants kept too long in a closet.❑ moths drawn to a flame.
2. A storm tosses the willow branches as
❑ a girl tosses her hair.❑ a master cracks a whip.❑ a ballplayer whips the ball
to home plate.
3. The shards of a broken vase glare up like
❑ accusing eyes.❑ mournful faces.❑ angry hearts.
Simile Similarity
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A metaphor is a type of figurative language in which a writercompares two unlike things. Unlike a simile, a metaphor does not use than, like, or as. A metaphor implies the comparisonrather than states that one thing is like another.
For each metaphor, identify the things being compared and howthey are alike.
13b13bR E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
to A
pri
l, J
un
e,
an
d D
ece
mb
er,
resp
ect
ively
. T
he
meta
ph
ors
im
ply
th
at
sh
e i
s o
utw
ard
ly w
arm
bu
tw
ith
ou
t em
path
y o
r fe
eli
ng
.
Possib
le a
nsw
ers
:1
. A
sp
eech
an
d r
ou
gh
ed
ges
are
com
pare
d.
2.
Th
e m
eta
ph
or
imp
lies t
hat
the
sp
eech
is e
ssen
tiall
y c
om
ple
te a
nd
sim
ply
need
s t
ob
e r
efi
ned
.3
. Tears
, sm
ile,
an
d h
eart
are
com
pare
d
Metaphor: He was working to smooth out the rough edges in his speech.
1. What is compared?
2. What does the metaphor imply?
Metaphor: Her tears are April rain; her smile is sunlit June; buther heart is December ice.
3. What is compared?
4. What do the metaphors imply?
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14a14aR E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
Imagery is the use of details that appeal to readers’ senses ofsight, touch, taste, smell, and hearing. Writers use precise nounsand vivid modifiers to create appealing imagery and make theirwriting lively.
Find images in poems you have read that appeal to your senses.Then complete the diagram below.
Sight
Taste
Touch
Hearing
Smell
Imagery
F O R U S E W I T H F O C U S L E S S O N 1 4 : I M A G E R Y A N D M O T I F
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A motif is a recurring idea, image, or group of images that unifiesa work of literature.
Read the following passage. Underline the words and images thatrepresent a motif.
What is the motif?
14b14bR E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
An
sw
ers
: d
an
cin
g,
walt
zin
g,
ball
eri
nas,
sta
ge,
barr
e,
tem
pera
men
tal,
in
str
uct
ors
, p
erf
orm
ers
,d
an
ces,
pir
ou
ett
e,
leap
ing
; T
he m
oti
f is
ball
et
dan
cin
g.
The dancing leaves whirled across the path like waltzingballerinas. Alone now, her life seeming like an emptystage, Cecilia thought of the summer and the long hoursof practice at the barre, the temperamental instructors andperformers, the gold and red costumes. The images ofleaves and dancers blurred into a frenetic whirlwind. Herlife seemed changed, and yet she couldn’t say how. Maybeat some point in the coming year she would know as shefaced new challenges. Would she still feel as though shewere doing an endless pirouette and getting nowhere, orwould she feel more directed, more in control, leapingacross obstacles and reaching greater heights?
F O R U S E W I T H F O C U S L E S S O N 1 5 : S E T T I N G A N D M O O D
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1515R E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
The mood is the feeling or emotional quality of a story or poem.Often, the setting—the time and place in which the literary worktakes place—helps create the mood, as does the writer’s choice of words.
Read the excerpt below. Identify the mood. Then identify thedetails of the setting that help create the mood.
gh
astl
y i
n t
he e
xtre
me.
An
sw
ers
:eeri
e,
terr
ifyin
g,
biz
arr
e,
gh
astl
y;
closely
sh
rou
ded
in
bla
ck v
elv
et
tap
estr
ies t
hat
hu
ng
all
over
the c
eil
ing
an
d d
ow
n t
he w
all
s;
pan
es h
ere
were
sca
rlet—
a d
eep
blo
od
colo
r;
The seventh apartment was closely shrouded in blackvelvet tapestries that hung all over the ceiling and downthe walls, falling in heavy folds upon a carpet of the samematerials and hue. But in this chamber only, the color ofthe windows failed to correspond with the decorations.The panes here were scarlet—a deep blood color. . . . Butin the western or black chamber the effect of the fire-lightthat streamed upon the dark hangings through the blood-tinted panes was ghastly in the extreme, and produced sowild a look upon the countenances of those who entered,that there were few of the company bold enough to setfoot within its precincts at all.
Mood:
Details:
F O R U S E W I T H F O C U S L E S S O N 1 6 : S O U N D D E V I C E S
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16a16aR E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
Writers often use the sound of words for effect. Severaltechniques, or sound devices, can achieve sound play in aliterary work. One of these is alliteration: the repetition ofconsonant sounds at the beginning of words. Alliteration is amusical effect that adds to the appeal and underscores themeaning of a poem.
Read these lines from well-known poems. Identify the words inwhich alliteration is found.
Look for examples of alliteration in other poems you have read.What sounds form the alliteration?
An
sw
ers
:1
. gaily
an
d g
allant;
sunsh
ine
an
d s
hadow
2.
single
, se
nt,
an
d s
ince
3.
fair
an
d f
air
; ch
ance
an
d c
hangin
g4
. m
usi
can
d m
elo
dio
us
1. Gaily bedight,A gallant knightIn sunshine and in shadow,
2. A single flow’r he sent me, since we met.
All tenderly his messenger he chose;
3. And every fair from fair sometime declines,
By chance, or nature’s changing course untrimmed;
4. And in her voice, the calling of the dove;
Like music of a sweet, melodious part.
F O R U S E W I T H F O C U S L E S S O N 1 6 : S O U N D D E V I C E S
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16b16bR E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
Assonance repeats vowel sounds within words. Consonancerepeats consonant sounds within words or at the ends of words.Assonance and consonance are both used by poets to create themusical effects in their poems.
Underline the repeated vowel or consonant sounds in thefollowing sentences. Then indicate if the repetition is an exampleof assonance or consonance.
4.
Jam
es,
takes,
an
d g
rap
es—
con
son
an
ce;
Teen
a,
eats
, ch
eese,
meat,
an
d s
weets
—asson
an
ce5
. b
lood
, fl
ow
ed
, an
d r
oad
—asson
an
ce
An
sw
ers
:1
. sou
nd
, h
ow
lin
g,
dro
wn
ed
, an
d t
ow
n—
asson
an
ce2
. g
aze
an
d d
ays—
asson
an
ce;
gra
nd
fath
ers
, b
roth
ers
, an
d b
ett
er—
con
son
an
ce3
. on
ly,
lon
ely
, kn
ow
, w
oe,
an
d s
orr
ow
—asson
an
ce
1. The sound of howling drowned the sleepy town.
2. The gaze of wise grandfathers and older brothers who know better days.
3. Only the lonely know the woe and sorrow.
4. James takes some grapes; Teena eats cheese, meat, and sweets.
5. Blood flowed red along the highland road.
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16c16cR E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
Onomatopoeia is the use of a word or phrase that imitates ordescribes the sound it names. Words like tick-tock, whirr, andsizzle are onomatopoetic; they not only add sound effects but alsoadd liveliness and enhance mood in a poem.
For each situation or action, pick one or more onomatopoeticwords from the list that match. List at least two more of yourown. Pick one of the situations or actions and write a coupletusing onomatopoetic words.
1. bells ringing in the night
2. sirens heard in the distance
3. a motor running
Couplet:
Search for onomatopoetic words in a poem you have read.Analyze their effects.
beat, blow, bray, bubble, buzz, clomp, clang, cluck, crack,
crackle, ding-dong, fizzle, groan, hiss, jingle, jangle, moo,
meow, neigh, pound, pow, purr, roar, shrill, sigh, slam,
thump, tinkle, whoosh, whisper, zoom
Possib
le a
nsw
ers
:1
. ja
ng
le,
clan
g,
tin
kle
; b
on
g,
peal,
pli
nk
2.
bra
y, s
hri
ll,
gro
an
; w
all
s,
scr
eam
,h
ow
l, w
heee
3.
pu
rr,
wh
isp
er,
or
zoom
; p
ock
eta
-p
ock
eta
, ch
ug
-ch
ug
, vro
om
F O R U S E W I T H F O C U S L E S S O N 1 7 : P E R S O N I F I C AT I O N
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Personification is a figure of speech that describes an animal, aninanimate object, an idea, or a force of nature as if it were alive orhad human traits or feelings.
Tell what is being personified and what human trait is given ineach of the following examples.
1717R E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y
“Nor shall Death brag thou wand’rest in his shade,”
Thing Personified:
Human Trait:
“Of morning blushing in the early skies”
Thing Personified:
Human Trait:
I know the language of music. Sometimes it speaks lovingly tome. Other times it scolds and torments me.
Thing Personified:
Human Trait:
An
sw
ers
:1
. d
eath
, b
oastf
uln
ess
2.
morn
ing
,sh
yn
ess
3.
mu
sic
, sp
eakin
g k
ind
ly a
nd
cru
ell
y