Do you make your sentences short, choppy, rhythmic? Students are responsible for at least two forms of literary writing. Students clarify research questions and evaluate and synthesize collected information. Students understand the function of and use the conventions of academic language when speaking and writing.
A break in pattern is especially used for adding emphasis in a passage of literature. In English II, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills.
Discuss in your essay why you believe the author chose to break the pattern at that particular point in the passage and what purpose that serves in furthering the argument of whatever question you are answering on the FRQ portion of the AP English Literature exam.
What meaning, emotion, and emphasis does it drive toward? Students are expected to analyze the structure or prosody e.
Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.
Students are expected to analyze the meaning of classical, mythological, and biblical allusions in words, phrases, passages, and literary works. Students are expected to evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction.
Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.
Students speak clearly and to the point, using the conventions of language. Groups of three tend to be a particular favorite among literary authors.
Students are expected to explain the function of symbolism, allegory, and allusions in literary works. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding.
They vary the structure of their sentences, because it is a powerful way to convey three things to the reader: Students are expected to analyze how rhetorical techniques e. In English I, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills.
Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. How did the author make that rhythm? Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.
Students are expected to spell correctly, including using various resources to determine and check correct spellings. Students speak clearly and to the point, using the conventions of language.
Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
However, many test takers leave at home one of the most important, useful, and point scoring tool: Noting what the author is emphasizing through his or her syntax can help us access the point the author is trying to make. Students are expected to explain how dramatic conventions e.
ELL students should use the knowledge of their first language e. Students work productively with others in teams. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.
Students are expected to explain the role of irony, sarcasm, and paradox in literary works. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding.
Students clarify research questions and evaluate and synthesize collected information. Students are expected to analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details.
Students are expected to advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate e. Just remember to go beyond just stating a repetition of the first or last words.
Students are expected to analyze the effects of metrics, rhyme schemes e.§ Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, High School, Beginning with School Year Diction, Imagery, Detail, and Syntax (DIDS) in Poetry—Worksheet Instructions: Analyze the text you selected and fill out the following worksheet in detail.
Provide specific examples from the text that support your analysis. 1. Write the title of the text you have analyzed here: “When I Was Fair and Young” 2. List at least three examples of diction in the text that add to the overall tone. The poet Mary Oliver describes our connection to our world in the quote above.
Essentially, she claims that our world is not, in fact, made of things, but of the language we assign to cheri197.comge, after all, is the system of shared meanings.
The Purdue Online Writing Lab Welcome to the Purdue OWL. We offer free resources including Writing and Teaching Writing, Research, Grammar and Mechanics, Style Guides, ESL (English as a Second Language), and Job Search and Professional Writing.
3 passages in which you analyze the syntax, diction and detail of the writing, and illustrate how that helps convey the purpose and meaning of the novel. Essay by liquidmemories, High School, 11th grade, A- October The words diction, language, and figurative language are terms that you will use interchangeably when you analyze an author's style.
These words all refer to the concept of an author's WORD CHOICE.Download