Literary Terms and HOTS D and F.doc

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Literary Terms for Students taking Module F

Note: This is a partial list of literary terms which teachers may find useful. Teachers shouldincorporate the teaching, spiraling and use of literary terms into their Analysis and Interpretation

component of their unit when appropriate. Teachers may include other literary terms which are not on

this list when they see fit.

1



General

Terms

Across

Genres

Talking

about the

characters

Hero/heroine The central male or female character of a literary text. Usually,the hero or heroine has a high moral character and is courageous.

rotagonist The main character of the story or drama, the hero, who is faced

with an opposing force he/she must overcome in order to achieve

his/her goal.

Antagonist A person or a natural force that opposes the protagonist in the

main conflict of the story or drama.

!haracter A person or a thing presented as a person, in a literary text.

!haracteri"ation What we now a!out a character. There are three fundamentalmethods of characteri"ation# 1$ direct presentation of the physical

and moral aspects of the character !y the narrator, either when

the character is first introduced in the story, or !it%!y%!itthroughout the story. &$ The actions and speech of the character,

from which the reader infers the traits. '$ The inner thoughts of

the character, which are a window to his/her soul.

Stereoty#e (resenting a person as if they represent the social group to which

they !elong, !y using physical appearances, accent, clothing,foods etc. The emphasis on !elonging to the group maes the

stereotyped person less individuali"ed.

$ialogue The conversations that tae place !etween characters in a literarywor of narrative or drama and more rarely, in poetry.

&



Literary Terms for Students taking Module F %continued&

'



Talking

about the

#lot

lot The structure and pattern of events of the story in a narrative or ina drama.

!lima' This is the point of highest interest, the crisis, and is thereforealso at the turning point of the action.

!onflict The struggle !etween opposing forces. At least one of the

opposing forces is a character. We designate different inds ofconflict# 1$ a struggle against )ature. &$ a struggle against

another person. '$ a struggle against society. *$ a struggle withinthe person themselves. The two sides of the conflict are the

protagonist and the antagonist.

(esolution The conclusion of the story or drama, when all the pro!lems are

solved in one way or another. It+s the logical outcome of

everything that happened !efore. It comes after the climax.

Foreshado)ing vents narrated at an earlier point in the story that hint at, and prepare the reader, for something that will happen later in the

story.

Talking

about

meaning in

language

Symbolism/symbol -omething which is !oth itself and also represents an idea, forexample a rose may sym!oli"e !eauty.

!onnotation The associations which are attached to a word, as opposed to its

literal meaning, for example the color green may have the

connotation of youth, spring, and growth.

arado' A situation or statement that seems to contradict itself, !ut really

doesn+t.

Theme Usually we can find the theme of a literary wor !y answering

the uestion# What is this wor a!out0 Theme loos at themessage or general idea of the wor.

Genre There are different types of literature categori"ed !y su!2ect

matter, form and techniue3 the following are examples of

genres# tragedy and comedy, novel and short story, poetry and prose.

Style Tone The attitude with which a story is told, or the attitude with which

something or someone is descri!ed, for example, ironic, cynical,humorous.

*



Literary Terms Literary Terms for Students taking Module F

%continued&

Terms for

Narrati*e

Te'ts

%No*els

and Short

Stories&

Short story A short narrative wor. The length of a short story varies from

one or two pages up to forty pages.

Setting The !acground against which the story unfolds. This includes

1$ the geographic location, scenery, and the inside of homes or

other places3 &$ the social community in which the story unfolds

4upper class, woring class etc$3 '$ the season, or period 4the period of the 5rench 6evolution in A Tale of Two 7ities$

Flashback (roviding information a!out events that happened !efore the story

!egins, usually through the memory of one of the characters, or !ynarrating the events to someone. A flash!ac interrupts the seuence

of events that is happening now in the story or play.

No*el A narrative wor that tells a story that is uite long, usually at

least 188 pages.

Narrati*e 9ow the story is told# the style, the characters, descriptions, and

events, that mae up the telling of the story.

oint of +ie) The focus from which the story or drama is told. The story can !e

told 1$ !y one of the characters who experienced the events, &$ !yan all%nowing narrator who nows the :whole+ story, or '$ !y a

character telling someone else+s story.

;




<



Terms for

oetry

,magery Words used in images in poetry that use our five senses# sight,smell, hearing, taste, and touching.

Meta#hor =escri!ing one thing in terms of something else e.g. the !ron"e

sun.

Simile The resem!lance of two things, usually introduced !y :lie+ or:as+.

-'ymoron An image made up of two opposing ualities, or that may seem a

contradiction in terms# >ittersweet,

(hyme Used in poetry most often at the end of lines when the lastsylla!les of the words at the ends of the lines share the same

sound, homophony. 5or example#

My little horse must think it queerTo stop without a farmhouse near 46o!ert 5rost$

(hyme scheme The pattern of rhymed words at the end of lines in a stan"a or

throughout a poem.

Stan"a A group of lines, which form a unit in a poem. This unit usuallyrepeats itself in the poem.

+erse A single line of a poem usually using rhythmed language. (oetic

form as distinguished from prose.

Alliteration A sound pattern repeated at the !eginning of words or repeatedwithin words, usually consonants. 5or example# I have stood

still and stopped the sound of feet 46o!ert 5rost$.

?




Terms for

$rama

!omedy A literary text that is funny and ends well, even though there isusual some tension along the way.

Tragedy Tragedy is a type of drama that ends !adly for the hero or protagonist. It is usually a story that focuses on one person, the protagonist, whose life changes from a happy one to suffering

and disaster.

Scene A su!%division of an act in a play, !ut also the place where the

action taes place. Usually, each act has several scenes. @anyscenes may tae place in the same place 4scene$.

Act ne of the ma2or divisions of a play. There are usually ; acts to a

play, !ut sometimes only '. In any case there are always an

uneven num!er of acts in a play.

$rama A literary wor that is written in dialogue to !e performed !y

actors acting the story on the stage

!omedy A literary text that is funny and ends well, even though there is

usual some tension along the way.

B



Literary Terms for Students taking Module $

)ote# This is a partial list of literary terms which teachers may find useful. Teachers should

incorporate the teaching, spiraling and use of literary terms into their Analysis and Interpretationcomponent of their unit when appropriate. Teachers may include other literary terms which are not

on this list when they see fit.

Terms from the list for @odule 5 can also !e used if they are appropriate for the class and the literarytext.

General

Terms

Across

Genres

Talking

about the

characters

Hero/heroine The central male or female character of a literary text. Usually,

the hero or heroine has a high moral character and is courageous.

rotagonist The main character of the story or drama, the hero, who is facedwith an opposing force he/she must overcome in order to achieve

his/her goal.

!haracter A person or a thing presented as a person, in a literary text.

Stereoty#e (resenting a person as if they represent the social group to whichthey !elong, !y using physical appearances, accent, clothing,

foods etc. The emphasis on !elonging to the group maes the

stereotyped person less individuali"ed.

$ialogue The conversations that tae place !etween characters in a literarywor of narrative or drama and more rarely, in poetry.

Talking

about the

#lot

lot The structure and pattern of events of the story in a narrative or in

a drama.

!lima' This is the point of highest interest, the crisis, and is thereforealso at the turning point of the action.

!onflict The struggle !etween opposing forces. At least one of the

opposing forces is a character. We designate different inds of

conflict# 1$ a struggle against )ature. &$ a struggle againstanother person. '$ a struggle against society. *$ a struggle within

the person themselves. The two sides of the conflict are the

protagonist and the antagonist.

C



Literary Terms for Students taking Module $ %continued&

Talking

about

meaning in

language

Symbolism/symbol -omething which is !oth itself and also represents an idea, for

example a rose may sym!oli"e !eauty.

Theme Usually we can find the theme of a literary wor !y answeringthe uestion# What is this wor a!out0 Theme loos at the

message or general idea of the wor.

Genre There are different types of literature categori"ed !y su!2ectmatter, form and techniue3 the following are examples of

genres# tragedy and comedy, novel and short story, poetry and

prose.

Terms for

Narrati*e

Te'ts

%No*els

and Short

Stories&

Short story A short narrative wor. The length of a short story varies fromone or two pages up to forty pages.

Setting The !acground against which the story unfolds. This includes

1$ the geographic location, scenery, and the inside of homes or

other places3 &$ the social community in which the story unfolds

4upper class, woring class etc$3 '$ the season, or period 4the period of the 5rench 6evolution in A Tale of Two 7ities$

Flashback (roviding information a!out events that happened !efore the story

!egins, usually through the memory of one of the characters, or !ynarrating the events to someone. A flash!ac interrupts the seuence

of events that is happening now in the story or play.

No*el A narrative wor that tells a story that is uite long, usually atleast 188 pages.

oint of +ie) The focus from which the story or drama is told. The story can !etold 1$ !y one of the characters who experienced the events, &$ !y

an all%nowing narrator who nows the :whole+ story, or '$ !y acharacter telling someone else+s story.

18



Literary Terms for Students taking Module $ %continued&

11



Terms for

oetry

Meta#hor =escri!ing one thing in terms of something else e.g. the !ron"esun.

Simile The resem!lance of two things, usually introduced !y :lie+ or

:as+.

(hyme used in poetry most often at the end of lines when the lastsylla!les of the words at the ends of the lines share the same

sound, homophony. 5or example#

My little horse must think it queerTo stop without a farmhouse near 46o!ert 5rost$

Stan"a A group of lines, which form a unit in a poem. This unit usually

repeats itself in the poem.

1&



Thinking Skills for Teaching Literature in .FL

The nglish Inspectorate highly recommends the teaching of higher%order thining sills 49T-$.

The teaching of 9T- not only enhances students+ a!ility to analy"e literature, !ut also gives them

the a!ility to !etter answer reading comprehension uestions in expository texts, and improves

their writing sills as well as their thining sills.

The following are the higher%order thining sills that are reuired to !e taught to students

answering the 2ustification uestion on the >agrut exam option up until and including the exam for

DEFGH#

a. 7omparing and contrasting

!. =istinguishing different perspectives

c. xplaining cause and effect

d. xplaining patterns

e. Inferring

f. (ro!lem solving

Teachers who are doing the og option with their students have to include the teaching of at least

six 9T-. Those teachers can decide on which six higher%order thining sills from the list

!elow, in accordance with their selected literary texts.

1'



Lo)er-rder Thinking Skills

Thinking Skill Students )ill be able to: Sam#le Tasks/0uestions

6ecogni"ing

ey voca!ulary,

setting,

characters andevents in the

text

relate to the literal meaning of the text. Who0 What0

Where0 When0

=o you nowJ0

7an you identifyJ0

Higher-rder Thinking Skills


(redicting predict the content or the outcome of the

text, either !efore or during reading

!ased on availa!le information.

• 9ow do you thin KKK will react0

• 9ow do you thin the story will end0

Applying apply previously learned concepts, terms,

techniues and sills to new situations.• 9ow can you apply KKK to your own

life0

• 9ow can you apply KKK to something

else you have learned0

,nferring infer implicit meaning from the text !y

!eing a!le to read%!etween%the%lines.• What do you thin the character

meant when s/he said, KKK0

What does KKK+s !ehavior suggest0

What is the purpose or function of

this information0• What different meanings can !e

inferred from this line in the poem0

1*



Higher-rder Thinking Skills %continued&


-euencing explain how the seuence of events in atext, when not in a chronological order,affects understanding of the text.

•1 -euence the events in chronological ord•2 9ow do flash!acs affect your

understanding of the text/plot0

•3 Why do you thin the events are not i

chronological order0

Identifying

parts and whole

explain how the parts function together

within the whole text.•4 9ow does one part of the story contri!

your understanding to the whole text0

•5 9ow does the title/ending relate to

different parts of the story/poem/play0

•6 What does the rhyme scheme of the p

7lassifying categori"e the elements of the text •7 7ategori"e the characters according to

!om#aring

and

contrasting

find similarities 4comparing$ and

differences 4contrasting$ and drawconclusions.

•8 7ompare and contrast the conflicts/

pro!lems/dilemmas in two stories or poems.

•9 7ompare and contrast the text and the

film.•107om are and contrast characters in a tex

.'#laining

#atterns

identify and explain different patternsin the text and explain their

significance.

•11xplain why certain lines/phrases/wor

are repeated.

•12What !ehavior does the character repe

•13Where is the rhyme scheme of the poe

!roen and wh 0

.'#laining

cause and

effect

descri!e and explain the causal

relationships !etween actions or events

in a text.

•14What were the results of KKK:s action0

•15What caused KKK to thin that KKK0

1;





$istinguishing

different

#ers#ecti*es

identify the different perspectives

within the text and/or among the

readers of the text.

•16Identify how different characters resp

to a central event in the story.

•179ow does your understanding of the

characters+ actions/events in the storychange as you read0

•18=o you share the same perspective as

narrator0 xplain.


story/the character/the scene differ fro

other students in our class0

roblem

Sol*ing

identify a pro!lem/dilemma and either

identify its solution in the text orsuggest a possi!le solution, taing into

account the constraints and the options

present in the text.

•1 =efine the pro!lem facing the

protagonist.•2 9ow should KKK decide what to do0

•3 What should KKKK tae / have taen in

account0

•4 What is the central conflict in this text

and how is it resolved0 xplain.

•5 What dilemma does KKK face at this po

in the stor 0

Uncovering

motives

identify motives that explain the

character+s !ehavior and support thiswith evidence from the text.

•1 Why do you thin that KK did KK0

-upport your answer.•2 What made KKK change his/her mind0

Live su ortin details.

Lenerating

possi!ilities

create something new on the !asis of

what is understood from the text.•3 7reate a new character for the story.

•4 xplain how s/he will affect the

development 4or outcome$ of the storyM

•5 Lenerate possi!le options for

characters/plot outcomes/seuels or

preuels.

•6 Add an element/an event to the existin

text that influences the development

and/or the outcome of the lot.

1<





-ynthesi"ing integrate different aspects of/insightsto the text.

•7 Write a summary of the story.•8 9ow does information we learn later i

the text change the way we understand

a character/issue/conflict0

@aing

connections

mae connections !etween specific

aspects of the text.

mae connections !etween the text andother contexts in relation to historical,

and cultural contexts or pertinent

information from the author+s !iography.

•9 9ow does the description of the settin

connect to the characteri"ation of KK0

•10To what extent do events in the text

reflect events in the life of the author0


story/the character/the scene differwhen you learn a!out a topic related t

valuating mae 2udgments a!out different aspectsof the text and 2ustify opinions and/or

evaluate someone else+s opinion.

•12What maes this a good story0 xplai

•13Is KKK a !elieva!le character0 xplain

•14Is the resolution of the conflict

satisfying0 xplain.

1?

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Literary Terms and HOTS D and F.doc