th
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GRADE STAAR READING STUDY GUIDE
Understanding and Analysis Across Genres
VOCABULARY DEVELOPMENT: CONTEXT CLUES
CONT’D

VOCABULARY DEVELOPMENT: ROOTS/AFFIXES
ROOT: Determine the meaning of grade-level academic English
words derived from Latin, Greek, or other linguistic roots and
affixes. The basic linguistic unit of a word; the base form of a
word after all affixes are detached. 2A/RC-1:
EXAMPLES:
1. anti (against) + social (relating to society) = antisocial
(not sociable or opposing social norm)
2. super (above or beyond) + human (consisting of people)
= superhuman (people who are above average)
AFFIX: A word part (prefix or suffix) attached/joined before or
after a base word which changes the word’s meaning to form a new
word. 2A/RC-1
AFFIX
(Prefix or Suffix)
Meaning
dis-, in-, im-, un-,
non-, a-, an-, il-, ir, -less
mal-, mis-
not, opposite, no,
without
unreliable, discover,
indirect, hopeless
bad, badly or
wrong
before
malice, misconduct
prere-able, -ible, - ile
-er, -or, - ist,
-ite, -an
-ful, -ous, -ose, lent
-ness, -ship, -ance,
-ment, -age, -ism
again
able to, can do, fit
to
one who does or
is
full of, having
preview, predetermine,
prefix
rewrite, regain, redo
affordable, sensible
helpful, courageous
-phobe
fear
arachnophobia
mis-
wrong, not
multi-
many
misconception,
misconceive,
misapprehend, misapply
multimedia, multifaceted,
multitude
-ant, -ent, -er, -or, eer, -ier, -ine
EXAMPLE: He is known for his wittiness; for instance, he is always
able to think of a funny answer for everything.
2. Sometimes a writer will state the meaning of a difficult word
within a sentence by defining it for you. DEFINITIONS or
SYNONYMS are often SIGNALED by words or phrases such as:
OR, WHICH IS, THAT IS, ALSO CALLED, ALSO KNOWN AS,
IN OTHER WORDS.
**ALSO, look between COMMAS for APPOSITIVES
EXAMPLE: The cellophane, clear wrapping, made a crackling
noise when it was crumpled.
3. Sometimes a sentence will provide a CONTRAST or ANTONYM
that will help you understand the meaning of the word. Signal
words/phrases include:

COMPARISON SIGNALS: LIKE, SIMILAR TO, AS, ALSO,
RELATED, RESEMBLING

CONTRAST SIGNALS: BUT, ALTHOUGH, UNLIKE,
HOWEVER, RATHER THAN, ON THE OTHER HAND
teacher, professor,
openness, resistance,
contentment, bondage
-ion, -tion, -sion
1. Sometimes a sentence will provide an EXAMPLE that will help
you understand the meaning of the word. Examples are often
SIGNALED by words such as: LIKE, FOR INSTANCE, THIS,
SUCH AS, ESPECIALLY, THESE, FOR EXAMPLE, OTHER,
INCLUDES.
Examples
quality of,
condition, result,
practice of
relating to (adj.),
place where (n.),
quality (n)
action, instance
of
one who acts
-ry, -ary, -ery, -ory
Signal/Transition words such as because, such as, also, like,
unlike, and however show relationships such as cause/effect,
example, and or compare/contrast.
EXAMPLE: HE WAS UNGRATEFUL and kept complaining
RATHER THAN SHOWING APPRECIATION for the gift.
bakery, primary,
ambulatory, library
4. RESTATEMENT- States again in different words.
abduction, admission
EXAMPLE: John Adams grew up on ancestral land that had first been
farmed by his great-grandfather.
clairvoyant, dependent,
farmer, sailor, auctioneer,
gondolier, heroine
VOCABULARY DEVELOPMENT: DICTIONARY,
THESAURUS, AND GLOSSARY
DICTIONARY ENTRY: Use a dictionary, a glossary, or a thesaurus
(printed or electronic) to determine the meanings, pronunciation,
syllabication, spelling, part of speech, root(s), etymology, and meaning(s);
or alternative word choices 2E/RC-1
EXAMPLES: There are different words with the spelling s-t-a-t-e.
VOCABULARY DEVELOPMENT: CONTEXT CLUES
CONTEXT CLUES: Use context to determine or clarify the
meaning of unfamiliar or ambiguous (unclear) words or words
with novel (new) meanings. 2B/RC-1

A word’s form and place in the sentence give clues about its
function. Hence, context clues.
PART OF SPEECH ANALYSIS
SENTENCE
Give me a round figure.
round is an adjective
Shall we play another
round is a noun (thing and subject
round of cards?
of sentence.)
He had a look round
round is an adverb (modifies the
before he kept going.
verb look)
The floor function
rounds is a verb (action)
rounds down. .
Definition: state \ˈstāt\ n 1. a way of living or existing 2. the overall physical
condition of something : the ability of something to be used, enjoyed, etc. 3. the
things that affect the way you think or feel : your physical or mental condition
Definition: state \ˈstāt\ | v 1. to express (something) formally in speech or
writing. 2. to give (specific information, instructions, rules, etc.) in writing
THESAURUS ENTRY: a dictionary that lists synonyms or antonyms; helpful
for improving word choice and repetition in your writing
EXAMPLE: Distinctive: extraordinary, specialized, significant, etc.
GLOSSARY ENTRY: is an alphabetical list of terms in a particular domain of
knowledge with the definitions for those terms. Traditionally glossaries are
located at the end of the book.
LITERARY TEXTS: THEME AND GENRE
GENRE: There are three major categories of genres (group or text with
similar characteristics): Fiction/Non-Fiction/Poetry/Drama. Fiction/NonFiction can be further broken down into sub-genres or sub-categories.
3C-RC-2
FICTION/LITERARY
NON-FICTION/INFORMATIONAL
LITERARY TEXT:
PLOT IN FICTION
GENRES
GENRES
FICTION:
Analyze linear plot developments
Short Story
Expository(e.g., conflict, rising action,
falling
to determine whether and how conflicts
Fable action, resolution, subplots)Persuasive
are resolved. 6A/RC-2
Fairy tale
Autobiography
Fantasy
Biography
PLOT:
The events/action that makes
up a story with a beginning, a middle
Drama
and
an end. They move from one Essay
place or event to another in order to form
aFolklore
pattern, usually
with the purposeNewspaper
of overcoming
a conflict.
or Folktale
Articles
Historical Fiction
Speech
LINEAR PLOT: A progression of events which build up from the rising
Horror
Informational
action to the climax (chronological order) Conflicts usually play a key role
Mystery
in
a plot’s rising action and climaxNarrative
Legend
Technical/Procedural
Mythology/Myth
Textbook
Science Fiction
Encyclopedia
Realistic Fiction
Media
Adventure
Memoir
Tall tale
Cookbook
Mystery
Articles has a linear plot:
EXAMPLE: Harper Lee’s novel,Magazine
To Kill a Mockingbird,
THEME:
AnalyzeIntroduces
literary works
that share similar
across cultures.
EXPOSITION:
the character,
setting,themes
and problem
(s).
Theme
is the
text’s underlying
message
or idea
(the moral
or life lesson
Example:
Introduction
to the Finch
family’s
history;
background
learned); usually
stated but
implied
through
character’s
thoughts,
information
aboutnot
Maycomb
and
its newest
arrival,
Dill; later
we learn how
actions,
or images;
different
texts can
share a similar
theme.
3A/RC1:
Arthur Radley
comes
to be known
as "Boo."
Later, Miss
Maudie
is
a fewneighbors
common of
themes:
introduced alongHere
withisother
the Finches.
 ACTION:
Human beings
all have
samethat
basic
needs
RISING
The series
ofthe
events
build
up and create tension
 The Example:
importanceThe
of family
and suspense.
children's attempts to make contact with Boo,
 the
Man
struggles
against
nature
including
Radley
Game,
the raid
on the Radley's back porch, the gifts
found in the secret knothole, and Boo's presence on the night of Miss
Maudie's house“Story
fire. of an Hour” (Fiction/realistic, short story) and “The
EXAMPLE:
Necklace” (Fiction/realistic, short story) centers on the themes “be happy
with
who you
areTurning
and whatPoint
you have
CLIMAX:
The
of thebefore
story;it’s
thegone.”
most exciting or intense
part of a story or drama. Example: Miss Maudie's house burns down, and
MYTH:
Compare
contrast
theupon
similarities
differences
in it was
Atticus discovers
theand
blanket
placed
Scout's and
shoulders
realizing
mythologies
ideas
of afterlife,
roles
and
Boo
who putfrom
it onvarious
her. Jemcultures
revealssuch
all ofastheir
secret
activities
to Atticus,
characteristics
deities,realize
purposes
myths.
addressare
a cultural
orof
and both of the of
children
thatof
Boo's
actsMyths
of kindness
not those
universal
question or value; explains the unexplainable or how things came
an
evil man.
to be, often includes supernatural events and characters with supernatural
powers. 3B/RC-1:
FALLING ACTION: The action shifts away from Boo Radley and begins
to introduce elements of the upcoming trial of Tom Robinson. Atticus's
Myths may serve different purposes in different cultures. Myths often
killing of the mad dog shows evidence of Atticus's past marksmanship and
explain beliefs, customs, or mysterious natural phenomena or identify
killing skills--deadly skills that he will be forced to implement in a much
acceptable and unacceptable behavior. Myths have plot elements, setting,
different manner during his verbal assaults on Bob and Mayella Ewell
conflict, figurative language, etc.
during the trial..
Culture
Type of Myth
Description
RESOLUTION/
Jem's maturityInterplay
and the change
that is
Greek & RomanDENOUEMENT:
Pagan Myths
between
about to occur within the Finch family. The false illusions--surrounding Boo
deities
and
humans
at the end, author Harper Lee turns to another character who has been
Egyptians
or final
misunderstood by the children:Afterlife
Mrs. Dubose. Both ofRebirth
the children
get
resting place of
another lesson that people are not always what they seem
spirits after death
SUBPLOT:
separate plot thatRoles
is secondary
to the main
plot
Japan
of Deities
Amaterasu
sun
goddess
Roman
Deities
the
EXAMPLE: One subplots in Roles
Harperof
Lee’s
novel, ToVenus
Kill a is
Mockingbird,
is
the adult attitudes toward race and class in the Deep goddess
South during
the 1930's.
of love
Greek Mythology How characters are
Roman
Mythology
CHARACTERIZATION:
revealed
through the
Iliad distributed
700 years
before
1000
years(Direct/Indirect)
after the Greeks.Think
author’s
descriptions
of what
they sayCame
do, and
think.
the Roman
civilization.
No exact
STEAL
(Speech,
Thoughts,
Effect on Others, Actions, Looks)
date for start of civilization.
CONFLICT
or PROBLEMConflict
place within
a
Greek myths chronicled
in the Internal
Roman
mythstakes
chronicled
in the book
character.
Example:
a character struggles
with his or her conscience.
book the Iliad
by Homer
Aeneid.
External
Conflict
is athree
struggle between
a character
and an
outside
force
Gods associated
with
Deities
named after
objects
rather
than
such
as another
character,
machine,
or technology.
domains:
the Heavens,
thenature,
Earth, society,
human
personality
traits.
and the Sea
(man
vs, man,
man
vs self,life
man vs nature,
man
vs society,
Mortals did
good
deeds onman
earth vs
to be
Importance
of the
physical
machine,
man than
vs technology,
rewarded
fate) in the afterlife. They strove to
on earth rather
eventualityman vs
gain their place among the gods in
of the afterlife.
heaven inExplain
the afterlife
HISTORICAL OR CULTURAL SETTING:
how .the values and
beliefs of particular characters are affected by the historical and cultural setting
of the literary work. The place, time, and cultural surrounding within which a
story takes place; characters’ values and beliefs, theme, mood/atmosphere,
conflict, are affected by the setting. Setting includes Geographical, Historical,
INFORMATIONAL TEXTS: CULTURE & HISTORY
AUTHOR’S PURPOSE: (PIEE’D). Analyze works written on the
same topic and compare how the authors achieved similar or different
purposes. 9A/RC1
LITERARY TEXT: CHARACTERS IN FICTION
PPERSUASDE
ICENTRALINFORM
CHARACTERS- analyze how the central character’s qualities
influence
theENTERTAIN
theme of a fictional
work and resolution of the central conflict.
E/ EXPLAIN
6B/RC-2
DDESCRIBE
EXAMPLE:
Loisarticles
Lowry’s
Giver
the story
of Jonas’s
EXAMPLE:InTwo
ofThe
Martin
Luther
King,
Jr. sharedevelopment
the same topic
into
an individual,
a child
dependent
uponreader
his community
(King’s
life). Onematuring
author’sfrom
purpose
is to
inform the
about howinto
aKing
young
man with unique
abilities,
dreams,
and desires.
Importance
spearheaded
the Civil
Rights
Movement
in the Theme
UnitedofStates.
The
of the individual and uniqueness.
second author’s purpose is to explain King’s persona and principles.
CHARACTER
QUALITIES
TYPE
TEXTS:
TEXTS
Is the central person
in aPERSUASIVE
story, and is often
referred to as
ProtagonistINFORMATIONAL
the story's main character. He or she (or they) is faced
CONCLUSIONSwith
& EVIDENCE
ACROSS PERSUASIVE
a conflict that must be resolved.
TEXTS: Compare
andcharacter(s)
contrast persuasive
that reached
Is the
(or situation)texts
that represents
the
Antagonist
different conclusions
about
the
same
issue
and
explain
howcontend.
the
opposition against which the protagonist must
authors reached their
conclusions
thethat
evidence
In other
words, the through
antagonistanalyzing
is an obstacle
the
each presents. Persuasion
people’s choices. 11A/RC1
protagonistinfluences
must overcome.
Characters that are vital to the development and
Major or
resolution
of the that
conflict
Central

Relevance:
Evidence
has direct/pertinent bearing to the
to complement the major characters and help
Minor
author’sServe
position/conclusion.
move the plot events forward.
characters

Credibility: Evidence is believable or worth of trust,
Is a person who changes over time, usually as a result
Dynamic
considering
the bias and the reliability of the source where
of resolving a central conflict or facing a major crisis
it
was
obtained.
Is someone who does not change over time; his or her
Static

Quality:
Evidencedoes
is important,
distinct,
worthy, and vital
personality
not transform
or evolve.
to support
the author’s
Is anyone
who hasposition/conclusion.
a complex personality; he or she is
Round
often
portrayed
as a conflicted
and contradictory
person.

CurrentThe
information
being given
is current and
not
Flat Character is the opposite of a round character. This
Flat
outdated.
literary personality is notable for one kind of
traitdifferent
or characteristic.
EXAMPLE: Twopersonality
authors draw
conclusions on the same
Stock characters are those types of characters who have
Stock
issue of whether or
not to support the “Dream Act.” The table below
become conventional or stereotypical through repeated
compares some ofuse
theintextual
evidence
particular
types ofprovided
stories by both sides. After
reading facts/information,
readers
willthe
determine
Any character
(usually
antagonistthe
or relevance,
an important
Foil
credibility, quality,
and most
up to date
information
to drawcontrast
a
supporting
character)
whose
personal qualities
conclusion.
with another character (usually the protagonist).
LITERARY
TEXT: POINT-OF-VIEW
IN FICTION
SUPPORTERS
OPPOSITION
"An overwhelming
majority
“Because
the DREAM
is being
NARRATOR’S
POINT
OFof
VIEW: Analyze
different
forms ofAct
point
of view,
Americanslimited,
supportversus
passage
of the subjective
marketed
as a moral
imperative
–
including
omniscient,
versus
objective.
. 6C/RC-2
DREAM Act, which would provide
as opposed to a more general
a path
to citizenship
for who narrates anamnesty,
is sold
A
NARRATOR:
a person
account orwhich
tells the
storyasofbowing
events,
undocumented
youth
willing
to reality
– it comes
with an
experiences.
In other
words,
theto
“voice” behind
the work;
the author’s
point of
work for a college
degree
serve
that it will be
view/standpoint
affects
how or
information
isabsolute
revealed assurance
to the reader
in our armed forces—individuals
repeated. If we have a moral
who are
SUBJECTIVE:
reader
is told what
the characters
are thinking
andto
Americans inthe
every
way
imperative
to provide
amnesty
feeling
which
brings
out intimacy
but their
legal
status,"
trumpets
a
the current population of people
Dec. 6, 2010 press release issued by who were brought here as kids,
Organizing
OBJECTIVE:
The narrator
DOES NOT
knowledge
of the
character’s
for America
– Texas…
won’thave
we have
the same
moral
inner
thoughts
or feelings acts as a seemingly
neutral
andnext
impersonal
Minors.
The
Democratic-majority
imperative
for the
generation
ONLY
reporting
what is observable.
about under
better description
Houseobserver
approved
the act
this week,
of peopleBrings
who arrive
similar
turning it over to the Senate.”
circumstances?”
POINT-OFDESCRIPTION
VIEW Understanding and Analysis of Literary Text
Uses words like I, me, my, we, etc.; narrator is a
First-person;
Main
ParticipantTEXTS:
character
(usually the protagonist);
subjectiveSETTING
knowledge
LITERARY
HISTORICAL
& CULTURAL
of the story
he, she, they,
etc.
Third-person;
HISTORICAL ORUses
CULTURAL
SETTING:
place, time, and cultural
an
outside within 1)
Omniscient
–all knowing
(Godlike). Isvalues
able toand
reveal
surrounding
which
a story takes
place; characters’
Observer
subjective and objective
information
about
beliefs, theme, mood/atmosphere,
conflict,
are affected
bymultiple
the setting.
characters Historical, Cultural, Weather, and
Setting includes Geographical,
2). Limited
– one
perspective.
Physical. Setting may
also act as
an person’s
Antagonist.
3C/RC2The narrator has
no subjective knowledge of any of the other characters
(limited to one or two)
EXAMPLE: Guy de Maupassant’s “The Necklace” is set in France
in 1880s a period
of time
when class distinctions were very prevalent.
EXAMPLE:
Third Person
Limited
TheGiver
protagonist,
Mathilde
is dissatisfied
The
by Lois Lowry
– “It Loisel,
was almost
December, andwith
Jonasher
wassocial
beginning to
standing
in society.
forFrightened
a better lifestyle
often
be
frightened.
No. WrongMathilde’s
word, Jonas desires
thought….
was the way
he had
felt
a year ago
unidentified aircraft
over flownFor
the example,
communityshe
twice.”
conflict
withwhen
her an
middle-class
socialhad
standing.
refuses to accept her current status even though she lives a
EXAMPLE: Third Person Omniscient
comfortable
married
life.Babbitt – “At dawn, Mae Tuck set out on her horse
Tuck
Everlasting
by Natalie
for the wood at the edge of the village of Treegap. She was going there, as she did
once every ten years, to meet her two sons, Miles and Jesse, and she was feeling at
ease. At noon time, Winnie Foster, whose family owned the Treegap wood, lost
LITERARY TEXT: POETIC FORMS &
CHARACTERISTICS
POETRY: Compare and contrast the relationship between the
purpose and characteristics of different poetic forms (e.g., epic
poetry, lyric poetry). Poems use poetic techniques such as rhythm,
imagery, rhyming, repetition, tone, mood, shifts, and other
figurative language devices to convey (show) ideas; poems are
usually divided into lines of verse. 4A/RC-2
POETIC
FORM
Epic
Narrative
Ballad
Lyric
Ode
Elegy
Sonnet
PURPOSE
CHARACTERISTICS
A long narrative
(often historical)
poem written in
formal, elegant
language that tells a
story about a series
of quests
undertaken by a
great hero/heroine
To tell a story
(much shorter than
an epic). Like a
story, it has a plot,
setting, characters.
A LONG narrative poem; opens
with a serious subject;
supernatural events; heroic
actions/deeds; formal/elegant
diction, rhythm, and repetition
A story told in a
song or song-like in
poetic form. Tells a
story similar to a
folk tale or legend
and often has a
repeated refrain.
To express thoughts
and feelings;
relatively short; full
of imagery,
emotion, and mood.
Does not tell a
story.
Celebrates a single
object or idea.
A poem that reflects
on death of a loved
one.
Lyrical poem
always 14 lines long
that often praises a
subject and is often
about love.
Free
Verse
A conversational
poem that sounds
like someone is
talking to you.
Dramatic
Intended to be
performed/drama
Haiku
Haiku is an
unrhymed, syllabic
form adapted from
Japan
a humorous,
frequently bawdy
(vulgar), verse with
a specific rhyme
rhyming
Limerick
LITERARY & POETIC DEVICES IN SPEECHES, POEMS, AND OTHER
LITERARY TEXTS
TECHNIQUES/DEVICES: Analyze passages in well-known speeches &
literary works for the author’s use of literary devices and word and phrase
choice (e.g., aphorisms, epigraphs) to appeal to the audience. 7A/RC-2
Think I-SHAMPOO
TECHNIQUE
Imagery
(I)
Idiom
(I)
Irony
(I)
Simile
(S)
Symbolism (S)
Hyperbole (H)
Tells a story to entertain. Like a
short story, it has a plot, setting,
and characters. This poem is easy
to identify because it has a
beginning, middle, and end.
Often told in third person point
of view.
Tells a story similar to a folk tale
or legend and often has a
repeated refrain. A ballad
contains topics about love,
betrayal or death. A ballad is a
story told in a song or song-like
in poetic form.
Expresses the personal thoughts
and feelings of the poet/narrator;
relatively short; these poems are
full of imagery, emotion, and
mood. Lyric poems DO NOT tell a
story. These poems merely show
an expression of feelings, describe,
or praise someone or something
(thing/place/idea).
Celebrates a single object or idea.
It pays respect/pays
tribute/praises a particular person
or thing. Varies in length and
does not have a specific rhyme
scheme.
An elegy is a poem that reflects
on death of a loved one. It is a
poem in memory or praise of a
loved one who has passed on;
tone is somber
A lyrical poem always 14 lines
long that often praises a subject
and is often about love. It has a
specific meter and rhyme
scheme. Last two lines are a
couplet. (abab,cdcd,efef,gg)
Conversational - sounds like
someone talking with you. It
does NOT have rhyme, any
repeating patterns or rhyme
scheme.
Character’s poetic speech or
thoughts
Consists of three lines of 5, 7 and
5 syllables.
Consists of three long and two
short lines (aabba)
Alliteration (A)
Anaphora (A)
Allusion
(A)
Aphorism (A)
Assonance (A)
DESCRIPTION
The author’s use of sensory language (5 senses) creates
mental pictures in reader’s minds
A set expression of two or more words that means
something other than the literal meanings of its
individual words. Does not mean what is says. “At the
end of my rope”
The actual intent is expresses in words which carry the
opposite meaning. (Situational, Dramatic, &Verbal)
Comparison of unlike things that uses like, as, or than.
“Her smile was as wide as the vast sky”
Something that is simultaneously itself and a sign of
something else. Such as cold and darkness are symbols
of death.
A figure of speech in which exaggeration is used for
emphasis or effect; an extravagant statement.
’My teacher assigned a ton of homework.”
The repetition of an initial consonant sound, as in "a
peck of pickled peppers."
The deliberate repetition of a word or phrase at the
beginning of several successive verses, clauses, or
paragraphs; for example, "We shall fight…, we shall
fight…, we shall fight in the hills" (Winston S. Churchill).
Reference to history or historical text. Example: “…they
began by the tea part at Boston.”
Adage or widely accepted statement of truth.
“Our needs are few; our wants are many.”
The repetition of a vowel sound within words.
“Moses supposes his toeses are roses.”
Metaphor (M)
A trope or figure of speech in which an implied comparison
is made between two unlike things that actually have
something in common without using like, as, or than. “I
was lost in a sea of nameless faces.”
Mood
The overall feelings or atmosphere created by a work of
literature. Influenced by the setting, characters, and their
actions. Writers use adjectives to describe mood.
(Reader/audience centered)
A trope or figure of speech in which an inanimate object
or abstraction is given human qualities or abilities.
“The rock flew down the cliff like a maniac.”
A figure of speech in which incongruous or seemingly
contradictory terms appear side by side; a compressed
paradox. “It was a bitter sweet ending.”
The formation of a word, as cuckoo, meow, honk, or
boom, by imitation of a sound made by or associated
with its referent. “bang, ring, rang, boom.”
DESCRIPTIONS
The repetition of internal or ending consonant sounds
close together.
Metaphor that is introduced and then developed
throughout a literary work. “Mother to Son” by Langston
Hughes
An interruption in the sequence of events to relate events
that occurred in the past.
The use of clues to hint at events that will occur later in
the lot.
Repeated words or phrases. Example: “…we allowed
them to dress us in prison clothes; we allowed them to
put us in solitary confinement; we allowed them…”
The occurrence of the same or similar sounds at the end
of two or more words.
The rhyme patterns in a poem can be analyzed by using
letters at the end of lines to denote similar vowel sounds
Example: ABAB
(M)
Personification
(P)
Oxymoron (O)
Onomatopoeia
(O)
OTHER DEVICES
Consonance
Extended
Metaphor
Flashback
Foreshadowing
Repetition
Rhyme
Rhyme
Scheme
Shift
Note shifts / progressions in Speakers, Attitudes, Irony or
Mood. Shifts are used to bring out excitement or element of
surprise.
Tone
The attitude a write/author/poet takes towards the
subject/character or reader. To recognize tone look for
author’s choice of words. Creates MOOD. (Author/writer
centered)
ORGANIZATIONAL
PATTERNS
AND INFERENCES
IN
LITERARY
TEXT: SKILLSINFERENCES
& EVIDENCE
LITERARY
TEXT: - DRAMA
TECHNIQUES
LITERARY
TEXT: SKILLS
SUMMARY,
PARAPHRASE, AND
SYNTHESIS CONT’D
DRAMA: Analyze how different playwrights characterize their
PHARAPHRASE:
Restating
text inthe
one’s
own words
the main
protagonists
and antagonists
through
dialogue
and staging
of
idea plays.
or essential
information
expressed
in a text, whether
it be
their
Playwrights
use dramatic
conventions
to develop
the
narration,
dialogue,
or informational text. Does not include original
play’s
characters.
5A/RC-2
ideas, inferences, conclusions, or predictions 19E/RC-2

DRAMA: A Play intended to be performed in front of an
SYNTHESIS:
Combining
number of different
or ideas
to
audience. Uses
dramatica conventions
to moveparts
the play’s
action.
up with a new
idea, inference,Like
or theory.
Example:
You
comeDRAMATIC
STRUCTURE:
the plot
of a story,
thehave
plot
readof
several
andcharacters
use all of the
to come
up with a
a playbooks
involves
whoinformation
face a problem
or conflict.
on the subject. the writer of the play
thesis
PLAYWRIGHT:

PROTAGONIST: main character; action revolves around him
EXAMPLE:
In Guy
de Maupassant’s
“The
or her; usually
experiences
a conflict
andNecklace”
is often a and
heroKate
Chopin’s
“The
Story
of
an
Hour”
both
female
protagonists
are

ANTAGONIST: character who opposes the protagonist
unhappy with their life which leads to their downfall.

CONFLICT: is a struggle or clash between opposing
characters or forces

COMEDY: is a play that ends happily. The plot usually
Understanding and Analysis or Informational Text
centers on a romantic conflict. Humor comes from the dialogue
and situations.
INFORMATIONAL
& EXPOSITORY TEXTS (non-fiction)

TRAGEDY: a play that ends unhappily and deal with serious
themes such as life/death or right/wrong
TEXT:a protagonist
Summarize the
ideas,
EXPOSITORY
TRAGIC HERO:
whomain
is noble
andsupporting
honorable
details,
relationships
among
ideas in
text succinctly
ways
but and
his tragic
flaw leads
to his/her
personal
failing orintragic
that end
maintain meaning and logical order. Informational text
informs or explains 10A/RC-3
CONVENTION
DESCRIPTION
EXAMPLES: Magazine article, manual, newspaper, biography,
Cast of
autobiography,
etc. A list of characters presented before the
action begins
Characters
Is theThe
playwright’s
technique
fordecides
creatingto
Characterization
AUTHOR’S
PURPOSE:
main reason
an author
characters
(direct/indirect)
write about a specific believable
topic. It might
be to entertain
people and
Conversation
between
characters
Dialogue
make
the laugh, to persuade
or convince
themortoamong
believe
in
A Long
given
Monologueor to inform
something,
about speech
something
. by one character
(single speaker)
Character’s
speech
himself/herself
(not
Soliloquy
CONTROLLING IDEA:
Author’s
maintoidea/thesis
statement
others);
reveals
character’s
around which the storyaddressed
revolves.toAlso
known
as thethe
Thesis
inner thoughts
Statement.
remarks made to the audience or to one
Aside
character; info
the other
characters
onstage
MAIN IDEAS: The important
that tells
more about
thedo not
hear
an
aside
overall idea/controlling idea of a paragraph/section of a text.
Lighting affects mood/tone (such as
Lighting
darkening
whensentences,
antagonistorenters)
SUPPORTING DETAILS:
Arethe
thestage
phrases,
or focusesaaudience’s
attention
paragraphs that help strengthen
reader’s understanding
of the
Music affects
mood/tone;
can
help audience
Music
main
idea such as examples,
details,
quotes, and
explanations
character’s
which support the textunderstand
(who, what,the
when,
where, feelings
how, andorwhy).
anticipate an event
suchthat
as the
Set vs. OPINION:Everything
FACT
A FACT isona stage,
statement
canpositioning
be proven
of furniture
characters,
theabout
set serves
as a
true. An OPINION expresses
one and
person’s
feelings
a topic
visual so that the audience can understand
or idea.
The style of dress including hairdos and
Costuming
accessories.
Costumes
help audience
SUMMARY: Summarize,
paraphrase,
and synthesize
texts in ways
character’s
(such
a priest
that maintain meaningunderstand
and logicala order
withinrole
a text
andasacross
nun),own
personality,
texts. Restating text inorone’s
words theetc.
main idea or essential
playwright’s
instructions
about
Stage Directions
information
expressedAre
in aatext,
whether itwritten
be narration,
dialogue,
the actors
areistowritten
move, in
facial
or informational text. how
Summarized
text
your own
expressions,
how to Does
speaknot
a line,
how original
to
words as succinctly (briefly)
as possible.
include
behave, etc.;
They appear inside
ideas, inferences, conclusions,
or predictions.
brackets [ …] and are italicized.
SUMMARIZING
A
division of the STEPS
play much like chapters in a
Act

Determine the main
ideas and crucial details that support them
novel
such as the story’sAplot
(conflict
andact
resolution)
division
of an
into smaller parts
Scene

Retell the main events in the same order in which they happened
in the story using The
your stages
own words
visual details
Staging
Stages
Identify the centralThrust
characters
and tell
how theirthe
actions
(audience
surrounds
stagebeliefs,
on three
conflicts, and relationships
were
important
to
the
plot
sides); Round (audience surrounds all sides);

Keep your summary
concise by(opening
strippingarch;
awayaudience
the redundant
and
Proscenium
sits on
extraneous examples
one side looking into the action)

Seek key words and phrases that manage to capture the gist
Props is short for properties- are items that
Props

Check to make sure your summary makes sense and has the same
the characters carry or handle onstage
meaning as the original text
EXPOSITORY TEXTS
INFERENCE: Make complex inferences about text and use textual
ORGANIZATIONAL
PATTERNS:
Makeopinion,
subtle inferences
evidence
to support understanding.
A readers
idea, orand draw
complex conclusions
aboutfrom
the ideas
in text and
and their
organizational
conclusion
that's drawn
evidence
reasoning.
Using your
patterns. The structure/organization of a text are: chronological, cause and
Personal experiences (background knowledge) plus evidence from
effect, comparison and contrast, problem and solution, or listing. To find the
the text (facts, examples, quotes, etc.) will help you make and
Organizational Pattern look for SIGNAL WORDS. 10C/RC-3
inference or educated. 19D/RC-2
EXAMPLE: “Many people think that they can get sick by going into cold
TEXT EXAMPLE: “The Gift of Magi” by O. Henry
weather improperly dressed; however, illnesses are not caused by
“One dollar
andcaused
eighty-seven
That
was all.outside
And sixty
temperaturethey are
by germs.cents.
So while
shivering
in the cold
cents
of itstrengthen
was in pennies.
Pennies
saved
one more
and two
at to
a time
probably
won’t
your immune
system,
you’re
likely
by an
bulldozing
the grocer
man exposure
and the butcher
contract
illness indoors
becauseand
youthe
willvegetable
have a greater
to
germs.”
Cause
& cheeks
Effect Structure
until
one’s
burned with the silent imputation of
parsimony that such close dealing implied. Three times Della
counted it. One dollar and eighty-seven cents. And the next day
would be Christmas. There was clearly nothing to do but flop
down on the shabby little couch and howl. So Della did it.
Which instigates the moral reflection that life is made up of
sobs, sniffles, and smiles, with sniffles predominating.”
TEXT ANALYSIS WITH EVIDENCE:
The reader can infer that Della has little money “One dollar and
eighty-seven cents.” Her tears represent her sadness and
inability to celebrate the upcoming holiday “Christmas” due to
the lack of funds. The phrase used by O. Henry, “…sniffles
predominating,” demonstrates that Della lives a difficult life.
LITERARY TEXT: SKILLS - SUMMARY, PARAPHRASE, AND
SYNTHESIS
SUMMARY: Summarize, paraphrase, and synthesize texts in ways
that maintain meaning and logical order within a text and across
texts. Restating text in one’s own words the main idea or essential
information expressed in a text, whether it be narration, dialogue, or
informational text. Summarized text is written in your own words as
succinctly (briefly) as possible. Does not include original ideas,
inferences, conclusions, or predictions. 19E/RC-2






SUMMARIZING STEPS
Determine the main ideas and crucial details that support them such
as the story’s plot (conflict and resolution)
Retell the main events in the same order in which they happened in
the story using your own words
Identify the central characters and tell how their actions beliefs,
conflicts, and relationships were important to the plot
Keep your summary concise by stripping away the redundant and
extraneous examples
Seek key words and phrases that manage to capture the gist
Check to make sure your summary makes sense and has the same
meaning as the original text
EXAMPLE: The following text is a concise summary of Lois Lowry's
fictional novel, The Giver. The summary leaves out many interesting
details, but it still has the same meaning and is presented in logical order.
INFERENCE: Make subtle inferences and draw complex conclusions
In
this the
novel
Lois
centers
on Jonas, a young
boy living
in a dystopian
about
ideas
inLowry
text and
their organizational
patterns
An inference
can be
world
of the
future.
Ceremony
introduces
to a the
whole
new
made by
taking
the The
original
idea(s) of
of Twelve
what was
read thenhim
adding
reader’s
existence,
thecoming
Receiver
Memory
when he
introduced
to a whole new
experienceasand
upofwith
a conclusion
orisprediction
. 10C/RC-3
world of secrets and lies. The Committee of Elders seeks the advice of The
Giver to remember what came before (a past long forgotten), but the
EXAMPLE: “Crack! Thunder struck and rain poured. Max stared
responsibility is also fraught with unimaginable terrors.
blankly out the window, trying to contain his emotions that raged like the
weather. He was beginning to lose it. Dropping the kite from his hand, Max
broke experiences
out into full the
sob.history
His mother
comforted
him,
“There, there,
Jonas
of hatred,
pain and
war--which
leavesMax.
him
We’ll just find
something
elseelse
to do.”
unpack
the the
picnic
basket
"desperately
alone."
Nobody
knowsShe
(orbegan
couldto
know).
And,
reality
of
that was
on the
counter
and offered
him a sandwich.
Max snapped,
“I don’t
what
he has
always
believed
to be harmless
practices causes
him to make
the
wanna sand-mich!”
flash from He's
the sky
lit upbeen
the living
room. Boom! from
Mom
decision
to leave theAcommunity.
already
estranged/alienated
sighed.
Why
is Max upset?”
all
that he'd
previously
held dear. His new understanding of himself and his
society makes it impossible for him to stay. He decides he must leave... In his
horrendous
he rescues
Gabriel from
euthanasia--experiencing
Analysis: flight/journey,
Max is upset because
the weather
changed
to his disadvantage.
hunger
and pain in
of Elsewhere.
He is distraught
byhis
thetrek
facttoward
that he the
willNirvana
not be able
to fly his kite outdoors as
he originally had hopes to. Not even his mother’s comforting words or
suggestions seem to cheer Max up.
INFORMATIONAL & EXPOSITORY TEXT/PERSUASIVE TEXT
RHETORIC AND LOGICAL FALLACIES IN PERSUASIVE TEXTS
PERSUASIVE TEXT: Analyze the use of such rhetorical and logical
LOGIC: Uses logical reasoning to make an inference, such as drawing a
fallacies as loaded terms, caricatures, leading questions, false assumptions,
and incorrect premises in persuasive texts. 11B/RC-3
conclusion or a prediction. To determine the position taken, a reader must
decide whether or not the statements made by the author contain a logical
fallacy which would then make the argument valid or invalid.
RHETORIC: The art of effectively using language/speech to influence or
persuade the reader or audience of your claim (your argument). Examine
texts for rhetorical devices that intentionally sway the readers or audience’s
opinions. Rhetorical Devices fall under three major categories/techniques:
Logos
“Yesterday, December
7th, 1941 -- a date
which will live in
infamy…”
“Gentlemen may cry,
Peace, Peace-- but there
is no peace.”
Martin Luther Kings’ “I
have a Dream” Speech.
“Five score years ago, a
great American,...”
To convince an audience by
use of logic or reason
Pathos
Appeals to the emotions or
interests of the readers or
audience
Ethos
Establishing credibility with
audience: worth listening to,
trustworthy, knowledgeable,
likeable, respectable, etc…
RHETORICAL
DEVICE
Loaded
Terms
Caricatures
DESCRIPTION
EXAMPLE
Words (or phrases) which
have strong emotional
connotations and which
evoke strongly positive (or
negative) reactions beyond
their literal meaning.
An exaggerated portrait of a
person or group in either a
visual or literary form. Used
for comic effect or criticism
The patriots who fought
for our country deserve
our respect. (Using
“patriots” is stronger
than saying “men and
women”)
The author sets two
characters against each
other in natural settings
so as to highlight their
oddness.
Don’t you think the new
football uniforms are the
ugliest ones you’ve ever
seen?
Family = Coke
Victory = Nike
Leading
Questions
Questions that are worded to
suggest a certain answer or
fact
Association
Links a product, service, or
idea with something already
liked or desired by the target
audience, such as fun,
pleasure, & beauty, etc.
Restatement of a point made
several times
Repetition
Bandwagon
An attempt to strengthen an
argument by convincing the
audience that accepting
the writer’s or speaker’s view
will put them on the popular
or winning side
“Head On – apply
directly to the forehead.
Head On – apply directly
to the forehead.
If everybody is doing it,
then I should too.
Distinguish factual claims from commonplace assertions and opinions and
evaluate inferences from their logic in text. 10B/RC-3
INFORMATION
Rhetoric
Factual Claim or
Assertion
DESCRIPTION
The art of
effectively using
language to
persuade in writing,
speaking or
presenting
Can be proven to be
true or false
Opinion
Cannot be proven
to be true or false
Commonplace
Assertions
A statement
generally accepted
to be true
EXAMPLE
Upon approaching a
cashier at the grocery
store she asks, "Will you
help starving children
today by adding $3 to
your grocery bill?
EXAMPLE: “The restaurant that was here before went bankrupt. I
guess this new one will probably go bankrupt too.” As readers we must
know if there were other historical factors that may have affected the
outcome of this event.
LOGICAL FALLACY: Analyze the use of such rhetorical and logical
fallacies (NOT valid or logical) as loaded terms, caricatures, leading
questions, false assumptions, and incorrect premises in persuasive texts
(texts that attempt to influence the reader or audience). 11B/RC-3
LOGICAL FALLACY
False Choice
(either or choices)
False Assumption
(false statement or
hypothesis)
EXAMPLE
“If you are not with me, you’re
against me…”
“Something that can't be explained
must be of extra-terrestrial origin.”
Incorrect Premise or
Generalization (incorrect
argument or idea)
“If the streets are wet, it has rained
recently.”
Slippery Slope
(A dangerous course, one
that leads easily to
catastrophe)
Begging the Question
(involves an assumption of
something whose truth may
be questioned)
"If we let them ban smoking in restaurants
because it’s unhealthy, eventually they’ll
ban fast food, too."
“Paranormal activity is real because I
have experienced what can only be
described as paranormal activity.”
MEANING AND PURPOSE OF GRAPHICS IN PROCEDURAL TEXTS
PROCEDURAL TEXT: Evaluate graphics for their clarity in
communicating meaning or achieving a specific purpose. Informational text
clearly and logically explains how to reach an objective (goal), such as
instructions, directions, or a recipe. 12B/RC-3
GRAPHICS: visuals in text that provide new information or clarify
information in text (such as tables, graphs, diagrams, graphic art,
illustrations, or photographs). You must identify extraneous or
unnecessary information.
EXAMPLE: The following recipe is a procedural text.
How to Make a Banana Shake
1. Pour the milk into the pitcher.
2. Carefully break the egg into the milk.
3. Peel the banana and mash it with a form in the
bowl.
4. Add the banana to the milk.
5. Add the ice cream.
6. Beat the mixture with the fork until it is smooth.
7. Pour the mixture into the glass.
8. Clean up the mess.
9. Drink your banana shake.
INGREDIENTS
½ glass of milk.
1 banana
1 egg
2 scoops ice
cream
MATERIALS
pitcher
bowl
fork
glass
The current temperature
is above 0° Fahrenheit
Why are the images included? What is their purpose? How do the images
affect the text’s meaning or clarity of information?
I am without a doubt, the
most handsome man on
the face of this earth.
One bad apple spoils the
rest
Analysis: The list of ingredients is essential to the text’s meaning, so that
the amounts of the ingredients are known. The first two images clarifies that
a fork and a bowl are need to beat the banana until it is smooth. Finally, the
last image gives an idea of the final product.
Premise, Claim, Assertion, Assumption = A Statement or Fact
ROLE OF MEDIA
MEDIA: Evaluate various techniques used to create a point of view
in media and the impact on the audience. 13C/RC-2
MEDIA: A form of mass communication, as radio and television,
newspapers, and magazines that reach or influence people widely. May
include visual or non-visual. The media are a powerful and persuasive force
and may sway people’s opinions.
EXAMPLE: “Following the 9/11 terrorism, media coverage followed
accusations by government authorities that pointed toward al Qaeda as the
group that carried out the attack on the United States and Osama bin Laden as
leader of that group. Those news reports on the attack and the aftermath
shaped public opinion to support the war on terrorism.”
Various techniques can be used to influence and or impact the
readers/audience’s thoughts, feelings, and actions.
TECHNIQUE
Target
Audience
DESCRIPTION
Geared towards a
specific group
Music
Used to set the
mood and
atmosphere in a
scene
Sound Effects
Artificially
enhanced sounds
used for
emphasis.
Includes music,
voice, and special
sound effects
Make information
seem current,
precise, and
accurate
Designed to
affect audience in
some purposeful
way (this image
appeals to sense
of adventure)
May affect the
tone and or mood
Graphs/Charts
Timelines
Image/Video
Lighting
EXAMPLE
A backpack ad geared
towards school age
students “Sturdy–Paks
Hold Everything.”
Animal Humane Society
Commercial with gloomy
music playing, “We need
your help to continue the
fight against animal
cruelty, exploitation and
neglect -- and to rescue
animals from disaster and
man-made cruelty
situations whenever and
wherever they're in need.”
Sound punches in a
fight scene can create
humor, emphasize a
point, or contribute to
mood.
A stock market graph
showing gains of a
particular stock/share
An image of an SUV
perched high up on a
rugged mountain cliff.
Dark lighting may send
off negative feelings
about a person; not
trustworthy.
PARAPHRASING INFORMATIONAL/EXPOSITORY
TEXTS
PARAPHRASE: Summarize, paraphrase, and synthesize texts in
ways that maintain meaning and logical order within a text and
across texts. 19E/RC-2
PARAPHRASE: Is a restatement of the meaning of a text or
passage using other words not using original ideas, inferences,
conclusions, or predictions. When paraphrasing, it is important to
keep the original meaning and to present it in a new form.
EXAMPLE: The following two texts show the original text and a
paraphrase text side-by-side. The paraphrase has the essential
information and ideas expressed by someone else, presented in a
new form.
ORIGINAL TEXT
“Students frequently overuse
direct quotation in taking notes,
and as a result they overuse
quotations in the final [research]
paper. Probably only about 10%
of your final manuscript should
appear as directly quoted matter.
Therefore, you should strive to
limit the amount of exact
transcribing of source materials
while taking notes.
Lester, James D. Writing
Research Papers. 2nd ed. (1976):
46-47.”
PARAPHRASED TEXT
“In research papers
students often quote
excessively, failing to
keep quoted material
down to a desirable level.
Since the problem usually
originates during note
taking, it is essential to
minimize the material
recorded verbatim (Lester
46-47)”.
INFERENCES AND EVIDENCE IN INFORAMTIONAL
TEXTS
INFERENCES AND EVIDENCE: Make complex inferences
about text and use textual evidence to support understanding.
Inferences must be supported with textual evidence such facts,
examples, or quotes from text. 19D/RC-2
EXAMPLE: “A recent report concludes that cats kill between 1.4
billion and 3.7 billion birds every year in the United States alone.
“That’s nearly a billion birds — at least — than estimated by some
previous studies,” Peter Marra told Science News. This research
scientist, who works at the Smithsonian Conservation Biology
Institute in Washington, D.C., led the new study. Any long –term
solution will be controversial. Some people propose catching wild
cats and neutering them, which means performing minor surgery to
make them unable to reproduce. That won’t make them kill fewer
animals, but it will slow the increase in number of these natural-born
killers. Other people have proposed catching and killing feral cats.”
MEDIA: Evaluate graphics for their clarity in communicating
meaning or achieving a specific purpose & Evaluate the role of
media in focusing attention on events and informing opinion on
issues. 12B & 13A;C/RC-3
INFERENCE: Make complex inferences (not directly stated) about
text and use textual evidence to support understanding. As reader’s we
EXAMPLE: “Trends for and against political candidates are measured by
must form an opinion by using textual evidence such as facts, examples,
quotes from the selection and prior knowledge to draw a conclusion.
public opinion polls. Candidates raise money to pay for media exposure -political advertising -- that influences public opinion so they will receive
more votes on Election Day.”
Role of the Media: to educate, to entertain, to tell the truth, to
support the status quo (existing affairs), to change things, to
question, to distract, to lie, to make informed decisions, to inform,
TO PERSUADE THE RECEIVERS/AUDIENCE
INFERENCES AND EVIDENCE ACROSS TEXTS
FIG 19D/RC-2
INTERTEXTUAL LINK: Make INTERTEXTUAL LINKS among
and across texts, including other media (e.g. film, play), and provide
textual evidence between two texts. FIG 19F/RC-1 & 10D
EXAMPLES:
The setting for Guy de Maupassant’s “The Necklace” and Kate Chopin’s
“The Story of an Hour” take place during the 1800s when men played the
dominant role over women. In both stories the protagonists each yearn for a
better life and each struggle to find it in a slightly different way.