0.
The state of the art in learning how to analyse, plan and write.
The Map
Thesaurus
A Learning & Literacy Solution for the 21st Century
Chris Gamble
This is the
Thesaurus.
Level
3
The word lists and blanks
are suited, with adaptation,
to all levels. Copies should
be available to every
student who is working
independently
on
the
computer tutors.
The easier Level 1 and 2
Thesaurus are available in
the tutors.
Copies of resources and
lesson plans etc. can be
printed
using
the
START.HTML icon in the
CD.
This booklet is the appendices to “The Heart of Learning”. It is a resource in its own right but is a
summary of the language, literature and thinking processes of the interactive computer tutors “The Mind
Kind Way”. The vocabulary lists in this booklet are at Level Three. In the computer tutors they are
chunked down to be simpler and appropriate to the different levels.
© 1997 by Chris Gamble, Mind Kind Education
All rights are reserved. No part of the material protected by this copyright notice may be reproduced or utilised in any form or by
any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without the written permission from the copyright owner or a site Licence which is included with the computer programme.
history
social
era
Setting
plot
character
setting
symbols
parallel
foils
language
realism
plot
character
setting
naturalism
realism
fantastic
surreal
absurd
stylised
narration
Meaning
deep
collocation
symbols
feelings & associations
paraphrase
literal images
interpretation
tone / state
word classification
brainstorm
symbols
collocate
realism?
connotations (negative, neutral, positive)
alludes
a microcosm?
concrete
a macrocosm?
emotive
r e l e v a n c universal?
e
evocative
abstract
Critical Question truth
point of view?
general
analysis
impact?
success
specific
quality?
roots/prefixes/suffixes/part of speech
Type / Genre
parallel
contrasts
message
exposition
drama
sociological
psychological
domestic
thriller
political
horror
ghost
satire
adventure
picaresque
detective
mystery
revenge
biographical
autobiographical
farce
historical
comedy
parody
allegory
legend
fantasy
fable
journal
diary
sci-fi
period
piece
romance
poetry
ballad
elegy
ode
sonnet
lyric
free verse
The Map Thesaurus is Copyright 1993 Chris Gamble Mind Kind Education 139a High Street Farnborough Kent BR6 7EA Ph. 01689 858 953.
Mind Kind Education produce accelerated learning to learn resources to make learning and literacy a breeze.
Intensive
analysis
surface
plot contrast
character
setting
Character
Technique
persuade
mood
relief
conflict
tension
comic relief
atmosphere
complicate
set scene
narrative
characterisation
resolution
entertain
inform
beginning
crisis
climax
physical
subplots
personality & temper.
main plots
background
Plot denouement
intell. & creativ.
episode
skills
anticlimax
relationships
ending
history
slice of life
roles
time
social traits
sequence
values
complication
point of view
crux
response
how effects /isaffected by plot
Purpose
Life & literature
extensive analysis
Text level
3. Extend map with ideas &
examples.
2. Emphasis for insight 1, 2, 3.
1. Is ........ an important aspect?
Life, Language & Literature
THE BIG PICTURE!
genre
formulaic
novel
sympathy
empathy audience response
objectivity
time
subjectivity
Sentence level
symbolic
voice
author comment
stream consc.
point of view
philosophical
eye of god
Language
Word level
onomatopoeia
antithesis
personification
pun
irony
paradox
cliched
hyperbole
political
moral
physical
domestic
purpose
poetic devices
figurative language
epigram
dialogue
understatement
diction
euphemism
imagery
assonance
man/god
caesura
justice
alliteration
man/man
rhyme man/nature
cadence
cacophony
euphony
metre
simile
metaphor
celebrities
movements
swings
events
technology
art
fashion
the powerful
wanting power
the powerless
town
country
natural
unnatural
terrain
climate
1.
2.
The Map Thesaurus
A learning solution for the 21st Century
©
1994 Chris Gamble, Mind Kind Education
The Map Thesaurus places life and literature concepts in an environment that the brain can recognise
immediately. Every page gives both a global view of the topic and the detailed view to establish specific links
between ideas and vocabulary. A user can immediately analyse with increased understanding. Enough
vocabulary is given for independent achievement. Students will be able to understand, analyse and write about
behaviour, life, films and literature. They will be able to do these tasks without further assistance from a teacher.
Use this Thesaurus with the coloured Literature map.
A user should begin by colour coding every image in this booklet. Do not colour for stimulation but to
increase thinking processes. There are appropriate colours. Blue, red and yellow can be used symbolically:
blue for sadness; red for anger, sexuality or importance; yellow for peace and light. As you code note how it
makes the social and psychological ideas more accessible. Patterns will emerge quickly and the Thesaurus
becomes easier to use. Colour is a powerful learning aid.
Every page is a picture of how vocabulary can be organised and learned. Using the Thesaurus and the
mapping methodology will lead quickly to mental literacy. Once students have become mentally literate they
should be encouraged to step outside the aspects and vocabulary used in this Thesaurus and explore issues
from their own points of reference.
We are aware that we are programming particular cultural points of view. Ideas for this Thesaurus are
from many sources. Some attempt has been made to keep the vocabulary lists psychologically and
sociologically accurate. Consequently much research has been done and world recognised experts have been
used. The ideas are in popular use and are accessible to students. Other points of view could have been chosen
but we believe that the balance achieved is valid. Educators are free to add to these lists and use other aspects
and patterns as appropriate. The author would appreciate hearing about modifications to use improvements if
warranted.
You may wish to read more about the perspectives used. Plutchik is the psychologist who mapped emotion.
Erich Fromm is a social psychologist who has been a big influence in this Thesaurus. He explored and mapped
values and social traits. His books ‘The Anatomy of Human Aggressiveness’ and ‘Man For Himself- A Study
of Character’ will give further insights. Transactional analysis is used for relationships because students like
and find the tools easy to use. ‘T.A. for Teens’ by Alvyn Freen has been an influence as has ‘Games People
Play’ by Eric Berne. The ancient Greeks (in particular Galen) and the mediaeval philosophers created maps of
personality types which have validity today. A.J. Eysench has researched and refined their theories and has
been adapted here. We have considered the historical heritage in using this analysis of personality and
temperament. Recognition must also go to Don Holdaway (‘Independence in Reading’). He knew well that
vocabulary maps and pointed the way for us to create our critical and response vocabulary lists. We are also
grateful to the various contributors in the field of neuro linguistic programming. Their appreciation of the
importance of state is a big feature of this Thesaurus. Tony Buzan, writer of ‘The Mind Map Book’, taught the
world how to mind map and his contribution is acknowledged.
Not all aspects of character have vocabulary lists included in this Thesaurus. Some aspects are of less
importance. The range of responses for some aspects can be so vast as to make mapped pages of vocabulary
impractical. We encourage students to come up with their own words for the aspects not covered. A regular
thesaurus would be useful.
We recommend initial mapping is done in pencil. The rules of mapping should be carefully applied— only
one word per line, write on line, make word length same as line length. Maps should be refined:
images, symbols, responses are added. Colour is used to code. The map can then be transformed into a work of
art. Always follow mapping by ‘showing you know’—at the very least talk through maps and power write. The
Thesaurus encourages students to use words rather than images in their maps. Maps make writing tasks simple
and maps can be understood by everyone.
3.
Checklist: Aspects of Character
The following aspects are useful to consider when analysing a character. Only consider the most important
but always examine the character’s responses and your personal responses to a character. Response maps are
very useful for making sense of your character and the ideas you discover will improve your writing.
This checklist is also useful for analysing settings. Some aspects of character are closely linked to setting.
Those most appropriate are underlined.
* These aspects are explored further in this Thesaurus.
Physical* p 13
Race, age, size, strength, health, fitness, energy, looks e.g. fat, heavy, old, clumsy ie observable features.
Personality and Temperament * p 4
Distinctive behaviours and reactions. These are perceived by others as attitudes.
Background * p 5
The immediate setting in which a person grew up e.g. family, parenting, schooling. Consider
controlling/permissive, warm/hostile combinations.
Relationships * p 6
The way we view and treat another person.
Roles * p 7
These are responsibilities that can colour our perception e.g. brother, doctor, king, artist. Always consider where
pressure for performing the role comes from, the behavioural expectations and how that role conflicts with
other roles.
History
The real celebrities, events and movements that shape a person’s life. Also consider the era and its influence
and the stages and events in an individual’s life.
Social Traits * p 8 & 9
Behaviours taught and valued by society. Our families and institutions teach us to assume a character which
will help us progress in society.
Point of view * p 10 & 11
The angle from which an individual views the world.
Values * p. 12
Deeply held beliefs that determine how we choose to behave.
Responses * p 13 & 14
Everybody responds—every experience creates a particular state. This Thesaurus can be used to find the words
to describe these personal and critical responses, and to make sense of characters by mapping how they
respond to the world around them.
Intelligence and Creativity * p 13
Manipulative, slow, creative, silly, precise etc.
Skills .* p 13
Often tied to roles e.g. washing, conversation, knitting, carpentry.
Mannerisms
Stutter, tick and other personal displays. Include body language e.g. closed, open.
Idiosyncrasies
Behaviours peculiar to an individual and rather strange perhaps e.g. neurosis, obsessions.
Interests
Hobbies, pastimes. These things are pursued by an individual.
Likes / Dislikes:
Individual tastes and preferences that are less significant, being more particular than values. We can change
these preferences easily e.g. pop music, fish and chips, colours, particular looks, styles.
4.
Personality and Temperament
Personality is the general behaviour we dress ourselves in. We can vary it and even ‘put on’ the style.
Personality can change to suit the occasion and the relationship. Temperament describes the way someone
reacts. Together they define our attitudes. Temperament includes the idea of emotional reaction. Different
societies consider emotions appropriate or not. A passionate Mediterranean type could be considered
eccentric in Britain.
In the diagram that follows, bold words on the outside of the circle are personality types. The inside circle is
made up of the temperaments that result from those personalities.
melancholic
cold
introverted
unstable
moody
anxious
(ice)
rigid
sober
pessimistic
reserved
unsociable
passive
touchy
ruthless
(fire)
aggressive
changeable
impulsive
optimistic
active
sociable
outgoing
talkative
responsive
easygoing
lively
carefree
(air)
leadership
careful
phlegmatic
move with
the flow
thoughtful
peaceful
controlled
(water) reliable
even
calm
choleric
fiery
extroverted
sanguine
breath of
fresh air
stable
Emotional reactions of personality types
HOT
COLD
surprise
nervousness
pensiveness
hatred
interest
annoyance
happiness
indifference
excitement
fear
sadness
disgust
expectancy
anger
delight
tolerance
amazement
terror
grief
loathing
vigilance
rage
ecstasy
acceptance
2 stable
reliable eg
* rejected him
even eg
passive eg
introverted
reserved eg
pers & temp *
Forrest
Gump
Character
Forrest
Jenny
roles
1
relationships
Mapping sequence:
Aspect: Personality & Temperament / change / personality / temperament / example *Reason for personality change
When writing develop each word into a separate sentence. Power write—include response and criticality.
5.
Background
We can understand characters by thinking about their backgrounds:
family, upbringing, schooling, workplace, marriage, social peers
Consider also the influence of parents and backgrounds which are combinations of:
hostile / warm, controlling / permissive
How were your characters motivated, treated or disciplined by their social care givers? What behaviour does a
character show in a particular circumstance? Why did your character become that way?
Treatment or motivation
Some possible effects
1.
Reasoned with
helpfulness, fairness, friendliness, acceptance, trust,
respect, confidence, equality
2.
Compared with
sibling rivalry, inferiority complex, hatred, jealousy
3.
Scared—(what you will miss out neurosis, individualism, competition, worry
on. What the ‘real’ world is like)
4.
Violence (or threat of)
5.
Rewarding/indulging/spoiling
6.
Rejection or acceptance
7.
Guilt
8.
Warmth
avoidance, fear, unsureness, irrationality, reduced
ability to reason, anger, bullying, inhumanity, meekness
selfishness, controlling, precociousness, dependent,
unsocialised, suspicious, unsharing, untrusting,
uncompromising, exploitative, valuelessness, dependency,
unperceptive, unadventurous, patronising, inadequacy,
unrealistic, unmotivated, low initiative, compulsive
insecurity, coldness, manipulation
inferiority, shame, depression
warmth, spontaneity, empathy, confidence
Mother
friendly
reasonable e.g.
mother
confident
warm
1 upbringing
e.g.
unspoiled e.g.
background
rewards
decorated
army
relationships
Title
Character
Forrest
Jenny
2
Mapping sequence:
Aspect: Background / background /with whom / treatment / effects / example
When writing develop each word into a separate sentence. Power write—include response and criticality.
6.
Relationships
Here are words useful for describing peoples’ relationships. Add more words. Think carefully to understand
the diagrams.
(1)
Bossy, asserting, controlling, commanding, “you”, powerful, disciplinarian, unrelenting, dominant, tough,
abusive, instructing, persuading, ordering, warning, threatening, attacking, interrogating, questioning, probing,
distrusting, paternalistic, patronising, lecturing, didactic (teaching), logical, judging, criticising, disagreeing,
advising, moralising, preaching, analysing, reassuring, praising, supporting, consoling
(2)
Reasonable, equal, caring, problem solving, trusting, “I feel”, patient, tolerant, respectful
(3)
Emotional, immature, unthinking, little, resisting, defensive, pressured, frustrated, blaming, name calling,
ridiculing, shaming, obsessive, withdrawing, humouring, distracting, diverting, passive, running away,
depressive, opting out (drugs, books, sex, TV), daydreaming, submissive, obedient, compliant, lying, retaliating,
cheating, angry, hostile, rebellious, defiant, negativity, having to win, being a loser, courting favours, flattering,
tactless
(4)
(5)
Antagonistic, clashing,
fighting, unyielding,
ungiving
(Use list 3)
(Use list 1)
1
relationship
Title
Character
Forrest
Jenny
history
2
caring
w. Jenny e.g.
patient
e.g.
emotional
w. Jenny e.g.
*rejected
him
background
Mapping sequence:
Aspect: Relationship / change / with whom / behaviour / example * Reason for relationship change
When writing develop each word into a separate sentence. Power write—include response and criticality.
7.
Roles
Everyone plays different roles in life. Sometimes you have to play the role of a student—this requires that you
behave in a certain way (study, co-operate, ask questions etc.) and establish certain relationships with people
who have other roles. Roles make demands on people—there are expectations on behaviour. There are often
pressures on people to conform to one idea of a particular role (or stereotype). Often one role we play
conflicts with another role we are under pressure to play—for example someone who wants to play the role of
hippy /beach bum would not like the pressure to be a student.
Here are some roles: mother, brother, learner, cook, friend, good girl, mate, spoilt brat, party animal, lover,
prince, scholar, Mr Fix It, boyfriend, uncle, nursemaid, idiot, door mat, victim, rescuer, saviour. See how many
more you can name.
Which roles cause conflict? Some are roles we do not want to act out. Some stop us doing other things. Some
are false or even wrong and lower self-esteem. Some are necessary, others are unnecessary. Some roles are
totally imposed from the outside and we resent them and the society or person who imposed them. How often
do you say “I just want to be myself”? Some roles affect your integrity—your ability to be good or do the
right things. Some roles are only required of a male or a female.
Here are some roles analysed. Use the model to analyse a character’s roles.
Role
lover
Expectations on Person
understand one to one
student study, obey rules, uniform etc.
Source of Expectations (pressures)
human need, partner
Conflicts
mates
school, parents, community, sometimes self
child,
surfy, etc.
scholar use knowledge and reason
usually self
spoilt brat
human compassion
self
soldier, thief
surfy
have a good time, use language
peers, self
human?
son
respect parents, do duties
parents, community etc.
relationships
girlfriend
Mother
balanced human e.g.
achieve
Title
Character
Forrest
society
1 sportsman
self
roles
table tennis diplomat
friend
e.g.
sanity
society e.g.
fame
2
Mapping sequence:
Aspect: Role / role / expectation / pressure from / conflict with other roles / example
When writing develop each word into a separate sentence. Power write—include response and criticality.
8.
Social Traits
Times change. Our grandparents were brought up during the war years when things were hard and people were
taught to value particular ways of behaving or traits that helped them live—thrift, saving, national pride and so
on.
People brought up when the economy is thriving have a different set of behaviours. They are taught to take
risks, to have initiative, to sell themselves and consequently waste money on fashion labels much to their
grandparents’ disgust. What one era values often conflicts with what another era held dear.
Last century family life was very authoritarian. Obedience, devotion, respect for elders and ‘betters’ were
drummed in. Many people who were brought up then would have trouble coping with children who are taught
to question, leave nothing unchallenged and only to respect when that respect has been earned.
When a generation learns a different set of traits and has trouble understanding the behaviours of a group born
at a different time, this is called a generation gap. When a group has learned its traits under a different set of
conditions, and has trouble either relating to or being understood by another group, this is called a cultural
gap.
Often one group thinks the other group is rather strange, silly or quaint. What one group calls a ‘virtue’ (the
+ve column in the page following) is called a ‘vice’ by another group (the -ve column) .
The following sets of vocabulary have been mapped to show how society teaches a particular set of values
relevant to its circumstances. The first set shows the traits that are valued and therefore fostered in an
authoritarian or hierarchal setting. These words are paired by one which considers the trait from an
opposing point of view. For example an authoritarian society values “obedience”. Some of us would call that
obedience “spinelessness” and have difficulty understanding such behaviour.
The second set of traits follows the same pattern. The +ve column shows the set of traits that are valued during
hardship (e.g. a lean time like the Depression). The paired value in the -ve column shows how someone
brought up under a different set of conditions might view those traits.
The last set shows a set of traits that you might recognise. They are the values promoted by the free market
economy when people have to make a mark in their own right. They are paired with the sort of things your
grandparents might say about those values as they shake their old grey heads! Demonstrated is a generation
gap.
Use the vocabulary lists and see if you can identify traits of characters in a work you are studying. Map them
into your character mind map. Be aware that other characters may not agree with the behaviours they value. You
can understand why that person follows a particular code of behaviour by working out what sort of setting that
character grew up in. We are conditioned by our age. Each era exerts pressures on its citizens to behave in
certain ways, and to have a code by which to live. We have a social character—brought up to possess a set of
common traits.
Mother
Title
Character
Forrest
roles
tenacious
hardship e.g.
steadfast
40’s/50’s
e.g.
social traits
my opinion
stubborn e.g.
initiative
obsessive
e.g.
e.g.
......
...... “J’s” opinion
inflexible e.g.
point of view
Mapping sequence:
Aspect: Traits / era / social conditions / traits / example ..... / whose opinion / point of view / example
When writing develop each word into a separate sentence. Power write—include response and criticality.
9.
+ve Authoritarian Hierarchical -ve
+ve Free market
-ve
active
exploitative
take initiative
aggressive
make claims
egocentric
without pride
proud
conceited
charming
parasitical
impulsive
rash
adaptable
unprincipled
self confident
arrogant
socially adjusted
servile,
captivating
seductive
idealistic
unrealistic
dedicated
fanatical
sensitive
cowardly
purposeful
opportunistic
polite
spineless
flexible
inconsistent
optimistic
wishful
youthful
childish
trusting
gullible
forward looking
without future or past
tender
sentimental
open-minded
without principles
gregarious
unable to be alone
accepting
passive, w.o.
responsive
opinionless
devoted
characterless
modest
+ve
initiative
,
submissive
no confidence
thinker
Hardship
practical
unimaginative
economical
stingy,
careful
suspicious
reserved
cold
patient
lethargic
cautious
anxious
tenacious
stubborn
imperturbable
indolent
composed
inert
orderly
pedantic
methodical
obsessive
loyal
possessive
steadfast
inflexible
-ve
experimenting
without
values
undogmatic
aimless
efficient
overactive
curious
tactless
intelligent
intellectual
adaptable
undiscriminating
tolerant
indifferent
witty
silly
generous
wasteful
mean-minded
Social
Traits
If -ve
as a vice
If +ve
as a virtue
10.
Point of view
People see things through their own eyes. What they see or do is coloured in some way by what they value or
believe. People have their own perception of the world—a point of view.
Some people's point of view is determined by their sweet temperament—they look at the world through rose
coloured glasses! If they met you their positive point of view would only see what is good about you. Other
people are negative or pessimistic—unfortunately they would tend to find negative things about you! Everyone
suffers from that point of view.
The above are points of view coloured by an individual's personality and temperament. However points of view
are rarely so simple being determined by many factors.
politics
job
education
experiences
intelligence
culture
roles
skills
and so on...
religion
success and therefore self-esteem
home life
relationships
creativity
where you live
social character
health, genetics, tiredness, playfulness
It is fun to put yourself in other people's shoes and to see the world through their eyes (it’s called acting!).
What would the following people say, notice and do if they were to see a group of young people. Assume that
they are dominated by the point of view determined by their role:
a doctor
a fond mother
a new high school student
a beautiful actress used to centre stage
an old authoritarian teacher
They would behave differently as their responses are determined by their point of view.
Is any character in the work you are studying dominated by a point of view? How did the character gain that
point of view? How does it affect that character's ability to see reality? Maybe a character changes a point of
view. How? Does a character show the ability to look at the world from varying points of view? If so, we say he
or she is flexible.
Inability to see the world from a variety of points of view can make someone prejudiced or even bigoted.
When people try to persuade you that their point of view is the only allowable one, we say they are being
dogmatic.
Look at the following examples of quite extreme, contrary, yet common points of view. Each is rather fond of
one point of view and perhaps intolerant of other people’s perception. What traits (see p 9 for vocabulary)
does each group see as being virtuous?
free marketeer
group of solo mums in a depression
hippies
right wing government
feminist
a man's man
Can you identify any groups in a work you are studying that have a common point of view? How does it
conflict with other points of view? Look at the values vocabulary (see p 12) and determine if a particular value
or belief has an effect on an individual or a group’s point of view.
11.
Leaning to the right or left
Following is a common way of identifying someone’s political, religious or social point of view. The two
extremes are noted. Few people are that extreme or fanatical in their point of view. Most fit somewhere in the
middle. Political parties are usually groupings of people with a common point of view. See if you can identify
the leaning of political parties in the description below. Religions often are groupings of people with similar
points of view. Identify the leaning of your local churches.
left
leaning
to left
middle
leaning
to right
right
Man in God’s image—in grace
Man OK—innately good.
Man fallen from grace
Man not OK
Emphasis is on individual growth. If man
fails then society is at fault.
Emphasis on culture/ society / beliefs
most important —without them
man fails.
Rules / laws not important—
equality and consensus the ideal
Rulers / rules / laws absolutely
necessary
Hierarchy is the root of all evil
as it encourages the pursuit
of power and status. Man is
not dangerous in a socially
equal world.
Hierarchy necessary for stable
social order which will control a
dangerous mankind
Prepared to experiment
Traditional and conservative outlook
Permissive
Authoritarian
12.
Values
Values are basic beliefs that determine our behaviour. If we know people’s values we can predict how they will
behave in a given situation. If we know how they behave we can guess their values. See how many of the
following values apply to various characters. Which values are taught by the social system? For example
schools teach certain values, churches others. Sometimes what organisations or individuals say they believe is
opposite to what they actually practise. When this happens we can say there is hypocrisy.
Here are some values that often conflict. What values does your character hold and how do they conflict with
other characters’ beliefs? What values do the different social groups (family, school, government, church)
teach? Look for inconsistencies and hypocrisy.
Understanding
Growth
Co-operation, service
Love of life
Reflection
Sharing
Security by trust and knowledge
Intimacy important—reveals self and feelings
Perceptive and sensitive to people
Reactions are sincere and human
Not interfering, accepting yet caring and supportive
Change accepted as inevitable and desirable
himself loving
Value of individual importance and values emphasised
Width of vision tends to be embracing and analytical
Concerned with truth & reality
Poetic in thought and language
Accepts all. Understanding and tolerant
Non material ‘spiritual’ regard to life
Intrinsic motivation. Faith in the rightness of life, nature
accomplishing growth (providential). Anything negative
or evil is always counterproductive.
Human nature weak but good. Human nature fails in a
self-asserting patriarchal value system.
Respects integrity
Love of life, sex, relating
Truth, essence, empathy, experience of self motivates
is progress. Pain is lack of progress. Sorrow is
rejection into aloneness. Joy is unification with the whole
Creative (ie life is sustained)
Values symbolised by womanliness
Title
Character Forrest
Human nature believed aggressive
Respects physical looks
Love of sport, war, intrigue
Honour,pride, success, dignity, nationalism motivates Pleasure
Above are most noble feelings. Fear of failure motivates
Destructive self defensive (conflict over ‘egg shells’)
Values symbolised by manliness—men most important
social traits
values
Jenny
Strength
Authority (bureaucratic)
Control and Power
Love of objects and order
Instant action
Possessiveness and ownership
Security by property
Inhibition of intimacy
Formalisation & institutionalisation of intimacy, care.
Smiles are flashed and polite
Interfering—must control others
Hierarchy structure more important change&experiment Makes
Makes himself loveable
Ritualised social standard of dress, procedure, ceremony
Narrow vision tends to be prescriptive
Concerned with appearances
Literal in thought and language
Narcissic—loves self and like self—rejects others
Death, materialism, techniques, technology all fascinate
Extrinsic motivation—gains are material
contrasts
rightness in life e.g......
give self e.g.
.....
parallels
“J’s”
“M’s”
activism e.g.
caring e.g.
point of view
Mapping sequence:
Aspect: Values / value / example ....character parallels & comparisons / person or group / value / example
When you write develop each word into a separate sentence. Power write—include response and criticality.
13.
Mapped Vocabulary Of Criticism And Response
A. Response vocabulary
1. States
(many words can be reclassified into other states)
Mood
Manner
Tone
Attitude & Beliefs
Feeling
Responses
Define subject of your analysis—ask “Whose response am I analysing?”—is it “I” (myself), “he/she” (character, author, narrator, reader, etc.), “it” (being
critical & objective), “you” (reader, etc.) “we”, “they” ? (audience, characters, readers, etc.)
•Intellectual states— (see also Point of view, Impact, Quality of thought lists)
+ v e - healthy open sensible able correct reasonable pragmatic reliable sound valid right certain
capable knowledgeable considered understanding wondering awed dreaming imagining educated
balanced open minded unbiased mature fair astute wise questioning just profound enlightened
witty ironic
-ve-feeble shallow tame garrulous rambling windy hackneyed clumsy waffly monotonous vague daydreaming tedious muddled
puzzled baffled nonplussed obscure unsound inadequate ignorant biased prejudiced pedantic intellectual esoteric
disconnected believing gullible ridiculous pathetic bewildered puerile stupid idiotic imaginary idealistic sentimental
obsessive silly dreamy illusory flighty scatty dazed delusory baffled foolish trivial stupid
•Social states—(see also Relationship, Personality & Temperament, Background list)
+ v e - pleasant genuine sincere sorry forgiving tactful diplomatic kind considerate appreciative
grateful contributing giving fond friendly warm intimate committed gentle caring tender warm
sensitive accepting sympathetic empathetic compassionate humane loving reverent careful
-ve-romantic eccentric rejecting hostile inconsiderate unkind insincere snobbish boorish having to win being a loser
manipulating intimidating strange queer crazy mad resisting defensive withdrawing humouring distracting diverting
passive submissive compliant retaliating defiant courting favouring flattering tactless bossy asserting blunt controlling
teaching instructing didactic lecturing logical powerful persuading ordering warning probing distrusting paternalistic
disciplinarian disagreeing advising moralising preaching
•Moral/Spiritual states—(see also Values, Social character—traits, Background lists)
+ve-down to earth matter of fact earthy good honest questioning skeptical humble real bold frank
full-blooded forceful candid direct unafraid sharing
with integrity
ethical pure giving
principled devout loving
-ve-inflexible conventional insincere sophisticated hollow hypocritical feigned dishonest pitying sharp smug proud arrogant
envious jealous greedy coveting sour shrewd cynical shifty furtive evasive sly cunning corrupt immoral crude unseemly
harsh mean nasty abrupt curt acidic dogmatic mocking blaming name calling ridiculing shaming insulting abusive
irreverent profane vengeful aggressive cruel selfish fake phoney twisted illogical blind obsessive withdrawing opting
out submissive lying retaliating cheating interrogating distrusting patronising criticising disagreeing judging
•Emotional states— (see also Personality & Temperament—Emotional reactions list)
+ v e - happy glad merry gay blissful cheery bubbly excited surprised delighted elated thrilled ecstatic
joyful funny witty relaxed peaceful satisfied calm secure desiring
-ve-disappointed annoyed irritable cross disgruntled disgusted angry enraged resenting dejected moody burdened guilty
humiliated threatened unsure doubtful shy anxious nervous apprehensive lonely disturbed distressed awful depressed
grieving impatient exasperated uncomfortable dismayed fed-up hurt perplexed upset harassed fearful horrified terrified
petrified frustrated desperate distraught infuriated irate livid mad outraged riled seething sore hateful disappointed unhappy
ashamed guilty down low sad gloomy miserable depressed overwhelmed tense
•Activity states—(see also Roles, Social character—traits lists)
+ v e - optimistic curious inquisitive vigilant adventurous talkative chatty discursive dry poetic
confident certain positive healthy vital energetic excited passionate firm assertive determined
focused persistent forceful assured growing supporting consoling flexible
-ve-pessimistic solemn official pompous sober reserved bored cool intense tentative doubtful suspicious tired drugged drunk
escapist aggressive attacking violent stormy uncontrollable tense jumpy shaky hasty distracted chaotic wilful
unrelenting dominant tough
•Dependency states— (see also Background list)
+ v e - independent initiating secure powerful lively eager energetic desirable sexy courageous bold
brave dramatic erotic boisterous
-ve-dependent insecure passive obedient submissive helpless apathetic listless exposed deflated worthless vulnerable
defenceless powerless impotent useless disorganised slovenly emasculated cowardly running away hurt ill nauseous
misunderstood mixed-up muddled helpless hopeless frail fragile inferior lonely unwanted unloved rejected undecided lost
disorientated bewildered
•Physical or biological states— (see also Atmosphere list)
+ v e - relaxed warm full comfortable / co-ordinated fit healthy strong trainable lean young sexy
-ve-cold bloated uncoordinated clumsy / hungry starving dying sick worn-out old exhausted impotent fat
14.
“It”
to techniques
rescuing
Forrest
to character
to themes
“I”
to setting
to author
Title
Response “we”
reader
“He / She” author
character
Forrest
Jenny
“They”
“You”
emotional
admired
e.g.
gullible
e.g.
intellectual believing e.g.
vague
e.g.
social
gentle e.g.
moral
humble
e.g.calm
emotional
e.g.
Vietnam
happy
e.g.
energetic
activity e.g.
secure
dependency e.g.
brave
e.g.
Mapping sequence:
Subject of response / defined / circumstance responded to / state aspects considered / specific state / examples
Make sure you have identified the correct subject of response. Use responses to power write.
2. Atmosphere—of places of events of situations
+ve- natural warm relaxing welcoming real appropriate academic
old fashioned modern futuristic up
to
date with-it neat tidy orderly solemn delicate graceful refined elegant magnificent exalted
stimulating exciting fabulous light colourful
-ve- fantastic alienating rejecting cold extravagant artificial pretentious trivial inappropriate lacking reality fake phoney
unnatural frightening sombre depressing dangerous in crisis tragic
B. Language of criticism
How real? are characters? are settings?
(Use Response vocabulary )
How relevant? are themes? are messages? are lessons?
(Use Response vocabulary )
How truthful? are themes ? is characterisation? is setting?
(Use Response, Atmosphere list vocabulary and:)
R ealism:
+ve- Realistic natural understated complete incomplete dated universal specific plausible
-ve-stylised artificial unreal fantasy exaggerated biased restricted selective dated
How successful? are themes ? is characterisation? is setting? are techniques?
(Use Response vocabulary and: )
Impact:
+ve- interesting just fair relevant coherent humane balanced effective vivid plain simple justified
genuine comprehensible puzzling forthright direct distinct
obvious incomprehensible uninformed sensational uninteresting
Quality of thought:
+ve- intelligent clear effective depth supported demonstrated proven
-ve- vague unintelligible indefinite generalised subjective specious platitudinous mistaken unsupported thinking errors
begs question personal attack appeals associates
15.
Page 20
Writing from a map:
legs
e.g.
literal
e.g.
physical
handicap
Excellent writing has:
1. K n o w l e d g e - e.g.
1. Identify a relevant
mental
2. Understanding paragraph.
physical
reliable
explanation & depth.
2. Use colour to identify
stable e.g.
3. Criticality - 1,2,3, it weighs
strings.
even
pers and
and measures.
e.g. passive
3. Where colours join together temp
4. R e s p o n s e - shows that the
introverted e.g.
put into the topic sentence
writer appreciates humanely.
reserved
with key words from the central
e.g.
caring
task
w. Jenny e.g.
1
Create a unique thesis by
* rejected him
patient
relationship
*
including thinking word (i.e.
e.g.
emotional
friendly
because”) and a response
2
w. Jenny e.g.
e.g.
reasonable
(use response thesaurus).
mother
confident e.g.
4. Where single colours
upbringing
warm
1
e.g.
1.
identify string put each
unspoiled
background
rewards e.g.
separate idea into its own
decorated
medal
sentence.
army
hero e.g.
2
5. Write an example for each
soldier
Vietnam
string
1960’
history s
Mother
1 sportsman
achieve
society
balanced human e.g.
friend e.g.
self
society
roles
table tennis diplomat
fame
2
Forrest
Gump
changed
Character
Forrest
+thinking word
“because”
+response
“secure”
tenacious
hardship e.g.
3.
steadfast
40’s/50’s
social traits
e.g.
upbringing
2.
point of view
handicap
Jenny
An ideal 10 sentence
paragraph.
positive
values
give self
stubborn e.g.
initiative
initiative
e.g.
e.g.
e.g.
“J’s” opinion
inflexible
e.g.
Using the big picture
literature map
skills e.g.
rightness in life
......
......
my opinion
unprejudiced e.g.
accepts all e.g.
army
A response changes a topic
sentence into a thesis.
sanity
e.g.
.....
.....
contrasts
parallels
activism
“J’s” e.g.
caring
“M’s” e.g.
cynicism
incapable e.g.
skepticism
low IQ
supporting
intel. and
e.g.
Steps to word map:
sentencesgullible
creat.
explanation
e.g.
believing
intellectual
1. Ask “Is the aspect
e.g. e.g. e.g.
e.g.
important?”- put it down onto
vague
social
the map.
e.g.
gentle
depth
2. Emphasis for insight 1, 2, 3.
moral
e.g.
humble
3. Extend map with ideas &
Use the Thesaurus for
response
e.g.calm
examples using pencil. (Here
vocabulary and to understand
emotional e.g.
that has been over done for
aspects.
happy
this example only.
e.g.
energetic
Do two maps. First detailed and
4.
When writing identify
activity e.g.
in pencil. The second simpler ,
paragraphs and write
secure
dependency e.g.
encoded with colour, emotions,
systematically along line. Turn
brave
and symbols.
each idea into its own
e.g.
sentence. (See above.)
topic sentence
16.
17.
The Sick Rose Series - do a concept per page, poem in middle and surround with responses.
Surface - Literal
Emphasis 1, 2, or 3
Image (Draw !)
The Sick Rose
Oh Rose, Thou art sick!
The invisible worm,
That Flies in the Night,
In the howling storm,
Has found out thy bed
Of crimson joy;
And his dark secret love
Does thy life destroy.
William Blake
Paraphrase (Own words translate 1:1)
Feelings & Associations
Brainstorm with other people. Emphasis 1, 2, or 3
The Sick Rose
Oh Rose, Thou art sick!
The invisible worm,
That Flies in the Night,
In the howling storm,
Has found out thy bed
Of crimson joy;
And his dark secret love
Does thy life destroy.
William Blake
Tone / state (Which makes poem make sense)
Deeper
Emphasis 1, 2, or 3 ( Be Tentative!)
Symbols ( Pick words that could stand for something else and state what they stand for.)
The Sick Rose
Oh Rose, Thou art sick!
The invisible worm,
That Flies in the Night,
In the howling storm,
Has found out thy bed
Of crimson joy;
And his dark secret love
Does thy life destroy.
William Blake
Collocations (what words considered together stand for something)
Interpretation (“It could be about, stand for , remind us of....”
Now rank data and transfer selected data to process map of analysis so that you create a plan for writing from.
18.
Mapping ideas by clustering. Concept: Word types
We do not learn ideas by someone telling us a definition. Ideas are learned because we cluster or associate
other ideas with that main idea—in other words map. Any subject can be clustered - concepts words as
headings , relevant vocabulary listed.
Here is some “technical” vocabulary. Look at the headings on the chart below. Map the list onto the
spreadsheet below.
The Sick Rose
Oh Rose, Thou art sick!
The invisible worm,
That Flies in the Night,
In the howling storm,
Has found out thy bed
Of crimson joy;
And his dark secret love
Does thy life destroy.
William Blake
Cluster spreadsheet
Concept: (...word types........)
evoke alludes emotes concrete abstract general specific
connotate
-ve
neutral
collocate
symbols
+ve
Use these all the poetry blanks as models. Copy and paste your own poem in place of the “Sick Rose”.
19.
20.
21.
22.
23.
Map blank
24.
Hamlet
PLOT
setting
etc.
plus
response
concept
3.
2.
1. aspect
explain
etc.
explain e.g.
This skill is called extensive mapping
Theme
relief
comic relief
chtersation
establish set.
tension
complication
resolution
conflict
parallel
contrast
mood
atmosphere
message
narrative
exposition
apposition
use genre for
insight.
particular or
universal
message:
microcosm
macrocosm
point of view
about:
character
setting
right ?
left?
coloured by
religion, race,
class, sex
etc.?
Life & literature
analysis &
planning
spreadsheet
PURPOSE
THEMES
(Word level)
figurative
language
poetic
devices
vocab
understatement
euphemism
onomatopoeia
antithesis
personification
pun irony
paradox
litotes cliché
oxymoron
hyperbole
epigram
connotate
evoke
emotive
allude
general specific
abstract
collocate
concrete
imagery
assonance
rhythm
alliteration
caesura
rhyme cadence
cacophony
euphony
metre
simile
metaphor
consonance
level of a. literal - images
meaning b. tone- feelings &
assoc.
c. deep - symbols
ANALYSIS
Intensive analysis
thought? Simply: “Is ................ an important aspect?”
—identify emphasis for insight 1, 2, 3 © 1991 Chris Gamble, Mind Kind Education Ltd.
2. CRITICAL: To what do you respond to most? What response? Question everything—How relevant? How real? How truthful? How successful? Quality of
crisis
crux
2.
1.
3.
narration:
eye of God
suspect narr.
stream of
consciousness
point of view
author comment
foils
contrast
parallel
realism
symbolism
empathy
sympathy
objectivity
figurative
poetic
dialogue
formulaic
time
flashback
diction
use of time
voice
SETTING
physical
moral
social
political
domestic
historical
era
symbolism
philosophical
atmosphere
(Text level)
TECHNIQUE
explain e.g
beginning explain
.
beginning
crux
crisis
subplots
main plot
dénouement
episode
anticlimax
ending
slice of life
time
sequence
climax
plus
“exciting”
plot
physical
personality &
temperament
background
relationships
roles
history
social traits
point of view
values
responses
intelligence &
creativity
mannerisms
idiosyncrasies
interests
like /dislikes
how plot affect
chter
how chter
affects plot
drama
sociological
psychological
domestic
thriller
political
horror
ghost
satire
adventure
picaresque
detective
mystery
revenge
biographical
autobio.
farce
historical
comedy
tragedy
parody
type
character
CHARACTER
TYPE
Extensive analysis
25.
26.
27.
Guidelines for mapping a text
Tools required:
Pencil, rubber, coloured felts or pencils, music and the text you wish to master.
Put on some music that will help your learn. Do not begin until you are in a relaxed state. Don’t think too hard but treat each
thing you are doing as a separate one step at a time. Chat to yourself—have an intelligent conversation with your chatterbox.
Always write from memory. Create images in your head by moving eyes up to right.
1 Using a pencil put image of central theme in circle in the middle of the page.
2 Map out the logic of the article by working out the sections. Put down headings for each line (N.B. use memory!). Use only
one word per heading, write on line, make word length same as line length.
3 Count out the paragraphs. Put down maps to indicate the points covered and their logic. Use super logic when you don’t
have headings to guide you.
4 Do not read but search for information about the paragraph using the topic sentence. Guess and put down key word. You
are in pencil so do not worry about being correct. Our eyes will automatically find the information needed to prove or disprove
our guess when doing step 6.
5 (Steps 1—4 are for fast note taking and processing. If you need to know your notes well do the next steps.) Put central theme
into 3 colours and draw image.
6 Work outwards along each line of reasoning using your chatterbox and see if you can link the ideas on your map into
meaningful sentences. (The talking through is very important. Teach someone else to give practise. Put a doll or teddy
bear! on desk and tell it everything.) See if you can guess the detail. If you can’t then read for detail and confirmation.
Remember to say “yes” to yourself as you have processed the information and understand it. Then note your success by
systematically transferring into colour. Add information you need to know. Leave out the rest. Use symbols, paraphrase
and delete information as appropriate. Use movement, drama, emotion and emphasis.
7 Add to map using picture and task blocks.
8 Collect the technical vocabulary and cluster onto a small spread sheet. Learn the principles: pick concepts; relist vocabulary
under the multiple headings; emphasis for insight.
9 If you need to memorise notes make separate learning map—be bold and fast and colourful. Words become pictures, pictures
become words. Visualise and use synaesthesia. Use journey and memorise six words with theme.
Now recall. You are aiming at 100%!
Redo maps. Mini maps can be combined into master maps. They can be used to show process and as prompts. They automatically
give a paragraphed topic structure when you write. Cluster sheets should be combined into a master spreadsheet. Reduce maps and
masters to one page summaries for each subject.
Look for ways to show you know and reinforce content. Put up on walls and practise 30 sec. review at intervals one hour, one
day, one week—then monthly. Picture maps anywhere to recall them—you don’t need to sit at a desk to study—walk it through at
the local park!
Look at other people’s maps and develop your own styles. Mapping is a very creative process and as we evolve in it we discover
many pleasant surprises. Time flies. We relax and recall is easy.
Remember the mapping does many things at once. There is no more efficient method of learning from
books. If you learn the simple processes then you are an effective learner.
Mapping will become quicker than reading.
We learn to comprehend better.
Our reading speeds increase dramatically.
We read, understand, collect notes, remember, learn to plan and write well all at the same time! It is faster than traditional
methods in accomplishing the same learning task and you did it—not your teacher! Mind Kind mapping enables a non-reader to
understand articles which are at a much higher reading age.
28.
Get motivated
Here is a list of tasks which if addressed regularly will result in increased drive and application—persistence!
Your goals will be achieved. (Do a Mind Kind juggling course !)
1. What’s in it for me? Tell your brain! Address residual negative thoughts which demotivate. Replace all
negative thought with fully imagined positive dreams.
• List all the benefits that will result from application. Include higher states, income, status, public
recognition, satisfaction, material rewards, relationships, future family etc.
•
Make a list of perceived costs (time, social, money, lost opportunity.) Realistically gauge the
disadvantages. There are so many hours in the day that are available for other pursuits that time is not
an issue. Money problems can be solved with reorganisation. With reorganisation social activities will
improve! Show your brain there are no costs just advantages. The only cost is not doing what you want
to do! Plan away perceived costs
Go through the list “What’s in it for me?”. Visualise and use synaesthesia to make your
dream real in all its aspects. Use the response list in thesaurus to identify, recreate and make real the
emotional states for each detail. Make a wonderful future memory!
Feel and experience the price of not following your dream. That experience will drive you in
the direction of worthwhile change.
2. Surround yourself constantly with reminders of your dream either concretely or imaginatively by linking
your pleasant future memories to your everyday life.
3. Practise relaxation with self-suggestion daily. Affirm your abilities. Do the Mind Kind Genius
Immersion—it takes 30 mins! Make conscious your brain’s abilities and how they work together to define
your mental states. Learn how to analyse, comprehend, see states and make emotional sense of every
experience.
Affirm your progress and dream your dream. Become aware of a chatterbox that can discourage you as you
day dream. Turn it to off permanently—i.e. for life! Use the chatterbox that is your teacher.
4. Lessen the pain.
• Reassess failure. There is no place for this idea anywhere. There are only lessons which will be
repeated until learned. If an “event” (i.e. not “success”) make feedback positive.
•
Learn how to study efficiently. Everyone can learn to be smart. A Mind Kind learning centre can make
learning easier and enjoyable. Learn how to use your brain. Learn to use methods that suit your style.
Strategies are available to quickly overcome every learning problem .
•
Reward yourself regularly—after one hour, one day, one week, one month … ! Celebrate progress.
When you have worked well,play well. Take time out and keep balance.
5. Learn to be assertive. You are the boss. You know what you want and are the best judge of success. Learn
to communicate with others in ways that will bring success. Speak up and make demands—you are
surrounded by people employed to help you achieve your dreams. We all benefit. Use the “WHAM!”
state—“What About me?”
6. Do a Future Map and chart laterally all possible options and futures. Preferably work in images.
Encode all cross-roads and highs and lows. Highlight all goals. Use laterality, and “what if”. Be prepared
to constantly rechart this map. Properly done this map will become a part of your thinking processes—you
will always see the present defining the future. These maps are a very powerful tool. They will make you
entrepreneurial.
7. Use theta sleep! Dream your goals before going to sleep at night. “Sleep on it!” and you will wake up
inspired with creative thought, be able to see and take advantage of opportunity and remain persistent.
29.
Ideas to improve the quality of writing
Critical vocabulary measures the importance of the supporting string that follows:
Critical words are used in the final write-up in place of 1, 2, 3 and mark the beginning of each of the two or three
supporting strings:
very, more, importantly, first, second, third, lastly, it is significant that, considerable, continually, eventually,
throughout, sometimes, some, the best thing was, it was amazing that, above all, in particular, especially, so,
significantly, indeed, notably, importantly, moreover, finally, too, much etc.
Use connectives either to begin sentences or to link sentences together.
if sequencing - showing the order that something is done, use:
next, then, first,
second,
third, finally, meanwhile,
after, moreover,
addition,
lastly
furthermore,
in
if emphasising - showing importance of ideas in a report, review, argument or response, use:
above all,
in particular,
especially,
significantly,
indeed,
notably,
importantly,
moreover,
finally
if listing or adding - for example when listing points in an argument, use:
and,
also,
as well as,
moreover,
too, finally
if comparing - showing how ideas are similar, use:
equally,
in the same way,
similarly,
likewise,
as with,
like,
as
if contrasting - showing how ideas are different, use:
whereas,
instead of,
alternatively,
otherwise,
unlike, on the other hand
if explaining cause and effect - showing how one thing is the result of something else, use:
because,
therefore,
so,
thus, consequently
if qualifying - showing that what you are describing depends on another condition, use:
however,
although,
unless,
except,
if,
as long as,
apart from,
yet
if illustrating - used when adding examples, use:
for example,
such as,
for instance,
as
revealed by,
in the case of,
demonstrated by
if defining - used to add information about a person place or thing:
who, that,
which, whom, where, when
Additional tips
1. Use _ing words or _ed words to begin sentences. For example
Coming home, I saw...
Faded, the paint was not to my taste.
2. Use a variety of sentence lengths.
3. Use the passive to add variety or to draw attention away from the original subject of a sentence.
Instead of "John made a mistake", write the sentence "backwards". Write, "A mistake was made by John." You can
leave the original subject out (John) and write " The mistake was made. " Leave it up to the reader to guess who or what
was the original subject.
4. Use multiple verbs to create pace and excitement - e.g. John rushed, yelled and thrusted his banner foward. To
add exitement use to take the story forwarsa nd abckwards and then forwards again - e.g. John rushed, fell, regained
his feet and thrust his banner foward.
30.
Easier Response Word List
Words to describe a person's emotions
+ve
happy glad merry gay blissful cheery bubbly excited surprised delighted elated thrilled ecstatic joyful funny witty relaxed peaceful
satisfied calm secure desiring admiring
-ve
annoyed irritable cross disgruntled disgusted angry enraged resenting dejected moody burdened
humiliated threatened unsure doubtful shy anxious nervous apprehensive lonely disturbed distressed
awful depressed grieving impatient exasperated uncomfortable dismayed fed-up hurt perplexed upset
harassed fearful horrified terrified petrified frustrated desperate distraught infuriated irate livid mad
outraged seething sore hateful disappointed unhappy ashamed guilty down.low sad gloomy miserable
depressed frightened afraid
Words to describe thinking
+ve
healthy open sensible able correct reasonable reliable sound right certain capable knowledgeable considered understanding
wonder dreaming imagining educated balanced open minded unbiased mature fair wise questioning just enlightened interested
-ve
feeble shallow rambling windy clumsy waffly monotonous vague daydreaming boring muddled puzzled
baffled obscure unsound inadequate ignorant biased prejudiced intellectual believing gullible ridiculous
pathetic bewildered stupid idiotic imaginary idealistic sentimental obsessive silly dreamy illusory
Words to describe how a person relates
+ve
pleasant genuine sincere sorry forgiving tactful kind considerate appreciative grateful contributing giving fond friendly intimate
committed gentle caring tender warm sensitive accepting sympathetic compassionate human loving careful
-ve
romantic rejecting hostile inconsiderate unkind insincere snobbish having.to.win being.a.loser
manipulating intimidating strange crazy mad resisting defensive withdrawing humoring passive
submissive retaliation defiance courting.favours flattery tactless boss asserting blunt controlling
teaching instructing lecturing logical powerful persuading ordering warning distrusting disciplinarian
disagreeing advising
Words to describe in what ways a person is good
+ve
down-to-earth matter-of-fact earthy good honest questioning humble real bold frank full-blooded direct unafraid sharing
with.integrity pure giving principled devout loving
-ve
inflexible conventional insincere sophisticated hollow hypocritical dishonest pitying sharp smug proud
arrogant envious jealous greedy sour shrewd cynical shifty evasive sly cunning corrupt immoral crude
harsh mean nasty abrupt mocking blaming ridiculing shaming insulting abuse vengeful aggressive cruel
selfish fake phony twisted illogical blind obsessive withdrawing opting.out submissive lying weak
easily.lead
Words to describe a person's activities
+ve
optimistic curious inquisitive vigilant adventurous talkative chatty dry confident certain positive admiring healthy vital energetic
excited passionate firm assertive determined focused persistent forceful assured growing supporting consoling flexible
-ve
pessimistic solemn official pompous sober reserved bored cool intense tentative doubtful suspicious
tired drugged drunk escapist aggressive angry attacking violent stormy uncontrollable tense jumpy
shaky hasty distracted willful unrelenting dominant
Words to describe how independent a person is
+ve
independent initiative secure powerful lively eager energetic desire courageous bold brave
-ve
dependent insecure passive obedient submissive listless deflated worthless vulnerable defenseless
powerless useless disorganized cowardly running.away hurt ill nauseous misunderstood mixed-up
muddled helpless hopeless frail fragile inferior lonely unwanted unloved rejected undecided lost
disorientated bewildered
Words to describe how fit or healthy a person is
+ve relaxed warm full comfortable coordinated fit healthy strong trainable lean young sexy warm full active energetic vital
-ve old bloated uncoordinated clumsy hungry starving dying lethargic
31.