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Structure, Sound, Strategy

Structure, Sound, Strategy

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Structure, Sound, Strategy

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  1. Structure, Sound, Strategy Breaking down a soliloquy

  2. Think about • In what ways is the audience’s perception of character developed in the passage? (What do we learn about the character?) • HOW is it developed? (What literary devices convey that knowledge?)

  3. Step 1 • Divide the passage into parts or sections. • Name each section. • What does it begin with and end with – content/structure? • What’s the passage mostly about?

  4. Step 2 • Look at the sentences and the punctuation • Number the sentences. • Are there any really long or really short sentences? What do those do? • Do you detect any kind of patterns or strategy?

  5. Step 3 • What is mostly being said? • (facts, examples, anecdotes, personal narrative, expert opinion/higher authority, answering the opposition, predicting consequences, etc.) • How is it mostly being said? • (to inform, explain, advise, warn, teach, criticize, amuse, praise, seduce, defend, excite, inspire, conspire, calm, praise, condemn, trick, etc.) Come up with a verb of your own.

  6. Step 4 • Look at the language the character uses • What diction or phrase or phrasing stands out? • Do you hear any repetitions (even the use of synonyms)? • Imagery? • Figures of speech (simile, symbol, etc.) • Alliteration, onomatopoeia • Allusion, apostrophe • Exaggeration (hyperbole), understatement (litotes)?

  7. Now revisit the question: • In what ways is the audience’s perception of character developed in the passage? • In this passage, Iago is… • HOW is it developed? • We know this because… (don’t ever use this sentence – it’s crap).

  8. Think about • In what ways is the audience’s perception of character developed in the passage? (What do we learn about the character?) • HOW is it developed? (What literary devices convey that knowledge?) HW: Read outline for “to be or not to be” soliloquy (it addresses both of the questions above) Tomorrow: outline and essay (in pairs)

  9. HW: • Finish today’s classwork, as needed. • Think about: • In what ways is the audience’s perception of character developed in the passage? (What do we learn about the character?) • HOW is it developed? (What literary devices convey that knowledge?) • Read outline for “to be or not to be” soliloquy (it addresses both of the questions above).