6

Steps to Analysis

1 Make literal statements about the work. 2 Describe the works central tension. 3 Make interpretive statements about the work. 4 Make a central assertion that captures the writers message. 5 Note how the author invites the reader to make meaning at deeper levels. 6 Ask key questions.

Steps to Analysis

1 Make literal statements about the work. 2 Describe the works central tension. 3 Make interpretive statements about the work. 4 Make a central assertion that captures the writers message. 5 Note how the author invites the reader to make meaning at deeper levels. 6 Ask key questions.

Steps to Analysis

1 Make literal statements about the work. 2 Describe the works central tension. 3 Make interpretive statements about the work. 4 Make a central assertion that captures the writers message. 5 Note how the author invites the reader to make meaning at deeper levels. 6 Ask key questions.

T.P.C.A.S.T.T. Journal Work to Prepare for Socratic Discussions

Label your journal page with the title, author and page number of the piece. Glue the organizer on the left; answer the questions on the right page(s).

First Lesson by Philip Booth p. 647

1. Title/author
What could the title mean literally?

July Storm by Elizabeth Coatsworth p. 645

1. Title/author
What could the title mean literally?

Big Wind by Theodore Roethke p. 658

1. Title/author
What could the title mean literally?

Afterglow by Jorge Luis Borge p. 660

1. Title/author
What could the title mean literally?

2. Paraphrase
Make literal statements about the piece.

2. Paraphrase
Make literal statements about the piece.

2. Paraphrase
Make literal statements about the piece.

2. Paraphrase
Make literal statements about the piece.

3. Connotation
Mark/list emotionally charged language as positive (+) or negative (-).

3. Connotation
Mark/list emotionally charged language as positive (+) or negative (-).

3. Connotation
Mark/list emotionally charged language as positive (+) or negative (-).

3. Connotation
Mark/list emotionally charged language as positive (+) or negative (-).

4. Attitude (tone)
Make interpretative statements about the authors attitude toward the speaker or subject of the piece.

4. Attitude (tone)
Make interpretative statements about the authors attitude toward the speaker or subject of the piece.

4. Attitude (tone)
Make interpretative statements about the authors attitude toward the speaker or subject of the piece.

4. Attitude (tone)
Make interpretative statements about the authors attitude toward the speaker or subject of the piece.

5. Shifts
Note/mark shifts in speaker, tone, rhythm and attitude

5. Shifts
Note/mark shifts in speaker, tone, rhythm and attitude

5. Shifts
Note/mark shifts in speaker, tone, rhythm and attitude

5. Shifts
Note/mark shifts in speaker, tone, rhythm and attitude

6. Title
What could the title figuratively mean?

6. Title
What could the title figuratively mean?

6. Title
What could the title figuratively mean?

6. Title
What could the title figuratively mean?

7. Theme
Make a central assertion about the writers message.

7. Theme
Make a central assertion about the writers message.

7. Theme
Make a central assertion about the writers message.

7. Theme
Make a central assertion about the writers message.

T.P.C.A.S.T.T. Journal Work to Prepare for Socratic Discussions

Label your journal page with the title, author and page number of the piece. Then answer the questions to prepare for Socratic discussion of the piece.

A Blessing by James Wright p. 636

The Street by Paz AND A Letter from Home by Oliver p. 638-39

Miss Rosie by Clifton p. 644 Loss by Ammons p. 659

Nursery Rhymes for the TenderHearted by Morley p. 678

1. Title/author
What could the title mean literally?

1. Title/author
What could the title mean literally?

1. Title/author
What could the title mean literally?

1. Title/author
What could the title mean literally?

2. Paraphrase
Make literal statements about the piece.

2. Paraphrase
Make literal statements about the piece.

2. Paraphrase
Make literal statements about the piece.

2. Paraphrase
Make literal statements about the piece..

3. Connotation
Mark/list emotionally charged language as positive (+) or negative (-).

3. Connotation
Mark/list emotionally charged language as positive (+) or negative (-).

3. Connotation
Mark/list emotionally charged language as positive (+) or negative (-).

3. Connotation
Mark/list emotionally charged language as positive (+) or negative (-).

4. Attitude (tone)
Make interpretative statements about the authors attitude toward the speaker or subject of the piece.

4. Attitude (tone)
Make interpretative statements about the authors attitude toward the speaker or subject of the piece.

4. Attitude (tone)
Make interpretative statements about the authors attitude toward the speaker or subject of the piece.

4. Attitude (tone)
Make interpretative statements about the authors attitude toward the speaker or subject of the piece.

5. Shifts
Note/mark shifts in speaker, tone, rhythm and attitude.

5. Shifts
Note/mark shifts in speaker, tone, rhythm and attitude

5. Shifts
Note/mark shifts in speaker, tone, rhythm and attitude

5. Shifts
Note/mark shifts in speaker, tone, rhythm and attitude

6. Title
What could the title figuratively mean?

6. Title
What could the title figuratively mean?

6. Title
What could the title figuratively mean?

6. Title
What could the title figuratively mean?

7. Theme
Make a central assertion about the writers message.

7. Theme
Make a central assertion about the writers message.

7. Theme
Make a central assertion about the writers message.

7. Theme
Make a central assertion about the writers message.

4 Corners for Analysis

Literary Devices List all the devices the writer uses in the piece Themes List subject(s). What is the piece about? Write a theme statement. What is the central message ? Connotation (+/-) List emotionally charged words in two columns: positive and negative Tone How do devices and or word choice create the tone (or authors attitude toward the speaker or subject(s) of the piece? List words that describe tone and connect to other corners.

4 Corners for Analysis

Literary Devices List all the devices the writer uses in the piece Themes List subject(s). What is the piece about? Write a theme statement. What is the central message ? Connotation (+/-) List emotionally charged words in two columns: positive and negative Tone How do devices and or word choice create the tone (or authors attitude toward the speaker or subject(s) of the piece? List words that describe tone and connect to other corners.

4 Corners for Analysis

Literary Devices List all the devices the writer uses in the piece Themes List subject(s). What is the piece about? Write a theme statement. What is the central message ? Connotation (+/-) List emotionally charged words in two columns: positive and negative Tone How do devices and or word choice create the tone (or authors attitude toward the speaker or subject(s) of the piece? List words that describe tone and connect to other corners.

4 Corners for Analysis

Literary Devices List all the devices the writer uses in the piece Themes List subject(s). What is the piece about? Write a theme statement. What is the central message ? Connotation (+/-) List emotionally charged words in two columns: positive and negative Tone How do devices and or word choice create the tone (or authors attitude toward the speaker or subject(s) of the piece? List words that describe tone and connect to other corners.