Secondary School Literature

[autumnbronze]

Hi,


Perhaps this will be useful to you.

http://english.learnhub.com/lesson/4025-literary-devices.

If you are in lower sec, then the devices/terms/techniques to take note are:

Character
Plot
Themes
Irony
Alliteration
Simile
Metaphor
Rhyme scheme
Setting
Conflict
Personification
Repetition
Foreshadowing
Suspense

[ttlkbs]

autumnbronze , thx a million! The literature is so different from my school day!

[autumnbronze]

ttlkbs:

autumnbronze , thx a million! The literature is so different from my school day!

No worries ttlkbs ...

Please feel free to pose questions here. Will try my best to answer them

[sall]

‘Vacant Possession’ by Felix Cheong.

I want you to tell me
knowing me made all the difference,
that if I had never intruded on your life
like a thief in the night,
seized possession
as deftly as only love can,
you would’ve remained
a vagrant houses
with its lights turned out,
a vague breath
that waits for the clock
to be pushed back,
as though memories alone
could appease the solitude in your bones.

Can anyone give me a brief explanation of this poem? TIA

[Herbie]

hi autumnbronze,


Can advise how to analyse unprose?
Many thanks!

[Herbie]

hi autumnbronze,


Can advise how to analyse unprose?
Many thanks!

[AdvancedAcademia]

The skills involved in analysing unseen prose are not so very different from analysing unseen poetry.


In both, good literature students will be expected deconstruct the literary devices, choice of language, imagery, structure, characterisation, and so on; they need to explain how these are used to achieve different effects in the prose. Students may have to read even more carefully when studying prose passages as the literary techniques used may be “hidden” within the prose itself and may not be so readily detected.

Based on experience, weaker students have difficulty decoding the major tropes within the prose and they require more attention in developing close reading skills; such as annotation, prediction, identifying contextual information, etc… But usually, most students’ major difficulty lay more in the area of how they frame and structure their answers.

When writing their answers students need to: 1 - Understand the intent of the question and answer it. (Sound like a "duh" statement, but you’ll be surprised how many can’t do that) 2 - Structure their answers by ensuring 3 elements are clear; the point they want to make; the evidence which supports that point and a succinct elaboration their explains how the evidence works. (Point 2 and 3 can be synthesized in answer.)

Shucks! Have to rush for a wedding dinner, will be back another time to provide an example of this…

[autumnbronze]

Herbie:

hi autumnbronze,


Can advise how to analyse unprose?
Many thanks!

Hi herbie,

I sent you a PM on the 21st. Can you please check

[Chengg]

Hi autumnbronze,


What is foreshadowing? :?

[autumnbronze]

Chengg:

Hi autumnbronze,


What is foreshadowing? :?

Foreshadowing is used by the author to hint via clues, at something or an event that is going to happen.

One example is in Macbeth, where during the murder of Duncan, Macbeth thinks he hears a voice. This foreshadows his paranoia later on in the play.

Another example is this:

Thunder roared and lightning whipped across the sky. The clouds gathered ominously and the gusty wind blew, picking up and flinging bits and pieces of rubbish from the road at the unsuspecting public. People ran
helter skelter, rushing about their business .......

From the above simple example, it does not tell you directly, but from words and phrases like \"clouds gathered ominously\", \"gusty wind blew\",
\"people ran helter skelter\", we can tell that a terrible storm is brewing and because the people are aware of it, they are rushing about trying to complete their
business so as not to get caught in the thunderstorm.

Hope this helps, chengg