Analyze Significant Details-Literary Text

REGIONAL MASS TRAINING
OF TEACHERS
ON
CRITICAL CONTENT IN ENGLISH GRADE 7
The Ritz Hotel at Garden Oases, Bo. Obrero, Davao City

June 19 – 28, 2018
REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7
June 19-28, 2018
Analyze
Significant
Details
in a
Literary Text
REGIONAL MASS TRAINING

OF TEACHERS
MARIAN HISTAVILLACRUSIS,MAED
Maragusan National High School

June 19-28, 2018
Objectives
Define and identify

characteristics of literary texts
Analyze significant details in

literary texts

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Here we go !

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Characteristics of a Literary Text
1. Predominance of the poetic
function over the referential function
because it is not limited to communi-
cating; it is about influencing the
reader’s mood making him live emo-
tions and feelings. The author shares
his experiences with the reader,
recreating them in him.

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3. It is obviously connotative;
it produces many possibilities
of interpretation depending on
the literary and personal
context of the reader.
Connotation is the essence

of literary language .

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4.Richness of poetic resources
such as literary figures. It is
plentiful in images .
5. Syntax is more flexible. The

order of the elements may
vary.

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7. Words are chosen by their
euphony.
8. It has emotional weight.
9.Harmonic disposition of its

elements, produced by a good
combination of words

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10. The message creates a reality of its
own, different from the surrounding reality.
11. It can be explained and described but

not proven.
12. It is symbolic.
However, all of these characteristics can

not be isolated because a literary text is
invented, imaginary and fictional.
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in

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Character - representation of a person
, plac, or thing performing traditionally
human activities or functions in a
work of fiction
 Protagonist - The character of whic

h the story revolves around.
 Antagonist - A character or force th
at opposes the protagonist.

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 Minor character - Often provides s
upport and illuminates the protago
nist.
 Static character - A character that r
emains the same.
 Dynamic character - A character th
at changes in some important wa
y.
Characterization - The choices an aut
hor makes to reveal a character’s pers
onality, such as appearance, actions, d
ialogue, and motivations.

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plot
Plot - the arrangement of ideas and/or incidents
that make up a story
 Foreshadowing - When the writer clues the
reader in to something that will eventually
occur in the story; it may be explicit (obvious)
or implied (disguised).
 Suspense - The tension that the author uses to
create a feeling of discomfort about the
unknown
 Conflict - Struggle between opposing forces.

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 Exposition - Background information
regarding the setting, characters,
plot.
 Rising Action - The process the story
follows as it builds to its main conflict
 Crisis - A significant turning point in
the story that determines how it must
end
 Resolution/Denouement - The way
the story turns out.

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Point of View - pertains to who tells th
e story and how it is told. The point of
view of a story can sometimes indirectly
establish the author's intentions.
 Narrator - The person telling the stor
y who may or may not be a character
in the story.
 First-person -Narrator participates in
action but sometimes has limited kno
wledge/vision

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 Second person - Narrator addresses th
e reader directly as though she is part
of the story.
 Third Person (Objective) - Narrator is
unnamed/ unidentified (a detach
ed observer).
 Omniscient - All-knowing narrator (mu
ltiple perspectives).

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What exactly is this elusive thing called theme?
The theme of a fable is its moral. The theme of a
parable is its teaching. The theme of a piece of fiction
is its view about life and how people behave.
In fiction, the theme is not intended to teach or

preach. In fact, it is not presented directly at all. You
extract it from the characters, action and setting that
make up the story. In other words, you must figure
THEME out the theme yourself.
The writer's task is to communicate on a common

ground with the reader. Although the particulars of
your experience may be different from the details of
the story, the general underlying truths behind the
story may be just the connection that both you and
the writer are seeking.

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setting
Writers describe the world they know. Sights, sounds,
colors and textures are all vividly painted in words as
an artist paints images on canvas. A writer imagines
a story to be happening in a place that is rooted in his
or her mind. The location of a story's actions, along
with the time in which it occurs, is the setting.
Setting is created by language. How many or how

few details we learn is up to the author. Many authors
leave a lot of these details up to the reader's
imagination.
Some or all of these aspects of setting should be
considered when examining a story:
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a) place - geographical location. Where is
the action of the story taking place?
b) time - When is the story taking place?
(historical period, time of day, year, etc.)
c) weather conditions - Is it rainy, sunny,
stormy, etc?
d) social conditions - What is the daily life
of the characters like? Does the story contain
local color ( writing that focuses on the
speech, dress, mannerisms, customs, etc. of
a particular place)?
e) mood or atmosphere - What feeling is
created at the beginning of the story? Is it
bright and cheerful or dark and frightening?

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Conflict is the essence of fiction. It creates
plot. The conflicts we encounter can usually
be identified as one of four kinds.
 Human versus Human
Conflict that pits one person against
another.
 Human versus Nature
This involves a run-in with the forces of
nature. On the one hand, it expresses the
insignificance of a single human life in the
cosmic scheme of things. On the other
hand, it tests the limits of a person’s
strength and will to live.
conflict
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 Human versus Society
The values and customs by which

everyone else lives are being challenged.
The character may come to an untimely
end as a result of his or her own
convictions. The character may, on the
other hand, bring others around to a
sympathetic point of view, or it may be
decided that society was right after all.

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 Human versus Self
Internal conflict. Not all conflict involves

other people. Sometimes people are their
own worst enemies. An internal conflict is
a good test of a character’s values. Does
he/she give in to temptation or rise above
it? Does he/she demand the most from
him/herself or settle for something less?
Does he/she even bother to struggle? The
internal conflicts of a character and how
they are resolved are good clues to the
character’s inner strength.

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TONE
In literature, tone is the emotional
coloring or the emotional meaning of the
work and provides an extremely important
contribution to the full meaning. In spoken
language, it is indicated by the inflection of
the speaker's voice.The emotional meaning
of a statement may vary widely according
to the tone of voice with which it is uttered;
the tone may be ecstatic, incredulous,
despairing, resigned, etc.

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In poetry, we cannot really understand a poem
unless we have accurately sensed whether the
attitude it manifests is playful or solemn,
mocking or reverent, calm or excited. In spoken
language, the speaker's voice can guide us to
the tone. But, the correct determination of
tone in literature is a much more delicate
matter. Elements of tone include diction, or
word choice; syntax, the grammatical arrange
-ment of words in a text for effect; imagery,
or vivid appeals to the senses; details, facts
that are included or omitted. According to
Harry Shaw (Dictionary of Literary Terms),tone
can be determined .

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tone can be determined by three points:
1. An author's attitude or focus point toward
his/her subject. In this concern, the tone can
be realistic, somber, depressing, romantic,
adventurous, etc.
2. The devices used to create the mood and
atmosphere of a literary work. In this sense,
the tone consists of alliteration, assonance,
consonance, diction, imagery, meter, theme,
symbolism, irony, etc.
3. The musical quality in language. Here, the
tone depends upon the sounds of words, their
arrangement and their sequence.

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Now,
Let’s TRY this…

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“Count That Day Lost”
George Eliot

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The Three Sons of The King
Once there lived a king called Ralph. He had three sons.
The first son was Sam. The second was John and the third was Eric.
The king in his death bed wanted to test his three sons He asked them to
assemble the next day in the court.
The king said that he was in his death bed and wanted to test them. He asked
them to fill the entire room with something and whoever does completely will
become the king, he said.
The first son brought diamonds which filled half the room. The second son
filled the room with cotton but it was not sufficient. The third kept a lamp
in the middle of the room. It spread light in the whole room.
The king appreciated Eric and decided that he will be the king.
The two sons were ashamed of themselves as their younger brother defeated
them.
Then, the king died and Eric became the king

http://www.english-for-students.com/The-Three-Sons.html
June 19-28, 2018
character
Events and interaction:
What happens in the story?

How do the characters interact?
How are they related or connected?
Why do the characters act or behave
the way they do?
Why do the events play out as they
do?
https://www.cliffsnotes.com/cliffsnotes/subjects/literature/how-do-you-analyze-a-novel
How do you analyze a literature/novel?

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Time:
When does the story take place?
Is it timeless, or is it grounded in
a particular place and time?
https://www.cliffsnotes.com/cliffsnotes/subjects/literature/how-do-you-analyze-a-novel
How do you analyze a literature/novel?

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Writing style:
What does the writing style tell you
about the story?
Is the writing richly detailed?
Is it sparse? (For example, Hemingway
was famous for his Spartan writing
style.)
How does the writing style affect the
meaning ? Do you have to make
assumptions or guesses because there are
gaps?
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Symbolism:
Symbolism can be tricky because,

sometimes, as the saying goes: "A
cigar is just a cigar." Other time,
a journey represents something
beyond the trip itself. For example,
Huck Finn's trip was more about
his development as a person than
his trip down the river.

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Theme:
What are the themes of the story/

poem?
What elements or ideas are repeated
or emphasized?
Think about this throughout your
reading, not just at the end. Notice
what people, places, and events pop
up over and over again.

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Retelling of a story:
Many stories are in some way or

form a retelling of a previous story
. If you think about Huckleberry
Finn's trip, you can find other trips
from Greek mythology (Homer's
Odyssey) to the Bible (the trip of
the Magi) with similarities.

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“Serious literature does not exist to make
life easy but to complicate it.”
― Witold Gombrowicz
“Literature adds to reality, it

does not simply describe it.
It enriches the necessary
competencies that daily life
requires and provides; and
in this respect, it irrigates
the deserts that our lives
have already become.”
― C.S. Lewis
June 19-28, 2018

Analyze Significant Details-Literary Text

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REGIONAL MASS TRAINING

The Ritz Hotel at Garden Oases, Bo. Obrero, Davao City

REGIONAL MASS TRAINING

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

Define and identify

Analyze significant details in

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

Connotation is the essence

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

5. Syntax is more flexible. The

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

8. It has emotional weight.

9.Harmonic disposition of its

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

11. It can be explained and described but

However, all of these characteristics can

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

 Protagonist - The character of whic

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

In fiction, the theme is not intended to teach or

The writer's task is to communicate on a common

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

Setting is created by language. How many or how

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

The values and customs by which

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

Internal conflict. Not all conflict involves

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

Once there lived a king called Ralph. He had three sons.

Then, the king died and Eric became the king

What happens in the story?

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

Symbolism can be tricky because,

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

What are the themes of the story/

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

Many stories are in some way or

REGIONAL MASS TRAINING OF TEACHERS ON CRITICAL CONTENT IN ENGLISH-GRADE 7

“Literature adds to reality, it

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