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Annotating a text. How to access deeper levels of literature. Annotating. S speaker (narrator, point of view) A  atmosphere (mood, tone, setting, tensions) D  diction F  figurative language (simile, metaphor, etc.) I  imagery (patterns, i.e. motifs) T  tone. Annotating.

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Annotating a text

Annotating a text

How to access deeper levels of literature


Annotating
Annotating

  • S speaker (narrator, point of view)

  • A atmosphere (mood, tone, setting, tensions)

  • D diction

  • F figurative language (simile, metaphor, etc.)

  • I imagery (patterns, i.e. motifs)

  • T tone


Annotating1
Annotating

  • The key is marking enough to be helpful, but not so much that it is distracting

  • When in doubt, think STOP SAD FIT

  • S symbol

  • T theme

  • O organization (chapters, sections, narrator, etc.)

  • P progression (shifts or changes, chronology, etc.)


Another way
Another way…

  • FLIT

  • F: Form

  • L: Language

  • I: Image

  • T: Tone


Annotating2
Annotating

  • Quality over quantity

    • This is not an exercise in labeling everything

    • No “credit” for literary “name dropping”

  • Sample QUALITY annotating:


3 layers of text
3 “Layers” of Text

  • Identify the literary device

  • What is the immediate impact/idea conveyed?

  • What is the greater significance to the work as a whole?


Practice with a poem
Practice with a poem…

  • “O no! it is an ever-fixed mark”

  • 1. allusion to North Star

  • 2. permanent guide, assurance of safety (nautical)

  • 3. Love is eternal and true


What does this look like in your book
What does this look like in your book?

  • Share with a neighbor your annotations from “Every Little Hurricane”

    • What is done well?

    • What can be added to make it look at the layers of text more explicitly?

    • How did Alexie convey the messages of hope and despair?

    • What other messages are conveyed?