Close-Reading Mechanisms for students and teachers.
A mechanism refers to a system or process that operates in a particular way to achieve a specific function or result. It can be a physical device or a conceptual process that performs a function in a mechanical or logical manner. In linguistic and literary analysis students are asked to explain how an author of a text has used certain mechanisms of linguistic and literary elements to convey a certain meaning.
Here is an explanation of what teachers ask students to do in writing Point-Example-Explain-Link paragraphs:
Contextual Analysis:
Teacher Instruction: Examine the surrounding text and identify how specific linguistic elements contribute to the overall meaning.
Sentence Stem: By analysing the context, it becomes evident that…
Example: In Shakespeare’s “Hamlet,” the ghost of Hamlet’s father appears, and the context surrounding this event suggests that the kingdom is in turmoil, setting the stage for the tragedy that unfolds.
Sentence Structure:
Teacher Instruction: Investigate the syntactic arrangement of words and phrases and how it shapes the message’s emphasis and clarity.
Sentence Stem: The sentence structure utilised by the author serves to…
Example: In Virginia Woolf’s “Mrs. Dalloway,” the long and intricate sentences mirror the complex thoughts and emotions of the characters, contributing to the novel’s stream-of-consciousness style.
Figurative Language:
Teacher Instruction: Examine metaphors, similes, and other figurative expressions to understand their symbolic significance.
Sentence Stem: The author employs a metaphor to symbolise…
Example: In Emily Dickinson’s poem “Hope is the thing with feathers,” hope is metaphorically portrayed as a bird that sings in the soul, symbolising its uplifting and comforting nature.
Register and Style:
Teacher Instruction: Consider the level of formality and style of language used and how it influences the intended audience’s perception.
Sentence Stem: The formal register and eloquent style create an atmosphere of…
Example: In Jane Austen’s “Pride and Prejudice,” the use of formal language and etiquette reflects the manners and customs of the Regency era, immersing readers in the social milieu of the time.
Collocations:
Teacher Instruction: Investigate word combinations and how they contribute to the text’s flow and cohesiveness.
Sentence Stem: The collocation of words enhances the overall rhythm and fluency of the passage.
Example: In J.K. Rowling’s “Harry Potter” series, the collocation “Marauder’s Map” enhances the plot by revealing hidden secrets about Hogwarts School of Witchcraft and Wizardry.
Synonyms and Antonyms:
Teacher Instruction: Explore the use of similar or contrasting words to emphasise certain ideas or create subtle distinctions.
Sentence Stem: The author employs synonyms to convey a sense of…
Example: In Charles Dickens’ “A Tale of Two Cities,” the contrasting cities of London and Paris represent the dichotomy of the two worlds during the French Revolution.
Homonyms and Homophones:
Teacher Instruction: Differentiate between words with multiple meanings or similar sounds to unveil the intended meaning.
Sentence Stem: The play on homophones adds a layer of complexity to the text.
Example: In Lewis Carroll’s “Alice’s Adventures in Wonderland,” Alice’s conversation with the Caterpillar about being “too big” and “too small” plays on the homonymic ambiguity of the words.
Author’s Intent:
Teacher Instruction: Analyse how linguistic choices made by the author align with their purpose, tone, and perspective.
Sentence Stem: The author’s intent becomes apparent through the deliberate use of specific language.
Example: In George Orwell’s “1984,” the author’s intentional use of Newspeak illustrates the totalitarian regime’s attempt to control and manipulate language for social control.
Cultural References:
Teacher Instruction: Consider how certain words and phrases reflect the cultural context and contribute to the text’s deeper meaning.
Sentence Stem: The cultural references in the text shed light on…
Example: In Chinua Achebe’s “Things Fall Apart,” the inclusion of Igbo proverbs highlights the rich cultural heritage and traditional wisdom of the Nigerian society.
Point of View:
Teacher Instruction: Analyse how the narrator’s perspective shapes the reader’s understanding of events and characters.
Sentence Stem: The first-person narrative through Nick Carraway’s eyes provides an intimate and biased view of the story’s events.
Example: In F. Scott Fitzgerald’s “The Great Gatsby,” the first-person narrative through Nick Carraway’s eyes provides an intimate and biased view of the story’s events.
Symbolism:
Teacher Instruction: Identify symbols and their deeper meanings that contribute to the text’s themes.
Sentence Stem: The scarlet letter “A” symbolises both Hester’s adultery and her strength in the face of societal condemnation.
Example: In Nathaniel Hawthorne’s “The Scarlet Letter,” the scarlet letter “A” symbolises both Hester’s adultery and her strength in the face of societal condemnation.
Irony:
Teacher Instruction: Explore instances of irony to understand how they add depth and complexity to the text.
Sentence Stem: The use of verbal irony, such as “a handbag?” in response to a baby’s parentage, adds humour and satire to the play.
Example: In Oscar Wilde’s “The Importance of Being Earnest,” the use of verbal irony, such as “a handbag?” in response to a baby’s parentage, adds humour and satire to the play.
Imagery:
Teacher Instruction: Analyse vivid sensory imagery that enhances the reader’s experience and understanding of the text.
Sentence Stem: Vivid sensory imagery captures the essence of the tomato and its connection to nature and love.
Example: In Pablo Neruda’s poem “Ode to the Tomato,” vivid sensory imagery captures the essence of the tomato and its connection to nature and love.
Allusion:
Teacher Instruction: Identify references to other literary works, history, or mythology that enrich the text’s layers of meaning.
Sentence Stem: Numerous allusions to mythology, literature, and history enrich the layers of meaning and cultural references.
Example: In T.S. Eliot’s poem “The Waste Land,” numerous allusions to mythology, literature, and history enrich the layers of meaning and cultural references.
Foreshadowing:
Teacher Instruction: Recognise instances of foreshadowing that hint at future events in the narrative.
Sentence Stem: The ominous tone and use of foreshadowing create a sense of impending doom.
Example: In William Shakespeare’s “Macbeth,” the ominous tone and use of foreshadowing create a sense of impending doom.
Mood and Atmosphere:
Teacher Instruction: Explore how language choices contribute to the overall mood and atmosphere of the text.
Sentence Stem: The author’s evocative language creates an eerie and mysterious atmosphere.
Example: In Edgar Allan Poe’s “The Tell-Tale Heart,” the author’s evocative language creates an eerie and mysterious atmosphere.
Repetition:
Teacher Instruction: Analyse the use of repetition and its effects on the reader’s understanding and engagement.
Sentence Stem: The repetition of “Nevermore” intensifies the poem’s melancholic tone.
Example: In Edgar Allan Poe’s poem “The Raven,” the repetition of “Nevermore” intensifies the poem’s melancholic tone.
Foil Characters:
Teacher Instruction: Examine characters that contrast with the protagonist to highlight certain traits or themes.
Sentence Stem: The secondary character serves as a foil to accentuate the protagonist’s virtues.
Example: In Shakespeare’s “Romeo and Juliet,” Mercutio’s outgoing and playful nature serves as a foil to Romeo’s passionate and romantic temperament.
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Teacher Instruction: Compare and contrast characters with opposing traits or beliefs to highlight thematic contrasts in the narrative.
Sentence Stem: The protagonist’s optimism and the antagonist’s cynicism serve as foils, illustrating conflicting worldviews.
Example: In Aldous Huxley’s “Brave New World,” the protagonist’s optimism and the antagonist’s cynicism serve as foils, illustrating conflicting worldviews on the societal structure and individual freedom.
Character Development:
Teacher Instruction: Analyse how the language used to describe characters evolves throughout the narrative, highlighting their growth or transformation.
Sentence Stem: The protagonist’s shift from timid to courageous is exemplified through the language used to depict their actions and thoughts.
Example: In Harper Lee’s “To Kill a Mockingbird,” Scout’s transformation from a curious child to a compassionate and understanding individual is exemplified through the language used to depict her experiences and observations.
Narrative Voice:
Teacher Instruction: Investigate the narrator’s voice and how it influences the reader’s perception and engagement with the story.
Sentence Stem: The use of a unreliable narrator adds ambiguity and intrigue to the narrative.
Example: In Gillian Flynn’s “Gone Girl,” the use of an unreliable narrator challenges the reader’s understanding of the truth, making the story more gripping and suspenseful.
Tone:
Teacher Instruction: Analyse the author’s attitude and emotions conveyed through their choice of words and language.
Sentence Stem: The author’s cynical tone highlights the dark humor and criticism of societal norms.
Example: In Kurt Vonnegut’s “Slaughterhouse-Five,” the author’s cynical tone highlights the dark humor and criticism of war and its consequences.
Foreshadowing:
Teacher Instruction: Recognise instances of foreshadowing that hint at future events in the narrative.
Sentence Stem: The subtle foreshadowing early in the story adds an element of surprise to the plot twist later on.
Example: In Agatha Christie’s “Murder on the Orient Express,” the subtle foreshadowing early in the story adds an element of surprise to the revelation of the murderer’s identity.
Dialogue:
Teacher Instruction: Analyse the characters’ conversations and how they reveal their personalities, relationships, and motivations.
Sentence Stem: Through the use of witty and sarcastic dialogue, the characters’ complex personalities are unveiled.
Example: In Oscar Wilde’s “The Importance of Being Earnest,” the witty and sarcastic dialogue between characters unveils their complex personalities and adds humor to the play.
Motifs:
Teacher Instruction: Identify recurring symbols, images, or themes that contribute to the story’s deeper meaning and cohesiveness.
Sentence Stem: The recurring motif of water symbolises the protagonist’s emotional journey and cleansing of the past.
Example: In Yann Martel’s “Life of Pi,” the recurring motif of water symbolises the protagonist’s emotional journey and cleansing of the past, mirroring the themes of survival and spiritual awakening.
Setting:
Teacher Instruction: Analyse how the author’s description of the setting influences the overall mood and tone of the narrative.
Sentence Stem: The vivid depiction of the gloomy mansion sets a haunting and mysterious atmosphere.
Example: In Shirley Jackson’s “The Haunting of Hill House,” the vivid depiction of the gloomy mansion sets a haunting and mysterious atmosphere, heightening the horror elements of the story.
Suspense:
Teacher Instruction: Investigate the language techniques used to create suspense and keep readers engaged in the unfolding plot.
Sentence Stem: The author’s use of short, fragmented sentences intensifies the suspense during the climactic scene.
Example: In Dan Brown’s “The Da Vinci Code,” the author’s use of short, fragmented sentences intensifies the suspense during the climactic scene, making it a gripping page-turner.
Character Monologue:
Teacher Instruction: Examine instances where a character delivers an extended speech, revealing their thoughts, feelings, and motivations.
Sentence Stem: The character’s monologue provides insight into their inner struggles and desires.
Example: In William Shakespeare’s “Hamlet,” Hamlet’s famous “To be or not to be” soliloquy provides insight into his inner struggles and contemplation of mortality.
Narrative Structure:
Teacher Instruction: Analyse how the story’s organization, such as flashbacks or nonlinear sequences, affects the reader’s understanding and engagement.
Sentence Stem: The use of flashbacks enhances the narrative’s complexity and deepens the reader’s understanding of the protagonist’s past.
Example: In Khaled Hosseini’s “The Kite Runner,” the use of flashbacks enhances the narrative’s complexity and deepens the reader’s understanding of the protagonist’s past and its impact on his present life.
Point of View Shifts:
Teacher Instruction: Investigate how changes in the narrative perspective contribute to the story’s multiple layers of meaning.
Sentence Stem: The alternating points of view between two characters offer contrasting perspectives on the same events.
Example: In Margaret Atwood’s “The Handmaid’s Tale,” the alternating points of view between Offred and the Commander’s wife, Serena Joy, offer contrasting perspectives on the dystopian society and its power dynamics.
Social Commentary:
Teacher Instruction: Examine how the author uses language and literary devices to critique or comment on societal issues.
Sentence Stem: Through allegory and satire, the author delivers a powerful social commentary on contemporary politics.
Example: In George Orwell’s “Animal Farm,” through allegory and satire, the author delivers a powerful social commentary on contemporary politics, specifically on the dangers of totalitarianism and corruption.
Inference:
Teacher Instruction: Draw conclusions about character motives, plot developments, or themes based on implied or unstated information.
Sentence Stem: By inferring from the character’s actions and dialogue, it can be concluded that…
Example: In Arthur Conan Doyle’s “The Hound of the Baskervilles,” by inferring from the characters’ actions and dialogue, it can be concluded that the family curse is not supernatural, but rather a cover-up for a criminal conspiracy.
Linguistic elements at the levels of words in a sentence:
Connotation: The word “home” evokes feelings of warmth and security.
Denotation: The word “apple” refers to a sweet and juicy fruit.
Figurative Language: The phrase “time flies” uses a metaphor to convey the passing of time quickly.
Imagery: The sentence “The sun dipped below the horizon, painting the sky with hues of orange and pink” creates a vivid mental image.
Juxtaposition: The sentence “Her laughter filled the room, while his silence spoke volumes” places contrasting elements side by side for emphasis.
Parallelism: The repeated use of the phrase “I came, I saw, I conquered” employs parallel structure for rhetorical effect.
Assonance: The phrase “fleet feet” repeats the vowel sound “ee,” creating a musical quality.
Alliteration: The sentence “Peter Piper picked a peck of pickled peppers” uses alliteration with the “p” sound.
Onomatopoeia: The word “buzz” imitates the sound it represents.
Hyperbole: The sentence “I’ve told you a million times” uses hyperbole to exaggerate the frequency of an action.
Oxymoron: The phrase “bittersweet” combines contradictory terms for effect.
Idiom: The sentence “It’s raining cats and dogs” uses an idiom to express heavy rainfall.
Euphemism: The phrase “passed away” is a euphemism for “died,” used to soften the impact of the word.
Pun: The sentence “The kleptomaniac couldn’t understand the puns; he took everything literally” uses wordplay for humor.
Synecdoche: The sentence “All hands on deck” uses synecdoche to refer to the whole crew.
Metonymy: The phrase “The White House issued a statement” uses metonymy, where “The White House” represents the U.S. government.
Antithesis: The sentence “Love is an ideal thing, marriage is a real thing” presents contrasting ideas.
Anaphora: The repetition of “I have a dream” at the beginning of consecutive sentences in Martin Luther King Jr.’s famous speech.
Epistrophe: The repetition of “I believe in love” at the end of consecutive sentences.
Consonance: The phrase “first and last” repeats the consonant sound “st.”
Literary elements at the level of words in a sentence and explain how each contributes to a specific meaning:
Personification: “The wind whispered through the trees.”
Explanation: By attributing the human quality of whispering to the wind, the sentence creates a sense of nature coming alive, evoking a gentle and intimate atmosphere.
Symbolism: “The dove represents peace and freedom.”
Explanation: The word “dove” represents peace and freedom through its symbolic association with these concepts, allowing the sentence to convey a deeper layer of meaning beyond the literal interpretation.
Allusion: “She had a smile that could rival Mona Lisa’s.”
Explanation: The mention of the “Mona Lisa” alludes to the famous painting by Leonardo da Vinci, suggesting that the woman’s smile is enigmatic and captivating, much like the subject of the painting.
Irony: “The fire station burned down during the fire.”
Explanation: The use of irony here creates a humorous and unexpected situation where the very place designed to handle fires becomes the victim of one.
Foreshadowing: “Little did she know that her life was about to change forever.”
Explanation: The use of foreshadowing hints at an upcoming significant event or revelation in the character’s life, building anticipation and suspense for the reader.
Imagery: “The fragrant aroma of freshly baked bread filled the air.”
Explanation: The sensory imagery of the “fragrant aroma” and “freshly baked bread” paints a vivid picture in the reader’s mind, making the scene more tangible and evoking a cozy and comforting atmosphere.
Onomatopoeia: “The buzzing bees flew around the blossoming flowers.”
Explanation: The use of “buzzing” imitates the sound of bees, creating a more immersive and lively description of the scene.
Alliteration: “Peter Piper picked a peck of pickled peppers.”
Explanation: Alliteration adds a playful and rhythmic quality to the sentence, making it memorable and fun to read.
Assonance: “The rain in Spain falls mainly on the plain.”
Explanation: The repetition of the vowel sound “ai” in “rain,” “Spain,” and “mainly” creates a musical and rhythmic effect, making the sentence more pleasing to the ear.
Hyperbole: “I’ve told you a million times not to do that!”
Explanation: Hyperbole exaggerates the number of times something was said to emphasize the speaker’s frustration or annoyance with the repeated behavior.
Oxymoron: “The deafening silence filled the room.”
Explanation: This oxymoron juxtaposes contradictory terms “deafening” and “silence,” emphasizing the profound silence that dominates the room, which is almost loud in its intensity.
Euphemism: “He has passed away” (instead of “he has died”).
Explanation: The euphemism “passed away” softens the impact of the harsh reality of death, making it a more delicate and comforting way to express the idea.
Metaphor: “Her smile was a ray of sunshine.”
Explanation: This metaphor compares the person’s smile to a “ray of sunshine,” conveying the idea that her smile is bright, warm, and uplifting.
Simile: “The water was as clear as crystal.”
Explanation: The simile “clear as crystal” compares the water’s clarity to that of a crystal, vividly describing its transparency.
Synecdoche: “All hands on deck.”
Explanation: In this synecdoche, “hands” represents the entire crew, directing each and every single one of them to come to the deck for help or action. The whole seems to become more because of the emphasis of the on each part.
Metonymy: “The pen is mightier than the sword.”
Explanation: In this metonymy, “pen” represents the power of words, ideas, and communication, suggesting that words can have a greater impact and influence than physical force.
Repetition: “Never, never, never give up.” – Winston Churchill
Explanation: Repetition reinforces the message, emphasising the importance of perseverance and determination in Winston Churchill’s quote.
Understatement: “It’s just a flesh wound.” – Monty Python and the Holy Grail
Explanation: The use of understatement downplays the severity of the wound, adding humor to the situation.
Antithesis: “To be or not to be, that is the question.” – Shakespeare’s “Hamlet”
Explanation: Antithesis presents two contrasting options, emphasising the protagonist’s existential dilemma in “Hamlet.”
Litotes: “She’s not a bad singer.”
Explanation: Litotes uses negation to express a positive meaning, suggesting that the singer is actually quite good without being overly boastful.