�Owls� by Mary Oliver

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�Owls� by Mary Oliver Powered By Docstoc
					      “Owls”
   by Mary Oliver
A closer look so we can really
 “see the cow” during the AP
             test!
We are looking at RHETORIC!
That means you’re analyzing the “how”
   Many of you struggled with this piece, not
    because you didn’t understand it, but
    because you forgot that we are looking at
    what a writer DOES NOT what a writer
    MEANS. Yes, we need to figure out
    purpose, but in this case the purpose was
    given to you. Your job was to talk about
    the author’s style – so let’s see what you
    can do when we take a second look at this
    piece.
DUH!
   Who wrote this piece? (I know but
    when some of you call her Mary and
    others call her a him...I get concerned)
   What is this piece? (yes, once again
    you must call it what it is and not a
    story, article, or editorial)
   Create a rhetorical triangle for this
    piece. No, you won’t be able to fill in all
    the pieces of the puzzle but what you do
    know you MUST address somewhere in
    your intro!
You MUST take time to read and
understand the prompt
   What does the prompt ask you to do?
    Write it word for word!
   As you are reading you are looking at
    the author’s STYLE so keep that in mind.
    If you don’t know what STYLE entails
    then you didn’t (AP) answer the prompt.
The Great Horned Owl
   What does Oliver think about the Great Horned
    Owl? Remember that her view is complex so she
    probably has mixed feelings. How do you know this?
    Cite evidence (that means words (diction) and
    quotes) that convey this.
   If you say she “loves” the owl you must back it
    up with evidence from the text. That means
    you pull diction, imagery, figurative language,
    etc. If you only find one word that proves she
    “loves” the owl you’d better re-think your
    hypothesis.
Quotes must be
followed with explanation!
 Now that you have “evidence” from the
  text as well as a claim – write some good
  commentary.
 Example – If you said that Oliver is
  frightened of the owl and you have pulled
  words that convey that, explain WHY
  Oliver would use them? What type of
  imagery is she trying to create? for what
  purpose? How does this help to convey
  her complex view of nature?
A rose is a rose…
   What does she think about the field of
    roses? How do you know this? Cite
    evidence that conveys this.
Put it all together
 Now add meaningful commentary.
 How might her complex view of nature be
  presented with these two seemingly
  “opposite” anecdotes?
 This is her style!
Shifts help you to look at style too!
   Where are the shifts in this piece? What
    is their purpose? Remember...shifts do
    not always occur just because there is a
    new paragraph.
   Looking at the number of shifts in this
    piece, how could you write about
    author’s style using the shifts to guide
    your analysis? Explain.
Style = Rhetorical Strategies

   Rhetorical strategies are EVERYTHING the
    author uses to convey his/her purpose. They
    include (but are not limited to) diction, syntax,
    imagery, 90/90 terms, detail, symbols,
    figurative language, etc…
   What rhetorical strategies do you see used in
    this piece? You must find at least 4
    Give concrete examples (quotes) to support
    what you claim.
   Why does Oliver use these “strategies”? How
    do they help to convey her complex response to
    nature?
Now let’s look at
some other “style” choices
   Why does Oliver start off her piece
    talking about many different owls?
    (some of you did not read this piece
    closely, since you wrote that she
    “imagined the Great Horned Owl on her
    wrist”) NOT!!!!!
Why does Oliver use dashes?
How might the use of dashes
add to her style?
   How would you talk about the “style” of
    the following sentence?

“I’m struck, I’m taken, I’m conquered,
  I’m washed into it, as though it was a
  river…”
Syntax
 Let’s look at syntax.
 What do you notice about Oliver’s use of
  punctuation? Do you notice rhetorical
  questions, excessive commas, short
  sentences, long sentences, italics…what
  else do you see?
 How do these strategies help to convey
  her purpose?
Be specific! Sound like you know what
you are talking about.
   When we talk about imagery we are
    talking about the 5 senses. Be more
    detailed in your exploration of those
    senses. Don’t just say “the author uses
    imagery” say “the author uses auditory
    imagery” and then follow up with
    examples.

				
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posted:12/1/2011
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