IV.Literary Analysis and
Must a story have a moral, heroes, and villains?
How is the point of view of the writer and his/her experience of the world expressed in written work?
How do the arts contribute to a quality life?
How is self reflection useful in the writing process?
How do skills and various communication forms empower individuals to clarify their points of view?
How can literary elements be combined to create an original work?
How is communication used to portray different perspectives?
How does one support one's personal point of view and validate ideas through communication?
What methods can be employed to gather, screen, and organize for effective communication?
How does effective communication of different perspectives build understanding?
How do people select and adapt communication forms for a specific audience?
How does using and understanding conventions empower individuals?
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Students will understand the primary and secondary conflict in “The Most Dangerous Game?”
Students will understand the ways in which an author employs tension between the narrator's tone and the story's setting to depict wanton behavior in Greene’s “The Destructors”
Students will analyze Marquez’s use of point of view, fantasy, and imagery in “A Very Old Man with Enormous Wings.”
Students will understand the techniques a short story author can employ in character development in Gordimer’s “Once upon a Time.”
Students will understand how an Cheever‘s “The Swimmer” conveys a character’s physicality, personality, life history, and values.
Students will understand how John Updike's use of stylistic devices such as point of view, figurative language, and irony effectively develop the character of Sammy in “The A&P.”
Students will demonstrate an understanding of how the narration of Salinger’s “A Perfect Day for Bananafish” affects its meaning and conveys an author’s attitudes.
Students will understand how an author uses plot to evoke emotional responses from the reader, and relies on plot to convey a theme in a brief time in Mansfield’s “Miss Brill.”
Students will understand how Faulkner uses plot structure in "A Rose for Emily" to create suspense?
Students will understand the importance of plot sequence and how it can render a story compelling to the reader in O’Connor’s “The Drunkard”
Students will understand the purpose behind an author's use of point of view, plot, symbolism, metaphor, and characterization in order to communicate a theme in Joyce’s “Eveline.”