Propaganda Techniques for Persuasion Name Calling Bully Glittering
Propaganda Techniques for Persuasion Name Calling Bully Glittering Generality Hero Transfer Testimonial Plain Folks Gatorade I love Pepsi… It is the use of derogatory language or words that carry a negative connotation when describing an enemy. The propaganda attempts to arouse prejudice among the public by labeling the target something that the public dislikes. Often, name calling is employed using sarcasm and ridicule, and shows up often in political cartoons or writings. Glittering generalities are words that have different positive meaning for individual subjects, but are linked to highly valued concepts. When these words are used, they demand approval without thinking, simply because such an important concept is involved. For example, when a person is asked to do something in "defense of democracy" they are more likely to agree. The concept of democracy has a positive connotation to them because it is linked to a concept that they value. Words often used as glittering generalities are honor, glory, love of country, and especially in the United States, freedom. Good feelings, looks, or ideas transferred to the person for whom the product is intended. Testimonials are quotations or endorsements, in or out of context, which attempt to connect a famous or respectable person with a product or item. Testimonials are very closely connected to the transfer technique, in that an attempt is made to connect an agreeable person to another item. Testimonials are often used in advertising and political campaigns. The plain folks device is an attempt by the propagandist to convince the public that his views reflect those of the common person and that they are also working for the benefit of the common person. The propagandist will often attempt to use the accent of a specific audience as well as using specific idioms or jokes. Also, the propagandist, especially during speeches, may attempt to increase the illusion through imperfect pronunciation, stuttering, and a more limited vocabulary. Errors such as these help add to the impression of sincerity and spontaneity. This technique is usually most effective when used with glittering generalities, in an attempt to convince the public that the propagandist views about highly valued ideas are similar to their own and therefore more valid.
Card Stacking Card stacking, or selective omission, involves only presenting information that is positive to an idea or proposal and omitting information contrary to it. Card stacking is used in almost all forms of propaganda, and is extremely effective in convincing the public. Although the majority of information presented by the card stacking approach is true, it is dangerous because it omits important information. Band Wagon Bandwagon is an appeal to the subject to follow the crowd, to join in because others are doing so as well. Bandwagon propaganda is, essentially, trying to convince the subject that one side is the winning side, because more people have joined it. The subject is meant to believe that since so many people have joined, that victory is inevitable and defeat impossible. Since the average person always wants to be on the winning side, he or she is compelled to join in. However, in modern propaganda, bandwagon has taken a new twist. The subject is to be convinced by the propaganda that since everyone else is doing it, they will be left out if they do not. This is, effectively, the opposite of the other type of bandwagon, but usually provokes the same results. Subjects of bandwagon are compelled to join in because everyone else is doing so as well. Assertion An assertion is an enthusiastic or energetic statement presented as a fact, although it is not necessarily true. They often imply that the statement requires no explanation or back up, but that it should merely be accepted without question. Examples of assertion, although somewhat scarce in wartime propaganda, can be found often in modern advertising propaganda. Any time an advertiser states that their product is the best without providing evidence for this, they are using an assertion. The subject, ideally, should simply agree to the statement without searching for additional information or reasoning. Euphemisms A euphemism is a generally innocuous word or expression used in place of one that may be found offensive or suggest something unpleasant. Some euphemisms are intended to amuse; while others use bland, inoffensive terms for things the user wishes to downplay.
Fear The "lesser of two evils" technique tries to convince us of an idea or proposal by presenting it as the least offensive option. This technique is often implemented during wartime to convince people of the need for sacrifices or to justify difficult decisions. This technique is often accompanied by adding blame on an enemy country or political group. One idea or proposal is often depicted as one of the only options or paths. Emotional Appeal Pinpointing the enemy is used extremely often during wartime, and also in political campaigns and debates. This is an attempt to simplify a complex situation by presenting one specific group or person as the enemy. Although there may be other factors involved the subject is urged to simply view the situation in terms of clear-cut right and wrong. When coming in contact with this technique, the subject should attempt to consider all other factors tied into the situation. Dishonesty Simplification is extremely similar to pinpointing the enemy, in that it often reduces a complex situation to a clear-cut choice involving good and evil. This technique is often useful in swaying uneducated audiences Logical Fallacies It is only a fallacy to claim that an argument is wrong because of a negative attribute of someone making the argument. (i. e. “John is a jerk. ” is not a fallacy. “John is wrong because he is a jerk. ” is alogical fallacy. ) The term “poisoning the well” also refers to a form of ad hominem fallacy.
Read the following situation: There are many instances in which a cell phone can come in handy in school. However, students often abuse cell phone use while in class. Prompt: Should students be able to use cell phones in school? • Be sure to • use evidence from multiple sources; and • avoid overly relying on one source. Your response should be in the form of a multi-paragraph essay. Write your response in the space provided. Thesis Statement Template ____________ are/is/was ____________ your topic your opinion on your topic because ____________, and subtopic 1 ______________. subtopic 3 subtopic 2
Propaganda Hook: Your Position: Thesis (3 arguments): Introduction Sentence: Transition, A 1 1 support Evidence (text to text) Propaganda Evidence (text to self) support Evidence (text to world) Concluding: Transition Word 2 Introduction Sentence: Transition, A 2 Counterclaim(what others may say) Reason for their argument. Evidence that supports their argument. Propaganda Why their evidence is not persuasive. Propaganda Concluding: Transition Word 3 Introduction Sentence: Transition, A 3 support Evidence (text to text) support Evidence (text to self) support Evidence (text to world) Transition: Summarize Points: React – Respond:
Objective 1. Began with an attention catcher. (Hook) 2. Stated a position and kept it. 3. Previewed three arguments in the introduction. 4. Developed one argument in the first body paragraph. 5. Elaborated and explained that argument 6. Developed one argument in the second body paragraph. 7. Elaborated and explained that argument 8. Developed one argument in the third body paragraph. 9. Elaborated and explained that argument. 10. Reviewed your arguments in the conclusion. 11. Ended with a clinching statement. 12. Indented paragraphs. 13. Used Arial, Times New Roman, or Courier font. 14. Double-spaced the essay. 15. Used proper heading in the top left corner of the document: Name Homeroom Typed Persuasive Essay Date 0 points Did not attempt 1 point Made some attempt 2 points 3 points Made a good attempt Demonstrated mastery
Literary Device Defined Example Simile A comparison between two unlike things using words such as: like, as, than, similar to, resembles, etc. Quiet as a mouse. Metaphor An implied comparison between unlike things. He’s a house. Allusion A reference to something in history or literature. A Cinderella wedding. Alliteration The repetition of initial sounds. Seven steaks sizzled. Consonance The repetition of end consonant (every letter that is not a vowel) sounds. first and last, odds and ends, stroke of luck Assonance The repetition of vowel sounds. My words like silent raindrops fell. Personification Giving human characteristics to an animal, object, or idea. The hours crawled by like years. Paradox An apparent contradiction, which is nevertheless somehow true. The sound of silence. Onomatopoeia “Sound words”; Words whose sound suggests their meaning. buzz, click, snap, chop Oxymoron The setting together, for effect, two words of opposite meaning. burning cold, screaming whisper Hyperbole An extreme exaggeration used for effect. I’m starving; The suspense is killing me. Symbol Roughly defined as something that means more than what it is. A wedding ring. Pun Play on words. A horse is a very stable animal. Imagery words and phrases that appeals to the reader’s senses, often in a startling way Where the ocean kissed the southern shore
Literary Device Defined Example Understatement Saying less than what is meant, for effect. It doesn’t look that bad. Foreshadowing Giving clues to something that will happen next. Setting up for the next event by providing some insight through warning signs. The streetlight dimmed as she walked down the alley. Verbal Irony When a speaker says one thing but means another, or when a literal meaning is contrary to its intended effect. sarcasm Dramatic Irony When words and actions possess a significance that the listener or audience understands, but the speaker or character does not. The man is silent because he is nervous to ask her to marry him and she gets upset because she thinks he is ignoring her. Situational Irony When the result of an action is contrary to the desired or expected effect. Likewise, cosmic irony is disparity between human desires and the harsh realities of the outside world (or the whims of the gods). Winning the lottery and losing the ticket. Pathetic Irony The treatment of inanimate objects as if they had human feelings. Goldfish, the snack that smiles back. Parrallisms In writing, the use of similarity in construction and form within a unit such as a sentence, paragraph, or stanza, or an instance of this. Like father, like son. Synechdoche A figure of speech in which the word for part of something is used to mean the whole. cell Dialect A particular form of a language that is peculiar to a specific region or social group. Huck: “I’ll take the canoe and go see, Jim. It mightn’t be, you know. ” Idiom A figure of speech specific to one’s language. A penny for your thoughts.
• Major or central characters Vital to the development and resolution of the conflict. In other words, the plot and resolution of conflict revolves around these characters. • Minor characters Serve to complement the major characters and help move the plot events forward. • Dynamic A dynamic character is a person who changes over time, usually as a result of resolving a central conflict or facing a major crisis. Most dynamic characters tend to be central rather than peripheral characters, because resolving the conflict is the major role of central characters. • Static A static character is someone who does not change over time; his or her personality does not transform or evolve. Round A rounded character is anyone who has a complex personality; he or she is often portrayed as a conflicted and contradictory person. • Flat A flat character is the opposite of a round character. This literary personality is notable for one kind of personality trait or characteristic.
• Protagonist The protagonist is the central person in a story, and is often referred to as the story's main character. He or she (or they) is faced with a conflict that must be resolved. The protagonist may not always be admirable (e. g. an anti-hero); nevertheless s/he must command involvement on the part of the reader, or better yet, empathy. • Antagonist The antagonist is the character(s) (or situation) that represents the opposition against which the protagonist must contend. In other words, the antagonist is an obstacle that the protagonist must overcome. • Anti-Hero A major character, usually the protagonist, who lacks conventional nobility of mind, and who struggles for values not deemed universally admirable. • Stock characters are those types of characters who have become conventional or stereotypical through repeated use in particular types of stories. Stock characters are instantly recognizable to readers or audience members (e. g. the femme fatale, the cynical but moral private eye, the mad scientist, the geeky boy with glasses, and the faithful sidekick). Stock characters are normally one-dimensional flat characters, but sometimes stock personalities are deeply conflicted, rounded characters (e. g. the "Hamlet" type).
• Foil A foil is any character (usually the antagonist or an important supporting character) whose personal qualities contrast with another character (usually the protagonist). By providing this contrast, we get to know more about the other character. • Symbolic A symbolic character is any major or minor character whose very existence represents some major idea or aspect of society. • Direct presentation (or characterization) This refers to what the speaker or narrator directly says or thinks about a character. In other words, in a direct characterization, the reader is told what the character is like. When Dickens describes Scrooge like this: "I present him to you: Ebenezer Scrooge. . the most tightfisted hand at the grindstone, Scrooge! A squeezing, wrenching, grasping, scraping, clutching, covetous, old sinner!" - this is very direct characterization! • Indirect presentation (or characterization) - This refers to what the character says or does. The reader then infers what the character is all about. This mimics how we understand people in the real world, since we can't "get inside their heads". In other words, in an indirect characterization, it's the reader who is obliged to figure out what the character is like. And sometimes the reader will get it wrong.
10 (Direct or Indirect) Ways in which a Character Can Be Revealed. Goal Physical descriptions Environmental Draw and name your character: What s/he thinks Direct: Evidence: Psychological (traits) morally Direct: Indirect: Motivates to: What s/he says and how What s/he does Who related to What others think about him/her Direct: how Indirect: Motivates to: Reaction to others Direct: Indirect: Motivates to: Conflict: _______________ Evidence: _____________________________________ _________________________________ Reaction to self Direct: Indirect: Motivates to:
Setting There are several aspects of a story's setting to consider when examining how setting contributes to a story (some, or all, may be present in a story). Place geographical location - Where is the action of the story taking place? Time When is the story taking place? (historical period, time of day, year, etc) Weather Conditions Is it rainy, sunny, stormy, etc? 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)? Mood or Atmosphere What feeling is created at the beginning of the story? Is it bright and cheerful or dark and frightening? Sensory Conditions How does the setting taste, feel, look, sound, smell? Time Weather Conditions Atmosphere Mood Place: ____________ taste touch smell see hear Proof p. # Social conditions Object Object Significance Significance
Nature/Supernatural In this type of conflict, some supernatural force or force nature is causing a problem for the main character. Character vs. Circumstances In this type of conflict, Some situation beyond the character’s control is causing a problem for the main character. force or force of nature Character vs. Technology In this type of conflict, technology is causing a problem for the main character.
Nature/Supernatural In this type of conflict, some supernatural force or force nature is causing a problem for the main character. Character vs. Circumstances In this type of conflict, Some situation beyond the character’s control is causing a problem for the main character. Character vs. Technology In this type of conflict, technology is causing a problem for the main character.
Pronouns Personal (1 st) I, my mine, me myself, we, ours, us, ourselves (2 nd) you, yours, yourself, yourselves rd (3 ) he, his, himself, she, hers, herself, its, itself, they, theirs, themselves Interrogative Asks Who, whom, whose, which, what Relative Combines dependent to independent Who, whose, whom, which, that Demonstrative Points out This, that, these, those Singular plural antecedent Possessive + Self = Reflexive Intensive – myself, yourselves, himself, herself, itself, Indefinite Do not point out Another, anybody, anyone, anything, both, each, either, everybody, everyone, everything, many, neither, nobody, none, no one, other, others, somebody, someone
Hyphens Compound Numbers Day/Date: _________ Fraction Compound Adjectives Ex, Elect, Vice Prefixes Day/Date: _________________
Gerunds Sub/DO/PN/App/IO/Ob of Prep Day/Date: _________ Gerund Phrases Compound Gerunds Day/Date: _________ Gerund and Gerund Phrases Day/Date: _________
Predicate Nominative – completes a linking verb and renames the subject. If can be replaced by the word “equal” it’s a predicate nominative. Indirect Object –used with get, tell, send, give, buy, show, build, do, make, save, and read. Receives something from the verb. Direct Object – Receiver of the “ACTION” verb. Appositive – Identify or renames noun or pronoun. Comma, App … Predicate Adjective – After a linking verb…renames subject.
Prepositions Prepositional Phrases Day/Date: _________ Object Day/Date: _________ Combine two sentences Day/Date: _________ Italicized Day/Date: _________
Example: The boy stood up and ran down the street. Up what? There is no object; therefore up is not a preposition. Down what? Street answ ers the question; therefore, down is a preposition. Down the street is the prepositional phrase starting with the preposition down and ending with the object street with a modifier the in between. These words can be used as other parts of speech. What part of speech it is depends on how it is used in that sentence. Many of the common words used as prepositions can be used as adverbs. Words are prepositions if they have an object to complete them. To decide which it is say the preposition followed by whom or what. If a noun or a pronoun answers the question, the word is a preposition. Here is a list of common words that can be used as prepositions: about, above, across, after, against, along, among, around, at, before, behind, below, beneath, besides, between, beyond, but (when it means except), by, concerning, down, during, except, for, from, inside, into, like, near, off, on, outside, over, past, since, through, toward, under, until, upon, within, and without. A preposition is a word that begins a prepositional phrase and shows the relationship between its object and another word in the sentence. A preposition must always have an object. A prepositional phrase starts with a preposition, ends with an object, and may have modifiers between the proposition and object of the preposition.
Participles Day/Date: _________________
A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence. A participle is used as an adjective and ends in various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified.
A complex sentence is made up of an An adverb clause is a dependent clause that modifies a verb, adjective, or another adverb. It independent clause and a dependent clause. Example: The television was playing usually modifies the verb. (independent clause which can stand alone Adverb clauses are introduced by subordinate conjunctions including after, although, as if, and make sense) as I left the room (dependent before, because, if, since, so that, than, though, clause which must be attached to the unless, until, when, where, and while. These are independent clause to make sense). There are three kinds of dependent clauses: adjective just some of the more common ones. clause, adverb clause and noun clause. Example: They arrived before the game had ended. ("before the game had ended" is the adverb clause modifying the verb arrived telling when. )
A complex sentence is made up of an independent clause and a dependent clause. The adjective clause is used to modify a noun or a pronoun. Example: The television was playing (independent clause which can stand alone and make sense) as I left the room (dependent clause which must be attached to the independent clause to make sense). It will begin with a relative pronoun (who, whose, whom, which, and that) or a subordinate conjunction (when and where). Those are the only words that can be used to introduce an adjective clause. There are three kinds of dependent clauses: adjective clause, adverb clause and noun clause. Adjective Clauses The introductory word will always rename Examples: The student whose hand was up gave the wrong answer. the word that it follows and modifies except Whose hand was up is the adjective clause when used with a preposition which will come between the introductory word and the with whose, the relative pronoun, renaming and modifying student. word it renames. Jane is a person in whom I can place my confidence. In whom I can place my confidence is the adjective clause with whom, the relative pronoun, with the preposition in between it and person, the word that whom renames and modifies.
A clause is a group of words having a subject and a verb. An independent clause can stand alone as a sentence. A dependent clause is always used as some part of speech. It can be an adjective, adverb, or noun. It cannot stand alone as a sentence. A phrase is a group of words used as a sentence part. It does not have a subject and a verb. It can be a noun, adjective or adverb. We have studied the following phrases: prepositional, gerund, participial, and infinitive. Adjective Clauses A compound sentence combines two or more The conjunction should express the proper relationship between the clauses. And joins independent clauses. Commas separate the ideas of equal importance. Or joins clauses of a compound sentence. (A short sentence joined by and is sometimes that express alternatives. Nor joins negative ideas together. But joins clauses that express combined without a comma. ) contrasting ideas. Example: She talks and he listens. A semicolon can take the place of the conjunction and comma. Only clauses closely Do not confuse a compound sentence with a related in thought should be joined to make a simple sentence having compound parts. Both sides of the conjunction will make sense compound sentence. in a compound sentence. Example: Mother baked a cake / and / I frosted it.
Adjective Clauses Day/Date: _________________
Nouns Common Nouns vs. Proper Nouns Definition: A common noun names any one of a -Definition: A word or word group that is used to name a person, place, thing, or an idea. group or persons, places, things, or ideas and is generally not capitalized. -Examples: Book, school, marker, computer, phone, and backpack. Proper Noun -Examples: -Definition: A proper noun names a particular person, place, thing, or idea, and is capitalized. -Examples: Holt Handbook, Nesbitt Discovery Academy, Mac computer, I Phone, and Jansport backpack. Mrs. Pruett, Texas, suitcase, and freedom. Pronouns Parts-of Speech Definition: A word that is used in place of one or more nouns or pronouns. -Examples: I, they, your, she, we, them, he, us, him, his, their, them, and its. He is playing with the train. They are playing all together. Is she sleeping in her bed? Personal Pronoun -Definition: A personal pronoun refers to the one speaking is first person, the one spoken to is second person, or the one being spoken to is third person. -First Person: I, me, my, mine, we, us, our. -Second person: you, yours, your. -Third person: He, him his, she, hers, its, they, them, theirs.
Demonstrative and Interrogative Pronouns Adjective -Demonstrative Pronouns: -Definition: A demonstrative pronoun is used to point our a specific person, place, thing, or idea. -Examples: This, That, These, Those. I think this is good enough. Hmmm, who is in my class? Verb -Definition: A word that is used to modify a noun or a pronoun. -Demonstrative Adjectives and Articles -Definition: A demonstrative adjective is an adjective modifies a noun or pronoun. -Example: -Did Jenifer draw this one or that one? -Let’s take these sandwiches and those apples on our picnic. -Articles: -Definition: An Indefinite Article is when they refer to any member of a group. – -Examples: A girl won. The one day sale is on Saturday. Parts of Speech -Definition: A verb that is used to express action or a state of being. -Example: Texting, jumping, push, doing. Helping Verbs -Definition: Helping Verbs help the main verb express action or a state of being. -Examples: can, do, has, might, should, and could. Adverb - - Definition: A word that modifies a verb, an adjective, or adverb. -Examples: There, up, here, down, tomorrow, weekly, later, and early. (Think –ly too. )
Interjection Conjunction -Definition: A word that expresses emotion. -Definition: A word that joins word or words groups. Coordinating Conjunctions: -Examples: And, but, or nor, for yet so. -Examples: You are supposed to walk on the street or the sidewalk. Correlative Conjunctions: -Examples: Both…and, Not only…but also, Whether…or. -Example: Both Jim and Roberto were standing outside. -Definition: An interjection has no grammatical relation to the rest of the sentence. -Examples: Crap! Wow! Yuck! Yippee! Uh-oh! Well! Preposition -Definition: A word that shows the relationship of a noun or a pronoun to another word. -Examples: Aboard, below, from, since, about, beneath, throughout, concerning, past, and without. This guy is from history. They are aboard the train. Parts of Speech -
noun pronoun adjective verb adverb interjection conjunction preposition
Life lesson, meaning, moral, or message about life or human nature that is communicated by a literary work. Praise the day at sunset. What the story teaches readers. It is a sentence. Theme First deserve, then desire. An ounce of prevention is worth a pound of cure.
• Beauty of simplicity • Capitalism – effect on the individual • Change of power – necessity • Change versus tradition • Chaos and order • Character – destruction, building up • Circle of life • Coming of age • Communication – verbal and nonverbal • Companionship as salvation • Convention and rebellion • Dangers of ignorance • Darkness and light • Death – inevitable or tragedy • Desire to escape • Destruction of beauty • Facing reality • Fading beauty • Faith versus doubt • Family – blessing or curse • Fate and free will • Fear of failure • Everlasting love • Evils of racism • Facing darkness • Female roles • Fulfillment • Power of words • Motherhood • Pride and downfall • Names – power and significance • Progress – real or • Nationalism – complications illusion • Nature as beauty • Quest for discovery • Necessity of work • Quest for power • Oppression of women • Optimism – power or folly • Overcoming – fear, weakness, vice • Patriotism – positive side or complications • Power and corruption • Power of silence • Power of tradition Power of wealth Common Themes • Disillusionment and dreams • Displacement • Empowerment • Emptiness of attaining false dream • Good versus bad • Knowledge versus ignorance • Greed as downfall • Love and sacrifice • Growing up – pain or pleasure • Lost love • Hazards of passing judgment • Loneliness as destructive force • Heartbreak of betrayal • Lost honor • Heroism – real and perceived • Losing hope • Hierarchy in nature • Loss of innocence • Identity crisis • Man against nature • Illusion of power • Manipulation • Immortality • Materialism as downfall • Individual versus society • Inner versus outer strength • Injustice • Isolationism – hazards • Vulnerability of the strong • Rebirth • War – glory, necessity, pain, • Reunion tragedy • Role of men • Will to survive • Role of Religion – virtue or • Wisdom of experience hypocrisy • Working class struggles • Role of women • Youth and beauty • Self – inner and outer • Self-awareness • Self-preservation • Self-reliance • Social mobility • Technology in society – good or bad • Temporary nature of physical beauty • Temptation and destruction • Totalitarianism • Vanity as downfall • Vulnerability of the meek
How the author arranges events to develop his/her basic idea; It is the sequence of events in a story or play. The plot is a planned, logical series of events having a beginning, middle, and end. The short story usually has one plot so it can be read in one sitting. Exposition – introduces the Protagonist or Antagonist and Setting. Inciting Force – event that gives rise to conflict Conflict – external or internal Man vs. man, nature/supernatural, self, technology, circumstances, society Elements of Plot Development- (Rising Action) events that occur as result of central conflict. Climax- (Turning Point) highest point of interest or suspense of story. Falling Action- events that lead to the resolution. Solution/Resolution- when conflict ends Denouement- when characters go back to their life before the conflict
Diagram of Plot ling n o Acti Protagonist/Antagonist t n e n m o i p t lo Ac e v g e D isin R Fal Exposition Climax Solution Setting Resolution Inciting incident/Opening situation Denouement Theme
Characteristics vs. Traits Characteristics - Outside What the character looks like including: • • • Stature Color Size Features Remarkable Dress Stature Traits - Inside Who based on what the character: • • Says – implicit or explicit Thinks – implicit or explicit Does – implicit or explicit Feels – implicit or explicit Traits Characteristics Says i or e Color Size Features Thinks i or e Does i or e Remarkable Dress Feels I i or e
Ethical Drifts…
An ethical drift is the gradual ebbing of standards. An ethical drift can occur in an individual, a group, or an organization as a result of environmental pressures. Ethical Drifts… It often occurs insidiously, and even without conscious awareness. Dynamic Character… • Pillar • Pressure • Action - Stray • Justification • Redemption
• Be honest • Don’t deceive, cheat, or steal • Be reliable-do what you say you’ll do • Have the courage to do the right thing • Build a good reputation • Be loyal-stand by your family, friends, and country • Be kind • Be compassionate and show you care • Express gratitude • Forgive others • Help people in need Do what you are supposed to do Persevere, keep on trying Always do your best Use self-control Be self-disciplined Think before you act – consider the consequences • Be accountable for your choices • • Play by the rules • Take turns and share • Be open-minded, listen to others • Don’t blame others carelessly 6 Pillars of Character • Do your share to make your school and community better • Cooperate • Get involved in community affairs • Stay informed, vote • Be a good neighbor • Obey laws and rules • Respect authority • Protect the environment • Treat others with respect, follow the Golden Rule • Be tolerant of differences • Use good manners, not bad language • Be considerate of the feelings of others • Don’t threaten, hit, or hurt anyone • Deal peacefully with anger, insults, and disagreements
Special Beginning – Special Ending - Once upon a time. . . - and they lived happily ever after. Royalty Good character Evil character Fairy Tale Setting castle usually present Problem and a Solution Magic – Enchantment - Entity Things often happen in "threes" or "sevens"
Fairy Tale
The Brothers Grimm didn’t write the fairy tales. Despite the fact that Jacob and Wilhelm Grimm are often associated with Snow White and Rapunzel, the brothers didn’t actually write any of those stories. In fact, the stories existed long before the two men were born in Germany in the mid 1780 s. The fairy tales, in fact, were part of a rich oral tradition − passed down from generation to generation, often by women seeking to pass the time during household chores. But as industrialization took root, local traditions changed and scholars, like Jacob and Wilhelm, began a quest to save the stories from extinction. They interviewed relatives and friends, collecting whatever tales they could, sometimes embellishing them (although they insisted they did not). In 1812, Jacob and Wilhelm published the stories as part of a collection titled Nursery and Household Tales, or what is now referred to as Grimm’s Fairy Tales. The stories were not intended for kids. Jacob and Wilhelm faced deportation and bankruptcy. "Grimm’s Fairy Tales" was a publishing blockbuster. The Grimms worked on more than fairy tales. Originally, Grimm’s Fairy Tales were not meant for children. The stories routinely included sex, violence, incest, and copious footnotes. Worse yet, they didn’t even have illustrations. Initially aimed at adults, the early editions of Nursery and Household Tales contained remarkably dark elements. In its original version, for example, Rapunzel gets pregnant by the prince after a casual fling. In Cinderella, the stepsisters cut off their toes and heels to try to fit into the slipper. These sort of scenes (and many others) were eventually revised once the stories became popular among children. In 1830, King Ernest Augustus demanded oaths of allegiance from all professors in Gottingen, a university city where Jacob and Wilhelm taught Germanic studies. The brothers refused to pledge to the king and, along with five other professors, the “Gottingen Seven” were made to leave the city. Jobless and branded as political dissidents, the brothers were forced to borrow money from friends as they worked on their story collection. The Grimm’s collection of fairy tales was in its 7 th edition when Wilhelm Grimm died in 1859. By that point, the collection had grown to 211 stories and included intricate illustrations. Jacob − who had lived with Wilhelm and his wife − died in 1863. According to biographers, Jacob was deeply distraught after the death of his brother, with whom he had held a close bond throughout his life. Some claim their collection has only been outsold by Shakespeare and the Bible. University-trained philologists (the study of language in historical texts) and librarians, Jacob and Wilhelm Grimm published more than fairy tales. They wrote books about mythology, and published scholarly works on linguistics and medieval studies. They also worked on compiling an ambitious German dictionary, although both brothers died before they were able to finish the entry for the letter F.
Dynamic P or AH Major Conflict MP Inciting Force Environ. Pressure: Ethical Drifts: ___________ Protagonist Thinks Feels Does Says Goal Evidence: Evidence: Recognition Climax Plan for Solution Resolution Denouement Evidence: Evidence: Action: Justification: Redemption: MP
Major - Round Ant. -Foil Minor Static Minor Flat Minor Stock ___________ Antagonist Thinks Feels Does Says Relationship Evidence: Evidence: Evidence: Evidence: Motivates
Time Sensory conditions Social conditions 3’s-7’s Lit Tech Weather Mood Place Taste Touch Smell See Hear Evidence: Evidence: Object Object Significance Significance Magic Entity Enchantment Magical Object Magical Being Theme Significance Explain… Text Special Beginning… Special Ending… Vocabulary Skill Setting Interpretation-Enhancement Definition Lit Tech Vocabulary Skill Text Interpretation-Enhancement Definition Lit Tech Vocabulary Skill Enhance Text Author’s Claim Evidence Reasoning Definition
RUBRIC 4 3 Text ALL text features are marked according to directions. MOST text features are SOME text features are LITTLE text features are marked according to directions. Characters All characteristics, traits, MOST characteristics, and types are listed and traits, and types are supported by text listed and supported by evidence. text evidence. SOME characteristics, traits, and types are listed and supported by text evidence. LITTLE characteristics, traits, and types are listed and supported by text evidence. Moral Pillars Moral Pillar and ethical drift accurately documented and supported by text evidence. Moral Pillar and ethical drift SOMEWHAT documented and supported by text evidence. Moral Pillar and ethical drift NOT accurately documented and supported by text evidence. Conflict ALL elements of the MOST elements of the SOME elements of the LITTLE elements of the Complication complete with text evidence. Literary Techniques All lit techniques accurately identified with enhancement explanations. Vocabulary All Vocabulary MOST Vocabulary SOME Vocabulary LITTLE Vocabulary accurately defined with named skill. Author's Claim CORRECT claim, evidence, reasoning. Moral Pillar and ethical drift documented and supported by text evidence. All lit techniques accurately identified with enhancement explanations. claim, evidence, reasoning. 2 All lit techniques accurately identified with enhancement explanations. SOMEWHAT CORRECT claim, evidence, reasoning. 1 All lit techniques accurately identified with enhancement explanations. INCORRECT claim, evidence, reasoning.
Dynamic P or AH Major Conflict MP Inciting Force Environ. Pressure: Ethical Drifts: ___________ Protagonist Thinks Feels Does Says Goal Evidence: Evidence: Recognition Climax Plan for Solution Resolution Denouement Evidence: Evidence: Action: Justification: Redemption: MP
Major - Round Ant. -Foil Minor Static Minor Flat Minor Stock ___________ Antagonist Thinks Feels Does Says Relationship Evidence: Evidence: Evidence: Evidence: Motivates
Time Sensory conditions Social conditions 3’s-7’s Lit Tech Weather Mood Place Taste Touch Smell See Hear Evidence: Evidence: Object Object Significance Significance Magic Entity Enchantment Magical Object Magical Being Theme Significance Explain… Text Special Beginning… Special Ending… Vocabulary Skill Setting Interpretation-Enhancement Definition Lit Tech Vocabulary Skill Text Interpretation-Enhancement Definition Lit Tech Vocabulary Skill Enhance Text Author’s Claim Evidence Reasoning Definition
Characteristics vs. Traits Characteristics - Outside What the character looks like including: • • • Stature Color Size Features Remarkable Dress Stature Traits - Inside Who based on what the character: • • Says – implicit or explicit Thinks – implicit or explicit Does – implicit or explicit Feels – implicit or explicit Traits Characteristics Says i or e Color Size Features Thinks i or e Does i or e Remarkable Dress Feels I i or e
Ethical Drifts…
An ethical drift is the gradual ebbing of standards. An ethical drift can occur in an individual, a group, or an organization as a result of environmental pressures. Ethical Drifts… It often occurs insidiously, and even without conscious awareness. Dynamic Character… • Pillar • Pressure • Action - Stray • Justification • Redemption
• Be honest • Don’t deceive, cheat, or steal • Be reliable-do what you say you’ll do • Have the courage to do the right thing • Build a good reputation • Be loyal-stand by your family, friends, and country • Be kind • Be compassionate and show you care • Express gratitude • Forgive others • Help people in need Do what you are supposed to do Persevere, keep on trying Always do your best Use self-control Be self-disciplined Think before you act – consider the consequences • Be accountable for your choices • • Play by the rules • Take turns and share • Be open-minded, listen to others • Don’t blame others carelessly 6 Pillars of Character • Do your share to make your school and community better • Cooperate • Get involved in community affairs • Stay informed, vote • Be a good neighbor • Obey laws and rules • Respect authority • Protect the environment • Treat others with respect, follow the Golden Rule • Be tolerant of differences • Use good manners, not bad language • Be considerate of the feelings of others • Don’t threaten, hit, or hurt anyone • Deal peacefully with anger, insults, and disagreements
Special Beginning – Special Ending - Once upon a time. . . - and they lived happily ever after. Royalty Good character Evil character Fairy Tale Setting castle usually present Problem and a Solution Magic – Enchantment - Entity Things often happen in "threes" or "sevens"
Fairy Tale
The Brothers Grimm didn’t write the fairy tales. Despite the fact that Jacob and Wilhelm Grimm are often associated with Snow White and Rapunzel, the brothers didn’t actually write any of those stories. In fact, the stories existed long before the two men were born in Germany in the mid 1780 s. The fairy tales, in fact, were part of a rich oral tradition − passed down from generation to generation, often by women seeking to pass the time during household chores. But as industrialization took root, local traditions changed and scholars, like Jacob and Wilhelm, began a quest to save the stories from extinction. They interviewed relatives and friends, collecting whatever tales they could, sometimes embellishing them (although they insisted they did not). In 1812, Jacob and Wilhelm published the stories as part of a collection titled Nursery and Household Tales, or what is now referred to as Grimm’s Fairy Tales. The stories were not intended for kids. Jacob and Wilhelm faced deportation and bankruptcy. "Grimm’s Fairy Tales" was a publishing blockbuster. The Grimms worked on more than fairy tales. Originally, Grimm’s Fairy Tales were not meant for children. The stories routinely included sex, violence, incest, and copious footnotes. Worse yet, they didn’t even have illustrations. Initially aimed at adults, the early editions of Nursery and Household Tales contained remarkably dark elements. In its original version, for example, Rapunzel gets pregnant by the prince after a casual fling. In Cinderella, the stepsisters cut off their toes and heels to try to fit into the slipper. These sort of scenes (and many others) were eventually revised once the stories became popular among children. In 1830, King Ernest Augustus demanded oaths of allegiance from all professors in Gottingen, a university city where Jacob and Wilhelm taught Germanic studies. The brothers refused to pledge to the king and, along with five other professors, the “Gottingen Seven” were made to leave the city. Jobless and branded as political dissidents, the brothers were forced to borrow money from friends as they worked on their story collection. The Grimm’s collection of fairy tales was in its 7 th edition when Wilhelm Grimm died in 1859. By that point, the collection had grown to 211 stories and included intricate illustrations. Jacob − who had lived with Wilhelm and his wife − died in 1863. According to biographers, Jacob was deeply distraught after the death of his brother, with whom he had held a close bond throughout his life. Some claim their collection has only been outsold by Shakespeare and the Bible. University-trained philologists (the study of language in historical texts) and librarians, Jacob and Wilhelm Grimm published more than fairy tales. They wrote books about mythology, and published scholarly works on linguistics and medieval studies. They also worked on compiling an ambitious German dictionary, although both brothers died before they were able to finish the entry for the letter F.
Dynamic P or AH Major Conflict MP Inciting Force Environ. Pressure: Ethical Drifts: ___________ Protagonist Thinks Feels Does Says Goal Evidence: Evidence: Recognition Climax Plan for Solution Resolution Denouement Evidence: Evidence: Action: Justification: Redemption: MP
Major - Round Ant. -Foil Minor Static Minor Flat Minor Stock ___________ Antagonist Thinks Feels Does Says Relationship Evidence: Evidence: Evidence: Evidence: Motivates
Time Sensory conditions Social conditions 3’s-7’s Lit Tech Weather Mood Place Taste Touch Smell See Hear Evidence: Evidence: Object Object Significance Significance Magic Entity Enchantment Magical Object Magical Being Theme Significance Explain… Text Special Beginning… Special Ending… Vocabulary Skill Setting Interpretation-Enhancement Definition Lit Tech Vocabulary Skill Text Interpretation-Enhancement Definition Lit Tech Vocabulary Skill Enhance Text Author’s Claim Evidence Reasoning Definition
RUBRIC 4 3 Text ALL text features are marked according to directions. MOST text features are SOME text features are LITTLE text features are marked according to directions. Characters All characteristics, traits, MOST characteristics, and types are listed and traits, and types are supported by text listed and supported by evidence. text evidence. SOME characteristics, traits, and types are listed and supported by text evidence. LITTLE characteristics, traits, and types are listed and supported by text evidence. Moral Pillars Moral Pillar and ethical drift accurately documented and supported by text evidence. Moral Pillar and ethical drift SOMEWHAT documented and supported by text evidence. Moral Pillar and ethical drift NOT accurately documented and supported by text evidence. Conflict ALL elements of the MOST elements of the SOME elements of the LITTLE elements of the Complication complete with text evidence. Literary Techniques All lit techniques accurately identified with enhancement explanations. Vocabulary All Vocabulary MOST Vocabulary SOME Vocabulary LITTLE Vocabulary accurately defined with named skill. Author's Claim CORRECT claim, evidence, reasoning. Moral Pillar and ethical drift documented and supported by text evidence. All lit techniques accurately identified with enhancement explanations. claim, evidence, reasoning. 2 All lit techniques accurately identified with enhancement explanations. SOMEWHAT CORRECT claim, evidence, reasoning. 1 All lit techniques accurately identified with enhancement explanations. INCORRECT claim, evidence, reasoning.
Dynamic P or AH Major Conflict MP Inciting Force Environ. Pressure: Ethical Drifts: ___________ Protagonist Thinks Feels Does Says Goal Evidence: Evidence: Recognition Climax Plan for Solution Resolution Denouement Evidence: Evidence: Action: Justification: Redemption: MP
Major - Round Ant. -Foil Minor Static Minor Flat Minor Stock ___________ Antagonist Thinks Feels Does Says Relationship Evidence: Evidence: Evidence: Evidence: Motivates
Time Sensory conditions Social conditions 3’s-7’s Lit Tech Weather Mood Place Taste Touch Smell See Hear Evidence: Evidence: Object Object Significance Significance Magic Entity Enchantment Magical Object Magical Being Theme Significance Explain… Text Special Beginning… Special Ending… Vocabulary Skill Setting Interpretation-Enhancement Definition Lit Tech Vocabulary Skill Text Interpretation-Enhancement Definition Lit Tech Vocabulary Skill Enhance Text Author’s Claim Evidence Reasoning Definition
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