Learning Log 6

Literary devices are used to convey a certain meaning to the reader. It also emphasises the meaning of the text.

There are three groups of devices that I learnt: Imagery and Figurative language, Sound devices, Diction and sentence structures.

    

Imagery and Figurative language

1)Simile-Comparison between two distinctly different things, indicated by the use of 'like' and 'as'

2)Metaphor-Qualities of an object is applied to another

3)Personification-The attribution of human beings to inanimate objects

4)Symbol-An object will stand for something else, usually something more abstract

5)Visual-Descriptions to do with what we see

6)Auditory-Descriptions to do with what we hear

7)Olfactory-Descriptions to do with what we smell

8)Gustatory-Descriptions to do with sensations of flavour or texture in mouth

9)Kinesthetic-Descriptions to do with movement

10)Tactile-Descriptions to do with what we touch 

       

Sound devices     

1)Rhyme-The similarity of ending sounds existing between two words.

2)Rhythm-The beat or the pattern of stresses (claps) as you read a passage of poem.

3)Alliteration-The repetition of initial consonant sounds, to produce a rhythmical effect.

4)Onomatopoeia-The formation of words, which echo the sounds that they describe.

5)tone-The oral expression of mood, attitude or point of view.

Diction and sentence structures

1)Connotation-The associated images and ideas conveyed by a word. i.e. what a word implies

2)Oxymoron-A single image or idea, made up of contradictory/incongruent images

3)Hyperbole-A deliberate exaggeration to emphasize a point or feelings

4)Paradox-A statement which seems self-contradictory, but turns out to make good sense

5)Simple Sentence-Sentence with one main idea

6)Complex Sentence-One or more main ideas together with minor phrases or clauses

7)Incomplete sentence-Truncated sentences which reflect excitement, action, activity, etc.

8)Exclamation-A strong statement showing feelings or emphasis

9)Rhetorical Question-A question which is not asked to request information or a reply but to achieve an expressive tone different from a direct question

10)Repetition-Using a word or phrase multiple times, in order to give emphasis and show strong feelings

In these categories, some of the devices were new whereas some of them that we already knew and were revising it again. Examples of devices that we learnt in sec1 are simile, metaphor, personification, symbol, rhyme, rhythm, alliteration, onomatopoeia, tone and repetition. We have learnt the various meanings of these literary devices, which allow us to know how the poet or author uses them in the prose or poem, allowing us to understand the prose or poem better. Learning these devices help us to approach an unseen text easier as text uses a lot of literacy devices. We also learn how to identify different types of devices from different quotes. I found two devices quite similar which are “oxymoron” and “paradox” as they are both about contradictory and belong to the group of “diction and sentence structures” devices.

Learning Log 5

 

I am in rush when I am doing this learning log. There are many tests coming in next week. I find that this 'unseen' notes is quite useful to me. It let me reflect on the mistakes that I did in sec1 when we are also told to analyse and answer some questions of poems and questions. It teaches me that I should not be rushing to finish reading the passage or poem. We should also not make general statements without explaining why. There are two ways of answering: a) IBC-1) INTRODUCTION 2) BODY 3) CONCLUSION; b) PEEEL-1)POINT 2)EXPLAIN ELABORATE 3) EVIDENCE EXAMPLE 4) LINK. I personally prefer the "PEEL" method which is quite similar to the 'PEE' method in sec1. Answers should be easily read. A quotation should be kept short and simple. We can also use the 'ABCs in quoting' method. Attention (The words and/ or phrases that draw your attention are the ones to pick), Brief (keep the quotation short. It is rare that you should need to use a long quotation- It could look like a 'cut and paste' job and shows you do not understand the text.), Context (Contextualise your evidence(quotes), i.e. work the quotes into your answer. It makes your writing flow and shows you have a good understanding of the text. Think of it as dissolving honey in water, versus eating a spoonful of honey then drinking the water.) There are four levels in understanding the texts, from the lowest to the highest, they are Comprehension, Interpretation, Analysis and Insight. We should attempt to display a clear awareness of the text's meaning, a logical analysis and evaluation of the text, and finally, an insightful response to the test in our writing. After browsing through the booklet, I realise that some questions no right or wrong, it depends on your evidences and quotes. I also learnt that there is a need for a 'personal touch' on the poems to really understand it. We cannot just read blindly at the poem.