Today we will be beginning a discussion of The Eyre Affair and building more off of our character sketches.
For Homework: Read up to Chapter 15 by Tuesday
Agenda:
1. Quiz on the first five chapters of The Eyre Affair. If you finish early, consider the following discussion questions.
2. Discussion of the reading:
A. Characterization (which we have been dealing with in the character sketches) is what writers use to help readers learn about characters in the story. There are two forms of characterization:
1. direct characterization--the narrator simply tells the reader about the character
2. indirect characterization--the reader learns about the character through his or her words, actions, and reactions. (Whether you know it or not, your character sketch forced you to complete both of these types of characterization).
Thursday Next is the first-person narrator of The Eyre Affair, and she uses both direct and indirect characterization to tell readers about herself.
**What are some examples of these types of characterization in the book? What is the difference between Fforde's use of direct v. indirect characterization? In what ways is each type of characterization effective?
B. First-person point of view-- uses a character in the story to tell the story. In this perspective, the readers only get the thoughts of thenarrator, so they may not know everything that's going on in the story.
** Why do you think the author chose to use first-person point of view for this story? What does this accomplish? Does it allow the narrator to seem reliable? What do these insights suggest for your blog--which will be written from this point-of-view?
3. Starting the I-Remember Exercise--
(You will have some more time to work on this next Tuesday).
Literary Adaptation and Memoir
For this class we are going to return to some of the “I-remember”-type exercises. This time, however, you are going to write these from the point of view of the literary character that you have chosen. In order to successfully complete these, you should refer to the character sketch that you completed last class. (If you have not completed the character sketch, you should do this first and complete this assignment for homework). Write with this information in mind. Refer to the story that your character is from, and write phrases that use the same type of tone, sentence structure, and vocabulary as your character as you respond to two of the prompts.
This assignment will count for credit towards your second-marking-period grade. In order to receive full credit, you will need to answer at least three of the questions in a manner that is thorough enough to illustrate that you have been on task. In answering these questions, you should illustrate a sincere attempt to take up and maintain the voice of your chosen character (not your voice). You also will need to spellcheck and proofread your work.
I-Remember Prompts
(Choose at least three to write about. Remember that you are writing in the voice of your chosen character).
1. “Give me a memory of your mother, aunt, or grandmother. If it’s an aunt, say her name; for example, ‘I remember my aunt Gladys…” Be detailed.” (6).
2. “Tell me some details about an uncle or a grandfather. Make sure to name the uncle: ‘I remember Uncle Phil…’” (38).
3. “Tell me something. It doesn’t have to be the traditional subjects. How about how to tie a shoe, be a good mother, how to clean the refrigerator, make pudding, change a tire? Something that is deep in your bones—driving in rush hour on the I-94 to work each day” (38).
4. “Give me a picture of a teacher you had” (7).
5. Write about something that seems ordinary to you (123).
Prompts adapted from: Goldberg, Natalie. Old Friend from Far Away: The Practice of Writing Memoir. New York: Free Press, 2007.
For this class we are going to return to some of the “I-remember”-type exercises. This time, however, you are going to write these from the point of view of the literary character that you have chosen. In order to successfully complete these, you should refer to the character sketch that you completed last class. (If you have not completed the character sketch, you should do this first and complete this assignment for homework). Write with this information in mind. Refer to the story that your character is from, and write phrases that use the same type of tone, sentence structure, and vocabulary as your character as you respond to two of the prompts.
This assignment will count for credit towards your second-marking-period grade. In order to receive full credit, you will need to answer at least three of the questions in a manner that is thorough enough to illustrate that you have been on task. In answering these questions, you should illustrate a sincere attempt to take up and maintain the voice of your chosen character (not your voice). You also will need to spellcheck and proofread your work.
I-Remember Prompts
(Choose at least three to write about. Remember that you are writing in the voice of your chosen character).
1. “Give me a memory of your mother, aunt, or grandmother. If it’s an aunt, say her name; for example, ‘I remember my aunt Gladys…” Be detailed.” (6).
2. “Tell me some details about an uncle or a grandfather. Make sure to name the uncle: ‘I remember Uncle Phil…’” (38).
3. “Tell me something. It doesn’t have to be the traditional subjects. How about how to tie a shoe, be a good mother, how to clean the refrigerator, make pudding, change a tire? Something that is deep in your bones—driving in rush hour on the I-94 to work each day” (38).
4. “Give me a picture of a teacher you had” (7).
5. Write about something that seems ordinary to you (123).
Prompts adapted from: Goldberg, Natalie. Old Friend from Far Away: The Practice of Writing Memoir. New York: Free Press, 2007.
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