English 3rd Quarter Reviewer - Grade 10 PDF

**ENGLISH 3^RD^ QUARTER REVIEWER** **LESSON 1: PROPAGANDA TECHNIQUES** There are **eleven techniques** that are commonly used **to get others to do what we want them to do**. They are: 1. **Testimonials** -- Testimonials are quotations or endorsements, in or out of context, which attempt to...

**ENGLISH 3^RD^ QUARTER REVIEWER** **LESSON 1: PROPAGANDA TECHNIQUES** There are **eleven techniques** that are commonly used **to get others to do what we want them to do**. They are: 1. **Testimonials** -- Testimonials are quotations or endorsements, in or out of context, which attempt to connect a famous or respectable person with a product or item. - EXAMPLE: Imagine a famous basketball player endorsing a brand of shoes. He says, \"I only wear **ProHoops Shoes** because they make me jump higher and run faster!\" 2. **Bandwagon** -- Bandwagon is an appeal to follow the crowd, to join in because others are as well. Bandwagon propaganda is 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 guaranteed. 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. - EXAMPLE: A commercial says, \"Millions of people are switching to **FreshWash Detergent**! Don't be left out---join the trend today!\" 3. **Card Stacking/Selective Omission** -- It 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. The best way to deal with card stacking is to get more information - EXAMPLE: A fast-food ad highlights that their burger is **\"made with 100% real beef and packed with protein!\"** but doesn\'t mention that it\'s also high in calories, sodium, and saturated fat. 4. **Glittering Generalities** -- It also occurs very often in politics and political propaganda. Glittering generalities are words that have positive meaning for people. When these words are used, they demand approval without thinking, simply because such an important concept is involved. - EXAMPLE: A political candidate says, **\"I stand for freedom, justice, and progress!\" emotionally appealing words that sound good but lack specific details about how those values will be achieved. The aim is to inspire positive feelings without providing concrete evidence or plans. Glittering Generalities is using nice-sounding words that don't explain anything clearly.** 5. **Plain Folks** -- A method used to convince the public that a person's views reflect those of the common person and that they are also working for the benefit of the common person. The person will often attempt to use the accent of a specific audience as well as using specific idioms or jokes or 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 - EXAMPLE: A breakfast cereal commercial shows a mom in her kitchen saying, \"I trust Nutri-O's because it's what I feed my family every morning. It's affordable, healthy, and perfect for people like us.\" This portrays the speaker as an everyday person (a relatable mom) to make the audience feel the product is designed for ordinary families like theirs, fostering trust and relatability. 6. **Name Calling** -- It is the use of derogatory language or words that carry a negative connotation when describing an enemy. Often, name calling is employed using sarcasm and ridicule, and shows up often in political cartoons or writings. - EXAMPLE: During a political campaign, one candidate says, **\"My opponent is nothing but a liar and a cheat!\"** 7. **Transfer** -- Transfer is often used in politics and during wartime. It is an attempt to make the subject view a certain item in the same way as they view another item. Although this technique is often used to transfer negative feelings for one object to another, it can also be used in positive ways. By linking an item to something the subject respects or enjoys, positive feelings can be generated for it. However, in politics, transfer is most often used to transfer blame or bad feelings from one politician to another of his friends or party members, or even to the party itself. - EXAMPLE: Imagine a commercial for a toy that shows a happy kid playing with the toy in a beautiful park. The kid is smiling and having fun, and the ad says, **\"The best toy for the happiest playtime!\"** The **transfer** technique is like this: The toy wants you to think that if you buy it, you'll be just as happy and have fun like the kid in the commercial. 8. **Simplification/Stereotyping** -- This method often reduces a complex situation to a clear-cut choice involving good and evil. This technique is often useful in swaying uneducated audiences. - EXAMPLE: A political ad claims, **\"All politicians are corrupt, so don't trust any of them!\"** 9. **Assertion** -- An enthusiastic or energetic statement presented as a fact, although it is not necessarily true. Any time an advertiser states that their product is the best without providing evidence. The subject, ideally, should simply agree to the statement without searching for additional information or reasoning. Assertions, although usually simple to spot, are often dangerous forms of propaganda because they often include falsehoods or lies. - EXAMPLE: Imagine a commercial for a new snack that says, **\"This is the best snack in the world!\"** but doesn\'t show why or explain why it\'s so good. **Assertion** is just saying something is great without explaining. 10. **Lesser of two evils** -- This method 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. - EXAMPLE: In a political election, a candidate says, **\"While neither option is perfect, voting for me is the lesser evil compared to my opponent, who will only make things worse.\"** 11. **Pinpointing the enemy** -- This method is used 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. - EXAMPLE: A leader in a conflict says, **\"The reason we are struggling is because of the actions of Country X. They are the enemy, and we must stand united against them.\"** **LESSON 2: LITERARY THEORIES** **LITERARY THEORIES** -- is the body of principles and methods used in the reading and understanding of literature. **LITERARY CRITICISM** -- is the comparison, analysis, interpretation, and/or evaluation of works of literature. **FORMALISM** - structuralist/formalist - Focuses on the **"form"** of the text. - All elements in the text are important. - How elements work together - Form of a work is inherent part of its content. **ELEMENTS OF FORM:** - Style - Structure - Imagery - Tone - FORMALIST BELIEVE THAT THE ONLY UNDERSTANDING A TEXT IS THE TEXT ITSELF, WHICH MEANS THAT ONE SHOULD FOCUS ON ITS STRUCTURE, WORD CHOICE, AND ORGANIZATION. - CRITICS DO NOT USUALLY JUST EXAMINE ONE ELEMENT AT A TIME, BUT HOW A FEW ELEMENTS WORK TOGETHER IN A TEXT TO CONTRIBUTE TO A SPECIFIC EFFECT. **ELEMENTS OF SHORT STORY/POEM:** - CHARACTERS - SETTING - TONE - STYLE - THEME - SYMBOL - POINT OF VIEW - DICTION - FIGURES OF SPEECH **FORMALISM PROS** - Emphasizes the value of the text instead of its context. - Can be done without much research as structure is the only focus. - Well-known approach - Develops close-reading skills because you need to look into the literary devices. **FORMALISM CONS** - Time consuming based on the text size and writing style of the author. - Context is ignored and text is analyzed in a very technical way because it is more of structure. - Not compatible with other types of text - Ignores other aspects such as historical, psychological and gender aspects **MORALISM/MORAL CRITICISM** - Moralist - Moral / philosophical critics believe that the larger purpose of literature is to teach morality and to probe philosophical issues. - Judging literary works by their ethical teachings and by their effects on readers. - Literature that is ethically sound and encourages virtue is praised. - The moral/intellectual critical approach is concerned with content and values. - The concern in moral/intellectual criticism is not only to discover meaning but also to determine whether works of literature are both true and significant. - To study literature from the moral/intellectual perspective is therefore to determine whether a work conveys a lesson or message and whether it can help readers lead better lives and improve their understanding of the world. - Looks at content, values & morals - Looks at morality, philosophy & religious meaning - Becomes a basis through which a piece of work is labelled as significant. - The way the reader views the work can be affected by their faith and belief. - "THE BIBLE" is a form of Moral literature. **ADVANTAGES:** - This approach is useful for such work which does present an obvious moral philosophy. - Readers can fruitfully interrogate a text from this point of view. - Allows the test to affect each readers life uniquely - Allows the reader to determine whether or not the maxim given is important and applies to his or her life. **DISADVANTAGES:** - This idea that literature is moral and good if it portrays morally correct behavior and immoral and bad if it portrays morally corrupt behavior has thus been with us a long time. - The author may have no intentions in creating a moral significance. - Over analysing literature can stray the reader from the authors intended meaning. - Misinterpreting the story may occur if meaning is difficult to derive. Critics may also examine the moral effect or value of a work in a more general way, considering how the image, events, character and even styles in work affects its reader as moral being. A Checklist of Moral/Didactic Critical Questions: - What view of life does the story present? - Which character best articulates this viewpoint? - According to this work's view of life, what is mankind's relationship to God? To the universe? - What moral statement, if any, does this story make? Is it explicit or implicit? - What is the author's attitude toward his world? Toward fate? Toward God? - What is the author's conception of good and evil? - What does the work say about the nature of good or evil? - What does the work say about human nature? - What enduring truth is revealed in the theme of this work? - How are the actions of the protagonist rewarded and the actions of the antagonist punished? **SOCIOLOGICAL CRITICISM: MARXISM & FEMINISM** **MARXISM** - This theory is based on the theories of communism by **Karl Marx and George Hegel**. **Marxist** believe that society is divided into three classes: - **Elites** (Upper Class) - **Bourgeoisies** (Middle Class) - **Proletariats** (Lower Class) Marxist states that society has been divided into broad classes: - **Aristocracy** - The aristocracy category includes the traditional notion of nobility. Think of the feudal society with kings and queens. Their power is built up through the [acquisition of land, control over the political structures and the labor of the working class] - **Bourgeoisie** -- The bourgeoisie are individuals who have built up their power through the acquisition of capital. [They control, business and other enterprises.] - **Proletariat** -- The working class. - **HEGEMONY** -- The leadership or dominance especially by one country or social group above another THE FOCUS IS ON THE ANALYSIS OF **MONEY**, **POWER**, AND **SOCIAL INSTITUTIONS** SUCH AS THE GOVERNMENT, FAMILY, AND RELIGION BOTH INSIDE AND OUTSIDE OF THE TEXT. **KEY PRINCIPLES** - SOCIAL STRUCTURE BUILT ON OPPRESSION OF WORKERS. - CLASSES = CONFLICTING INTEREST - TEXT REFLECTS THE CLASS IDEOLOGIES - REPRESENTATIONS WITHIN THE TEXT REFLECT CLASS IDEOLOGIES. History tells us that proletariats have always gotten the short end of the stick because of the their lack of money, education, and opportunities. Karl Marx believe that the poor people, after a long time of being abused by the elites, will eventually revolt. In that revolution, the other two classes will be dissolved and the proletariat will form a classless society where equality reigns **Marxist critics** believe that this cycle of chaos and tension between the three classes is inevitable, and it will always be reflected in literature. Also, the socioeconomic rift between the classes will forever affect human life and lifestyle, especially those found in literature. Marxist critics focus on the plight of the lower or working classes, both in everyday life and in literature. **FEMINISM** - Gender inequality has always inspired a great deal of literature. This literary theory looks at how aspects of our culture are inherently patriarchal and how it affects the status of women in our society. - Feminist literary critics have observed that the women in literature are often viewed as marginalized, downtrodden individuals, whose values and characteristics are based on their differences from men. The ultimate goal of this theory is to expose the **misogynistic views** in literature in order to prompt gender equality and women empowerment everywhere. **HISTORICAL AND READER'S RESPONSE** **Reader's Response Theory** - Reader's response believe that a text does not even exist until it is read.  - This theory focuses on the inner workings of the [reader's heart and mind]. - The [reader's experiences in life] play a huge factor in his/her interpretation of the text. - They believe that a reader does not assigned meaning of the text, but rather [actively find his/her own meaning]. Ex. Some readers would read a love story with a happy ending and consider it tragic because they just got brokenhearted. This theory posits that any text is open to any type of interpretation, as long as the reader has the sufficient explanation and evidence in the text why he/she understood the text that way. The purpose of a reading response is examining, explaining, and defending your personal reaction to a text. Your critical reading of a text asks you to explore: why you like or dislike the text; explain whether you agree or disagree with the author;  identify the text's purpose; and critique the text. **Student Response to \"The Things They Carried\"** \"The Things They Carried,\" by Tim O\'Brien at first seemed to be just another war story. [As I started reading I thought I was not going to have any interest at all in the story; however after I got into the story I found myself more interested than I thought I was going to be]. This story is an excellent depiction of war itself. It is very realistic and easy to relate to even without any personal experience with war. The title itself paves the way for the entire story, it could not be any better for the story then it is. The entire story is about \"the things they carried,\" and the author does choose to go into great detail about the things that they did carry. [While I was reading the story one question that kept running through my mind was in regard to the depth of information about the physical weights of the soldiers\' items. Why would O\'Brien go into this much depth about how much every individual item weighs?] One thought on this that came to mind was that perhaps it is not as much about the physical weight as much as it is about the overall psychological experience. War is very stressful and can very easily become more then one can handle. I think that Tim O\'Brien does a very good job at throwing in all of that information about how much this weighs and who has to carry that to almost overwhelm the reader. When he \"overwhelms\" the reader he makes it much easier for the reader to see the story from the frame of mind that a soldier would see it. [The author also breaks in to the detailed list disrupting the flow of the items by informing the reader of the deaths of soldiers]. He talks about them in giving us personal information about the soldiers and then all of the sudden another one is dead. This also helps the reader get a clear representation of war because in war it is very dangerous and you never know what is going to come your way. **Observations about Student Response** - Notice how the student is aware of his reading process. Noticing how your response to a story changes can be a source of questions. - Notice his awareness of what puzzles him. The question serves to launch half of his response. - Notice how the student makes connections between the various aspects of the story that he notices: in this case, the list of things the soldiers carried and the interrupting deaths. - Notice how this question builds on the last question, thus allowing the student to elaborate on his thinking about the topic. - Notice also his citation of specific textual material to illustrate his point **HISTORICAL-BIOGRAPHICAL THEORY** - Its focus is on the [life, times, and environment of the author], and this approach deals with the effects of these factors on the work of art. - Most of literary works can be analysed in the light of historical-biographical method. - A reader/a critic studies the work in accordance with the [period in which the work is produced.] Thus, the values and perception of the reader's own age are put aside.