POINT OF VIEW LINDA THIELEPAPE STERLING HIGH SCHOOL Greater Houston Area Writing Project

OBJECTIVE Write in a voice and style appropriate to audience and purpose. (TEKS)

“Hearing myself allows me to hear others. The farther I go into myself, the more I can enter the lives of others; enter the lives different from me, the more I understand myself.” Murray (1996)

Ray Charles Hit The Road, Jack (Woman) Hit the road Jack and don't you come back no more, no more, no more, no more. Hit the road Jack and don't you come back no more. (Repeat: Hit the road…) ( Man) Woah! Woman, oh woman, don't treat me so mean, You're the meanest old woman that I've ever seen. I guess if you say so. I'll have to pack my things and go. ( Woman) That's right! Hit the road Jack and don't you come back no more, no more, no more, no more. Hit the road Jack and don't you come back no more. (Repeat: Hit the road…) (Man) Now baby, listen baby, don't-a treat me this-a way For I'll be back on my feet some day.

Ray Charles Hit The Road, Jack (Woman) Don't care if you do 'cause it's understood you ain't got no money you just ain't no good. (Man) Well, I guess if you say so I'll have to pack my things and go. (Woman) That's right! Hit the road Jack and don't you come back no more, no more, no more, no more. Hit the road Jack and don't you come back no more. (Repeat: Hit the road… and fade) Don't you come back no more. (Repeat 4 times)

The Writer Uses Voice a) By revealing specifics and significant information to the reader b) By choosing the right word or phrase to spark meaning c) By using the right pace, beat, and punctuation to create fluency d) By deciding on a point of view that accurately reveals the writer, the character and/ or characters, and the way the world is seen through their eyes (Murray, 1996)

POINT of View the perspective from which a story is told

Author’s Point of View 1 st Person : The narrator writes “I” “I opened the door as quietly as I could, sure that the slightest creak would wake the baby and I’d spend another hour trying to stop her screaming.”

Limited 3 rd person: The narrator’s knowledge is limited to that of one or a few characters. “ Antoinette felt no shame in asserting that she, her parents’ ‘real’ daughter, should be given more than her adopted sister. But it seemed to her that it was Laura they showered with extra affection and expensive gifts.”

Omniscient 3 rd person: The narrator is looking down on the action of the story, seeing all and knowing what is inside every character’s mind. “ Jordan was finally quiet, and Lisa’s stupid insistence on ‘checking’ one more time could only be rewarded with another hour of the poor child’s exhausted screaming.” Dennis & Levine (2000)

FOCUS My focus today deals with decisions writers make when choosing the point of view for their stories. Why is it important to teach? Why is it important to learn?

I’ve already shown that point of view is an important factor in one’s voice. When evaluating one’s audience, point of view is also an important consideration. Writing convincing dialogue relies on character’s point of view The genres of persuasion, debate, and argument combine several points of view to be effective. According to Donald Murray, “Hearing myself allows me to hear others. The farther I go into myself, the more I can enter the lives of others; enter the lives different from me, the more I understand myself.” (1996) So point of view helps the writer understand himself and others, as well.

What are some strategies that help the writer choose point of view? Write the story from several characters’ points of view ( like the song) In persuasive or argumentative papers, always write the opposing view to have a clearer perspective of one’s own point of view. “ Writing about what the chapter [or position] wasn’t helped me to see what it was.” Romano (2004) Read the story aloud to oneself and really listen to the voices.

Donald Murray states: “To develop your voice, the voice of your own texts, look to what you have written and are writing. Read it aloud as you write and after you have written, note what works, what feels right to you as you do it. List those qualities and develop them.” (1990)

ACTIVITY Now read a 5 th grader’s paragraph that has little voice. “Rip in the Pants” by a 5 th grader Just about a week ago my teacher had a rip in his pants. It was really funny. I didn’t see it right away but someone told me. Then I saw it and wanted to laugh but I held it in. Then someone told him and everyone started to laugh. Then he went home to change. The End

Your Turn Write about the teacher’s ripped pants from different points of view. Remember to use the other elements of voice. Then share. The teacher A student who likes the teacher A student who does not like the teacher The pants (Culham,2004)

MODIFICATIONS Advanced and gifted students: Compare/contrast point of view in two works on same subject. Christopher Marlowe’s poem, “The Passionate Shepherd to His Love” Sir Walter Raleigh’s response, “The Nymph’s Reply to Shepherd” ESL or Special Ed students: U se a picture with several people showing different responses. Have students write from each person’s point of view.

Works Cited Culham, Ruth Using Picture Books to Teach Writing With the Traits. New York: Scholastic. Dennis, Mary, and Gloria Levine ed Tackling Literary Terms. San Antonio, TX : Novel Units, Inc. Mayfield, Percy “Hit the Road Jack”. New York. Jack.html. Murray, Donald M Crafting a Life in Essay, Story, Poem. Portsmouth, NH: Boyton/Cook. _____ Shoptalk: Learning to Write With Writers. Portsmouth, NH: Boyton/Cook. Romano, Tom Crafting Authentic Voice. Portsmouth, NH: Heinemann.