1. Warm Up : October 7
Define the bolded terms using CONTEXT CLUES. When you finish, take out your Style Analysis “Big Three”: Imagery, Diction and Syntax sheet.
When Rat Kiley shoots himself in the foot, he chooses an act of cowardice. The images of battle wounds in his mind are juxtaposed by his own healthy body.
Although Dobbins wears the stockings around his neck because they are good luck, the stockings have a suggestive connotation as well.
While understanding why the girl in Style dances in the ruins of her home may seem abstract, a discussion could clear up confusion.

2. Learning Targets
To define terms that are applicable to our lesson by using context clues;
To work in groups to select quotations that illustrate aspects of O’Brien’s writing style;
To share findings and determine whether our classmates’ findings are solid examples of those aspects of O’Brien’s writing style; and
To write a paragraph that incorporates some of the class’s findings in order to make a statement or draw a conclusion about O’Brien’s writing style.

3. Style Analysis Chart Dimension Text Example (cite!)
Author's purpose or intended emotional effect
“THE WHY”
Jargon: specific or technical vocabulary
 ”At various times, in various situations, they carried M-14s and CAR-15s and Swedish Ks and grease guns and captured AK-47s and Chi-coms and RPGs and Simone carbines…” (7).
 To illustrate the enormous amount of weaponry that a soldier must carry. The reader, and also a fresh soldier, may feel overwhelmed at first.

4. Style Analysis Chart Dimension Text Example (cite!)
Author's purpose or intended emotional effect (other than “to help the reader picture...”) “THE WHY”
Imagery: use of vivid description which appeals mainly to the sense of sight
“An old man who lay face-up near a pigpen at the center of the village. His right arm was gone. At his face were already many flies and gnats.” (226)
To show the brutality of death during a way, and to show how the soldiers can become desensitized.

5. Style Analysis Chart
With your group mates, follow the directions on the sheet for your assigned writing style domain. Be sure to find the best quotations you can: you’ll be sharing these with the class, who will evaluate your work for accuracy and then copy what you have.
You have 15 minutes.

6. Style Analysis Chart – Review!
Select a representative from your group to share your findings on the doc cam. We will share the work from one group of each domain (imagery, diction, syntax).
While a student shares the group work, the rest of you should copy their findings in order to have a full chart by the end of the activity.
We will also review the findings for accuracy!

7. Learning Targets
To define terms that are applicable to our lesson by using context clues;
To work in groups to select quotations that illustrate aspects of O’Brien’s writing style;
To share findings and determine whether our classmates’ findings are solid examples of those aspects of O’Brien’s writing style; and
To write a paragraph that incorporates some of the class’s findings in order to make a statement or draw a conclusion about O’Brien’s writing style.

8. Suggested Analytical Structure (Body Paragraph):
Now, Write a Paragraph!
Suggested Analytical Structure (Body Paragraph):
TS (topic sentence, assertion, conclusion drawn): From your chart, choose one domain and one dimension. From this, establish what inference, conclusion or assessment you have made about the author’s style.
Cx (context): As necessary, provide your reader the context in which this element of style is being applied; consider the evidence you are offering and what background the reader will need in order to fully appreciate your evidence.
CD (concrete detail): Since you are analyzing the writer’s style and form, you must directly quote at least one passage which illustrates this style; ideally, identify two passages in order to illustrate a pattern of stylistic choice.
Cm (commentary, deconstruction, elaboration): Articulate the function, purpose, and effect of the evidence you’ve offered. Deconstruct the CD by pulling out discrete words, phrases, or forms which illustrate the conclusion you’ve drawn. Look at the suggested questions for your chosen domain, and address those (and similar) questions. Then, connect the dots for the reader and prove your assertion/conclusion valid.

9. Homework
If you don’t finish, write the paragraph at home 