1. Conventions of Fiction
Note Stations:

2. Station 1: POV and Voice in Literature.

3. Point of view:
First Person: internal perspective of one of the characters, identified by the use of “I”.
3rd Person Omniscient: narrator is outside of the action of the story, knows what the characters think and feel and why they behave the way they do.
3rd Person Limited: only in regards to a single character, can enter the heart and mind of this character, but cannot tell us what the other characters are thinking and feeling.
Objective: often referred to as “fly on the wall” perspective. Narrator observes and describes but does not judge or offer insight into characters or situations within the text.

4. Label each POV appropriately:
They stopped suddenly, smiled, and stood aside. One talked. One didn’t. The sun was glaring hot. A hand to the forehead, a smile, gestures offered and denied. They stood together, a part of the crowd.
When they met, they exchanged pleasantries. Susan smiled and grabbed the other’s hand, as if she had an old, dear friend while the other nodded and wrinkled her nose the way she always did when she was nervous. They both knew that their meeting may have been by chance but felt fated nonetheless.
I knew from the moment I saw her, that my life, as I knew it, would be changed forever.
When Susan saw her, there, standing there, looking that beautiful, she knew she had to say something. Stop, get her attention, say something stupid. Anything. This meeting had to happen sometime and today was destined to be the day. She knew it.

5. Summary:
Is a significant choice a fiction writer makes because it directly influences how a reader perceives the text.
By choosing 1st person, the writer is directly challenging the reader’s sensitivity, if not tolerance.
Presenting sensitive issues in 3rd person can allow the reader some distance from which to view it.

6. A chosen angle of vision, just like POV, limits what we all can see, as well as what we know…

7. Once a reader is aware of perspective, one can understand the limitations that the POV provides. …

8. Insight into POV:
Why would a writer choose one point of view over another?
Is first-person POV always more engaging than a third-person perspective? Explain.

9. Voice in literature:
Narrative voice is wholly dependent upon writer’s choice of narration.
The tone of the narrator’s voice is a critical narrative feature.
If the narrator is first person, we have a character, a body, on which to hang that voice.
In third person, the disembodied voice of the narrator is not without understanding and not without judgement or bias. The only voice that does not judge is objective.
The choice of POV is purposeful and strategic. A narrator’s distance from the action determines the reader’s response to that action.
***IB hint: examiner’s expect close readers not only to determine the POV of a text, but also the voice of the narrator.

10. Station 2: Characterization

11. 2 Methods in prose fiction:
Direct characterization: relies on narrator’s description and judgements about a specific character. If a narrator describes a character as thin and tall with a slight limp, this is classified as direct characterization.
Indirect characterization: If we witness a character struggling up a staircase, holding their hands over their ears and moving nervously aside when small children run past him….if another character describes another “as skinny as a bean pole” and not a friend to children, we can classify this observation as Indirect characterization.
Also:
Dynamic Characters change within the text, their experiences affect and make them think differently. and Static characters do not change, they experience opportunities to change, but don’t.

12. Insight into Characterization…
Is it possible for a static character to be a protagonist?
Should a narrator’s bias regarding a character be evaluated in terms of textual evidence to support the truth or falsity of that bias?
Consider the character's development or lack of development…
Complete the exercise for characterization.

13. Station 3: Types of themes
Theme in general is best understood as a lesson about human nature that emerges from the action and the interaction within a text…
Essentially there are two types of themes:
Explicit themes: stated out right by a narrator or a character. For example in children’s literature, there are explicit themes because the writer wants the message to be clear and spelled out directly for the child to consider. In more sophisticated literature this is usually not the case.
Implicit themes: are inferred by the reader over time. These messages about human nature are subtle, and are discovered through examining character action and interaction. It emerges as the text unfolds.

14. Thoughts on theme:
A theme is a statement, an idea, stated in a complete sentence or several sentences.
Activity: paste the theme sheet into your notebook…look at the 3 songs that I provided the lyrics for…read and as a group discuss what the overall message is for each.
Take a copy for each person you will (A) write a theme statement for each song and (B) provide textual evidence that backs-up your theme statement.

15. Station 4: Practicing tone
Writer’s attitude towards their subject matter.
Be sure to choose an appropriate word choice that can express the full range of emotions, from passion to anger to boredom and indifference.
Attitude is revealed through the action and situation of text, as well as, character reactions.
Writer’s tone is their emotional and intellectual perspective on his characters, the actions they perform and witness, and the situations that prompt reactions. .
Keep in mind...the tone directly affects the reader’s perception. The tone modify or direct the reader’s response to a character, action, or situation.
Using passages from Exercise 1, assess the tone of each passage. Consider the possibilities of tone as a range of emotion, from detached and objective to reflective, sincere, matter of fact, sympathetic, or even ironic.

16. Symbolism
Persons, place, or things (flags, logos, religious images, etc) that represent something BEYOND themselves.
The meaning of the symbols are controlled by the context of their use within the text.
The craft of storytelling depends on symbols to present ideas and point towards meanings.
A specific image that can be turned into a more abstract concept.
Look at titles of chapters, reappearing objects, settings, people, etc.

17. Symbols
Make list of some of the symbols encountered in everyday life, for example: • a green light tells you it is your turn to go • a bell may signal the beginning of the school day • a gold cross on a necklace suggests the wearer is a Christian
Use the following headings to make a list of examples in each category: For instance, in one culture the idea of mourning is conveyed by the colour black and in another by its opposite — white
• symbols with changing meanings
• symbols with universal meanings

18. Symbols in Literature:
Read the poem below by William Blake.
The sick rose
O Rose, thou art sick!
The invisible worm
That flies in the night,
In the howling storm,
Has found out thy bed Of crimson joy,
And his dark secret love Does thy life destroy.
Below are some of the many possible meanings associated with the symbols used in the poem.
Rose: a symbol of perfection and the flower of Venus (the Roman goddess of love). It also stands for joy and peace. The rose is always seen as feminine and sometimes represents the female genitals. A red rose can represent life, spring, passion and blood. A white rose can represent purity and virginity.
Worm: a symbol of death. It is connected with lowness, vileness and contempt. It is also a masculine force, sometimes being seen to represent the penis. In this poem, worm is also specifically the canker worm which eats the roots of the rose.
Storm: a symbol of chaos, confusion, fear, wildness, destruction and change. The storm can also be seen as blowing away the old and frail and giving the new room to expand. If the storm is seen to have creative effects, there must first be great wildness and destruction.
Night: a symbol of darkness, of things secret and hidden. It is also a symbol of evil. Satan is referred to as the Prince of Darkness.

19. Station 6: Comparison Text Analysis
Each person receives a copy.
Read and annotate together.
Discuss as a group
Finally, write a comparison paragraph (to turn in) comparing a convention (s) of your choice.
Theme
Symbolism
Tone
Characterization
POV

20. Station 7: Visual Analysis
For Photo 2: complete the “Photo Analysis” Worksheet
Don’t follow the directions on the photos. Just use the photos and the background information.
For the photo comparison:
just use photos and background information. Then complete the “Venn Diagram” Worksheet

23. Station 8: Start your HW This is due Wednesday, October 26th
As a group you may start on your HW