Ann Meets Her Class.

Ann meets her class.

I am going to analyze the text …………..written by…………… .

The text is about/describes/ tells…………… .

It is a ……….. person narration intercepted with a ………….. between …….. and two short ……… of ………. .

The general slant of the story is …………….., the emotive key is …………… with some dramatic shades.

The main character of the story is ……………. . The minor characters are ……………… .

The children are presented in a more generalized way than individualized. In this part of the story they are presented as a class, not as separate children each with his/her own personality. Thee are a lot of phrases supporting this idea: e.g. ………………………………………….. .

Thus we consider them as one character.

The author resorts to indirect and direct methods of characterization. For the most part the characters are presented through their ………., ……….. and ……… . But there are short descriptions of two children – …………. which add some emotive coloring to the text.

The composition of the story is …………….. as all the elements can be found in the text.

The exposition is rather short. It occupies ………….. . It gives us information about/From the exposition we understand that …………………….. .

The main part of the text is the story itself. According to the ……………. It can be divided into ……….. parts. The first part describes ………………….., the second is …………………. .

The Essay on The Story Telling and Character Design Elements in Max Payne

The elements of story telling and character design are central to the worldwide sensation that is Max Payne by Remedy Entertainment, gaining thousands of players made available for various gaming consoles, Max Payne 2: The Fall of Max Payne, and consequentially to a film adaptation of the game that has currently been released in theaters. Other elements of Max Payne, most especially the gameplay ...

The second part bears a strongly marked gradation which leads to the …………………… . It is expressed in the sentence(s) ………………………. . After that comes dénouement which tells about/ reveals/ presents/describes ……………….. .

The main idea of the story is ………………………….. .

The main idea is conveyed by the author through the words expressive of emotion and through the characters of the story – their actions and feelings.

We cannot say that the text abounds in the words describing feelings and emotions, there some of them. They are distributed throughout the text building the emotional skeleton of the text and marking the stages of Ann’s changing emotional state.

For example, at the beginning of the text the author says ………….. .

Then …………………………….. . In the next part the authors describes Ann’s emotional state as ………………………… . (give examples with you comments)

Ann’s emotional state is also revealed through her actions and thoughts. First of all we must notice that Ann is speechless in the dialogue with the headmistress. She communicated with her listening to her attentively and making notice of everything Miss Enderby said: (example + commentary).

But she did not take active part in the conversation: (example + commentary).

It becomes clear that she feels……………………… in spite of the fact that she supported by the headmistress.

When Miss Enderby left the class Ann’s feelings change from…………… to increasing……… ending in………………. . The increasing……… is clearly conveyed through …………, her thoughts and synonyms describing ……….. . (give examples with you comments)

Minor characters, Miss Enderby and the children, also play a very important role in the story in terms of conveying Ann’s feelings to the reader.

The author presents Miss Enderby as ……………………… (give examples with you comments).

The Research paper on Empowering Children’s Cognitive And Emotional Capacity

INTRODUCTION Before examining the topic in depth, I need to briefly recall the characters of the psychological world under study, in order to satisfy the need for a contextual frame. Jean Piaget was born in 1896 in Neuchatel, Switzerland, and died in September 1980 in Geneva. He studied in the Faculty of Science at the University of Neuchatel, where he obtained a Doctorate in Natural Sciences. He ...

The main point here is that her behavior and feelings are strongly opposed to those of Miss Lacey. (give examples with you comments)

The manner of talking to Ann is also very sound and draws a clear picture of the young teacher’s emotional state. In her speech she resorts to ………such as (give examples with you comments) that tell us ……………………………….. .

The presentation of the children serves the same purpose. First, the author mentions that ………… . We may understand that Ann instinctively tried to find support in the children but the only thing she noticed was their …………… . It hardly made her feel encouraged, on he contrary ………………………….. . Then comes the description of Arnold which says that ………………. . By the way, he is the only child with the name. It makes the impression that ……………………. and taking into consideration the information given by Miss Enderby we may guess how ……………………. Ann was/felt. Very important moment in the presentation of the children is the episode describing the children’s behavior when Miss Enderby left the classroom. The author says ……………………………………….. With the help of such stylistic devices as……………….. the author gives a vivid notion of the situation in the class.

Further on the author enumerates the children’s actions in detail. He says that ……………. . That picture brings reality to the text and alternating with the bright description of the slow movement of the clock and Ann’s thoughts makes the impression of Ann’s rapidly growing panic emotionally vivid and absolutely realistic. The reader begins to feel the same as if he is the participant of all the actions going on in the story.

It is necessary to mention that in spite of all misbehavior and seeming absence of interest on the part of the children towards their new teacher the author masterfully avoids negative coloring in the presentation of the children. This effect is achieved by ………………………………………..

Concluding words summarizing everything mentioned above.