Appreciation

Think of the many prose texts (fiction and non-fiction) you have read such as short stories, novels, biographies, autobiographies. Think of all the incidents in those texts that have made you like or dislike the text. This is what prose appreciation is about and that is the core of this section. The focus of this section is on activities to help you examine themes and the different aspects of the style of authors. The section will also guide you to examine the impact of authors’ narrative devices and their effect on meaning.

This section will also offer you critical thinking and writing skills which will help you in your literary analysis. Also, the section will guide you in critiquing and synthesising prose works based on textual evidence. At the end of the section, you should hope to compose wonderful essays from your appreciation of prose texts.

KEY IDEAS

• Critiquing prose texts means making formal analysis and passing judgement on prose texts.

• Developing complete essays of a prose critiqued text has the structure: Introduction, Body and Conclusion.

• Major incidents are the essential things that happen in the text while related incidents are often the essential lessons the text teaches.

• Narrative devices are methods used to create stories. Examples include Point of view, Flashback, Irony and so on.

• Themes in novels are grouped as major features and minor features.

In novels, important events are used in the story to highlight main themes or ideas. By looking closely at these events and how they affect the characters, readers can understand the message in the story. Here is a simple step by step guide on how to find themes in novels using key events.

How to spot a theme in a story ₁. Look for major events: Read the story and look out for the most important events in the story without which the story cannot stand. These events usually show characters facing challenges, learning something or changing in some way. They are the essential ‘drivers’ of the narrative.

2. Ask what these events show about life or people: Think about what these events teach or say about life, either about courage, honesty, selfishness or something else.

3. Find patterns: If similar ideas or lessons keep coming up, they might point to the theme.

Let us look at the example below while focusing on the major events Kofi was a young boy from a small town. One day, on his way home from school, he found a bag lying on the ground. Inside, he saw a wallet full of money. Kofi was tempted to keep it, as his family was struggling to make ends meet. But he thought about the person who might have lost it and how they would feel. After thinking hard, he decided to take the bag to the local radio station, hoping to find its owner.

The next day, a man came to the radio station to claim the bag. He was so grateful to Kofi that he rewarded him with money and offered him a job at his shop. Kofi was happy, not just because of the reward, but because he knew he had done the right thing.

Finding the theme: Let us break it down to find the theme:

1. Major events: Kofi finds the bag with money. He decides to return it. He’s rewarded in the end.

2. What these events show: Kofi’s choice to be honest, even when tempted, shows the importance of doing what is right. Theme: The theme could be honesty or integrity pays off.

By following these steps, you will start to see the themes in any story. Try this with a story you like and see what you can discover.

Activity 2.1

Talking Circle Discussion

1. Sit in a circle with your classmates. Choose a story or movie that most of you know.

2. Take turns to share what you think is the theme of the story or the movie. Think about ideas like friendship, bravery or justice.

3. Discuss the major events and key ideas in the story or movie. Be guided by these questions:

a. What is the most exciting or important part of the story?

b. What do the characters learn by the end of the story?

Activity 2.2

Studying and analysing using a guide In your group, study the guide provided below to help you find the major incidents and key ideas in any of your prescribed text(s) for the next activity.

Step Description Questions to Ask

1. Identifying Major

Events Major incidents are important events or turning points in the story that impact the characters (e.g. the climax or a character’s big decision)

• What is the most exciting or intense moment in the story?

• Is there a moment when the main character has to make a big decision?

• Are there any surprising turns or changes in the story?

2. Identifying Key

Ideas

Key ideas are the important messages or lessons that come up throughout the story.

(e.g. loyalty, friendship, courage).

• What are the repeated ideas or messages in the story?

• What do the characters learn or realise as the story goes on?

• How do these lessons connect with the characters’ actions?

3. Connecting the

Incidents to

Themes Themes are the central messages in the story.

The major incidents bring out the theme through character’s choices.

• What does this incident reveal about the theme? (e.g. does a scene where a character sacrifices for a friend show loyalty?)

Activity 2.3

Identifying Major Incidents and Key Ideas

1. Pair up with a friend,

2. Pick any of your prescribed novels.

3. Using the guide provided above, locate a scene with major incidents like climax.

Ask yourself this question: What is happening in this scene?

4. Guide each other in identifying themes in the scene. Ask yourselves this question: How does this event relate to the theme identified?

Activity 2.4

Writing Major Incidents and Themes in Novels

1. Work together as a group to list the major incidents you have identified on sticky notes.

2. For each sticky note, include how the incident is related to a theme in the story for the next activity.

Activity 2.5

Whole-class discussion Read out your findings to the class as you discuss how different incidents connect to themes and listen to the interpretations of other groups. Jot down your themes in your notebook.

Activity 2.6

Creating a visual representation

1. Pick a theme from any of the groups.

2. Open your browser, go to YouTube and search “how to create a poster’’ or “how to create a digital slide”.

3. Work with your group to create a poster or digital slide for the theme you picked. Include the following:

a. A major incident that shows the theme.

b. How the incident reveals the theme

4. Be creative and clear in your visual representation.

Activity 2.7

Poster or Digital slide Display for Gallery Walk

1. Display your group’s poster or slide around the classroom.

2. Take a few minutes to review the other groups’ work, looking for new perspectives on the themes.

3. Walk around the room, observing each group’s theme poster.

4. Take notes on any interesting points or themes you had not noticed before. Be guided by these questions:

a. What new themes or incidents did you learn about?

b. Did you see any similarities in the way themes were presented?

We learned in year one that all authors have their own unique way of telling a story. This is called their style. In the same way every person speaks and acts differently, each author has a different way of writing that makes her or his stories special. The picture below shows some of the aspects of style.

ASPECTS OF

STYLE Figurative Language

Use of simile, metaphor, onomatopoeia E.g. as brave as a lion Sentence Structure Length and type of sentemce E.g. long for detail Point of view Perspective from which the story is told E.g. first person, second person Diction Choice of words and phrases E.g. formal words or casual language Tone Mood or feeling of writer E.g. Serious, Playful, suspenseful Let us learn how to spot the different aspects of style used in the story below:

The Mysterious Visitor

One rainy night, Ama sat by her window, watching the lightning flash across the dark sky.

Suddenly, she saw a figure standing by the old tree in her yard. The figure didn’t move, didn’t wave, just stood there, watching the house. Ama’s heart began to run an unending race. She wanted to scream, but she held her breath, hoping the visitor would leave. After a moment, the figure turned and disappeared into the shadows.

Ama sat there, wondering who it was and why they had come. She could still feel her heart beating fast as she tried to fall asleep.

Let’s use The Mysterious Visitor to spot the different aspects of style:

1. Diction: The author uses words like “lightning,” “dark sky,” and “shadows,” which create a mysterious and tense mood.

2. Tone: The tone here is suspenseful and a bit scary, which makes us feel worried for Ama.

3. Sentence Structure: The sentences are mostly short, which speeds up the pace and adds to the feeling of suspense.

4. Figurative Language: ‘Ama’s heart began to run an unending race”, the use of the personification shows how scared Ama was adding to the suspenseful mood.

5. Point of View: The story is told in third person, so we see Ama’s reaction and feel her fear, but we don’t know who the visitor is or why they’re there.

By looking for these aspects, you can see how the author’s style creates a sense of mystery.

Try spotting these elements in another story and see how the word-choices change how the story feels. Style is what makes every story unique.

Activity 2.8

Ball Game for Reviewing Previous Knowledge

1. Form a circle and pass a ball around.

2. When you catch it, share something you remember about “style” in writing or why it’s important. If you’re unsure, you can ask a friend to help you. For instance, you could say, “Authors use short sentences to create excitement,” or “Imagery helps us picture things better.”

Activity 2.9

Scanning and Identification of stylistic elements

1. In your group, choose a section of your novel. Scan through and underline stylistic elements like word choice(diction), point of view, sentence structure and figurative language.

2. As you read through your assigned section, use the guide below to help you identify the elements.

SCANNING & IDENTIFICATION TEMPLATE Element of style Example from Text Why the author used the element Diction ‘The stars danced majestically, twinkling like diamonds in the sky’ The words are used to create beautiful image of the stars.

SCANNING & IDENTIFICATION TEMPLATE Element of style Example from Text Why the author used the element Point of view ‘I felt my heart race’ The writer used the pronoun ‘I’ to give us direct access to how the character truly feels.

Sentence structure I felt he dark shadow It surrounded me Like I am in an evil forest The writer uses short sentences to express the feeling of fear and how swift everything happens.

Figurative language Onomatopoeia The dry leaves crunched under his feet.

To help readers feel and hear what happens in the story

3. Write your findings in the empty template provided below using the above template as a guide.

SCANNING & IDENTIFICATION TEMPLATE Element of style Example from your novel Possible reason for the element being used Diction Point of view Sentence structure Figurative language

Activity 2.10

Discussion on Selected excerpts Share one of the passages your group highlighted. Explain why you think those words or sentence styles were used. Be guided by the following questions:

1. Why did you pick this excerpt?

2. How do these words in the except help you understand the character or mood?

Example, you could say “Our group noticed long sentences were used here. Maybe it shows how the character feels overwhelmed.”

Activity 2.11

Stylistic element chart Look again at the chart below, which lists different stylistic elements. Think about how these elements are used in your novel’s section and note how the elements were used.

ASPECTS OF

STYLE Figurative Language

Use of simile, metaphor, onomatopoeia E.g. as brave as a lion Sentence Structure Length and type of sentemce E.g. long for detail Point of view Perspective from which the story is told E.g. first person, second person Diction Choice of words and phrases E.g. formal words or casual language Tone Mood or feeling of writer E.g. Serious, Playful, suspenseful

Activity 2.12

Poster Project on assigned Stylistic elements With your group, make a poster about your assigned stylistic element chart. Include examples from the text that show this style choice. If you are a leader, help your group to organise ideas.

Paste your poster on the classroom walls for other groups to see.

Activity 2.13

Gallery Walk

1. Walk around the room and look at each group’s poster.

2. Write down one interesting example from each that shows how a different stylistic element was used. Be guided by these questions:

a. What similarities do you notice among the posters?

b. How does each element add to your understanding of the story?

Activity 2.14

Reflection on Stylistic elements Write a short paragraph about how learning these stylistic elements changed your understanding of the story. Use specific examples from the text. Use the following questions as a guide:

1. Which stylistic element did I find most interesting?

2. How did these elements change how I view the text?

Narrative devices are the storytelling or writing methods that are employed by writers and storytellers to tell their stories in order to effectively give information to the audience or readers to make the story meaningful and interesting. Narrative devices help to shape the structure, style and message of a story. Major narrative devices include Point of view, Cliff- hanger, Allegory, Foreshadowing, Red Herring among others.

How to Identify Various Narrative Devices in Prose

Texts When we talk of identifying narrative devices in a prose text, we mean closely reading a literary text, understanding the message which is being conveyed, and critically observing techniques employed in the telling of the story. The following are major narrative devices and how to identify them in prose texts.

1. Point of view Point of view involves the angle from which a story is told. To effectively identify the point of view in a prose text, look out for the usage of pronouns as the subject of the narration.

A story’s point of view is First Person Point of View when the narrator uses the pronouns “I” or “we”. When the narrator uses “you” as the point of narration then it is Second Person Point of View and finally, Third Person Point of View is when the narrator employs the pronouns, ‘he’, ‘she’ or ‘they’. For instance, both Chinua Achebe’s Things Fall Apart and Ngugi’s Weep Not, Child use Third Person Point of View.

2. Flashback Flashback is a narrative device by means of which past events are brought to the current story happening. To identify the flashback of a prose text, consider the change in time.

Phrases such as, “in the past”, “years ago’, “years back” reveal past events. Also, flashbacks are identified when the narrator narrates past events in the present. For instance, in Ayi Kwei Armah’s The Beautyful Ones Are Not Yet Born, flashbacks are used by the protagonist to recall his university days to show the extent of corruption in the society.

3. Irony Irony involves saying something and meaning the opposite of what is said. You can identify irony in a prose text by observing the contradictions between what the narrator says and what he or she was actually meaning (verbal irony), when the result of a situation is the opposite of what was expected (situational irony) and when readers or audience know more of what is to happen than a character (dramatic irony). An example of irony is seen in Buchi Emecheta’s Second Class Citizen where Adha has to work hard to feed her lazy husband Francis instead of Francis taking good care of her.

4. Allegory Allegory is presentation of any artwork (written text, painting, sculpture) which can be interpreted to reveal a hidden meaning, usually a moral, social, religious or political one.

To identify allegory in a prose text, think about the general meaning of the story. Then, ask yourself, what other meanings can be deduced from the story? What is the story representing? For instance, George Orwell’s Animal Farm is an allegory of the development of a totalitarian state after a violent revolution, whereas Nii Ayikwei Parkes’ Tail of the Blue Bird is an allegory of justice gained through story-telling.

5. Cliff-hanger Is a narrative device involving an ending or a stopping point calculated to leave a story unresolved in order to create suspense. When you want to identify cliff-hangers in a prose text, look out for the breaks, stops, and unresolved issues. For instance, in Ngugi wa Thiong’o’s The River Between, the arrest of the protagonist, Waiyaki leaves readers in a cliff-hanger as to the fate that awaits Waiyaki. The clash of cultures is designed to leave the reader thinking.

Impact of Narrative Devices and their effect on Meaning Narrative devices are not used by accident. Instead, they are employed to have an impact on the story. The following are among the impacts of narrative devices and their effect on meaning.

1. Narrative devices reveal the themes in the prose text which helps to understand the main idea the work is conveying.

2. Narrative devices help to make the plot of the prose text complete by filling in the gaps to make the story interesting.

3. Through narrative devices like cliff-hangers, suspense is created which sustains the interest of readers.

4. Flashback as a narrative device elaborates meaning by helping readers understand the current happenings in a text.

5. Through the device of allegory, readers are able to understand the other meanings a prose text is representing. The reader is thus encouraged to reflect more deeply on the created work.

6. Point of view helps readers to understand the thoughts and emotions of the characters which help to reveal their motivations.

Activity 2.15

Overview of Narrative Devices

During a literature class group discussion, your group was tasked with creating an overview of narrative devices. Find other members of your class to respond to the group work below.

1. Use your phone or tablet to watch an online PowerPoint presentation on narrative devices.

2. After watching the power point presentation, explain narrative devices in your own words as a group.

3. Complete the table below Narrative Device Meaning Words signalling the narrative device Examples Flashback Point of view Allegory Foreshadowing Red herring

Activity 2.16

Identifying narrative devices from excerpts During a prose lesson in your literature class, your teacher asked you to play the lucky dip game where a member of each group dipped a hand in a container containing excerpts with questions. Form a group of three with males and females. After that, read the excerpts below and answer the questions.

Dear Benji and Granny May,

I know you see everything I do, and feel your spirits in those special moments when I need you most. Josiah, you opened my eyes and no one can ever take yes, Commander Cobra, or ’Moses Varney’, as we call you now: this is for you too. I didn’t know who I was or who I could become until you and this so-called “civil” war touched my life and changed it forever. I didn’t die and now I am stronger.

So much has happened in the past few months. Something about the stories from Freetown touched Calvin deeply and he returned from Sierra Leone with a softened heart. He just launched the Benjamin Lewis Jr, Memorial Scholarship programme for war-affected youth, I and I pray that this old mind-set will continue to change. Siata filed for a divorce from Terrance at the end of April and has been walking on air ever since, ‘Bendu, ‘she explained to me, it’s a hundred times better to be alone and free than to be trapped in a lie.’ I could certainly relate to what she was feeling. Nothing casts so ominous a shadow on life as a lie, a secret, or a grudge. (Chapter 34, Redemption Road)

1. Show how Elma Shaw creates flashback in the extract above.

2. Write a paragraph about the use of stream of consciousness in the extract above.

3. Briefly comment on Shaw’s use of point of view in the extract above.

Activity 2.17

Impact of narrative devices on meaning Form a group of three with males and females in your literature class and carry out the activity below.

1. Read carefully the first ten chapters of either Pede Hollist’s So The Path Does Not Die or Susanne Bellefeuille’s Path of Lucas: The Journey He Endured.

2. Detail the author’s use of five narrative devices in the texts.

3. Carefully identify the impact of the narrative devices on the meaning of the text.

4. Present your findings to the class.

Activity 2.18

Researching about other Narrative Devices online

1. Using your phone or tablets, go online and research about other narrative devices different from the ones you have learnt in this lesson. After that, check carefully Harper Lee’s To Kill a Mockingbird or Elma Shaw’s Redemption Road and identify in the novel the narrative devices you have searched online.

2. Write a-two-page essay on how the authors used the devices to convey their message.

Steps in Critiquing Prose Texts

Now that we know that narrative devices such as point of view and flashback have an effect on the meaning of a text, let us look at the steps of critiquing prose texts through using strong, accurate and exhaustive textual evidence. Think of a critique as your personal adventure and search through a piece of literature where you are given the chance to uncover the hidden gems in the text. Critiquing helps you to broaden your understanding of another writer’s work. The following steps will guide you to critique any prose text using strong textual evidence.

Step 1: Get to know the story It goes almost without saying that you must first of all read the text in order to understand it. Think of reading the text like an opportunity to meet new friends, except that in this case, you get to know the plot, the characters, setting and the rest. As you read, take note of specific themes, language and narrative devices that catch your eye.

Step 2: Dig deep into the elements Elements such as plot when taken seriously will enhance your understanding of the text.

Therefore, map out the key events such as exposition, rising action, climax, falling action and resolution. The following questions could guide you:

What conflicts do the characters face?

How do they overcome these challenges or conflicts?

What are some of the themes in the story?

Reflect on these as you read and you will be on the right path to creating a convincing critique by yourself.

Step 3: Examine your narrative devices The narrative devices determine the narrative perspective. Ask yourself these questions:

What perspective does the author use? Is it first person, second or third person?

How does the narrative perspective affect your connection to the story or your understanding of it? If the narrative perspective had been in another person - say third person as opposed to first- what effect would that have had on your reading of the work?

Apart from point of view, look out for symbols and find out their deeper meanings. Also look out for imagery and how it affects the tone and mood of the text. Do not forget foreshadowing, flashback, irony and others, and how they affect your reading experience.

Step 4: Evaluate the writing style Pay attention to the diction (choice of words) and how the sentences are put together. Is there significant usage of short sentences, for instance? Do they affect the readability of the text in any way? How about the tone? How do these affect your reading? Note them down.

Step 5: Reflect on your response Ask yourself how the text made you feel. Did it spark emotions? Did it provoke deeper thoughts at any point? Assess the clarity and coherence of the ideas presented. Consider whether the text offered fresh insights or perspectives that made you see things differently.

Step 6: Craft your Critique Now it is time to share your thoughts. The following steps will guide you:

Summarise the areas of strength in the text based on the steps above Summarise the areas which could have provided improvement.

Suggest specific ways to enhance weaker elements or parts of the text End your critique with your overall impression of the prose. Remember to aim to be positive about the creativity of the author, and offer meaningful insights into strengths and weaknesses.

All these might seem daunting but with practice, you will realise that they are doable, interesting and fulfilling. In adopting (and adapting) this methodology, you will gain confidence in undertaking critical work. With practice comes confidence.

Activity 2.19

Reading Selected Texts

1. Create 4-6 groups in the classroom with each group selecting one of the prescribed prose texts for this exercise.

2. Read or revise your knowledge on the first chapter of the text. You can equally search for the audiobook of your selected prose text. Use the following steps:

a. Open your browser or YouTube. Search for the audiobook of your prescribed prose text, e.g. Path of Lucas: The Journey he Endured audio book

b. Select one of the given options and follow the reading in your textbook (hard copy)

c. Reduce the “playback speed” if you must. Consider your friends’ opinions when doing this.

Note

If the reading does not match the words in the hardcopy you are referring to, exit that page and select another. (Sometimes, an audio version is made with minor edits and greater cuts for a variety of reasons - often relating to studio-timing.)

Activity 2.20

Critiquing selected Texts

1. In your groups, discuss the text you just read. If your group members have not finished reading, give them time to finish; you can continue reading the second chapter while you wait for them.

2. Analyse the main elements, narrative devices and writing styles in the text and take careful note of them.

3. Use the steps provided above to critique the content of the work.

4. Remember to keep an open mind as you never can tell who will bring an interesting perspective that will “wow” you. Give all members of the group the opportunity to express themselves. Do not dismiss other’s ideas abruptly, but you can argue.

If there is a member of your group who is finding any form of difficulty (say with language, ideas, or moral stance), aim to assist such a person or refer them to the teacher for further assistance.

Develop Complete Essays Based on the Critique Done on The Prose Texts.

After following the steps to critique a prose text, here is a guide on how to present your essay based on the critique done.

1. Begin with an introduction The introduction comprises the following:

a. Name of the author

b. Summary/Description of the work as a whole

c. Share the specific elements you will be examining. What is the angle you will take to enable you to dive deeper into the story?

d. End your introduction with your personal opinion and overall impression.

2. Body

a. Describe the storyline and how it is laid out.

b. Delve into the characters; who they are, how they grow or change and how relatable they are.

c. Discuss the setting and how it enhances the story. Think of it as the stage where the drama unfolds.

d. Explore the themes presented. Explore the ideas the author wants the readers to think about. Are the themes well-developed?

e. Do not forget the narrative devices. Take a look at the use of ‘point of view, symbolism, imagery, flashback’ and the others. How do they shape your understanding of the story?

f. Think about the author’s style of writing. What voice do they use to communicate in the text? How do language and sentence structure affect your reading of the work?

3. Conclusion

a. Summarise the key points but avoid merely repeating what you have already written.

b. Re-state your overall impression - be fair and honest. Your view, deriving from your personal engagement, really matters at this stage.

c. Share your final thoughts.

Activity 2.21

Critiquing prose texts using a guide

1. In groups of five, discuss your selected prescribed prose texts with your friends - what the text is about and the main events.

2. In your groups, discuss the guide (steps) above to every member’s understanding.

3. Analyse the main elements and narrative devices such as theme, style, point of view and the rest as shown above.

4. Now follow the guide and do a step-by-step detailed critique of the text you just discussed. Make sure every learner in the group understands the work.

5. Individually, write a detailed essay critiquing the text you have just read.

1. Give an example of a major incident in your favourite story.

2. Write down five stylistic elements used in creating novels.

3. What is the first step to critique someone’s work? Why should that be the first step?

4. What are some of the main elements to look out for in a prose text.

5. Choose a prescribed text and write down the events leading to three major incidents in it.

6. Explain each of the stylistic elements used to create novels listed above.

7. You have been asked to peer teach your classmates during a literature lesson on narrative devices. Write a detailed essay on how to identify any four narrative devices in a prose text.

8. What is the first step to critique someone’s work? Why should that be the first step?

9. What are some of the main elements to look out for in a prose text.

10. Create a concept map that shows how a major incident in your novel relates to a particular theme.

11. Narrative devices have shown to have impacts on the meaning of a prose text.

Examine the overall effect of an author’s narrative device on the meaning of a prose text.

12. Tabulate the elements of style used by two different writers Writer 1 Writer 2 Sentence Structure Imagery and Descriptive Language Symbolism and Motifs

13. Make a detailed critique of the work of your prescribed prose text using the six steps discussed above.

14. Use the knowledge of one major incident in your prescribed texts to recreate that scene by giving it your own twist. Are there new themes as a result of your twist?

Write them down.

15. Create a story using at least three of the stylistic elements used in creating novels.

16. Stories are best made and best written through the use of narrative devices. Evaluate how Pede Hollist or Elma Shaw achieved meaning through the use of narrative devices in both, So The Path Does Not Die and Redemption Road.

17. Make a detailed critique of the work of your prescribed prose text’s author using the six steps discussed above