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The Literary Précis

The Literary Précis . Congrats! You have already done a Print Ad précis Congrats! You have done an article précis (Said’s “Here Kitty, Kitty”). This Friday is Donut day. Come in before school (7:15am), during first lunch, 2 nd lunch, or after school for help on the précis and a donut!

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The Literary Précis

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  1. The Literary Précis • Congrats! You have already done a Print Ad précis • Congrats! You have done an article précis (Said’s “Here Kitty, Kitty”) This Friday is Donut day. Come in before school (7:15am), during first lunch, 2nd lunch, or after school for help on the précis and a donut! RSVP today! A précis is a concise summary that represents what a text both says and does.

  2. Sentence # 1 • Name of author, genre, title of work, date in parentheses; an active voice present tense verb that states the author’s apparent purpose in writing the work. • Example: William Shakespeare, in his tragic drama, Romeo and Juliet (1595), uses the story of two young lovers and their quest for acceptance of their relationship from their families to illustrate how making immature, rash decisions lead to devastating results.

  3. Why do you think the author wrote this book? Sentence # 1 (Your turn!) • Name of author, genre, title of work, date in parentheses; an active voice present tense verb that states the author’s apparent purpose in writing the work. • Example: William Shakespeare, in his tragic drama, Romeo and Juliet (1595), uses the story of two young lovers and their quest for acceptance of their relationship from their families to illustrate how making immature, rash decisions lead to devastating results.

  4. Sentence # 2 • An explanation of how the author develops the work, usually chronologically following the development of plot or character. • Shakespeare showcases their relationship by highlighting external conflicts that threaten to destroy their plans for a life together.

  5. Your sentence # 2 should flow logically from sentence # 1. Try reading them together. Sentence # 2 • An explanation of how the author develops the work, usually chronologically following the development of plot or character. • Shakespeare showcases their relationship by highlighting external conflicts that threaten to destroy their plans for a life together.

  6. Sentence # 3 • A statement of how the author’s purpose is achieved through his/her use of literary techniques. • The playwright uses Romeo and Juliet , two mere children, to characterize the immature decision-making process that results in their deaths. Symbolism Strong diction Metaphors Imagery Suspense characterization

  7. Skim through your chapter. Can you spot a literary or stylistic devise? Read through the samples. Can one of these devices work for your chapter? Sentence # 3 • A statement of how the author’s purpose is achieved through his/her use of literary techniques. • The playwright uses Romeo and Juliet , two mere children, to characterize the immature decision-making process that results in their deaths. Symbolism Strong diction Metaphors Imagery Suspense characterization

  8. Sentence # 4 • A convincing statement to support your opinions of the work and its underlying value. • Shakespeare teaches the reader the consequences of blind prejudice, hasty choices, and the importance of seeking wise council, while considering multiple points of view. Salute the thesis. What does Shakespeare do and why?

  9. Sentence # 4Your turn! • A convincing statement to support your opinions of the work and its underlying value. • Shakespeare teaches the reader the consequences of blind prejudice, hasty choices, and the importance of seeking wise council, while considering multiple points of view. Salute the thesis. What does your author do and why?

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