HANDOUTS FOR THIRD PERIODICAL EXAM

1. Elements of Drama
 Role and character
 The identification and portrayal of a person’s values, attitudes,
intentions and actions as imagined relationships, situations and
ideas in dramatic action; role focus on type and stereotype;
characters are detailed and specific.
 Relationships
 The connections and interactions between people that affect the
dramatic action.
 Situation
 The setting and circumstances of the dramatic action – the who,
what, where, when and what is at stake of the roles/characters.
 Voice
 Using voice expressively to create roles, situations,
relationships, atmosphere and symbols.
 Movement
 Using facial expression, posture and action expressively in
space and time to create roles, situations, relationships,
atmosphere and symbols.
 Focus
 To concentrate the attention on a spatial direction or a point in
space to intensify attention or increase the projection of intent.
To direct and intensify attention and frame moments of dramatic
action or to identify the main idea of the drama.
 Tension
 A sense of anticipation or conflict within characters or character
relationships, or problems, surprise and mystery in stories and
ideas to propel dramatic action and create audience
engagement.
 Space
 The space of the performance and audience, fictional space of
the dramatic action and the emotional space between
characters.
 Time
 The fictional time in the narrative or setting; timing of one
moment to the next contributing to the tension and rhythm of
dramatic action.
 Language
 Ideas and dramatic meaning: the choice of linguistic expression
and ideas in drama used to create dramatic action.
 Symbol
 Associations that occur when something is used to represent
something else to reinforce or extend dramatic meaning.
 Audience
 Individuals or groups of people who experience the arts in a
range of settings and contexts (formal, informal, virtual or
interactive) through intellectual, emotional and social
engagement. The artist is audience to their own artwork.
 Mood and atmosphere
 The feeling or tone of both the physical space and the dramatic
action created by or emerging from the performance.
 Dramatic Action
 The driving force and forward motion of drama to create
dramatic meaning, tension, belief and audience engagement.
The movement of the drama from the introduction, exposition of
ideas and conflict to a resolution.
2. Reading Styles
  Skimming
 Used to quickly gather most important information or gist
 Done by running your eyes over the texts noting the most
important information
 Each word is not really important in this technique
 Reading a text to get the general information
 Scanning
 Used to find a particular detail of information
 Done by running your eyes over the texts while looking for a
specific information
 It is okay not to understand some phrases or words
encountered in the text
 Ex: Looking for specific contact on your list
 Intensive Reading
 Used in shorter texts to get important details
 Involves close reading for specific information
 Each word is necessary
 Ex: Reading an article
 Extensive Reading
 Used to gather general knowledge
 Reading longer texts for entertainment purposes
 Helps readers in enhancing fluency and speed in reading
 Ex: Reading a short story
3. Reading Strategies/Techniques
 The SQ3R Reading Technique
 This reading technique involves five different steps, each one
with the goal to get you closer to full comprehension of the text.
 Survey: First survey the piece to get a quick idea of the content
and structure of the reading. By doing this, you are preparing
your mind.
 Question: Prepare questions for yourself to go over as you read
the material. One trick on how to create questions is to turn
paragraph titles into questions. For example, a title such as
“Women in the Civil War,” could turn into the question: “Who
were the women in the civil war, what did they do, and when?”
 Read: Read with your questions in mind. In this step, you can
combine other reading techniques that may work for you such
as scanning or active reading.
 Recite: Now it is time to go back and answer those questions
you created. Make sure what you read makes sense, and that
you understand how it answers your questions.
 Review: Make mental notes or say aloud what you have
learned. Try doing so without looking at your notes or the text to
check what you have or have not retained.
 Active reading
 gives you a much more in-depth understanding of the text in
front of you. This reading method should be used when you are
reading something complex or something that you need to think
critically about. In order to read actively, you must ask yourself
questions throughout the text, and reflect on those questions.
Try to relate what you are reading to previous experience and
knowledge, and take notes if it helps as well.
 Read actively with:
 new, difficult and unfamiliar material
 reading material you will need to know well
 Detailed Reading
  Detailed reading is the most labor-intensive and time-consuming
reading technique. Readers carefully read, consume, and
analyze each word for meaning. Piecing together the meanings
of words in a sentence to provide a deeper understanding can
take time and patience, but in some cases, this is the best
technique to use.
 Use this method with:
 scholarly research articles
 medical reports
 poetic literature
4. Reading Speed/Speed Reading:
 Speed reading is the process of rapidly recognizing and
absorbing phrases or sentences on a page all at once, rather
than identifying individual words.
 How to Speed Read:
 The Pointer Method
 Utah school teacher Evelyn Nielsen
Wood was one of the pioneers of speed
reading. In the 1950s, she claimed that
she could read at up to 2,700 wpm if
she swept a finger along the line as she
read.
 This became known as the Pointer
method, and is also sometimes called
"hand pacing" or "meta guiding." Holding
a card under each line and drawing it
down the page as you read works just
as well.
 The Tracker-and-Pacer Method
 This is a variant of the Pointer method
where you hold a pen, with its cap still
on, and underline or track each line as
you read it, keeping your eye above the
tip of the pen. This will help to increase
the pace at which you take in each line,
and improve your focus on the words.
Whether you actually underline the
words is your choice.
 Try to spend no more than one second
on each line and then increase your
speed with each subsequent page. You
will probably find that you retain very
little information at first, but, as you train
your brain and you become more
comfortable with the technique, your
comprehension should improve.
 The Scanning (or Previewing) Method
 "Scanning" involves moving your eyes
quickly down the page – often down the
center – and identifying specific words
and phrases as you go. These can be
key sentences (often the first sentence
of each paragraph), names, numbers, or
trigger words and ideas. Learning to
expand your peripheral vision can help
with this.
  You won't read every word, but your eye
will land on what is important to allow
you to grasp the basic idea. It may be
helpful to use a mind map® to organize
the information you take in.
5. Prefixes
 is a word part added to the beginning of a word to create a new
meaning. Study the common prefixes in the table.

 Tip: The main rule to remember when adding a prefix to a word

is not to add letters or leave out any letters.
6. Suffixes
 is a word part added to the end of a word to create a new
meaning. Study the suffix rules in the following boxes.
 Rule 1
o When adding the suffixes -ness and -ly to a word, the spelling of
the word does not change.
Examples:
dark + ness = darkness
scholar + ly = scholarly
Exceptions to Rule 1
When the word ends in y, change the y to i before
adding -ness and -ly.
Examples:
ready + ly = readily
happy + ness = happiness
 Rule 2
o When the suffix begins with a vowel, drop the silent e in the root
word.
Examples:
care + ing = caring
use + able = usable
Exceptions to Rule 2
When the word ends in ce or ge, keep the silent e if the suffix
begins with a or o.
Examples:
replace + able = replaceable
courage + ous = courageous
 Rule 3
o When the suffix begins with a consonant, keep the silent e in the
original word.
 Examples:
care + ful = careful
care + less = careless
Exceptions to Rule 3
Examples:
true + ly = truly
argue + ment = argument
 Rule 4
o When the word ends in a consonant plus y, change the y to i
before any suffix not beginning with i.
Examples:
sunny + er = sunnier
hurry + ing = hurrying
 Rule 5
o When the suffix begins with a vowel, double the final consonant
only if (1) the word has only one syllable or is accented on the
last syllable and (2) the word ends in a single vowel followed by
a single consonant.
Examples:
tan + ing = tanning (one syllable word)
regret + ing = regretting (The accent is on the last
syllable; the word ends in a single vowel followed by a single
consonant.)
cancel + ed = canceled (The accent is not on the last
syllable.)
prefer + ed = preferred
7. Literary techniques
 Flashback- is a scene depicting an event that occurred before
the present timeline of your story.
 Foreshadowing- Another essential difference between a
flashback and foreshadowing is that foreshadowing involves
hints, not scenes. You might draw attention to a shift in the
weather or make a point of mentioning the faulty lock on the
cabin door. Maybe a character quotes a prophecy or you
incorporate a symbol that serves as an omen.
8. Descriptive Language
 Adjective or Adverb
 Adjectives and adverbs are modifying words.
 Incorrect: She did good on her exam.
In the sentence above, the verb did is modified by
an adjective good, when it should be modified by an adverb
well.
 Correcting Adjective or Adverb Problems
 Correct: She did well on her exam.
Many adverbs are formed by adding a suffix -ly at the end of an adjective:
 Change close to closely
 Change patient to patiently
 To avoid an error, identify what word the adverb or adjective in
question modifies. If the word modified is a noun or a pronoun,
use an adjective. If the word modified is a verb, an adjective, or
another adverb, use an adverb to modify it.
 Bad or Badly
- Bad is an adjective used with linking
verbs such as feel, seem, be, look, etc.
 Incorrect: I feel badly that he is not taking part in the
game.
Correct: I feel bad that he is not taking part in the
game.
- Badly is an adverb used to modify action
verbs.
Incorrect: Sometimes Hollywood romance ends bad.
Correct: Sometimes Hollywood romance ends badly.
 Calm or Calmly
- Calm is an adjective, and it is used to
modify nouns and pronouns. It is also
used with linking verbs.
Incorrect: She appeared calmly after the accident.
Correct: She appeared calm after the accident.
- Calmly is an adverb that modifies verbs.
Incorrect: She tried to be brave and take the bad
news calm.
Correct: She tried to be brave and take the bad
news calmly.
 Easy or Easily
- Easy is an adjective used to modify
nouns and pronouns. It is also used with
linking verbs.
Incorrect: The assignment looked easily.
Correct: The assignment looked easy.
- Easily is an adverb, and it is used to
modify verbs.
9. Phonetic Clues (Synonym or Antonym)
 Synonyms
 A synonym is a word that means the same or almost
the same as another word. Smart is a synonym for
clever.
 Antonyms
 An antonym is a word that means the opposite or
nearly the opposite of another word. Afraid is an
antonym for brave.
10. Parts and Kinds of Essays
 An essay is a focused piece of writing designed to inform or
persuade. There are many different types of essays, but they
are often defined in four categories: argumentative, expository,
narrative, and descriptive essays.
 What is an example of informal writing/essay?
Informal writing can take many forms. For example, a letter to a
friend would be informal because the audience is a familiar
person to the writer. Writing one's thoughts in a personal journal
would also likely take the form of informal writing.
 How do you identify formal writing/essay?
Formal writing can be first identified by looking for two particular
signs. First is the use of the third-person perspective. The
second would be looking for the use of objectivity and
intellectual observation about the topic being discussed.
 What are the major differences between a formal and informal
essay?
A formal essay will use the third-person perspective and follow a
logical structure that includes an introduction, body paragraphs,
and a conclusion. An informal essay will most likely use the first-
 person perspective and will not necessarily follow a logical
structure but rather flow from the subjectivity of the writer.
 When considering the use of formal vs informal writing for a
given document, it's essential first to consider the audience, the
person or people who will be reading the document. Doing so
helps a writer decide what tone to use. Formal writing relies
heavily on objectivity, maintaining a reserved conceptual
distance from the topic. Informal writing is more familiar in tone,
more personal, and allows for more subjectivity to enter the text.
In both formal and informal writing, clarity is still the most crucial
requirement in any writing where the writer's intentions are
easily understood.
 The main parts (or sections) to an essay are the intro, body,
and conclusion. In a standard short essay, five paragraphs can
provide the reader with enough information in a short amount of
space.
11. Common Signs
 What Are Information Signs?
 Information signs, also known as informational signs,
are a type of signage used to convey useful, practical
information to the general public. They are typically
used to assist in navigation or to provide guidance,
instructions, or knowledge about a certain area or
facility.
Here are a few specific types of information signs:
 Directional signs: These help people navigate through
spaces like malls, hospitals, campuses, or city streets.
They may provide arrows or other indicators pointing
the way to specific destinations.
 Identification signs: These indicate what a particular
building or space is, such as a library, restroom, or
park.
 Regulatory signs: These inform about rules and
regulations in a certain area. For instance, they may
indicate speed limits, parking regulations, or rules for
using public spaces.
 Instructional signs: These provide guidance on how to
do something. For example, an instructional sign
might demonstrate how to recycle different materials
properly.
 Safety signs inform about potential hazards or safety
procedures, such as “Caution: Wet Floor” or “Fire
Exit.”
Information signs can be found in a variety of public and private spaces. They are
typically designed to be easy to read and understand, often using universally
recognized symbols or pictograms along with (or instead of) words. The effective use of
these signs contributes to an organized and safe environment.
12. Sound Devices (This topic is located on your book. Open page 195-196