Direct characterization occurs when the author expressly tells the reader about the character's characteristics. Indirect characterization occurs when the author conveys the character's characteristics in other ways.
Speech, thoughts, effect, action, and looks (STEAL) are the five basic modalities of indirect characterization.
<h3>What is the STEAL Analysis of the characters indicated below?</h3>
The S.T.E.A.L analysis for Odysseus is as follows:
- Speech: In Lines 34-40 Odysseus makes a speech to announce his intention to revenge.
- Thoughts: His thoughts here are to avenge the suitors for squandering his wealth
- Effect: This action inflicts fear on others
- Actions: Odysseus actually takes the suitors by surprise and kills them
- Looks: Homer portrayed Odysseus as a person with uncommon wisdom, eloquence, courage, and endurance. The above action also depicts him as vengeful.
STEAL for Cyclops:
- Speech: Odysseus tells the Cyclops his name is Nobody because he knows that if he assaults, the Cyclops would cry out and be asked if it needs aid by other Cyclopes. Naturally, the Cyclops responds that "nobody" bothers or kills it.
- Thoughts: The above depicts Cyclops as inhospitable
- Effects: The actions of Cyclops make him a fearsome being
- Actions: Odysseus and his men are trapped in a cave behind a massive rock by the cyclops Polyphemus. Odysseus cannot escape because only the cyclops is strong enough to move the rock.
- Looks: Cyclops is a one eyes being known for eating men
STEAL for Calypso:
- Speech: In one of her speeches to Calypso, she tells Odysseus that her heart is not made of iron.
- Effect: This creates an impression that she loves Odysseus
- Actions: She actually releases Odysseus from captivity hoping that he will stay with her.
- Effects: Calypso's interaction with Odysseus reveals aspects of Calypso and Odysseus. Odysseus is sorry for betraying his wife while Calypso is seen as kind-hearted towards Odysseus.
- Looks: Calypso is depicted as a charming nymph whose home is on the island of Ygygia.
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Answer:
The two correct answers are:
"He found that children and adults who have read stories their whole lives were more likely to correctly identify the feelings and thoughts of others than those who do not read regularly."
"Trying to understand these characters exercises the same mental muscle that helps us understand people in the real world."
Explanation:
First, let's take a look at the statement:
"People who read stories are better at sharing and understanding other people's feelings."
The question asks us to find two other statements that support the sentence above. To do that, <u>we can simply ask why or how we know this. Why do people who read stories understand other people's feelings better? How do we know that this is true? Whatever statement answers these questions is providing evidence or supporting them by explaining them.</u>
<u>The two last options are the best ones, in this case. People who read stories understand others' feelings better because they exercise the same mental muscle that does that understanding when they read. They do so by trying to understand the characters. This is what the last option tells us. How do we know that this is true? Because the researcher found out that children and adults who have read stories all their lives are more likely to identify feelings correctly. This is what the second to last option tells us.</u>
Claims and support are related because claims are statements that are made by authors in relation to some subject matter that are backed up by "support" or evidence. Therefore, based upon these options, "An author will use support to back up a claim." This claim and support are what authors use to create arguments in writing to make a point and to express a perspective on a particular issue.
The word <em>head </em>in the given passage demonstrates how intelligent Benjamin was.
Explanation:
The following passage from <em>The Autobiography of Benjamin Franklin</em> is the one you were given:
My elder brothers were all put apprentices to different trades. I was put to the grammar-school at eight years of age, my father intending to devote me, as the tithe of his sons, to the service of the Church. My early readiness in learning to read (which must have been very early, as I do not remember when I could not read), and the opinion of all his friends, that I should certainly make a good scholar, encouraged him in this purpose of his. My uncle Benjamin, too, approved of it and proposed to give me all his short-hand volumes of sermons, I suppose as a stock to set up with if I would learn his character. I continued, however, at the grammar-school not quite one year, though in that time I had risen gradually from the middle of the class of that year to be the head of it, and farther was removed into the next class above it, in order to go with that into the third at the end of the year.
The options you were given are the following:
- It demonstrates how intelligent he was.
-
It indicates he would be a good preacher.
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It shows he was a favorite of the teachers.
- It reveals how self-important he was.
The word <em>head </em>in the given context demonstrates how intelligent Benjamin was. The head of a class is a student with the best grades, so based on that, we can conclude that he was a smart and hardworking student. The best student doesn't have to be the teachers' favorite. A student's grades in no way indicate that they may become a good preacher. Besides that, making a statement about their accomplishments doesn't make one self-important.
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Answer:
They have a different way of seeing something.
