Reading Strategies

Scaffolding Students' Interactions

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Metaphor Analysis

 

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Metaphor Analysis
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Use this Strategy:

 

Before Reading

During Reading

After Reading

 

Targeted Reading Skills:

 

·  Draw conclusions and make inferences based on explicit and implied meaning

·  Use textual evidence to substantiate interpretive claims

 

What is it?

This strategy is particularly helpful when students need to understand an extended metaphor. Often students can grasp either the overall meaning or only one or two of the metaphor’s components, but this will help them to construct a detailed analysis of the entire metaphor.

What does it look like?

The three-column chart helps students to establish coherence for the analysis, build an interpretation piece by piece, and organize the evidence they gather from the text to support their interpretation. It is a strategy that helps students “get inside” the metaphors; and by constructing their own meaning, they arrive at an understanding of the writer’s intent or message.

Below is a short passage from Gloria Naylor’s, The Women of Brewster Place; students were asked to use the chart to help them prepare for a detailed written analysis of the metaphor/simile.

"Time’s passage through the memory is like molten glass that can be opaque or crystallize at any given moment at will: a thousand days are melted into one conversation, one glance, one hurt, and one hurt can be shattered and sprinkled over a thousand days. It is silent and elusive, refusing to be dammed and dripped out day by day; it swirls through the mind while an entire lifetime can ride like foam on the deceptive, transparent waves and get sprayed onto the consciousness at ragged, unexpected intervals."

Metaphor/Simile Analysis: "Time’s passage through the memory is like molten glass. . . ."

Metaphor Analysis

The Women of Brewster Place

 

Superficial Level

Metaphorical/Interpretative

Evidence from the Text, the World, & other Literature

Time’s passage through the memory is like molten glass



 

Time and one’s memories have an irregular, but unstoppable flow ...
 

At middle age, when Mattie arrives at Brewster Place, seeing a simple house plant transports her back in time to the first event that set her on this long journey
 

that can be opaque or crystallize at any given moment at will: a thousand days can are melted into one conversation, one glance, one hurt, ...
 

Some memories are incomplete or cloudy, while others create a dramatic focal point in one’s life

... As Mattie stares sadly at the ramshackle apartment, a memory of her first night at Miss Eva’s home, a home that she loved for many years, with its smells, its warmth and its love is in sharp focus in her mind’s eye, and a tear rolls down her cheek.
 

... and one hurt can be shattered and sprinkled over a thousand days.

... sometimes, one event or one moment can leave an indelible mark that lasts a lifetime

Although many of Mattie’s days have "melted together" and are undistinguished in her mind, Basil’s conscious choice to jump bail, knowing Mattie would lose her home because of it, is an agony that she will carry in her memory and her heart for the rest of her life.
 

It is silent and elusive, refusing to be dammed and dripped out day by day; it swirls through the mind while an entire lifetime can ride like foam on the deceptive, transparent waves and get sprayed onto the consciousness at ragged, unexpected intervals.
 

This suggests how time can sneak past so quickly, it cannot be held or stopped, and memories of events and emotions can crop up at the most unexpected times

Mattie wonders where the years have gone, wasn’t it just yesterday that Basil was a loving child? After all of these years, how can these memories and tears be so fresh, and her dreams seem so distant?

Conclusion / Summary / Statement of Writer’s Intent / Questions Posed . . .

This metaphor could be applied to many of the women of Brewster Place . . .those unexpected, but definitive events in their lives that stole or altered their dreams.

Is Naylor’s mixed metaphor purposeful? Time’s passage turns from molten glass to waves? (fluidity?)
 


Click here for a printable version of this model.

How could I use, adapt or differentiate it?

  • This can be used to promote a close reading of an extended metaphor for the purposes of: a class or small group discussion, to help students develop the skill of elaboration on a writing assignment, or as a tool to inform instruction in regard to critical analysis.

  • It can be differentiated by filling in parts of the chart to adjust for difficulty and skill level.

 

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