Hello everyone.

It's lovely to see you today.

My name's Dr.

Clayton and I'm here to guide you through your learning journey today.

So grab your pen, laptop, or whatever you're using for this lesson and let's get started.

Welcome to the lesson.

The lesson is called Writing the Monologue of an Outsider.

What we're gonna do today is talk through how to use descriptive and rhetorical devices in order to convey the voice of an outsider in your monologue.

Now, the voice of an outsider is such an important theme in literature because it's something we can all relate to on some level.

One of our basic human instincts is to find people who are similar to us.

We want people to like us, but at some point we're all likely to come across a situation that makes us feel as if we don't belong.

And that's the beauty of literature.

It allows to explore part of ourselves and our humanity through characters.

And that's what you are creating today.

A voice that perhaps other people can relate to and see part of themselves in.

So four words today we're gonna focus on as our keywords.

They're identified in bold throughout the learning material.

And I'll try to point 'em out to you as well so you can see them used in context.

Our first key word is descriptive.

Descriptive is an adjective we apply to writing that's visual and detailed.

When we're creating a character, we really want the reader to be able to picture them and the situation they find themselves in.

And to do that we want to use descriptive techniques.

Our second key word is emotive.

Writing that causes strong feelings is said to be emotive.

And those feelings could be positive or negative.

Again, we want the reader to be able to understand and feel the emotions of your character.

So it's important for your writing to be emotive.

Our third keyword is evocative.

If something is evocative, it brings strong images, memories, or feelings to mind.

And we want our writer to be evocative 'cause we want it to resonate with people, especially when we're creating the voice of an outsider.

Our final keyword is rhetorical.

Rhetorical means speech or writing intended to be effective and influence people.

Now I'll just give you a moment to write down those keywords and their definitions.

So pause the video and write them down now.

Amazing everyone.

Let's get started with the lesson.

So we have three learning cycles lesson today.

For our first learning cycle, we're going to consider how we can use descriptive devices in order to help the reader understand the character of an outsider.

We'll specifically be looking at personification and pathetic fallacy.

So we're gonna define them and consider how they'll be effective in our writing.

For our second learning cycle, we're going to consider how we can use rhetorical devices in order to create effective writing.

We're gonna specifically be looking at triplets and emotive language.

As with the descriptive devices, we're gonna define them and consider how we can use 'em effectively in our own writing.

And for our third learning cycle, you are going to write your monologue.

So we're going to be writing a monologue from the point of view of a character who feels like an outsider.

As I said, this is something that's a key thread that runs through a lot of literary texts 'cause on some level we all want to belong and fit in with groups of people, but at some point in our lives, we're all likely to feel as if we don't belong.

So imagine we've been transported back in time to the early 1600s and we find ourselves stranded on the island with the characters from Shakespeare's "The Tempest." What I'd like to think about is how might that make us feel like an outsider? So why might we feel as if we don't belong with these characters? Pause video, take a few moments to consider.

Amazing, some great discussions there.

It was great to see people consider what the differences between today and Shakespearean society would've been and how that might create some tension between you and the characters.

You'd most likely feel you don't belong since it's modern clothes, language, and social attitudes and opinions were all very different in Shakespeare's time.

Now, for a quick check for understanding.

What I'd like you to do is tell me whether the following statement is true or false.

So is it true or false that if we were transported back to the island from "The Tempest," we'd most likely feel like an outsider? So pause the video and make a selection now.

The correct answer is true.

We probably would feel like an outsider.

Now I'd like to justify our answer.

So would we, A, feel like an outsider because the character's most likely to be unfriendly and unwelcoming someone familiar? Or B, would you feel like an outsider because the difference in clothes, language, and attitudes would most likely us make us feel as if we didn't belong? So pause the video and make a selection now.

The correct answer is B.

The differences in clothes, language and attitudes would most likely make us feel if we didn't belong.

So very well done if you got that right.

So in order to create an effective character voice for our monologue, we need to make the reader really understand the emotions we'd be feeling.

To do that, we're going to use descriptive devices.

Now remember that's one of our key keywords.

It means visual detailed writing.

We're also gonna use rhetorical devices.

Again, another of our keywords.

It means that writing that's effective and influences others and we want to do that to paint an evocative picture of what it feels like to be an outsider to the reader.

Evocative is again one of our keywords and it means to create strong images or feelings in the mind of the reader.

So we really want the reader to be able to understand what it feels like to be an outsider.

Now descriptive devices are used to help the reader feel almost as if they're part of the scene or the event being described.

What I'd like to do is think about what descriptive devices can you think of.

What might help you paint a picture for the reader.

So pause the video, take a few moments to consider.

Amazing, you might have said.

Might've said personification, you might have said pathetic fallacy.

We're now gonna spend a little bit of time defining those terms and considering how we can use them in our monologues.

So let's consider personification first.

Personification is a literary device that gives human characteristics to non-human things or inanimate objects.

Using personification in our descriptive writing is a great way of connecting the reader to the scene because adding human emotion allows the reader to connect on an emotional level.

That is particularly evocative in creating these feelings and strong images.

Now an example of personification might be, "the trees whispered amongst themselves as she passed by." What I'd like to think about is how am I using personification help evoke the sense of the reader and make them feel part of the scene.

So pause the video and take a few moments to consider.

Amazing.

Now, like Sam, you might have thought the idea of trees whispering could evoke feelings of paranoia and make the reader feel as if they too are outta place and being watched.

And this would be particularly evocative to the reader because the idea of people whispering about us, it's something we've all particularly felt paranoid about at one time or another.

We never like the feeling that people are talking about us behind our backs.

Okay, now for a quick check for understanding, just to make sure we've understood what personification is.

So what I'd like you to do is select which two of the following examples of personification.

So A, the branches cackled to themselves.

B, Her eyes shone like starlight.

or C, the moon chuckled wryly.

So pause the video and make your selections now.

The correct answers are A, the branches cackled to themselves, and C, the moon chuckled wryly.

'Cause in both those examples, the branches and the moon are laughing and that's a human characteristic.

So very well done if you've got those right.

Now let's consider pathetic fallacy.

Now pathetic fallacy is a type of personification where emotions are given to a setting and object or the weather.

Now when we talk about pathetic fallacy, people typically associate it with the weather.

And while that's true, it actually applies to giving emotions to a setting or an object as well.

It's a type of personification because we're giving human characteristics to non-human things.

But the case of pathetic fallacy is specific about giving human emotions rather than human characteristics in general.

So an example of pathetic fallacy might be, "the clouds crowded together suspiciously overhead as the sky darkened." Now what I'd like to think about is how am I using pathetic fallacy help evoke the sense of the reader and make them feel part of the scene.

So pause the video and take a few moments to think about it.

Amazing, some great ideas there.

Like Lucas, you might have thought the sky darkening creates an ominous mood that would evoke feelings of dread in the reader.

We typically consider darkness as something scary because it's an unknown to us.

We can't see where we are or what's around us in the dark.

And therefore our mind fills in the blanks with something scary.

Now for a quick check for understanding, what I'd like you to do is complete the following sentences.

So sentence one, giving human characteristics to non-human things or inanimate objects as known as.

And sentence two, giving emotions to a setting, an object or the weather is known as.

So pause the video and complete the sentences now.

Amazing.

You might have said that giving human characteristics to non-human things or inanimate objects is known as personification.

And giving emotions to a setting, an object or the weather is known as pathetic fallacy.

So very well done if you've got those right.

Amazing work everyone.

We've arrived at the first task of the lesson.

Now imagine you've just been transported back in time to the island with the characters from "The Tempest." We might imagine you'd feel anxious, worried, or perhaps curious.

What I'd like you to do is complete the table to create examples of personification and then one of pathetic fallacy.

So remember personification is giving human characteristics to non-human objects or things.

And pathetic fallacy is giving emotions to a setting, an object or the weather.

So for pathetic fallacy, try to create that curious emotion.

And personification, try to create an anxious emotion.

So pause the video and complete the table now.

Amazing work everyone.

It was great to see people looking back the examples and the slides to really make sure they've understood how to use these techniques.

So pathetic fallacy and curiosity, you might have said, the sun eagerly drew back the clouds and peered out.

Now the idea of the sun drawing the clouds back and peering out is just the sun wants to see what's happening and therefore evokes a sense of curiosity.

For personification anxiety, you might have said the leaves quivered as if they were shifting from foot to foot.

Now the idea of quivering, it's just something that's shaking almost with fear and the idea of fidgeting and shifting from foot to foot against just someone who's afraid.

And that creates a feeling of anxiety that's mimicking the body language of someone who's anxious.

You're doing amazingly well everyone.

Onto our second learning cycle where we're going to consider how we can use rhetorical devices effectively in our monologues.

Now, rhetorical devices are literary devices that are designed to have an effect on the audience.

So what I'd like you to do is think about what rhetorical devices can you think of, what might help you have an effect on the audience.

So pause the video and take a few moments to consider.

Amazing, some great ideas there.

And you might have said triplets, you might have said emotive language.

Now we're gonna define those two devices and consider how we can use 'em effectively in our monologues.

Now triplets can also be known as triples or a power of three.

And they're three related words or phrases that emphasise your point to the reader.

It's really interesting how our minds process information in batches of three.

We think of stories, for example, as having a beginning, a middle, and an end.

Three components.

And therefore we find triplets quite comforting 'cause our mind sees them as complete because they exist as three components.

An example might be, I felt dazed, disoriented, and bewildered.

Now what I'd like to think about is how might using triplets here emphasise the point to the reader? So pause the video and take a few moments to consider.

Amazing, some great ideas there.

Like Laura, you might have thought the repetition of synonyms for confused shows the character so muddled, they can't even think of one word to describe their emotion.

Now for a quick check for understanding.

What I'd like you to do is complete the following sentences.

So sentence one.

Rhetorical devices are literary devices that are designed to have a.

On the audience.

And sentence two triples are.

Related words or phrases to emphasise your point to the reader.

So pause the video and complete the sentences now.

Amazing everyone.

You might have said, rhetorical devices are literary devices that are designed to have an effect on the audience.

And triples are three related words or phrases to emphasise your point to the reader.

So very well done have you've got those wrapped.

Now emotive language is vocabulary used to evoke a particular emotion in the audience.

We generally associate emotive language while trying to get feelings of sympathy in the audience.

However, motive language can be used to evoke positive or negative emotions.

Now one example might be, "my eyes filled with tears at the sight of such callous, heart-wrenchingly cruel treatment." What I'd like to think about is what feelings might this emotive language evoke in the audience? So pause the video and take a few moments to think about it.

Amazing, some great ideas there.

You might have said that the use of callous, heart-wrenching and cruel would evoke feelings of sympathy from the audience.

Now, for a quick check for understanding.

What I'd like you to do is match the sentence that uses emotive of language with the emotion it evokes.

So sentence one, it was cold-blooded, absolutely heartless treatment.

And sentence two, I could feel my heart filling with the utter jubilance and euphoria of it all.

And your emotions are, happiness or sadness.

So pause the video and match them up now.

The correct answers are it was cold-blooded.

Absolutely heartless treatment creates a sad emotion and I could feel my heart filling with the utter jubilance and the euphoria of it all creates a happy emotion.

So very well done if you got this right.

Amazing everyone.

We're now into the second task of the lesson.

But we're going to take those ideas of triplets and emotive language and consider how we might utilise them in our monologues.

So remember, you've just been transported back in time to the island with the characters from the tempest.

We might imagine you'd feel anxious, worried, and curious.

So what I'd like you to do is complete the table to create examples of triplets and emotive language.

Remember that triplets are a group of three related words.

And in this instance I'd like to try to use them to show the audience you're worried.

And remember that emotive language is designed to evoke strong feelings from the audience.

In this case I'd like to use it to evoke a curious feeling from the audience.

So pause the video and complete the table now.

Amazing work everyone.

It was great to see people trying out different combinations of words to really consider what would be the most effective on the reader.

So you might have said for a triplet, "my mouth suddenly felt dry, parched, and wizened as if all the moisture had evaporated." Now whenever we feel nervous, we tend to associate that with feeling suddenly as if our mouth has gone dry because that feeling of thirst is uncomfortable for us.

Dry, parched and wizened are all synonyms of each other and therefore emphasised that feeling of dryness within the character's mouth.

And it would help the reader picture what that feels like.

Now for the emotive language you might have said, "I could feel my fingertips tingling with an irrepressible sense of inquisitive longing." Now the words being used here from tingling, irrepressible, inquisitive and longing, all evoke a sense of anticipation and something that I can't wait to find out what's about to happen.

They're curious about what they're about to see and what they're about to find.

Fantastic work everyone.

We're now into the final learning cycle where you are going to write your monologues.

Now the key thing to keep in mind when you're creating a monologue is that a monologue is written from the perspective of one character.

So you need to make sure you consider how your character would feel at every point in your monologue.

You need to try and convey those emotions to the reader through your use of language.

Remember also to use first person narrative voice.

So use I throughout, so that it's one person speaking.

Now for a quick check for understanding.

Which two of the following do you need to remember when writing a monologue? Is it, A, to use first person narrative voice? B to use third person narrative voice? Or C, to consider how your character would be feeling? So pause the video and make your selections now.

The correct answers are A, to use first person narrative voice, and C, to consider how your character would be feeling.

So very well done if you've got those right.

Fantastic work everyone.

We've arrived at the final task of the lesson where you are gonna take the knowledge about descriptive and rhetorical devices and use them to help you write a monologue that creates a clear character voice.

So when you're writing a monologue, remember that you're likely to feel anxious, worried, perhaps curious around the characters of "The Tempest." Remember to use descriptive devices to show your emotions to the audience.

So you might use personification and pathetic fallacy to help the audience really understand what you're feeling.

And also remember to use rhetorical devices to have an effect on the audience.

So you might use triplets and emotive language to affect how the audience responds to your monologue.

So pause the video and write your monologue now.

Amazing work everyone.

It was great to see people using the examples they created earlier in the lesson in their monologues, and really thinking about how best to utilise their descriptive and rhetorical devices.

Now for the last part of the lesson, I'd like you to self-assess your monologue.

So did you create a convincing character voice? Did the audience create an emotional connection with your character? And did they feel as if they were a real person talking to them? Did you use descriptive devices to show your emotions to the audience? So did you use visual and detailed language to paint a picture for the audience? And then did you use rhetorical devices to have an effect on the audience? Did you use language to influence how the audience feels? So pause video and self-assess your monologue now.

Fantastic work everyone.

As I said earlier, creating the voice of someone who feels like an outsider is such an important exercise to do because it allows us to develop our empathy for others, and that's the beauty of literature.

It allows us to put ourselves in someone else's shoes and (indistinct) how they might feel, and that really helps us to open our eyes to the world around us.

You all did fantastically well today, everyone.

Here's a summary of what we covered.

Descriptive devices are used to help the reader feel almost as if they're part of the scene or the event being described.

Examples of descriptive devices might be personification or pathetic policy.

Rhetorical devices are literary devices that are designed to have an effect on the audience.

Examples of rhetorical devices might be triplets and emotive language.

And finally, you can use descriptive and rhetorical devices to help create a convincing character voice.

I really hope you enjoyed the lesson everyone.

Goodbye.