Character Analysis and Two-Column Response
Character Analysis
The traits of major and minor characters in a work of literature may be summarized using a character analysis worksheet, a template of which is given below (C. Krause, CAL). The worksheet provides a quick and easy approach to comparing and contrasting characters in a piece of literature, a task which is common on essay tests in literature courses. Each row in the character analysis worksheet contains information about one character. There are four columns of information about each character: physical attributes, social attributes, psychological attributes, and morals. The information could be compiled in formats other than a table, like word maps or hierarchies / arrays. For more strategies related to character analysis, see the Checklist of Elements of Literature, Story Star and Story Map, and Character Questions sections of this page.
Physical Attributes
External characteristics of the character, including age, gender, health, height, weight, build, race, and physical strengths and weaknesses.
Social Attributes
Circumstances with regard to family relations, religion, interpersonal relations, status, and affiliations.
Psychological Attributes
Examines attitudes, beliefs, desires, motives, likes, and dislikes.
Morals
Does the character have any? What are they?
Show Me An Example Of A Character Compare-Contrast Worksheet
Two-Column Response
Literature comprehension is aided with the two-column response method of Ollmann (1992). The two-column organizer, explains Ollmann, is based on the contention that "the process of understanding what we read happens in three places. First, the text gives us facts. Second, using both the text and our head, we interpret those facts. We may form a main idea or a conclusion. Last, using our head alone, we draw on our own experience to form a generalization or make an association" (1992, p. 58).
To use the two-column response strategy, divide the paper into two columns labeled "In the Text" (left column) and "In My Head" (right column). After or while reading the work, record a number of quotes from the text in the left-hand column. Personal responses to each quote are written in the right-hand column directly opposite the quotes. "Pupils may interpret the quote, state opinions, raise questions, or evaluate the writing style ... or discuss related topics" in the "In My Head" column (Ollmann, 1992, p. 58). Subsequent discussions are based on the responses. Ollmann's template and a completed two-column response are given below.
Seven advantages of the two-column response strategy are outlined by Ollmann. "Students focus on specific language. They think actively about text. Higher level thinking is required. Students generate questions about the text and monitor their own understanding (metacognition). The starting point for discussions is student centered. ... The teacher receives a brief written record of the level of each student's understanding. ... Special populations (remedial, advanced) can complete the assignment at their own level yet participate with the class" (1993, p. 58).
Title of Work of Literature
In The Text |
In My Head |
|
The first response in this actual example illustrates a student's personal association between the reading and his own life. In the second response, the student is interpreting the language of the text, here the specific term "slipfooting." A metacognitive response is given by the third student, who "realizes she does not fully understand the metaphor, but tries anyway." The last response, written by a skilled reader, is an elaboration of the metaphor used by the author (Ollmann, 1992, p. 58).
Mama is a Sun-rise by Evelyn Tooley Hunt
IN THE TEXT |
IN MY HEAD |
"she kindles us like lump coal lighted, and we wake up glowing" "When she comes slipfooting through the door" "Even at night Mama is a sunrise that promises tomorrow and tomorrow." "Mama is a sunrise" |
She woke them in a happy way. My mom does that. She is happy and cheerful, sort of like skipping.
|