Ex. It was very startling (A); but he was not at all frightened, now. He was filled withenergy, and he breathed again, feeling the sharp intake of frigid air (B). Now, too, hecould feel cold air swirling around his entire body (C). He felt it blow against his handswhere they lay at his sides, and over his back.Elements of style: A. precise word choice; B. sensory image, descriptive vocabulary; C.sensory imageEffect: The author begins the description with the strong word “startling” and not justthe word “scary.” The description includes sensory images which allow the reader to feelthe frigid air that Jonas experiences, helping to create an image in the reader’s mind.1. Finally the obstruction of the piled snow was too much for the thin runners of the sled,and he came to a stop. He sat there for a moment, panting, holding the rope (A) in hiscold hands. Tentatively (B) he opened his eyes – not his snow-hill-sled eyes (C), for theyhad been open throughout the strange ride. He opened his ordinary eyes, and saw that hewas still on the bed, that he had not moved at all.Elements of style: A. B.C.Name _________________________________________ Period ___________© 2008 Secondary Solutions 60 The Giver Literature GuideEffect:2. “And hills, too,” he added. “They made conveyance of goods unwieldy. (A) Trucks;buses. Slowed them down. So—” (B) He waved his hand, as if a gesture had caused hillsto disappear. “Sameness,” he concluded.Elements of style: A. B.Effect:3. He was left, upon awakening, with the feeling that he wanted, even somehow needed, toreach the something that waited in the distance. The feeling that it was good. (A) That itwas welcoming. That it was significant. (B)Elements of style: A. B.Effect:4. “Oh, there’s lots to learn,” Fiona replied. “There’s administrative work, and the dietaryrules, and punishment for disobedience (A) – did you know that they use a disciplinewand on the Old (B), the same as for small children? And there’s occupational therapy,and recreational activities, and medications, and—”Elements of style: A. B.Effect:
Question
Ex. It was very startling (A); but he was not at all frightened, now. He was filled withenergy, and he breathed again, feeling the sharp intake of frigid air (B). Now, too, hecould feel cold air swirling around his entire body (C). He felt it blow against his handswhere they lay at his sides, and over his back.Elements of style: A. precise word choice; B. sensory image, descriptive vocabulary; C.sensory imageEffect: The author begins the description with the strong word “startling” and not justthe word “scary.” The description includes sensory images which allow the reader to feelthe frigid air that Jonas experiences, helping to create an image in the reader’s mind.1. Finally the obstruction of the piled snow was too much for the thin runners of the sled,and he came to a stop. He sat there for a moment, panting, holding the rope (A) in hiscold hands. Tentatively (B) he opened his eyes – not his snow-hill-sled eyes (C), for theyhad been open throughout the strange ride. He opened his ordinary eyes, and saw that hewas still on the bed, that he had not moved at all.Elements of style: A. B.C.Name _________________________________________ Period ___________© 2008 Secondary Solutions 60 The Giver Literature GuideEffect:2. “And hills, too,” he added. “They made conveyance of goods unwieldy. (A) Trucks;buses. Slowed them down. So—” (B) He waved his hand, as if a gesture had caused hillsto disappear. “Sameness,” he concluded.Elements of style: A. B.Effect:3. He was left, upon awakening, with the feeling that he wanted, even somehow needed, toreach the something that waited in the distance. The feeling that it was good. (A) That itwas welcoming. That it was significant. (B)Elements of style: A. B.Effect:4. “Oh, there’s lots to learn,” Fiona replied. “There’s administrative work, and the dietaryrules, and punishment for disobedience (A) – did you know that they use a disciplinewand on the Old (B), the same as for small children? And there’s occupational therapy,and recreational activities, and medications, and—”Elements of style: A. B.Effect:
Solution
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Elements of style: A. Descriptive vocabulary; B. Adverb to show uncertainty; C. Metaphor Effect: The author uses descriptive vocabulary to paint a vivid picture of the protagonist's physical state and surroundings. The use of the adverb "tentatively" shows the protagonist's uncertainty and fear. The metaphor of "snow-hill-sled eyes" and "ordinary eyes" contrasts the protagonist's extraordinary experience with his normal life, emphasizing the strangeness of the situation.
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Elements of style: A. Jargon; B. Short sentences and fragments Effect: The author uses jargon like "conveyance of goods" and "unwieldy" to show the speaker's professional or knowledgeable background. The use of short sentences and fragments creates a choppy rhythm, reflecting the speaker's dismissive attitude towards the old ways.
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Elements of style: A. Repetition; B. Short, simple sentences Effect: The repetition of "the feeling that" emphasizes the protagonist's strong desire and need to reach his destination. The short, simple sentences create a rhythmic effect, mirroring the protagonist's
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