Activity Overview
Another great way to engage your students is through the creation of storyboards that examine Tone, Word Choice, Imagery, Style, and Theme. This activity is referred to with the acronym “TWIST”. In a TWIST, students focus on a particular paragraph or a few pages, to look deeper at the author’s meaning.
Stephen Crane is one of those authors revered for his use of winding language and vivid imagery. Using an excerpt from The Red Badge of Courage, students can depict, explain, and discuss important quotes from the text, and analyze the author’s use of style and word choice to enhance meaning.
TWIST Example for The Red Badge of Courage
The din in front swelled to a tremendous chorus. The youth and his fellows were frozen to silence. They could see a flag that tossed in the smoke angrily. Near it were the blurred and agitated forms of troops. There came a turbulent stream of men across the fields. A battery changing position at a frantic gallop scattered the stragglers right and left… The battle flag in the distance jerked about madly. It seemed to be struggling to free itself from agony. The billowing smoke was filled with horizontal flashes. Men rushing swiftly emerged from it. They grew in numbers until it was seen that the whole command was fleeing. The flag suddenly sank down as if dying. Its motion as it fell was a gesture of despair.
| T | TONE |
urgent, vivid, sincere |
|---|---|---|
| W | WORD CHOICE |
tossed, angrily, turbulent stream, frantic, jerked, madly, struggling, agony, dying, despair |
| I | IMAGERY |
The flag suddenly sank down as if dying. Its motion as it fell was a gesture of despair. |
| S | STYLE |
The passage is written in quick, staccato-like sentences, like the orders given by a commander or a newspaper reporter writing about his observations. The imagery is vivid and gives a picture of men swarming about through the smoke with the flag being the only observable figure in the melee. |
| T | THEME |
The action of the battle is coupled with the struggle of the flag which highlights the struggle of the men below it. The flag itself becomes a soldier struggling in the battle, and signals the loss of the men as it sinks. |
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Perform a TWIST analysis of a selection from The Red Badge of Courage. Remember that TWIST stands for Tone, Word Choice, Imagery, Style, Theme.
- Click "Start Assignment".
- Choose any combination of scenes, characters, items, and text to represent each letter of TWIST.
- Write a few sentences describing the importance or meaning of the images.
- Finalize images, edit, and proofread your work.
Lesson Plan Reference
- [ELA-Literacy/RL/9-10/1] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
- [ELA-Literacy/RL/9-10/2] Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
- [ELA-Literacy/RL/9-10/4] Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 27 Points | Beginning 22 Points | Try Again 17 Points | |
|---|---|---|---|---|
| TWIST Analysis | Each aspect of TWIST is analyzed thoroughly and thoughtfully. The tone(s) is/are correctly identified and explained and are supported by evidence. The word choice uses a healthy sample of words from the excerpt that are loaded with connotation, associations, or emotional impact. The chosen imagery highlights sense impressions created by the writer and indicates the author's attitude or evokes a particular reaction from the reader. The author's style is discussed in terms of figurative language, point of view, literary techniques, punctuation, etc. The theme identified highlights the meaning of the passage and offers insight, and it is supported by evidence from the text. | Most of the aspects of TWIST are analyzed thoroughly and thoughtfully. In discussing the aspects, the student may have forgotten key evidence, or they may be unclear in their analysis. The student shows a basic understanding of each of the parts of the acronym, but may not apply them fully to the selected passage. | Most aspects of TWIST are provided with basic evidence and quotes from the passage. The student may be able to identify the elements correctly, but not be able to explain them completely or reveal insight. The discussion is rudimentary and/or may seem rushed. | Some aspects of TWIST are missing or too limited to score, or most of the aspects of TWIST are incorrect. The student makes no attempt to reveal insight in his or her analysis. |
| Depictions | The depictions of each aspect of TWIST are accurate to the passage, or provide an interesting, creative, or insightful visual interpretation of the element in the passage. It is evident that the student spent a lot of time, creativity, and effort into carefully crafting each artistic depiction. | Most of the depictions of each aspect of TWIST are accurate to the passage, or provide an interesting, creative, or insightful visual interpretation of the element in the passage. It is evident that the student stayed on task and put time and effort into crafting each artistic depiction. | Most of the depictions of each aspect of TWIST are accurate to the passage, but they are minimal. There may be some inaccuracies or evidence that the student strayed from the task at hand. The student may not have paid much attention to detail in crafting each depiction, and there may be evidence of rushing or limited effort. | Some of the depictions of each aspect of TWIST are inaccurate, missing, or too limited to score. It is evident that the student did not put a lot of time, effort, and creativity into crafting each artistic depiction. |
| English Conventions | Ideas are organized. Displays control of grammar, usage, and mechanics. Shows careful proofreading. | Ideas are organized. Contains few errors in grammar, usage and mechanics. Shows some proofreading. | Ideas are organized. Contains errors in grammar, usage and mechanics which interfere with communication. Shows a lack of proofreading. | Contains too many errors in grammar, usage and mechanics; (and/or) errors seriously interfere with communication. Shows a lack of proofreading. |
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