Learning Objectives
Teacher Framing:
Language use according to Practical Criticism involves close observation of lexical choices, semantic fields, and rhetorical devices without relying exclusively on biographical or historical context. The aim is to train teachers to show students how specific words carry emotional weight, connotations, and tone, functioning as the building blocks of an author’s argument or poetic voice.
Student Learning Objectives:
- Identify specific word choices and categorise their connotations.
- Distinguish between the primary and secondary meanings of a text.
- Differentiate between overt/explicit messaging and covert/implied meanings.
- Select precise textual evidence to support an analytical claim.
Core Knowledge:
Language is the primary medium through which writers construct meaning. In Practical Criticism, we treat the text as an autonomous object, looking closely at denotation (literal meaning) and connotation (associated meanings), as well as how layers of meaning operate. A text often presents an overt or explicit message on the surface, while simultaneously weaving in covert (intentionally hidden) or implied (figurative) elements. By examining specific lexical choices—such as verbs, adjectives, and figurative language—we can uncover both the primary meaning the writer wants us to take away and any additional secondary meanings beneath the surface.
Key Ingredients:
Key Vocabulary:
- Denotation: The literal, dictionary definition of a word.
- Connotation: The cultural, emotional, or suggested associations connected to a word.
- Primary meaning: The main thing that a text wants you to take away
- Secondary meaning: Additional meanings a text wants you to take away
- Covert / implied: When an author is attempting to hide meaning, covert means that the hiding is more intentional, and implied is more figurative.
- Overt / explicit: When an author is being clear and plain with their meaning.
Key Sentence Stems:
- “While the overt, explicit message of the text is [X], a covert layer of meaning is established through…”
- “The primary meaning centers on [X], but the secondary meaning implies that…”
- “The lexical choice ‘[word]’ carries connotations of [Y], serving to reinforce the implied…”
Key Thinking:
Incorrect: “The author just means what they say right on the surface and there’s no hidden point.” (Ignores covert/implied layers and secondary meanings).
Correct: “While the explicit denotation of the phrase is straightforward (the primary meaning), the choice of the covertly loaded verb ‘withheld’ introduces an implied second meaning regarding the character’s untrustworthiness.”
Models
Non Literary Warm Up:
Analysing a political campaign poster or a public advertisement. For example, looking at an overt/explicit slogan (“Buy our eco-friendly product to save money”), while analysing the covert/implied secondary meaning hidden in the background imagery (suggesting moral superiority or social status).
Literary example – :
Analyzing a poetic stanza or a prose extract opening. For example, contrasting the overt/explicit narrative action with a covert lexical choice that hints at a secondary meaning of impending doom or betrayal.
Now Apply To This To Our Text:
- Scan the text for the surface-level message, identifying what is being stated as overt or explicit, and determine the primary meaning.
- Look closer at specific words to uncover any covert or implied layers, noting whether the hidden meaning is intentional (covert) or figurative (implied).
- Identify any secondary meanings running parallel to the main takeaway.
- Formulate an analytical sentence linking a specific lexical choice and its connotations to these deeper layers of meaning.
Exit Question:
How does the writer balance an overt, explicit primary meaning with a covert or implied secondary meaning in this text?
Homework:
a) Pre-reading of the next lesson – read through the knowledge so you can be ready to discuss in class.
b) Apply the learning of today’s lesson to your own private reading text. Write a paragraph explaining how today’s learning changes how you might conceive your text. Be sure to use the key vocabulary and sentence stems.
c) Write a paragraph about the discipline of Literature, explain how key words from today’s lesson impact the field overall.
d) Add today’s vocabulary and sentence stems to your own glossary. Highlight any that you are unsure about, but you must also research the meanings yourself and develop your glossary to include this differentiated support.