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.
Using an excerpt from the Narrative of the Life of Frederick Douglass, students can use storyboards to bring to life this close reading assignment. The sample TWIST storyboard above is based on the passage from Chapter 10 in which Douglass fights Edward Covey. Another suggested passage is one early in Chapter 7 in which Douglass learns to read and describes the effect this has on him.
All went well till Monday morning. On this morning, the virtue of the root was fully tested. Long before daylight, I was called to go and rub, curry, and feed, the horses. I obeyed, and was glad to obey. But whilst thus engaged, whilst in the act of throwing down some blades from the loft, Mr. Covey entered the stable with a long rope; and just as I was half out of the loft, he caught hold of my legs, and was about tying me. As soon as I found what he was up to, I gave a sudden spring, and as I did so, he holding to my legs, I was brought sprawling on the stable floor. Mr. Covey seemed now to think he had me, and could do what he pleased; but at this moment—from whence came the spirit I don't know—I resolved to fight; and, suiting my action to the resolution, I seized Covey hard by the throat; and as I did so, I rose. He held on to me, and I to him. My resistance was so entirely unexpected that Covey seemed taken all aback. He trembled like a leaf. This gave me assurance, and I held him uneasy, causing the blood to run where I touched him with the ends of my fingers. Mr. Covey soon called out to Hughes for help...
From this time I was never again what might be called fairly whipped, though I remained a slave four years afterwards. I had several fights, but was never whipped.
| T | TONE |
Triumphant: Douglass is filled with exultation and pride |
|---|---|---|
| W | WORD CHOICE |
resistance, determined, freedom, manhood, self-confidence, triumph, gratification, satisfaction, glorious resurrection, heaven, rose, defiance |
| I | IMAGERY |
rekindled the expiring embers of freedom, the tomb of slavery, the heaven of freedom |
| S | STYLE |
Douglass moves from a matter-of-fact description of the fight into an emotional reflection. The lofty diction and figurative language of his meditation reflect his soaring spirit. |
| T | THEME |
Through Douglass’s intense emotions, he conveys the message that freedom is as much a mental state as a physical one. Restoring self-confidence is the first step in achieving freedom. |
(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 Narrative of the Life of Frederick Douglass. Remember that TWIST stands for Tone, Word Choice, Imagery, Style, Theme.
Start with a relatable example to help students understand each TWIST element. Use a familiar story or movie clip and identify Tone, Word Choice, Imagery, Style, and Theme together as a class before tackling more complex texts like Frederick Douglass.
Select short, powerful excerpts from the narrative. Assign each student or group a specific passage so they can focus on finding evidence for each TWIST element without feeling overwhelmed.
Demonstrate your thought process by analyzing a short passage in front of the class. Discuss your reasoning for identifying specific words, images, or themes so students see how to approach literary analysis logically.
Invite students to use drawings, symbols, and captions to illustrate each TWIST component. Emphasize that visuals can deepen understanding and make complex ideas more accessible.
Have students present their TWIST storyboards to the class or in small groups. Encourage questions and feedback to help students refine their analytical skills and learn from each other’s perspectives.
A TWIST analysis is a classroom strategy that helps students dive deeper into a text by examining its Tone, Word Choice, Imagery, Style, and Theme. This method encourages close reading and critical thinking about how an author conveys meaning.
Start by selecting a powerful excerpt from the text. Guide students to analyze each TWIST element—Tone, Word Choice, Imagery, Style, and Theme—then have them create storyboards or written responses that show their understanding. Use scenes like Douglass's fight with Covey for impactful discussions.
Strong excerpts include Chapter 10, where Douglass fights Edward Covey, and early in Chapter 7, when Douglass learns to read and reflects on its impact. These passages showcase vivid imagery and major themes.
TWIST analysis helps middle school students break down complex texts into manageable parts. It builds close reading skills, boosts comprehension, and encourages students to connect literary devices with overall themes, making literature more accessible.
Encourage students to choose vivid scenes, use specific examples from the text, and explain the significance of each TWIST element. Visual aids like storyboards and peer discussions can make analysis more engaging and meaningful.