
Third Person Perspective Techniques

Interactive Video
•
English
•
9th - 10th Grade
•
Medium

Richard Gonzalez
Used 1+ times
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12 questions
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1.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is the main similarity between third person limited and omniscient perspectives?
Both use a first-person narrator.
Both focus on a single character's thoughts.
Both avoid describing external events.
Both have an external narrator.
2.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
How does the third person limited perspective differ from omniscient?
It allows for multiple narrators.
It avoids any character's thoughts.
It focuses on a single character's thoughts.
It describes events from a first-person view.
3.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is the defining feature of third person perspectives?
An external narrator tells the story.
Focus on dialogue over narrative.
Avoidance of character thoughts.
Use of first-person pronouns.
4.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
In the closeness spectrum of third person limited, what happens as you get closer to the character?
The narrative becomes more detached.
The story shifts to a different character.
There is less focus on inner monologue.
The narrator becomes more in touch with the character.
5.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is a key consideration when deciding where your story falls on the closeness spectrum?
How close you want to be to the protagonist.
The length of the chapters.
The number of characters in the story.
The genre of the story.
6.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Why is it important to maintain consistency in the closeness spectrum?
To allow for multiple narrators.
To avoid confusing the reader with random changes.
To focus solely on external events.
To ensure the story remains unpredictable.
7.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is 'head hopping' in third person limited?
Switching focus between characters mid-scene.
Using multiple narrators in a single chapter.
Avoiding any character's thoughts.
Describing events from a first-person view.
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