Answer Key: Diversity in Language

Transcription

1 English 11A Unit 2 Answer Key: Diversity in Language Name Date Objective In this lesson you will develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. Activities 1. The United States is a highly diverse country and is often described as a melting pot of cultures. As such, it is important to have respect and understanding for the huge diversity in languages used by the various groups of people that live in the country. A dialect is a regional or social variant of a language that is identified by pronunciation, grammar, and/or vocabulary. It is a variation of the standard speech pattern or literary language of the culture where it exists. A standard dialect, or standard language, is a particular version of a language that has legal status. Standard dialect is what you will find in dictionaries, encyclopedias, and in the media. The standard dialect of any language is what is considered to be the correct form of the language. Standard dialect does not include the use of slang. Slang is a deviation from the standard language, and it involves either creating new linguistic forms or altering the meaning of old linguistic forms. For example, the word ice is used in the English language to refer to frozen water; however, it is most commonly used in slang as a reference to diamonds. An idiom is a phrase or an expression whose meaning cannot be determined based on the literal translation of the phrase or expression. For example, the idiom break a leg, if taken literally, would appear to wish harm upon a person. However, this phrase is commonly used as a way of wishing someone good luck, particularly in the world of theater where it is considered bad luck to use the phrase good luck. Think about the standard dialect of English. In what social, cultural, and other instances will you hear the standard English dialect spoken? Who is most likely to use it? In what instances will you hear slang spoken? Who is most likely to use it? but should include factors such as age, social standing, and employment. 1

2 2. Though there are many countries where English is spoken, each country has its own dialect of English. When comparing English dialects, two of the best countries to compare are the United States and Great Britain. People in Britain, who use the standard language of British English, use much of the same vocabulary as in American English, but their words often take on a different meaning. Slang is also very different in these two countries. In Britain, a pound (equivalent unit to a dollar) is often referred to as a quid. o I have nine quid in my pocket. o I have a quid. In the United States, however, a dollar is referred to as a buck. o I have nine bucks in my pocket. o I have a buck. English dialects are not only different in various English-speaking countries but also in the different regions and cultures within those countries. A region is a specific district or territory. Within regions, there can be numerous types of cultures. Culture is defined as the attitudes and behaviors that define a group or an organization. Cultures can be divided by ethnicity, socio-economic class, level of education, and interests. Think about your region and the different cultures within that region. Do the dialects differ within the region, or is there one dominant dialect? Do dialects differ within the different cultures? Explain in the space provided below., though students should try to use examples of different cultures and dialects that they are aware of in their region. Across the United States, dialects vary from region to region and state to state. These variations exist on many levels. In general, the accent and dialect of people raised in the southern states are very different from those of people raised in the northeast region of the US. In other cases, variations in dialect are more localized. 2

3 For example, Ocracoke Island, North Carolina, is a small island with a population of less than 1,000 people. Due to its historic isolation from the mainland, the local dialect has retained many features of that spoken by the original British settlers in the 1700s. Think of another region in America that has a different dialect than your region. How are the dialects different? Why do you think they are different? Think of three or four examples of differences., though students should identify one particular region of the United States other than the one in which they live. Key words to look for are: culture, ethnic groups, socioeconomic class, etc. 3. The use of language often varies among different ethnic groups. Ethnic groups are large groups of people who share a common and distinctive racial, national, religious, linguistic, or cultural history. In America, various ethnic groups have formed their own dialects. These dialects are often heavily influenced by the cultural heritage of the groups. For example, some groups of Jewish-Americans share the common bond of both religious and cultural heritages. Their dialect can often be found to combine both English and Yiddish words. Yiddish is a language spoken by many Jewish people of European descent. Similarly, some African-Americans use a dialect, known as African-American Vernacular English, that shares grammatical features with many West African languages. It is also similar to various Creole languages. Creole is a term used to describe a language that has been formed by combining features of two other distinct languages. Louisiana Creole, although heavily based on the French language and influenced by English, is distinct from both. For example: What is your name? (English) Sa-ki to non? (Creole) Comment tu t appelle? (French) My name is Paul. (English) Mo pele Paul. (Creole) Je m'appelle Paul. (French) 3

4 Think about different ethnic groups in America. Choose one that has its own dialect and explain what the influences may have been in the formation of this dialect. Think of some specific examples of words and their various pronunciations. (Use the definition of ethnic groups and the information given as a guide for this exercise.). Most cultural and ethnic combinations should be suitable for this exercise, such as Italian-American, Mexican-American, and Haitian-American. 4. There are factors in a person s role in society, or social role, that can have a significant influence on the way a person speaks. A person s social role can be affected by his/her type of employment, wealth, cultural background, level of education, age, and social status. For example, consider the type of language used by a lawyer addressing a courtroom. A lawyer s social role includes a job that requires a high level of professionalism, a large salary, and a high level of education. Hearing a lawyer speak to a judge in any dialect other than Standard English would not be appropriate, especially when dealing with high-stakes legal matters. Choose two personas (characters) from the following list of social roles and write an opening argument for the following court case from each of your chosen personas perspectives. The first persona is the defendant, who is a 20-year-old man accused of pick-pocketing a man s wallet while asking him for directions on a city street. The second persona is the plaintiff whose wallet was stolen. Social roles: Doctor, sports announcer, politician, singer, car salesman, or policeman. Students should emphasize the personas differences by their use of language. 4

5 5. For this final activity, think about a piece of literature that you are currently reading or have recently read. What type of dialect does the author use in the piece of literature? What things do you think might influence the author s use of language? Think about things such as the author s country, region, culture, ethnic group, and social role. Does the author use this dialect to make his/her writing more effective, or do you think that is his/her normal dialect? Do some research about your author before beginning this activity. _. Students should be expected to draw on all aspects of diversity in language _ that were addressed in this lesson, including: dialects, slang, ethnic groups, geographic _ regions, and social roles. This can be turned into a larger research project, _ literature that is being used at the time. 5

6 English 11A Unit 2 Answer Key: American Romanticism Literature ( ) Name Date Part 1: Read and Compare Objectives In this part of the lesson you will: read selections by American authors and secondary sources by literary critics (to ) recognize the style of selected American authors compare content and literary form among several selections of anthologized literature read in varied sources, such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, and electronic texts Links Find Articles Library of Congress Project Gutenberg Activities 1. The period of Romanticism in American literature is often identified as being from One key element that marks this period is the way in which American writers were trying to find their own voice, separate from that of their British ancestors. American Romanticism pulled the focus away from God and toward I. This was a time when the country was moving in a number of directions following the Revolutionary War. The country was expanding into the west, the North was questioning the institution of slavery in the South, and the North was also beginning to feel the need to change the dynamics of the expanding country. While the country itself was changing, the literature of the time was also finding a voice of its own. American Romanticism in literature can be found more in fiction than in poetry, and it included an awareness of history, especially that of the darkest times in American history (e.g., the genocide of the Native Americans, the Salem Witch Trials, slavery). Literature of the American Romanticism period offers various literary forms (e.g., personal narratives, autobiographies, poetry, historical fiction) and writing styles (e.g., formal and informal prose, melodramatic poetry, gothic poetry and prose, critical essays, personal letters). 1

7 The elements, subject matter, attitudes, and techniques of the various types of literature in the American Romanticism period are significantly different from that of other periods in American history. Elements of American Romanticism include the frontier, optimism, experimentation, mingling of races, and growth of industrialization. Subject matter includes the quest for beauty, use of history, use of the extraordinary, escapism, and interest in nature. Attitudes include appeals to the imagination, emotion s importance over reason, and subjectivity (i.e., one s own perspective or opinion, a turning inward ). Techniques include far away settings in time and space, unlikely plots, strange or vague characterization, focus on the individual, and form development from content (content not molded around a specific form for example, free verse poetry as opposed a traditional four-line stanza end rhyme poem). In addition, the mood of American Romanticism is often gothic and grotesque; it uses the strange and unusual to evoke a sense of terror or fear. Using your school library s reference database for essays on English language and literature (e.g., the MLA database, FirstSearch), research recent essays (i.e., written within the last 10 years) on the American Romanticism period. You may also access bnet and Library of Congress to search for essays. Review the annotations of at least ten essays. Choose an essay that is most interesting to you and print it out. After reading the essay, write a critical summary of the article. The two- or three-paragraph summary should include: 1. an overview of the literary critic s main argument(s)/viewpoint(s) 2. your own analysis/critique of the literary critic s main arguments and theories about the American Romanticism period 3. the similarities you expect the writings of the American Romanticism period to share Summaries will vary, but students should be sure to include a short summary of the article, their own interpretation of the article in relation to the reading, and common elements that they should expect to find in literature of this period. 2

8 One of the most influential writers in the transition between the Colonial period and the American Romanticism period was Washington Irving ( ). Irving was considered to be a classic writer before his death because of such works as The Sketch-Book of Geoffrey Crayon, which contained both of his most famous short stories, Rip Van Winkle and The Legend of Sleepy Hollow. The Sketch-Book was influential for the American Romanticism period in America because it inspired up-and-coming authors of the time. One such author who was inspired by Irving was Nathaniel Hawthorne. By influencing future writers, Irving s style of writing (such as his ominous tone, ambiguous endings, and use of symbolism and imagery) helped to define the American Romanticism period. Read from your American literature anthology (e.g., Volume B of Norton or Heath) Washington Irving s The Legend of Sleepy Hollow. If the text is not in your anthology, it can be found online at Project Gutenberg As you are reading, use the chart below to facilitate active note-taking while analyzing five passages (2 3 paragraphs each). Pay attention to both content (e.g., descriptions of the environment and people, recurring beliefs, Irving s own commentary on the events he narrates) and writing style (e.g., Irving s word choice, tone, use or disuse of figurative language). Passage Excerpt Characteristics: Content Example: Describes a perfect scene of nature, which is then interrupted by a squirrel shooting Characteristics: Style Example: First person Figurative language (e.g., angry echoes ) Tone is serene. Explanation Example: I recollect that when a stripling, my first exploit in squirrel shooting was in a grove full of tall walnut trees that shades one side of the valley. Passage #1 Example: This is the introduction to the setting of the story. It sets a peaceful tone, where the narrator feels at ease in his environment. Passage #2 3

9 Passage Excerpt Passage #3 Characteristics: Content Characteristics: Style Explanation Passage #4 Passage #5 Characters in a story are often representative of themes and ideologies from society. Think about The Legend of Sleepy Hollow and the key characters and their roles in the story. What do you believe the Headless Horseman of Sleepy Hollow could symbolize? What do you think Ichabod Crane could represent? student s interpretation of the story, but a possible answer is that the Headless Horseman of Sleepy Hollow represents the country, which is characterized as being dirty and dangerous, and Ichabod Crane represents the city, which is characterized as being clean, safe, and civilized. Think about the ending of The Legend of Sleepy Hollow. What do you believe became of Ichabod Crane? Write an epilogue (piece of writing at the end of a work that brings closure to the piece of literature) to the story explaining what really happened and how you know that to be the case. You must take on both the voice and the persona of the narrator for this exercise. 4

10 , but students should be sure to continue writing in the first person as an observer to the events of the story. 2. Nathaniel Hawthorne, like Irving, wrote fiction during the American Romanticism period. Hawthorne s fiction, however, was steeped in the history of his Puritan ancestry and traditions. His short story Young Goodman Brown, which was published in 1835, took on the literary form of historical fiction. Historical fiction is a story set among actual events or a specific period of history. Young Goodman Brown is historical fiction because its location, setting in time, and some characters are historically accurate, though the story itself is a work of fiction. Read Young Goodman Brown, which you will find in your American literature anthology or online at Project Gutenberg As you are reading, use the chart below to facilitate active note-taking while analyzing five passages (2 3 paragraphs each). Pay attention to both content (e.g., descriptions of the environment and people, recurring beliefs, Hawthorne s own commentary on the events he narrates) and writing style (e.g., Hawthorne s word choice, tone, use or disuse of figurative language). Passage Excerpt Characteristics: Content Example: Setting is Salem, Massachusetts, in Puritan times. Recurring theme of fear, dread, and hidden secrets. Faith refers to both the wife and a trust in a higher power. Brown can be representative of any man. Characteristics: Style Example: Third-person Gothic and suspenseful tone; anticipation of an event in relation to this journey Formal word choice Uses a lot of dialogue to inform the reader (e.g., and we but three months married ) Explanation Example: Dearest heart, whispered she, softly and rather sadly, when her lips were close to his ear, pr y thee, put off your journey until sunrise, and sleep in your own bed to-night. A lone woman is troubled with such dreams and such thoughts, that she s afeard of herself, sometimes. Pray, tarry with me this night, dear husband, of all nights in the year! Example: Hawthorne is setting the tone for his story with two characters who are newlyweds and devout Christians. There is a suspenseful tone with the reference to this night of all nights in the year. 5

11 Passage Excerpt Passage #1 Characteristics: Content Characteristics: Style Explanation Passage #2 Passage #3 Passage #4 Passage #5 How would you describe Hawthorne s tone in Young Goodman Brown? What goal do you think he was trying to achieve with the tone? The tone is dark, ominous, and suspenseful. Perceptions of goals will vary. 6

12 What do you believe happened that night in the forest? Why do you think Goodman Brown went on his journey? What do you think was so special about that particular night? Be sure to cite specific examples from the text. student s interpretation of the story. Possible explanations could be that Goodman Brown imagined the whole event in the forest and that he was there because he was intrigued by the practice of witchcraft. 3. Think about Young Goodman Brown and your interpretation of the text. The story was focused on Goodman Brown s actions during a twelve-hour period of time (dusk until dawn). In 3 4 paragraphs, write the story as Faith Brown would have seen it, including her actions during those twelve hours. Remember to write based on your interpretation of the events and to keep the same writing style (third person, past tense). _, but students should be sure to write what Faith did that night, based on what _ they believe truly happened that night in the woods with Goodman Brown. They also need to _ use the third person and past tense. 7

13 4. Refer to your analysis charts for both Irving and Hawthorne. Write a 3-4-paragraph essay in which you compare and contrast the content, form, and writing style of Irving and Hawthorne. Be sure to cite specific examples from each text as you advance your primary claims., but students should be able to recognize that both Irving and Hawthorne use gothic, ominous, and suspenseful tones. They also use the woods as a setting for mysterious activities. 8

14 Part 2: Analyzing Themes Objectives In this part of the lesson you will: illustrate ways in which authors use syntax, imagery, figures of speech, allusions, symbols, irony, and other devices in the context of history, culture, and style draw on a broad base of knowledge about the universal themes of literature such as initiation, love and duty, heroism, illusion and reality, salvation, and death and rebirth, and explain how these themes are developed in a particular work of literature analyze the way in which the theme or meaning of a selection represents a view or comments on life using textual evidence to support the claim analyze literature to identify the stated or implied theme: identify the ideas the author uses to create the theme Links Poe Museum Project Gutenberg Activities 1. As you learned in Part I, literature of the American Romanticism period offers various literary forms (e.g., personal narratives, autobiographies, poetry, historical fiction) and writing styles (e.g., formal and informal prose, melodramatic poetry, gothic poetry and prose, critical essays, personal letters). Writing style can include syntax (sentence structure), images (mental pictures drawn by words), figures of speech (poetic devices such as metaphor, i.e., a direct comparison between two things, and simile, i.e., a comparison using like or as ), allusion (the reference to a person, place, or thing in history or literature), irony (incongruity between what is understood and what actually happens), the use of symbols (something that is representative of another thing, such as a cross for Christianity), tone (the author s mood), and diction (word choice, including formal and flowery words as opposed to plain and simple words). Despite the many forms and writing styles of this period ( ), several universal themes emerge from the literature of this period. A theme is a broad idea in a story, or a message conveyed by a work. This message is usually about life, society, or human nature, and is generally implied. Universal themes are present in literature throughout every culture. They are universal because they are uniform throughout the world and do not change in meaning despite the many specific ways that they can be presented in literature. Themes that are carried throughout the whole work are called motifs, or recurring themes. Here are some common universal themes and their definitions: 9

15 Initiation Theme Love and duty Heroism Illusion and reality Salvation Death and rebirth Definition A ceremony, ritual, test, or period of instruction with which a new member is admitted to an organization, either informally (symbolically) or formally, or to an office, or to knowledge. Conflict between an emotional attachment to someone or something (love) and a role that needs to be played, or an obligation that needs to be fulfilled (duty). The qualities of a hero or heroine; exceptional or heroic courage when faced with danger (especially in battle). Conflict between what is believed to exist and what truly exists. The illusion can be intentionally or unintentionally created by the characters. Preservation or deliverance from destruction, difficulty, or evil. This theme does not necessarily have to represent literal death and rebirth. It can be symbolic of a low point in someone s life (death) followed by a period of rejuvenation (rebirth).. Review the following works of the American Romanticism Period from Part I: o Washington Irving s The Legend of Sleepy Hollow o Nathaniel Hawthorne s Young Goodman Brown Select one of the aforementioned works and write a brief (3 4 paragraphs) essay in which you: 1. identify a universal theme that is carried throughout the work (motif) 2. give 2 3 concrete examples from the work to illustrate the theme 3. make a case for how the writer uses the universal theme to make a comment on life (i.e., his own argument or position about the theme). For example (numbers refer to essay components above): 1. Hawthorne conveys a theme of illusion and reality throughout Young Goodman Brown. 2. Specifically, he writes about the local people from the town that Goodman Brown sees in the forest: among them... appeared faces that would be seen, next day, at the council-board of the province. Moments later, he finds himself amid calm night and solitude. 3. Hawthorne is commenting on the history of the Puritans in Salem, Massachusetts, by contrasting illusion and reality in Young Goodman Brown, thereby commenting that all that appears to be real may not be. This comment is not only relevant to the Salem Witch Trials, which took place between March 1692 and January 1693, but also to the continual history of persecution throughout American history. 10

16 , but students should identify the following universal themes: Irving: initiation, love and duty, heroism, illusion and reality, salvation, and death and rebirth; Hawthorne: initiation, love and duty, heroism, illusion and reality, salvation, and death and rebirth. 11

17 2. Another influential writer in the American Romanticism period was Edgar Allan Poe ( ), who is recognized for his use of an intriguing style of poetry in The Raven. The Raven is best known for its use of repetition, rhyme, and syntax to create an alluring rhythm and pace. Both a poet and an author of short stories, Poe was known as mysterious in both his writing and personal life. His writing is famous for its gothic and ominous nature, as it focuses on the unusual and unnatural. Read the short biography of Edgar Allan Poe in your American literature anthology or online at Poe s Life.. After you have read about Poe, turn to the poem The Raven, published in If this particular poem is not in your anthology, you can access it online at Project Gutenberg First, read the poem aloud to get a feeling for its pace. Then, take notes as you read the poem closely from a line-by-line perspective. Review the poem again in order to complete the following analysis chart. Be sure to cite evidence from the poem to support your answers. Lines 1 and 2 Lines 9 and 10 Lines Questions Answer/Explanation What is the narrator doing in the beginning of the poem? How does it set the tone? Why was the narrator reading the books? The narrator is sitting alone, thinking about a number of old, unusual, and interesting stories that he had recently been reading and that are no longer commonly known. The tone is set by a dark and dreary night on which the author sits alone thinking about strange folklore. The narrator was trying to forget for the time being his lost Lenore by becoming consumed by the stories. He was trying to pass the time. Lines What is the narrator s tone? What is his plan when he hears the knocking again? The tone is ominous and suspenseful. To calm his nerves the narrator is going to look out the window to convince himself that it is just the wind making the tapping noise. Lines What is the narrator s explanation of the raven s spoken word? The narrator says that it is just a word that the bird knows from hearing the word said repeatedly by an unhappy master. 12

18 Lines Questions Answer/Explanation Lines What happens with the raven in the last stanza? What do you think the raven represents? Why? The raven remains above the door. Possible symbols of the raven can be a guilty conscience, grief, depression, sorrow, fear of solitude, etc. 3. Read the poem once more to yourself as if it were a story being told to you by a close friend. Do you think the events happened exactly as reported? Write a paragraph explaining why the events are either embellished or fictional altogether. Cite specific examples from the text that support your explanation. Possible indications of the poem s embellishment are references to the character napping (lines 2 and 21), the raven speaking to him (line 48), and the raven remaining in the chamber for an extended period of time (lines ). What common poetic devices (e.g., tone, rhyme, repetition, simile, metaphor, personification, alliteration, hyperbole, symbol, imagery) does Poe use in The Raven? Explain how the poetic devices are used and why the author has used them. Students should notice rhyme (internal and end), repetition, simile, metaphor, alliteration, hyperbole, symbol, and imagery throughout the poem. for the explanation of usage. 13

19 4. Herman Melville ( ), an author who is best known for his work Moby Dick, is like Poe in the way that he uses a gothic tone, but he stands on his own in his use of irony and grim humor. Melville s short story Bartleby, the Scrivener A Story of Wall-Street sets a strange tone that eventually becomes uncomfortable for the reader. Read Herman Melville s Bartleby, the Scrivener A Story of Wall-Street from your American literature anthology. If the text is not in your anthology, it is available online at Project Gutenberg While you are reading, pay close attention to Melville s writing style. Look for examples of syntax, imagery, figures of speech, allusions, symbols, irony, and tone. How do they function within the history and culture of the story? Cite specific examples from the text for each example and explain how they function in the story., but students should be able to find at least one example of each type of writing style, followed by their interpretation of its function in the text. The culture of the story is the world of law copy-editing, which is bleak and without inspiration. The history of the story is the history of both Wall Street and America s thirst for prosperity. Think about the universal themes that have been discussed in this lesson. Which themes are relevant to Bartleby, the Scrivener? Why do you think Bartleby always says I prefer not...? Explain the role of the themes in the story.. Possible themes to be identified are illusion and reality, salvation, and initiation. 14

20 Part 3: Historical Perspective Objectives In this part of the lesson you will: analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings (e.g., how the archetypes of banishment from an ideal world may be used to interpret Shakespeare's tragedy Macbeth) analyze literature to identify the stated or implied theme compare works that express a universal theme write interpretations of literary or expository reading that demonstrate a grasp of the theme or purpose of the work write interpretations of literary or expository reading that support key ideas through accurate and detailed references to the text or to other works Link Project Gutenberg Activities 1. In the wake of the American Revolution, America was trying to find its own identity, and American writers were trying to find their own voice. After Americans won their freedom, their attitudes toward their country and their history began to change. People began to focus more on the internal problems of America instead of British rule. Since one of the most controversial and fundamental aspects of American life at the time was slavery, the importance of both the education of those not involved and a resolve to change became ingrained in day-to-day life. During the time of slavery in America, many people were abused, tortured, and dehumanized based on nothing more than the color of their skin. Various borders were put up around the institution of slavery, such as secrecy of the slaveholders and the mandatory ignorance forced upon the slaves, which shielded a large portion of America from the atrocities that were being committed in the South. Fortunately, not all slaves remained ignorant, and not all slaves remained enslaved during this dark time in American history. Some former slaves, such as Frederick Douglass ( ), were able to overcome the obstacles they faced by educating themselves and fighting for the freedom of those who remained enslaved. Various memoirs, narratives, autobiographies, and other types of literature regarding slavery began to surface in pre-civil War America. Since literature of the Romanticism period in America was largely focused on the individual, personal narratives such as Frederick Douglass s grabbed the attention of the anti-slavery population. It is because of these works that Americans who were not personally affected by slavery were moved to defend every person s basic right to freedom. 15

21 Frederick Douglass who was a slave in the South for thirty years before he was able to escape to the North. Read from your American literature anthology (e.g., Volume B of Norton or Heath) the following excerpts of Frederick Douglass s Narrative of the Life of Frederick Douglass, an American Slave: Written by Himself, which was published in 1845 by the Anti- Slavery Office in Boston. The preface, Chapter I, Chapter II, Chapter V, Chapter VI, Chapter VII, Chapter XI, and the appendix are recommended for this activity. If you cannot find this text in your anthology, it is also available online at Project Gutenberg As you read, use the chart below to facilitate active note taking while analyzing at least one passage (2 3 paragraphs each) from each of the six recommended chapters. Pay attention to both content (e.g., descriptions of the environment and people, recurring beliefs, Douglass s own commentary on the events he narrates) and writing style (e.g., Douglass s word choice, tone, use or disuse of figurative language). Passage Example from Chapter I (from Norton Anthology Volume B): By far the larger part of slaves know as little of their ages as horses know of theirs, and it is the wish of most masters within my knowledge to keep their slaves thus ignorant. Passage #1 Characteristics: Content Example: Refers to ignorance of slaves, cruelty of slave masters, and the dehumanization of the slaves Recurring references to slaves being property that need to be controlled Characteristics: Style Example: Formal diction/word choice (e.g., never having seen any authentic record containing it ) First-person point of view Figurative language (e.g., slaves know as little of their ages as horses know of theirs ) Explanation Example: The first few passages of Chapter I refer to Douglass s background as he understood it. Recurring themes of ignorance and dehumanization of the slaves by the slaveholders are both explicitly stated and implied. 16

22 Passage #2 Passage Characteristics: Content Characteristics: Style Explanation Passage #3 Passage #4 Passage #5 17

23 Passage #6 Passage Characteristics: Content Characteristics: Style Explanation 2. Read the Preface and Appendix to Douglass s autobiography. What audience is the autobiography aimed at? Why do you think he aimed it at that audience? Why do you think he did not aim it at slaves, former slaves, or slave owners in the South? Answers will vary, but students should be aware that Douglass aimed his autobiography at Northerners to make them aware of the severity of the situation in the South and to try to get more people involved. (Note: this autobiography was published by the Anti-Slavery Office in Boston.) 18

24 Consider the typical elements of an autobiography (e.g., written in first person, truthful life experiences, more informal than a biography, lacking references and many dates, biased in representation, written for an older audience). What typical elements of an autobiography are in Douglass s Narrative of the Life of Frederick Douglass, an American Slave: Written by Himself? Cite specific examples in your answer. _, but students should be able to identify that it is written in the first person, _ that the experiences are truthful as far as Douglass knew at the time, that it is more informal _ in style than a biography, that it does not use many references (other than to the Bible) and _ has few dates, and that it was written for an audience of prominent Northern white males and, _ therefore, could be considered biased based on its agenda. 3. Select one passage (either from above or a new passage from the recommended excerpts) from Narrative of the Life of Frederick Douglass, an American Slave: Written by Himself, and rewrite the passage as if it were aimed at slaves and former slaves in How would a different audience affect Douglass tone and rhetorical appeals (i.e., calls to action for the specific audience)? Answers will vary, but students should use informal writing. 19

25 After rewriting the passage, answer the questions below. How do you think your target audience would have received your version of the passage? How do you think Douglass s target audience would have received it? Explain the differences in reception and why they would be different. _ based on the students interpretations of their chosen passage. _ How would you describe Douglass s overall writing style, highly poetic and figurative or direct and simple? Cite specific examples from the text to support your claim. Do you think this writing style was effective for his cause? but should include that his writing is at times poetic and figurative and at times direct and simple. 4. Anti-slavery literature was written not only by former slaves like Douglass, but also by the white population of America. Harriet Beecher Stowe ( ) was a white woman who was raised in Connecticut and eventually moved to Cincinnati, Ohio, with her family. It was there that she became aware of the horrors of slavery and decided to be a part of the anti-slavery movement through her writing. She wrote a series for an abolitionist paper entitled Uncle Tom s Cabin, which was later published in book form. Though Stowe received criticism for her portrayal of slavery, she was credited for being part of the inspiration for the Civil War. Her focus on the stories and plights of individual slaves made slavery itself seem more inhumane. She was able to make the horrors of slavery real to those who were not involved. Find Uncle Tom s Cabin in your American literature anthology and read the following chapters: 31, 33, 34, 36, 38, 40, and 41. If this text is not available in your literature anthology, it is available online at Project Gutenberg 20

26 In addition to universal themes, themes that are specific to the work itself can be conveyed. In other words, a writer s historical, social, and cultural background can lead to themes that are particular and unique to the work itself. For example, Douglass repeatedly refers to the theme of ignorance among slaves. Acknowledging that the slaves were not only imprisoned in body but also in mind by remaining uneducated and ignorant is significant for Douglass s goal of moving an educated and wealthy portion of society into action against dehumanizing acts. This theme was particular to writings in the American Romanticism period that were aimed at educating those who were not aware of the severity of the situation in the South. What particular theme does Uncle Tom s Cabin convey? Identify and explain two ways (e.g., imagery, figures of speech, allusions) in which Stowe carries out a theme that is unique to Uncle Tom s Cabin. Answers will vary, but possible themes that are particular to this text are survival, devotion, religion/undying faith, and cruelty. For example, for the theme of religion/undying faith there are various allusions to the Bible as well as metaphors and similes. Now refer back to your notes on Frederick Douglass s Narrative of the Life of Frederick Douglass, an American Slave: Written by Himself. How does Harriet Beecher Stowe s portrayal of slavery differ from Douglass s in its syntax, sound, and tone (or mood)? How is it similar? _, but Stowe s tone is optimistic whereas Douglass s tone is realistic. Stowe _ is often melodramatic at points. Stowe uses a lot of dialogue because her work is fiction. _ Douglass is not able to use as much dialogue because his is a work of non-fiction. _ 21

27 5. In Uncle Tom s Cabin, there is an archetype that is used for the role of Uncle Tom. An archetype is an original model or pattern from which other models are made. Archetypes have been drawn from myths and traditions throughout history. Uncle Tom s role in Uncle Tom s Cabin is that of a Christ-figure/martyr archetype. For this exercise, you will examine the archetypal role of Uncle Tom, explain how Uncle Tom is portrayed as a martyr, and draw parallels between Uncle Tom and Jesus. Then, think of an example from a movie or television show you have seen where one of the characters is portrayed as a Christ-figure/martyr archetype. Give specific examples from the movie to support your claim. Answers will vary, but key themes are Uncle Tom s selflessness (e.g., willing to take beatings for others, willing to be sold instead of others) and resolution to his faith and what he knows is the right thing to do. Parallels between Uncle Tom and Jesus are being tortured, having others clean their wounds, and accepting their fate without complaint. 22

28 English 11A Unit 2 Answer Key: Elements of Fiction Name Date Objectives In this lesson you will: demonstrate the ability to analyze fiction by identifying and applying knowledge of elements and literary techniques identify and analyze the elements of fiction (e.g., plot, conflict, theme, point of view, setting, tone, mood, characterization) Link The Elements of Fiction Activities 1. Visit The Elements of Fiction to review story elements, including setting, characterization, plot, conflict, point of view, and theme. As you review the material, think about works you are reading or have read, and how each of the elements of plot is evident in those works. In addition, review the following information and complete the related exercises. 2. Setting is the time and place in which a story occurs. The setting of a story has an impact both on how the characters behave and on how the reader interacts with the text. Consider Uncle Tom s Cabin by Harriet Beecher Stowe. This story s setting can be shown through: Time. Either through reference to or placement in history, an author can help the reader better understand the characters and events in a story. Uncle Tom s Cabin, set in the antebellum (pre-civil War) South, portrays the anti-slavery sentiment and struggle of the time. Place. The place of a story can contribute to its impact on the reader in a variety of ways. Consider the following setting details in Uncle Tom s Cabin: o Geography. By setting the story in Kentucky and Louisiana, Stowe is able to demonstrate the cruelties and hard labor of the deep southern plantations down the river in Louisiana as well as the possibility of freedom across the river from Kentucky in Ohio. 1

29 o Locality. Locality refers to a more specific, or local, sense of place. It is articulated in the descriptions of Uncle Tom s actual cabin. Tom feels safe and relatively comfortable, and he is the dominant figure in the household. By juxtaposing this specific locale with the fact that he can be pulled from this setting and sold at any time, the author is able to draw a more compelling picture of the institution of slavery. Similarly, the locality of Senator Bird s home helps the reader consider the conflict between politics and reality when he or she reads that the Senator, at home, almost immediately breaks the Fugitive Slave Law he has recently helped enact. o Topography. Authors also use physical descriptions, such as Eliza s escape across the icy Ohio River, to add drama and energy to their works. Consider another story that you have read recently. How does the author use time and place to strengthen the message or theme of the story? Write your thoughts in the space provided.. 3. In both a novel and a short story, characters are very important. The characters perform the actions and experience the events of a story. There are four main kinds of characters. The protagonist is the story s main character. The reader, or audience, usually feels sympathy for and identifies with the protagonist and his or her conflicts. The protagonist is often the story s hero. (In Uncle Tom s Cabin, Tom is the protagonist.) The antagonist is the character who has a conflict with the story s protagonist. Readers often think of the antagonist as the bad guy. (In Uncle Tom s Cabin, Simon Legree, one of the most despised characters in literary history, is an antagonist.) A round character is well-developed and is usually important to the story. The author wants us to know a lot about a round character and provides much information about him or her. (In Uncle Tom s Cabin, Eliza Harris is a round character. Her role is essential to the themes of the story, so she is well-developed as a character.) A flat character is less developed than a round character. Flat characters are usually not very important to the story, so the author doesn t tell the reader much about their personalities. (In Uncle Tom s Cabin, Stowe has a slew of flat characters, the collection of whom may help to illustrate the staggering numbers of people of the time who went along with a particular viewpoint on slavery, either blindly or out of fear.) Think about the characters in another story that you have read in class or that your teacher suggests. Use the chart below to write the names of the story s protagonist, antagonist, and round and flat characters. Explain why you chose each character. 2

30 Story Title: Character Type Character Name Evidence from Story Protagonist.. Antagonist.. Round characters.. Flat characters.. 4. Characterization is the way an author tells us about a story s characters. Writers use two main types of characterization: In direct characterization, the author tells us what kind of person the character is by using words such as angry, courageous, thoughtful, elegant, or studious. A writer might also use indirect characterization, whereby the reader learns about the character through his or her actions and private thoughts, and by what other characters say or think about that character. Examine the characterization in Uncle Tom s Cabin or another novel you have read this year. In the chart, write two examples of direct characterization and two examples of indirect characterization from the novel. Write the character s name, whether the example is of direct or indirect characterization, and evidence from the text. Character Direct or Indirect Evidence from the Text

31 5. In addition to the basic elements you have reviewed, the tone of a story refers to the writer s attitude toward the subject. It is conveyed to the reader through stylistic use of language (e.g., rhythm, word choice, imagery). Similarly, the mood of a story reflects the feeling that a piece of literature arouses in the reader. As with tone, mood is created through specific choices in language, imagery, and descriptive details. Reread the opening paragraphs of the novel Uncle Tom s Cabin or consider the opening paragraphs of another story that you have read this year or that your teacher suggests. How would you describe the author s tone? What words or phrases contribute to the mood of the text?. 6. Another story element authors consider is the story s point of view. Point of view is the frame of reference an author uses to tell a story. A story might be told in: First-Person. A first-person story is narrated by one of the characters. In the first-person point of view, the narrator uses the word I to describe the story s events. (See, for example, Edgar Allan Poe s The Tell-Tale Heart. ) Third-Person. In third-person point of view, the author uses the words he, she, and they to tell the story. (See, for example, Uncle Tom s Cabin.) Two main types of third-person point of view are: o Objective. In the objective style, the author tells the story without revealing the characters thoughts. o Omniscient. In the omniscient style, the author says what the characters are thinking or feeling, giving the reader information that the other characters do not know. Sometimes writers use limited omniscient style, revealing only a part of what the narrator knows about characters thoughts and feelings. What type of third-person point of view is used in Uncle Tom s Cabin? third person limited omniscient Through the years, Uncle Tom, the main character of the novel, has been criticized for his passive acceptance of his bondage. Calling someone an Uncle Tom became a derisive term for a black person who would not stand up for him or herself and who seemed happy to serve the white establishment. Consider the descriptions the narrator in the novel uses to describe 4

32 Tom. Do you think Stowe portrays Tom as being happy to be in his situation? Explain your answer, using details from the novel to support your claims., but students should use details to from the story to support their claims. Rewrite a portion of the novel using first-person point of view. Tell the story from Tom s viewpoint, writing about his thoughts and feelings that we do not get to read in the third-person narrative.. 5

33 7. Consider the differences in your revision of the scene. What are the differences between firstperson and third-person point of view? What benefits does each bring to the reader?. 8. The mood of a story reflects the feeling that a piece of literature arouses in the reader. Like tone, mood is created through specific choices in language, imagery, and descriptive details. How does Stowe use language and imagery to create mood? Be sure to cite one or two passages. but should include use of dialect, emotional language, and vivid description. 9. The plot is the series of events that takes place in the story and includes a beginning, middle, and end. The plot describes how the story s main character faces a struggle of some kind or has a problem to overcome. Review this plot diagram: Climax Rising Action Falling Action Exposition/Conflict Resolution The exposition is where the main problem or conflict is identified. The rising action is the central part of the plot where the main action takes place and problems arise. The climax is a critical scene where the story s hero faces a major obstacle or problem. The falling action is what follows the climax and leads to the end of the story. The resolution is what happens after the final conflict. 6

34 Consider again Uncle Tom s Cabin or another novel. Use the plot diagram to write the elements of the story s plot, including the exposition, rising action, climax, falling action, and resolution. If possible, share your diagram with a classmate. Did you both pick the same events to include in the diagram? Why or why not?, but it is likely that students will select similar events to include. If their answers are different, probe them to recall that there can be several conflicts in a story and that finding the central one is not always easy. Climax Rising Action Title: Falling Action Exposition/Conflict Resolution 8. The theme of a story is the main idea, the message, the subject, or the concept that the author is trying to convey. Again using Uncle Tom s Cabin or another novel or story, consider the themes of the story. In a short essay, discuss one of the themes that you have found. Remember to support your ideas with examples from the text.. 7