The American Classic. Realism/Regionalism/Naturalism and the Tall Tale

Transcription

1 The American Classic Realism/Regionalism/Naturalism and the Tall Tale

2 PER DUE: Homework Packet -2- HOMEWORK PACKET SCORING RUBRIC POINT RANGE PERFORMANCE DECSCRIPTION SCORE Student s responses to questions are clear, effective, and demonstrate a thorough critical understanding of the text in developing insightful answers. Answers are coherently organized, with ideas supported by apt reasons and well-chosen examples. Student s work is original, thoughtful, and complete. The work is generally free from errors in grammar, usage, and mechanics; writing style is effective and fluent, marked by syntactic variety and a clear command of language. Student s responses to questions are clear and demonstrate a critical understanding of the text in developing insightful answers. Answers are well organized, with ideas supported by apt reasons and well-chosen examples. Student s work is thoughtful and complete. The work may have a few errors in grammar, usage, and mechanics; writing style is effective, marked by some variety and facility in the use of language. Student s responses generally address the topic, but may slight some aspects of the task; responses demonstrate a generally accurate understanding of the text in developing plausible answers. Answers are adequately organized, with ideas generally supported by reasons and examples. Student s work is thoughtful and complete. The work may have a few errors in grammar, usage, and mechanics; writing style is effective, marked by some variety and facility in the use of language. Responses are comprised largely of superficial analysis, tending to discuss the obvious, showing a lack of imagination or insight. Answers generally lack coherence and often fail to use sufficient or accurate evidence or reasoning to prove an argument. The work in general is lackluster, sloppy, carelessly composed, and obviously was denied the serious and scholarly attention it was expected to receive. **Any homework packet that is incomplete cannot receive a score higher than 15 points. **Handwriting that is illegible due to careless transcription will be regarded as incomplete. If your penmanship cannot be read, it cannot be graded.

3 PER DUE: Homework Packet -3- Vocabulary for poems 1. blithe: 2. copious: 3. restive: 4. diffuse: 5. effuse: WALT WHITMAN I Hear America Singing (p. 304) 6. In this poem Whitman, writes about the working class and portrays them singing. In what way does this characterization reflect his attitude towards the subjects of the poem? When I Heard the Learn d Astronomer (p. 312) 7. The astronomer lectures to a large audience. How does this audience respond to his information, and what does the response reveal? What is the narrator s response, and why is it similar to or different from the mainstream response? Sparkles from the Wheel (p. 312) 8. The poem is meant as a snapshot or a vignette of a common street scene. Who are the predominant characters in the poem? How do their unique responses reflect their attitudes toward life?

4 PER DUE: Homework Packet -4- Song of Myself (packet) 9. We used an excerpt from this poem to compare the Romantic philosophy to the new age of Realism. Identify three profound differences and briefly (3-4 sentences) discuss their differences. 10. Who or what appears the focus of this poem? What lines in the excerpt support your claim? 11. What is the perspective on death in Annabelle Lee? What is the perspective on death in this poem? A New England Nun by Mary Wilkins Freeman (p. 336) 12. How is "A New England Nun" an example of Regionalism? Given Mary Wilkins Freeman's "vignette", what can you infer about the people and landscape of this area? Would you want to visit? 13. What aspects of Louisa s life and personality are symbolized by her canary and Caesar?

5 PER DUE: Homework Packet -5- The Celebrated Jumping Frog of Calaveras County by Mark Twain (p. 319) Vocabulary 14. cavort: 15. exhort: 16. garrulous: 17. impose: 18. reminiscence: 19. What kind of man is Jim Smiley? Cite the story to substantiate your description. 20. What peculiar characteristics do his animals have? 21. In this story how does Mark Twain employ the following literary techniques: hyperbole (blend of romantic and realism): caricature: irony: vernacular:

6 PER DUE: Homework Packet -6- "Life on the Mississippi" by Mark Twain (p. 324) 22. What does the author mention are the three passing ambitions of the boys in Hannibal? What ambition was lifelong? 23. How does the town change with the arrival of the steamboat? In what ways is this a metaphor for life? 24. How does Twian introuduce humor into the story? Cite examples. 25. How do the strong Romantic ambitions of Twain s youth gradually chage as he becomes older? What experiences spark this change? An Occurrence at Owl Creek Bridge by Ambrose Bierce (p. 344) Vocabulary 26. dictum: 27. efface: 28. gyration: 29. ineffable:

7 PER DUE: Homework Packet ludicrous: 31. Part of the impact of this story is the element of irony. Discuss at least two aspects of the protagonist s experience that reflect the ironic. 32. In what ways does this story conform to a Realist point of view? An Episode of War by Stephen Crane (p. 352) Vocabulary 33. aggregation: 34. disdainful: 35. maniacal: 36. reverberate: 37. trident: 38. How does the Lieutenant s men react after he is wounded? 39. In what ways does the Lieutenant s perspective of the war change once he has been shot?

8 PER DUE: Homework Packet What is indicated by the Lieutenant s final remarks to his family regarding his wound? 41. What role does irony play in many of the events that occur in this story? How does Crane s use of irony reflect his attitude toward life? Of the Meaning of Progress by W. E. B. DuBois (p. 362) Vocabulary 42. affectation: 43. barbarism: 44. guffaw: 45. incorrigible: 46. inimitable: 47. What were the positive and negative aspects Du Bois found while living and teaching in rural Tennessee? How were his Romantic visions of his position different from the reality he found when he actually started? 48. Why did Du Bois use Josie as an example of the students he encountered? How did she serve as an excellent example of the conflict between Romanticism and Realism?

9 PER DUE: Homework Packet What circumstances do you think Du Bois would have liked to see change to benefit his people? What indicated his pessimism at the end of the reading? My Heart Feels Like Bursting by Chief Satanta (p. 328) 44. How did Satanta define good conduct and the good life? 45. What stand did Satanta make in his speech? What tone conveyed his feelings? I Will Fight No More Forever by Chief Joseph (p. 329) 46. How did Chief Joseph reveal himself a great leader, even in time of defeat? 47. How did the statement of Chief Joseph differ from the speech of Satanta, both in tone and content?

10 PER DUE: Homework Packet -10- The Story of an Hour by Kate Chopin (reading packet p. 9) 48. What is the nature of Mrs. Mallard's "heart trouble," and why would the author mention it in the first paragraph? Explain how this heart trouble considered symbolic or ironic? 49. The setting of the story is limited; it is confined largely to a room, a staircase, and a front door. How does this limitation help to express the themes of the story? 50. What kind of relationships do the Mallards have? Is Brently Mallard unkind to Louise Mallard, or is there some other reason for her saying "free, free, free!" when she hears of his death? Explain this way. How does she feel about him? 51. Mrs. Mallard closes the door to her room so her sister Josephine cannot get in, yet she leaves the window open. Why does Chopin make a point of mentioning this? How might this relate to the idea of living "free" and to the implicit idea that she is somehow imprisoned? Do other words in the story relate to this idea? Explain.

11 PER DUE: Homework Packet What view of marriage does the story present? The story was published in 1894; does it only represent attitudes toward marriage in the nineteenth century, or could it equally apply to attitudes about marriage today? Explain. 53. The last line of the story is this: "When the doctors came they said she had died of heart disease-of joy that kills." In what ways is this an ironic statement? What is gained by having the doctors make such a statement rather than putting it in the mouths of Josephine or Richards?