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Literary Analysis 

 Activity Book 



          GOLD 





          PRENTICE HALL
    Upper Saddle River, New Jersey 

           Glenview, Illinois 

      Needham, Massachusetts
Copyright © 2000 by Prentice-Hall. Inc., Upper Saddle River, New Jersey 07458. All rights
reserved. Student worksheets may be duplicated for classroom use, the number not to
exceed the number of students in each class. Notice of copyright must appear on all copies.
No other part of this book may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording, or by any information storage­
and-retrieval system, without permission in writing from the publisher. Printed in the
United States of America.

                                   ISBN 0-13-437571-8

                          1 2 3 4 5 6 7 8 9 10   03 02 01 00 99

                                     PRENTICE HALL
Contents 

Unit 1: Spine Tinglers

"The Cask of Amontillado" by Edgar Allan Poe. . . . . . . . . . . . . . . . . . . . . , l' 

                                                                                                     ,
"The Most Dangerous Game" by Richard Connell. . . . . . . . . . . . . . . . . . . ~ 21 

"Casey at the Bat" by Ernest Lawrence Thayer . . . . . . . . . . . . . . . . . . . . . . 3 

"The Birds" by Daphne du Maurier . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 

"The Red-headed League" by Sir Arthur Conan Doyle . . . . . . . . . . . . . . . . . 5 

"The Listeners" by Walter de la Mare 

"Beware: Do Not Read This Poem" by Ishmael Reed 

"Echo" by Henriqueta Lisboa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 

"Caucasian Mummies Mystify Chinese" by Keay Davidson . . . . . . . . . . . . . 7 


Unit 2: Challenges and Choices

from A Lincoln Preface by Carl Sandburg . . . . . . . . ...               ~   . . . . ......... 8 


"I Have a Dream" by Martin Luther King 

from Rosa Parks: My Story by Rosa Parks with Jim Haskins 

"There Is a Longing ... to by Chief Dan George 

"I Hear America Singing" by Walt Whitman . . . . . . . . . . . . . . . . . . . . .... 9 

"The Golden Kite, the Silver Wind" by Ray Bradbury . . . . . . . . . . . . . . . 10 

"The Road Not Taken" by Robert Frost 

"New Directions" by Maya Angelou 

"To Be of Use" by Marge Piercy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 

"Old Man of the Temple" by R. K. Narayan . . . . . . . . . . . . . . . . . . . . . . . 12 

"Perseus" by Edith Hamilton. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 

"Slam, Dunk, &: Hook" by Yusef Komunyakaa 

"The Spearthrower" by Lillian Morrison 

"Shoulders" by Naomi Shahib Nye . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 


Unit 3: Moments of Discovery
"Children in the Woods" by Barty Lopez . . . . . . . . . . . . . . . . . . . . . . . . . 15 

"Rules of the Game" by Amy Tan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
"Checkouts" by Cynthia Rylant 

"Fifteen" by William Stafford . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 


"Sympathy" by Paul Laurence Dunbar 

"Caged Bird" by Maya Angelou 

"We never know how high we are" by Emily Dickinson 

from In My Place by Charlayne Hunter-Gault . . . . . . . . . . . . . . . . . . . . . . . 18 

"The Interlopers" by Saki (H. H. Munro) . . . . . . . . . . . . . . . . . . . . . . . . . . 19 

"The Rug Merchant" by James A. Michener . . . . . . . . . . . . . . . . . . . . . . . 20 


"Combing" by Gladys Cardiff 

"Women" by Alice Walker 

"maggie and mOUe and mollie and may" by E.E. Cummings 

"Astonishment" by Wislawa Szymborska. . . . . . . . . . . . . . . . . . . . . . . . . . 21 



Unit 4: The Lighter Side
"The Secret Life of Walter Mitty" by James Thurber . . . . . . . . . . . . . . . . 22 

"The Inspector General" by Anton Chekhov . . . . . . . . . . . . . . . . . . . . . . . 23 

"Go Deep to the Sewer" by Bill Cosby 

"Fly Away" by Ralph Helfer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 

"An Entomological Study of Apartment 4A" by Patricia Volk ... , . . . . . . 25 


"Macavity: The Mystery Cat" by T. S. Eliot 

"The Problem With Hurricanes" by Victor Hernandez Cruz 

"Jabberwocky" by Lewis Carroll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 

"Talk" by Harold Courlander and George Herzog . . . . . . . . . . . . . . . . . . . . . . 27 

"One Ordinary Day, With Peanuts" by Shirley Jackson . . . . . . . . . . . . . . . 28 



Unit 5: Visions of the Future
from The Road Ahead by Bill Gates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 

"The Machine That Won the War" by Isaac Asimov . . . . . . . . . . . . . .... 30 

"Fire and Ice" by Robert Frost 

••All Watched Over by Machines of Loving Grace" by Richard Brautigan 

"There Will Come Soft Rains" by Sara Teasdale 

"The Horses" by Edwin Muir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
"If I Forget Thee, Oh Earth... " by Arthur C. Clarke 

      from Silent Spring by Rachel Carson 

      "To the Residents of A.D. 2029" by Bryan Wooley. . . . . . . . . . . . . . . . . . . 32 

      "Gifts.. by Shu Ting 

      "Glory and Hope" by Nelson Mandela . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 


      Unit 6: Short Stories

      "The Gift of the Magi" by O. Henry . . . . . . . . • . . . . . . . . . . . . . . . . . . . c~i) 

      "Sonata for Harp and Bicycle" by Joan Aiken . . . . . . . . . . . . . . . . . . . . . 35 

      "The Scarlet Ibis" by James Hurst . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 

      "Blues Ain't No Mockin Bird" by Toni Cade Bambara                                                  .

      "UncI e Marcos" by Isabel Allende . . . . . . . . . . . '. . . . . . . . . . . . . . . . . . . C'/ 3f! 

                                                                                                          ;::;.

      "The Man to Send Rain Clouds" by Leslie Marmon Slim 

      "The Invalid's Story" by Mark Twain . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 

      "The Necklace" by Guy de Maupassant 

      "The Harvest" by Thomas Rivera . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 


      Unit 7: Nonfiction
      "Single Room, Earth View" by Sally Ride . . . . . . . . . . . . . . . . . . . . . . . . . 40 

      "The Washwoman" by Isaac Bashevis Singer 

      "On Summer" by Lorraine Hansberry 

      "A Celebration of Grandfathers" by Rudolfo A. Anaya . . . . . . . . . . . . . . . . 41 


      from A White House Diary by Lady Bird Johnson 

      "Arthur Ashe Remembered" by John McPhee 

      "Georgia O'Keeffe" by Joan Didion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 

      "Understanding Comics" by Scott McCloud . . . . . . . . . . . . . . . . . . . . . . . 43 

      "Earhart Redux" by Alex Chadwick 

      In These Girls, Hope Is a Muscle by Madeleine Blais, 

        a book review by Steve Gietschier 

      In These Girls, Hope is a Muscle by Madeleine Blais, book jacket. . . . . . . . 44 


      Unit 8: Drama
      The Dancers by Horton Foote. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 

."   The Tragedy of Romeo and Juliet, Act I. by William Shakespeare . . . . . . 46
The Tragedy of Romeo and Juliet, Act n. by William Shakespeare. . . ... 47 

The Tragedy of Romeo and Juliet, Act In. by William Shakespeare. . . ... 48 

The Tragedy of Romeo and Juliet, Act IV, by William Shakespeare . . . . . . 49 

The Tragedy of Romeo and Juliet, Act V. by William Shakespeare . . . . . . 50 


Unit 9: Poetry
"I Wandered Lonely as a Cloudto by William Wordsworth . . . . . . . . . . . ... 51 


"The Eagle" by Alfred, Lord Tennyson 

"'Hope' is the thing with feathers-to by Emily Dickinson 

"Dream Deferred" and "Dreams" by Langston Hughes . . . . . . . . . . . . . . . 52 


"Blackberry Eating" by Galway Kinnell 

"Memory" by Margaret Walker 

"Women's Work" by Julia Alvarez 

"Meciendo" by Gabriela Mistral 

"Eulogy for a Hermit Crab" by Pattiann Rogers . . . . . . . . . . . . . . . . . . . . 53 

"Uphill" by Christina Rossetti 

"Summer" by Walter Dean Myers 

Ecclesiastes 3:1-8, The King James Bible 

"The Bells" by Edgar Allan Poe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 

"The Raven" by Edgar Allan Poe 

"The Seven Ages of Man" by William Shakespeare . . . . . . . . . . . . . . . . . . . 55 

"On the Grasshopper and the Cricket" by John Keats 

Sonnet 30 by William Shakespeare 

Three Haiku by Basho and Chiyojo 

"Hokku Poems" by Richard Wright . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 



Unit 10: The Epic
from the Odyssey, Part I, by Homer . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 

from the Odyssey, Part 2, by Homer. . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 

"An Ancient Gesture" by Edna St. Vincent Millay 

"Siren Song" by Margaret Atwood 

"Prologue" and "Epilogue" from the Odyssey by Derek Walcott 

"Ithaca" by Constantine CavafY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Name ______________________________________________ Date ____________

                  "The Cask of Amontillado" by Edgar Allan Poe (text page 5)

                        Literary Analysis: Setting and Mood
   Throughout "The Cask of Amontillado." Poe uses specific words to create a particular mood.
When reading the story. you can identify the mood from the descriptive details that Poe uses.
For example, the words "with a leer" create a threatening mood in the following sentence: "He
raised it to his lips with a leer." Often a single word can be used to describe the mood of a
story.
   One important way Poe establishes the mood of the story is through the different settings.
The setting of a story is the time and place of the action. Time can include not only the his­
torical period of the story (the past, present, or future) but also the time of year and even the
time of day. The place may involve not only the geographical place (the country, state, or town)
but also the social, economic, or cultural environment of the story.

DIRECTIONS:  In "The Cask of Amontillado," the mood is related to the different settings of the
story. As the setting changes, the mood changes too. Complete the chart to examine how
the setting affects the mood. Identify the descriptive details in each of the settings listed, then
identify the mood of each setting. The first one has been completed for you. Finally, answer
the questions that follow.


             Setting                    Descriptive Details                     Mood
  1. Beginning of story:             "the supreme madness             frenzied and delirious
     a street at dusk            i   of the carnival season"
     during carnival
  2. Middle of story:
     the catacombs of
     the Montresors




  3. End of story:
     interior crypt




                                                                  I

 4. How do you think the mood of the story relates to the plot?



 5. How does the mood shift as the characters move from one setting to another in the begin­
    ning, middle, and end of the story?




© Prentice-Hall, Inc.                                             Literary Analysis Activity Book   1
Name                                                                   Date __________________

            "The Most Dangerous Garnett by Richard Connell (text page 16)

    Literary Analysis: Connecting Elements of a Short Story
1. 	 The plot of a story is made up of a series of related events that include the conflict, the
     climax, and the resolution. The conflict is a struggle between opposing people or forces.
     The conflict may be either external, between a character and another character or an out­
     side force, or internal, within a character's mind. The climax is the turning point of the
     story, the point at which the conflict comes to a head. The resolution is how the conflict
     turns out. IdentifY the conflict, climax, and resolution of "The Most Dangerous Game."
     Cite passages from the story to support each answer.




2. 	 Characters are the people, and in some cases animals, involved in the action of a story. A
     writer can reveal a character's personality through a variety of techniques, including direct
     statements about the character, the character's actions and comments, and what other
     characters say about the character. Briefly describe the two main characters in 'The Most
     Dangerous Game," and explain how Connell develops each of these characters. Cite exam­
     ples from the story for support.




3. 	 Point of view is the vantage point from which a story is told. In a first-person point of view,
     the narrator is a character who is involved in the action. In a third-person limited point of
     view, the narrator is not involved in the story and reveals the thoughts of a Single charac ­
     ter. In a third-person omniscient point of view, the narrator, who is not involved in the
     story, can see into the minds of all the characters. IdentifY the point of view of "The Most
     Dangerous Game," and explain how you think the point of view affected how you
     responded to the events in the story.




4. 	 The setting is the time and place of the events in the story. IdentifY the setting of 'The
     Most Dangerous Game." Explain why the setting is a key element of the story. and analyze
     how the setting affects the story's mood, or atmosphere.




5. 	 Theme is the general idea about life that the author wants to communicate. Sometimes,
     the theme is revealed directly. More often, the theme is revealed indirectly through the
     characters and events in the story. State the theme of "The Most Dangerous Game," and
     identifY how it is revealed.




2 Literary Analysis Activity Book 	                                                © Prentice-Hall, Inc.
Name ______________________________________________ Date ___________

                 "Casey at the Bat" by Ernest Lawrence Thayer (text page 36)

                               Literary Analysis: Plot
  The plot of a piece of writing is like a pyramid. Each event builds on the one(s) before, until
the poem or story reaches the climax, the pOint of greatest interest or excitement, at the top.
The anticlimax is a kind of letdown, when the ending is not what you expected--"Mighty
Casey" does strike out.                                      '

DIRECTIONS:Use the plot diagram and the lines provided to identifY the major events of the
poem that lead to the anticlimax. IdentifY the anticlimax in item 8. The first entry has been
completed for you. Then answer the question that follows.




                                                                 anticlimax




 1. The Mudville team was losing. but most of the crowd remained to see Casey.
 2. _____________________________________________
 3. ________________________________________________
 4. __________________________________________________
 5. ________________________________________________
 6. ___________________________________________________
 7. _________________________________________________________
 8. _________________________________________________________

 9. Look at your completed plot outline. How do the plot events in the poem lead you to
     believe that Casey will not strike out? _____________________________




© Prentice-Hall, Inc.                                           Literary Analysis Activity Book   3
Name ________________________                                                Date _________

                         "The Birds" by Daphne du Maurier (text page 46)

                                   Literary Analysis: Mood
  Writers often use foreshadowing to create suspense by hinting at events to come. In sus­
penseful works of literature, foreshadowing can contribute to the mood or atmosphere. By
using clues to suggest what has yet to occur, a writer can create a particular feeling in the
reader.

DIRECTIONS: Complete the chart to examine how foreshadowing is linked to the mood of "The
Birds." Read the clues in the first column. Then explain what events these clues foreshadow.
In the last column, identify the mood created by the foreshadowing. When you have completed
the chart, answer the question that follows.


                   Story Clues                       Event Foreshadowed                 Mood
    l. Nat drew the blanket round him,               the turmoil they will        apprehension,
       leaned closer to the back of his              soon face                    uncertainty
       sleeping wife, and stayed wakeful,
       watchful, aware of misgivings without
       cause.
    2. "Householders are warned to see
       to their windows, doors, and chimneys,
       and to take reasonable precautions
       for the safety of their children."
                                                I




                                                                         T
    3. Nat did not want to scare her. He
       thought it possible that she might not
       go to town tomorrow.

                                                I




    4. And now, in the midst of many
       problems, he realized that it was
       dance music only coming over the
       air. Not Children's Hour, as it should
       have been.

    5. 	He was filled with misgivings. He ~
        did not want his wife or the children
        to go down to the farm.


                                                i	                            i


 6. In general, what kind of mood is created by the use of foreshadowing in "The Birds"? How
    is this mood created?




4     Literary Analysis Activity Book 	                                                © Prentice-Hall, Inc.
Name ________________________                                                 Date _ _ _ _ _ _ _ __

            "The Red-headed League" by Sir Arthur Conan Doyle (text page 82)

                     Literary Analysis: Suspense in a Mystery
   A mystery is a story of suspense that usually contains the following elements: a crime, a
crime solver, suspects, a criminal, and key details such as clues, alibis, and characters'
motives, The suspense. or feeling of curiosity or uncertainty, in the mystery is created by the
writer's use of details that arouse the reader's curiosity by hinting at events to come.

DIRECTIONS: Complete the following chart to examine how Sir Arthur Conan Doyle creates sus ­
pense in "The Red-Headed League." Read the description from the story in the first column.
Then identify the details from the description that help to create suspense. Finally, explain
how this suspense adds to the reader's interest in the mystery. The first one has been done
for you.


                                           I    Details That Create          How Details Increase
                                                                              Interest in Mystery
      Description From Story                          Suspense
 1. "I went to the landlord ... and I          Landlord said he           Readers want to find out
    asked him if he could tell me              never heard of Red-        what had happened to the
    what had become of the Red-                headed League.             organization. 

    headed League. He said that he 

    had never heard of any such 

    body." 

 2. When I saw him that afternoon
    so enwrapped in the music at
    St. James's Hall I felt that an evil
    time might be coming upon
    those whom he had set himself
    to hunt down.
 3. 	"And, I say, Doctor, there may
     be some little danger, so
     kindly put your army revolver
     in your pocket."



 4. 	 "It is our French gold," whis­
     pered the director. "We have
     had several warnings that an
     attempt might be made upon it."



 5. "These are daring men, and
    though we shall take them at a
    disadvantage, they may do us
    some harm unless we are
    careful. "                                                        I
                                           I                          I




© Prentice-Hall, Inc. 	                                                   Literary Analysis Activity Book   5
Name ______________________________________________ Date _________

                  "The Listeners" by Walter de la Mare (text page 104) 

            "Beware: Do Not Read This Poem" by Ishmael Reed (text page 106) 

                      "Echo" by Henriqueta Lisboa (text page 107) 


         Literary Analysis: Comparative Figurative Language
  Poets use imagery to appeal to the reader's five senses-touch, taste. smell. hearing.
and sight. Often this imagery relies on figures of speech. such as metaphor. personification.
and hyperbole. These figures of speech create vivid impressions in the reader's minds.
       • A metaphor implies a direct comparison between two unlike things.
       • Personification gives human characteristics to a nonhuman subject.
       • Hyperbole is exaggeration and overstatement for emphasis.

DIRECTIONS: For each of the passages listed below. identify the figure of speech used by the
poet. Then describe the impression created in your mind.


                                                                     Type of
                                     Example of                     Figure of                 Impression
          Poem                    Figures of Speech                  Speech                     Created
    1. "The Listeners"       And how the silence surged           personification       makes the silence seem
                              softly backward,                                          almost lifelike. like
                             When the plunging hoofs                                    one of the ghostly
                              were gone.                                                characters in the poem
    2. "Beware"              the hunger of this poem is 

                               legendary 

                             it has taken in many victims 

                         I                                                          I


                                                                                    I
    3. "Beware"              it is a greedy mirror


                         !




    4. "Beware"              this poem aint got no manners




    5. "Echo"                Thousands of parrots 

                             screamed together 

                                                              I




    6. "Echo"                steely screams rained 

                             and rained down. 


                                                              I                     I




6     Literary Analysis.Activity Book                                                           © Prentice-Hall, Inc.
Name ______________________________________________ Date _________

       "caucasian Mummies Mystify Chinese" by Keay Davidson (text page 112)

                          Literary Analysis: Fact and Opinion
  A news article's main purpose is to inform the reader about the subject of the article by
answering six basic questions: who. what;. when. where, why, and how. The opening sen­
tences of a news article, called the lead, are written to capture the audience's attention by
summarizing the main pOints of the stoxy and answer as many of the six questions as possible.
  The main idea in a news article is supported by important details. Some of these details are
facts. which can be proved true. Other details are expert opinions. which are what people
think or feel about the main idea or what they believe to be true about it. An opinion can be
supported, but it cannot be proved to be true.

         Complete the following chart by writing one fact and one opinion from "Caucasian
DIREcTIONS:
Mummies Mystify Chinese" that provide details about the main idea.


                   Main Idea                          Fact                         Opinion

  1. 	The discovexy was described by          The first of the more       This discovexy could
      a scientist writing in Discover         than 100 mummies            have a greater effect
      magazine in April 1994.                 were found in 1978          on our theories of
                                              and 1979.                   evolution than the idea
                                                                          of a lone "ice man."
 2. 	The discovexy of the mummies
     received little press attention in
     the West.



  3. Only five years ago, Chinese
     authorities would not have
     granted Westerners access to
     tissue samples from the
     mummies.
 4. 	The mummies are found at
     burial sites in a 500-mile­
     wide region of northwest China.



  5. 	It has taken a long time for
      the news of these Chinese
      mummies to get the attention
      of Western scholars.                i




  6. 	When Matr first saw the
      Chinese mummies, he
      immediately recognized their
      faces as Caucasians.




© Prentice-Hall, Inc. 	                                               Literary Analysis Activity Book   7
Name ____________~___________                                                   Date __________

                    from A Lincoln Preface by Carl Sandburg (text page 129)

                      Literary Analysis: Anecdotes and Mood
  Carl Sandberg uses anecdotes in A Lincoln Preface to entertain readers and to make certain
pOints about Abraham Lincoln. But these anecdotes also help to create particular feelings in
the reader. The feeling that a piece of writing creates is its mood. The mood of a work often is
suggested by the descriptive details a writer uses-the kinds of details often found in anecdotes.

DIRECTIONS: Read each anecdote about Lincoln from A Lincoln Preface in the first column. Then
identify the mood that the anecdote creates. In the last column. explain how the anecdote
helps to create the particular mood. The first one has been done for you.

                                                                !
                                                                                        How Anecdote
                             Anecdote                           i       Mood            Creates Mood
    1. 	As they were finishing their talk of the days of            eerie and         It foreshadows 

        blood, he said, "I shan't last long after it's over."       sad               Lincoln's 

                                                                                      assassination. 

    2. 	 "I don't intend precisely to throw the Constitution
        overboard, but I will stick a hole in it if I can,"
         he told a Cabinet officer. The enemy was violating
                                                                                  I

                                                                                  !

        the Constitution to destroy the Union, he argued,
        and therefore, "I will violate the Constitution, if
         necessary, to save the Union."

    3. 	When his white kid gloves broke into tatters while
        shaking hands at a White House reception, he
        remarked, "This looks like a general bustificaiton."




    4. 	He mentioned "the politicians," over and over again
        "the politicians," with scorn and blame. As the
        platoons filed before him at a review of an army
        corps, he asked, "What is to become of these boys
        when the war is over?"


                                                                i
    5. 	He threw a cashiered officer       of hi       the                        I
        White house, crying, "I can bear censure, but not
        insult. I never wish to see your face again."



                                                                                  i
                                                                !




8     Literary Analysis Activity Book 	                                                    © Prentice-Hall, Inc.
Name ___________________________________________ Date _ _ _ _ _ _ __

             "I Have a Dream" by Martin Luther King, Jr. (text page 140) 

      from Rosa Parks: My Story by Rosa Parks with Jim Haskins (text page 143) 

             "There Is a Longing... " by Chief Dan George (text page 145) 

             "I Hear America Singing" by Walt Whitman (text page 146) 


                        Literary Analysis: Comparing Tone
   Tone is the attitude a writer takes toward the subject of his or her writing. A writer's tone is
often influenced by his or her purpose for writing. This Is especially true in the case of nonfic ­
tion. For example, the tone of a persuasive speech might be forceful and resolute in order to
make the writer's argument more compelling. To identify the tone of a literary work, pay atten­
tion to the words, phrases. and details a writer uses and the attitudes and feelings that these
words. phrases, and details reveal.

DIRECTIONS:  For each of the following works, identify the author's purpose for writing. Then.
identify the tone of each work. Last, briefly describe how the tone Is established in the work.
The first one has been done for you.


                                   Author's                                  How Tone Is
                                    Purpose            Tone                    Established
  "I Have a Dream"            i   to persuade   powerful, optimistic   King uses very powerful
                                                                       images and uplifting
                                                                       language to create a
                                                                       persuasive and moving
                                                                       speech.
 Rosa Parks: My Story




  "There Is a Longing.....




  "I Hear America Singing"




© Prentice-Hall, Inc.                                             Literary Analysis Activity Book   9
Name ______________________________________________ Date _ _ _ _ _ _ __

         "The Golden Kite, the Silver Wind" by Ray Bradbury (text page 152)

           Literary Analysis: Figurative Language in a Fable
   In this fable, the author uses figurative language to emphasize the theme and moral of the
story. Figurative language is not meant to be taken literally. It is a heightened use of language
to create vivid and striking impressions by setting up comparisons between unlike ideas,
objects. and concepts. There are different kinds of figurative language. A simile makes the
comparison using the words like or as. A metaphor makes comparison directly.
Personification gives human qualities to a nonhuman thing.

DIRECTIONS: Read each passage from "The Golden Kite. the Silver Wind" in the first column.
Then. in the second column. identify the type of figurative language used by the writer.
Finally, describe what association and impressions this figurative language brings to mind.
The first one has been done for you.


                                                                 I      Idea, Feeling, or
            Example of                            Type of          State of Mind Created by
       Figurative Language                 Figurative Language   I    Figurative Language
 1. 	 Death rattled his cane in           personification        i Death becomes a physical
     the outer courtyard.            I	                            presence, like a human
                                                                   character in the story.
 2. 	Fireworks were set off and
     the demons of death and
     poverty, did not linger, as
     all worked together.

 3. 	But the pleasure was like
     a winter flower; it died
     swiftly.



 4. 	The Mandarin's heart
     sickened within him like
     an autumn fruit upon
     an ancient tree.

 5. 	 liTe II my stonemasons,"       I
      said the whisper that
     was a falling drop of rain.



 6. Like a rusted machine,
     the city ground to a halt.




10    Literary Analysis Activity Book 	                                         © Prentice-Hall, Inc.
Name ________________________                                                  Date _ _ _ _ _ _ __

                        "The Road Not Taken by Robert Frost (text page 166) 

                                                  to


                          "New Directions" by Maya Angelou (text page 168) 

                            "To Be of Use" by Marge Piercy (text page 171) 


           Literary Analysis: Figurative Language and Theme
   Figurative language is writing or speech not meant to be interpreted literally. It creates
vivid impressions by connecting an abstract idea to a concrete thing. Figurative language is
often used by writers to emphasize the theme of their works. The theme of a work. or its cen­
tral message about life. can be stated directly or implied. When the theme is not stated
directly. you have to read between the lines to discover it.

DIRECTIONS:  Read each example of figurative language in the chart. Then. explain what ideas
or concepts are being compared and how this comparison relates to the theme of the selec ­
tion. Finally, answer the question that follows.


                        Passage                              Comparison                  Theme
  l. Two roads diverged in a wood, and 1 ­             The writer is compar ­   The theme of the poem
     1took the one less traveled by,                   ing choosing two roads is that choosing a "safe"
     And that has made all the difference              to travel on to choosing path in life is not always
    -"The Road Not Taken          II
                                                       two paths in life.       the most rewarding.
 2. "I looked up the road 1was going and
    back the way I come, and since 1wasn't
    satisfied, 1decided to step off the road
    and cut me a new path."
     -IINew Directions"

 3 .... if the future road looms ominous or un­
     promising, and the roads back uninviting,
     then we need to gather our resolve and,
     carrying only the necessary baggage/
     step off that road into another direction.
     -"New Directions"
 4. 1 love people who harness themselves,
     an ox to a heavy cart,
    who pull like water buffalo, with massive
      patience ...
     -liTo Be of Use     ll




                                                                                I
 5. What similar ideas about life do these three works share?




© Prentice-Hall, Inc.                                                    Literary Analysis Activity Book   11
Name _ _~__                                                          Date _ _ _~_ _ _ __

               "Old Man of the Temple" by R. K. Narayan (text page 176)

                  Literary Analysis: Comparing Narrators
  A narrator is someone who tells a story. The narrator of a story can be a character in the
story or an outside observer who does not participate in the action of the story.
  The type of narrator a writer uses will determine the amount of information revealed to you
as you read. Often. if the narrator is a character in the story. you will only get as much infor­
mation as that character knows. This is first-person narration.
   When the narrator is an outside observer, you usually have access to what all the charac­
ters think, know, and feel. This kind of omniscient, or all-knowing, narration is referred to as
third-person narration.

          Compare the type of narration used in "Old Man of the Temple" to that used in 'The
DIRECTIONS:
Most Dangerous Game." Complete the chart. Then answer the question that follows.

                                                                 I
                                          Is Narrator a
            Story                      Character in Story?           Type of Narration Used
  1. "The Most Dangerous
     Game"




 2. "Old Man of the
    Temple"




 3. How does the type of narration used in each story affect the mood?




12   Literary Analysis Activity Book                                             © Prentice-Hall, Inc.
Name ____      ~   ________________________________________ Date _________________

                          "Perseus" by Edith Hamilton (text page 186)

                        Literary Analysis: Judging Character
   The hero in a myth is a character who performs great acts of strength and courage. The
hero usually finds himself or herself in a story involving supernatural beings and fantastic
events and is often aided by magical elements. In addition. the hero exhibits admirable quali­
ties such as courage, loyalty. and fairness. A hero's character traits cause him or her to
behave in a certain way, just as a character in realistic fiction does. By examining these traits,
you can better understand the hero's actions and make judgments about him or her.

DIRECTIONS: Examine the character of Perseus. Complete the following chart with information
about Perseus's character and how his character influences the action in the story. Identify
what character trait is revealed in each episode and then tell what happens as a result. The
first one has been done for you. Then answer the question that follows.


                                          Character Trait        I      What Happens as a
        Episode in Story                     Revealed            I
                                                                                Result
  1. Perseus attends the king's       He wants to prove              He offers to kill Medusa
     celebration.                     himself better than        I   and bring her head
                                      the king's other guests.       back to the king.
  2. Perseus meets the Gray
     Women.



  3. Perseus finds Medusa.


                                  i



  4. Perseus sees Andromeda.




  5. Perseus returns home.




 6. Perseus returns to Greece
    to see his grandfather.




 7. How would you describe Perseus's character, based on his actions in this story?




© Prentice-Hall, Inc.                                            Literary Analysis Activity Book   13
Name ______________________________________________ Date _________________

              "Slam. Dunk. &: Hook" by Yusef Komunyakaa (text page 198)
                 "The Spearthrower" by Lillian Morrison (text page 200)
                   "Shoulders" by Naomi Shihab Nye (text page 201)

                  Literary Analysis: Repetition in Poetry
   Repetition is the use of an element of language more than once. whether it is a sound, a
word, a phrase, or a sentence. Poets often use repetition for musical effects or to emphasize
an idea or feeling. A poet can repeat the initial sound of a consonant letter. known as allitera·
tion; the sound of a word, known as rhyme; or the rhythm of words and phrases. These
sound patterns can create striking effects when the poem is read aloud.

DIRECTIONS:  Examine the use of repetition in the three poems in this section. For each poem in
the chart, identify the kind of repetition used by the poet and then provide an example from
the poem.


            Poem                     Type of Repetition Used                Example
 1. "Slam. Dunk. & Hook"




 2. "The Spearthrower"




 3. "Shoulders"




                                




14 Literary Analysis Activity Book                                              © Prentice-Hall, Inc.
Na~e    ______________________________________________ Date _ _ _ _ _ _ __

                    "Children in the Woods" by Bany Lopez (text page 215)

                               Literary Analysis: Tone
   People wrtte essays to make a point. One way to make a point is to state a central idea and
then support it with details. However, a wrtter can also make his or her point in more subtle
ways. The wrtter's tone. or attitude toward his or her subject, influences the reader's reaction
to the essay. A wrtter's tone can often be described in one word, such as formal or informal,
serious or playful, bitter or ironic. When you listen to a speaker, you can easily detect the
speaker's attitude through gestures, faCial expression, and tone of voice. When you read, you
can detect tone through the wrtter's choice of words.

DIRECTIONS: Complete the following word web in order to examine Barry Lopez's tone in
"Children in the Woods." In the outer ovals, identifY words and phrases from the essay that
you think help to create the tone. Then, describe the tone in the center oval. When you have
completed the web, answer the question that follows.




How does understanding the wrtter's tone help you understand his or her message?




© Prentice-Hall, Inc.                                          Literary Analysis Activity Book   15
Name ______________________________________________ Date _________________

                     "Rules of the Game" by Amy Tan (text page 224)

                        Literary Analysis: Point of View
  When we read a short story. we learn about events through the narrator, or the person
who tells the story. The writer's choice of narrator determines the story's point of view, or
perspective. Waverly, the narrator of "Rules of the Game," is a young girl who was born in
America. Her mother, who comes from a different generation and a different culture, sees the
story events differently. A generational conflict, like the one between Waverly and her mother,
usually occurs because people who are in different generations have different pOints of view.

DIRECTIONS: Examine how the choice of narrator affects a story's point of view. Retell the story
events in "Rules of the Game" from Mrs. Jong's point of view.


                                           beginning




                                            middle




                                              end




16   Literary Analysis Activity Book                                            © Prentice-Hall, Inc.
Name _ _ _ _ _ _ _ _ _ __ 	                                                 Date _ _ _ _ _ _ _ __

                          "Checkouts" by Cynthia Rylant (text page 236)
                           "Fifteen" by William Stafford (text page 241)

                Literary Analysis: Comparing the Use of Irony
   Irony is a literary technique in which the writer says or shows the opposite of what is
expected. When writers use words that suggest the opposite of what they really mean, it is
called verbal irony. Writers who show a contradiction between what readers know and what
the characters think are using dramatic irony. Irony of situation involves a contradiction
between a character's or reader's expectations of what will happen and what really happens in
a story.

DIRECTIONS: Complete the following chart by first identifYing whether each passage is an
example of verbal irony, dramatic irony, or irony of situation. Then explain why the the
passage is ironic. When you have completed the chart, answer the question that follows.


                        Passage                             Type of Irony         Why It Is Ironic
  1. 	Then one day the bag boy dropped her                 irony of situation   We expect customers
      jar of mayonnaise and that is how she fell                                to feel angry if the
      in love.                                                                  bag boy drops their
                                                                                groceries.
 2. 	 He believed he must have looked the jackass
     in her eyes, and he envied the sureness of
     everyone around him ...

 3. 	For some perverse reason she would not have
     been able to articulate, the girl did not bring
     her cart up to the bag boy's checkout when
     her shopping was done. And the bag boy let
     her leave the store, pretending no notice of her. I
 4. 	   I led it gently
     to the road and stood with that
     companion, ready and friendly, I was fifteen.

 5. 	 He ran his hand
     over it, called me a good man, roared away.



 6. Why do you think each writer uses irony? How does the irony contribute to the overall
     impact of the story and the poem?




© Prentice-Hall, Inc. 	                                               Literary Analysis Activity Book   17
Name ____________________________________________ Date ____________

              "Sympathy" by Paul Laurence Dunbar (text page 246) 

                  "Caged Bird" by Maya Angelou (text page 247) 

       "We never know how high we are" by Emily Dickinson (text page 249) 

           from In My Place by Charlayne Hunter-Gault (text page 250) 


         Literary Analysis: Comparing Symbols and Theme
  A symbol is a word or image that has another meaning beyond its literal meaning. Writers,
especially poets, often use symbols to emphasize the theme, or central message about life, of
a work.

DIRECTIONS: In the first box, describe what you think the caged bird symbolizes in each poem.
Then. in the second box. state the theme of each poem. When you have finished. answer the
question that follows.

                    "Sympathy"                                "Caged Bird"


               Meaning of Symbol                           Meaning of Symbol




                       Theme                                     Theme




Compare the symbol of the caged bird used by Dunbar and Angelou in their poems. What
other symbols do you think the poets could have used to emphasize their themes?




18   Literary Analysis Activity Book                                          © Prentice-Hall. Inc.
Name ______________________________________________ Date _ _ _ _ _ _ __

                        "The Interlopers" by Saki (H.H. Munro) (text page 262)

                    Literary Analysis: Conflict and Resolution
   Stories are usually built around conflict. or a struggle between opposing forces. A conflict
may be internal. or inside the mind of a character. An external conflict is between a charac­
ter and an outside force. That outside force may be another character or an aspect of society
or nature. The resolution is the part of the plot in which the conflict is finally resolved.
However. not all stories offer resolution to their conflicts, or a writer may only imply the reso­
lution to a conflict without stating it directly.

DIRECTIONS:    Identify the conflict in each passage listed in the following chart. Tell whether it is
internal or external and name the two opposing sides in the conflict. Then tell how each con­
flict is resolved. When you are done. answer the question that follows.


                                                Opposing              Type of          Is Conflict
              Passage                             Forces              Conflict         Resolved?
  1. Ulrich von Gradwitz patrolled         Ulrich von Gradwitz        external       yes
     the dark forest in quest of a         and Georg Znaeym
     human enemy.
  2. A fierce shriek of the storm had
     been answered by a splitting
     crash over their heads, and ere
     they could leap aside a mass of
     falling beech tree had thundered
     down on them.
  3. In the pain and languor that
     Ulrich himself was feeling the
     old fierce hatred seemed to
     be dying down.



 4. "I can see figures coming
    through the wood. They are
    following in the way I came
    down the hillside."

                                                                  i              I


 5. How do you think the final external conflict between the two men and the wolves will be
    resolved? Why do you think Saki chose not to resolve this conflict in the story?




© Prentice-Hall, Inc.                                             Literary Analysis Activity Book    19
Name ______________________________________________ Date _________________

                "The Rug Merchant" by James Michener (text page 272)

              Literary Analysis: Characterization and Tone
   In his essay, Michener relates his experiences with a rug merchant in Afghanistan. In fact.
the subject of his essay is the rug merchant himself. When nonfiction writers write about a
person, they use the same techniques to create and develop their characters that fiction writers
do. As with fiction, the goal is to create a striking portrait of a person in words.
   Because the rug merchant is the subject of Michener's essay, you can use his characteriza­
tion to help you determine the tone of the work. Tone is the particular feeling or attitude that
a writer has toward his or her subject. By paying careful attention to the writer's choice of
words, you can identifY the tone. Note, however, that a writer can have more than one tone
and can also change his or her attitude toward a subject or topic over time.

DIRECTIONS:  As you read "The Rug Merchant." you may have noticed that Michener's attitude
toward the merchant changes. Complete the following diagram by identifying the ways Michener
characterizes the rug merchant from the start of his essay to the end. Then use this informa­
tion to determine the tone of the essay at the beginning and then at the end.

               Rug Merchant                                            Tone


  "perSistent rascal" who is confident he
  could wear Michener down



                      +



                      ~



                      +


                      +
  ingenious man who spent days
  persuading Michener to buy rugs



20   Literary Analysis Activity Book                                           © Prentice-Hall, Inc.
Name ______________________________________________ Date _ _ _ _ _ _ __

                    "Combing" by Gladys Cardiff (text page 282) 

                      "Women" by AlIce Walker (text page 283) 

       "maggie and milly and molly and may" by E.E. Cummings (text page 284) 

               "Astonishment" by Wislawa Szymborska (text page 285) 


                Literary Analysis: Comparing Sensory Details
   A poem's exploration of ideas and feelings frequently results in a moment of insight, or a
flash of understanding when you see something in a whole new way. These moments of
insight are brought about through a poet's use of particular images and details, which often
appeal to your five senses-sight, sound. touch. taste, and smell. By identifying these sensory
details in a poem, you can make your reading experience more rewarding.

DIREcTIONS: For each passage in the following chart, first list the sensory details used by the
poet. Then identifY the senses being appealed to. Then answer the question that follows.


                                                              Sensory                  Senses
                      Passage                                 Details               Appealed To
  1.    My daughter's hair                              wet. fragrant.           sight, touch, smell
     Curls against the comb,                            orange
     Wet and fragrant-orange
     Pairings.
      -"Combing"
 2.     Beneath
      My mother's hands I feel
      The braids drawn up tight
      As a piano wire and singing,
      Vinegar-rinsed.
      -"Combing"
 3. How they battered down
    Doors
    And ironed
    Starched white
    Shirts
      -"Women"
 4.      Why...
      do I sit and stare into a dark corner,
      just as it looks up, suddenly raising its head,
      this growling thing that is called a dog?
      _"Astonishment"


 5. In "Combing" and "Women," how do the sensory details contribute to the overall effect of
    the poems? Why do you think each poet chose to use these details?




© Prentice-Hall, Inc.                                               Literary Analysis Activity Book   21
Name ___.___________- __________                                       Date ____- -_ _ __

         "The Secret Life of Walter Mitty" by James Thurber (text page 299)

              Literary Analysis: Point of View and Narration
  The narrator is the speaker or character who tells a story. James Thurber tells the story of
Walter Mitty's secret life from the limited third-person point of view. The narrator is not a
character in the story, but he or she does have access to Walter's thoughts and feelings.
However, to an observer who can't see into Walter's mind as the reader does, Walter's actions
might seem very different.

DIRECTIONS: Take the role of one of the other characters in "The Secret Life of Walter Mitty" and
narrate a part of the story. Tell the story from that character's point of view. Make sure your
point of view remains consistent with the character you choose.

                                  The Secret Life of Walter Mitty
                                 by _ _ _ _ _ _ _ _ _ __
                                        (character's name)




----_          ....   _-------------------------------­


                          --      ---   ---------------------



------------------_                             ...... _ - ...   _----,-------------­

22   Literary Analysis Activity Book                                            © Prentice-Hall, Inc.
Name ________________________________________________ Date _________________

                  "The Inspector-General" by Anton Chekhov (text page 310)

                        Literary Analysis: Characterization
   Writers use irony to show that things may not be as they appear by creating a contrast
between an expected outcome and the actual outcome. Much of the irony in Chekhov's play
results from the ways the Inspector-General is characterized.
   A writer reveals the personality of a character through the technique of characterization.
Direct characterization occurs when a writer makes direct statements about a character's
traits. In indirect characterization, the reader must draw conclusions about the character
based on the way he or she looks, acts, and thinks, as well as what other characters think of
him or her.

DIRECTIONS:Complete the following character web to examine the character traits of the
Inspector-General. In each oval, identifY a trait of the Inspector-General and then write
whether the trait is an example of direct or indirect characterization.




                                    Inspector-General




© Prentice-Hall, Inc.                                         Literary Analysis Activity Book   23
Name _______________________________                              Date _ _ _ _ _ _ __

                   "Go Deep to the Sewer" by Bill Cosby (text page 319)
                          "Fly Away" by Ralph Helfer (text page 324)

                     Literary Analysis: Comparing Theme
  A theme is the central message about life that is revealed in a literary work. Sometimes a
work's theme is stated directly by the writer. Other times, the theme is implied and you must
draw conclusions based on details in the work.

DIRECTIONS:Use the passages in the following chart to help you identify a major theme in each
work. Then answer the question that follows.


                     Passage                                  Theme of Work
 1. The essence of childhood, of course, is
    play, which my friends and I did endlessly
    on streets that we reluctantly shared with
    traffic. As a daring receiver in touch foot­
    ball, I spent many happy years running up
    and down asphalt fields, hoping that a
    football would hit me before a Chevrolet
    did.
       "Go Deep to the Sewer"




 2. Sometimes affection training was not the
     only answer. One could not "pet" a fly or
     earn its respect. I knew I would have to
     resort to the laws of nature for the answer
     to this one. I'd had the opportunity to
     work with various insects in the past. But
     5,00011 hoped I hadn't bitten off more
     than I could chew.
     -"Fly Away"




 3. How do you think the use of humor impacts upon the theme of each work?




24    Literary Analysis Activity Book                                         © Prentice-Hall, Inc.
Name ______________________________________________ Date _________________

     "An Entomological Study of Apartment 4Att by Patricia Volk (text page 332)

     Literary Analysis: Feature Articles and Author's Purpose
   Feature artIcles, which often appear in newspapers and magazines, are lengthy news stories
that focus on the experiences, problems, or ideas of a person or group of people. Often, the
author's purpose, or reason, for writing will influence the subject matter and style of the
article. Authors generally write to inform or explain, to express an opinion, to entertain, or to
persuade readers to do or believe in something. When you determine an author's purpose for
writing, you can better understand and interpret what you read.

DIRECTIONS:   Patricia Volk's feature article is meant both to entertain readers and provide infor­
mation about insects. Complete the following chart by providing three examples from the
article that illustrate each of these purposes for writing.


                        Purpose                                      Examples
   to entertain                                     1.


                                                    2.


                                                    3.



   to inform                                        1.


                                                    2.


                                                    3.




© Prentice-Hall, Inc.                                           Literary Analysis Activity Book   25
Name ____________________________________________ Date _________

              "Macavity: The Mystery Cat" by T.S. Eliot (text page 346) 

        "Problems With Hurricanes" by Victor Hernandez Cruz (text page 350) 

                  "Jabberwocky" by Lewis Carroll (text page 352) 


                   Literary Analysis: Fantasy and Reality
  These poems not only rely on humorous diction for comic effect, but also blend together
fantasy and reality in highly amusing ways. Fantasy allows our imaginations to run wild
because it is a realm in which events are not dictated by reality-where the impossible can
happen.

DIRECTIONS: Choose one of the poems in this section and complete the following chart. In the
first column. list those elements from the poem that are realistic or true to life. In the second
column, list the fantastical elements.
Poem: _________________________________________


              Realistic Elements                             Fantastical Elements




26   Literary Analysis Activity Book                                             © Prentice-Hall, Inc.
Name ______________________________________________ Date ______________

               "Talk" by Harold Courlander and George Herzog (text page 358)

                                 Literary Analysis: Folk Tale
   Folk tales are stories that have been passed down orally through generations. They are part
of a particular culture's heritage. The stories in folk tales typically follow simple plots and
involve either human characters interacting with animals or animals alone. Folk tales often
rely on humor and exaggeration to entertain listeners, but they also provide an important
function by expressing a culture's values and beliefs.

DIRECTIONS: Complete the following web to examine how "Talk" exemplifies the characteristics
of a folk tale.



                        simple plot




                                           Folk Tale




                                                              expresses a culture's
            humor and exaggeration                             values and beliefs




© Prentice-Hall, Inc.                                         Literary Analysis Activity Book   27
Name ______________________________________________ Date ______________

          "One Ordinary Day, With Peanuts" by Shirley Jackson {text page 364J

                 Literary Analysis: Rising Action and Climax
   The plot for "One Ordinary Day, With Peanuts" does not follow the usual pattern of exposi­
tion, rising action, climax, falling action, and resolution. Instead, the plot is mostly rising
action with a steep turn in the last few paragraphs of the story-a typical scenario for stories
with surprise endings.

DIRECTIONS:  Use the rising action and climax diagram and the lines provided to identify plot
events in the story that lead to the climax. Then identify the climax in item 5 and the ending
of the story in item 6. The first entry has been completed for you.




                                              3


                                          2


                             1


 1. Mr. Johnson watches a young boy as his mother moves out of an apartment.


 2. 


 3. ____________________________________________________________ 



 4. __________________________________________________________________


 5. __________________________________________________________ 



 6. 





28      Literary Analysis Activity Book                                         © Prentice-Hall, Inc.
Name ______________________________________________ Date _______________

                        from The Road Ahead by Bill Gates (text page 385)

            Literary Analysis: Main Idea in Expository Writing
   Expository writing. such as a newspaper or a magazine article. informs or explains some­
thing. When reading expository writing. it is helpful to identify the main idea and the support­
ing details that provide more information about this idea. Sometimes. the main idea is stated
directly: other times the main idea is only implied. and you must read between the lines to
determine what it is.

DIRECTIONS:  Read the following paragraphs from The Road Ahead. Then. in the second column.
identify the main idea. either stated or implied. and give two details that support the main
idea. You can summarize these details in your own words. The first one has been done for
you. Then answer the question that follows.


              Paragraph                      Main Idea                   Supporting Details
  l. Paragraph 2. page 385.           Conventional television          The technical term for
     beginning. "Conventional         allows us to decide what         this sort of broadcasting
     television ... "                 we want to watch but not         is "synchronous."
                                      when we watch. it.
  2. Paragraph 3. page 385.
     beginning. "In the early
     1980s ... "



  3. Paragraph 5. page 385.
     beginning. "Once a form
     of communication ... "



  4. Paragraph 6. page 386.
     beginning. "Television has
     been around ... "



  5. Paragraph 11. page 387.
     beginning. "The digitized
     data ... "




 6. In your own words. sum up the main idea of the entire work.




© Prentice-Hall, Inc.                                            Literary Analysis Activity Book   29
Name ____________________________                                    Date _ _ _ _ _ _ __

           "The Machine That Won the War" by Isaac Asimov (text page 394)

                   Literary Analysis: Fantasy and Reality
  In science fiction. a WIiter creates settings. characters, and situations that are not found
in reality. These changes rely on real scientific knowledge and on predictions based on that
knowledge. Science fiction frequently is set in the future and/or on other planets. Writers con­
sider the effects of scientific possibilities on human beings. Unlike fantasy. science fiction
depends on situations that are true to life or possible in the real world. even though the set­
ting is made up.

DIRECTIONS:  Examine the elements of 'The Machine That Won the War" that are real and those
that are fantasy. For each category in the following chart. list examples from the story that are
science fact and science fiction. The first one has been started for you.


         Category                            Science Fact                Science Fiction
 1. Characters                         real people, with thoughts
                                       and feelings we recognize




 2. Setting




 3. Plot




30   Literary Analysis Activity Book                                            © Prentice-Hall, Inc.
Name ________________~___________________________ Date _____________

                      "Fire and Ice" by Robert Frost (text page 412) 

         "All Watched Over by Machines of Loving Grace" by Richard Brautigan 

                                     (text page 413) 

              "There Will Come Soft Rains" by Sara Teasdale (text page 414) 

                       "The Horses" by Edwin Muir (text page 415) 


                        Literary Analysis: Comparing Theme
  The theme of a poem is its central idea. It is not necessarily the subject of the poem, but a
generalization about human nature or life. Often, in a poem, the theme is not stated directly.
Instead. you need to think about what the poet Is trying to say about human nature.

DIRECTIONS: Compare the themes of "There Will Come a Soft Rain" and "The Horses." First list
details from each poem that you think develop the theme. Then identifY the theme of each
poem. Finally. answer the question that follows.

            Details from "There Will
               Come Soft Rains"                          Details from "The Horses"




Theme: __________________________                Theme: ___________________________

How are the themes of the two poems similar? How are they different?




© Prentice-Hall, Inc.                                         Literary Analysis Activity Book   31
Name ________________________                                             Date _ _ _ _ _ _ __

           "If I Forget Thee, Oh Earth ... " by Arthur C. Clarke (text page 426) 

                   from Silent Spring by Rachel Carson (text page 430) 

           "To the Residents of A.D. 2029" by Bryan Woolley (text page 434) 


                 Literary Analysis: Exhortation and Theme
  An exhortation is an urgent appeal or warning. The warning can be stated directly in the
text. or it can be implied by the author's words. Directly stated exhortations more often occur
in nonfiction because the writer often tries to persuade you to agree with his or her theme.

DIRECTIONS:  Read each exhortation in the chart. In the second column. write the meaning of
the exhortation in your own words. In the next column, write the theme of the work. Then, in
the last column, explain how the exhortation relates to the theme.


                                                                                           How
                                                                                       Exhortation
                                                   Meaning of                            Relates
                 Exhortation                       Exhortation      Theme               to Theme
 1. There was no sign that men had                 Take care of   It is impor ­   If we don't protect
    ever explored this land, but once              and preserve   tant that       our planet, one day
    they passed the skeleton of a                  our planet     we protect      we will be forced to
    crashed rocket, and beside it a stone          so it isn't    our planet.     abandon it because
    cairn surmounted by a metal cross.             destroyed.                     life here will be
     -"If I Forget Thee, Oh Earth ... "                                           impossible.

 2. In the town the doctors had become
    more and more puzzled by new kinds of
    sickness appearing among their patients.
    There had been several sudden and
    unexplained deaths....
     -Silent Spring



 3. The roadsides, once so attractive, were
    now lined with browned and withered
    vegetation as though swept by fire.
    These, too, were silent, deserted by all
    living things.
     -Silent Spring



 4. Scientists say the last wisp of pure, nat­
     ural air in the continental United States
     was absorbed into our generally polluted
     atmosphere over Flagstaff, Arizona, sev­
     eral years ago. Parts of our land are over­
     crowded, parts neglected, parts
     destroyed.
     -"To the Residents of A.D. 2029"


32    Literary Analysis Activity Book                                                 © Prentice-Hall, Inc.
Name ________________________________________________ Date __________

                                "Gifts" by Shu Ting (text page 442) 

                        "Glory and Hope" by Nelson Mandela (text page 443) 


                 Literary Analysis: Tone and Author's Purpose
   Tone is a writer's attitude toward his or her topic. Sometimes a single work reflects several
different tones. A writer uses specific words and details to create a tone, so it is important to
think carefully about the writer's choice of words in order to understand how and why the
selection makes you feel a certain way.
   When examining the tone of a work, it helps to think about the author's purpose for writ­
ing. Often, the tone of a work is related to the reasons the writer is writing it.

DIRECTIONS:  Complete the following chart to examine how the tone of a work is related to the
author's purpose. Read each passage. Then, identify the key words that create a tone. Next,
identify the tone. Finally, identify the author's purpose. The first one has been done for you.
Then answer the question that follows.


                                                                                              Author's
                        Passage                         Key Words            Tone             Purpose
  l. My joy is the joy of sunlight.                   joy of sunlight   joyful             to entertain,
     In a moment of creation                                                               to express an
     I will leave shining words                                                            an opinion
     In the pupils of children's eyes
     Igniting golden flames.
     -"Gifts"
  2. We would also like to pay tribute to our
     security forces ... for the distinguished role
     they have played in securing our first
     democratic elections and the transition to
     democracy, from bloodthirsty forces
     which still refuse to see the light.
     -"Glory and Hope"
  3. We have, at last, achieved our political
     emancipation. We pledge ourselves to
     liberate all our people from the continu ­
     ing bondage of poverty, deprivation, suf­
     fering, gender and other discrimination.
     -"Glory and Hope"



 4. In each work, how does the author's purpose for writing affect the tone?




© Prentice-Hall, Inc.                                                   Literary Analysis Activity Book   33
Name ________________________                                        Date _ _ _ _ _ _ __

                   "The Gift of the Magi" by O. Henry (text page 459)

                             Literary Analysis: Conflict
   Like a novel, a short story has a plot. However. the plot of a short story is usually simpler
than that of a novel because the writer must accomplish his or her purpose in relatively few
words. The plot. therefore, typically involves one or two main characters who face one major
problem. or conflict. A conflict is a struggle between opposing forces and can be external or
internal. An external conflict involves a struggle with an outside force, such as another char­
acter or an aspect of society. When a conflict occurs within a character, it is internal.

DIRECTIONS: In the following chart. identity the external and internal conflicts in 'The Gift of
the Magi." Use the information in each box at the top to help you identity each conflict. Then
answer the questions that follow.


                 Information                                        Information
  It is Christmas.                                 Della wants to buy Jim a gift.
  Della has no extra money after paying            The only way she can make money for a
  the bills.                                       gift is to sell her hair.
               External Conflict                                  Internal Conflict




 1. How do you think these two conflicts are related?




 2. How do you think these conflicts contribute to the impact of the story?




34   Literary Analysis Activity Book                                             © Prentice-Hall, Inc.
Name ______________________________________________ Date ________________

                "Sonata for Harp and Bicycle" by Joan Aiken (text page 470)

                        Literary Analysis: Foreshadowing
  Foreshadowinl is the use of clues that hint at what will happen later in a story.
Foreshadowing helps create suspense-a feeling of curiosity or anxiety in the reader, which
helps keep his or her attention and build excitement. However, authors must be careful­
they don't want to give away too much and ruin the story for readers!

DIRECTIONS:  Complete the following chart after reading "Sonata for Harp and Bicycle. Read
                                                                                        H



each event from the story. Then list at least one clue from the story that foreshadows each
event. If you don't find all of them the first time through. don't worry. Sometimes these hints
are easier to see on a second or third reading.


              Event or Outcome                                  Foreshadowinl
  1. Jason enters the buildIng after 5:00.




 2. The ghost of the Wailing Watchman
    threatens Jason in the corridor.




 3. Jason and MIss Golden fall in love.




 4. Miss Bell answers the phone.




 5. The estranged lovers meet.




 6. Jason Jumps off the fire escape.




© Prentice-Hall, Inc.                                          Literary Analysis Activity Book   35
Name ________________________________________________ Date _ _ _ _ _ _ __

                    "The Scarlet Ibis" by James Hurst (text page 484)

                              Literary Analysis: Symbol
  At the very end of Hurst's story, the narrator calls Doodle "my fallen scarlet ibis." By linking
Doodle and the ibis in this way, Hurst makes clear what you already may have suspected­
that the bird symbolizes Doodle.
  A symbol is an object. a person, or an event that stands for itself but also represents some­
thing else. A flag, for instance, may symbolize a country. Writers use symbols in many ways to
help illuminate a story's theme, or to show an aspect of a character or situation cannot be
described easily.

DIRECTIONS:  Complete the following chart by comparing the ibis to the character of Doodle.
Reread the description of the scarlet ibis and then, in the left column, list the bird's qualities.
In the right column, list traits or aspects of Doodle's character that seem Similar that of the
bird. Then answer the questions that follow.


                  Scarlet Ibis                                         Doodle




                                                  I


 1. What do these similarities seem to say about Doodle?




 2. How does the use of this symbol illuminate the story's theme?




36   Literary Analysis Activity Book                                               © Prentice-Hall, Inc.
Name ______________________________________________ Date ___________

           "Blues Ain't No Mockin Bird" by Toni Cade Bambara (text page 498)
                    "Uncle Marcos" by Isabel Allende (text page 504)

                              Literary Analysis: Dialect
   A dialect is a way of speaking that is characteristic of a particular region or group of
people. It is a form of language that reflects where someone is from and the community in
which he or she lives.
   A writer often uses dialect to give a sense of local color to a story and to be true to a specific
region or people. Using dialect can help a writer add depth to characters by letting the reader
hear 1ww a character speaks, as well as what he or she says. In "Blues Ain't No Mocking
Bird," Barnbara writes the story from the granddaughter's perspective and uses an African
American dialect of the rural South. Bambara's ear for dialect makes her story rich and dis­
tinctive because of the attention she pays to capturing the feel of the setting and the people
who inhabit the story.

DIRECTIONS: Complete the following chart by finding examples of dialect in the story (either in
the narrator's voice or the speech of other characters). Then, rewrite each example you find
them in standard, formal English. Finally, answer the question that follows.


                 Example of Dialect                       Rewritten in Standard English
  l.




 2.



 3.




 4.



 5.




 6. What difference do your rewrites make? What is lost in terms of character?




© Prentice-Hall, Inc.                                            Literary Analysis Activity Book   37
Name ________________________                                       Date ____________

       "The Man to Send Rain Clouds" by Leslie Marmon Silko (text page 522)
               "The Invalid's Story" by Mark Twain (text page 526)

                      Literary Analysis: Comparing Tone
   If the setting of a story can contribute to its atmosphere or mood, so can the tone that a
writer uses. Tone refers to the writer's attitude toward his or her subject. This tone can be
angry, tender, hopeful. or sarcastic. Tone is expressed not only in what the writer says but
also in the words and phrases that he or she chooses to express himself or herself.

DIRECTIONS:  Look carefully at "The Man to Send Rain Clouds" and 'The Invalid's Story." Both
stories deal with the death of a loved one, but their tones are very different. Compare the
tones by completing a web for each story. (You'll need to make another copy of the web.) In the
outer ovals, record the words, phrases, and details in the story that stand out in your mind.
Then look at what you have recorded. What tone do you think is revealed by these words,
phrases, and details? Record your answer in the center oval.




38   Literary Analysis Activity Book                                            © Prentice-Hall, Inc.
Name __________________________________                             Date ____________

                        "The Necklace" by Guy de Maupassant (text page 536)
                           "The Harvest" by Tomas Rivera (text page 542)

                                  Literary Analysis: Irony
   Irony is a powerful technique that a writer can use for communicating the theme of a story.
Irony occurs when there is a difference between appearance and reality, expectation and
result, or meaning and intention.
   Verbal irony is the simplest form of irony. This occurs when a character says the opposite
of what he or she means. For example, when the narrator of "Uncle Marcos" deSCribes Marcos
as suffering a "deep depression," she is using verbal irony because the depression can't be
very deep if it lasts only two or three days.
   Dramatic irony occurs when there is a difference between what the characters believe is
going on and what the reader knows to be true. For example. in "The Invalid's Story," the
reader knows the casket the narrator is traveling with is full of guns and Limburger cheese,
but the other characters believe the terrible odor to be coming from a dead body.
   Irony of situation occurs when events in a story directly contradict the expectations of the
characters or the reader.

DIRECTIONS: Complete the following chart to examine the use of irony of situation in both "The
Necklace" and 'The Harvest." In the first column, record your expectations while reading each
story. Then, in the second column. record the actual situation in each story. Finally, answer
the question that follows.


        Story                      My Expectations                 Actual Situations
  1. "The Necklace"




  2. "The Harvest"




                           I
 3. How does the use of irony contribute to each story's theme?




© Prentice-Hall, Inc.                                        Literary Analysis Activity Book   39
Name ___ " _ _
         _              ~   _________________                         Date _________

                "Single Room, Earth View" by Sally Ride (text page 559)

                          Literary Analysis: Observation
  Sally Ride's essay is an observation-firsthand account of travel in a space shuttle. But
observation, or what we see and how we go about looking, is also the subject of her essay. As
Ride describes the details of her "view," she also gives readers a chance to view their own
world from a new perspective and makes a point about the difference good observations can
make.

DIRECTIONS:Complete the following chart. Describe the thing or event as you might see it from
Earth. Then, describe the thing or event as seen from the space shuttle. The first one has
been done for you. Then answer the question that follows.


       Thing or Event                  View From Earth 	         I View From Space Shuttle
  1. islands or continents    i   can't see details of landscape ! see maplike outline of islands
 2. storms




 3. ocean



                                                                 ,

 4. New York City




                              I                                  I


 5. pollution



                              I




 6. sunrise




                              I	                                 I



 7. How does the view from the space shuttle change our perspective on Earth?




40   Literary Analysis Activity Book 	                                            © Prentice-Hall, Inc.
Name ______________________________________________ Date _________

               "The Washwoman" by Isaac Bashevis Singer (text page 568) 

                   "On Summer" by Lorraine Hansberry (text page 572) 

           "A Celebration of Grandfathers" by Rudolfo A. Anaya (text page 576) 


                          Literary Analysis: Modes of Writing
  The essays in this section all have different purposes and use different kinds of writing.
However. all of them contain examples of other modes. or kinds, of writing. The four main
modes of writing are exposition. narration, description. and persuaSIon. All of them are used
in every kind of writing. from drama to essays to poetry.
      • Exposition defines, explains. or presents information. This definition is an exam ­
        ple of expository writing.
      • Narration tells a story or describes a series of related events. Narration answers
        the question, "What happened?"
      • Description is intended to create a mood. or to paint a portrait in words of a person,
        place. or thing. Description often works by creating images that appeal to the senses.
      • Persuasion attempts to convince the reader to agree with a partIcular opinion or
        follow a course of action. Persuasion can use logic to appeal to reason. or use lan ­
        guage that appeals to the emotions.

DIRECTIONS:    As you read the essays. note passages that fit each of the following categories.


          Essay         Exposition               Narration        Description        Persuasion
  1. 	'The Washwoman" First paragraph
                      sets the scene
                      and introduces
                      his topic.



                                             i


 2. "On Summer"




                                            I	                                   I



 3. 	"A Celebration of
     Grandfathers"




© Prentice-Hall, Inc. 	                                          Literary Analysis Activity Book   41
Name ______________________________________________ Date _________

           from A White House Diary by Lady Bird Johnson (text page 586)
              "Arthur Ashe Remembered" by John McPhee (text page 590)
                   "Georgia O'Keeffe" by Joan Didion (text page 592)

        Literary Analysis: Objective and Subjective Writing
   An important aspect of autobiographical writing is the access it allows into the subject's
feelings and thoughts. Biography, on the other hand. often gives a broader view of the sub­
ject's life, including background and details the subject couldn't have known. Another way to
put this is that biographical writing is usually more objective, while autobiography is more
subjective.
     • Objective writing reports, without revealing the author's personal emotions, opin­
       ions, or judgments. We expect objectivity when we read newspapers, history books,
       or science articles.
     • Subjective writing reveals the author's judgments, biases, and feelings. We expect
       this kind of writing in editorial pages, personal essays, and autobiographies.
  This distinction, however, is not always so clear. A biographer may have strong feelings
about the subject that he or she wants to communicate or share. In the two biographical
selections listed above, the authors' admiration for their subjects clearly comes across. Lady
Bird Johnson describes her own experience, but she also includes some factual details that
she could not have known at the time.

DIRECTIONS: As you read the selections, record passages from each that are objective and sub­
jective in the following chart. Then answer the question that follows.


            Selection                              Objective               Subjective
  1. A White House Diary                   descriptions of other
                                           people's reactions to
                                           the event
                                       i
 2. "Arthur Ashe Remembered"




  3. "Georgia O'Keeffe"




                                                                   i

                                       i                           i



 4. Why do you think it's important to distinguish between objective and subjective writing?




42   Literary Analysis Activity Book                                           © Prentice-Hall, Inc.
Name ________           ~   ___________________________________     Date _______

             from "Understanding Comics." by Scott McCloud (text page 606)

                Literary Analysis: Comparing Types of Essays
  At first, a visual essay may seem to have little in common with the other essays you've read.
However, a closer look may uncover more similarities than you expect. How is each kind of
essay structured? What purposes can it serve? How do the authors communicate meaning in
each?

DIRECTIONS: Use the following Venn diagram to compare a written essay with a visual essay.
Record the differences in the outer portions of both circles. Record the similarities in the
overlapping center space of both circles.




                                           express author's
                                             point of view




© Prentice-Hall, Inc.                                         Literary Analysis Activity Book   43
Name ___________.______                         ~   _ _ _ _ __ Date __ . ~_ _ _ _ __

                 "Earhart Redux" by Alex Chadwick (text page 618) 

        In These Girls, Hope Is a Muscle by Madeleine Blais. a book review 

                        by Steve Gietschier (text page 621) 

  In These Girls, Hope Is a Muscle by Madeleine Blais. book jacket (text page 623) 


                Literary Analysis: Writing With a Purpose
  The selections above are all examples of workplace writing: They were all written as part of
the writer's employment. Yet each has a very different purpose-to convey information about a
historic flight, to express an opinion about a recent book. and to persuade potential readers to
make a purchase. That purpose helps a writer make choices and affects his or her approach
and tone.

DIRECTIONS:  Choose a selection from this textbook. Imagine that you've been asked to write an
interview with the author, a review of the work, or book jacket copy. Write a draft in the space
below. Think about your purpose--and your audience-before you start. What information will
useful to include? What details or examples will help you achieve your aims?




_.__._-----------_. 





-----~---------------.~~--------




44   Literary Analysis Activity Book                                           © Prentice-Hall, Inc.
Name ___________________                                    ~   __ Date _________

                           The Dancers by Horton Foote (text 640)

                              Literary Analysis: Drama
   Drama is a genre of literature wtth its own particular characteristics.
      • Plot. 	 Like other works of fiction, a work of drama Is made up of series of events
        involving both characters and a central conflicts.
      • Characters. 	 A work of drama contains characters similar to those kinds found in
        prose stories.
      • Dialogue. 	 A work of drama uses spoken conversations between characters to 

        reveal character and to advance the plot. 

      • 	Stage DirectioDs. A work of drama includes notes to describe how the work is to
         be performed or staged. These instructions give information about the setting,
         scenery. and props as well as how characters move, look, and speak.

DlREcTIONS:  Identify the characteristics of The Dancers that make it a drama by completing the
chart that follows.


             Characteristics of Drama                     Examples from The Dancers
  1. Plot




 2. Characters




 3. Dialogue




 4. Stage directions




© Prentice-Hall, Inc. 	                                         Literary Analysis Activity Book   45
Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __                 Date _ _ _ _ _ _ _ __

 The Tragedy of Romeo and Juliet, Act I. by William Shakespeare (text page 674)

                        Literary Analysis: Dramatic Foils
   The characters in a play are the people or animals who take part in the action. A main
character's personality usually is revealed through his or her interactions with other charac­
ters, When characters in a play have contrasting character traits and 'personalities, they are
known as dramatic foils. By using a foil, a writer can call the reader's attention to a main
character's particular qualities and traits.

DIRECTIONS: Romeo and Mercutio are dramatic foils in Act I. Compare and contrast these two
characters in the following diagram, Use the dialogue in Act I to help you. Then use this infor­
mation to draw conclusions about each of the two characters.


                                          Characters




               Alike                                                     Different




                                          Conclusion




46   Literary Analysis Activity Book                                           © Prentice-Hall, Inc.
Name ___________________________________________ Date ______________

 The Tragedy of Romeo and Juliet. Act U, by William Shakespeare (text page 698)

                        Literary Analysis: Verse and Character
  The way a character speaks in Shakespeare's plays is often an important clue to his or her
character. Lower-class or comic characters speak in prose, while the aristocratiC, more serious
characters usually speak in blank verse. Blank verse expresses the characters' passions.
thoughts, and deepest feelings. The prose of the lower characters is often filled with jokes.
puns. and ribald humor.

DIRECTIONS:Examine the ways a character's traits are related to the way he or she speaks.
Read both excerpts from Act II. Then fill in the chart with the appropriate information.
JULIET. Tis almost morning. I would have thee gone-

And yet no farther than a wanton's bird, 

That lets it hop a little from his hand, 

Like a poor prisoner in his twisted gyves, 

And with a silken thread plucks it back again. 

So loving-jealous of his liberty. 

NURSE. And 'a speak anything against me,       I'll take him down, 

and 'a were lustier than he is, and twenty such Jacks; and if I 

cannot, I'll find those that shall. Scurvy knave! I am none of 

his flirt-gills; I am none of his skainsmates. And thou must 

stand by too, and suffer every knave to use me at his pleasure!                  I

                                                                             j



              Character                     Manner of Speaking                        Character's Traits
  1. Juliet




 2. Nurse




                                                                        I

© Prentice-Hall, Inc.                                                  Literary Analysis Activity Book     47
Name _____________.________________                                  Date _ _ _ _ _ _ __

The Tragedy of Romeo and Juliet, Act nl, by William Shakespeare (text page 721)

                                Literary Analysis: Conflict 

   Conflict is a struggle between opposing forces or characters in stories. novels. and plays.
While some conflicts are expressed in dialogue between two or more characters. others are
expressed by one character speaking in a monologue or soliloquy. There are two kinds of con­
flict-external and internal. In external conflict. a character struggles against an outside
force. This outside force can be another character. nature, or society. Internal conflict
involves a character in conflict with himself or herself.

DIRECTIONS:   Analyze the kinds of conflicts found in Act III of Romeo and Juliet. Read each
speech below. Then fill in the information in the chart by identifying whether it is a monologue
or soliloquy. to whom it is addressed, the conflict the speech expresses, and whether the con­
flict is external or internal.
 1. 	 NURSE. Will you speak well of him that killed your cousin? 

      JULIET. Shall I speak ill of him that is my husband? 

      Ah, poor my lord, what tongue shall smooth thy name 

      When I, thy three-hours wife, have mangled it? 

      But wherefore, villain, didst thou kill my cousin? 

      That villain cousin would have killed my husband. 

      Back, foolish tears, back to your native spring! 

      Your tributary drops belong to woe. 

      Which you, mistaking, offer up to joy. 

      My husband lives, that Tybalt would have slain; 

      And Tybalt's dead, that would have slain my husband. 

      All this is comfort; wherefore weep I then? 



   Type of Speech:

   Whom Is Addressed:

   Conflict Expressed and Type of Conflict:


 2. 	FRIAR. 0 deadly sin! 0 rude unthankful ness!. ..
     This is dear mercy, and thou seest it not.
     ROMEO. 'Tis torture, and not mercy. Heaven is here,
     Where Juliet lives; and every cat and dog
     And little mouse, every unworthy thing,
     Live here in heaven and may look on her; ...
     But Romeo may not, he is banished.
     Flies may do this but I from this must fly;
     They are freemen, but I am banished.
     And sayest thou yet that exile is not death?


   Type of Speech:
r--.~-~~~~-__.------------------------------~
   Whom Is Addressed: 


     Conflict Expressed and Type of Conflict: 



48     Literary Analysis Activity Book 	                                       © Prentice-Hall, Inc.
Freshman textbook literaryanalysisactivitybookgoldgr9
Freshman textbook literaryanalysisactivitybookgoldgr9
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Freshman textbook literaryanalysisactivitybookgoldgr9
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Freshman textbook literaryanalysisactivitybookgoldgr9
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Freshman textbook literaryanalysisactivitybookgoldgr9

  • 1. Hall RATURE imeLedd VoiCed" TimeLedd Themed Literary Analysis Activity Book GOLD PRENTICE HALL Upper Saddle River, New Jersey Glenview, Illinois Needham, Massachusetts
  • 2. Copyright © 2000 by Prentice-Hall. Inc., Upper Saddle River, New Jersey 07458. All rights reserved. Student worksheets may be duplicated for classroom use, the number not to exceed the number of students in each class. Notice of copyright must appear on all copies. No other part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage­ and-retrieval system, without permission in writing from the publisher. Printed in the United States of America. ISBN 0-13-437571-8 1 2 3 4 5 6 7 8 9 10 03 02 01 00 99 PRENTICE HALL
  • 3. Contents Unit 1: Spine Tinglers "The Cask of Amontillado" by Edgar Allan Poe. . . . . . . . . . . . . . . . . . . . . , l' , "The Most Dangerous Game" by Richard Connell. . . . . . . . . . . . . . . . . . . ~ 21 "Casey at the Bat" by Ernest Lawrence Thayer . . . . . . . . . . . . . . . . . . . . . . 3 "The Birds" by Daphne du Maurier . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 "The Red-headed League" by Sir Arthur Conan Doyle . . . . . . . . . . . . . . . . . 5 "The Listeners" by Walter de la Mare "Beware: Do Not Read This Poem" by Ishmael Reed "Echo" by Henriqueta Lisboa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 "Caucasian Mummies Mystify Chinese" by Keay Davidson . . . . . . . . . . . . . 7 Unit 2: Challenges and Choices from A Lincoln Preface by Carl Sandburg . . . . . . . . ... ~ . . . . ......... 8 "I Have a Dream" by Martin Luther King from Rosa Parks: My Story by Rosa Parks with Jim Haskins "There Is a Longing ... to by Chief Dan George "I Hear America Singing" by Walt Whitman . . . . . . . . . . . . . . . . . . . . .... 9 "The Golden Kite, the Silver Wind" by Ray Bradbury . . . . . . . . . . . . . . . 10 "The Road Not Taken" by Robert Frost "New Directions" by Maya Angelou "To Be of Use" by Marge Piercy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 "Old Man of the Temple" by R. K. Narayan . . . . . . . . . . . . . . . . . . . . . . . 12 "Perseus" by Edith Hamilton. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 "Slam, Dunk, &: Hook" by Yusef Komunyakaa "The Spearthrower" by Lillian Morrison "Shoulders" by Naomi Shahib Nye . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Unit 3: Moments of Discovery "Children in the Woods" by Barty Lopez . . . . . . . . . . . . . . . . . . . . . . . . . 15 "Rules of the Game" by Amy Tan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
  • 4. "Checkouts" by Cynthia Rylant "Fifteen" by William Stafford . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 "Sympathy" by Paul Laurence Dunbar "Caged Bird" by Maya Angelou "We never know how high we are" by Emily Dickinson from In My Place by Charlayne Hunter-Gault . . . . . . . . . . . . . . . . . . . . . . . 18 "The Interlopers" by Saki (H. H. Munro) . . . . . . . . . . . . . . . . . . . . . . . . . . 19 "The Rug Merchant" by James A. Michener . . . . . . . . . . . . . . . . . . . . . . . 20 "Combing" by Gladys Cardiff "Women" by Alice Walker "maggie and mOUe and mollie and may" by E.E. Cummings "Astonishment" by Wislawa Szymborska. . . . . . . . . . . . . . . . . . . . . . . . . . 21 Unit 4: The Lighter Side "The Secret Life of Walter Mitty" by James Thurber . . . . . . . . . . . . . . . . 22 "The Inspector General" by Anton Chekhov . . . . . . . . . . . . . . . . . . . . . . . 23 "Go Deep to the Sewer" by Bill Cosby "Fly Away" by Ralph Helfer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 "An Entomological Study of Apartment 4A" by Patricia Volk ... , . . . . . . 25 "Macavity: The Mystery Cat" by T. S. Eliot "The Problem With Hurricanes" by Victor Hernandez Cruz "Jabberwocky" by Lewis Carroll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 "Talk" by Harold Courlander and George Herzog . . . . . . . . . . . . . . . . . . . . . . 27 "One Ordinary Day, With Peanuts" by Shirley Jackson . . . . . . . . . . . . . . . 28 Unit 5: Visions of the Future from The Road Ahead by Bill Gates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 "The Machine That Won the War" by Isaac Asimov . . . . . . . . . . . . . .... 30 "Fire and Ice" by Robert Frost ••All Watched Over by Machines of Loving Grace" by Richard Brautigan "There Will Come Soft Rains" by Sara Teasdale "The Horses" by Edwin Muir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
  • 5. "If I Forget Thee, Oh Earth... " by Arthur C. Clarke from Silent Spring by Rachel Carson "To the Residents of A.D. 2029" by Bryan Wooley. . . . . . . . . . . . . . . . . . . 32 "Gifts.. by Shu Ting "Glory and Hope" by Nelson Mandela . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Unit 6: Short Stories "The Gift of the Magi" by O. Henry . . . . . . . . • . . . . . . . . . . . . . . . . . . . c~i) "Sonata for Harp and Bicycle" by Joan Aiken . . . . . . . . . . . . . . . . . . . . . 35 "The Scarlet Ibis" by James Hurst . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 "Blues Ain't No Mockin Bird" by Toni Cade Bambara . "UncI e Marcos" by Isabel Allende . . . . . . . . . . . '. . . . . . . . . . . . . . . . . . . C'/ 3f! ;::;. "The Man to Send Rain Clouds" by Leslie Marmon Slim "The Invalid's Story" by Mark Twain . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 "The Necklace" by Guy de Maupassant "The Harvest" by Thomas Rivera . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Unit 7: Nonfiction "Single Room, Earth View" by Sally Ride . . . . . . . . . . . . . . . . . . . . . . . . . 40 "The Washwoman" by Isaac Bashevis Singer "On Summer" by Lorraine Hansberry "A Celebration of Grandfathers" by Rudolfo A. Anaya . . . . . . . . . . . . . . . . 41 from A White House Diary by Lady Bird Johnson "Arthur Ashe Remembered" by John McPhee "Georgia O'Keeffe" by Joan Didion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 "Understanding Comics" by Scott McCloud . . . . . . . . . . . . . . . . . . . . . . . 43 "Earhart Redux" by Alex Chadwick In These Girls, Hope Is a Muscle by Madeleine Blais, a book review by Steve Gietschier In These Girls, Hope is a Muscle by Madeleine Blais, book jacket. . . . . . . . 44 Unit 8: Drama The Dancers by Horton Foote. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 ." The Tragedy of Romeo and Juliet, Act I. by William Shakespeare . . . . . . 46
  • 6. The Tragedy of Romeo and Juliet, Act n. by William Shakespeare. . . ... 47 The Tragedy of Romeo and Juliet, Act In. by William Shakespeare. . . ... 48 The Tragedy of Romeo and Juliet, Act IV, by William Shakespeare . . . . . . 49 The Tragedy of Romeo and Juliet, Act V. by William Shakespeare . . . . . . 50 Unit 9: Poetry "I Wandered Lonely as a Cloudto by William Wordsworth . . . . . . . . . . . ... 51 "The Eagle" by Alfred, Lord Tennyson "'Hope' is the thing with feathers-to by Emily Dickinson "Dream Deferred" and "Dreams" by Langston Hughes . . . . . . . . . . . . . . . 52 "Blackberry Eating" by Galway Kinnell "Memory" by Margaret Walker "Women's Work" by Julia Alvarez "Meciendo" by Gabriela Mistral "Eulogy for a Hermit Crab" by Pattiann Rogers . . . . . . . . . . . . . . . . . . . . 53 "Uphill" by Christina Rossetti "Summer" by Walter Dean Myers Ecclesiastes 3:1-8, The King James Bible "The Bells" by Edgar Allan Poe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 "The Raven" by Edgar Allan Poe "The Seven Ages of Man" by William Shakespeare . . . . . . . . . . . . . . . . . . . 55 "On the Grasshopper and the Cricket" by John Keats Sonnet 30 by William Shakespeare Three Haiku by Basho and Chiyojo "Hokku Poems" by Richard Wright . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Unit 10: The Epic from the Odyssey, Part I, by Homer . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 from the Odyssey, Part 2, by Homer. . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 "An Ancient Gesture" by Edna St. Vincent Millay "Siren Song" by Margaret Atwood "Prologue" and "Epilogue" from the Odyssey by Derek Walcott "Ithaca" by Constantine CavafY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
  • 7. Name ______________________________________________ Date ____________ "The Cask of Amontillado" by Edgar Allan Poe (text page 5) Literary Analysis: Setting and Mood Throughout "The Cask of Amontillado." Poe uses specific words to create a particular mood. When reading the story. you can identify the mood from the descriptive details that Poe uses. For example, the words "with a leer" create a threatening mood in the following sentence: "He raised it to his lips with a leer." Often a single word can be used to describe the mood of a story. One important way Poe establishes the mood of the story is through the different settings. The setting of a story is the time and place of the action. Time can include not only the his­ torical period of the story (the past, present, or future) but also the time of year and even the time of day. The place may involve not only the geographical place (the country, state, or town) but also the social, economic, or cultural environment of the story. DIRECTIONS: In "The Cask of Amontillado," the mood is related to the different settings of the story. As the setting changes, the mood changes too. Complete the chart to examine how the setting affects the mood. Identify the descriptive details in each of the settings listed, then identify the mood of each setting. The first one has been completed for you. Finally, answer the questions that follow. Setting Descriptive Details Mood 1. Beginning of story: "the supreme madness frenzied and delirious a street at dusk i of the carnival season" during carnival 2. Middle of story: the catacombs of the Montresors 3. End of story: interior crypt I 4. How do you think the mood of the story relates to the plot? 5. How does the mood shift as the characters move from one setting to another in the begin­ ning, middle, and end of the story? © Prentice-Hall, Inc. Literary Analysis Activity Book 1
  • 8. Name Date __________________ "The Most Dangerous Garnett by Richard Connell (text page 16) Literary Analysis: Connecting Elements of a Short Story 1. The plot of a story is made up of a series of related events that include the conflict, the climax, and the resolution. The conflict is a struggle between opposing people or forces. The conflict may be either external, between a character and another character or an out­ side force, or internal, within a character's mind. The climax is the turning point of the story, the point at which the conflict comes to a head. The resolution is how the conflict turns out. IdentifY the conflict, climax, and resolution of "The Most Dangerous Game." Cite passages from the story to support each answer. 2. Characters are the people, and in some cases animals, involved in the action of a story. A writer can reveal a character's personality through a variety of techniques, including direct statements about the character, the character's actions and comments, and what other characters say about the character. Briefly describe the two main characters in 'The Most Dangerous Game," and explain how Connell develops each of these characters. Cite exam­ ples from the story for support. 3. Point of view is the vantage point from which a story is told. In a first-person point of view, the narrator is a character who is involved in the action. In a third-person limited point of view, the narrator is not involved in the story and reveals the thoughts of a Single charac ­ ter. In a third-person omniscient point of view, the narrator, who is not involved in the story, can see into the minds of all the characters. IdentifY the point of view of "The Most Dangerous Game," and explain how you think the point of view affected how you responded to the events in the story. 4. The setting is the time and place of the events in the story. IdentifY the setting of 'The Most Dangerous Game." Explain why the setting is a key element of the story. and analyze how the setting affects the story's mood, or atmosphere. 5. Theme is the general idea about life that the author wants to communicate. Sometimes, the theme is revealed directly. More often, the theme is revealed indirectly through the characters and events in the story. State the theme of "The Most Dangerous Game," and identifY how it is revealed. 2 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 9. Name ______________________________________________ Date ___________ "Casey at the Bat" by Ernest Lawrence Thayer (text page 36) Literary Analysis: Plot The plot of a piece of writing is like a pyramid. Each event builds on the one(s) before, until the poem or story reaches the climax, the pOint of greatest interest or excitement, at the top. The anticlimax is a kind of letdown, when the ending is not what you expected--"Mighty Casey" does strike out. ' DIRECTIONS:Use the plot diagram and the lines provided to identifY the major events of the poem that lead to the anticlimax. IdentifY the anticlimax in item 8. The first entry has been completed for you. Then answer the question that follows. anticlimax 1. The Mudville team was losing. but most of the crowd remained to see Casey. 2. _____________________________________________ 3. ________________________________________________ 4. __________________________________________________ 5. ________________________________________________ 6. ___________________________________________________ 7. _________________________________________________________ 8. _________________________________________________________ 9. Look at your completed plot outline. How do the plot events in the poem lead you to believe that Casey will not strike out? _____________________________ © Prentice-Hall, Inc. Literary Analysis Activity Book 3
  • 10. Name ________________________ Date _________ "The Birds" by Daphne du Maurier (text page 46) Literary Analysis: Mood Writers often use foreshadowing to create suspense by hinting at events to come. In sus­ penseful works of literature, foreshadowing can contribute to the mood or atmosphere. By using clues to suggest what has yet to occur, a writer can create a particular feeling in the reader. DIRECTIONS: Complete the chart to examine how foreshadowing is linked to the mood of "The Birds." Read the clues in the first column. Then explain what events these clues foreshadow. In the last column, identify the mood created by the foreshadowing. When you have completed the chart, answer the question that follows. Story Clues Event Foreshadowed Mood l. Nat drew the blanket round him, the turmoil they will apprehension, leaned closer to the back of his soon face uncertainty sleeping wife, and stayed wakeful, watchful, aware of misgivings without cause. 2. "Householders are warned to see to their windows, doors, and chimneys, and to take reasonable precautions for the safety of their children." I T 3. Nat did not want to scare her. He thought it possible that she might not go to town tomorrow. I 4. And now, in the midst of many problems, he realized that it was dance music only coming over the air. Not Children's Hour, as it should have been. 5. He was filled with misgivings. He ~ did not want his wife or the children to go down to the farm. i i 6. In general, what kind of mood is created by the use of foreshadowing in "The Birds"? How is this mood created? 4 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 11. Name ________________________ Date _ _ _ _ _ _ _ __ "The Red-headed League" by Sir Arthur Conan Doyle (text page 82) Literary Analysis: Suspense in a Mystery A mystery is a story of suspense that usually contains the following elements: a crime, a crime solver, suspects, a criminal, and key details such as clues, alibis, and characters' motives, The suspense. or feeling of curiosity or uncertainty, in the mystery is created by the writer's use of details that arouse the reader's curiosity by hinting at events to come. DIRECTIONS: Complete the following chart to examine how Sir Arthur Conan Doyle creates sus ­ pense in "The Red-Headed League." Read the description from the story in the first column. Then identify the details from the description that help to create suspense. Finally, explain how this suspense adds to the reader's interest in the mystery. The first one has been done for you. I Details That Create How Details Increase Interest in Mystery Description From Story Suspense 1. "I went to the landlord ... and I Landlord said he Readers want to find out asked him if he could tell me never heard of Red- what had happened to the what had become of the Red- headed League. organization. headed League. He said that he had never heard of any such body." 2. When I saw him that afternoon so enwrapped in the music at St. James's Hall I felt that an evil time might be coming upon those whom he had set himself to hunt down. 3. "And, I say, Doctor, there may be some little danger, so kindly put your army revolver in your pocket." 4. "It is our French gold," whis­ pered the director. "We have had several warnings that an attempt might be made upon it." 5. "These are daring men, and though we shall take them at a disadvantage, they may do us some harm unless we are careful. " I I I © Prentice-Hall, Inc. Literary Analysis Activity Book 5
  • 12. Name ______________________________________________ Date _________ "The Listeners" by Walter de la Mare (text page 104) "Beware: Do Not Read This Poem" by Ishmael Reed (text page 106) "Echo" by Henriqueta Lisboa (text page 107) Literary Analysis: Comparative Figurative Language Poets use imagery to appeal to the reader's five senses-touch, taste. smell. hearing. and sight. Often this imagery relies on figures of speech. such as metaphor. personification. and hyperbole. These figures of speech create vivid impressions in the reader's minds. • A metaphor implies a direct comparison between two unlike things. • Personification gives human characteristics to a nonhuman subject. • Hyperbole is exaggeration and overstatement for emphasis. DIRECTIONS: For each of the passages listed below. identify the figure of speech used by the poet. Then describe the impression created in your mind. Type of Example of Figure of Impression Poem Figures of Speech Speech Created 1. "The Listeners" And how the silence surged personification makes the silence seem softly backward, almost lifelike. like When the plunging hoofs one of the ghostly were gone. characters in the poem 2. "Beware" the hunger of this poem is legendary it has taken in many victims I I I 3. "Beware" it is a greedy mirror ! 4. "Beware" this poem aint got no manners 5. "Echo" Thousands of parrots screamed together I 6. "Echo" steely screams rained and rained down. I I 6 Literary Analysis.Activity Book © Prentice-Hall, Inc.
  • 13. Name ______________________________________________ Date _________ "caucasian Mummies Mystify Chinese" by Keay Davidson (text page 112) Literary Analysis: Fact and Opinion A news article's main purpose is to inform the reader about the subject of the article by answering six basic questions: who. what;. when. where, why, and how. The opening sen­ tences of a news article, called the lead, are written to capture the audience's attention by summarizing the main pOints of the stoxy and answer as many of the six questions as possible. The main idea in a news article is supported by important details. Some of these details are facts. which can be proved true. Other details are expert opinions. which are what people think or feel about the main idea or what they believe to be true about it. An opinion can be supported, but it cannot be proved to be true. Complete the following chart by writing one fact and one opinion from "Caucasian DIREcTIONS: Mummies Mystify Chinese" that provide details about the main idea. Main Idea Fact Opinion 1. The discovexy was described by The first of the more This discovexy could a scientist writing in Discover than 100 mummies have a greater effect magazine in April 1994. were found in 1978 on our theories of and 1979. evolution than the idea of a lone "ice man." 2. The discovexy of the mummies received little press attention in the West. 3. Only five years ago, Chinese authorities would not have granted Westerners access to tissue samples from the mummies. 4. The mummies are found at burial sites in a 500-mile­ wide region of northwest China. 5. It has taken a long time for the news of these Chinese mummies to get the attention of Western scholars. i 6. When Matr first saw the Chinese mummies, he immediately recognized their faces as Caucasians. © Prentice-Hall, Inc. Literary Analysis Activity Book 7
  • 14. Name ____________~___________ Date __________ from A Lincoln Preface by Carl Sandburg (text page 129) Literary Analysis: Anecdotes and Mood Carl Sandberg uses anecdotes in A Lincoln Preface to entertain readers and to make certain pOints about Abraham Lincoln. But these anecdotes also help to create particular feelings in the reader. The feeling that a piece of writing creates is its mood. The mood of a work often is suggested by the descriptive details a writer uses-the kinds of details often found in anecdotes. DIRECTIONS: Read each anecdote about Lincoln from A Lincoln Preface in the first column. Then identify the mood that the anecdote creates. In the last column. explain how the anecdote helps to create the particular mood. The first one has been done for you. ! How Anecdote Anecdote i Mood Creates Mood 1. As they were finishing their talk of the days of eerie and It foreshadows blood, he said, "I shan't last long after it's over." sad Lincoln's assassination. 2. "I don't intend precisely to throw the Constitution overboard, but I will stick a hole in it if I can," he told a Cabinet officer. The enemy was violating I ! the Constitution to destroy the Union, he argued, and therefore, "I will violate the Constitution, if necessary, to save the Union." 3. When his white kid gloves broke into tatters while shaking hands at a White House reception, he remarked, "This looks like a general bustificaiton." 4. He mentioned "the politicians," over and over again "the politicians," with scorn and blame. As the platoons filed before him at a review of an army corps, he asked, "What is to become of these boys when the war is over?" i 5. He threw a cashiered officer of hi the I White house, crying, "I can bear censure, but not insult. I never wish to see your face again." i ! 8 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 15. Name ___________________________________________ Date _ _ _ _ _ _ __ "I Have a Dream" by Martin Luther King, Jr. (text page 140) from Rosa Parks: My Story by Rosa Parks with Jim Haskins (text page 143) "There Is a Longing... " by Chief Dan George (text page 145) "I Hear America Singing" by Walt Whitman (text page 146) Literary Analysis: Comparing Tone Tone is the attitude a writer takes toward the subject of his or her writing. A writer's tone is often influenced by his or her purpose for writing. This Is especially true in the case of nonfic ­ tion. For example, the tone of a persuasive speech might be forceful and resolute in order to make the writer's argument more compelling. To identify the tone of a literary work, pay atten­ tion to the words, phrases. and details a writer uses and the attitudes and feelings that these words. phrases, and details reveal. DIRECTIONS: For each of the following works, identify the author's purpose for writing. Then. identify the tone of each work. Last, briefly describe how the tone Is established in the work. The first one has been done for you. Author's How Tone Is Purpose Tone Established "I Have a Dream" i to persuade powerful, optimistic King uses very powerful images and uplifting language to create a persuasive and moving speech. Rosa Parks: My Story "There Is a Longing..... "I Hear America Singing" © Prentice-Hall, Inc. Literary Analysis Activity Book 9
  • 16. Name ______________________________________________ Date _ _ _ _ _ _ __ "The Golden Kite, the Silver Wind" by Ray Bradbury (text page 152) Literary Analysis: Figurative Language in a Fable In this fable, the author uses figurative language to emphasize the theme and moral of the story. Figurative language is not meant to be taken literally. It is a heightened use of language to create vivid and striking impressions by setting up comparisons between unlike ideas, objects. and concepts. There are different kinds of figurative language. A simile makes the comparison using the words like or as. A metaphor makes comparison directly. Personification gives human qualities to a nonhuman thing. DIRECTIONS: Read each passage from "The Golden Kite. the Silver Wind" in the first column. Then. in the second column. identify the type of figurative language used by the writer. Finally, describe what association and impressions this figurative language brings to mind. The first one has been done for you. I Idea, Feeling, or Example of Type of State of Mind Created by Figurative Language Figurative Language I Figurative Language 1. Death rattled his cane in personification i Death becomes a physical the outer courtyard. I presence, like a human character in the story. 2. Fireworks were set off and the demons of death and poverty, did not linger, as all worked together. 3. But the pleasure was like a winter flower; it died swiftly. 4. The Mandarin's heart sickened within him like an autumn fruit upon an ancient tree. 5. liTe II my stonemasons," I said the whisper that was a falling drop of rain. 6. Like a rusted machine, the city ground to a halt. 10 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 17. Name ________________________ Date _ _ _ _ _ _ __ "The Road Not Taken by Robert Frost (text page 166) to "New Directions" by Maya Angelou (text page 168) "To Be of Use" by Marge Piercy (text page 171) Literary Analysis: Figurative Language and Theme Figurative language is writing or speech not meant to be interpreted literally. It creates vivid impressions by connecting an abstract idea to a concrete thing. Figurative language is often used by writers to emphasize the theme of their works. The theme of a work. or its cen­ tral message about life. can be stated directly or implied. When the theme is not stated directly. you have to read between the lines to discover it. DIRECTIONS: Read each example of figurative language in the chart. Then. explain what ideas or concepts are being compared and how this comparison relates to the theme of the selec ­ tion. Finally, answer the question that follows. Passage Comparison Theme l. Two roads diverged in a wood, and 1 ­ The writer is compar ­ The theme of the poem 1took the one less traveled by, ing choosing two roads is that choosing a "safe" And that has made all the difference to travel on to choosing path in life is not always -"The Road Not Taken II two paths in life. the most rewarding. 2. "I looked up the road 1was going and back the way I come, and since 1wasn't satisfied, 1decided to step off the road and cut me a new path." -IINew Directions" 3 .... if the future road looms ominous or un­ promising, and the roads back uninviting, then we need to gather our resolve and, carrying only the necessary baggage/ step off that road into another direction. -"New Directions" 4. 1 love people who harness themselves, an ox to a heavy cart, who pull like water buffalo, with massive patience ... -liTo Be of Use ll I 5. What similar ideas about life do these three works share? © Prentice-Hall, Inc. Literary Analysis Activity Book 11
  • 18. Name _ _~__ Date _ _ _~_ _ _ __ "Old Man of the Temple" by R. K. Narayan (text page 176) Literary Analysis: Comparing Narrators A narrator is someone who tells a story. The narrator of a story can be a character in the story or an outside observer who does not participate in the action of the story. The type of narrator a writer uses will determine the amount of information revealed to you as you read. Often. if the narrator is a character in the story. you will only get as much infor­ mation as that character knows. This is first-person narration. When the narrator is an outside observer, you usually have access to what all the charac­ ters think, know, and feel. This kind of omniscient, or all-knowing, narration is referred to as third-person narration. Compare the type of narration used in "Old Man of the Temple" to that used in 'The DIRECTIONS: Most Dangerous Game." Complete the chart. Then answer the question that follows. I Is Narrator a Story Character in Story? Type of Narration Used 1. "The Most Dangerous Game" 2. "Old Man of the Temple" 3. How does the type of narration used in each story affect the mood? 12 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 19. Name ____ ~ ________________________________________ Date _________________ "Perseus" by Edith Hamilton (text page 186) Literary Analysis: Judging Character The hero in a myth is a character who performs great acts of strength and courage. The hero usually finds himself or herself in a story involving supernatural beings and fantastic events and is often aided by magical elements. In addition. the hero exhibits admirable quali­ ties such as courage, loyalty. and fairness. A hero's character traits cause him or her to behave in a certain way, just as a character in realistic fiction does. By examining these traits, you can better understand the hero's actions and make judgments about him or her. DIRECTIONS: Examine the character of Perseus. Complete the following chart with information about Perseus's character and how his character influences the action in the story. Identify what character trait is revealed in each episode and then tell what happens as a result. The first one has been done for you. Then answer the question that follows. Character Trait I What Happens as a Episode in Story Revealed I Result 1. Perseus attends the king's He wants to prove He offers to kill Medusa celebration. himself better than I and bring her head the king's other guests. back to the king. 2. Perseus meets the Gray Women. 3. Perseus finds Medusa. i 4. Perseus sees Andromeda. 5. Perseus returns home. 6. Perseus returns to Greece to see his grandfather. 7. How would you describe Perseus's character, based on his actions in this story? © Prentice-Hall, Inc. Literary Analysis Activity Book 13
  • 20. Name ______________________________________________ Date _________________ "Slam. Dunk. &: Hook" by Yusef Komunyakaa (text page 198) "The Spearthrower" by Lillian Morrison (text page 200) "Shoulders" by Naomi Shihab Nye (text page 201) Literary Analysis: Repetition in Poetry Repetition is the use of an element of language more than once. whether it is a sound, a word, a phrase, or a sentence. Poets often use repetition for musical effects or to emphasize an idea or feeling. A poet can repeat the initial sound of a consonant letter. known as allitera· tion; the sound of a word, known as rhyme; or the rhythm of words and phrases. These sound patterns can create striking effects when the poem is read aloud. DIRECTIONS: Examine the use of repetition in the three poems in this section. For each poem in the chart, identify the kind of repetition used by the poet and then provide an example from the poem. Poem Type of Repetition Used Example 1. "Slam. Dunk. & Hook" 2. "The Spearthrower" 3. "Shoulders" 14 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 21. Na~e ______________________________________________ Date _ _ _ _ _ _ __ "Children in the Woods" by Bany Lopez (text page 215) Literary Analysis: Tone People wrtte essays to make a point. One way to make a point is to state a central idea and then support it with details. However, a wrtter can also make his or her point in more subtle ways. The wrtter's tone. or attitude toward his or her subject, influences the reader's reaction to the essay. A wrtter's tone can often be described in one word, such as formal or informal, serious or playful, bitter or ironic. When you listen to a speaker, you can easily detect the speaker's attitude through gestures, faCial expression, and tone of voice. When you read, you can detect tone through the wrtter's choice of words. DIRECTIONS: Complete the following word web in order to examine Barry Lopez's tone in "Children in the Woods." In the outer ovals, identifY words and phrases from the essay that you think help to create the tone. Then, describe the tone in the center oval. When you have completed the web, answer the question that follows. How does understanding the wrtter's tone help you understand his or her message? © Prentice-Hall, Inc. Literary Analysis Activity Book 15
  • 22. Name ______________________________________________ Date _________________ "Rules of the Game" by Amy Tan (text page 224) Literary Analysis: Point of View When we read a short story. we learn about events through the narrator, or the person who tells the story. The writer's choice of narrator determines the story's point of view, or perspective. Waverly, the narrator of "Rules of the Game," is a young girl who was born in America. Her mother, who comes from a different generation and a different culture, sees the story events differently. A generational conflict, like the one between Waverly and her mother, usually occurs because people who are in different generations have different pOints of view. DIRECTIONS: Examine how the choice of narrator affects a story's point of view. Retell the story events in "Rules of the Game" from Mrs. Jong's point of view. beginning middle end 16 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 23. Name _ _ _ _ _ _ _ _ _ __ Date _ _ _ _ _ _ _ __ "Checkouts" by Cynthia Rylant (text page 236) "Fifteen" by William Stafford (text page 241) Literary Analysis: Comparing the Use of Irony Irony is a literary technique in which the writer says or shows the opposite of what is expected. When writers use words that suggest the opposite of what they really mean, it is called verbal irony. Writers who show a contradiction between what readers know and what the characters think are using dramatic irony. Irony of situation involves a contradiction between a character's or reader's expectations of what will happen and what really happens in a story. DIRECTIONS: Complete the following chart by first identifYing whether each passage is an example of verbal irony, dramatic irony, or irony of situation. Then explain why the the passage is ironic. When you have completed the chart, answer the question that follows. Passage Type of Irony Why It Is Ironic 1. Then one day the bag boy dropped her irony of situation We expect customers jar of mayonnaise and that is how she fell to feel angry if the in love. bag boy drops their groceries. 2. He believed he must have looked the jackass in her eyes, and he envied the sureness of everyone around him ... 3. For some perverse reason she would not have been able to articulate, the girl did not bring her cart up to the bag boy's checkout when her shopping was done. And the bag boy let her leave the store, pretending no notice of her. I 4. I led it gently to the road and stood with that companion, ready and friendly, I was fifteen. 5. He ran his hand over it, called me a good man, roared away. 6. Why do you think each writer uses irony? How does the irony contribute to the overall impact of the story and the poem? © Prentice-Hall, Inc. Literary Analysis Activity Book 17
  • 24. Name ____________________________________________ Date ____________ "Sympathy" by Paul Laurence Dunbar (text page 246) "Caged Bird" by Maya Angelou (text page 247) "We never know how high we are" by Emily Dickinson (text page 249) from In My Place by Charlayne Hunter-Gault (text page 250) Literary Analysis: Comparing Symbols and Theme A symbol is a word or image that has another meaning beyond its literal meaning. Writers, especially poets, often use symbols to emphasize the theme, or central message about life, of a work. DIRECTIONS: In the first box, describe what you think the caged bird symbolizes in each poem. Then. in the second box. state the theme of each poem. When you have finished. answer the question that follows. "Sympathy" "Caged Bird" Meaning of Symbol Meaning of Symbol Theme Theme Compare the symbol of the caged bird used by Dunbar and Angelou in their poems. What other symbols do you think the poets could have used to emphasize their themes? 18 Literary Analysis Activity Book © Prentice-Hall. Inc.
  • 25. Name ______________________________________________ Date _ _ _ _ _ _ __ "The Interlopers" by Saki (H.H. Munro) (text page 262) Literary Analysis: Conflict and Resolution Stories are usually built around conflict. or a struggle between opposing forces. A conflict may be internal. or inside the mind of a character. An external conflict is between a charac­ ter and an outside force. That outside force may be another character or an aspect of society or nature. The resolution is the part of the plot in which the conflict is finally resolved. However. not all stories offer resolution to their conflicts, or a writer may only imply the reso­ lution to a conflict without stating it directly. DIRECTIONS: Identify the conflict in each passage listed in the following chart. Tell whether it is internal or external and name the two opposing sides in the conflict. Then tell how each con­ flict is resolved. When you are done. answer the question that follows. Opposing Type of Is Conflict Passage Forces Conflict Resolved? 1. Ulrich von Gradwitz patrolled Ulrich von Gradwitz external yes the dark forest in quest of a and Georg Znaeym human enemy. 2. A fierce shriek of the storm had been answered by a splitting crash over their heads, and ere they could leap aside a mass of falling beech tree had thundered down on them. 3. In the pain and languor that Ulrich himself was feeling the old fierce hatred seemed to be dying down. 4. "I can see figures coming through the wood. They are following in the way I came down the hillside." i I 5. How do you think the final external conflict between the two men and the wolves will be resolved? Why do you think Saki chose not to resolve this conflict in the story? © Prentice-Hall, Inc. Literary Analysis Activity Book 19
  • 26. Name ______________________________________________ Date _________________ "The Rug Merchant" by James Michener (text page 272) Literary Analysis: Characterization and Tone In his essay, Michener relates his experiences with a rug merchant in Afghanistan. In fact. the subject of his essay is the rug merchant himself. When nonfiction writers write about a person, they use the same techniques to create and develop their characters that fiction writers do. As with fiction, the goal is to create a striking portrait of a person in words. Because the rug merchant is the subject of Michener's essay, you can use his characteriza­ tion to help you determine the tone of the work. Tone is the particular feeling or attitude that a writer has toward his or her subject. By paying careful attention to the writer's choice of words, you can identifY the tone. Note, however, that a writer can have more than one tone and can also change his or her attitude toward a subject or topic over time. DIRECTIONS: As you read "The Rug Merchant." you may have noticed that Michener's attitude toward the merchant changes. Complete the following diagram by identifying the ways Michener characterizes the rug merchant from the start of his essay to the end. Then use this informa­ tion to determine the tone of the essay at the beginning and then at the end. Rug Merchant Tone "perSistent rascal" who is confident he could wear Michener down + ~ + + ingenious man who spent days persuading Michener to buy rugs 20 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 27. Name ______________________________________________ Date _ _ _ _ _ _ __ "Combing" by Gladys Cardiff (text page 282) "Women" by AlIce Walker (text page 283) "maggie and milly and molly and may" by E.E. Cummings (text page 284) "Astonishment" by Wislawa Szymborska (text page 285) Literary Analysis: Comparing Sensory Details A poem's exploration of ideas and feelings frequently results in a moment of insight, or a flash of understanding when you see something in a whole new way. These moments of insight are brought about through a poet's use of particular images and details, which often appeal to your five senses-sight, sound. touch. taste, and smell. By identifying these sensory details in a poem, you can make your reading experience more rewarding. DIREcTIONS: For each passage in the following chart, first list the sensory details used by the poet. Then identifY the senses being appealed to. Then answer the question that follows. Sensory Senses Passage Details Appealed To 1. My daughter's hair wet. fragrant. sight, touch, smell Curls against the comb, orange Wet and fragrant-orange Pairings. -"Combing" 2. Beneath My mother's hands I feel The braids drawn up tight As a piano wire and singing, Vinegar-rinsed. -"Combing" 3. How they battered down Doors And ironed Starched white Shirts -"Women" 4. Why... do I sit and stare into a dark corner, just as it looks up, suddenly raising its head, this growling thing that is called a dog? _"Astonishment" 5. In "Combing" and "Women," how do the sensory details contribute to the overall effect of the poems? Why do you think each poet chose to use these details? © Prentice-Hall, Inc. Literary Analysis Activity Book 21
  • 28. Name ___.___________- __________ Date ____- -_ _ __ "The Secret Life of Walter Mitty" by James Thurber (text page 299) Literary Analysis: Point of View and Narration The narrator is the speaker or character who tells a story. James Thurber tells the story of Walter Mitty's secret life from the limited third-person point of view. The narrator is not a character in the story, but he or she does have access to Walter's thoughts and feelings. However, to an observer who can't see into Walter's mind as the reader does, Walter's actions might seem very different. DIRECTIONS: Take the role of one of the other characters in "The Secret Life of Walter Mitty" and narrate a part of the story. Tell the story from that character's point of view. Make sure your point of view remains consistent with the character you choose. The Secret Life of Walter Mitty by _ _ _ _ _ _ _ _ _ __ (character's name) ----_ .... _-------------------------------­ -- --- --------------------- ------------------_ ...... _ - ... _----,-------------­ 22 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 29. Name ________________________________________________ Date _________________ "The Inspector-General" by Anton Chekhov (text page 310) Literary Analysis: Characterization Writers use irony to show that things may not be as they appear by creating a contrast between an expected outcome and the actual outcome. Much of the irony in Chekhov's play results from the ways the Inspector-General is characterized. A writer reveals the personality of a character through the technique of characterization. Direct characterization occurs when a writer makes direct statements about a character's traits. In indirect characterization, the reader must draw conclusions about the character based on the way he or she looks, acts, and thinks, as well as what other characters think of him or her. DIRECTIONS:Complete the following character web to examine the character traits of the Inspector-General. In each oval, identifY a trait of the Inspector-General and then write whether the trait is an example of direct or indirect characterization. Inspector-General © Prentice-Hall, Inc. Literary Analysis Activity Book 23
  • 30. Name _______________________________ Date _ _ _ _ _ _ __ "Go Deep to the Sewer" by Bill Cosby (text page 319) "Fly Away" by Ralph Helfer (text page 324) Literary Analysis: Comparing Theme A theme is the central message about life that is revealed in a literary work. Sometimes a work's theme is stated directly by the writer. Other times, the theme is implied and you must draw conclusions based on details in the work. DIRECTIONS:Use the passages in the following chart to help you identify a major theme in each work. Then answer the question that follows. Passage Theme of Work 1. The essence of childhood, of course, is play, which my friends and I did endlessly on streets that we reluctantly shared with traffic. As a daring receiver in touch foot­ ball, I spent many happy years running up and down asphalt fields, hoping that a football would hit me before a Chevrolet did. "Go Deep to the Sewer" 2. Sometimes affection training was not the only answer. One could not "pet" a fly or earn its respect. I knew I would have to resort to the laws of nature for the answer to this one. I'd had the opportunity to work with various insects in the past. But 5,00011 hoped I hadn't bitten off more than I could chew. -"Fly Away" 3. How do you think the use of humor impacts upon the theme of each work? 24 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 31. Name ______________________________________________ Date _________________ "An Entomological Study of Apartment 4Att by Patricia Volk (text page 332) Literary Analysis: Feature Articles and Author's Purpose Feature artIcles, which often appear in newspapers and magazines, are lengthy news stories that focus on the experiences, problems, or ideas of a person or group of people. Often, the author's purpose, or reason, for writing will influence the subject matter and style of the article. Authors generally write to inform or explain, to express an opinion, to entertain, or to persuade readers to do or believe in something. When you determine an author's purpose for writing, you can better understand and interpret what you read. DIRECTIONS: Patricia Volk's feature article is meant both to entertain readers and provide infor­ mation about insects. Complete the following chart by providing three examples from the article that illustrate each of these purposes for writing. Purpose Examples to entertain 1. 2. 3. to inform 1. 2. 3. © Prentice-Hall, Inc. Literary Analysis Activity Book 25
  • 32. Name ____________________________________________ Date _________ "Macavity: The Mystery Cat" by T.S. Eliot (text page 346) "Problems With Hurricanes" by Victor Hernandez Cruz (text page 350) "Jabberwocky" by Lewis Carroll (text page 352) Literary Analysis: Fantasy and Reality These poems not only rely on humorous diction for comic effect, but also blend together fantasy and reality in highly amusing ways. Fantasy allows our imaginations to run wild because it is a realm in which events are not dictated by reality-where the impossible can happen. DIRECTIONS: Choose one of the poems in this section and complete the following chart. In the first column. list those elements from the poem that are realistic or true to life. In the second column, list the fantastical elements. Poem: _________________________________________ Realistic Elements Fantastical Elements 26 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 33. Name ______________________________________________ Date ______________ "Talk" by Harold Courlander and George Herzog (text page 358) Literary Analysis: Folk Tale Folk tales are stories that have been passed down orally through generations. They are part of a particular culture's heritage. The stories in folk tales typically follow simple plots and involve either human characters interacting with animals or animals alone. Folk tales often rely on humor and exaggeration to entertain listeners, but they also provide an important function by expressing a culture's values and beliefs. DIRECTIONS: Complete the following web to examine how "Talk" exemplifies the characteristics of a folk tale. simple plot Folk Tale expresses a culture's humor and exaggeration values and beliefs © Prentice-Hall, Inc. Literary Analysis Activity Book 27
  • 34. Name ______________________________________________ Date ______________ "One Ordinary Day, With Peanuts" by Shirley Jackson {text page 364J Literary Analysis: Rising Action and Climax The plot for "One Ordinary Day, With Peanuts" does not follow the usual pattern of exposi­ tion, rising action, climax, falling action, and resolution. Instead, the plot is mostly rising action with a steep turn in the last few paragraphs of the story-a typical scenario for stories with surprise endings. DIRECTIONS: Use the rising action and climax diagram and the lines provided to identify plot events in the story that lead to the climax. Then identify the climax in item 5 and the ending of the story in item 6. The first entry has been completed for you. 3 2 1 1. Mr. Johnson watches a young boy as his mother moves out of an apartment. 2. 3. ____________________________________________________________ 4. __________________________________________________________________ 5. __________________________________________________________ 6. 28 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 35. Name ______________________________________________ Date _______________ from The Road Ahead by Bill Gates (text page 385) Literary Analysis: Main Idea in Expository Writing Expository writing. such as a newspaper or a magazine article. informs or explains some­ thing. When reading expository writing. it is helpful to identify the main idea and the support­ ing details that provide more information about this idea. Sometimes. the main idea is stated directly: other times the main idea is only implied. and you must read between the lines to determine what it is. DIRECTIONS: Read the following paragraphs from The Road Ahead. Then. in the second column. identify the main idea. either stated or implied. and give two details that support the main idea. You can summarize these details in your own words. The first one has been done for you. Then answer the question that follows. Paragraph Main Idea Supporting Details l. Paragraph 2. page 385. Conventional television The technical term for beginning. "Conventional allows us to decide what this sort of broadcasting television ... " we want to watch but not is "synchronous." when we watch. it. 2. Paragraph 3. page 385. beginning. "In the early 1980s ... " 3. Paragraph 5. page 385. beginning. "Once a form of communication ... " 4. Paragraph 6. page 386. beginning. "Television has been around ... " 5. Paragraph 11. page 387. beginning. "The digitized data ... " 6. In your own words. sum up the main idea of the entire work. © Prentice-Hall, Inc. Literary Analysis Activity Book 29
  • 36. Name ____________________________ Date _ _ _ _ _ _ __ "The Machine That Won the War" by Isaac Asimov (text page 394) Literary Analysis: Fantasy and Reality In science fiction. a WIiter creates settings. characters, and situations that are not found in reality. These changes rely on real scientific knowledge and on predictions based on that knowledge. Science fiction frequently is set in the future and/or on other planets. Writers con­ sider the effects of scientific possibilities on human beings. Unlike fantasy. science fiction depends on situations that are true to life or possible in the real world. even though the set­ ting is made up. DIRECTIONS: Examine the elements of 'The Machine That Won the War" that are real and those that are fantasy. For each category in the following chart. list examples from the story that are science fact and science fiction. The first one has been started for you. Category Science Fact Science Fiction 1. Characters real people, with thoughts and feelings we recognize 2. Setting 3. Plot 30 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 37. Name ________________~___________________________ Date _____________ "Fire and Ice" by Robert Frost (text page 412) "All Watched Over by Machines of Loving Grace" by Richard Brautigan (text page 413) "There Will Come Soft Rains" by Sara Teasdale (text page 414) "The Horses" by Edwin Muir (text page 415) Literary Analysis: Comparing Theme The theme of a poem is its central idea. It is not necessarily the subject of the poem, but a generalization about human nature or life. Often, in a poem, the theme is not stated directly. Instead. you need to think about what the poet Is trying to say about human nature. DIRECTIONS: Compare the themes of "There Will Come a Soft Rain" and "The Horses." First list details from each poem that you think develop the theme. Then identifY the theme of each poem. Finally. answer the question that follows. Details from "There Will Come Soft Rains" Details from "The Horses" Theme: __________________________ Theme: ___________________________ How are the themes of the two poems similar? How are they different? © Prentice-Hall, Inc. Literary Analysis Activity Book 31
  • 38. Name ________________________ Date _ _ _ _ _ _ __ "If I Forget Thee, Oh Earth ... " by Arthur C. Clarke (text page 426) from Silent Spring by Rachel Carson (text page 430) "To the Residents of A.D. 2029" by Bryan Woolley (text page 434) Literary Analysis: Exhortation and Theme An exhortation is an urgent appeal or warning. The warning can be stated directly in the text. or it can be implied by the author's words. Directly stated exhortations more often occur in nonfiction because the writer often tries to persuade you to agree with his or her theme. DIRECTIONS: Read each exhortation in the chart. In the second column. write the meaning of the exhortation in your own words. In the next column, write the theme of the work. Then, in the last column, explain how the exhortation relates to the theme. How Exhortation Meaning of Relates Exhortation Exhortation Theme to Theme 1. There was no sign that men had Take care of It is impor ­ If we don't protect ever explored this land, but once and preserve tant that our planet, one day they passed the skeleton of a our planet we protect we will be forced to crashed rocket, and beside it a stone so it isn't our planet. abandon it because cairn surmounted by a metal cross. destroyed. life here will be -"If I Forget Thee, Oh Earth ... " impossible. 2. In the town the doctors had become more and more puzzled by new kinds of sickness appearing among their patients. There had been several sudden and unexplained deaths.... -Silent Spring 3. The roadsides, once so attractive, were now lined with browned and withered vegetation as though swept by fire. These, too, were silent, deserted by all living things. -Silent Spring 4. Scientists say the last wisp of pure, nat­ ural air in the continental United States was absorbed into our generally polluted atmosphere over Flagstaff, Arizona, sev­ eral years ago. Parts of our land are over­ crowded, parts neglected, parts destroyed. -"To the Residents of A.D. 2029" 32 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 39. Name ________________________________________________ Date __________ "Gifts" by Shu Ting (text page 442) "Glory and Hope" by Nelson Mandela (text page 443) Literary Analysis: Tone and Author's Purpose Tone is a writer's attitude toward his or her topic. Sometimes a single work reflects several different tones. A writer uses specific words and details to create a tone, so it is important to think carefully about the writer's choice of words in order to understand how and why the selection makes you feel a certain way. When examining the tone of a work, it helps to think about the author's purpose for writ­ ing. Often, the tone of a work is related to the reasons the writer is writing it. DIRECTIONS: Complete the following chart to examine how the tone of a work is related to the author's purpose. Read each passage. Then, identify the key words that create a tone. Next, identify the tone. Finally, identify the author's purpose. The first one has been done for you. Then answer the question that follows. Author's Passage Key Words Tone Purpose l. My joy is the joy of sunlight. joy of sunlight joyful to entertain, In a moment of creation to express an I will leave shining words an opinion In the pupils of children's eyes Igniting golden flames. -"Gifts" 2. We would also like to pay tribute to our security forces ... for the distinguished role they have played in securing our first democratic elections and the transition to democracy, from bloodthirsty forces which still refuse to see the light. -"Glory and Hope" 3. We have, at last, achieved our political emancipation. We pledge ourselves to liberate all our people from the continu ­ ing bondage of poverty, deprivation, suf­ fering, gender and other discrimination. -"Glory and Hope" 4. In each work, how does the author's purpose for writing affect the tone? © Prentice-Hall, Inc. Literary Analysis Activity Book 33
  • 40. Name ________________________ Date _ _ _ _ _ _ __ "The Gift of the Magi" by O. Henry (text page 459) Literary Analysis: Conflict Like a novel, a short story has a plot. However. the plot of a short story is usually simpler than that of a novel because the writer must accomplish his or her purpose in relatively few words. The plot. therefore, typically involves one or two main characters who face one major problem. or conflict. A conflict is a struggle between opposing forces and can be external or internal. An external conflict involves a struggle with an outside force, such as another char­ acter or an aspect of society. When a conflict occurs within a character, it is internal. DIRECTIONS: In the following chart. identity the external and internal conflicts in 'The Gift of the Magi." Use the information in each box at the top to help you identity each conflict. Then answer the questions that follow. Information Information It is Christmas. Della wants to buy Jim a gift. Della has no extra money after paying The only way she can make money for a the bills. gift is to sell her hair. External Conflict Internal Conflict 1. How do you think these two conflicts are related? 2. How do you think these conflicts contribute to the impact of the story? 34 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 41. Name ______________________________________________ Date ________________ "Sonata for Harp and Bicycle" by Joan Aiken (text page 470) Literary Analysis: Foreshadowing Foreshadowinl is the use of clues that hint at what will happen later in a story. Foreshadowing helps create suspense-a feeling of curiosity or anxiety in the reader, which helps keep his or her attention and build excitement. However, authors must be careful­ they don't want to give away too much and ruin the story for readers! DIRECTIONS: Complete the following chart after reading "Sonata for Harp and Bicycle. Read H each event from the story. Then list at least one clue from the story that foreshadows each event. If you don't find all of them the first time through. don't worry. Sometimes these hints are easier to see on a second or third reading. Event or Outcome Foreshadowinl 1. Jason enters the buildIng after 5:00. 2. The ghost of the Wailing Watchman threatens Jason in the corridor. 3. Jason and MIss Golden fall in love. 4. Miss Bell answers the phone. 5. The estranged lovers meet. 6. Jason Jumps off the fire escape. © Prentice-Hall, Inc. Literary Analysis Activity Book 35
  • 42. Name ________________________________________________ Date _ _ _ _ _ _ __ "The Scarlet Ibis" by James Hurst (text page 484) Literary Analysis: Symbol At the very end of Hurst's story, the narrator calls Doodle "my fallen scarlet ibis." By linking Doodle and the ibis in this way, Hurst makes clear what you already may have suspected­ that the bird symbolizes Doodle. A symbol is an object. a person, or an event that stands for itself but also represents some­ thing else. A flag, for instance, may symbolize a country. Writers use symbols in many ways to help illuminate a story's theme, or to show an aspect of a character or situation cannot be described easily. DIRECTIONS: Complete the following chart by comparing the ibis to the character of Doodle. Reread the description of the scarlet ibis and then, in the left column, list the bird's qualities. In the right column, list traits or aspects of Doodle's character that seem Similar that of the bird. Then answer the questions that follow. Scarlet Ibis Doodle I 1. What do these similarities seem to say about Doodle? 2. How does the use of this symbol illuminate the story's theme? 36 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 43. Name ______________________________________________ Date ___________ "Blues Ain't No Mockin Bird" by Toni Cade Bambara (text page 498) "Uncle Marcos" by Isabel Allende (text page 504) Literary Analysis: Dialect A dialect is a way of speaking that is characteristic of a particular region or group of people. It is a form of language that reflects where someone is from and the community in which he or she lives. A writer often uses dialect to give a sense of local color to a story and to be true to a specific region or people. Using dialect can help a writer add depth to characters by letting the reader hear 1ww a character speaks, as well as what he or she says. In "Blues Ain't No Mocking Bird," Barnbara writes the story from the granddaughter's perspective and uses an African American dialect of the rural South. Bambara's ear for dialect makes her story rich and dis­ tinctive because of the attention she pays to capturing the feel of the setting and the people who inhabit the story. DIRECTIONS: Complete the following chart by finding examples of dialect in the story (either in the narrator's voice or the speech of other characters). Then, rewrite each example you find them in standard, formal English. Finally, answer the question that follows. Example of Dialect Rewritten in Standard English l. 2. 3. 4. 5. 6. What difference do your rewrites make? What is lost in terms of character? © Prentice-Hall, Inc. Literary Analysis Activity Book 37
  • 44. Name ________________________ Date ____________ "The Man to Send Rain Clouds" by Leslie Marmon Silko (text page 522) "The Invalid's Story" by Mark Twain (text page 526) Literary Analysis: Comparing Tone If the setting of a story can contribute to its atmosphere or mood, so can the tone that a writer uses. Tone refers to the writer's attitude toward his or her subject. This tone can be angry, tender, hopeful. or sarcastic. Tone is expressed not only in what the writer says but also in the words and phrases that he or she chooses to express himself or herself. DIRECTIONS: Look carefully at "The Man to Send Rain Clouds" and 'The Invalid's Story." Both stories deal with the death of a loved one, but their tones are very different. Compare the tones by completing a web for each story. (You'll need to make another copy of the web.) In the outer ovals, record the words, phrases, and details in the story that stand out in your mind. Then look at what you have recorded. What tone do you think is revealed by these words, phrases, and details? Record your answer in the center oval. 38 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 45. Name __________________________________ Date ____________ "The Necklace" by Guy de Maupassant (text page 536) "The Harvest" by Tomas Rivera (text page 542) Literary Analysis: Irony Irony is a powerful technique that a writer can use for communicating the theme of a story. Irony occurs when there is a difference between appearance and reality, expectation and result, or meaning and intention. Verbal irony is the simplest form of irony. This occurs when a character says the opposite of what he or she means. For example, when the narrator of "Uncle Marcos" deSCribes Marcos as suffering a "deep depression," she is using verbal irony because the depression can't be very deep if it lasts only two or three days. Dramatic irony occurs when there is a difference between what the characters believe is going on and what the reader knows to be true. For example. in "The Invalid's Story," the reader knows the casket the narrator is traveling with is full of guns and Limburger cheese, but the other characters believe the terrible odor to be coming from a dead body. Irony of situation occurs when events in a story directly contradict the expectations of the characters or the reader. DIRECTIONS: Complete the following chart to examine the use of irony of situation in both "The Necklace" and 'The Harvest." In the first column, record your expectations while reading each story. Then, in the second column. record the actual situation in each story. Finally, answer the question that follows. Story My Expectations Actual Situations 1. "The Necklace" 2. "The Harvest" I 3. How does the use of irony contribute to each story's theme? © Prentice-Hall, Inc. Literary Analysis Activity Book 39
  • 46. Name ___ " _ _ _ ~ _________________ Date _________ "Single Room, Earth View" by Sally Ride (text page 559) Literary Analysis: Observation Sally Ride's essay is an observation-firsthand account of travel in a space shuttle. But observation, or what we see and how we go about looking, is also the subject of her essay. As Ride describes the details of her "view," she also gives readers a chance to view their own world from a new perspective and makes a point about the difference good observations can make. DIRECTIONS:Complete the following chart. Describe the thing or event as you might see it from Earth. Then, describe the thing or event as seen from the space shuttle. The first one has been done for you. Then answer the question that follows. Thing or Event View From Earth I View From Space Shuttle 1. islands or continents i can't see details of landscape ! see maplike outline of islands 2. storms 3. ocean , 4. New York City I I 5. pollution I 6. sunrise I I 7. How does the view from the space shuttle change our perspective on Earth? 40 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 47. Name ______________________________________________ Date _________ "The Washwoman" by Isaac Bashevis Singer (text page 568) "On Summer" by Lorraine Hansberry (text page 572) "A Celebration of Grandfathers" by Rudolfo A. Anaya (text page 576) Literary Analysis: Modes of Writing The essays in this section all have different purposes and use different kinds of writing. However. all of them contain examples of other modes. or kinds, of writing. The four main modes of writing are exposition. narration, description. and persuaSIon. All of them are used in every kind of writing. from drama to essays to poetry. • Exposition defines, explains. or presents information. This definition is an exam ­ ple of expository writing. • Narration tells a story or describes a series of related events. Narration answers the question, "What happened?" • Description is intended to create a mood. or to paint a portrait in words of a person, place. or thing. Description often works by creating images that appeal to the senses. • Persuasion attempts to convince the reader to agree with a partIcular opinion or follow a course of action. Persuasion can use logic to appeal to reason. or use lan ­ guage that appeals to the emotions. DIRECTIONS: As you read the essays. note passages that fit each of the following categories. Essay Exposition Narration Description Persuasion 1. 'The Washwoman" First paragraph sets the scene and introduces his topic. i 2. "On Summer" I I 3. "A Celebration of Grandfathers" © Prentice-Hall, Inc. Literary Analysis Activity Book 41
  • 48. Name ______________________________________________ Date _________ from A White House Diary by Lady Bird Johnson (text page 586) "Arthur Ashe Remembered" by John McPhee (text page 590) "Georgia O'Keeffe" by Joan Didion (text page 592) Literary Analysis: Objective and Subjective Writing An important aspect of autobiographical writing is the access it allows into the subject's feelings and thoughts. Biography, on the other hand. often gives a broader view of the sub­ ject's life, including background and details the subject couldn't have known. Another way to put this is that biographical writing is usually more objective, while autobiography is more subjective. • Objective writing reports, without revealing the author's personal emotions, opin­ ions, or judgments. We expect objectivity when we read newspapers, history books, or science articles. • Subjective writing reveals the author's judgments, biases, and feelings. We expect this kind of writing in editorial pages, personal essays, and autobiographies. This distinction, however, is not always so clear. A biographer may have strong feelings about the subject that he or she wants to communicate or share. In the two biographical selections listed above, the authors' admiration for their subjects clearly comes across. Lady Bird Johnson describes her own experience, but she also includes some factual details that she could not have known at the time. DIRECTIONS: As you read the selections, record passages from each that are objective and sub­ jective in the following chart. Then answer the question that follows. Selection Objective Subjective 1. A White House Diary descriptions of other people's reactions to the event i 2. "Arthur Ashe Remembered" 3. "Georgia O'Keeffe" i i i 4. Why do you think it's important to distinguish between objective and subjective writing? 42 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 49. Name ________ ~ ___________________________________ Date _______ from "Understanding Comics." by Scott McCloud (text page 606) Literary Analysis: Comparing Types of Essays At first, a visual essay may seem to have little in common with the other essays you've read. However, a closer look may uncover more similarities than you expect. How is each kind of essay structured? What purposes can it serve? How do the authors communicate meaning in each? DIRECTIONS: Use the following Venn diagram to compare a written essay with a visual essay. Record the differences in the outer portions of both circles. Record the similarities in the overlapping center space of both circles. express author's point of view © Prentice-Hall, Inc. Literary Analysis Activity Book 43
  • 50. Name ___________.______ ~ _ _ _ _ __ Date __ . ~_ _ _ _ __ "Earhart Redux" by Alex Chadwick (text page 618) In These Girls, Hope Is a Muscle by Madeleine Blais. a book review by Steve Gietschier (text page 621) In These Girls, Hope Is a Muscle by Madeleine Blais. book jacket (text page 623) Literary Analysis: Writing With a Purpose The selections above are all examples of workplace writing: They were all written as part of the writer's employment. Yet each has a very different purpose-to convey information about a historic flight, to express an opinion about a recent book. and to persuade potential readers to make a purchase. That purpose helps a writer make choices and affects his or her approach and tone. DIRECTIONS: Choose a selection from this textbook. Imagine that you've been asked to write an interview with the author, a review of the work, or book jacket copy. Write a draft in the space below. Think about your purpose--and your audience-before you start. What information will useful to include? What details or examples will help you achieve your aims? _.__._-----------_. -----~---------------.~~-------- 44 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 51. Name ___________________ ~ __ Date _________ The Dancers by Horton Foote (text 640) Literary Analysis: Drama Drama is a genre of literature wtth its own particular characteristics. • Plot. Like other works of fiction, a work of drama Is made up of series of events involving both characters and a central conflicts. • Characters. A work of drama contains characters similar to those kinds found in prose stories. • Dialogue. A work of drama uses spoken conversations between characters to reveal character and to advance the plot. • Stage DirectioDs. A work of drama includes notes to describe how the work is to be performed or staged. These instructions give information about the setting, scenery. and props as well as how characters move, look, and speak. DlREcTIONS: Identify the characteristics of The Dancers that make it a drama by completing the chart that follows. Characteristics of Drama Examples from The Dancers 1. Plot 2. Characters 3. Dialogue 4. Stage directions © Prentice-Hall, Inc. Literary Analysis Activity Book 45
  • 52. Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Date _ _ _ _ _ _ _ __ The Tragedy of Romeo and Juliet, Act I. by William Shakespeare (text page 674) Literary Analysis: Dramatic Foils The characters in a play are the people or animals who take part in the action. A main character's personality usually is revealed through his or her interactions with other charac­ ters, When characters in a play have contrasting character traits and 'personalities, they are known as dramatic foils. By using a foil, a writer can call the reader's attention to a main character's particular qualities and traits. DIRECTIONS: Romeo and Mercutio are dramatic foils in Act I. Compare and contrast these two characters in the following diagram, Use the dialogue in Act I to help you. Then use this infor­ mation to draw conclusions about each of the two characters. Characters Alike Different Conclusion 46 Literary Analysis Activity Book © Prentice-Hall, Inc.
  • 53. Name ___________________________________________ Date ______________ The Tragedy of Romeo and Juliet. Act U, by William Shakespeare (text page 698) Literary Analysis: Verse and Character The way a character speaks in Shakespeare's plays is often an important clue to his or her character. Lower-class or comic characters speak in prose, while the aristocratiC, more serious characters usually speak in blank verse. Blank verse expresses the characters' passions. thoughts, and deepest feelings. The prose of the lower characters is often filled with jokes. puns. and ribald humor. DIRECTIONS:Examine the ways a character's traits are related to the way he or she speaks. Read both excerpts from Act II. Then fill in the chart with the appropriate information. JULIET. Tis almost morning. I would have thee gone- And yet no farther than a wanton's bird, That lets it hop a little from his hand, Like a poor prisoner in his twisted gyves, And with a silken thread plucks it back again. So loving-jealous of his liberty. NURSE. And 'a speak anything against me, I'll take him down, and 'a were lustier than he is, and twenty such Jacks; and if I cannot, I'll find those that shall. Scurvy knave! I am none of his flirt-gills; I am none of his skainsmates. And thou must stand by too, and suffer every knave to use me at his pleasure! I j Character Manner of Speaking Character's Traits 1. Juliet 2. Nurse I © Prentice-Hall, Inc. Literary Analysis Activity Book 47
  • 54. Name _____________.________________ Date _ _ _ _ _ _ __ The Tragedy of Romeo and Juliet, Act nl, by William Shakespeare (text page 721) Literary Analysis: Conflict Conflict is a struggle between opposing forces or characters in stories. novels. and plays. While some conflicts are expressed in dialogue between two or more characters. others are expressed by one character speaking in a monologue or soliloquy. There are two kinds of con­ flict-external and internal. In external conflict. a character struggles against an outside force. This outside force can be another character. nature, or society. Internal conflict involves a character in conflict with himself or herself. DIRECTIONS: Analyze the kinds of conflicts found in Act III of Romeo and Juliet. Read each speech below. Then fill in the information in the chart by identifying whether it is a monologue or soliloquy. to whom it is addressed, the conflict the speech expresses, and whether the con­ flict is external or internal. 1. NURSE. Will you speak well of him that killed your cousin? JULIET. Shall I speak ill of him that is my husband? Ah, poor my lord, what tongue shall smooth thy name When I, thy three-hours wife, have mangled it? But wherefore, villain, didst thou kill my cousin? That villain cousin would have killed my husband. Back, foolish tears, back to your native spring! Your tributary drops belong to woe. Which you, mistaking, offer up to joy. My husband lives, that Tybalt would have slain; And Tybalt's dead, that would have slain my husband. All this is comfort; wherefore weep I then? Type of Speech: Whom Is Addressed: Conflict Expressed and Type of Conflict: 2. FRIAR. 0 deadly sin! 0 rude unthankful ness!. .. This is dear mercy, and thou seest it not. ROMEO. 'Tis torture, and not mercy. Heaven is here, Where Juliet lives; and every cat and dog And little mouse, every unworthy thing, Live here in heaven and may look on her; ... But Romeo may not, he is banished. Flies may do this but I from this must fly; They are freemen, but I am banished. And sayest thou yet that exile is not death? Type of Speech: r--.~-~~~~-__.------------------------------~ Whom Is Addressed: Conflict Expressed and Type of Conflict: 48 Literary Analysis Activity Book © Prentice-Hall, Inc.