Before Reading
A Day’s Wait
Short Story by Ernest Hemingway
Is it BRAVE
to suffer in silence?
RL 1 Cite textual evidence to
support inferences drawn from
the text. RL 3 Analyze how
particular elements of a story
interact. RL 4 Determine the
meaning of words and phrases as
they are used in a text.
Whether from an injury or a broken heart, everyone suffers at times.
Some people try hard to keep their pain to themselves, while others
believe it is better to share their thoughts and feelings with others.
In “A Day’s Wait,” a young boy tries to be brave while suffering from
an illness.
QUICKWRITE Do you consider it an act of bravery to face pain on
your own, or does it take more courage for you to open up to other
people? In a journal entry, explain your answers to these questions.
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Meet the Author
text analysis: style
Style is a writer’s unique way of communicating ideas. It
is often not only what writers say but how they say it that
gives stories meaning and makes them memorable. To
identify a writer’s style, focus on these elements:
• Word choice, or the author’s choice of language.
Hemingway uses vivid verbs and precise nouns.
• Sentence structure and variety. In this story, Hemingway
often uses long sentences for descriptions and short
sentences when characters are talking.
• Tone, or the writer’s attitude toward his or her subject.
Hemingway’s descriptions reveal his tone.
As you read “A Day’s Wait,” notice how these elements help
create Hemingway’s unique writing style.
reading skill: make inferences
Characters reveal much about themselves through dialogue,
or conversations between characters. Dialogue can provide
clues that help you make inferences, or logical guesses,
about characters. You make an inference by combining a fact
or clue with your own knowledge and experience.
As you read “A Day’s Wait,” make inferences about what
characters say or don’t say. Keep track of who’s speaking by
using a chart like the one shown.
Details About Character
What I Infer
vocabulary in context
How many of the boldfaced words do you know? Try to
figure out the meaning of each.
1.
2.
3.
4.
5.
People were there, but he felt detached from them.
There is a serious flu epidemic this winter.
He had slack muscles from lack of exercise.
It was evidently too much for him to deal with.
The man observed a covey of partridges.
Ernest Hemingway
1899–1961
An Adventurous Life
Ernest Hemingway lived a life full of
adventure. He was one of a group
of writers called the Lost Generation.
These writers rejected what they saw
as an American focus on acquiring
many possessions. Along with
being one of America’s most famous
writers, Hemingway was a fisherman,
a hunter, and a fan of bullfighting.
He participated in both world wars.
Many of his works are based on his
experiences in Europe and Cuba.
An Influential Style
Hemingway and other Lost Generation
writers, including F. Scott Fitzgerald
and Sherwood Anderson, expressed
their ideas in writing styles that were
new and different. Hemingway’s
writing style, particularly his method of
writing dialogue, has influenced many
other writers. He is one of the most
often imitated writers of the 1900s.
background to the story
Fact Becomes Fiction Like much
of Hemingway’s writing, “A Day’s
Wait” is based on actual events in
Hemingway’s life. While Hemingway
was living in France, his son came
down with a high fever and reacted
similarly to the boy in the
story you will read.
Author
thor
Online
line
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KEYWORD:
WORD: HML7-483
Complete the activities in your Reader/Writer Notebook.
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Ernest Hemingway
10
e came into the room to shut the windows while we were still
in bed and I saw he looked ill. He was shivering, his face was
white, and he walked slowly as though it ached to move.
“What’s the matter, Schatz?”1
“I’ve got a headache.”
“You better go back to bed.”
“No. I’m all right.”
“You go to bed. I’ll see you when I’m dressed.” A
But when I came downstairs he was dressed, sitting by the fire, looking
a very sick and miserable boy of nine years. When I put my hand on his
forehead I knew he had a fever.
“You go up to bed,” I said, “you’re sick.”
“I’m all right,” he said.
When the doctor came he took the boy’s temperature.
“What is it?” I asked him.
“One hundred and two.”
Consider the expression
on this boy’s face. What
mood does it convey?
a
MAKE INFERENCES
Reread the dialogue in
lines 4–8. Notice that
Hemingway does not
always tell the reader
who is speaking. Use
your chart to keep
track of the different
speakers.
1. Schatz (shäts): German term of affection meaning “my treasure,” used here as a nickname.
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Contemplation (1930), Alice Kent Stoddard. Oil on canvas.
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20
30
40
50
Downstairs, the doctor left three different medicines in differentcolored capsules with instructions for giving them. One was to bring
down the fever, another a purgative,2 the third to overcome an acid
condition. The germs of influenza can only exist in an acid condition,
he explained. He seemed to know all about influenza and said there was
nothing to worry about if the fever did not go above one hundred and
four degrees. This was a light epidemic of flu and there was no danger
if you avoided pneumonia.
Back in the room I wrote the boy’s temperature down and made a note
of the time to give the various capsules.
“Do you want me to read to you?”
“All right. If you want to,” said the boy. His face was very white and
there were dark areas under his eyes. He lay still in the bed and seemed
very detached from what was going on.
I read aloud from Howard Pyle’s Book of Pirates;3 but I could see he was
not following what I was reading.
“How do you feel, Schatz?” I asked him.
“Just the same, so far,” he said.
I sat at the foot of the bed and read to myself while I waited for it to
be time to give another capsule. It would have been natural for him to
go to sleep, but when I looked up he was looking at the foot of the bed,
looking very strangely.
“Why don’t you try to go to sleep? I’ll wake you up for the medicine.”
“I’d rather stay awake.”
After a while he said to me, “You don’t have to stay in here with me,
Papa, if it bothers you.” b
“It doesn’t bother me.”
“No, I mean you don’t have to stay if it’s going to bother you.” c
I thought perhaps he was a little lightheaded and after giving him
the prescribed capsules at eleven o’clock I went out for a while.
t was a bright, cold day, the ground covered with a sleet that had frozen
so that it seemed as if all the bare trees, the bushes, the cut brush, and
all the grass and the bare ground had been varnished with ice. I took the
young Irish setter for a little walk up the road and along a frozen creek,
but it was difficult to stand or walk on the glassy surface and the red dog
slipped and slithered and I fell twice, hard, once dropping my gun and
having it slide away over the ice. d
epidemic (DpQG-dDmPGk)
n. an outbreak of a
disease that spreads
quickly among many
people
detached (dG-tBchtP) adj.
separated; disconnected
detach v.
RL 3, RL 4
b
STYLE
Reread lines 35–42.
One way to identify
style is to look at a
writer’s word choice and
sentence structure. Are
the sentences short or
simple? Are they long
and complex with many
details? What can you
tell about Hemingway’s
style, based on these
sentences?
c
MAKE INFERENCES
Use your chart to track
the speakers in the
dialogue in lines 27–44.
d
STYLE
Do the words
Hemingway uses to
describe the setting
convey a positive or
negative atmosphere?
Explain.
2. purgative (pûrPgE-tGv): laxative.
3. Howard Pyle’s Book of Pirates: a collection of tales about real and fictional pirates,
very popular when it was published in the 1920s.
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How does this painting
convey the passing
of time?
60
We flushed a covey of quail under a high clay bank with overhanging
brush and I killed two as they went out of sight over the top of the
bank. Some of the covey lit in trees, but most of them scattered into
brush piles and it was necessary to jump on the ice-coated mounds of
brush several times before they would flush. Coming out while you were
poised unsteadily on the icy, springy brush, they made difficult shooting
and I killed two, missed five, and started back pleased to have found a
covey close to the house and happy there were so many left to find on
another day.
covey (kOvPC) n. a small
group or flock of birds,
especially partridges
or quail
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70
80
90
100
t the house they said the boy had refused to let anyone come into
the room.
“You can’t come in,” he said. “You mustn’t get what I have.”
I went up to him and found him in exactly the position I had left him,
white-faced, but with the tops of his cheeks flushed by the fever, staring
still, as he had stared, at the foot of the bed.
I took his temperature.
“What is it?”
“Something like a hundred,” I said. It was one hundred and two and
four tenths.
“It was a hundred and two,” he said.
“Who said so?”
“The doctor.”
“Your temperature is all right,” I said. “It’s nothing to worry about.”
“I don’t worry,” he said, “but I can’t keep from thinking.”
“Don’t think,” I said. “Just take it easy.”
“I’m taking it easy,” he said and looked straight ahead. He was
evidently holding tight onto himself about something.
“Take this with water.”
“Do you think it will do any good?”
“Of course it will.”
I sat down and opened the Pirate book and commenced to read,
but I could see he was not following, so I stopped.
“About what time do you think I’m going to die?” he asked.
“What?”
“About how long will it be before I die?”
“You aren’t going to die. What’s the matter with you?”
“Oh, yes, I am. I heard him say a hundred and two.”
“People don’t die with a fever of one hundred and two. That’s a silly
way to talk.”
“I know they do. At school in France the boys told me you can’t live
with forty-four degrees. I’ve got a hundred and two.”
He had been waiting to die all day, ever since nine o’clock in the morning.
“You poor Schatz,” I said. “Poor old Schatz. It’s like miles and
kilometers. You aren’t going to die. That’s a different thermometer. On
that thermometer thirty-seven is normal. On this kind it’s ninety-eight.”
“Are you sure?”
“Absolutely,” I said. “It’s like miles and kilometers. You know, like how
many kilometers we make when we do seventy miles in the car?”
“Oh,” he said.
But his gaze at the foot of the bed relaxed slowly. The hold over himself
relaxed too, finally, and the next day it was very slack and he cried very
easily at little things that were of no importance. 488
Language Coach
Multiple-Meaning
Words
Multiple-meaning
words have more than
one meaning. Reread
lines 66–68. Here, the
word left is the past
tense of the word leave.
What other meaning
do you know for left?
evidently (DvPG-dEnt-lC)
adv. obviously; clearly
SCIENCE
CONNECTION
On the Celsius scale,
water freezes at 0° and
boils at 100°. On the
Fahrenheit scale, water
freezes at 32° and boils
at 212°.
slack (slBk) adj. not firm
or tight; loose
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After Reading
Comprehension
1. Recall Why does the boy think he is going to die?
2. Clarify Why does the father spend the afternoon hunting instead
of staying with his worried son?
3. Summarize How does the story end?
RL 1 Cite textual evidence to
support inferences drawn from
the text. RL 3 Analyze how
particular elements of a story
interact. RL 4 Determine the
meaning of words and phrases as
they are used in a text.
Text Analysis
4. Analyze Characterization In what ways does the boy show concern for
others? Does he reveal his concern through thoughts, words, or actions?
Do the narrator’s descriptions or other characters’
Boy’s Thoughts,
thoughts, words, and actions help you see the
Words
or Actions
boy’s concern? Use a diagram like the one shown
to record your support. Include line numbers
when referring to parts of the story.
What It Says
About Him
5. Draw Conclusions Why does the boy cry so much
the next day?
6. Make Inferences Do you think the boy’s actions show bravery? Why
or why not? Support your answer with examples from the story. Use a
diagram like the one shown to record your support. Refer to the inferences
you had recorded in your chart.
7. Identify Style Reread lines 65–83. Note Hemingway’s word choice,
sentence structure, and tone. Why is this passage a good example
of Hemingway’s style? Explain your answer, using evidence from
the passage.
Extension and Challenge
8. Creative Project: Drama Most of this story is told through dialogue
between the father and son. With a partner, choose one of their
conversations to act out. Use details from the scene to accurately
portray the characters. Practice on your own, and then present the
dialogue to the class.
Is it BRAVE to suffer in silence?
Did Schatz’s reaction to his illness in any way affect your opinions about
bravery? What are your opinions now?
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Vocabulary in Context
vocabulary practice
Show that you understand the boldfaced words by deciding whether each
statement is true or false.
covey
detached
1. If something is evidently true, it has been proven through a series
of experiments.
2. A covey is a place where birds and small mammals go to spend the winter.
3. An epidemic generally affects a large number of people.
4. If you are detached from a situation, you are probably not very concerned
about it.
5. Tightened muscles around someone’s lips and jaw are typical of a
slack expression.
epidemic
evidently
slack
academic vocabulary in writing
• communicate
• describe
• illustrate
• interpret
• style
Write a paragraph to explain what you liked—or didn’t like—about
Hemingway’s style. Use at least two of the Academic Vocabulary words in
your paragraph.
vocabulary strategy: the greek root therm
The word thermometer contains the Greek root therm, which means “heat.”
This root is found in a number of English words. Use your understanding of
the root’s meaning, as well as context clues, to figure out the meanings of
words formed from therm.
L 4b Use Greek roots as clues to
the meaning of a word.
PRACTICE Choose a word from the web that best completes
each sentence. If you need help, check a dictionary.
1. The
is the outermost shell of an atmosphere.
2. You can adjust the temperature of your home
with a
.
3.
underwear keeps you warm in cold weather.
4. Exposure to extreme cold can lead to
.
5.
war would be a disaster for any part of the world.
thermonuclear
thermal
therm
hypothermia
thermostat
thermosphere
Interactive
Vocabulary
Go to thinkcentral.com.
KEYWORD: HML7-490
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Language
grammar in context: Avoid Dangling Participles
A participle is a verb form that functions as an adjective. Participles usually
modify nouns and pronouns. Most participles are present participle forms that
end in –ing or past participle forms that end in –ed or –en.
Participial phrases are participles with all their modifiers and complements.
When using a participle or participial phrase, place it close to the word it modifies.
A dangling participle is one in which the modifier is not placed next to the word
it modifies and creates confusion. You can make your sentences more clear by
placing the phrase close to the word it modifies.
L 1c Place phrases within a
sentence, recognizing and
correcting misplaced and
dangling modifiers. W 1 Write
arguments to support claims
with clear reasons and relevant
evidence.
Original: Overhearing the conversation, fear seized Schatz.
Revised: Overhearing the conversation, Schatz was seized by fear.
(The participial phrase modifies Schatz.)
PRACTICE Rewrite each sentence, either by placing the participial phrase close
to the word it modifies or by including a word (or words) for it to modify.
1.
2.
3.
4.
5.
Peering through my fingers, the movie scene frightened me.
Drenched by the cold rain, the cabin was spotted by the drifter.
Buried in my file folder, I found your e-mail.
Driven to save lives, the building filled with firefighters.
Forgetting my keys, the lock couldn’t open.
For more help with participles, see page R61 in the Grammar Handbook.
reading-writing connection
YOUR
Increase your understanding of “A Day’s Wait” by responding to this
prompt. Then use the revising tip to improve your writing.
TURN
writing prompt
revising tip
Short Constructed Response: Evaluation
Hemingway wrote, “A writer should create
living people; people not characters.” Does
Hemingway create real people in “A Day’s
Wait”? Write a one-paragraph response,
using the characters’ thoughts, words,
speech patterns, and actions to support your
opinion.
Review your paragraph.
If you find dangling
participles, be sure to
place the participle close
to the word it modifies.
Interactive
Revision
Go to thinkcentral.com.
KEYWORD: HML7-491
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