Before we continue with our F451 discussion, get
out your SOAPSTone notes and the last
SOAPSTone chart that you completed…
Let’s review the elements of SOAPSTone
really quickly…
Get out a pen/pencil and add the following
verbal notes to your SOAPSTone notes…
SPEAKER: The voice that tells the story.
In non-fiction, consider important facts about
speaker that will help you discover his/her
point of view/position.
Note: Do not look for feelings/opinions/thoughts of the
speaker; just FACTS.
OCCASION: The time and place in which the nonfiction text was written; the context that encouraged
the writing to happen. Writing does not occur
randomly and for no reason. There is the larger
occasion: society of ideas that swirl around a broad
issue. Then there is the immediate occasion: an
event or situation that catches the writer’s attention
and triggers their writing.
Note: for larger occasion, finish the sentence: “the culture
is…”
Note: do not forget about immediate occasion!
AUDIENCE: The group of readers to whom this piece
is directed. The audience may be one person, a small
group, or a large group; it may be a certain person or
a certain people.
Note: mention ALL specific groups. For example: in
Atwood’s essay, it was Americans AND Canadians (e.g.:
“Canadians don’t understand Americans and it’s not their
job to explain them...”
PURPOSE: The reason behind the text. You
should ask yourself, “What does the speaker
want the audience to think or do as a result of
reading this text?”
Note: It should be written out
as a theme statement: “Instead
of ____________, we should
_____________________.”
SUBJECT: The general topic, content, and ideas
contained in the text. You should be able to
state the subject in one word or short phrase.
Note: It should be a noun. Also, you should be able to
fill in the statement, “This text was
about___________.”
Example:
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Racism
Following the status quo
Women’s rights
TONE: The attitude of the author TOWARDS
something specific. The author’s words can
express his/her attitude. Tone can be determined
by looking at the author’s diction (word choice),
imagery (vivid descriptions that appeal to the
senses), etc.
Note: Example– “He feels frustrated towards racism”
Tomorrow: You will be reading one last non-fiction essay
and analyzing it using the SOAPSTone chart.
Since many people didn’t do as well as I’d hoped on the
last SOAPSTone chart (and it may have been a result of
my teaching), if you receive a better score on the next
SOAPSTone chart, I will give you the better grade for
the SOAPSTone chart that you just turned in. 
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Tomorrow: Bring F451and To Kill a
Mockingbird.
Homework: By tomorrow night, submit your
dialectical journals into turnitin.com (F451 and
A.S.P.)
Last day that I’ll sign non-English portfolios =
TODAY!

Please make sure to actually bring it to me to sign
(with your portfolio) after class.
Warm-up: Get out a piece of paper for warm-up. We
will have a progressive warm-up as we discuss the
novel. There will be five different questions for
you to answer…
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Let’s discuss symbolism, characters, irony,
figurative language and theme as a class.
Let’s discuss symbols:
 (I’ll help you discuss): On page 18, we first hear
about the power of water. We then hear about
water on page 21, 24, 103, 109 140-41 and 143.
What does water DO for the characters in this story?
 What character is most connected with water?
 What does water represent and why?
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(Let’s do together):
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What does fire represent throughout the story?
What does fire symbolize at the story’s end? (154)
(You do on your warm-up page):
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What does the sieve represent and why? (page 78)
Are people’s minds becoming sieve-like in our society?
Why?
Let’s discuss character:
 (I’ll help you do) Read the last paragraph on pg. 5 and
first on page 7.
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(You do together) Refresh your minds about the parlour
ladies. (98)
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What details are used to describe Clarisse?
Why are these details important?
What one or two adjectives would you use to describe
them and why?
What makes them this way?
Is it their fault that they are the way they are? Why/why
not?
(You do on warm-up) Read page 12 describing Mildred.
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How do you characterize Mildred and why?
Does her “seashell” remind you of anything in our society?
Let’s discuss irony:
 (You help me do…) Humans are living beings
while books are non-living beings.
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What is ironic about the humans and books though in this
society? (page 51-52 and 83)
What message is being sent through this irony?
(Write on your warm-up, then discuss together): On
page 44, we see the irony of Montag’s home and
marriage.
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What is ironic about the term “living room”?
What is ironic about Montag and Mildred’s feelings for
each other (44 and 77)?
Let’s discuss figurative language:
 (You help me do): On page 157…
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There is a metaphor about gardeners and lawn cutters.
What does the gardener present and what does the lawn
cutter represent?
What is the message?
(You do on your warm-up): On page 139…
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There is a metaphor about gray animals. Who/what is
compared to gray animals?
What message is this metaphor presenting?
Let’s discuss theme:
 (Together) Clarisse asks Montag if he notices “how
people hurt each other nowadays” (Bradbury 30).
Where do we see violence in this story (hint: 128)?
 Why do you think the violence exists? (Note: what does
Faber says about violence on 89?)
 What message is being sent that connects to violence?
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(You do on your own, then discuss together)
Almost anytime Mildred comes into the story, she
is discussing the “walls”. Why does Montag ask her
if the play on her walls “has a happy ending”?
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What does the wall remind you of in our world?
What message is Bradbury sending?