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IL Grade 12 Unit 8 Meeting the Standards
Care has been taken to verify the accuracy of information presented in this book. However, the
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978-0-82195-236-8
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Publisher’s Note
EMC Publishing’s innovative program Mirrors & Windows: Connecting with
Literature presents a wide variety of rich, diverse, and timeless literature to help
students reflect on their own experiences and connect with the world around
them. One goal of this program is to ensure that all students reach their maximum
potential and meet state standards.
A key component of this program is a Meeting the Standards resource for each
unit in the textbook. In every Meeting the Standards book, you will find a study
guide to lead students through the unit, with a practice test formatted to match a
standardized test. You will also find dozens of high-quality activities and quizzes
for all the selections in the unit.
EMC Publishing is confident that these materials will help you guide your
students to mastery of the key literature and language arts skills and concepts
measured in your standardized test. To address the needs of individual students,
enrich learning, and simplify planning and assessment, you will find many more
resources in our other program materials—including Differentiated Instruction,
Exceeding the Standards, Program Planning and Assessment, and Technology Tools.
We are pleased to offer these excellent materials to help students learn to
appreciate and understand the wonderful world of literature.
© EMC Publishing, LLC
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Contents
Introduction
x
Correlation to Formative Survey Results
xii
Modern Era Study Guide for Illinois (with Practice Test and Master Vocabulary List)
1
Part 1: Battling for Hearts and Minds
The Rising of the Moon, Lady Augusta Gregory
Build Vocabulary: National and Historic Context for Connotations
Build Background: Irish Rebellion and Irish Liberation
Analyze Literature: Motivation
Selection Quiz
19
20
21
22
The Soldier, Rupert Brooke
Build Vocabulary: Words to Describe the Sonnet
Analyze Literature: Sound Devices
Selection Quiz
23
25
26
The Rear-Guard, Siegfried Sassoon / Dulce et Decorum Est, Wilfred Owen
Build Vocabulary: Words Describing War
Analyze Literature: Rhyme
Selection Quiz
27
28
30
I Explain a Few Things, Pablo Neruda, Translated by John Felstiner
Analyze Literature: Poetic Use of Language
Analyze Literature: Imagery and Allusion
Selection Quiz
31
32
34
Birds on the Western Front, Saki
Build Vocabulary: Suffix -ion
Analyze Literature: Diction and Tone
Selection Quiz
35
36
38
Part 2: Modernism
When You Are Old / The Wild Swans at Coole / The Lake Isle of Innisfree,
William Butler Yeats
Build Vocabulary: Contextual Meaning for Multiple-Meaning Words
Analyze Literature: Sound and Form
Selection Quiz
39
40
42
The Second Coming / Sailing to Byzantium, William Butler Yeats
Build Vocabulary: Etymology and Current Meaning
Build Background: William Butler Yeats
Analyze Literature: Imagery and Theme
Selection Quiz
43
44
45
46
Araby, James Joyce
Build Vocabulary: Related Words
Analyze Literature: Characterization
Selection Quiz
47
48
50
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from A Room of One’s Own / Mr. Sassoon’s Poems, Virginia Woolf
Build Vocabulary: Antonyms and Synonyms
Analyze Literature: Narrative as Support for Exposition
Selection Quiz
51
53
54
The Music of Poetry, T. S. Eliot
Build Vocabulary: Noun-Building Suffixes
Analyze Literature: Parallel Structure
Selection Quiz
55
56
57
Preludes / The Hollow Men, T. S. Eliot
Build Vocabulary: Connotations
Build Background: Allusions in “The Hollow Men”
Analyze Literature: Speakers and Diction
Selection Quiz
58
59
60
62
from Reflections on the Death of a Porcupine, D. H. Lawrence
Build Vocabulary: Context
Analyze Literature: Elements of an Essay
Selection Quiz
63
64
66
The Rocking-Horse Winner, D. H. Lawrence
Build Vocabulary: Etymology and Latin Roots
Analyze Literature: Conflict and Theme
Selection Quiz
67
69
70
The Garden-Party, Katherine Mansfield
Build Vocabulary: Words That Help Establish Setting
Analyze Literature: Setting and Mood
Selection Quiz
71
72
74
Part 3: Conflict at Home and Abroad
Wartime Speech, May 19, 1940, Winston Churchill
Build Vocabulary: Words of War
Build Background: Winston Churchill
Analyze Literature: Style
Selection Quiz
75
76
77
79
War Poet, Sidney Keyes / Words, Keith Douglas
Build Vocabulary: Semantic Families
Analyze Literature: Sound Effects
Selection Quiz
80
81
83
Musée des Beaux Arts / The Unknown Citizen, W. H. Auden
Build Vocabulary: Multiple-Meaning Words and Period Words
Analyze Literature: Allusion
Selection Quiz
84
86
87
What I Expected, Stephen Spender
Build Vocabulary: Suffix -ist
Analyze Literature: Figurative Language
Selection Quiz
88
89
90
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The Demon Lover, Elizabeth Bowen
Build Vocabulary: Synonyms
Analyze Literature: Setting and Point of View
Selection Quiz
91
92
94
from Testament of Experience, Vera Brittain
Build Vocabulary: Latin Roots
Analyze Literature: Point of View and Theme
Selection Quiz
95
96
98
Answer Key
Modern Era Study Guide for Illinois
The Rising of the Moon
The Soldier
The Rear-Guard / Dulce et Decorum Est
I Explain a Few Things
Birds on the Western Front
When You Are Old / The Wild Swans at Coole / The Lake Isle of Innisfree
The Second Coming / Sailing to Byzantium Araby
from A Room of One’s Own / Mr. Sassoon’s Poems
The Music of Poetry
Preludes / The Hollow Men
from Reflections on the Death of a Porcupine
The Rocking-Horse Winner
The Garden-Party
Wartime Speech, May 19, 1940
War Poet / Words
Musée des Beaux Arts / The Unknown Citizen
What I Expected
The Demon Lover
from Testament of Experience
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British Tradition, Unit 8
99
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
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Introduction
The Meeting the Standards Unit Resource supplements for Mirrors & Windows
provide students with the opportunity to practice and apply the strategies and
skills they will need to master state and national language arts standards. For each
selection in the student textbook, these resources also supply vocabulary exercises
and other activities designed to connect students with the selections and the
elements of literature.
The lessons in the Meeting the Standards Unit Resource are divided into four
categories, as described in this introduction. The lessons are listed by category in
the Contents at the front of the book.
Unit Study Guide, with Practice Test and Master Vocabulary List
Each Unit Resource book begins with a Unit Study Guide that focuses on key
language arts standards. Following the chronological organization of the Mirrors
& Windows student text, this guide provides in-depth study and practice on
topics related to the historical, social, and political context of the literature of the
era. Specific topics include significant historical events and trends, representative
literary movements and themes, and the literary genre or form explored in the unit.
Also included in the study guide are instructions to help students prepare for
a standardized test and a practice test formatted to match that test. The last page of
the study guide provides a list of the words identified as Preview Vocabulary for the
selections within the unit.
Lessons for Standard Selections
The lessons for standard selections offer a range of activities that provide additional
background information, literary analysis, vocabulary development, and writing
about the selection. The activities are rated easy, medium, and difficult; these
ratings align with the levels of the Formative Survey questions in the Assessment
Guide.
These activities can be used to provide differentiated instruction at the
appropriate levels for your students. For example, for students who are able to
answer primarily easy questions, you may want to assign primarily easy activities.
The Correlation to Formative Survey Results, which follows this introduction, lists
the level for each activity.
To further differentiate instruction, consider adapting activities for your
students. For instance, you may want to add critical-thinking exercises to an easy
or medium activity to challenge advanced students, or you may want to offer
additional support for a difficult activity if students are having trouble completing
the activity.
A Selection Quiz is provided for each selection. This quiz is designed to assess
students’ comprehension of basic details and concepts.
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Lessons for Comparing Literature, Author Focus, and
Other Grouped Selections
The lessons for Comparing Literature and other grouped selections in the student
textbook emphasize text-to-text connections. Activities for Comparing Literature
selections ask students to compare and contrast literary elements such as purpose,
style, and theme in the work of two authors. Activities for Author Focus and other
groupings have students examine literary elements across several selections by the
same author, identifying patterns and trends in his or her work. Again, activities are
rated as easy, medium, or difficult.
A recall- and comprehension-based Selection Quiz is provided for each
selection or grouping of selections.
Lessons for Independent Readings
Lessons for Independent Readings build on the strategies and skills taught in the
unit and offer students more opportunities to practice those strategies and skills. As
with the other categories of selections, activities focus on vocabulary development,
literary analysis, background information, and writing instruction. Again, activities
are rated as easy, medium, or difficult.
A Selection Quiz is provided for each selection.
Preparing to Teach the Lessons
Most of the activities in this book are ready to copy and distribute to students.
However, some activities will require preparation. For example, you may need to
select particular elements from a story, create lists or cards to distribute to students,
or make sure that art supplies or computer stations are available. Be sure to preview
each lesson to identify the tasks and materials needed for classroom instruction.
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Correlation to Formative Survey Results
The following chart indicates the difficulty level of each activity. You can use this
chart, in combination with the results of the Formative Survey from the Assessment
Guide, to identify activities that are appropriate for your students.
Selection Title
The Rising of the
Moon
The Soldier
The Rear-Guard /
Dulce et Decorum Est
I Explain a Few Things
Birds on the Western
Front
When You Are Old
/ The Wild Swans at
Coole / The Lake Isle
of Innisfree
xii
Activity
Build Vocabulary: National and Historical Context for
Connotations, page 19
Medium
Build Background: Irish Rebellion and Irish Liberation,
page 20
Easy
Analyze Literature: Motivation, page 21
Medium
Selection Quiz, page 22
Easy
Build Vocabulary: Words to Describe the Sonnet, page 23
Easy
Analyze Literature: Sound Devices, page 25
Medium
Selection Quiz, page 26
Easy
Build Vocabulary: Words Describing War, page 27
Medium
Analyze Literature: Rhyme, page 28
Difficult
Selection Quiz, page 30
Easy
Analyze Literature: Poetic Use of Language, page 31
Difficult
Analyze Literature: Imagery and Allusion, page 32
Medium
Selection Quiz, page 34
Easy
Build Vocabulary: Suffix -ion, page 35
Easy
Analyze Literature: Diction and Tone, page 36
Medium
Selection Quiz, page 38
Easy
Build Vocabulary: Contextual Meaning for MultipleMeaning Words, page 39
Easy
Analyze Literature: Sound and Form, page 40
Difficult
Selection Quiz, page 42
Easy
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Selection Title
The Second Coming /
Sailing to Byzantium
Araby
from A Room of One’s
Own / Mr. Sassoon’s
Poem
The Music of Poetry
Preludes / The Hollow
Men
from Reflections
on the Death of a
Porcupine
The Rocking-Horse
Winner
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Activity
Level
Build Vocabulary: Etymology and Current Meaning,
page 43
Medium
Build Background: William Butler Yeats, page 44
Easy
Analyze Literature: Imagery and Theme, page 45
Difficult
Selection Quiz, page 46
Easy
Build Vocabulary: Related Words, page 47
Medium
Analyze Literature: Characterization, page 48
Difficult
Selection Quiz, page 50
Easy
Build Vocabulary: Antonyms and Synonyms, page 51
Medium
Analyze Literature: Narrative as Support for Exposition,
page 53
Medium
Selection Quiz, page 54
Easy
Build Vocabulary: Noun-Building Suffixes, page 55
Easy
Analyze Literature: Parallel Structure, page 56
Medium
Selection Quiz, page 57
Easy
Build Vocabulary: Connotations, page 58
Medium
Build Background: Allusions in “The Hollow Men”, page 59
Difficult
Analyze Literature: Speakers and Diction, page 60
Difficult
Selection Quiz, page 62
Easy
Build Vocabulary: Context, page 63
Easy
Analyze Literature: Elements of an Essay, page 64
Medium
Selection Quiz, page 66
Easy
Build Vocabulary: Etymology and Latin Roots, page 67
Medium
Analyze Literature: Conflict and Theme, page 69
Medium
Selection Quiz, page 70
Easy
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Selection Title
The Garden-Party
Wartime Speech, May
19, 1940
War Poet / Words
Musée des Beaux Arts
/ The Unknown Citizen
What I Expected
The Demon Lover
from Testament of
Experience
xiv
Activity
Build Vocabulary: Words That Help Establish Setting,
page 71
Easy
Analyze Literature: Setting and Mood, page 72
Easy
Selection Quiz, page 74
Easy
Build Vocabulary: Words of War, page 75
Easy
Build Background: Winston Churchill, page 76
Medium
Analyze Literature: Style, page 77
Medium
Selection Quiz, page 79
Easy
Build Vocabulary: Semantic Families, page 80
Medium
Analyze Literature: Sound Effects, page 81
Difficult
Selection Quiz, page 83
Easy
Build Vocabulary: Mulitple-Meaning Words and Period
Words, page 84
Easy
Analyze Literature: Allusion, page 86
Difficult
Selection Quiz, page 87
Easy
Build Vocabulary: Suffix -ist, page 88
Easy
Analyze Literature: Figurative Language, page 89
Medium
Selection Quiz, page 90
Easy
Build Vocabulary: Synonyms, page 91
Medium
Analyze Literature: Setting and Point of View, page 92
Medium
Selection Quiz, page 94
Easy
Build Vocabulary: Latin Roots, page 95
Easy
Analyze Literature: Point of View and Theme, page 96
Difficult
Selection Quiz, page 98
Easy
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Level
Meeting the Standards
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Name: ____________________________________________________ Date: __________________
Modern Era Study Guide for Illinois
Completing this study guide will help you understand and remember the background information
presented in Unit 8 and recognize how the selections in the unit reflect their historical context. It will
also provide an opportunity to understand and apply the literary form of the essay.
After you read each feature in Unit 8 in your textbook, complete the corresponding section in the
study guide. The completed study guide section will provide an outline of important information that
you can use later for review.
After you read the selections for each part of Unit 8 in your textbook, complete the Applying
sections for that part in the study guide. Refer to the selections as you answer the questions.
After you complete the study guide sections, take the Practice Test. This test is similar to the
state language arts test. In both tests, you read passages and answer multiple-choice questions
about the passages.
Self-Checklist
Use this checklist to help you track your progress through Unit 8.
CHECKLIST
Literary Comprehension
You should understand and apply the literature
of the Modern Era, its forms and elements as
well as the elements of the essay:
❏ drama
❏ thesis
❏ short story
❏ rhetorical devices
❏ poetry
❏ argument
❏ speech
❏ introduction
❏ memoir
❏ purpose
❏ essay
❏ conclusion
Literary Appreciation
You should understand how to relate the
selections to
❏ Other texts you’ve read
❏ Your own experiences
❏ The world today
Vocabulary
In the Master Vocabulary List at the end of
this study guide, put a check mark next to any
new words that you learned while reading the
selections. How many did you learn?
❏ 10 or more ❏ 20 or more ❏ 30 or more
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Meeting the Standards
Writing
❏ You should be able to write an analysis of an
advertisement. The analysis should describe
the advertisement, identify its techniques
and explain their effects, and summarize
how the advertisement achieves its purpose.
Speaking and Listening
❏ You should be able to conduct an
informational interview using open-ended
questions.
Test Practice
❏ You should be able to answer questions
that test your reading, writing, revising, and
editing skills.
Additional Reading
❏ You should choose a fictional work to read
on your own. See For Your Reading List on
page 1096 of your textbook.
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Historical Context
The time line on pages 928–929 of your textbook has four time frames. Identify the time span of each
time frame.
1. _________________________________
3. _________________________________
2. _________________________________
4. _________________________________
Find the following dates on the time line. Complete the chart by telling what happened in those years.
Then answer the questions below the chart and on page 3.
Date
British Literature
British History
World History
1914
1922
1938–1939
1945
5. What 1939 event resulted in the end of the war in 1945? Explain the cause-and-effect
relationship.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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6. How did the Allies’ fortunes begin to change in 1942? What 1941 event was partly responsible for
this change?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7. When was James Joyce actively producing stream-of-consciousness novels?
_____________________________________________________________________________
8. As the twentieth century began, what events signaled change for the British Empire?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Complete the outline. Write sentences summarizing information given in each section on pages 830–
832 of your textbook.
A. The Early Twentieth Century
1. ___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
B. World War I
1. ___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
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C. Russian Revolution
1. ___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
D. Britain After World War I
1. ___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
4. ___________________________________________________________________________
___________________________________________________________________________
E. World War II
1. ___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
F. Edwardian and Georgian Thought
1. ___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
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Understanding Part 1: Battling for Hearts and Minds
Complete this page after you read about battling for hearts and minds on page 933 of your textbook.
1. What conflict plays out in the literature of the early twentieth century?
_____________________________________________________________________________
_____________________________________________________________________________
2. What views and life experience did Rupert Brooke represent?
_____________________________________________________________________________
_____________________________________________________________________________
3. How did the English government try to influence British subjects during World War I?
_____________________________________________________________________________
_____________________________________________________________________________
4. What opposing patriotism was encouraged by Lady Augusta Gregory and William Butler Yeats?
_____________________________________________________________________________
_____________________________________________________________________________
5. What poets represented the views of those disillusioned by war?
_____________________________________________________________________________
_____________________________________________________________________________
6. What facts did these poets report?
_____________________________________________________________________________
_____________________________________________________________________________
7. What middle ground did author John McCrae strike in his views of the war?
_____________________________________________________________________________
_____________________________________________________________________________
8. What mood prevailed among Britons as the war dragged on?
_____________________________________________________________________________
_____________________________________________________________________________
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Applying Part 1: Battling for Hearts and Minds
Think about what you have learned about battling for hearts and minds. Then answer the following
questions after you have read the selections in Part 1 of Unit 8.
In the chart beside each selection title, summarize the author’s view of the war expressed in the
poem.
Selection
Author’s View of War
The Soldier
The Rear-Guard
Dulce et Decorum Est
I Explain a Few Things
Birds on the Western Front
1. In what way did Lady Gregory “battle for hearts and minds” in “The Rising of the Moon”?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Contrast the diction of “The Soldier” and “Flanders Fields” with that of “Dulce et Decorum Est”
and “The Rear-Guard.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Understanding Part 2: Modernism
Complete this page after you read about Modernism on page 973 of your textbook.
1. How did new elements of writing style reflect cultural change in Britain?
_____________________________________________________________________________
_____________________________________________________________________________
2. Define Modernism
_____________________________________________________________________________
_____________________________________________________________________________
3. How did Yeats and Eliot experiment with imagery?
_____________________________________________________________________________
4. List three additional modernist traits of Eliot’s work.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. How did meter change with Modernism?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
6. Name three innovations in fiction of this era.
a. ___________________________________________________________________________
b. ___________________________________________________________________________
c. ___________________________________________________________________________
7. List three Modernist fiction writers.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Applying Part 2: Modernism
Think about what you have learned about Modernism. Then answer the following questions after you
have read the selections in Part 2 of Unit 8.
1. How does “The Second Coming” reflect a loss of confidence in society?
_____________________________________________________________________________
_____________________________________________________________________________
2. What allusions and specific imagery in “Sailing to Byzantium” identify this as a Modernist poem?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. What kinds of loss are explored in “The Hollow Men” and “Preludes”? How does setting
emphasize this loss?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. Describe how the excerpt from “Reflections on the Death of a Porcupine” reflects a modern
interest in psychological analysis.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. What aspects of society are criticized in “The Rocking-Horse Winner” and “The Garden-Party”?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
6. Name two poems in this section that illustrate free verse. Tell why you think the poet chose to use
free verse to write each poem.
a. ___________________________________________________________________________
___________________________________________________________________________
b. ___________________________________________________________________________
___________________________________________________________________________
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Understanding Literary Forms: The Essay
Read Understanding Literary Forms: The Essay on pages 996–997 of your textbook. Then answer the
questions.
1. Define essay and explain how it is related to thesis.
_____________________________________________________________________________
_____________________________________________________________________________
2. Who was Michel de Montaigne and what contribution did he make?
_____________________________________________________________________________
_____________________________________________________________________________
Complete the chart to identify the essayist’s purpose in writing each type of essay and explain how
this purpose is carried out.
Type of Essay
Purpose
Means of Accomplishing Purpose
3. expository
4. persuasive
5. personal
6. List three things the author needs to accomplish in the introduction of an essay.
a. ___________________________________________________________________________
b. ___________________________________________________________________________
c. ___________________________________________________________________________
7. Define argument and explain how a writer makes an argument.
_____________________________________________________________________________
8. What are rhetorical devices?
_____________________________________________________________________________
9. List and define three types of rhetorical devices.
a. ___________________________________________________________________________
b. ___________________________________________________________________________
c. ___________________________________________________________________________
10. Tell what you expect to find in the conclusion of an essay.
_____________________________________________________________________________
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Applying Literary Forms: The Essay
1. Identify the purpose of each essay listed in the chart and the category or categories in which it
could be classified (expository, persuasive, personal).
Selection
Purpose
Category
from A Room of One’s Own
The Music of Poetry
from Reflections on the Death of a
Porcupine
2. Write the thesis of each essay.
a. from A Room of One’s Own: __________________________________________________
___________________________________________________________________________
b. Mr. Sassoon’s Poetry: _________________________________________________________
___________________________________________________________________________
c. from Reflections on the Death of a Porcupine: _____________________________________
___________________________________________________________________________
3. Identify and write on the lines below two rhetorical questions used by Woolf in the excerpt from
“A Room of One’s Own.”
a. ___________________________________________________________________________
b. ___________________________________________________________________________
4. What effect does Lawrence gain by using repetition in the following excerpt from “Reflections on
the Death of a Porcupine”?
“I tried and tried and tried to get hold of another quill, and he jerked and jerked, and writhed and
whimpered, and ran under the porch floor.”
_____________________________________________________________________________
_____________________________________________________________________________
5. Explain the use of parallelism in the following excerpt from “The Music of Poetry.”
“there are poems in which we are moved by the music and take the sense for granted, just as
there are poems in which we attend to the sense and are moved by the music without noticing it.”
_____________________________________________________________________________
_____________________________________________________________________________
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Understanding Part 3: Conflict at Home and Abroad
Complete this page after you read about conflict at home and abroad on page 1057 of your textbook.
1. How was World War II similar to World War I in its effect on Britons?
_____________________________________________________________________________
_____________________________________________________________________________
2. Name two war poets of World War II. Describe their views.
a. ___________________________________________________________________________
___________________________________________________________________________
b. ___________________________________________________________________________
___________________________________________________________________________
3. What outlook accompanied the sacrifices and losses of World War II in Britain?
_____________________________________________________________________________
4. With what stimulus did Winston Churchill counter the low spirits of the British?
_____________________________________________________________________________
_____________________________________________________________________________
5. How did Mohandas Gandhi’s views differ?
_____________________________________________________________________________
_____________________________________________________________________________
6. Beside each author’s name, write the subject or ideas explored during World War II.
a. Vera Brittain and Elizabeth Bowen: ______________________________________________
___________________________________________________________________________
b. W. H. Auden: _______________________________________________________________
___________________________________________________________________________
c. Stephen Spender: ____________________________________________________________
___________________________________________________________________________
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British Tradition, Unit 8
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Applying Part 3: Conflict at Home and Abroad
Think about what you have learned about conflict at home and abroad. Then answer the following
questions after you have read the selections in Part 3 of Unit 8.
Complete the chart by describing the ideas about war and its effects each author explores in the
listed selection.
Author & Selection
Views on the War
Views on the Effects of War
Winston Churchill
“Wartime Speech”
Mohandas Gandhi
“Defending Nonviolent Resistance”
Sidney Keyes
“War Poet”
Keith Douglas
“Words”
W. H. Auden
“Musée des Beaux Arts”
Stephen Spender
“What I Expected”
Elizabeth Bowen
“The Demon Lover”
Vera Brittain
from Testament of Experience
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Illinois-Based Practice Test
During high school, students take tests to measure how well they meet the Illinois
standards. These tests include reading tests in which you are asked to read a passage
and answer multiple-choice questions to test your understanding of the passage.
The practice test on the following pages is similar to the Illinois reading test.
It contains passages, each followed by multiple-choice questions. You will fill in
circles for your answers on a separate sheet of paper. Your answer sheet for this
practice test is below on this page.
Questions on this practice test focus on the historical background and literary
elements you studied in this unit. The questions also address learning standards
such as these Illinois reading standards:
STATE GOAL 2: Read and understand literature representative of various
societies, eras and ideas.
A.Understand how literary elements and techniques are used to convey
meaning.
2.A.5aCompare and evaluate oral, written or viewed works from various eras
and traditions and analyze complex literary devices (e.g., structures,
images, forms, foreshadowing, flashbacks, stream of consciousness).
B.
Read and interpret a variety of literary works.
2.B.5bApply knowledge gained from literature as a means of understanding
contemporary and historical economic, social and political issues and
perspectives.
Practice Test Answer Sheet
Name: __________________________________
Date: __________________________________
Fill in the circle completely for the answer choice you think is best.
1.
2.
3.
4.
A

A
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A
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A

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B

B
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B
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B
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C

C

C

C

D 
E

D 
E

D 
E

D 
E

5.
6.
7.
8.
Meeting the Standards
A

A

A

A

B

B

B

B

C

C

C

C

D

D

D

D

E

E

E

E

9.
10.
11.
12.
A

A

A

A

B

B

B

B

C

C

C

C

D 
E

D 
E

D 
E

D 
E

British Tradition, Unit 8
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Read the following passages carefully before you choose answers to the questions.
Fill in the circle in the spaces provided for questions 1 through 12 on your answer
sheet.
Read the passage below, and answer the questions about what you have read.
Mark your answers on your answer sheet.
American Freeway, 2008
1 Evening
By streams of light
in which the thickened pulse moves on through dark—
arteries cracked, drawbridge valves squealing thinly—
the people fixed by fits and starts on home,
5 the mortgaged heart that draws them in
and shunts them on their way again at dawn.
2 Morning
Dante with upscale cappuccino
crawls, all edgy drive, among the bartered souls
snaking by inches toward the gray skyline
10 which wavers dreamily through steam, exhaust;
into the bowels where bubbles burst, cubicles melt down,
the lucky clutch the wheel and soldier on.
1. To what do the “streams of light” and the “thickened pulse” of lines 1 and 2
refer?
A. Headlights of slow-moving urban rush-hour traffic
B. A driver who has vision problems and heart disease
C. City lights that form a solid rectangle of light
D. The fluid nature of American culture
E. The frustrations of a lengthy commute
2. Which statement best summarizes what is happening in Part 1?
A. A worker headed home feels as though he will have a heart attack.
B. People must work if they are going to pay their mortgages.
C. Workers in America are in generally poor mental and physical health.
D. City workers snarled in traffic jams drive wearily home after work.
E. Driving is rendered unsafe by visual distractions.
3. To what does “Dante with upscale cappuccino” refer?
A. It is a comic reference to trendy night-life.
B. It alludes to Dante’s Inferno.
C. It refers to blue-collar workers.
D. It criticizes American extravagance.
E. It is a lighthearted symbol of fast-food culture.
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4. Which statement best summarizes Part 2?
A. The urban American setting is dirty, stressful, and unappealing.
B. The American urban workplace is breaking down.
C. The life of a commuter is difficult but strengthens the psyche.
D. By day, a busy freeway is like a digestive tract.
E. The highway system dehumanizes individuals through road rage.
5. Which aspect of the poem illustrates irony?
A. “the mortgaged heart”
B. “the bartered soul”
C. “cubicles melt down”
D. “the lucky clutch the wheel”
E. “drawbridge valves squealing thinly”
6. What does the reference to “bartered souls” in Part 2 suggest?
A. In order to work, one must give up a spiritual life.
B. The poet is referring to Wall Street traders.
C. Ambitious workers exist in a spiritually empty subculture.
D. While caught in traffic, the poem’s speaker is imagining people who owe
money.
E. A soul must be earned through hard work.
7. Which is the best description of the poem?
A. A traditional narrative with rich imagery
B. A rigid exercise in traditional sonnet form
C. A modernist poem that relies heavily on sound effects
D. A lyric poem heavily influenced by haiku traditions
E. A free-verse lyric dominated by extended metaphor
8. What is the dominant tone of the poem?
A. Sincere and playful
B. Light and sarcastic
C. Bitter and humorous
D. Dark and pessimistic
E. Shocked and frightened
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British Tradition, Unit 8
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Read the passage below, and answer the questions about what you have read.
Mark your answers on your answer sheet.
Her head swung sharply toward me; she regarded me with frank astonishment for a split
second before saying, “What, are you nuts?” Not the reaction I had expected, but, on reflection,
I admitted she had a point. What was I doing, at age 56, buying a horse? When many friends
were slowing down, retiring, why was I embarking on an adventure that would require vigorous
activity, a small fortune in expenses, and not a little risk-taking courage? And, on further
reflection, I have to say, I was doing it for love, for health, and for the good of my soul.
Admittedly, it had been forty years since I last owned a horse, but I knew what that meant. It
meant enormous new responsibilities. It meant trekking through mud, ice, and snow. It meant
going to the stables in every kind of weather. It meant heaving bales, manure, and saddles. It
meant risking spills, kicks, and being stepped on by a 1,300 pound animal with tough hooves. It
meant veterinarian bills and worries about umpteen injuries and illnesses.
But it also meant toughening up muscles and improving fitness. It meant learning a unique
personality and working to form a partnership with a complex living being—one with whom it is
essential to work as a team. It meant the inexplicable joy of moving in rhythm with a spirited and
beautiful creature, with whom you have complete communication. It meant the sweet smell of
hay. It meant the velvet touch of a muzzle neatly lifting a carrot from a palm. It meant the kind and
welcoming gaze of intelligent eyes over the stall door.
9. The passage represents which literary form?
A. Memoir
D. Expository essay
B. Persuasive essay E. Personal essay
C. Biography
10. What rhetorical device is most important to this passage?
A. Parallelism
D. Repetition
B. Figurative language E. Humor
C. Rhetorical questions
11. Which statement is the best thesis for this passage?
A. Horses are complex and challenging animals to own.
B. I got a horse for the physical and spiritual rewards it brings.
C. When most people are slowing down, I am speeding up.
D. If you decide to own a horse, prepare for expense and risk.
E. Owning a horse is too much work.
12. What does the second paragraph allow you to infer?
A. The author understands realistically what is involved in horse ownership.
B. The writer is certain to be successful as a horse owner.
C. The author will find that horse ownership will be too strenuous.
D. The writer is ill-equipped to deal with the challenges of horse ownership.
E. The author romanticizes horse ownership.
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Master Vocabulary List
The following vocabulary terms are defined on the indicated pages in your textbook.
acuteness, 1089
adversary, 1060
amiable, 992
anarchy, 983
annihilate, 992
ardent, 956
artifice, 985
beguile, 1003
brim, 978
cacophony, 1017
career, 1037
clamorous, 978
constitute, 1021
contemptuous, 1086
dingy, 1020
dissonance, 1017
diverge, 991
ecstasy, 955
emit, 1028
escapade, 1001
formidable, 1060
fumble, 1088
garrulous, 992
glimmer, 979
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guffaw, 1001
gutter, 956
immemorial, 1017
impassive, 1089
imperious, 1061
imperturbable, 989
impinge, 991
incongruous, 1007
indignant, 983
indomitable, 1061
innumerable, 991
insinuation, 1007
intolerable, 993
invincible, 1060
lapping, 979
livid, 954
loathing, 1007
lumbering, 1028
muffle, 954
murmur, 977
nodding, 976
nostalgia, 1016
obscene, 956
obscure, 1038
Meeting the Standards
odorous, 990
pallid, 1031
paltry, 985
parry, 1038
pinnacle, 1006
plight, 1087
prosaic, 1085
protrude, 1029
pry, 953
remonstrate, 1043
repugnant, 1028
retaliate, 1060
sinister, 1031
slouch, 983
sordid, 1007, 1021
squalid, 1028
stealthily, 1086
tedious, 992
uncanny, 1041
unrelenting, 1060
unrequited, 1016
unwholesome, 953
vacuity, 1016
vex, 983
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7/13/09 11:00:42 AM
Name: ____________________________________________________ Date: __________________
The Rising of the Moon, page 934
Build Vocabulary: National and Historic Context for
Connotations
A word’s denotation is its dictionary definition. But words also take on connotations, or
nuanced emotional associations, that can grow out of a people’s history. For centuries,
Ireland was ruled against its will by Great Britain.
For each word or phrase, write a definition and then add a sentence describing
connotations the word or phrase might hold for the Irish people because of their history.
1. Abbey Theater: ________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. conscience: ___________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. minority: _____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. Nationalist Movement: __________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. nationalists: ___________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
6. revival: _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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BRITISH TRADITION, UNIT 8
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6/1/09 8:10:09 AM
Name: ____________________________________________________ Date: __________________
The Rising of the Moon, page 934
Build Background: Irish Rebellion and Irish Liberation
The Rising of the Moon is a play about an Irish nationalist during the Nationalist Movement
struggle for independence. Ireland (in Irish, Éire) lies to the west of Great Britain, across
the Irish Sea. Today, the island consists of the Republic of Ireland, which makes up fivesixths of the area, and Northern Ireland, which is part of the United Kingdom. The island
has been inhabited since 8000 B.C., and its Celtic influences date from around 700 B.C.
Catholic influence began in A.D. 432, with the arrival of Saint Patrick.
In 1603, Ireland came under control of the English throne. Over the next three
centuries, English Protestant settlement and rule of Ireland meant that the Catholic
majority was marginalized. Numerous wars and rebellions took place in that time. In
1798 after British forces put down an Irish rebellion, the Act of Union was passed, joining
Ireland with Great Britain as the United Kingdom. This act, followed by the Great Famine
of the mid 1800s, caused much anti-British sentiment.
In the twentieth century, several events led to the liberation of Ireland:
• The Easter Rebellion of 1916
• The Irish Revolution (1919–1922)
• Establishment of the Irish Free State (1922–1937) (Northern Ireland separate)
• Establishment of Éire (1937–1949)
• Establishment of the Republic of Ireland
Seventy percent of Ireland’s 6 million inhabitants live in the Republic of Ireland.
Use the Internet and encyclopedias to read about one of the events listed above and
gather information for an oral report.
1. Use index cards to take notes, using a separate note card for each important piece of information.
Write the source of the information on the card.
2. As you peruse sources, note any visuals that might be helpful in your presentation. Make copies
or sketches for this purpose.
3. Also note any other multimedia sources that pertain to your subject, such as slogans or war
ballads. If possible, you might locate audio sources of songs.
4. Analyze, cull, and organize your cards, establishing a logical order (e.g., chronological or cause
and effect) for your presentation.
5. Practice your presentation, preferably with an audience. Strive to achieve clear, smooth
presentation with modulation of volume, expression, and tone for interest.
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Name: ____________________________________________________ Date: __________________
The Rising of the Moon, page 934
Analyze Literature: Motivation
Dramas and stories engage readers by presenting fascinating characters who act to resolve
a dilemma or conflict. To remain engaged with characters, readers need to understand why
they do the things they do, or what their motives are. A motivation is a force that moves a
character to think, feel, or behave in a certain way.
Complete the chart. List two motivations of each character in “The Rising of the
Moon.” Then explain how each causes the character to act or respond to another’s actions.
Finally, answer the questions below the chart to analyze how motivation drives the plot of
“The Rising of the Moon.”
Character
Sergeant
Motivation
Action or Reaction
Caused by Motivation
1.
2.
Wanted man
3.
4.
5. How are the motivations of the sergeant in conflict with each other? How does he resolve this
conflict?
_____________________________________________________________________________
_____________________________________________________________________________
6. The wanted man is motivated by several concerns—some immediate and some long-term. How
do these motivations affect his actions?
_____________________________________________________________________________
_____________________________________________________________________________
7. Do you think the motives of the sergeant and the wanted man are opposed or in harmony?
Explain.
_____________________________________________________________________________
_____________________________________________________________________________
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Meeting the Standards
BRITISH TRADITION, UNIT 8
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6/1/09 8:10:11 AM
Name: ____________________________________________________ Date: __________________
The Rising of the Moon, page 934
Selection Quiz
Fill in the Blank
Fill in the blank with the word from the box that best completes each sentence.
ballad
barrel
boat
nationalist
quay
reward
sergeant
1. The action of the play is set on a __________________ in a seaport town of Ireland.
2. The sergeant and a ragged man sit on a ___________________ for much of the play.
3. The target of police is a _________________________ who has escaped from prison.
4. The sergeant believes the escapee may try to escape in a _______________________.
5. One motivation for capturing the man is a ______________________.
6. The ragged man says he hopes to earn his supper with a _______________________.
7. The _________________________ refuses the lantern at the end of the play to prevent other
officers from seeing the escapee.
Multiple Choice
Write the letter of the correct answer on the line.
_____ 8. In this play, “the rising of the moon” symbolizes
A. the romance of Irish heritage and pride. C. the increasing Irish loyalty to England.
B. the Irish uprising to fight for
D. a time when Irish and British will
independence.
live in peace.
_____ 9. What is the most important reason the ragged man has to sing ballads?
A. to make passing the time more
C. to warn his comrades police are
pleasant
present
B. to rattle and distract the sergeant
D. to show his Irish patriotism
_____ 10. What is the primary conflict in the play?
A. the escapee’s struggle to escape
the police
B. the singer’s need to escape versus
his need to “sing” of Ireland
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0019_0098_MTS_G12_U8_Lessons.indd 22
C. the sergeant’s love of the ragged man
versus his need to arrest him
D. the sergeant’s duty versus his love
for Ireland
Meeting the Standards
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6/1/09 8:10:12 AM
Name: ____________________________________________________ Date: __________________
The Soldier, page 947
Build Vocabulary: Words to Describe the Sonnet
The sonnet is a type of lyric poem with fourteen lines and a set rhyme scheme and meter.
The form developed in Italy in the thirteenth century and was perfected by Petrarch in the
fourteenth century. Thomas Wyatt introduced the form into England when he translated
Italian (Petrarchan) sonnets and wrote his own sonnets, too. Over the centuries, the form
has evolved; one product of these changes is the English (or Shakespearean) sonnet.
Part 1: Define Terms
Define each of the following terms. You may consult the Literary Terms Handbook
beginning on page 1296 of your textbook. Then add a sentence describing the relationship
of the term to the sonnet or to a particular form of the sonnet.
1. English (Shakespearean) sonnet ___________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Italian (Petrarchan) sonnet _______________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. iambic pentameter _____________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. couplet ______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. octave _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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BRITISH TRADITION, UNIT 8
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6. sestet ________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7. rhyme scheme _________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Part 2: Apply Terms
Apply the terms you explained in Part 1 as you answer the following questions.
8. Is “The Soldier” an English sonnet, an Italian sonnet, or some other variant? Explain your
answer.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
9. Why might Brooke have combined forms in this manner?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
10. Describe the meter of the poem. Where does it vary from the strict metrical pattern?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
11. Summarize the difference in content or attitude in the two parts of the poem.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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6/1/09 8:10:13 AM
Name: ____________________________________________________ Date: __________________
The Soldier, page 947
Analyze Literature: Sound Devices
Poetry can employ numerous sound devices to create musical effects or mood, including:
rhyme: repetition of sounds at the ends of words, as in track and slack.
alliteration: repetition of beginning sounds of words, as in sticky stash.
consonance: repetition of consonant sounds within or at the ends of words, as in band
and lend.
assonance: repetition of vowel sounds in syllables that end with different consonants, as
in heart and harness.
repetition: the repeating of words or phrases emphasizes ideas and adds to mood.
In the chart, identify and write at least two examples of each type of sound device in
“The Soldier.” Then answer the questions below the chart.
Sound Device
Examples from “The Soldier”
alliteration
assonance
consonance
rhyme
repetition
1. How does the pattern of rhyme change from the first stanza to the second stanza? What effect
does this have?
_____________________________________________________________________________
_____________________________________________________________________________
2. What effect does repetition have in the poem?
_____________________________________________________________________________
_____________________________________________________________________________
3. How would you summarize the effect of various sound devices on the poem?
_____________________________________________________________________________
_____________________________________________________________________________
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Meeting the Standards
BRITISH TRADITION, UNIT 8
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Name: ____________________________________________________ Date: __________________
The Soldier, page 947
Selection Quiz
Short Answer
Write your answer to each of the following questions in the space provided.
1. Where does the soldier assume he will be buried if he dies in war?
_____________________________________________________________________________
2. What does he think will characterize the spot where he is buried?
_____________________________________________________________________________
3. What does the speaker say he (“this heart”) will become upon his death?
_____________________________________________________________________________
4. When was this poem written?
_____________________________________________________________________________
Multiple Choice
Write the letter of the correct answer on the line.
_____ 5. “The Soldier” gives the highest praise to
A. courage.
B. the honor of soldiers.
C. England.
D. peacemakers.
_____ 6. The first stanza of “The Soldier” is an example of a(n)
A. sonnet.
C. sestet.
B. octave.
D. eulogy.
_____ 7. The rhyme scheme of the poem is
A. abcabcdd cdecde.
B. abbaabba cdecde.
C. ababcdcd efgefg.
D. abbaabba cdcdcd.
_____ 8. What sound device is contained in the following excerpt from “The Soldier”?
“That there’s some corner of a foreign field / That is forever England.”
A. alliteration
C. repetition
B. rhyme
D. simile
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6/1/09 8:10:14 AM
Name: ____________________________________________________ Date: __________________
The Rear-Guard / Dulce et Decorum Est, page 952
Build Vocabulary: Words Describing War
Adjectives are words that describe nouns or pronouns; they answer the questions what
kind? which one? and how many? The participle forms of verbs (-ing and -ed forms) may
be used as adjectives, as in a hurried retreat or some remaining troops. In addition to their
dictionary meanings, words have connotations, or emotional associations, that cause them
to affect our feelings about a subject.
Find and read the lines in which the following words appear in “The Rear-Guard” and
“Dulce et Decorum Est.” Write a definition for each word. Then write a sentence explaining
what connotations the word has and how these associations affect the way war is perceived.
The Rear-Guard
1. prying _______________________________________________________________________
_____________________________________________________________________________
2. unwholesome _________________________________________________________________
_____________________________________________________________________________
3. livid _________________________________________________________________________
_____________________________________________________________________________
4. glaring _______________________________________________________________________
_____________________________________________________________________________
5. dazed ________________________________________________________________________
_____________________________________________________________________________
Dulce et Decorum Est
6. haunting _____________________________________________________________________
_____________________________________________________________________________
7. floundering ___________________________________________________________________
_____________________________________________________________________________
8. guttering _____________________________________________________________________
_____________________________________________________________________________
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Meeting the Standards
BRITISH TRADITION, UNIT 8
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6/1/09 8:10:15 AM
Name: ____________________________________________________ Date: __________________
The Rear-Guard / Dulce et Decorum Est, page 952
Analyze Literature: Rhyme
Poets use rhyme, or the repetition of sounds at the ends of words, to create sound effects.
Sometimes they use sight rhyme, which positions words with the same ending spelling (but
not identical ending sounds) strategically, as in lost and ghost. End rhyme places rhyming
words at the ends of lines, where they receive emphasis. If end rhymes are used throughout
a poem, its rhyme scheme can be outlined using letters to designate repeated matching
sounds. A quatrain with rhyming couplets, for example, would be labeled aabb.
Part 1: The Rear-Guard
Analyze the rhyme scheme for each section of “The Rear-Guard,” as shown in the chart.
Use letters (a, b, c, and so on) to identify end-rhymes in each section. Then answer the
questions below the chart.
Lines
Rhyme Scheme
1–3
4–7
8–18
19–25
1. In what three patterns do end rhymes appear in this poem?
_____________________________________________________________________________
_____________________________________________________________________________
2. What effect does this pattern have on the mood and meaning of the poem?
_____________________________________________________________________________
_____________________________________________________________________________
3. Where does sight rhyme occur? Why might the poet have used it here?
_____________________________________________________________________________
_____________________________________________________________________________
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4. What do you observe about the first and last lines of the poem? Why might the poet have done
this?
_____________________________________________________________________________
_____________________________________________________________________________
5. Are most of the end-rhymes multisyllabic words or monosyllabic words? Why might the poet
have used these words?
_____________________________________________________________________________
_____________________________________________________________________________
Part 2: Dulce et Decorum Est
Analyze the rhyme scheme for “Dulce et Decorum Est.” Use the chart to write out the
rhyme scheme pattern. Then answer the questions below the chart.
Stanzas
Rhyme Scheme
1 (8 lines)
2 (8 lines)
3 (12 lines)
6. Describe the rhyme scheme of “Dulce et Decorum Est.”
_____________________________________________________________________________
7. What is the effect of this pattern of rhyming words?
_____________________________________________________________________________
_____________________________________________________________________________
8. Where does Owen use monosyllabic rhymes? Where does he use two-syllable rhymed words?
How do these kinds of rhymes differ in effect? Why does Owen vary the number of syllables in
these places?
_____________________________________________________________________________
_____________________________________________________________________________
9. Study the words Owen chose to rhyme. How would you characterize his diction based on these
words? Why did he choose these words?
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
The Rear-Guard / Dulce et Decorum Est, page 952
Selection Quiz
Fill in the Blank
Fill in the blank with the word from the box that best completes each sentence.
corpse
muddy terrain
flashlight
underground tunnel
gas mask
wagon
1. In “The Rear-Guard,” a soldier haltingly walks along a(n) _____________________________.
2. To see, this soldier relies on a(n) _____________________________.
3. The exploring soldier encounters a(n) _____________________________.
4. In “Dulce et Decorum Est,” soldiers march _____________________________.
5. A soldier has difficulty putting on a(n) _______________________________.
6. A dying soldier is put into a(n) _____________________________.
Short Answer
Write your answer to each of the following questions in the space provided.
7. What is the soldier in “The Rear-Guard” trying to find?
_____________________________________________________________________________
8. What is the destination of the soldiers in “Dulce et Decorum Est”?
_____________________________________________________________________________
9. Why do the soldiers in “Dulce et Decorum Est” have trouble walking?
_____________________________________________________________________________
10. To what does the “green sea” in “Dulce et Decorum Est” refer?
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
I Explain a Few Things, page 962
Analyze Literature: Poetic Use of Language
Poets may combine words in unusual ways that link concepts or objects not normally
put together. This technique enables them to make a point. To understand what the
poet is trying to say, be sure you know the precise meaning of the words. Then use your
imagination and logic to explore the possible connections between the two concepts or
objects.
Define the bold word in each phrase. Then explain the meaning of the phrase in the
context of the poem. If necessary, reread the portion of the poem where the phrase is found.
1. metaphysics matted with poppies (page 962)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. palpitating bread (page 963)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. ivory delirium of potatoes (page 964)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. jackals the jackal would reject (page 965)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. vipers vipers would despise (page 965)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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6/1/09 8:10:18 AM
Name: ____________________________________________________ Date: __________________
I Explain a Few Things, page 962
Analyze Literature: Imagery and Allusion
A poet uses imagery to create vivid word pictures. Images may entail figurative language,
words meant to be interpreted imaginatively rather than literally. Another technique in
the poet’s bag is allusion, making reference to a well-known person, place, event, or work
of literature that is pertinent to the subject. These tools make the language of poetry more
potent than prose because a few words may contain several levels of meaning.
Part 1: Identify and Explain Images
In the chart, write four images that describe Neruda’s home and neighborhood in Madrid
and another four that describe the Spanish Civil War. Explain what makes each image
dramatic or compelling.
Images of Neruda’s Home and Neighborhood
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Part 2: Analyze Imagery and Allusion
Answer the following questions to analyze the use of imagery and allusion in “I Explain a
Few Things.”
1. Summarize the characteristics and effect of the images in lines 1–39. Use several examples to
support your main point.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Summarize the characteristics and effect of the images in the remainder of the poem. Use several
examples to support your main point.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. List the poets to whom Neruda alludes in this poem. How did he know them? How well did he
know them? What suggests this?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. What is the effect of these allusions on the tone and mood of the poem? Why are they
appropriate?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
I Explain a Few Things, page 962
Selection Quiz
Short Answer
Write your answer to each of the following questions in the space provided.
1. Why was Pablo Neruda living in Spain in the 1930s?
_____________________________________________________________________________
2. What event motivated Neruda to write “I Explain a Few Things”?
_____________________________________________________________________________
3. Why was Neruda’s home called House of the Flowers?
_____________________________________________________________________________
4. What friend of Neruda’s was assassinated and is addressed in the poem?
_____________________________________________________________________________
Multiple Choice
Write the letter of the correct answer on the line.
_____ 5. What does the poet mean when he says “from every crater in Spain/ emerges Spain”?
A. The bombing has left all of Spain pocked with deep holes.
B. Spain is devastated, but its people remain spirited and defiant.
C. Spain no longer looks like itself; instead, it resembles the cratered moon.
D. Spain is a great country, and it can never be destroyed.
_____ 6. The poet describes his house as “dead.” What does this mean?
A. The life he enjoyed there can never exist again.
B. The house has been blown to bits by a bomb.
C. He has turned his back on Spain; it is “dead” to him.
D. As a foreign diplomat, he must leave the country.
_____ 7. The tone of the poem is best described which way?
A. carefree irresponsibility turning to careworn exhaustion
B. apathy and nonchalance turning to bitterness
C. nostalgia and joy turning to horror and outrage
D. bitterness and hatred turning to resolution and understanding
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Name: ____________________________________________________ Date: __________________
Birds on the Western Front, page 967
Build Vocabulary: Suffix -ion
A suffix is a group of letters added to the end of a word or root to change its meaning and
part of speech. Suffixes have specific meanings in themselves; for example, the suffix -ive
means “causing.” Almost always, adding a suffix changes the part of speech of the base
word; adding -ive to the verb conclude produces the adjective conclusive. The adjective
conclusive refers to something that causes one to conclude. Sometimes the spelling of a
word changes when a suffix is added. For example, before -ive is added to conclude, the
final de in the word is dropped and an s is added.
“Birds on the Western Front” contains many derivatives formed by the suffix -ion,
-sion, -tion, or -ation. This suffix means “act of,” “state of,” or “result of,” and it creates
nouns. Complete the chart by wring each selection word from the box in the third column.
Then identify its base or root in the first column and the part of speech of the base or root
in the second column. You may use a dictionary for help. Finally, answer the question
below the chart.
accommodation
generation
cultivation
investigation
Root or Base Word
Part of Speech
desolation
jubilation
dislocation
mobilization
explanation
occupation
Derivative Created by Adding -ion,
-sion, -tion, -ation
Analyze the results of your chart and summarize what you have learned about the suffix -ion. Note the
exceptions to your rule from the chart.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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6/1/09 8:10:20 AM
Name: ____________________________________________________ Date: __________________
Birds on the Western Front, page 967
Analyze Literature: Diction and Tone
Diction refers to the author’s choice of words. The types and connotations of words helps
the author create a certain tone, or emotional attitude toward the subject (and the reader).
An author’s use of imagery and sentence structure also may contribute to the establishment
of tone.
Part 1: Diction
Answer the following questions analyzing the diction of “Birds on the Western Front.”
1. What quality do word choices such as the following add to this selection: “economic dislocation,”
“corresponding disturbance,” “partial mobilization,” “laudable efforts,” “requisitioned for
billeting purposes.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. How is this quality transformed by the fact that the author is talking about birds rather than
soldiers?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. What effect do phrases such as the following have on the selection: “shattered and splintered
trunks,” “ruined remains,” “desolate wreckage of shattered clods and gaping shell-holes,”
“machine-gun fire swept and raked and bespattered,” “night-long flare and flicker of star-shells.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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4. How is the effect you described in item 3 changed by phrases such as the following: “[the rook]
sedately busy among the refuse heaps,” “the lark…dash skyward and pour forth a song of ecstatic
jubilation,” “a wee hen-chaffinch flitted wistfully to and fro.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Part 2: Tone
Answer the following questions analyzing the tone of the selection.
5. Describe the overall structure of sentences in the selection. What effect does this structure have?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
6. What is the author’s subject? What does he intend to accomplish by exploring this subject? What
is his attitude toward the subject? How do you know?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7. Describe the diction and tone of the selection. Explain why they are appropriate to the author’s
purpose.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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6/1/09 8:10:21 AM
Name: ____________________________________________________ Date: __________________
Birds on the Western Front, page 967
Selection Quiz
Fill in the Blank
Fill in the blank with the word or phrase from the box that best completes each sentence.
barn owls
magpies
partridges
skylarks
1. A surge in the population of rats and mice has led to an increase in _____________________.
2. _____________________ prefer to build a large, dome-shaped nest in a poplar.
3. _____________________ remain in meadows and continue singing joyfully.
4. Game birds that are usually nervous, ______________________ continue to feed and raise
young in the fields.
Multiple Choice
Write the letter of the correct answer on the line.
_____ 5. Which sentence best states the author’s main point?
A. Birds are admirable and fascinating creatures.
B. Conditions at the war front are horrific and unbearable.
C. The lives of birds and people are inextricably linked.
D. The effects of war on bird life vary from place to place.
_____ 6. The predominant tone of the piece is
A. bitterly ironic.
B. determinedly humorous.
C. serious and dry.
D. objective but sympathetic.
_____ 7. The setting of the selection is
A. northeastern France during World War I.
B. Germany during World War II.
C. Great Britain during World War I.
D. Japan during World War II.
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6/1/09 8:10:22 AM
Name: ____________________________________________________ Date: __________________
When You Are Old / The Wild Swans at Coole / The Lake Isle of Innisfree, page 975
Build Vocabulary: Contextual Meaning for
Multiple-Meaning Words
Many English words have multiple meanings. To determine the meaning with which a
word is being used, analyze the sentence and context in which it occurs and use logic.
Write two possible meanings for each word. Use a dictionary if needed. Then locate each
word on the page listed and read it in context to determine what meaning it has in the
poem. Circle that definition.
1. nod (page 976)
Definition A: __________________________________________________________________
Definition B: __________________________________________________________________
2. murmur (page 977)
Definition A: __________________________________________________________________
Definition B: __________________________________________________________________
3. brim (page 978)
Definition A: __________________________________________________________________
Definition B: __________________________________________________________________
4. glimmer (page 979)
Definition A: __________________________________________________________________
Definition B: __________________________________________________________________
5. lap (page 979)
Definition A: __________________________________________________________________
Definition B: __________________________________________________________________
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6/1/09 8:10:23 AM
Name: ____________________________________________________ Date: __________________
When You Are Old / The Wild Swans at Coole / The Lake Isle of Innisfree, page 975
Analyze Literature: Sound and Form
Yeats’s early poems are lush with sound effects that enhance his romantic themes and
lyrical views. He uses rhyme (words with the same ending sounds), alliteration (words
with the same beginning consonant sounds), assonance (words with repeated vowel
sounds), onomatopoeia (words that sound like what they mean), and other poetic devices.
His poems also have traditionally structured stanzas, or groupings of lines, to contain the
musical language and make it songlike. (For example, both “When You Are Old” and “The
Lake Isle of Innisfree” use a four-line stanza format just as a ballad does (though they lack a
refrain).
Part 1: Identify Poetic Elements
Complete the chart by describing or providing examples of each element for each poem.
Poetic Element
When You Are Old
The Wild Swans
at Coole
The Lake Isle
of Innisfree
Stanza format
Rhyme scheme
Rhymes
Alliteration and assonance
Onomatopoeia
Meter
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Part 2: Analyze Poetic Elements
Analyze the form and sound of these poems by answering the following questions.
1. Briefly describe the form and meter in each poem. Then explain how these elements enhance the
poet’s theme.
a. When You Are Old __________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
b. The Wild Swans at Coole ______________________________________________________
___________________________________________________________________________
___________________________________________________________________________
c. The Lake Isle of Innisfree ______________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Describe Yeats’s use of rhyme and other sound devices in each poem and explain their effect.
How do they harmonize with the poet’s theme?
a. When You Are Old __________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
b. The Wild Swans at Coole ______________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
c. The Lake Isle of Innisfree ______________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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6/1/09 8:10:24 AM
Name: ____________________________________________________ Date: __________________
When You Are Old / The Wild Swans at Coole / The Lake Isle of Innisfree, page 975
Selection Quiz
Matching
Write the letter of the correct selection on the line next to the matching description. Write
D if the phrase describes all three selections.
_____ 1. lines with varying meter and length
A. When You Are Old
_____ 2. richly imagined humble rural life
B. The Wild Swans at Coole
_____ 3. use of sestets
C. The Lake Isle of Innisfree
_____ 4. rhyme scheme abab cdcd efef
D. all three poems
_____ 5. focuses on aging and love
_____ 6. strong yearning for peace
_____ 7. use of iambic pentameter
_____ 8. strong use of alliteration and assonance
Multiple Choice
Write the letter of the correct answer on the line.
_____ 9. What does the speaker in “The Lake Isle of Innisfree” believe will bring him peace?
A. the sounds and sights of nature in isolation
B. owning a cabin on an island
C. winning the love of the woman he loves
D. happy memories of his boyhood
_____ 10. In “The Wild Swans at Coole,” what does the speaker do for nineteen years?
A. write a love poem for Maude Gonne
B. write a poem honoring Lady Gregory
C. observe the changing seasons
D. count the swans at Coole Park
_____ 11. What does the speaker in “When You Are Old” love about the woman to whom he
speaks?
A. her physical beauty and lively, outgoing nature
B. her spirit and the way she changes with time
C. her independence and strength of character
D. her political activism and zealous patriotism
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Name: ____________________________________________________ Date: __________________
The Second Coming / Sailing to Byzantium, page 981
Build Vocabulary: Etymology and Current Meaning
A word’s etymology is its history, or the paths it took through various languages en route to
its current use in English. Often, studying the meaning of roots and affixes that gave rise to
a modern word can help you understand and recall the word’s meaning.
Part 1: Identify Etymologies
Match each vocabulary word with its etymology, or word history. You may use a
dictionary for help.
_____ 1. anarchy
A. palt piece of coarse cloth, trash
_____ 2. artifice
B. an- not, without + archos ruler
_____ 3. conviction
C. in- not + dignus worthy
_____ 4. indignant
D. artus joint, limb + facere to make
_____ 5. paltry
E. convincere to refute + -tion process of
Part 2: Compare Meanings
Compare the meaning of each word with that of the word or word parts from which it
evolved. Write one or two sentences explaining how the word may have come to have its
current meaning.
6. _____________________________________________________________________________
_____________________________________________________________________________
7. _____________________________________________________________________________
_____________________________________________________________________________
8. _____________________________________________________________________________
_____________________________________________________________________________
9. _____________________________________________________________________________
_____________________________________________________________________________
10. _____________________________________________________________________________
_____________________________________________________________________________
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6/1/09 8:10:25 AM
Name: ____________________________________________________ Date: __________________
The Second Coming / Sailing to Byzantium, page 981
Build Background: William Butler Yeats
William Butler Yeats, who wrote “The Second Coming” and “Sailing to Byzantium,” was
born into an artistic family. His father, John Butler Yeats, had abandoned law studies to
study art in London. His mother, Susan Mary Pollexfen, came from a wealthy family in
County Sligo that was part of the Protestant ruling class. Yeats grew up in this extended
family and rural landscape, and Sligo always held sway in his heart as “home.” The whole
Butler Yeats family was artistic: William’s brother Jack became a much praised painter; his
sisters Elizabeth and Susan were involved in the arts-and-crafts movement.
When Yeats was eleven, the family moved to England to advance the father’s career as
an artist; several years later, they moved to Dublin. His father’s studio was located near the
high school Yeats attended, and he spent much time there, meeting many Irish artists and
writers. The young man attended art school for two years, but in 1885, in the midst of this
period, he published his first poems, which were heavily influenced by Percy Bysse Shelley
and Edmund Spenser.
Yeats’s childhood and young adulthood was also profoundly affected by the nationalist
revival of the late nineteenth century. The revolt of Irish commoners from British rule
signaled a power shift that disadvantaged the Yeats family. (Protestants were powerful at
the time, but a minority, and they lost power as the Irish people gained it.) As nationalist
fervor grew, Yeats was developing his poetic gifts and exploring his Irish identity. The
political climate of the time directly affected the poems he wrote. In turn, Yeats’s skill and
genius meant that his poetry would have enormous influence on how Ireland changed.
Research one of the following aspects of the life and work of William Butler Yeats and
prepare a brief oral report on it:
• Early poetry: lush, ornate, Romantic
• Middle poetry: social irony
• Late poetry: mysticism, spiritualism combining Hinduism and the occult
• Relationship with Maude Gonne
• Irish drama and the Abbey Theater
1. Locate information on your topic using the Internet, trade books, and encyclopedias. Take notes
in your own words and note the source on each index card.
2. Organize your note cards logically. Consider any the appropriate placement of audio or visual
aids you will use.
3. Practice your presentation until you can deliver it smoothly and clearly.
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6/1/09 8:10:26 AM
Name: ____________________________________________________ Date: __________________
The Second Coming / Sailing to Byzantium, page 981
Analyze Literature: Imagery and Theme
Theme is the central perception about life revealed by a literary work. Poets use imagery to
create sensory perceptions of and emotional responses to their themes. Images are the word
pictures whose building blocks are concrete details involving the senses.
Study each image in the context of the poem. Reread the poem if necessary to be sure
you understand the image. Then explain its effect and relationship to Yeats’s theme.
The Second Coming
1. “Turning and turning in the widening gyre/The falcon cannot hear the falconer.”
_____________________________________________________________________________
_____________________________________________________________________________
2. “in sands of the desert / A shape with lion body and the head of a man, / A gaze blank and pitiless
as the sun, / Is moving its slow thighs”
_____________________________________________________________________________
_____________________________________________________________________________
3. “What rough beast… / Slouches towards Bethlehem to be born?”
_____________________________________________________________________________
_____________________________________________________________________________
Sailing to Byzantium
4. “The young in one another’s arms, birds in the trees at their song, / The salmon-falls, the
mackerel-crowded seas”
_____________________________________________________________________________
_____________________________________________________________________________
5. “An aged man is but a paltry thing, / A tattered coat upon a stick, unless / Soul clap its hands and
sing”
_____________________________________________________________________________
_____________________________________________________________________________
6. “O sages standing in God’s holy fire / As in the gold mosaic of a wall”
_____________________________________________________________________________
_____________________________________________________________________________
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6/1/09 8:10:27 AM
Name: ____________________________________________________ Date: __________________
The Second Coming / Sailing to Byzantium, page 981
Selection Quiz
Fill in the Blank
Fill in the blank with the word or phrase from the box that best completes each sentence.
anarchy
gyre
Revelations
rough beast
1. In “The Second Coming,” the world is perceived as existing in a state of
_______________________.
2. The age to come is symbolized in this poem as a(n) _______________________.
3. The title “The Second Coming” alludes to an event described in _____________________.
4. Yeats uses a(n) _________________________ to symbolize a historical cycle.
Multiple Choice
Write the letter of the correct answer on the line.
_____ 5. Which description best fits the speaker in “Sailing to Byzantium”?
A. a sensual man who admires and envies the beauty of youth
B. an old man who seeks escape from decay and mortality
C. a sage who transcends mortality through artifice
D. a ship that is sailing from earthly cares to a holy city
_____ 6. Which is the best paraphrase for the following lines?
“An aged man is but a paltry thing
A tattered coat upon a stick, unless / Soul clap its hands and sing”
A.
B.
C.
D.
Old people may become thin and ragged but still remain upbeat.
Old age is a joyous rather than a sad and fearful experience.
The aging body wears out, so the old should strengthen their spirit.
An old man should not be judged by his ragged clothes but by his spirited life.
_____ 7. Which of the following alludes to a collective spirit of humanity?
A. the widening gyre
B. the second coming
C. Spiritus Mundi
D. a rocking cradle
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Name: ____________________________________________________ Date: __________________
Araby, page 988
Build Vocabulary: Related Words
Derivatives are words made up of a root or base word plus one or more affixes. Affixes
include prefixes and suffixes. Prefixes are letter groups added to the beginning of a root or
base word, and suffixes are letter groups added at the end. Adding affixes to a root or base
word creates a new word with a different meaning but does not alter the meaning of the
root or base word.
Part 1: Match Related Words
Underline the root or base word in each word in the first column and locate the word in
the second column that has the same root or base word. Write the letter of the matching
word in the blank before the selection word.
_____ 1. annihilate
A. perturbation
_____ 2. imperturbable
B. nihilism
_____ 3. incessant
C. novel
_____ 4. innovative
D. cessation
Part 2: Identify Parts of Speech and Meaning
Write the pairs of words from Part 1 below. Give the part of speech and definition for
each word.
Words
Part of Speech
Definition
1a.
1b.
2a.
2b.
3a.
3b.
4a.
4b.
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Name: ____________________________________________________ Date: __________________
Araby, page 988
Analyze Literature: Characterization
Characterization is the act of creating or describing a character. The author creates
character by showing what the characters say, do, or think; showing what others say or
think about them; and describing features, clothing, and personality.
Part 1: Identify Details of Characterization
Record details used to characterize the narrator in “Araby” in the chart.
Character of Narrator
Examples from Story
Traits Revealed
His actions
His thoughts
His words
What others say about him
Description of his features and
personality
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Part 2: Analyze Character
Answer the following questions to analyze the narrator’s character.
1. In what activities does the narrator engage? What do they suggest about him?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. How does his imagination compare to his actual life? What does this reveal about him?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. How does the narrator respond when Mangan’s sister speaks to him? What does this reaction
suggest?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. How does the narrator respond when his uncle is late coming home on Saturday? What does this
reveal about him?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. Reread the final paragraph of the story. What character traits are emphasized by this reaction?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
Araby, page 988
Selection Quiz
Matching
Write the letter of the correct description on the line next to the matching character or
thing.
_____ 1. Araby
A. man who lived in the back drawing room
_____ 2. Mangan’s sister
B. sensitive and emotionally intense character
_____ 3. narrator’s uncle
C. novel by Walter Scott
_____ 4. narrator’s aunt
D. craft bazaar
_____ 5. narrator
E. love interest of the narrator
_____ 6. tenant priest
F. gives narrator money
_____ 7. The Abbot
G. needs narrator’s help with marketing
Short Answer
Write your answer to each of the following questions in the space provided.
8. Why can’t Mangan’s sister go to Araby?
_____________________________________________________________________________
9. What does the narrator promise her he will do?
_____________________________________________________________________________
10. What causes the narrator to be late for the bazaar?
_____________________________________________________________________________
11. From what point of view is the story told?
_____________________________________________________________________________
12. What epiphany does the narrator have?
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
from A Room of One’s Own / Mr. Sassoon’s Poems, page 998
Build Vocabulary: Antonyms and Synonyms
Synonyms are words that have the same or similar meanings. Antonyms are words that
have opposite meanings. Building a stock of synonyms and antonyms helps a writer avoid
overuse of one word and create precise statements. Each synonym has slight variations
in meaning or connotation that make one preferable to another in a given context. For
example, mince, pace, and stroll are synonyms. However, mince suggests small, dainty steps;
pace suggests steady walking to and fro in impatience; and stroll suggests a slow, idle walk.
Part 1: Identify Synonyms and Antonyms
Brainstorm a list of at least three synonyms for each selection word. Write them in the
chart. Also, write at least one antonym for each word that has antonyms.
Synonyms
1. escapade (page 1001)
Antonym
None
2. guffaw (page 1001)
3. beguile (page 1003)
4. pinnacle (page 1006)
5. incongruous (page 1007)
6. insinuation (page 1007)
None
7. sordid (page 1007)
8. loathing (page 1007)
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Part 2: Write Sentences
Choose one synonym for each word in Part 1. Write a sentence telling how the synonyms
differ in connotation or specific meaning. If a word has an antonym, add a sentence giving
the definition for the antonym.
9. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
10. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
11. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
12. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
13. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
14. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
15. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
16. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
from A Room of One’s Own / Mr. Sassoon’s Poems, page 998
Analyze Literature: Narrative as Support for Exposition
An essay is nonfiction, but the writer may introduce storylike elements to create interest
in the subject or illustrate points. As you read such an essay, think about how these details
support the author’s thesis, or central idea.
Complete the chart to analyze Woolf’s use of narrative in the excerpt from “A Room of
One’s Own.” Then respond to the Writing Prompt.
Examples of Narrative
Summary of Events
How Examples Support Thesis
Judith’s childhood and youth
Judith’s rebellion at home
Judith’s experience in London
Writing Prompt
On your own paper, write a paragraph explaining how Woolf uses narrative to support
her thesis in the excerpt from “A Room of One’s Own.” Use your notes from the chart
to gather supporting details. Be sure your paragraph has a topic sentence, adequate
supporting details, and transitional words and phrases for continuity.
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Name: ____________________________________________________ Date: __________________
from A Room of One’s Own / Mr. Sassoon’s Poems, page 998
Selection Quiz
Short Answer
Write your answer to each of the following questions in the space provided.
1. How did Woolf suppose William Shakespeare spent his childhood?
_____________________________________________________________________________
2. How did she suppose Judith Shakespeare spent her childhood?
_____________________________________________________________________________
3. What did Woolf imagine Judith’s father did first when his daughter refused to marry?
_____________________________________________________________________________
4. What did Woolf imagine happened to Judith in London?
_____________________________________________________________________________
5. Who did Woolf believe wrote literary works that were signed “Anonymous”?
_____________________________________________________________________________
Multiple Choice
Write the letter of the correct answer on the line.
_____ 6. What outlet did Woolf speculate creative women might have found?
A. making up ballads and folk songs
C. cleaning and outfitting their homes
B. creating beautiful paintings
D. teaching their children
_____ 7. Which of the following does Woolf admire in Sassoon’s poetry?
A. cynicism in place of sentimentalism
C. deft use of rhyme
B. traditional use of format
D. poetic realism
_____ 8. What should the reader expect to feel, according to Woolf, when reading Sassoon’s
war poems?
A. shock and discomfort
C. grief and sentiment
B. loathing and anger
D. patriotism and pride
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Name: ____________________________________________________ Date: __________________
The Music of Poetry, page 1015
Build Vocabulary: Noun-Building Suffixes
A suffix is a group of letters added at the end of a root or base word to create a derivative
with a new meaning. Suffixes have their own meaning; for example, the suffix -or means
“person or thing that,” and the suffix -tion means “act of” or “process of.” Derivatives
created by a given suffix generally have a specific part of speech. (Derivatives ending in
-tion are nouns, for example.)
Part 1: Suffixes and Meanings
Underline the suffix in each vocabulary word. Write the meaning of the suffix and the
meaning of the vocabulary word.
Derivative
Suffix
Suffix Meaning(s)
Derivative Meaning
1. cacophony
2. dissonance
3. intellectualism
4. nostalgia
5. vacuity
Part 2: Identify Words with Suffixes
Brainstorm a list of other nouns using each of the suffixes you wrote in column 2 above.
6. _____________________________________________________________________________
7. _____________________________________________________________________________
8. _____________________________________________________________________________
9. _____________________________________________________________________________
10. _____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
The Music of Poetry, page 1015
Analyze Literature: Parallel Structure
Parallelism is a rhetorical device in which a writer emphasizes the equal value or weight of
two or more ideas by expressing them in the same grammatical form. Parallel structure can
also clarify meaning and the relationship of one part to another. In addition, it is pleasing
in much the same way that a physical structure is pleasing when it is balanced and unified
in effect.
For each excerpt from “The Music of Poetry,” underline the portions that are parallel.
Use the lines provided to describe the kind of parallel structure Elliott used and explain its
effect.
1. “there are poems in which we are moved by the music and take the sense for granted, just as
there are poems in which we attend to the sense and are moved by the music without noticing it.”
_____________________________________________________________________________
_____________________________________________________________________________
2. “His non-sense is not vacuity of sense: it is a parody of sense, and that is the sense of it.”
_____________________________________________________________________________
_____________________________________________________________________________
3. “The Fumblies is a poem of adventure, and of nostalgia for the romance of foreign voyage and
exploration; The Yongy-Bongy Bo and The Dong with a Luminous Nose are poems of unrequited
passion.”
_____________________________________________________________________________
_____________________________________________________________________________
4. “they used to believe…that dreams disclose the secrets of the future; the orthodox modern faith
is that they reveal the secrets…of the past.”
_____________________________________________________________________________
_____________________________________________________________________________
5. “Some poetry is meant to be sung; most poetry, in modern times, is meant to be spoken—”
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
The Music of Poetry, page 1015
Selection Quiz
Matching
Write the letter of the correct definition on the line next to the matching vocabulary word.
_____ 1. rune
A. harsh and inharmonious sound
_____ 2. unrequited
B. disagreement or disharmony
_____ 3. vacuity
C. ordinary or unimaginative
_____ 4. prosaic
D. not returned
_____ 5. cacophony
E. character from an ancient Germanic alphabet
_____ 6. dissonance
F. absence of sense or meaning
Short Answer
Write your answer to each of the following questions in the space provided.
7. What does Eliot say gives the verse of Edward Lear its sense?
_____________________________________________________________________________
8. What does Eliot believe Morris intends the effect of Blue Closet to be?
_____________________________________________________________________________
9. Why does Eliot say a poet must be a “master of the prosaic” in writing a longer poem?
_____________________________________________________________________________
10. What does Eliot believe every revolution in poetry represents?
_____________________________________________________________________________
11. Why does Eliot discuss the poetry of Edward Lear?
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
Preludes / The Hollow Men, page 1019
Build Vocabulary: Connotations
In addition to their definitions, words have connotations, or sets of ideas and emotions
associated with them. For example, giddy and dizzy are synonyms, but giddy connotes a
frivolous or flighty person, while dizzy is more neutrally associated with faintness or
light-headedness.
Write the meaning and the connotations of each word on the lines provided. Consider
how the words are used and the ideas or emotions you associate with each one.
Preludes
1. burnt-out (page 1020) ___________________________________________________________
_____________________________________________________________________________
2. grimy (page 1020) ______________________________________________________________
_____________________________________________________________________________
3. withered (page 1020) ___________________________________________________________
_____________________________________________________________________________
4. stale (page 1020) _______________________________________________________________
_____________________________________________________________________________
5. sordid (page 1021) _____________________________________________________________
_____________________________________________________________________________
The Hollow Men
6. hollow (page 1022) _____________________________________________________________
_____________________________________________________________________________
7. dried (page 1022) ______________________________________________________________
_____________________________________________________________________________
8. fading (page 1022) _____________________________________________________________
_____________________________________________________________________________
9. stuffed (page 1022) _____________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
Preludes / The Hollow Men, page 1019
Build Background: Allusions in “The Hollow Men”
“The Hollow Men” makes frequent use of allusion, a figure of speech that makes casual
reference to well-known persons, places, events, or works of art, music, or literature.
Allusions give depth to a literary work by calling on readers’ knowledge of historic and
literary people or events. Such references call up shaping influences of a culture that will
resonate with readers and give them a fuller context within which to interpret the poem.
For example, a poem about a general might allude to General Washington, the towering
leader of the colonies in the American Revolutionary War, giving the subject of the poem
stature by the comparison.
Allusions in Eliot’s poetry add depth and layers of meaning; to comprehend the poet’s
purpose, it is necessary to understand the references. In “The Hollow Men,” Eliot alludes to
the following:
Mistah Kurtz: character in Joseph Conrad’s novel about Africa, Heart of Darkness.
The darkness of the title is in fact the darkness of Kurtz’s heart. Kurtz intends to be a
reformer, but instead he is corrupted as his base instincts are aroused within the primitive
environment. He is eventually destroyed by the horror of what he has become.
A penny for the old Guy: cry used by children on Guy Fawkes Day in England;
involves carrying stuffed effigies of Fawkes and begging for handouts to buy firecrackers.
Fawkes was a traitor who in 1605 attempted unsuccessfully to blow up the Houses of
Parliament.
Those who have crossed / With direct eyes, to death’s other Kingdom: In Dante’s
Paradiso those with “direct eyes” are the blessed in Paradise.
tumid river: In Dante’s Inferno, the damned must cross over the River Acheron and
into the land of the dead.
Multifoliate rose: Dante refers to Paradise as a rose of many leaves.
Here we go round the prickly pear: refers to nursery rhyme “Here we go round the
mulberry bush”
Between the idea / And the reality / Between the motion / And the act: in
Shakespeare’s Julius Caesar, Act II, Scene 1: “Between the acting of a dreadful thing / And
the first motion, all the interim is / Like a phantasma or a hideous dream” (ll. 63–65).
For Thine is the Kingdom: from the closing words of the Lord’s Prayer: “For thine is
the kingdom, and the power, and the glory, forever and ever.”
Select one of the allusions from “The Hollow Men” and research its source further
to learn about its significance to Western civilization or American culture. Prepare an
explanation of the relevance and importance of this allusion to Eliot’s theme. In a small
group discussion, present your information. Listen carefully to others’ explanations and
participate in the discussion by asking questions.
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Name: ____________________________________________________ Date: __________________
Preludes / The Hollow Men, page 1019
Analyze Literature: Speakers and Diction
A poem’s speaker is the character who speaks, or narrates, the poem. The speaker is not
necessarily the poet, and, on occasion, a poem has more than one speaker.
Diction refers to the writer’s choice of words, which is a key element in creating mood
and suggesting attitude.
Part 1: Speakers
Identify and analyze the speaker(s) in “Preludes” and “The Hollow Men.”
Speakers in “Preludes”
1. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Speaker in “The Hollow Men”
3. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Part 2: Diction
Complete the charts to analyze the diction in “Preludes” and “The Hollow Men.” Give
examples of each part of speech and describe the language. Then respond to the Writing
Prompt
Preludes
Part of Speech
Examples
Description of Language
Nouns
Verbs
Modifiers
The Hollow Men
Part of Speech
Examples
Description of Language
Nouns
Verbs
Modifiers
On your own paper, write a paragraph describing the diction of “Preludes” or “The Hollow
Men” and analyzing its effect on the poem’s mood and attitude of its speaker(s).
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Name: ____________________________________________________ Date: __________________
Preludes / The Hollow Men, page 1019
Selection Quiz
Matching
Write the letter of the correct explanation on the line next to the matching allusion or
symbol from “Preludes” and “The Hollow Men.”
_____ 1. Mistah Kurtz
A. desolation of urban life
_____ 2. Old Guy
B. Guy Fawkes, British traitor
_____ 3. grimy scraps of withered leaves
C. those blessed by God in Dante’s Paradiso
_____ 4. dingy shades
D. anti-hero of Conrad’s Heart of Darkness
_____ 5. Those with direct eyes
E. drab, seedy lives of urban working class
Multiple Choice
Write the letter of the correct answer on the line.
_____ 6. Eliot’s concept of objective correlative is embodied in what set of images in “Preludes”?
A. drab, dingy urban setting producing impression of bleak life
B. images of streets as metaphor for journey through life
C. images of urban apartment as metaphor for loneliness
D. image of ancient women gathering fuel producing impression of futility
_____ 7. Which is the best description of the form of “The Hollow Men”?
A. some iambic pentameter and some nursery rhyme formatting
B. parts with equal numbers of lines and no rhyme
C. lines/stanzas of varying length; random use of rhyme
D. alternating long and short lines; repetition in place of rhyme
_____ 8. What does the speaker in “Preludes” feel for the people observed?
A. compassion and hope
B. impatience
C. pity and disgust
D. indifference
_____ 9. What do the closing lines of “The Hollow Men” suggest about modern civilization?
A. Its materialism will make life detestable.
B. Its lack of creativity will make it mediocre.
C. It is doomed to destruction, probably by nuclear war.
D. Because of its paralysis, it will waste away.
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Name: ____________________________________________________ Date: __________________
from Reflections on the Death of a Porcupine, page 1026
Build Vocabulary: Context
Writers often include context clues to the meaning of new or difficult words in their work.
Clues may be as direct as a definition or synonym or as indirect as a contrast to a known
concept or an example.
Find the meaning of each word as it is used in the excerpt from “Reflections on the
Death of a Porcupine.” Write a sentence using the word in a context that makes its meaning
clear. Then underline the words that provide a clue to meaning.
1. emit (page 1028) _______________________________________________________________
_____________________________________________________________________________
2. lumbering (page 1028) __________________________________________________________
_____________________________________________________________________________
3. squalid (page 1028) _____________________________________________________________
_____________________________________________________________________________
4. repugnant (page 1028) __________________________________________________________
_____________________________________________________________________________
5. protrude (page 1029) ___________________________________________________________
_____________________________________________________________________________
6. pallid (page 1031) ______________________________________________________________
_____________________________________________________________________________
7. sinister (page 1031) _____________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
from Reflections on the Death of a Porcupine, page 1026
Analyze Literature: Elements of an Essay
An essay has a predictable structure, including an introduction, a body, and a conclusion.
The introduction engages attention, states the topic, and establishes the background. It
also generally states the thesis, or main idea. The body of an essay varies in its points and
development, depending on whether it is expository, persuasive, or personal narrative. In a
conclusion, the author returns to the thesis to emphasize its importance, summarize main
points, or cause readers to reflect on the topic in new ways.
Part 1: Outline
Complete the outline to summarize the elements of the excerpt from “Reflections on the
Death of a Porcupine.”
I. Introduction (pages 1027–1028)
A. ___________________________________________________________________________
B. ___________________________________________________________________________
C. ___________________________________________________________________________
Thesis: ____________________________________________________________________
II. Body
A. Dog with porcupine quills in its muzzle appears. (pages 1028–1029)
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
B. Author removes quills. (pages 1029–1030)
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
C. Author sends dog away. (pages 1030–1031)
1. ________________________________________________________________________
2. ________________________________________________________________________
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D. Another porcupine appears. (pages 1031–1032)
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
III. Conclusion (page 1032)
A. ___________________________________________________________________________
B. ___________________________________________________________________________
Author’s understanding: _____________________________________________________
___________________________________________________________________________
Part 2: Author’s Organization and Purpose
Answer the following questions to analyze the author’s rationale for organizing the essay
and his purpose.
1. How does his experience with a porcupine and a dog change him? Why does he agree to kill a
porcupine?
_____________________________________________________________________________
_____________________________________________________________________________
2. Why does the author’s say it is necessary to kill animals at the end of the essay? What is his
attitude toward this change in himself?
_____________________________________________________________________________
_____________________________________________________________________________
3. Describe the organizing principle of the essay. Why does the author use this organization?
_____________________________________________________________________________
_____________________________________________________________________________
4. State the author’s purpose for writing this essay. Tell how the organization and the details of the
essay support this purpose.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
from Reflections on the Death of a Porcupine, page 1026
Selection Quiz
Fill in the Blank
Fill in the blank with the word or phrase from the box that best completes each sentence.
bear
cow
dog
quills
tick
1. As a porcupine climbs a tree, it resembles a ______________________ to the author.
2. The porcupine is dangerous because of the ______________________ in its back and tail.
3. The author must search the woods for a ______________________ that has disappeared.
4. The author spends several hours removing porcupine quills from a ______________________.
5. Both the author and his wife find some resemblance between a porcupine and a
______________________.
Short Answer
Write your answer to each of the following questions in the space provided.
6. What is the setting (time and place) for this personal essay?
_____________________________________________________________________________
7. What is the author’s feeling about the first porcupine he sees?
_____________________________________________________________________________
8. Why doesn’t he kill the first porcupine?
_____________________________________________________________________________
9. What has happened to the red collie-dog?
_____________________________________________________________________________
10. How does the author help the dog?
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
The Rocking-Horse Winner, page 1034
Build Vocabulary: Etymology and Latin Roots
The etymology of a word is its history, summarized by tracing its development. The
etymology of a word may show transmission through various languages and may involve
analysis of the parts used to build a word. Many English words can be traced back to Latin
roots. In a dictionary, the etymology for an entry word may appear in brackets after the
pronunciation and part of speech label. For example, concern has the following etymology:
[ME, fr. MF & ML; MF concerner, fr. ML concernere, fr. LL. To sift together, mingle,
fr. L. com- + cernere to sift—more at CERTAIN]
A “translation” of this etymology might read as follows: Concern has been used in
this form since the time when Middle English was spoken (A.D.1100 to about 1450) and
entered the language from Middle French and Middle Latin; those languages took it from
Late Latin, where it was spelled concernere and meant “to sift together, mingle”; this word
was derived from the prefix com-, meaning with and cernere “to sift.” Additional related
information can be found at the entry word CERTAIN.
Part 1: Record Etymologies
Find the etymology of each of the following words in a dictionary. Write the etymology on
the lines.
1. career _______________________________________________________________________
_____________________________________________________________________________
2. remonstrate __________________________________________________________________
_____________________________________________________________________________
3. reiterated ____________________________________________________________________
_____________________________________________________________________________
4. emancipated __________________________________________________________________
_____________________________________________________________________________
5. materialize ___________________________________________________________________
_____________________________________________________________________________
6. parry ________________________________________________________________________
_____________________________________________________________________________
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Part 2: Analyze Etymologies
Use the information from Part 1 to complete the chart below. Then answer the questions
that follow the chart.
Word
Related Latin Root
Affix (if
applicable)
Original Meaning
career
remonstrate
reiterate
emancipate
materialize
parry
7. How do you think the current meaning of materialize was derived from the original meaning of
material in Latin?
_____________________________________________________________________________
_____________________________________________________________________________
8. How would you explain the current meaning for career as it evolved from the Latin word carrus?
_____________________________________________________________________________
_____________________________________________________________________________
9. How might emancipate have evolved to its current meaning from the original meanings of the
Latin words manus and capere?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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The Rocking-Horse Winner, page 1034
Analyze Literature: Conflict and Theme
A story must contain conflict, or a struggle between two characters, two forces, or a
character and a force. If a main character struggles against some element within himself or
herself, it is called internal conflict.
A story’s theme is the central message or perception about life it reveals. The manner in
which a conflict is resolved often suggests the implied theme the author had in mind.
Complete the chart showing the conflicts that occur in “The Rocking-Horse Winner.”
A character may have more than one conflict. Then answer the questions about conflict
and theme in “The Rocking-Horse Winner” below the chart.
Character
Struggles With
Outcome of Struggle
Uncle
Mother
Paul
1. Is the principle source of conflict in the story internal or external? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
2. What is the theme of the story?
_____________________________________________________________________________
_____________________________________________________________________________
3. How do the outcomes of conflict clarify the theme?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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The Rocking-Horse Winner, page 1034
Selection Quiz
Matching
Write the letter of the correct person or object on the line next to the matching
description.
_____ 1. Paul’s uncle who helps Paul secretly give his parents money
A. Malabar
_____ 2. climactic event on which family fortunes turn
B. Paul
_____ 3. spendthrift, hard-hearted character
C. Oscar
_____ 4. whispering haunted character stirring conflict
D. mother
_____ 5. horse that wins a fortune for the family
E. father
_____ 6. handsome, luckless man
F. Bassett
_____ 7. family gardener and partner with Paul
G. house
_____ 8. character who has luck
H. Derby
Short Answer
Write your answer to each of the following questions in the space provided.
9. Why is the family continually in debt?
_____________________________________________________________________________
10. What does Paul arrange with a lawyer for his mother?
_____________________________________________________________________________
11. How does his gift affect the family finances?
_____________________________________________________________________________
12. What happens to Paul?
_____________________________________________________________________________
13. What vital conflict does Paul have?
_____________________________________________________________________________
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The Garden-Party, page 1046
Build Vocabulary: Words That Help Establish Setting
Because it was written early in the twentieth century and is set in New Zealand, “The
Garden-Party” contains some words that are unfamiliar or dated.
Find and write the definition of each word. Check the Internet if your dictionary does
not list the word as an entry word. Then write a sentence explaining how the object or
person adds to the atmosphere of the story.
1. baize (page 1049) _______________________________________________________________
_____________________________________________________________________________
2. chesterfield (page 1049)__________________________________________________________
_____________________________________________________________________________
3. karaka-trees (page 1048) ________________________________________________________
_____________________________________________________________________________
4. marquee (page 1046) ____________________________________________________________
_____________________________________________________________________________
5. rosette (page 1046) _____________________________________________________________
_____________________________________________________________________________
6. sweep (page 1052) ______________________________________________________________
_____________________________________________________________________________
7. veranda (page 1048) ___________________________________________________________
_____________________________________________________________________________
8. washerwoman (page 1052) _______________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
The Garden-Party, page 1046
Analyze Literature: Setting and Mood
The setting of a story is the time and place where it takes place. Numerous details contribute
to the creation of a sense of the specific time and place: landscape, buildings, furnishings,
clothing, weather, the season, even the social and cultural background that help readers
identify an era.
Mood, or atmosphere, is the emotion created in the reader by part or all of a literary
work. Details of setting and other description help to evoke this emotional response.
Part 1: Identify Setting
Complete the chart defining the setting of “The Garden-Party.” Describe each aspect of
the setting and provide details from the story that help show it.
Aspect of Setting
Description
Details That Show This Aspect
Time of day
Season
Era
Place 1
Place 2
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Part 2: Analyze Setting and Mood
Answer the following questions to analyze setting and mood in “The Garden-Party.”
1. What feeling is inspired by the description of the setting in the opening paragraph?
_____________________________________________________________________________
_____________________________________________________________________________
2. What do the details of the family’s home and belongings suggest about them?
What mood does this help create?
_____________________________________________________________________________
_____________________________________________________________________________
3. What aspects of the story are controlled by the era in which it is set?
_____________________________________________________________________________
_____________________________________________________________________________
4. How does the change in setting at the story’s end change the mood? Why do you think
Mansfield wants this change in mood?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. What does Laura feel as she looks at the dead man’s body? What mood does this create?
What does her reaction say about Laura?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
6. In a few sentences, summarize how Mansfield has used setting to create mood and
reveal a truth about the Sheridan family.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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The Garden-Party, page 1046
Selection Quiz
Matching
Write the letter of the correct person with the matching description.
_____ 1. decides where to put the marquee
A. Laura
_____ 2. has swollen face and oily smile
B. Mrs. Sheridan
_____ 3. thinks class distinctions absurd
C. tall worker
_____ 4. loves giving orders to servants
D. Sadie
_____ 5. housemaid
E. Jose
_____ 6. ordered many canna lilies
F. widow’s sister
Multiple Choice
Write the letter of the correct answer on the line.
_____ 7. Where was the marquee be set up?
A. in front of the karaka-trees
B. on the tennis courts
C. on the lily-lawn
D. near the veranda
_____ 8. Which excerpt from the story is ironic?
A. “Stop the garden-party?…
Don’t be so extravagant!”
B. They were the greatest possible
eyesore.
C. But still one must go
everywhere.
D. They were like bright birds that had
alighted in the Sheridans’ garden.
_____ 9. What is the most likely motivation for Mrs. Sheridan sending the food to the grieving
family?
A. She is a devoted philanthropist and
C. She wants to teach Laura a lesson by
wants to provide an example for her girls.
forcing her to go to the cottage.
B. She wants to make amends for
D. Doing so salves her conscience without
not canceling the party.
costing her effort or money.
_____ 10. What statement best captures the idea Mansfield is expressing through her story?
A. Young girls of any class are emotional,
C. Garden parties are exquisite
nd easily led by their parents.
entertainments for the upper classes.
B. Once confronted directly, death is not as D. There is a great gulf between the upper
horrific or terrifying as people suspect.
and working classes, which the wealthy
prefer.
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Wartime Speech, May 19, 1940, page 1058
Build Vocabulary: Words of War
Some common English words have a special meaning when used to refer to war and the
military. For example, shell can have numerous meanings: a hard covering for an animal,
the covering of an egg, a framework for a shelter, and so on. When used in the context of
war, shell refers to a projectile for cannon containing an explosive bursting charge.
Locate each of the following selection words and read it in context. Write the meaning
you predict for the word. Check the accuracy of your prediction using the dictionary.
Change your definition if necessary.
1. armored (page 1059) ___________________________________________________________
_____________________________________________________________________________
2. columns (page 1059) ____________________________________________________________
_____________________________________________________________________________
3. penetrated (page 1059) __________________________________________________________
_____________________________________________________________________________
4. wedge (page 1059) _____________________________________________________________
_____________________________________________________________________________
5. engagement (page 1060) _________________________________________________________
_____________________________________________________________________________
6. division (page 1060) ____________________________________________________________
_____________________________________________________________________________
7. assault (page 1060) _____________________________________________________________
_____________________________________________________________________________
8. onslaught (page 1061) __________________________________________________________
_____________________________________________________________________________
9. tanks (page 1061) ______________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
Wartime Speech, May 19, 1940, page 1058
Build Background: Winston Churchill
The Right Honourable Sir Winston Leonard Spencer Churchill was born into a military
dynasty dating to 1702, when John Churchill was made first Duke of Marlborough for his
victories against Louis XIV. He wrote all of his adult life, but it was politics that consumed
him. From age 26 until the year before his death, he served his country in Parliament or in
other government positions—twice becoming Prime Minister of Great Britain. Churchill
was perhaps the greatest democratic leader of his century, and his vision and commitment
were largely responsible for the victory over the Axis powers in World War II.
A number of well-known quotations come from Churchill’s writings. What follows is a
sampling:
A fanatic is one who can’t change his mind and won’t change the
subject.
All great things are simple, and many can be expressed in single
words: freedom, justice, honor, duty, mercy, hope.
Although prepared for martyrdom, I preferred that it be
postponed.
An appeaser is one who feeds a crocodile, hoping it will eat him last.
History will be kind to me for I intend to write it.
It has been said that democracy is the worst form of government
except all the others that have been tried.
It is a mistake to try to look too far ahead. The chain of destiny can
only be grasped one link at a time.
It’s not enough that we do our best; sometimes we have to do
what’s required.
Men occasionally stumble over the truth, but most of them pick
themselves up and hurry off as if nothing ever happened.
Success is the ability to go from one failure to another with no loss
of enthusiasm.
The price of greatness is responsibility.
We make a living by what we get, we make a life by what we give.
Select one or more of the quotations above. Use it as the basis for a dramatic monologue in
which Churchill speaks about his life or his role in World War II. Use what you have learned about
Churchill’s style from his Wartime Speech to help you write credible dialogue.
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Wartime Speech, May 19, 1940, page 1058
Analyze Literature: Style
Style refers to the manner in which something is said or written. A writer’s word choice,
sentence structure, sentence length, and certain recurring features help create his or her
distinguishing style; it can be so distinct as to amount to a written personality.
Part 1: Identify Elements of Style
Complete the chart to identify elements of Winston Churchill’s style in Wartime Speech,
May 19, 1940. Describe each element used in the speech and give examples from the
speech to support your description.
Element of Style
Description
Examples
Word choice
Modifiers
Nouns
Verbs
Sentence structure
Sentence length
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Part 2: Analyze Style
Use your chart to answer the following questions about Winston Churchill’s style.
1. Describe the structure of the opening sentence of the speech.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. When does Churchill tend to use short, simple sentences? Why do you think he does this?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. When does Churchill use long, complicated sentences? How does he make them easier for
listeners to understand?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. How would you characterize the choice of words in this speech? Give examples to support your
description.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. In one or two sentences, describe Winston Churchill’s speaking style.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Wartime Speech, May 19, 1940, page 1058
Selection Quiz
Short Answer
Write your answer to each of the following questions in the space provided.
1. Why was the Royal Air Force so important in the European war?
_____________________________________________________________________________
2. What positive military qualities of the French does Churchill cite?
_____________________________________________________________________________
3. What does Churchill say unites all political factions in Britain?
_____________________________________________________________________________
4. On what occasion and day does Churchill deliver his address?
_____________________________________________________________________________
Multiple Choice
Write the letter of the correct answer on the line.
_____ 5. Churchill’s main purpose in this speech is
A. to explain Britain’s war plan and convince the public of its logic.
B. to inspire his people and make them willing to endure and sacrifice.
C. to use brutal honesty to be sure the people were not blindly optimistic.
D. to give directions for how the public should react to wartime bombing.
_____ 6. What does Churchill mean when he asserts that the task is to win “the battle for the
island”?
A. They are fighting to defend their way of life as well as their country.
B. The ultimate battle will be fought on the island of Great Britain.
C. They must defeat Germany on its own ground to save their cities.
D. Their island is holy to them; without it, life would not be worth living.
_____ 7. Which phrase best describes Churchill’s style in this speech?
A. intellectual and lofty
B. measured and light
C. solemn, formal, and inspired
D. angrily offhand and casual
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Name: ____________________________________________________ Date: __________________
War Poet / Words, page 1069
Build Vocabulary: Semantic Families
Semantics refers to the study of meanings of words. To explore the many dimensions of a
concept, writers sometimes work with semantic families. Semantic families are groups of
words that have related meanings because they name or describe related ideas or items.
A semantic family may contain a broad range of words—some everyday, some scientific,
some professional, some slang.
Use the charts to brainstorm words related to the concepts of war and words. Then
respond to the Writing Prompt.
War
Synonyms
Types or Examples
Descriptive of the
Concept
Related Actions/
Objects/Ideas
Descriptive of the
Concept
Related Actions/
Objects/Ideas
Words
Synonyms
Types or Examples
Writing Prompt
On your own paper, write a paragraph defining either war or words. Discuss how the
concept relates to the themes of “War Poet” and “Words.”
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War Poet / Words, page 1069
Analyze Literature: Sound Effects
Poets may use a number of poetic devices to create harmonies of sound in and to unify
their poetry. Rhyme, or repeated end sounds of words, is one of the best-known sound
effect devices. Not all rhymes are exact (as in time/climb). Some are approximate, or
similar in sound (as in time/limb) and are called slant rhyme. If end rhyme is used in a
regular pattern throughout a poem, the poem is said to have a rhyme scheme, which can
be represented by letters—for example, rhymed couplets would be represented as aabbcc,
etc. Other sound devices include alliteration, or repeated beginning consonant sounds;
consonance, or repeated internal consonant sounds; assonance, or repeated internal vowel
sounds; and repetition of words or phrases.
Part 1: Identify Poetic Devices
Complete the chart analyzing the sound effects in “War Poet” and “Words.” Describe the
use of each element and give examples from the poems.
Description
Examples
War Poet
Use of rhyme
Use of repetition
Words
Use of rhyme
Use of alliteration
Use of consonance and assonance
Use of repetition
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Part 2: Discuss Poetic Devices
Use your notes from the chart to answer the following questions about the use of sound
effects in “War Poet” and “Words.”
1. In “War Poet,” what effect do repeated words and clauses have?
_____________________________________________________________________________
_____________________________________________________________________________
2. How does the use of rhyme in “War Poet” and “Words” reflect both traditional and modern
tendencies in poetry?
_____________________________________________________________________________
_____________________________________________________________________________
3. Why might both poets have made greater use of slant rhyme and repetition than of exact rhyme?
That is, how does it harmonize with their theme and mood?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. The dominant rhymes of “War Poet” include words with the sound of ou in found. What effect
does the repetition of this sound have? How does it fit with theme?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. In “Words,” the poet repeats many long vowel sounds throughout the poem. What effect do they
have on mood?
_____________________________________________________________________________
_____________________________________________________________________________
6. Write a summary statement about the poets’ use of sound effects in “War Poet” and “Words.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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War Poet / Words, page 1069
Selection Quiz
Fill in the Blank
Fill in the blank with the word or phrase from the box that best completes each sentence.
birds
book
gourds
instruments
mad
peace
1. The speaker in “War Poet” considers himself a man of ________________________.
2. He considers the possibility that he will become ________________________.
3. The speaker compares his face to a burnt ________________________.
4. In “Words,” the speaker compares his words to ________________________.
5. He also compares the inside of a house to dried ________________________.
6. In the final lines of “Words,” the words of the speaker are compared to
________________________ in cages.
Multiple Choice
Write the letter of the correct answer on the line.
_____ 7. Most of the imagery in “War Poet” suggests
A. the importance of poetry to soldiers.
B. the healing power of words.
C. the danger and violence of war.
D. a soldier’s longing for peace.
_____ 8. When he says that a stooping man “is a trap for words,” Douglas suggests that
A. words should be used to express the horror and sorrow of war.
B. the man has engaged him in conversation for too long.
C. the man’s suffering has left the poet at a loss for words.
D. the poet feels trapped by the destruction and violence around him.
_____ 9. In “Words,” the poet implies that he uses words carefully because
A. war has made him taciturn.
B. he does not understand them well.
C. they should be freed, not imprisoned.
D. he is devoted to the truth.
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Name: ____________________________________________________ Date: __________________
Musée des Beaux Arts / The Unknown Citizen, page 1074
Build Vocabulary: Multiple-Meaning Words
and Period Words
Many English words have a number of possible meanings. To understand which meaning
the author intends, analyze the context, or the surrounding text, to decide which meaning
is sensible.
Some words and phrases date a work of literature; they name concepts, things, or
organizations that were important at the time but may no longer be so.
Part 1: Contextual Meaning
Analyze the way each word is used in “The Unknown Citizen.” Write the appropriate
meaning for the word. Then write a sentence using the word with this meaning. All words
are in lines on page 1078.
1. dues: ________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. policies: ______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. press: ________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. scab: ________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. union: _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Part 2: Dictionary Meaning
Use a dictionary to find the meaning of each word. Write the meaning on the first line.
Use the remaining lines to explain why each object or concept became obsolete and to tell
what has replaced it in today’s world. All words are in lines on page 1078.
6. eugenics: _____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7. frigidaire: ____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
8. installment plan: _______________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
9. phonograph: __________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
Musée des Beaux Arts / The Unknown Citizen, page 1074
Analyze Literature: Allusion
An allusion is a reference to a well-known person, place, event, or work of art, music, or
literature. Authors make allusions to tie their subjects and themes to phenomena that are
important to the readers’ culture or understanding of life. For example, a reference to the
Civil War would bring to readers a wealth of associations: the bitterness and grief of citizen
fighting citizen or brother fighting brother, a terrible loss of life, the freeing of enslaved
workers, and so on. Allusions may be direct (for example, naming the person or event) or
implied (including a descriptive phrase, such as “the blue and the grey”—for the colors of
the Union and Confederate armies).
For each item, explain the allusion Auden is making. Identify the person(s), place,
work of art, or event it introduces into the poem, and tell how it applies to the subject or
theme of “Musée des Beaux Arts.” Then respond to the Writing Prompt.
1. the Musée des Beaux Arts
_____________________________________________________________________________
_____________________________________________________________________________
2. Old Masters
_____________________________________________________________________________
_____________________________________________________________________________
3. Brueghel’s Icarus
_____________________________________________________________________________
_____________________________________________________________________________
4. the miraculous birth / the dreadful martyrdom
_____________________________________________________________________________
_____________________________________________________________________________
Writing Prompt
On your own paper, write a paragraph analyzing Auden’s use of allusion in “Musee des
Beaux Arts.” Begin with a topic sentence stating what you think Auden wanted to achieve
by using allusion in this poem. Use responses to questions 1–4 to construct supporting
details from the poem.
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Musée des Beaux Arts / The Unknown Citizen, page 1074
Selection Quiz
Short Answer
Write your answer to each of the following questions in the space provided.
1. What is the English translation of Musée des Beaux Arts?
_____________________________________________________________________________
2. What disaster is described in “Musée des Beaux Arts”?
_____________________________________________________________________________
3. Why does the ploughman not react to the cry in “Musée des Beaux Arts”?
_____________________________________________________________________________
4. Where does the Unknown Citizen work?
_____________________________________________________________________________
5. What did the Press believe about the Unknown Citizen?
_____________________________________________________________________________
6. What are stated as necessities of “Modern Man”?
_____________________________________________________________________________
True or False
Write T if the statement is true or F if the statement is false.
_____ 7. The speaker in “Musée des Beaux Arts” implies that people are compassionate but often
distracted.
_____ 8. The State erected a marble monument to the Unknown Citizen.
_____ 9. This man had worked in a factory that made motors.
_____ 10. The Unknown Citizen was a divorced father of five children.
_____ 11. One of his admirable qualities was buying goods with cash.
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Name: ____________________________________________________ Date: __________________
What I Expected, page 1081
Build Vocabulary: Suffix -ist
Derivatives are words built by combining a base word or root with a group of letters
that add a unit of meaning. One way to create a derivative is by adding a suffix. With the
addition of a suffix, the base word or root changes to a different part of speech. To gain a
better understanding of this process for the suffix -ist, refer to the table below.
Forms of -ist
Part of Speech Created
Examples
Meaning 1. “one who (specializes in, performs,
produces, or operates)”
noun
dentist, dramatist, hedonist
Meaning 2. “of, relating to, or characteristic of”
adjective*
elitist views
*Note that adjective status relates to function in the sentence; e.g., elitist can also be a noun, as in “she is an elitist.”
Part 1: Identify Meanings of Words with -ist
Define the following vocabulary words and identify their parts of speech. Then use each
word in a sentence whose context suggests its meaning.
1. communist: ___________________________________________________________________
_____________________________________________________________________________
2. leftist: ________________________________________________________________________
_____________________________________________________________________________
Part 2: Add -ist to Words
For each base word or root, use -ist to form a derivative. Select six of the derivatives. On
your own paper, write a sentence using each derivative. Use 3 as nouns and 3 as adjectives.
9. industrial
_________________
3. romantic
_________________
4. biology
_________________
10. social
_________________
5. flor-
_________________
11. style
_________________
6. tour
_________________
12. sad-
_________________
7. conform
_________________
13. economy
_________________
8. separate
_________________
14. royal
_________________
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What I Expected, page 1081
Analyze Literature: Figurative Language
Figurative language is words meant to be understood imaginatively, not literally. Poets use
figurative language to bring out some surprising or unusual quality in their subject. Types
of figurative language, or figures of speech, include metaphor, simile, and others. A simile
compares two seemingly unlike things using the word like or as. A metaphor speaks of
one thing as if it were another, inviting the reader to compare the writer’s subject (tenor)
with the thing to which it is likened (vehicle). An extended metaphor sustains the implied
comparison, point by point, over an extended presentation.
Identify each figure of speech and explain what two things are compared. Then tell
how the figure of speech affects your view of the subject.
1. “The fading of body and soul / Like smoke before wind”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. “the watching of cripples pass / With limbs shaped like questions”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. “The pulverous grief / Melting the bones with pity”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. “Some final innocence / …That, hanging solid, / Would dangle through all /
Like the created poem / Or the dazzling crystal.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
What I Expected, page 1081
Selection Quiz
True or False
Write T if the statement is true of F if the statement is false.
_____ 1. The speaker would agree that life has lived up to his expectations.
_____ 2. The first stanza of the poem compares life progress to combat.
_____ 3. The speaker expected that life would present struggles, which would strengthen him.
_____ 4. Although his body grew weak over time, the speaker’s will remained strong.
_____ 5. The brightness the speaker mentions is most likely vigorous will and spirit.
Multiple Choice
Write the letter of the correct answer on the line.
_____ 6. What figure of speech does the following excerpt illustrate?
“The fading of body and soul / —Smoke before wind”
A.
B.
C.
D.
hyperbole
understatement
metaphor
simile
_____ 7. What does the speaker discover in the second stanza?
A. that fire bombing destroyed his life and belongings
B. that his physical and spiritual strength faded
C. that many soldiers were crippled in the war
D. that failing to find love left him bitter and weak
_____ 8. Which phrase best describes the speaker’s point of view?
A. disillusioned with life
B. angry about the war wounded
C. naïve but optimistic
D. unrealistic and cynical
_____ 9. Which statement best summarizes the poet’s theme?
A. World War II destroyed many lives and left a pall over civilization.
B. Life and self fail to meet one’s youthful, optimistic expectations.
C. In youth, inexperience makes a man naïve; living life makes him bitter.
D. Like cut crystal, poetry can reflect a multitude of facets of life.
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The Demon Lover, page 1085
Build Vocabulary: Synonyms
Synonyms are words with the same or similar meanings. Any list of synonyms reveals small
but key differences in meaning. When you choose a synonym, be sure it is fitting to the
context. For example, would anxious or terrified be a better fit for the following sentence:
The lateness of the hour and the silence of the street made Katherine feel ____.
Terrified suggests extreme, paralyzing fear; anxious suggests worry or uneasiness of
mind. Anxious fits the context better.
Read each excerpt and determine the exact meaning of the underlined word. Refer to
the context of the paragraph on the page shown in parentheses, or consult a dictionary, if
necessary. Circle the synonym from the list on the right that best matches the underlined
word’s meaning. Then respond to the Writing Prompt.
1. “Now the prosaic woman…was more perplexed”
(page 1085)
dull, commonplace, ordinary
2. “she felt intruded upon—and by someone
contemptuous of her ways”
(page 1086)
sneering, disdainful, condescending
3. “looked at once urgently and stealthily in”
(page 1086)
slyly, sneakily, furtively
4. “his negligence in the matter of this letter…
annoyed her” (page 1086)
slackness, carelessness, abandon
5. “she imagined spectral glitters in the place
eyes” (page 1087)
shadowy, ethereal, supernatural of his
6. “making up parcels in a fumbling-decisive way”
(page 1088)
clumsy, groping, dropping
7. “She remembered with such dreadful acuteness”
(page 1089)
intensity, severity, extremity
8. “two buses impassively passed each other”
(page 1089)
coolly, expressionlessly, unemotionally
Writing Prompt
Choose two of your choices from exercises 1–8. On your own paper, write an explanation
for your choice of synonym to replace the underlined word. Justify why it is the best of the
three for the context.
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Name: ____________________________________________________ Date: __________________
The Demon Lover, page 1085
Analyze Literature: Setting and Point of View
The setting of a story is the time and place where it occurs. Authors establish setting with
details that establish a particular time of day, weather, season, year, or era and a particular
landscape, building, and so on. These details can focus small (for example, descriptions
of clothing and furnishings) or pan large (for example, the look and feel of an entire city).
Setting is often an author’s primary tool for creating atmosphere, or mood.
Point of view is the vantage point from which a story is told. Its storyteller, or narrator,
creates this perspective. When the narrator stands outside the action observing, a story
is told from third-person point of view. This narrator may be limited (unable to report
the thoughts of characters) or omniscient (having the power to “read” the thoughts and
concerns of all characters).
Part 1: Identify Setting
Complete the chart to analyze the setting of “The Demon Lover.” Identify story details
that identify each aspect of the setting. Then describe its effect on the story’s mood.
Elements of Setting
Story Details
That Reveal Element
Description of Element /
Effect on Mood
Time
era or year
season
time of day
weather
Place
city
neighborhood
house
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Part 2: Analyze Setting and Point of View
Answer the following questions about the point of view and setting of “The Demon
Lover.”
1. From what point of view is the story told? How much insight does the narrator have into
Katherine Drover’s thinking and feelings?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What effect does the narrator’s detachment from Mrs. Drover have on the story’s atmosphere
and mood?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. In what ways does London seem to become a character in this story? How does the Drover house
add to the “personality” of this “character”?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. Why is the time of the setting so important to the plot? Of what significance is it that Mrs.
Drover is separated from her family?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. Write two or three sentences summarizing the effect of the story’s setting and storyteller on its
atmosphere.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
The Demon Lover, page 1085
Selection Quiz
Short Answer
Write your answer to each of the following questions in the space provided.
1. Why is Mrs. Drover in London?
_____________________________________________________________________________
2. What does she find on a hall table of her London home?
_____________________________________________________________________________
3. What promise did Mrs. Drover make during World War I?
_____________________________________________________________________________
4. What does Mrs. Drover do when she leaves the house?
_____________________________________________________________________________
Multiple Choice
Write the letter of the correct answer on the line.
_____ 5. A letter received by Mrs. Drover signals to her that
A. a fiancé lost in World War I is
C. her house has become haunted.
contacting her.
B. her gardener has returned from
D. her house has been infiltrated by
his holiday in the country.
enemy troops.
_____ 6. A flashback in this story reveals what?
A. Katherine had deeply loved and lost
C. Mr. Drover is a difficult person,
a young man during World War I.
and Katherine bends to his will.
B. Katherine promised to wait for her
D. A tragedy had occurred in the
fiancé-soldier, no matter what happened.
Drover house 25 years earlier.
_____ 7. Katherine’s overwhelming emotion regarding her early engagement was
A. unqualified and exuberant happiness.
C. a mixture of joy and sorrow.
B. alternating indifference and anger.
D. an awful sense of isolation and anxiety.
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Name: ____________________________________________________ Date: __________________
from Testament of Experience, page 1092
Build Vocabulary: Latin Roots
Many English words are related to Latin roots (from which they originated) and therefore
have some threads of common meaning. Learning the meanings of Latin roots can help
readers understand the meanings of new English words.
Part 1
Write the letter of the correct Latin root (or Latin root and affix) on the line next to the
matching vocabulary word.
_____ 1. atrocity
A. dis- + spargere to scatter
_____ 2. dispersed
B. per- through + meare to go, pass
_____ 3. immobility
C. in- + vocare to call
_____ 4. invocation
D. ob-, obs- in the way + tendere to stretch {ostendere to show)
_____ 5. ostensible
E. philosophia loving wisdom
_____ 6. permeated
F. ater- black + -oc, -ox eye (atroc-, atrox- gloomy)
_____ 7. philosophic
G. im- + mobilis mobile
Part 2
Write the word from Part 1 beside its meaning. On your own paper, write an explanation
for how you can connect its present meaning to the meaning of the related Latin root.
8. apparent, perceived:
________________________________
9. prayer of entreaty:
________________________________
10. separated, disbanded:
________________________________
11. calm and unflinching in the face of trouble or loss:
________________________________
12. pervaded, saturated:
________________________________
13. act of appalling barbarism or brutality; massacre:
________________________________
14. quality of being unmovable:
________________________________
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Name: ____________________________________________________ Date: __________________
from Testament of Experience, page 1092
Analyze Literature: Point of View and Theme
The point of view of a literary work is the perspective from which it is told. In a memoir,
the point of view is first-person. The author relates his or her personal perceptions of
life experiences. While nonfiction, a memoir is thus highly subjective, and the author’s
viewpoint colors every aspect of every event that is reported.
The theme of a literary work is the central message or perception about life that
it reveals. The personal views of the author of a memoir help establish its themes. For
example, Brittain makes a number of statements about the experience of war, which are
filtered through her unique perspective. Viewed in total, these statements imply an overall
perception about the war’s significance and impact.
Explain the author’s perspective on the war, or her attitude toward it, as illustrated by
each of the following quotes from the memoir. Then respond to the Writing Prompt.
1. “In the Twilight War, as Churchill afterwards called it, the first quality to move into the shadows
was truth.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. “‘It is so quiet here tonight—unbelievable that we are on the edge of chaos.’”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. “Even the new regulations, over a hundred in number, which limited freedom of speech and
opinion, passed without opposition through a stunned House of Commons.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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4. “The conflict soon revealed itself as less a struggle of men with men than a contest in methods of
mass production which were to debase the intrinsic value of martial daring.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. “It was also the start of a bewildering duet, and later a whole orchestra, of propaganda carried out
by all the new instruments of communication developed between the wars.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
6. “Should one stay out of danger with one’s children [and]…put their interests before everything
else, or accept risks which involved the possibility of leaving them motherless?”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Writing Prompt
Write a paragraph to explain an important theme of this excerpt from Testament of
Experience. Refer to specific ideas Brittain mentions to support your conclusion.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
from Testament of Experience, page 1092
Selection Quiz
Short Answer
Write your answer to each of the following questions in the space provided.
1. What was the significance of August 4, 1914, to the author?
_____________________________________________________________________________
2. Why did the war seem unreal to the author at first?
_____________________________________________________________________________
3. What event caused the author to realize war had begun?
_____________________________________________________________________________
4. What caused the author a moral dilemma between courage and responsibility?
_____________________________________________________________________________
Multiple Choice
Write the letter of the correct answer on the line.
_____ 5. Where was the author when war was declared?
A. Eton
B. London
C. Southampton
D. Paris
_____ 6. What does the author mean by the following quote?
“Submerged in the sunny quiet of gorse and heather,…”
A.
B.
C.
D.
Serene, lovely countryside made it hard to realize the impact of war.
After war was declared, home became too quiet and anxious
Even when it was quiet, dread of war’s violence and destruction lurked.
To calm herself, the author took frequent swims in the serene lake.
_____ 7. According to the author, civilian attitudes during World War II were characterized by
A. confusion and doubt about responsibilities and proper actions.
B. despair and deep depression as the war continued for six years.
C. belligerence and deeply felt hatred for Britain’s enemies.
D. a tendency to blame others for the difficult position they were in.
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Answer Key
Historical Context
Modern Era Study Guide for Illinois
1. 1900 to 1919; 2. 1920 to 1935; 3. 1936 to 1940; 4. 1941 to 1945;
5.
1914
Joyce publishes A Portrait of the Artist as a Young Man; United Kingdom is
pulled into WWI when Ferdinand is assassinated; the Panama Canal opens.
1922
Joyce publishes Ulysses; Carter discovers the tomb of Tutankhamen and Ireland
is split into Irish Free State (Catholic) and Northern Ireland (British Protestant
controlled).
1938–1939 Bowen publishes The Death of the Heart, and White publishes The Sword in the
Stone; Chamberlain appeases Hitler but then must declare war anyway as Hitler’s
intentions become clear; German physicists discover nuclear fission.
1945
Orwell’s Animal Farm is published; Churchill, Roosevelt, and Stalin plan postwar
Europe at Yalta Conference; U.S. drops nuclear bombs on Japan; war officially
ends and war crimes trials begin.
6. Discovery of nuclear fission led directly to the creation of the nuclear bomb, a weapon that
no nation could withstand. 7. The Allies get their first land victory in Egypt; the United States
had entered the war and pumped soldiers and weapons at a crucial juncture. 8. in the teens and
early twenties; 9. Australia became an independent commonwealth of the British Empire; on
Victoria’s death, a new king came to power.
Possible answers:
A 1. The Edwardian Age (1901–1910) brought extravagance of the wealthy but also social
reforms.
2. The balance of power shifted from the House of Lords to the House of Commons.
3. George V reigned from 1910 to 1936; he cast off his German titles and renamed himself
Windsor.
B 1. Britain’s alliance with France and Russia meant it must go to war when Europe became
embroiled.
2. Traditionally trained troops were mismatched with modern technology in fighting.
3. Tanks, machine guns, grenades, poison gas led to massive losses.
4. Trench warfare ensured many deaths and forever quieted notions of war’s glory.
C 1. Russia’s czar was toppled in 1917, and the October Revolution put Lenin in control of the
new communist state.
2. Under Stalin’s dictatorship, communism was exposed as ruthless and oppressive.
D 1. In the 1919 Treaty of Versailles, Britain gained land but had lost many fighters and
incurred vast debts.
2. Socialism gained ground, and the Labour Party won elections; health care and some
businesses became nationalized, and women received suffrage.
3. British colonies began to receive self-rule, and Irish rebellion resulted in division of Ireland
into British-controlled and Irish Free states.
4. Worldwide economic depression allowed fascists like Mussolini and Hitler to rise to
power.
E 1. Nazi invasion of Czechoslovakia and Austria caused World War II; Germany, Italy, and
Japan fought against France, England, Russia, and the United States.
2. The Blitz forced Britons underground; Churchill rallied spirits with his radio addresses.
3. After the war, Nazi atrocities emerged; millions of Jews and other “undesirables” had been
exterminated.
F 1. The twentieth century brought a clash between Victorian traditional views and modern
faith in technologies and scientific advances.
2. Many lost faith in both the old and the new, and pessimism grew because of world wars.
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Understanding Part 1: Battling for Hearts and Minds
1. the clash of Victorian ideas and harsh new realities of the modern world; 2. a martyred soldier
who was optimistic and nationalistic; 3. It pushed the propaganda of patriotism and duty.
4. pride in Irish heritage and nationalism; 5. Siegfried Sassoon and Wilfred Owen; 6. the massive
slaughter and waste resulting from mechanized killing; 7. that war was horrific but necessary for
peace and progress; 8. growing cynicism, despair, and disillusionment
Applying Part 1: Battling for Hearts and Minds
The Soldier: British soldiers love and appreciate their country; therefore, they are willing to
die for it. The Rear-Guard: war simulates hell—in evil and in suffering. Dulce et Decorum
Est: soldiers die brutishly and horribly; it is morally bankrupt to entice boys to war with the
“glorious” argument. I Explain a Few Things: an outraged diplomat rants against the inhuman,
murderous, and anonymous destruction of the beautiful city where he lived. Birds on the
Western Front: Droll wit does not conceal the real subject here—the war has destroyed both
nature and civilization in Europe. 1. She placed a revolutionary hero front and center and
appealed to the populace to support him, reminding them of the suffering Ireland had endured.
2. “The Soldier” and “Flanders Fields” are genteel in diction (larks, bravely singing, our quarrel;
richer dust, evil shed away), while “Dulce et Decorum Est” and “The Rear-Guard” are brutally
graphic (floundering, guttering, obscene; unwholesome, livid, glaring, dazed).
Understanding Part 2: Modernism
1. It expressed the fractured, alienated reality of modern life and the loss of confidence in
society. 2. early twentieth century writing trends experimenting with form, language, and
purpose; 3. They used specific images to evoke a particular mood. 4. bleak settings, sudden
shifts in context and language, intellectual allusions to other literature and historic events;
5. It avoided conventional form in favor of free verse, which imitated speech. 6. a. stream of
consciousness; b. abrupt jumps in time; c. focus on psychology and psychoanalysis; 7. James
Joyce, Virginia Woolf, D. H. Lawrence
Applying Part 2: Modernism
1. It sees civilization “come apart” because its “center cannot hold” and foresees a dark,
horrifying new age beginning. 2. The poem alludes to Byzantine art and civilization as an
appropriate “artifice of eternity” for the artist; it rejects the physical. 3. loss of spiritual vigor
and faith; loss of faith in the social contract; in “The Hollow Men” the setting is desert land or
the edge of Hell, where men have no courage or will, and in “Preludes” the setting is a poor
working-class district of a city, where people subsist and stumble. 4. Lawrence dwells on his
point of view about taking life and his psychological and emotional reactions to the porcupine
and the injured dog. 5. “The Rocking Horse Winner” criticizes the materialism of society,
and its failure to connect in loving ways; “The Garden Party” indicts the upper class for its
indifference to the suffering of the lower class. 6. Possible answers: a. “Preludes”; Eliot imitates
speech for his exploration of gritty poverty. b. “The Hollow Men”: he uses halting speech to
underscore the failed humanity of men without faith.
Understanding Literary Forms: The Essay
1. a short nonfiction work that presents a single main idea, or thesis, about a topic 2. the first
self-described essayist who published a collection of essays in which he worked out his own
thoughts about subjects that interested him; 3. to inform or enlighten readers; present factual
information in authoritative voice, teach reader about something important; 4. convince readers
to accept a point of view; make bold declarations and present logical arguments in support;
5. present individual’s perspective on an experience; highly personal and subjective tone and
content, usually informal; 6. a. get reader’s attention; b. establish background; c. state thesis;
7. form of persuasion that makes a case for accepting or rejecting a proposition or course of
action; cite authorities and statistics, use logic, cite experience; 8. techniques used for effect,
especially to persuade or influence; 9. a. parallelism: grammatical sameness of format in parts of
a whole; b. repetition: repeating sounds, words, phrases, or sentences to emphasize; c. rhetorical
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question one whose answer is clear; asked for effect, not to be answered; 10. summary of main
points, revisiting of thesis, provide points for reflection
Applying Literary Forms: The Essay
1. from A Room of One’s Own: to convince readers that women of genius exist and deserve the
chance to foster it; persuasive; The Music of Poetry: to explain how meter and rhythm inform
sense in poetry, and vice versa; expository; from Reflections on the Death of a Porcupine: to
understand own capacity for killing and rationalize its need; personal; 2. Possible answers:
a. A gifted woman in Shakespeare’s day was too oppressed and dulled by social expectations to
cultivate creative genius. b. Sassoon’s poems show promise, especially because of his dedication
to truth and an invigorating and appealing spirit to his language. c. Even a nonviolent person
must be prepared to kill animals if it is necessary to survive or to maintain one’s way of life.
3. a. Could she even seek her dinner in a tavern or roam the streets at midnight? b. Who shall
measure the heat and violence of the poet’s heart when caught and tangled in a woman’s body?
4. Repetition emphasizes the futile motions of Lawrence’s first-aid and the awful pain the dog
endured. 5. The clauses are mirror images: the first describes poems with strong, obvious music,
and the second, poems in which sense is primary.
Understanding Part 3: Conflict at Home and Abroad
1. Both world wars stunned the populace and led to disillusionment and despair. 2. Sidney
Keyes and Keith Douglas wrote of battlefield experiences and explored the role of the poet in
war. 3. cynicism and pessimism; 4. He gave war speeches to inspire and fortify the courage
of Britons to fight. 5. Gandhi believed only nonviolent protest could achieve lasting change
morally. 6. a. how war transformed everyday life of civilians; b. society’s indifference to
suffering; c. the disillusionment and disappointment brought by war’s experience
Applying Part 3: Conflict at Home and Abroad
Winston Churchill / “Wartime Speech”: It is unavoidable and will take all Britain’s
determination and strength to fight; it has been thrust upon us; Nazis are enforcing tyranny; war
brings “ruin and slavery” to the conquered; essential to mass produce weapons; call upon desire
to fight for honor, life, and freedom; Mohandas Gandhi / “Defending Nonviolent Resistance”:
all overtly violent actions to enact change are more immoral than the corruption they seek to
change; the slavery forced on Indians has starved and humiliated them. Sidney Keyes / “War
Poet”: The war has caused complete desolation; war makes peace-loving men violent and can
bring madness; it destroys civilization. Keith Douglas / “Words”: experience of war is profound
and difficult to capture in words; war “dries up” and damages structures and people. W. H.
Auden / “Musee des Beaux Arts”: War is suffering and those who are not directly involved
tend to be indifferent to it; suffering isolates the sufferer from mainstream society. Stephen
Spender / “What I Expected”: War denies the goodness of life and destroys without giving
answers; “soldiering” does not strengthen character; war leaves crippled bodies and souls in its
wake. Elizabeth Bowen / “The Demon Lover”: War is traumatic for civilians and loved ones of
soldiers; war demolishes neighborhoods and displaces families; it takes a mental toll and can
lead to hysteria. Vera Brittain / from Testament of Experience: war seems unreal to civilians
living in tranquil surroundings, but becomes a shrill reality because of media attention; war
brings out the worst in many people—they blame the enemy for all evil—and causes institutions
to manipulate and restrict individuals.
Illinois-Based Practice Test
1. A; 2. D; 3. B; 4. B; 5. D; 6. C; 7. E; 8. D; 9. E; 10. D 11. B; 12. A
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The Rising of the Moon
Build Vocabulary: National and Historic Context for Connotations
1. a theater established in 1899 for the purpose of reviving Irish literary heritage; because the
plays staged here reminded the Irish people of their heritage, they helped stir the people to act
for independence; therefore, it would connote national pride to the Irish. 2. the sense of the
moral goodness or blameworthiness of one’s own actions or intentions; in the context of this
play, people must disobey the law in order to achieve a higher good, so conscience transcends
law. 3. the smaller in number of two groups that comprise a whole; in Ireland, the majority are
Catholic and are ruled by a Protestant (British) minority, giving the term a negative quality.
4. the name given to the Irish rebels organized to gain freedom from British rule in the early
twentieth century; centuries of oppression give this movement great weight and associations
of anger and sorrow. 5. those who advocate independence for a nation or a strong national
government; Irish rebels thought of their cause as more than mere patriotism and sought
independence with a religious fervor. 6. an act or instance of bringing to life or activity again;
the revival of Irish literature brought renewed pride in old legends and myths and rebellions of
the past, thus creating energy for a new push for independence.
Build Background: Irish Rebellion and Irish Liberation
Students’ reports should include accurate facts from reliable sources, show logical organization
and skill in oral communication, include variety or multimedia for interest, and maintain a clear
and smooth style of presentation.
Analyze Literature: Motivation
Possible answers: 1. to capture the escaped man and earn the reward; he refuses to let the ballad
singer pass and he at first tells the man not to sing ballads. 2. to regain the spirit of his youth and
side with the Irish people; he lets the rebel hide and lets him go. 3. to escape the British; he tells
the sergeant the rebel is a dangerous killer and uses psychology to change the sergeant’s mode
of thinking. 4. to win Ireland’s freedom from Great Britain; he has devoted his life to rebellion
and resistance, for which he could hang or be shot. Possible answers: 5. His job, the law, and
his pocket tell him he should capture the rebel and get the reward, but the man has made him
remember the ideals and spirit of his youth, which tell him he should fight to free Ireland. 6. His
immediate concern is to escape from the quay without his friend in the boat being discovered
and arrested, so he sings songs to alert the man. He believes in his cause enough to risk his life
and to try to convince a man who can take his life. 7. At first their motives are opposed, when
the sergeant wants only to capture the escapee and the rebel only to get away. By the end of the
play, both are motivated by their love of Ireland and the desire for national freedom.
Selection Quiz
1. quay; 2. barrel; 3. nationalist; 4. boat; 5. reward; 6. ballad; 7. sergeant; 8. B; 9. C; 10. D
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The Soldier
Build Vocabulary: Words to Describe the Sonnet
Possible answers: 1. form of the sonnet having fourteen lines, iambic pentameter, three
quatrains and a final couplet, and a rhyme scheme of abab cdcd efef gg. This form developed in
England in the fourteenth century when Thomas Wyatt adapted Petrach’s sonnet. 2. original
form of the sonnet, developed in the thirteenth century by Petrarch and having an octave
(8-line) stanza followed by a sestet (6-line) stanza. The rhyme scheme of the octave is set at
abbaabba; that of the sestet may vary: cdecde, cdcdcd, or cdedce. 3. metric pattern giving each
line of a poem five feet, and each foot an unstressed syllable followed by a stressed syllable; most
sonnets use iambic pentameter. 4. a pair of rhymed lines; A Shakespearean or English sonnet
usually ends with a couplet. 5. an eight-line stanza of poetry; a Petrarchan sonnet begins with
an octave. 6. a six-line stanza of poetry; a Petrarchan sonnet’s second stanza is a sestet.
7. the pattern of end rhymes in an entire poem; a sonnet has an intricate rhyme scheme, such
as abbaabba cdecde. 8. The division into octave and sestet and the final rhyme scheme of efgefg
make it Petrarchan. But it is not strictly Petrarchan because it begins with the rhyme scheme
ababcdcd, which is Shakespearean. 9. Brookes may have used Petrarchan elements to show the
influence of the wider world and his distance from home, and Shakespearean elements to honor
his homeland. 10. The poem’s meter is iambic pentameter. The feet are not strictly iambic in
lines 4, 8, and 12. 11. The octave concentrates on the soldier’s body and activities he enjoyed; the
sestet on his spirit and his emotions. The sestet is more reflective than the octave, but both parts
have a calm, appreciative attitude.
Analyze Literature: Sound Devices
Possible answers: alliteration: foreign field…forever; sights and sounds; laughter, learnt
assonance: evil…Eternal; shaped, made…gave; friends…gentleness; consonance: corner…
forever; bore…aware; England…sounds; rhyme: me/be; field/concealed; aware/air; roam/
home; away/day; less/gentleness; given/heaven; repetition: England/English, rich/richer, gives/
given; 1. Rhymes are spaced farther from each other; the pattern is woven “larger.” This gives
an expansive, intricate feel to the sound harmonies. 2. It emphasizes the poet’s real subject:
England; it emphasizes positive attributes of England. 3. The sound effects are gentle, pleasant,
and balanced. They add to the calm, happy mood of nostalgia.
Selection Quiz
1. in a foreign field; 2. It will become English, and thus richer. 3. a pulse in the Eternal mind;
4. in 1914, at the beginning of World War I; 5. C; 6. B; 7. B; 8. A
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The Rear-Guard / Dulce et Decorum Est
Build Vocabulary: Words Describing War
1. snooping; connotes trying to find something that should be off limits or revealing something
that has been hidden away; war, or its effects, are horrific when exposed to full view; 2. harmful
and unpleasant; suggests rottenness and stink of the air, suggesting the war’s assault on the
senses; 3. discolored, purple; suggests both rage and hurt; war has caused the soldiers both.
4. staring fiercely or fixedly; suggests unbearably harsh light and bad feelings, both of which
the soldier would prefer to avoid; 5. shocked and confused; suggests loss of ability to respond
physically and mentally in a normal way, showing war’s power to dehumanize; 6. lingering,
troubling; suggests something that will not go away and that brings fear; both these qualities
describe the war for the speaker. 7. struggling to gain a foothold; thrashing clumsily; suggests
lack of control; war has taken all control of life and its processes away from the soldiers.
8. gurgling and sputtering; suggests ugly and desperate sound, which typifies the horrors of this
war;
Analyze Literature: Rhyme
Lines 1–3: abb; 4–7: cdcd; 8–18: effeghghiij; 19–25: jkjjkka; 1. Rhyming words appear in
alternating lines or in adjacent lines; the first and last lines rhyme and are separated by 23
lines. 2. Possible answer: Rhyme is threaded and woven throughout the poem, not isolated
in couplets. The sounds pull the reader forward until the end, which returns the reader to
the opening. Sound matches meaning in that the terrible nightmare meanders and gives the
impression the soldier is caught in a loop that will relive this experience. 3. Possible answer:
Sight rhyme occurs in lines 18 and 19 (wound/found). The poet may have wanted to connect the
last two stanzas to one another visually. 4. Possible answer: The first and last lines repeat “step
by step,” dovetailing the closing into the beginning and emphasizing the slow and deliberate
pace of the poem and of the soldier’s steps. 5. Possible answer: only two words have more
than one syllable (overhead, underground). Monosyllables have a blunt quality and emphasize
the dull, deadened quality of the soldier’s perceptions. Stanzas 1: ababcdcd; 2: efefghgh; 3:
ijijklklmnmn; 6. Every four lines contain two rhymes, which alternate. 7. Possible answer:
The sound repetition is steady and dependable, but rhyming words are separated by enough
space to prevent too much musicality. 8. Possible answer: All rhymes in the first stanza are
monosyllabic (except behind in line 8). Two-syllable words alternate with one-syllable words
in stanza 2. Stanza 3 uses monosyllabic rhyme, except for the final glory/mori. Monosyllables
are clipped or anguished; the -ing forms accentuate the awkwardness of the dying man; and
the ending rhyme calls attention to the irony: it is not sweet and proper to die in war at all.
9. Possible answer: He chose words that emphasize the dirty, harmful, surreal, and horrific
qualities of war or that call attention to the body parts of the dying soldier. These words, doubly
emphasized by rhyming, make Owen’s repulsion clear.
Selection Quiz
1. underground tunnel; 2. flashlight; 3. corpse; 4. muddy terrain; 5. gas mask; 6. wagon;
7. headquarters; 8. a resting place far from the battle; 9. It is muddy, many lack boots, and they
are sick and exhausted. 10. the poison gas
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I Explain a Few Things
Analyze Literature: Poetic Use of Language
1. a division of philosophy concerned with the nature of reality; refers to the way poets use
imagery (often natural in origin) to express essential truths; 2. beating strongly and rapidly,
throbbing; describes the piles of fresh loaves of bread sold in the market, which seem to the poet
to throb with life, perhaps because of the activity around them and their rich aroma; 3. frenzied
excitement; describes piles of potatoes, whose abundance, color, and casual organization add to
the wealth of sensory experiences at the market; 4. a coyote-like animal (or one who collaborates
to commit dishonorable acts); the attackers are so hateful that the animal jackals would have
nothing to do with them; 5. a venomous snake (or a vicious, treacherous person); again refers to
the attackers, whose viciousness is so despicable even a real viper would loathe them
Analyze Literature: Imagery and Allusion
Possible answers: Images of Neruda’s home and neighborhood: “a fine house with dogs and
children”; makes the home seem warm, spontaneous, lively, and open; “where June light
drowned flowers in your mouth”; suggests the cheerful sunlight pouring onto balconies or into
rooms where poets discussed their inspiration and ideas; “rooftops woven under cold sun”;
suggests closeness of the rooftops and the unified feel of the neighborhood in early morning;
“tomatoes in waves out to the sea”; suggests the vast heaps of red and the nearness of the ocean;
Images of the Spanish Civil War: “bonfires shot from the earth burning up life”; suggests vigor
and relentlessness of attack and many deaths; “bandits with black friars blessing came out of the
sky”; suggests the attackers had religious backing (perhaps from Italy, which assisted Franco’s
bid for power); “in the streets the blood of children flowed easily”; shocks with casualness,
ease of children’s deaths, reminds of the children the poet enjoyed in his home; “from every
dead house burning metal flows”; suggests the fury of the people as well as the destruction
caused by bombs and fires; 1. They are colorful and exuberant, creating a mood of joy over the
neighborhood. For example, the poet associates his home with bells, clocks, and trees, which
please the senses, and recalls geraniums “bursting” with bloom all around his house. 2. They
are horrific and fiery, creating a mood of agonized grief and outrage. For example, he recalls
shooting flames that resulted from the bombing and refers to blood flowing in the streets.
3. Neruda knew Rafael Alberti and Frederico Garcia Lorca, Spanish poets who would have
sought him out, since Neruda was a world-renowned poet at the time. Neruda alludes to good
times when the poets were at his house, suggesting that they were friends. 4. The allusions
are appropriate for a poem explaining why the poet no longer addresses “pretty” subjects
in his work. They remind of what has been taken from Spain and from Neruda—Lorca was
assassinated—and add a forlorn quality to the poem.
Selection Quiz
1. He was a diplomat from Chile; 2. the Spanish Civil War; 3. its many geraniums; 4. Frederico
Garcia Lorca; 5. B; 6. A; 7. C
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Birds on the Western Front
Build Vocabulary: Suffix -ion
accommodate, v., accommodation; cultivate, v., cultivation; desolate, adj. desolation; dislocate,
v., dislocation; explain, v., explanation; generate, v., generation; investigate, v., investigation;
jubilate, v., jubilation; mobilize, v., mobilization; occupy, v., occupation; The suffix -ion (-tion,
-sion, -ation) is most often used to change transitive verbs into abstract nouns, adding the
meaning “act of” or “state of.” Less often, it is added to adjectives to form nouns, adding the
meaning “quality of” or “act of.”
Analyze Literature: Diction and Tone
Possible answers: 1. They describe military operations crisply and efficiently, adding a quality
of disciplined detachment. 2. The terms become absurd when applied to birds and their
movements, and the author’s military orientation becomes wryly humorous. He shows his
outlook is not going to be standard military protocol. 3. These phrases graphically describe the
destruction and sensory bombardment brought by war. By describing how birds tolerate this
scenario, the author in fact is exposing it to western audiences. 4. The movements and sounds
of birds, which are associated with song, flight, and freedom, contrast so powerfully with
the horrifying descriptions of war that they sharpen the horrific quality of the latter. 5. Most
sentences are long, complex explanations and descriptions such as one might find in an article
by an ornithologist. This structure emphasizes the irony by setting up yet another contrast. This
style leads readers to expect a scientific paper; instead, readers find an indictment of war.
6. The supposed subject is the behavior of birds on the war front in France; in fact, the subject is
the horrific, almost unimaginable destruction of the war. His attitude is so negative and caustic
that he must distance himself ironically from his real subject. The absurdity of the contrast and
satiric take of the author make this clear. 7. The diction is elevated and tongue-in-cheek. The
tone is bitingly ironic. They are appropriate because the author wants readers to come to the
realization on their own that the warfare practiced in World War I was incredibly inhuman.
Selection Quiz
1. barn owls; 2. Magpies; 3. Skylarks; 4. partridges; 5. B; 6. A; 7. A
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When You Are Old / The Wild Swans at Coole /
The Lake Isle of Innisfree
Build Vocabulary: Contextual Meaning for Multiple-Meaning Words
Possible answers: In all examples, Definition A would be circled. 1. A. quick downward motion
of the head; B. indication of approval; 2. A. soft, half-suppressed utterance; B. atypical heart
sound due to abnormality; 3. A. to become full to overflowing; B. the projecting rim of a hat;
4. A. to give off a slight, unsteady light; B. an inkling or dim perception; 5. A. to make a gentle,
intermittent splashing sound; B. to overtake by a full circuit of a racecourse
Analyze Literature: Sound and Form
When You Are Old: Stanza format: 3 quatrains; Rhyme scheme: abba cddc effe; Rhymes: sleep/
deep, book/look; grace/face, true/you; bars/stars, fled/overhead; Alliteration and assonance:
gray/take, read/dream, glad grace, down/how, paced/face; onomatopoeia: murmur; Meter:
iambic pentameter; The Wild Swans at Coole: Stanza format: 5 sestets; Rhyme scheme: abcbdd
efgfhh ijkill and so on; Rhymes: dry/sky, stones/swans; count/mount, rings/wings; sore/
shore, head/tread; cold/old, will/still; Alliteration and assonance: beautiful/pool, day/away;
still/sky, wheeling/wings, trod/tread, wander where…will, drift/still/mysterious; bell-beat,
onomatopoeia: paddle; Meter: even numbered lines have 3 feet; lines 1 and 3 in each stanza have
4 feet, and line 5 in each stanza has 5 feet; The Lake Isle of Innisfree: Stanza format:3 quatrains;
Rhyme scheme: abba cddc effe; Rhymes: Innisfree/honey-bee, made/glade; slow/glow, sings/
wings; day/gray, shore/core; I/arise, Alliteration and assonance: cabin…clay, bean-rows…
bee-loud, hive…honey-bee, I/arise/night, glimmer/glow, day/lake, lake…lapping…low, low/
roadway, pavements gray; lapping, glimmer; Meter: 6 feet per line for first three lines in each
stanza; 4 feet for last line in each stanza; Possible answers: 1. a. Quatrains in iambic pentameter
imitate a ballad, a traditional love poem, as the poet muses about unrequited love. b. Sestets
with lines of varying meter create an intricate, changeable rhythm suitable to a poem that
contemplates the mysteries of time and nature. c. Quatrains maintain six feet per line in lines
1–3 of each stanza and truncate the fourth line to four feet. The formality of structure suits the
formal tone of the poet as he yearns for a special peace in a special place. The shorter final line
of each stanza emphasizes his certainty. 2. a. Long e, a, and o sounds fill the harmony of this
poem with regret; rhymes are very simple and given great emphasis (one rhymed pair in each
stanza are adjacent, and the pair that begins and ends the stanza are strong rhymes, with vowel
sounds that suggest mourning or keening. b. By far the most complex of this set of poems, this
one leaves the first and third lines of each stanza unrhymed. The final couplet of each stanza is
emphasized by adjacent rhyme, calling most attention to images of the swans that, for Yeats,
represent nature’s ageless beauty. c. The end-rhymes are strong and (except for Innisfree, the
subject) one-syllabled. Repetition of many long vowels and softening consonants adds to the
music in what amounts to a love song to a lushly described island.
Selection Quiz
1. B; 2. C; 3. B; 4. A; 5. A; 6. C; 7. B; 8. D; 9. A; 10. D; 11. B
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The Second Coming / Sailing to Byzantium
Build Vocabulary: Etymology and Current Meaning
1. B; 2. D; 3. E; 4. C; 5. A; Possible answers: 6. Anarchy retains its meaning, almost exactly:
“absence of a ruler”; however, today the word also can mean more generally “disorder.”
7. Artifice may have come to refer to artworks because early artists strove to make statues
realistic, with lifelike limbs. 8. Conviction involves being certain enough in one’s beliefs to refute
arguments against them. 9. Indignant may have evolved from the idea that losing one’s temper
is not worthy behavior. 10. A paltry offering is not worth mentioning; the word’s meaning may
have evolved from disdain for poor people or their manner of dress.
Build Background: William Butler Yeats
Students’ presentations should contain accurate facts and show analysis of events as they relate
to Yeats’s poetic development and themes. They should maintain a clear and smooth style of
presentation.
Analyze Literature: Imagery and Theme
Possible answers: 1. The image describes a falcon flying in ever wider circles as it leaves the
control of its master on its hunt; Yeats was fearful that the civilized world was spiraling out of
control toward anarchy and violence, and no authority was left to exert control. 2. The images
describe a sphinx graphically, to accentuate its bestiality; Yeats believed that the coming age
would be characterized by bestiality and pitilessness. 3. The image contrasts the coming “ruler”
(symbolized by the Sphinx) with Christ, who was born in Bethlehem some two thousand
years before this poem was written. Its roughness and slouching attitude characterize it as
something repulsive and fearful. 4. The series of images crowds the lines with sensual, energetic,
and prolific young life; Yeats is observing that old age distances one from these essential life
processes. 5. The image calls to mind a scarecrow, which simulates but does not possess life, and
at the same time introduces the importance of spiritual life as physical life comes to a close. How
the poet will achieve a totally spiritual plane of existence is Yeats’s subject. 6. The image assigns
wisdom, fierce purity, and beauty to art, or artifice; Yeats is suggesting that art can lift the artist
above and beyond physical mortality, perhaps through the lasting quality or perfection of the
work he or she leaves behind.
Selection Quiz
1. anarchy; 2. rough beast; 3. Revelations; 4. gyre; 5. B; 6. C; 7. C
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Araby
Build Vocabulary: Related Words
1. B; 2. A; 3. D; 4. C; 5. 1a. annihilate, v., to destroy the substance or force of; 1b. nihilism, n.,
view that traditional beliefs are unfounded and existence pointless; 2a. imperturbable, adj.,
serene; marked by great calm and steadiness; 2b. perturbation, n. action of disturbing or
throwing into disorder; 3a. incessant, adj., unceasing; continuing without interruption;
3b. cessation, n., a temporary or final stopping (as of an action); 4a. innovative, adj.,
characterized by introduction of something new; inventive; 4b. novel, adj. new, not resembling
anything in existence
Analyze Literature: Characterization
Possible answers: Actions: roots around in dead priest’s belongings, participates in rough
play with other boys; watches Mangan’s sister obsessively, follows her; curiosity, boyishness,
intensely emotional and focused; entering puberty; Thoughts: pretends forays at the market are
knight’s adventures for Mangan’s sister, feels intense emotions and wants them hidden; frets
over coming bazaar; loses concentration; sensitivity, imaginativeness, intensity Words: “If I
go, I will bring you something.” “No, thank you.”; exterior polite, covering intense inner life;
What others say about him: reprimand by school teacher; peripheral to aunt and uncle, who
talk about him but not to him; probable frustration of not belonging; Description of features
and personality: clenched fists, tears, senses overwhelmed, presses palms together until they
tremble; sensitive, hormonal; Possible answers: 1. He participates in rough, fast play with other
boys but privately watches Mangan’s sister and dreams about her. He is still a boy but entering
puberty. 2. His imaginative life is richer than his actual life and filled with tender and extreme
emotions which seem to be lacking in his familiar situation. He is an emotional and sensitive
boy. 3. He is confused and hardly knows what he says; he tells her he will buy her something at
the bazaar. It shows he is rattled if the object of his love so much as speaks to him. It suggests
that his adoration is separate from all reality. 4. He is agitated, angry, and frustrated by his
helplessness. He paces and clenches his fists. It emphasizes his lack of control over his life and
how important the event is to him. 5. The boy’s realization that Araby was only a humdrum
place and his infatuation foolish and impossible show a keen perception. His shame shows
emotional intensity and a sensitive nature.
Selection Quiz
1. D; 2. E; 3. F; 4. G; 5. B; 6. A; 7. C; 8. She must attend a retreat at a convent on the weekend.
9. He will buy something for her. 10. His uncle comes home late. 11. first person; 12. that his
behavior and his crush have been foolish and unrealistic
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from A Room of One’s Own / Mr. Sassoon’s Poems
Build Vocabulary: Antonyms and Synonyms
Possible answers: 1. adventure, exploit, antics; 2. hoot, laugh, hee-haw, chuckle; cry, blubber,
wail; 3. charm, enthrall, captivate, fascinate; repel, bore; 4. mountaintop, summit, peak, zenith;
abyss, nadir, depths, pits; 5. incompatible, inappropriate, inconsistent; consistent, compatible,
regular, reliable; 6. implication, hint, innuendo, intimation; 7. squalid, distasteful, foul, base;
pleasant, uplifting, upright, reputable; 8. hatred, revulsion, disgust, abhorrence, detestation;
love, passion, affection, devotion; Possible answers: 9. Antics suggests funny pranks, while
escapade adds a suggestion of recklessness. 10. Guffaw suggests a loud shout of laughter, while
hoot suggests a derisive quality or humor at someone’s expense. Blubbering is noisy crying, as
opposed to the noisy sound of guffawing. 11. To beguile implies some trickery used to attract,
while charm implies attraction to some positive or pleasing qualities. To repel is to cause to
reject or push away because of distaste. 12. Pinnacle suggests a height achieved after struggle,
while zenith refers to a high point in the heavens. An abyss can be an intellectual or moral
low. 13. Inappropriate suggests something improper or shameful, while incongruous suggests
something jarring, perhaps only because it is unexpected or inconsistent with what is expected.
Consistent suggests actions that are in accord with what is expected. 14. An insinuation
implies slyness and underhandness in hinting at something; implication is more general,
simply suggesting unwillingness to express directly. 15. Sordid actions are associated with both
nastiness and meanness, while squalid describes a wretched state caused by poverty or neglect.
Pleasant is identified with anything agreeable and pleasing in appearance or manner.
16. Loathing refers in general to an extreme dislike or disgust, while revulsion usually refers to
a sudden pulling away or distaste for something. Passion refers to very strong, deep emotional
attraction that pulls one toward something or someone.
Analyze Literature: Narrative as Support for Exposition
Possible answers: Judith’s childhood and youth: She worked at home and was scolded if
she tried to read a book. She wrote in secret but hid or burned her writings. Shows women
were deprived of any opportunity to foster their gift for writing and denied any intellectual
development. Judith’s rebellion at home: She refused to marry and was beaten. She ran away to
London. Shows women were expected to fulfill a domestic role no matter what their individual
makeup; also shows that the creative impulse is too strong to be quenched in people with real
genius. Judith’s experience in London: She asked to work in the theater and to act but was
laughed away; an actor-manager took her in, but she became pregnant and killed herself. Shows
death was the only option for a woman who did not fit into the social contract; the price of
attempting to fulfill one’s promise was, for a woman, too high. Paragraphs should mention
specific examples of narrative and explain how they fit into the thesis that sixteenth-century
women did not write because they were uneducated laborers, little more than servants who were
punished for attempting to defy conventions.
Selection Quiz
1. going to school and enjoying risky adventures; 2. staying at home and working; 3. beat her
severely; 4. she was ridiculed, rejected, and used before she killed herself; 5. creative women;
6. A; 7. D; 8. A
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The Music of Poetry
Build Vocabulary: Noun-Building Suffixes
1. -y, “instance of,” “state, condition, quality”; “harsh or discordant sound”; 2. -ance, “action
or process,” “quality or state”; “a mingling of discordant sounds”; 3. -ism, “manner of action
or behavior characteristic of specified person or thing,” “state or condition resulting from
excess of a specified thing,” doctrine, theory, religion”; “devoted to exercise of intelligence and
rational thought”; 4. -ia, “things relating to or derived from something specified,” “pathological
condition,” “territory, world, society”; “a wistful, sentimental yearning for the past”; 5. -ity,
“quality, state, degree”; “an empty space,” “the state of being empty of ideas or intelligence”;
Possible answers: 6. inquiry, entreaty, symphony, beggary; 7. performance, protuberance,
brilliance, malfeasance; 8. animalism, racism, symbolism, giantism, socialism; 9. militaria,
hysteria, suburbia; 10. alkalinity, theatricality, brutality, venality
Analyze Literature: Parallel Structure
Possible answers: 1. there are poems in which we are moved by the music and take the sense for
granted; there are poems in which we attend to the sense and are moved by the music without
noticing it; complete structure of complex sentence repeats each part of speech and phrase
in same location, but reverses compound verb; structure is a concrete representation of the
interrelatedness of sense and sound, which is the writer’s subject. 2. is not vacuity of sense…is a
parody of sense…is the sense of it; state of being verb followed by noun and then prepositional
phrase of sense (or of it); structure clarifies and underscores the oxymoron “sensible nonsense”;
also establishes meter-like rhythm. 3. is a poem of adventure, and of nostalgia…are poems
of unrequited passion; structure establishes comparison of poems by repeating state of being
verb by predicate nominative (poem) and prepositional phrase with of; adds satisfying rhythm
to sentence. 4. that dreams disclose the secrets of the future…that they reveal the secrets…
of the past; same structure, almost the same wording, except future becomes past. Structure
clarifies change while emphasizing importance of dreams to people. 5. Some poetry is meant
to be sung;…most poetry is meant to be spoken. Structure and wording the same, except some
becomes most and sung becomes spoken; steady rhythm reinforces meaning
Selection Quiz
1. E ; 2. D; 3. F; 4. C; 5. A; 6. B; 7. its parody of sense; 8. the effect of a dream; 9. to provide
transitional passages of less intensity; 10. a return to common speech; 11. to illustrate poetry
whose sense is subordinate to sound
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Preludes / The Hollow Men
Build Vocabulary: Connotations
Possible answers: 1. worn out or failed, as from overuse; suggestion of overwork and exhaustion;
2. dirty, imbedded with soot or smut; suggestion of long-term accumulation and extreme
dirtiness; 3. shriveled and dry; suggestion of life’s juices lost; 4. tasteless or unpalatable from
age; suggestion of unpleasant odor and taste; 5. base, gross, wretched; in all its meanings,
suggests something shameful and immoral; 6. having a cavity within, lacking in real substance;
suggestion of falsity and meaninglessness; 7. lacking moisture, severe, uninteresting; suggests
lifelessness, lack of vigor; 8. losing freshness, brilliance, or vigor, vanishing; suggests great
distance or loss of the thing fading; 9. filled by packing things in; suggests haste and overfilling
to a level of discomfort;
Build Background: Allusions in “The Hollow Men”
Students should show by active participation and sense of their presentation of information that
they understand the use and impact of allusion in the poem.
Analyze Literature: Speakers and Diction
Possible answers: 1. person who observes the city by night and early in the morning and
speaks to “you”; is depressed by the sordid nature of urban life and seems cynical. 2. a woman
addressed as “you” who speaks of gentleness and suffering; seems to feel compassion for
the urban poor and the bleakness forced on them. 3. a group of “hollow” men who bewail
their emptiness yet are unable to act, speak, or love; seem anxious and despairing about their
ineffectualness and spiritual emptiness. Preludes: Nouns—evening, steaks, shower, blinds, cabhorse, morning, beer, coffee-stands, shades, rooms, blanket, bed, gutters, pipes, fancies, notion,
hand, mouth, fuel, lots; ordinary objects seen or smelled in a poor urban neighborhood, focus
on the physical and practical except for fancies and notion; Verbs—settles, wraps, beat, press,
resumes, raising, tossed, dozed, flickered, curled, clasped, stretched, fade, trampled, wipe, laugh;
actions suggest resignation, lack of vitality, or careless destructiveness; Modifiers—winter,
burnt-out, smoky, gusty, grimy, withered, vacant, broken, lonely, stale, sawdust-trampled,
muddy, dingy, furnished, sordid, yellow, soiled, tight, insistent, short, square, blackened, gentle,
suffering, ancient; adjectives focus on the ugly, tired, and rough characteristics of urban life,
mostly negative descriptors; The Hollow Men: Nouns: headpiece, straw, shape, grass, cellar,
shade, gesture, kingdom, sunlight, column, tree, star, crowskin, staves, wind, land, images, hand,
lips, stone, eyes, valley, jaw, river, rose, idea, reality, motion, act, shadow, conception, creation,
emotion, response, desire, spasm, potency, existence, essence, descent, bang, whimper; Nouns
that name the hollow men are insubstantial; most things named are general and seem distant to
the speakers; abstract nouns name sets of vital cause-and-effect life activities that the speakers
cannot bring off; Verbs: filled, whisper, crossed, remember, let, behaves, are raised, receive, are
trembling, would kiss, grope, avoid, reappear, falls, ends; actions of the speakers suggest insipid
and weak attempts at life; most verbs are state of being or passive construction (hollow men
do not act but are acted upon); Modifiers—hollow, stuffed, leaning, dried, quiet, meaningless,
dry, paralyzed, direct, violent, distant, solemn, dead, cactus, stone, fading, broken, twilight,
empty, prickly; descriptors for the speakers show their ineffectualness and inability to act, their
discomfort in their own skin; descriptors for the blessed (dead) show that they are distant from
the hollow men. Paragraphs should present a reasonable description of the poem’s diction
supported by examples of various types of language with explanation of their effects. Paragraphs
should state the poem’s mood and speaker(s) point of view and show how the language helps
create them.
Selection Quiz
1. D; 2. B; 3. A; 4. E; 5. C; 6. A; 7. C; 8. C; 9. D
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from Reflections on the Death of a Porcupine
Build Vocabulary: Context
Students’ sentences will vary: Example sentences: 1. Just as the sun emits energy that we receive
as waves of heat and light, so does the firefly send out a pulsing signal to potential mates. 2. Its
large, ungainly body causes the bear to move with a lumbering gait; however, it is surprisingly
agile and quick as a hunter. 3. The squatter’s cabin would provide shelter from the storm, but its
squalid condition appalled even the hunters, who had fairly low standards of cleanliness.
4. He found the greed of the miser morally repugnant and believed that no good could come of
it. 5. A postage-stamp balcony protruded from each condominium unit in the high rise, causing
the illusion of boxes taped on the side of the sleek skyscraper. 6. At one time the automobile
had glowed with a silver luster of metallic paint, but years of exposure to the elements had left
it a streaked and pallid gray. 7. Whenever the villain was onscreen, the music took a dark and
sinister tone that raised viewers’ anxiety level.
Analyze Literature: Elements of an Essay
IA. Porcupines are destructive and everyone says they should be killed.
IB. The author sees a porcupine of demonic appearance.
IC. Its movements repulse and sicken him, but he will not kill it.
Thesis: Although one has a duty to kill porcupines, I will not because killing is more repugnant
than the porcupine.
IIA1. A collie-dog has about thirty quills imbedded deeply in its muzzle.
IIA2. Leaving them in will cause its death.
IIA3. Removing them will be difficult and painful for the dog.
IIB1. The dog yelps and flinches and blood spurts with every pull.
IIB2. Losing its nerve, the dog fights against having the quills pulled.
IIB3. The struggle continues until the author loses the will to continue.
IIC1. The dog refuses to leave though the author tries to run it off.
IIC2. The author hits the dog on its nose accidentally, and it flees.
IID1. A month later the author’s wife sees a porcupine.
IID2. The author shoots it with a rifle and hits it with a pole to kill it.
IID3. The author reflects on his justification for killing.
IIIA. The author is resigned to the necessity of killing.
IIIB. He sees that humans must fight wild animals to protect their place in the world.
Author’s understanding: Fighting for food, the basis of existence, is crucial to all living things.
Possible answers: 1. The encounter with the porcupine causes him to dislike the animals
intensely. The pain and suffering of the dog cause him to hate porcupines for inflicting it. He
kills the second porcupine because he realizes how much harm it can cause people and their
domestic animals. 2. He comes to believe that it is essential to kill animals that “get in one’s
way” if one is to compete successfully for one’s “place” and the ability to get food from it. 3. The
organization is chronological because it proceeds with a narrative. Through the narrative events,
the author reveals the change in his attitude and the reason for it. 4. The author’s purpose was
to assess the change in his thinking about killing animals; by re-creating the series of events that
caused the change in him, he reveals the perceptions that led to his realization.
Selection Quiz
1. tick; 2. quills; 3. cow; 4. dog; 5. bear; 6. a ranch near Taos, New Mexico, in June and July;
7. He finds it repulsive and dislikes it. 8. His dislike for it is less than his dislike for killing.
9. A porcupine has shot quills into its muzzle. 10. He removes about 20 of the quills.
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The Rocking-Horse Winner
Build Vocabulary: Etymology and Latin Roots
Dictionary etymologies: 1. [F carriere, fr. Old Occitan carriera street, fr. ML carraria road for
vehicles, fr. L carrus car]; 2. [ML remonstratus, pp of remonstrare to demonstrate, fr. L. re- +
monstrare to show]; 3. [ME, fr. L reiterates, pp. of reiterare to repeat, fr. re- and iterare to iterate,
fr. iterum again]; 4. [L emancipatus, pp. of emancipare, fr. e- + mancipare to transfer ownership
of, fr. mancip-, manceps contractor, fr. manus hand + capere to take]; 5. [ME materiel + -ize, fr.
MF & LL; MF, fr. LL materialis, fr. L material matter]; 6. [prob. Fr. F parez, imper. Of parer to
parry, fr Old Occitan parar, fr. L parare to prepare]; Chart: career: carrus; NA; car; remonstrate:
monstrare, re-, to show; reiterate: iterum, re-, again; emancipate: manus + capere, e-, hand + to
take materialize: material, -ize, matter; parry: parare, NA, to prepare; Possible answers:
7. Material means simply “matter”—something that takes up space and has weight. Something
material can be seen, touched, and so on. When something materializes, it comes into existence.
8. Carrus refers to a car, or vehicle, especially one with wheels; a car can career or move at full
speed ahead. 9. Manus and capere mean “to take by the hand,” as in taking someone to be a
servant or slave; the affix e- can mean “absent,” “missing,” or “away.” It negates or reverses the
meaning of the word mancipate, so it refers to freeing someone.
Analyze Literature: Conflict and Theme
Possible answers: Uncle: struggles to comprehend the extent of Paul’s gift; he is able to use
Paul’s gift to make money. Mother: struggles with her addiction to buying things but only to the
extent of wanting more and more money and with her dislike for her children; does not resolve
either conflict but feels horror when it causes her son’s death. Paul: struggles with his longing to
help and be loved by his mother and with his obsession to “get luck” (which His mother equates
with money); he is able to use his gift to get wealth, but it cannot buy his mother’s love and it
ultimately kills him. 1. By far the most powerful struggles are internal—Paul’s obsession and
his parents’ materialism are all based on longings; the material objects are secondary, and the
characters do not struggle with each other. 2. An obsession with money and things stills and
may kill the “voices” of love and happiness. 3. The fact that Paul’s gift to his mother only makes
the situation worse (creating more debt) and that the final push that procures a fortune brings
Paul’s death show Lawrence’s belief that materialism has a dark hold over people.
Selection Quiz
1. C; 2. H; 3. D; 4. G; 5. A; 6. E; 7. F; 8. B; 9. The parents spend more than they make. 10. a
birthday gift of 1,000 pounds a year for five years; 11. They spend more and go further in debt.
12. His obsession gives him a brain fever, and he dies. 13. He struggles to get money so his
mother will be happy and love him.
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The Garden-Party
Build Vocabulary: Words That Help Establish Setting
1. woolen or cotton fabric that resembles felt; a fabric covered door shows wealth and suggests
desire to separate kitchen and servants from the family. 2. a davenport (large upholstered sofa)
with upright armrests; the size and richness of furnishings identifies the family as upper class,
and moving of furniture for a party suggests the careless nature of their lives. 3. large evergreen
trees with thick, leathery, glossy leaves, and yellow or orange berries; these trees only grow in
New Zealand, so they anchor the story setting there. 4. large tent with open sides, for hosting
a party; the tent suggests the family’s social position, as the workers’ labor suggests theirs. 5. a
disk of foliage or floral design usually in relief, used as a decorative motif; a rosette is fancy and
requires the talents of a gardener, which the Sheridans can afford. 6. chimneysweep: a person
whose occupation is cleaning soot from chimney flues; a sweep belongs to the working class and
is associated with the humble cottages. 7. roofed open gallery or portico attached to the exterior
of a building; a veranda suggests the graciousness and space permitted to the Sheridan’s lives
because of their money. 8. a woman whose occupation is washing clothes; a launderer; the hard
labor done by a washerwoman is associated with the cottages and the working class that contrast
with the Sheridans.
Analyze Literature: Setting and Mood
Possible answers: Time of day: morning through dusk; at story’s opening, family is eating
breakfast; setup for party is progressing. Season: early summer; garden blooming luxuriantly;
“perfect day”; windless, warm, cloudless; roses blooming; Era: early twentieth century; tent for
the party is being constructed with poles and canvas, not ready-made; telephone call; father
and brother “brushing their hats” before going to office; Place 1: home of wealthy family; large
formal grounds, tennis courts, veranda, smoking room, dining room; cook, gardener, maid;
beautiful hats and frocks; Place 2: home of poor, working-class families; mean little cottages;
“smoky and dark,” garden patches with cabbage, sick hens, and tomato cans; shawls and
tweed caps; dim flickering light, gloomy passage, wretched little low kitchen; 1. A blissful or
euphoric feeling that all is right with the world; even nature exists to please the family. 2. The
home and their possessions suggest selfishness and a lack of seriousness as well as wealth; this
family “can’t be bothered” with anything but its own happiness. 3. Details such as the sweeps
and washerwomen and the strict class division suggest the earlier era. The horse-drawn cart of
the man who is killed does too. 4. The mood becomes dark, somber, and anxious; it is both the
cause and effect of Laura’s dread of the scene. Laura carries through despite her fear, but she is
moved only temporarily. This suggests her good heart and her upbringing, which requires that
she not entangle herself with the lower class. 5. She feels he is dreaming and beyond all the cares
and pleasures of life. He seems “wonderful, beautiful” to her; her intuition is both sentimentally
romantic and profound—for death is a great equalizer. However, she takes away from the scene
only a sudden joy for living the life she knows. 6. Mansfield contrasts the rich setting of the
Sheridan’s home with the impoverished setting of the dead man’s home in order to accentuate
the class distinctions and the chasm that separates the classes and prevents them from real
human communication.
Selection Quiz
1. C; 2. F; 3. A; 4. E; 5. D; 6. B; 7. B; 8. A; 9. D; 10. D
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Wartime Speech, May 19, 1940
Build Vocabulary: Words of War
1. equipped with defensive covering, such as metal; 2. long rows, as of soldiers; 3. entered or
broke through by overcoming resistance; 4. an array of troops or tanks shaped like a wedge,
used to break through front line of fighting; 5. hostile encounter between military forces; 6. a
self-contained major military unit capable of independent action; 7. a military attack involving
direct combat with enemy forces; 8. an especially fierce attack; 9. an enclosed, heavily armed and
armored combat vehicle that moves on tracks
Build Background: Winston Churchill
Students’ dramatic monologues should show understanding of script format and use
conversational or dramatic speaking language, depending on the situation. Word choice and
sentence structures should complement what students have learned about Churchill’s formal
style.
Analyze Literature: Style
Possible answers: Modifiers: strong specific adjectives dealing with negative strength of Nazis
and positive strength of Allies; armored, formidable, remarkable, intruding, magnificent,
unrelenting, invincible, imperious, indomitable, foulest, soul-destroying, shattered, bludgeoned;
Nouns: many abstract nouns linking enemies to disgrace and Britain to good: engagement,
confidence, assault, stability, onslaught, victory, pledges, servitude, shame, tyranny, nation,
altar; Verbs: specific to actions of war, many positive in connotation: penetrated, intimidated,
strengthened, retaliate, grappled, pledges, unites, advanced, conquer; Sentence structure:
frequent use of parallel structure, strings of ringing phrases, simple structure for powerful ideas;
I speak to you for the first time as Prime Minister in a solemn hour for the life of our country,
of our Empire, of our Allies, and above all, of the cause of Freedom. This is one of the most
awe-striking periods in the long history of France and Britain. It is also beyond doubt the most
sublime. Sentence length: length and complexity for inspirational thoughts and explanation
of military strategies; shorter, terser sentences for blunt facts and profound predictions; see
Sentence structure for examples, plus: A tremendous battle is raging in France and Flanders.
For myself, I have invincible confidence in the French Army and its leaders. 1. Long, complex
sentences with many modifying phrases predominate in order to set the tone and explain what
is happening in the war today. Only the second sentence, stating that “a tremendous battle is
raging,” is brief so its will be chillingly clear to listeners. 2. He uses short, simple sentences to
state the most basic, startling, and sometimes inspiring, concepts: “I have invincible confidence
in the French Army and its leaders.” “Our task is not only to win the battle—but to win the
War.” Brevity makes them memorable and assures they will be understood. 3. He uses long,
complicated sentences to explain what is happening and what is going to happen, because the
situation and the ideas behind it are complex. He uses parallel structure and elegantly logical
progressions of phrases to make his long sentences easy to understand. 4. The word choices are
vivid (strong columns of their armored vehicles are ravaging the open country), specific (We
must have, and have quickly, more airplanes, more tanks, more shells, more munitions), graphic
(hideous apparatus of aggression which gashed Holland into ruin and slavery in a few days) and
inspiring (The interests of property, the hours of labor, are nothing compared with the struggle
for life and honor, for right and freedom ). 5. Churchill speaks in ringing, stentorian sentences
that are solemn but inspiring and crystal clear in their grammar and logic.
Selection Quiz
1. They were shooting down German bombers and damaging Nazi oil refineries. 2. a genius for
recovery and counterattack; 3. the need to wage war until victory is won; 4. Trinity Sunday;
5. B; 6. A; 7. C
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War Poet / Words
Build Vocabulary: Semantic Families
Possible answers: war: synonyms—combat, fighting, conflict, hostilities, battle; types or
examples—campaign, siege, bombing, atrocity, charge; descriptive—horrific, relentless, violent,
destructive, grim, senseless, patriotic; related actions/objects/ideas—killing, bombs, soldiers,
tanks, weaponry, command, obey, casualties, wounded; words: synonyms—language, talk,
discourse, promise, expressions, lexicology, semantics; types or examples—speech, writing,
message, news, argument, statement,; descriptive—good, learned, angry, soft, placating, few,
obscure; related actions/objects/ideas—communication, linguistics, explanation, inspiration;
Paragraphs should include a main idea statement encompassing aspects of the concept to be
addressed; supporting sentences should pertain directly to the topic sentence’s parameters.
Analyze Literature: Sound Effects
Possible answers: War Poet—rhyme: irregular end rhyme, some slant rhyme, with the rhyme
scheme abacacdecfgf; found/found/surround; hand/land/wind; down/town; repetition: clauses
repeat in lines 1 and 3, 7 and 9; I am the man, found, When I grow/When I reach; Words—
rhyme: elaborate formal rhyme scheme with first 12 lines like sonnet: ababcdcdefefghgii; many
slant rhymes; one internal rhyme; servants/invents, wait/inchoate, trapped/unwrapped, years/
diverse, are/glare, words/gourds, then/time, uncover/for ever; alliteration: frequent repetition
of initial sounds knits lines; white/wait/what, pillar/prince, come/coloured/cold, birds’ bones,
capture/keep; consonance and assonance: mostly long vowel sounds; some nd, d, and m used
for harmonies; white/I/lie; bones/hollow; thousand/found; inside/dried/like; them/sometimes;
repetition: only one word: keep. Possible answers: 1. The speaker seems to be reminding himself
of his humanity and focusing on his loss of the same; the repetitions emphasize changes brought
to the individual by war. 2. Both poems contain a pattern of end rhyme, but much of the rhyme
is approximate rather than exact, and neither sticks with a traditional rhyme scheme. (“Words”
is indebted to the sonnet form but does not follow it exactly.) This fits with modern poetry’s
avoidance of obvious formalities such as an iron-clad rhyme scheme. 3. Slant rhyme gives
similarities of sound that unify the verses and create a subtle music; repetition adds to the mood
of dulled perceptions and the tortured quality of both poems. 4. The sound imitates a response
to pain; repeating ou sound adds to the hurt the reader must feel. 5. Many long i sounds suggest
prolonged cries; long vowel sounds are open and emphatic and suitable to the poet’s strong
emotions about war. 6. Sydney Keyes and Keith Douglas make effective use of slant rhyme,
repetition, and other sound effects such as alliteration and assonance in “War Poet” and
“Words” to emphasize pain and suffering brought by war.
Selection Quiz
1. peace; 2. mad; 3. book; 4. instruments; 5. gourds; 6. birds; 7. C; 8. A; 9. D
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Musée des Beaux Arts / The Unknown Citizen
Build Vocabulary: Multiple-Meaning Words and Period Words
1. money charged by or paid to a union or club for membership; 2. written contracts by which
an insurance company insures someone against loss, as by accident, theft, and so on; 3. the
medium (or its representatives) that gathers and distributes news (newspapers, broadcasters,
and so on); 4. a worker who takes the job of a striking worker; one who refuses to join a union
or takes a job belonging to a striking union worker; 5. an association of workers formed for the
purpose of advancing its members’ interests (for example, wages, benefits, working conditions);
Students’ sentences will vary but should contain adequate context clues to show understanding
of the meanings above. Possible answers: 6. a science dealing with the improvement of heredity
qualities of a race (or breed), as by controlling mating; eugenics was a racist, political, and moral
ideology as well as a science applied in the first half of the twentieth century. Today it has been
abandoned but people use advances in genetic science to understand hereditary traits they carry
and may pass on. 7. trademark for an early brand of electric refrigerator, ultimately came to
refer to any refrigerator; refrigerators of today are far larger, more complicated, and more multiuse than the early frigidaires. 8. a system of paying for goods by dividing the debt into payments
made at regular intervals; whereas many people would buy items on the installment plan with
an individual store, today most people pay for their goods using a charge card; then payments
are made monthly to the bank that issued the credit card; many people are unable to pay off all
their debt in a given month and carry charges, so they do in effect make installments, but may
pay much higher interest. 9. instrument for reproducing sounds by means of the vibration of
a needle following a spiral groove in a disc; the phonograph had been invented in the 1870s
and grown sophisticated through the first half of the twentieth century; today, phonographs
are seldom used, and music is played by a variety of other media; grooved records have been
replaced by CD discs, with improvements in sound quality.
Analyze Literature: Allusion
Possible answers: 1. “Musée des Beaux Arts” is the Royal Museum of Fine Arts in Brussels,
Belgium, where many fine artworks of early Europe are displayed, including the painting by
Brueghel mentioned in the poem. This allusion establishes the setting from which the speaker
perceives the truth he utters in the poem. 2. Old Masters were the acknowledged great European
artists of the period before the eighteenth century. Their work would be all around the speaker
in this poem, as he reflects on human nature through the ages. It was the artists’ role to reveal
human greatness and flaws, just as it is the poet’s role. 3. The painting Landscape with the Fall of
Icarus by Brueghel shows Icarus falling to his death in the sea, while life goes on placidly in fields
and on the sea. Auden uses it as a concrete reference point and an example of the understanding
of the “Old Masters.” It shows that people can’t be bothered by the suffering of others. 4. The
miraculous birth refers to the birth of Jesus, and the dreadful martyrdom suggests his death
on the cross. The indirect allusion reminds readers ironically of the lack of compassion shown
to Jesus who had the greatest compassion for all humanity. Paragraphs should contain a topic
sentence which clearly states what effect Auden achieved using allusion and uses supporting
sentences showing how the allusions illustrate this achievement.
Selection Quiz
1. Museum of Fine Arts; 2. the fall of Icarus into the sea; 3. The boys’ cry was not of direct
importance to the ploughman. 4. at the factory Fudge Motors Inc. 5. that he read a newspaper
every day and reacted normally to ads; 6. a phonograph, radio, car, and frigidaire; 7. F; 8. T; 9. T;
10. F; 11. F
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What I Expected
Build Vocabulary: Suffix -ist
1. Possible answers: n. adherent of the system that advocates communal ownership of property
and availability based on need; adj. of or relating to such a system: communist party; the
communist point of view holds that capitalism and private property are evils. 2. Possible
answers: adj. of or relating to the left, or radical, political faction; n. one who advocates change
or desire to reform established order, giving greater freedom or well-being to common man; as a
youth, the poet held leftist views, but over time, he became more conservative. 3. romanticist;
4. biologist; 5. florist; 6. tourist; 7. conformist; 8. separatist; 9. industrialist; 10.socialist; 11.
stylist; 12. sadist; 13. economist; 14. royalist; Students’ sentences will vary.
Analyze Literature: Figurative Language
Possible answers: 1. simile; loss of physical vigor and optimism are compared to smoke being
blown by the wind; smoke is insubstantial, making the speaker’s strength and confidence seem
frail indeed. 2. simile; disfigured arms and legs of veterans are compared to question marks;
just as a question calls out for an answer, the ruin of so many men’s lives calls out for some
justification. 3. metaphor; searing emotions are compared to fire capable of melting bones; the
comparison emphasizes the burning quality of the speaker’s regret and feelings of loss. 4. simile;
an untouched or absolute innocence is compared to the creation of a poem or a shining crystal;
both the poem and the crystal are many-faceted and can reflect different aspects of a self; both
are beautiful and whole to the speaker; however, his hope that such an innocence exists seems
naïve.
Selection Quiz
1. F; 2. T; 3. T; 4. F; 5. T; 6. C; 7. B; 8. A; 9. B
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The Demon Lover
Build Vocabulary: Synonyms
1. ordinary; 2. disdainful; 3. furtively; 4. carelessness; 5. supernatural; 6. clumsy; 7. intensity;
8. unemotionally; Explanations should explain the nuances of meaning that make the chosen
synonym most appropriate.
Analyze Literature: Setting and Point of View
Possible answers: Era or year: people have moved from London into the country; WWI was
25 years ago; damage caused by bombing; wartime London, 1941; a city tensed and braced
for air raids; the atmosphere is anxious and depressed. Season: “late August”; steaminess
and lateness of the hour lend a mysterious and eery quality. Time of day: “afternoon sun”;
clock strikes 6, then 7; Weather: “steamy, showery day”; “pavements steamily shone”; City:
“her day in London”; intense silence increased by “damage of war”’ destruction everywhere;
homes and people in limbo make atmosphere unreal. Neighborhood: “unoccupied houses”;
“damaged stare”; “ink-dark chimneys and broken parapets”; no people, lone cat; desertion
of neighborhood and damage suggest sad and anxious mood. House: “unwilling lock”; door
is warped; stain on mantel; “bruise in the wallpaper”; “claw marks on parquet”; cracks in the
structure; “a cracked cup from which memory…leaked”; draft from basement; Drover home
seems injured by a malevolent force beyond the bombs, suggesting a menacing atmosphere.
1. The story is told from a limited third-person point of view; the narrator is aware of Katherine
Drover’s emotional state and her thinking process but maintains a strange aloofness from
her plight. 2. The narrator’s seeming detachment increases the fearful quality of the story;
Mrs. Drover is alone in every sense. 3. Many details describe the city as damaged, eerily silent,
and impassive. When the panicked woman flees to the square, even the life she finds there is
indifferent. The Drover house is described as “warped,” “unwilling,” “bruised,” “cracked,” and
scarred by “claw” marks. Its victimization by war violence is described in human terms, so it
suggests the human suffering that goes on all around it. 4. The story is set on the very day on
which Katherine was to meet her fiancé; although he is presumed dead and she has gone on with
her life, circumstances make it appear that this heartless man has come back for her.
5. War-torn London—a dark and depressing place profoundly damaged by bombing—and an
observant but standoffish narrator create a mood of anxiety and suspense as a woman becomes
convinced her dead fiancé has come back to force her to keep an “unnatural promise.”
Selection Quiz
1. to shop and fetch some needed items from their closed-up house; 2. a mysterious letter from
her dead fiancé, with no postage marks; 3. to wait for her fiancé, no matter whether he died or
not; 4. walks to the square to get a taxi; 5. A; 6. B; 7. D
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from Testament of Experience
Build Vocabulary: Latin Roots
1. F; 2. A; 3. G; 4. C; 5. D; 6. B; 7. E; 8. ostensible; 9. invocation; 10. dispersed; 11. philosophic;
12. permeated; 13. atrocity; 14. immobility; Students’ explanations should show understanding
of current meanings of words and logic in connecting them to Latin roots.
Analyze Literature: Point of View and Theme
Possible answers: 1. Brittain is appalled that the government and media manipulated the news
in order to control the civilian population’s perceptions of the war. 2. She feels insulated and
isolated from the war artificially by her location in a quiet place, and probably guilty for the
safety she enjoys. 3. She herself is stunned and wary of the way in which freedoms have been
summarily denied; she observes that the entire country is reacting in automatic, predictable
ways. 4. She perceives that advancing military technologies and mass production of weapons
have changed the nature of war. The bravery and skill of soldiers are less important than the
arsenals of the nations. 5. She also notes that new communication technologies have made
the airwaves and newspapers instruments for influencing public opinion, instruments which
she implies are misused to manipulate the public. 6. She is torn by conflicting desires to serve
country and assure that her children are safe and cared for. In wartime, the instinctive urge
to protect one’s young conflicts with the need to act for the survival of one’s country and way
of life. Writing Prompt possible answer: Brittain finds World War II to be both horrifyingly
familiar (given her experience of World War I) and alarmingly strange and new (given the
changes in the world and British society). A well-educated and observant woman criticizes
aspects of her culture (the manipulation of truth, the unnecessarily harsh restrictions of
freedom) as well as the changed nature of war (technology used to destroy, for example). She
also explains the seeming unreality of war for people who are isolated from it.
Selection Quiz
1. date Britain entered World War I; 2. She was living in a quiet countryside. 3. the sinking of
the liner Athenia; 4. the need to live to care for children; 5. C; 6. A; 7. A
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