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000i-00xiv_MTS_G12_U5_FM_CT.indd 3 7/13/09 9:12:14 AM

CT Grade 12 Unit 5 Meeting the Standards

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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.

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Meeting the Standards

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British tradition, Unit 5 v

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Contents

Introduction

Correlation to Formative Survey Results

Seventeenth and Eighteenth Centuries Study Guide for Connecticut

(with Practice Test and Master Vocabulary List)

Part 1: Ideas Old and New

Song (“Why so pale and wan”), Sir John Suckling

Build Vocabulary: Synonyms and Connotations

Build Background: Cavalier Poetry

Selection Quiz

To Althea, from Prison / To Lucasta, Going to the Wars, Richard Lovelace

Build Vocabulary: Words Related to Freedom

Analyze Literature: Metaphor

Connecting with Literature: Authors Influenced by Prison

Selection Quiz

To the Virgins, to Make Much of Time, Robert Herrick / To His Coy Mistress,

Andrew Marvell

Build Vocabulary: Selecting Antonyms

Build Background: Oxford and Cambridge

Analyze Literature: Argument

Selection Quiz

“How soon hath Time” (Sonnet VII) / “When I consider how my light is spent”

(Sonnet XIX), John Milton

Analyze Literature: Speaker

Analyze Literature: Rhyme Scheme

Selection Quiz

from Paradise Lost, John Milton / Genesis 1–3, from the Bible, Bible

Build Vocabulary: Context Clues

Build Background: Creation, Perfection, and Perfect Evil

Analyze Literature: Epic

Selection Quiz

from The Pilgrim’s Progress, John Bunyan

Build Vocabulary: Apply Meanings

Connecting with Literature: Culture

Analyze Literature: Conflict

Selection Quiz

from The Narrow Road to the Deep North and Other Travel Sketches, Matsuo Bashō,

Translated by Nobuyuki Yuasa

Build Background: Matsuo Bashō

Analyze Literature: Haiku

Selection Quiz

x

xii

1

27

28

29

30

44

45

46

23

24

25

26

19

20

22

34

35

36

38

31

32

33

40

41

42

43




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from Gulliver’s Travels / A Modest Proposal, Jonathan Swift

Build Vocabulary: Eponyms

Build Background: Jonathan Swift’s Ireland

Connecting with Literature: Science

Selection Quiz

from Candide, François Marie Arouet de Voltaire

Build Background: The European Enlightenment

Analyze Literature: Verbal Irony

Selection Quiz

from The Rape of the Lock / from An Essay on Man, Alexander Pope

Build Vocabulary: Analogies

Analyze Literature: Epigrams

Extend the Learning: Metaphor

Selection Quiz

To All Writing Ladies, Margaret Cavendish

Build Vocabulary: Compound Words

Build Background: Margaret Cavendish

Selection Quiz

from Oroonoko, Aphra Behn

Build Vocabulary: Context Clues

Build Background: The English Slave Trade

Analyze Literature: Irony

Selection Quiz

Part 2: Life and Times from The Diary of Samuel Pepys, Samuel Pepys / from A Journal of the Plague Year,

Daniel Defoe

Build Vocabulary: Using Words in Other Contexts

Analyze Literature: Diaries and Journals

Analyze Literature: Point of View

Selection Quiz

A Young Lady’s Diary, from The Spectator, Joseph Addison

Analyze Literature: Satire

Analyze Literature: Allegorical Characters

Selection Quiz

from The Diary of Fanny Burney, Fanny Burney

Build Vocabulary: Words from Latin

Analyze Literature: Voice

Analyze Literature: Epitaphs

Selection Quiz

from A Dictionary of the English Language / A Brief to Free a Slave, Samuel Johnson

Build Vocabulary: Denotation and Connotation

Build Background: Aphorisms

Connecting with Literature: The British Slave Trade

Selection Quiz

72

73

74

67

68

69

70

75

76

77

78

79

80

81

82

53

54

55

47

49

50

51

60

61

62

56

57

58

59

63

64

65

66

viii

British tradition, Unit 5




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from The Life of Samuel Johnson, L.L.D., James Boswell

Build Vocabulary: Words in Different Contexts

Connecting with Literature: Biography

Analyze Literature: Parallelism

Analyze Literature: Metaphor and Verbal Irony

Selection Quiz

Elegy Written in a Country Churchyard, Thomas Gray

Build Vocabulary: Easily Confused Word Pairs

Analyze Literature: Alliteration

Analyze Literature: Tone

Selection Quiz

Pressed by the Moon, Mute Arbitress of Tides, Charlotte Smith

Build Vocabulary: Using Vivid Language

Analyze Literature: The Sonnet

Selection Quiz

ANSWER KEY


Song (“Why so pale and wan)

To Althea, from Prison / To Lucasta, Going to the Wars

To the Virgins, to Make Much of Time / To His Coy Mistress


(Sonnet XIX)

from Paradise Lost / Genesis 1–3, from the Bible

from The Pilgrim’s Progress

from The Narrow Road to the Deep North and Other Travel Sketches

from Gulliver’s Travels / A Modest Proposal

from Candide

from The Rape of the Lock / from An Essay on Man

To All Writing Ladies

from Oroonoko

from The Diary of Samuel Pepys / from A Journal of the Plague Year

A Young Lady’s Diary,

from

from The Spectator

The Diary of Fanny Burney

Elegy Written in a Country Churchyard

Pressed by the Moon, Mute Arbitress of Tides

from A Dictionary of the English Language / A Brief to Free a Slave

from The Life of Samuel Johnson, L.L.D.

113

114

115

116

109

110

111

112

105

106

107

108

101

102

103

104

95

98

99

100

92

93

94

88

89

90

91

83

84

85

86

87




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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.

x





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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

Song (“Why so pale and wan”)

To Althea, from Prison

/ To Lucasta, Going to the Wars

To the Virgins, to Make

Much of Time / To His

Coy Mistress

“How soon hath Time”

(Sonnet VII) / “When I consider how my light is spent” (Sonnet XIX) from

Bible from

Paradise Lost /

Genesis 1–3,

Progress from

The Pilgrim’s

the

Activity

Build Vocabulary: Synonyms and Connotations, page 19

Build Background: Cavalier Poetry, page 20

Selection Quiz, page 22

Build Vocabulary: Words Related to Freedom, page 23

Analyze Literature: Metaphor, page 24

Connecting with Literature: Authors Influenced by Prison, page 25


Build Vocabulary: Selecting Antonyms, page 27

Build Background: Oxford and Cambridge, page 28

Analyze Literature: Argument, page 29


Analyze Literature: Speaker, page 31

Analyze Literature: Rhyme Scheme, page 32


Build Vocabulary: Context Clues, page 34

Build Background: Creation, Perfection, and Perfect Evil, page 35

Analyze Literature: Epic, page 36


Build Vocabulary: Apply Meanings, page 40

Connecting with Literature: Culture, page 41

Analyze Literature: Conflict, page 42


Medium

Easy

Medium

Difficult

Easy

Easy

Easy

Medium

Easy

Medium

Medium

Medium

Level

Easy

Easy

Easy

Easy

Easy

Easy

Easy

Medium

Easy

Medium xii

British tradition, Unit 5 Meeting the Standards



Selection Title from The Narrow Road to the Deep North and

Other Travel Sketches from

/ A Modest Proposal from from

Gulliver’s Travels

The Rape of the

Lock / on Man from An Essay

To All Writing Ladies from

Candide

Oroonoko from The Diary of

Samuel Pepys / from A

Journal of the Plague

Year

Build Background: Matsuo Basho, page 44

Analyze Literature: Haiku, page 45


Build Vocabulary: Eponyms, page 47

Build Background: Jonathan Swift’s Ireland, page 49

Connecting with Literature: Science, page 50


Activity

Build Background: The European Enlightenment, page 53

Analyze Literature: Verbal Irony, page 54


Build Vocabulary: Analogies, page 56

Analyze Literature: Epigrams, page 57

Extend the Learning: Metaphor, page 58


Build Vocabulary: Compound Words, page 60

Build Background: Margaret Cavendish, page 61


Build Vocabulary: Context Clues, page 63

Build Background: The English Slave Trade, page 64

Analyze Literature: Irony, page 65


Easy

Medium

Easy

Easy

Medium

Medium

Difficult

Easy

Build Vocabulary: Using Words in Other Contexts, page 67 Medium

Analyze Literature: Diaries and Journals, page 68 Medium

Analyze Literature: Point of View, page 69 Difficult

Selection Quiz, page 70 Easy

Medium

Easy

Medium

Difficult

Difficult

Easy

Difficult

Easy

Medium

Difficult

Easy

Easy

Difficult

Level




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Selection Title

A Young Lady’s Diary, from The Spectator from The Diary of

Fanny Burney from A Dictionary of the English Language /

A Brief to Free a Slave from The Life of

Samuel Johnson, L.L.D

Elegy Written in a

Country Churchyard

Pressed by the Moon,

Mute Arbitress of Tides

Activity

Analyze Literature: Satire, page 72

Analyze Literature: Allegorical Characters, page 73


Build Vocabulary: Words from Latin, page 75

Analyze Literature: Voice, page 76

Analyze Literature: Epitaphs, page 77


Build Vocabulary: Denotation and Connotation, page 79

Build Background: Aphorisms, page 80

Connecting with Literature: The British Slave Trade, page 81


Build Vocabulary: Words in Different Contexts, page 83

Connecting with Literature: Biography, page 84

Analyze Literature: Parallelism, page 85

Analyze Literature: Metaphor and Verbal Irony, page 86


Build Vocabulary: Easily Confused Word Pairs, page 88

Analyze Literature: Alliteration, page 89

Analyze Literature: Tone, page 90


Build Vocabulary: Using Vivid Language , page 92

Analyze Literature: The Sonnet, page 93


Medium

Medium

Easy

Medium

Difficult

Easy

Easy

Medium

Medium

Easy

Level

Medium

Difficult

Easy

Medium

Medium

Easy

Easy

Medium

Medium

Difficult

Difficult

Easy

Medium xiv





7/13/09 9:12:16 AM

Name: ____________________________________________________ Date: __________________


Completing this study guide will help you understand and remember the background information presented in Unit 5 and recognize how the selections in the unit reflect their historical context. It will also provide an opportunity to understand and apply the literary forms of the diary and journal.

After you read each feature in Unit 5 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 in each part of Unit 5 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 5.

CHECKLIST

Literary Comprehension

You should understand and apply the elements of the diary and journal:

❏ voice and tone

❏ audience

❏ sincerity and authenticity

❏ eyewitness

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

Writing

❏ You should be able to write an original satire with an introduction, body, and conclusion. The tone of your writing will enable the reader to recognize your satirical intent.

Speaking and Listening

❏ You should be able to conduct a group discussion, functioning as a role model for other members by being respectful and making sure that everyone has a chance to speak.

Test Practice

❏ You should be able to answer questions that test your reading, writing, revising, and editing skills.

Additional Reading

❏ You should choose a work of fiction or nonfiction to read on your own. See For

Your Reading List on page 630 of your textbook.


Meeting the Standards British tradition, unit 5

1

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Historical Context

Use the time line on pages 468–469 of your textbook to answer the following questions.

1. What can you conclude about the event listed for 1667 British Literature based on information for the year 1654?

_____________________________________________________________________________

_____________________________________________________________________________

2. How might the emotional state of Londoners have altered in the years between 1664 and 1667?

Explain.

_____________________________________________________________________________

_____________________________________________________________________________

3. Why did the latter half of the eighteenth century usher in the Age of Revolution? Support your opinion with dates from the time line.

_____________________________________________________________________________

_____________________________________________________________________________

4. Which event might prove to be key in ushering in the Industrial Revolution? Explain.

_____________________________________________________________________________

_____________________________________________________________________________

5. What trend do the events of the following years suggest: 1754, 1770, 1788.

_____________________________________________________________________________

_____________________________________________________________________________

6. What generalization might you make about Russia based upon events in the time line?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

7. Explain a fundamental difference between England and France based upon events in the time line.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2

British tradition, unit 5 Meeting the Standards



Complete the following two pages based on the information given on pages 470-472 of the textbook.

Enter the dates of the four English regimes listed in the chart below. Then record important developments or events that occurred during those periods.

Dates Notes on the Regime Regime

8. The House of

Stuart

9. The

Commonwealth

10. The Restoration

11. The House of

Hanover

12. Compare and contrast the policies of Charles I and Oliver Cromwell.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

13. What was the Glorious Revolution, and what lasting effects did it have?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


Meeting the Standards British tradition, unit 5 3


14. Explain this paradox: Britain’s expanding empire contributed to a loss of territory.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

15. What helped spark the Industrial Revolution?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

16. What were some of the ill effects of the Industrial Revolution?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

17. What is empiricism, and how did it play a part in the eighteenth century?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Briefly identify the beliefs of the following thinkers:

18. Adam Smith: __________________________________________________________________

_____________________________________________________________________________

19. Thomas Hobbes: _______________________________________________________________

_____________________________________________________________________________

20. John Locke: ___________________________________________________________________

_____________________________________________________________________________

4

British tradition, unit 5

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7/13/09 9:12:32 AM

Understanding Part 1: Ideas Old and New

Complete this page after you read about ideas old and new on page 473 of your textbook.

1. Identify and describe the connection between the following individuals.

John Suckling Richard Lovelace Robert Herrick

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. What association exists between John Milton and John Bunyan? Would these two writers be grouped with the individuals you identified in question 1? Explain.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. What was “The Age of Pope”?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4. Identify the following works by author and genre. Then briefly comment on them.

Title

Paradise Lost

Author Genre Comment

The Pilgrim’s

Progress

The Rape of the

Lock

Gulliver’s Travels

Oroonoko



0001-0018_MTS_G12_U5_SG_CT.indd 5

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6

Applying Part 1: Ideas Old and New

Think about what you have learned about ideas old and new. Then answer the following questions after you have read the selections in Part 1 of Unit 5.

Read the following lines by Richard Lovelace.

I could not love thee, dear, so much,

Loved I not honor more.

1. How would you categorize the author of these lines?

_____________________________________________________________________________

2. What is it about these lines that suggested your answer to question 1?

_____________________________________________________________________________

_____________________________________________________________________________

3. What makes Paradise Lost an epic poem? Give specific evidence from the work.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4. What makes Pilgrim’s Progress a Christian allegory? Give specific evidence from the work.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

5. How does Pope’s The Rape of the Lock satirize both the epic form and the conflict between men and women?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

6. Jonathan Swift’s Gulliver’s Travels and Aphra Benh’s Oroonoko are both early novels. How are they different? In what ways are they similar?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




Understanding Part 2: Life and Times

Complete this page after you read about life and times on page 567 of your textbook.

1. What characterized the literature of the Enlightenment? What forms did it take?

_____________________________________________________________________________

_____________________________________________________________________________

2. What were The Tatler and The Spectator and in what way did they break new ground?

_____________________________________________________________________________

_____________________________________________________________________________

3. What do a diary and a journal by Samuel Pepys and Daniel Defoe have in common?

_____________________________________________________________________________

_____________________________________________________________________________

4. What is the final period in Enlightenment literature called?

_____________________________________________________________________________

5 Take notes on the work and influence Samuel Johnson in the organizer below.

Samuel Johnson: His

Work and Influence



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7/13/09 9:12:33 AM

Applying Part 2: Life and Times

Think about what you have learned about life and times. Then answer the following questions after you have read the selections in Part 2 of Unit 5.

1. Which two historical events does the excerpt from Pepys’s Diary describe?

_____________________________________________________________________________

2. Why might the title of Defoe’s A Journal of the Plague Year mislead a reader?

_____________________________________________________________________________

3. Explain how Joseph Addison’s “A Young Lady’s Diary” might be described as an essay, a satire, a parody, and a diary.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4. What characteristics do Johnson’s Dictionary and his “Brief to Free a Slave” have in common?

Explain your answer.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

5. The excerpt from Boswell’s The Life of Samuel Johnson, LL.D.

included in your textbook describes Johnson’s work on his Dictionary . How does the author make this seemingly dull task come alive for the reader?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

6. Which writers represented in Part 2 had begun to move away from the ideals of Neoclassicism?

Explain your thoughts.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

8




Understanding Literary Forms: The Diary and Journal

Read Understanding Literary Forms: The Diary and Journal on pages 568–569. Then answer the following questions.

1. Compare and contrast a diary and a journal.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. What are voice and tone? Why are these elements important in diaries and journals?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. In what sense are journals and diaries monologues? Who are they written for?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4. How important is reliability and accuracy in diaries and journals?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

5. When would a journal be worth publishing? What about a diary?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

6. Apart from literary merit, why are diaries and journals of interest?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


Meeting the Standards British tradition, unit 5 9


Applying Literary Forms: The Diary and Journal

Think about what you have learned about the diary and journal. Then respond to the following prompts after you have read the relevant selections.

Describe whether each of the following selections is more a journal or a diary. Then identify its tone and assess its authority or sincerity. Finally identify its intended audience and add a brief comment of your own.

1. from The Diary of Samuel Pepys

Journal or Diary? _______________________________________________________________

Tone: ________________________________________________________________________

Authority: ____________________________________________________________________

Audience: ____________________________________________________________________

Comment: ____________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. from A Journal of the Plague Year

Journal or Diary? _______________________________________________________________

Tone: ________________________________________________________________________

Authority: ____________________________________________________________________

Audience: ____________________________________________________________________

Comment: ____________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

10




3. “A Young Lady’s Diary”

Journal or Diary? _______________________________________________________________

Tone: ________________________________________________________________________

Authority: ____________________________________________________________________

Audience: ____________________________________________________________________

Comment: ____________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4. from The Diary of Fanny Burney

Journal or Diary? _______________________________________________________________

Tone: ________________________________________________________________________

Authority: ____________________________________________________________________

Audience: ____________________________________________________________________

Comment: ____________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________



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7/13/09 9:12:33 AM

Connecticut-Based Practice Test

During high school, students take tests to measure how well they meet the

Connecticut standards. These tests include English language arts 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 Connecticut English language arts 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 Connecticut English language arts standards:

Standard 1: Reading and Responding

Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.2 Students interpret, analyze and evaluate text in order to extend understanding and appreciation. Students will: b. interpret information that is implied in a text.

Standard 2: Exploring and Responding to Literature

Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1 Students recognize how literary devices and conventions engage the reader. Students will: a. identify the various conventions within a genre and apply this understanding to the evaluation of the text.

b. identify and analyze the differences between the structures of fiction and nonfiction.

2.4 Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts. Students will: a. analyze and evaluate the basic beliefs, perspectives and assumptions underlying an author’s work.

12

Practice Test Answer Sheet

Name: ____________________________________ Date: ____________________________________

Fill in the circle completely for the answer choice you think is best.

1.

2.

3.

4.













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11.

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This test has 11 questions. Read each passage/story and choose the best answer for each question.

Fill in the circle in the spaces provided for questions 1 through 11 on your answer sheet.

Read the following passage. Then mark your answers to the questions on your answer sheet.

1 I deny not but that it is of greatest concernment in the church

2 and commonwealth, to have a vigilant eye how books demean

3 themselves as well as men; and thereafter to confine, imprison, and

4 do sharpest justice on them as malefactors: for books are not

5 absolutely dead things, but do contain a potency of life in them to

6 be as active as that soul was whose progeny they are; nay, they do

7 preserve as in a vial the purest efficacy and extraction of that living

8 intellect that bred them. I know they are as lively, and as

9 vigorously productive, as those fabulous dragon’s teeth; and being

10 sown up and down, may chance to spring up armed men. And yet,

11 on the other hand, unless wariness be used, as good almost kill a

12 man as kill a good book: who kills a man kills a reasonable

13 creature, God’s image; but he who destroys a good book, kills

14 reason itself, kills the image of God, as it were, in the eye. Many a

15 man lives a burden to the earth; but a good book is the precious

16 life-blood of a master-spirit, embalmed and treasured up on

17 purpose to a life beyond life. ’Tis true, no age can restore a life,

18 whereof, perhaps, there is no great loss; and revolutions of ages do

19 not oft recover the loss of a rejected truth, for the want of which

20 whole nations fare the worse. We should be wary therefore what

21 persecution we raise against the living labors of public men, how

22 we spill that seasoned life of man, preserved and stored up in

23 books; since we see a kind of homicide may be thus committed,

24 sometimes a martyrdom; and if it extend to the whole impression, a

25 kind of massacre, whereof the execution ends not in the slaying of

26 an elemental life, but strikes at that ethereal and fifth essence, the

27 breath of reason itself.



0001-0018_MTS_G12_U5_SG_CT.indd 13


7/13/09 9:12:33 AM

1. Which statement best identifies the argument of this selection? a. Books are living souls and must be kept alive at all costs.

b. The suppression of books is dangerous because it can destroy human reason.

c. It is the role of God, not human governments, to strike down false ideas.

d. The ideas contained in great books are eternal and cannot be destroyed.

2. To what genre does this selection belong?

f. an essay g. an epic h. an epistle j. an allegory

3. Based on your knowledge of John Milton and the Puritan movement in England, what is

most surprising about this selection?

a. Milton’s need to make this argument in the first place b. the fact that Milton wrote it in prose and not in blank verse c. Milton’s description of a man as “a reasonable creature” and “God’s image” d. Milton’s vigorous advocacy of a free press

4. Read lines 8–10 (I know they are as lively, and as vigorously productive, as those dragon’s teeth; and being sown up and down, may chance to spring up armed men.) from the selection. What literary element does

Milton employ here?

f. hyperbole g. metaphor h. apostrophe j. allusion

5. To which selection in Unit 5 is this excerpt from Areopagitica most similar?

a. Paradise Lost b. Pilgrim’s Progress c. “A Brief to Free a Slave” d. A Journal of the Plague Year

14 British tradition, unit 5

0001-0018_MTS_G12_U5_SG_CT.indd 14



7/13/09 9:12:33 AM

Read the following passage. Then mark your answers to the questions on your answer sheet.

1 A little Learning is a dangerous thing;

2 Drink deep, or taste not the Pierian Spring: 1

3 There shallow draughts intoxicate the brain,

4 And drinking largely sobers us again.

5 Fired at first sight with what the muse imparts,

6 In fearless youth we tempt the heights of arts,

7 While from the bounded level of our mind,

8 Short views we take, nor see the lengths behind,

9 But more advanced, behold with strange surprise

10 New, distant scenes of endless science rise!

11 So pleased at first, the towering Alps we try,

12 Mount o’er the vales, and seem to tread the sky;

13 Th’ eternal snows appear already past,

14 And the first clouds and mountains seem the last:

15 But those attained, we tremble to survey

16 The growing labors of the lengthened way,

17 Th’ increasing prospect tires our wandering eyes,

18 Hills peep o’er hills, and Alps on Alps arise!

1 Pierian Spring.

The Pierian Spring is said to be the birthplace of the Muses. To drink of it is to drink inspiration.

6. In what poetic form is this selection written?

f. Petrarchan g. blank verse h. heroic couplets j. iambic tetrameter

7. Which line of the selection expresses a paradox?

a. line 4 (And drinking largely sobers us again) b. line 8 (Short views we take, nor see the lengths behind) c. line 10 (New, distant scenes of endless science rise) d. line 18 (Hills peep o’er hills, and Alps on

Alps arise)

8. Why is a little learning “a dangerous thing”?

f. People can misuse knowledge.

g. It makes us overly confident.

h. Knowledge is what drove Adam and Eve out of Eden.

j. It gets us nowhere.



9. Which statement most accurately describes this selection as an allegory?

a. To learn is to journey through ever-higher mountains.

b. Too much knowledge quickly makes one sober.

c. Life is a long, hard ascent, which we will never complete.

d. The mountains are barriers that prevent us from ever understanding.

10. Read the final line, line 18, from the selection

Hills peep o’er hills, and Alps on Alps arise!

What do the Alps symbolize?

f. the Promised Land g. human knowledge h. the wisdom of God j. old age

11. What suggests that this passage from An Essay on Criticism is a work of Neoclassical literature?

a. the speaker’s melancholy pleasure in the natural world b. the poet’s use of extended metaphor c. the speaker’s passion for learning d. the poet’s reason, wit, and balanced phrasing




Master Vocabulary List

The following vocabulary terms are defined on the indicated pages in your textbook. abate, 586 abhorrence, 606 ague, 574 arduous, 614 asperity, 617 avail, 609 baleful, 499 calamitous, 586 chaste, 481 chide, 493 compulsion, 608 conciliate, 616 confounded, 523 contrive, 515 coyness, 486 cynical, 617 damask, 503 deference, 531 destitute, 550 dirge, 626 discourse, 583 disposition, 607 divert, 585 drudge, 606 eminent, 615 emulation, 533 endeavor, 575 entail, 608 ethereal, 498 exalting, 551 fetter, 479 filial, 501 hermitage, 480 ignoble, 624 impious, 498 implicitly, 615 importune, 584 impotent, 527 impute, 623 incorruptible, 514 infallibly, 523 ingenuous, 624 inimitable, 580 injunction, 597 insinuate, 616 insolence, 607 invoke, 497 jocund, 622 languish, 487 ludicrous, 591 melancholy, 528 mortal, 580 mute, 475 obdurate, 499 oblique, 548 obscure, 622 obstinate, 514 ogle, 548 omnipotent, 498 perdition, 498 pernicious, 525 pliable, 514 plight, 512 posterity, 616 prevail, 475 prodigious, 528, 584, 615 promiscuous, 550 prostrate, 551 provoke, 623 pungent, 554 radiant, 551 raiment, 517 redress, 609 revile, 514 rudiment, 529 scrupulous, 531 semblance, 492 solicit, 616 sovereign, 500 steep, 479 stipulate, 608 strife, 487 tarry, 485 trifle, 591 undefiled, 514 veneration, 596 verdant, 549 vindicate, 599 wan, 475



0001-0018_MTS_G12_U5_SG_CT.indd 17


7/13/09 9:12:34 AM


Name: ____________________________________________________ Date: __________________

Song (“Why so pale and wan”), page 474

Build Vocabulary: Synonyms and Connotations

Synonym s are words with the same or similar meanings. Circle the word in the list of synonyms following each quotation that best resembles the bold vocabulary word in meaning and connotation. Use a dictionary to define the synonyms, if needed. Explain why you chose this word instead of the other words. Keep the meaning of the entire poem in mind when constructing your answer.

1. “Why so dull and mute, young sinner?” Synonyms: listless, lackluster, uninteresting

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. “Why so pale and wan, fond lover?” Synonyms: indulgent, desirous, affectionate

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. “Prithee, why so mute?” Synonyms: voiceless, silent, taciturn

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4. “Will, when looking well can’t move her, / looking ill prevail?”

Synonyms: reign, overcome, succeed

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

5. “ Why so pale and wan, fond lover?” Synonyms: dim, drained, ghostly

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________



BRITISH TRADITION, UNIT 5

19

0019-0094_MTS_G12_U5_Lessons.indd 19 5/29/09 3:45:07 PM

Name: ____________________________________________________ Date: __________________


Build Background: Cavalier Poetry

“Song” is an example of Cavalier poetry. The Cavalier literary tradition employs lighthearted wit and lyricism to express courtly subjects such as honor, loyalty, and love.

Though musical and expressive, the language of Cavalier poetry is direct, rather than loaded with heady conceits. Furthermore, Cavalier poets treated their subjects with significantly less gravity than their contemporaries, the Puritan writers. Their writing reflected an easy, cultured life centered on secular, rather than spiritual, pursuits.

Read the following poem by Sir John Suckling. As you read, pay particular attention to how the poem’s meaning relates to the Cavalier literary tradition. In the chart that follows, describe the use of various literary elements in “I Prithee Send Me Back My Heart” and

“Song” (“Why so pale and wan”). Then use the chart to help answer the questions below it.

I Prithee Send Me Back My Heart

by Sir John Suckling

I prithee send me back my heart,

Since I cannot have thine;

For if from yours you will not part,

Why then shouldst thou have mine?

Yet now I think on’t, let it lie,—

To find it were in vain;

For thou’st a thief in either eye

Would steal it back again.

Why should two hearts in one breast lie,

And yet not lodge together?

O love, where is thy sympathy,

If thus our breasts thou sever?

But love is such a mystery,

I cannot find it out;

For when I think I’m best resolved,

I then am most in doubt.

Then farewell care, and farewell woe,—

I will no longer pine;

For I’ll believe I have her heart

As much as she hath mine.

20





Speaker’s tone

Attitude toward love

Song (“Why so pale and wan”) I Prithee Send Me Back My Heart

Lyric elements

Use the chart to help answer the following questions.

1. How do the speakers exhibit similar attitudes toward love?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. What conclusions can you draw about the poet based on the speakers’ attitudes toward love?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. How do these poems reflect the Cavalier tradition?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________



0019-0094_MTS_G12_U5_Lessons.indd 21


21

5/29/09 3:45:08 PM

Name: ____________________________________________________ Date: __________________


Selection Quiz

Fill in the Blank

Fill in the blank with the word from the box that best completes the sentence.

Cavalier lyric repetition slant tone

1. Sir John Suckling is considered a __________________________ poet because he wrote about love and honor and professed loyalty to the monarch.

2. The selection is an example of __________________________ poetry because it expresses the emotions of the speaker in a musical style.

3. The speaker’s __________________________ changes from one of concern to one of annoyance.

4. __________________________ of certain lines in each stanza creates a musical effect.

5. The word pair do’t and mute provides an example of __________________________ rhyme.

Multiple Choice

Write the letter of the correct answer on the line.

_____ 6. The poem, “Song” (“Why so pale and wan”), first appeared in what form?

A. a monologue from

B. a song from

The Goblins

The Goblins

C. an aside from

D. a song from

Aglaura

Aglaura

_____ 7. The poem has three stanzas of which type?

A. quatrain

B. quintain

C. sestet

D. octave

_____ 8. Which term describes the number of feet in the second, fourth, and fifth lines of the first and second stanzas?

A. pentameter

B. tetrameter

C. trimeter

D. dimeter

_____ 9. Read the line:

“Will, when speaking well can’t win her,”

This line contains an example of which literary device?

A. repetition

B. alliteration

C. assonance

D. onomatopoeia

22





Name: ____________________________________________________ Date: __________________

To Althea, from Prison / To Lucasta, Going to the Wars, page 477

Build Vocabulary: Words Related to Freedom

“To Althea, from Prison” contains several words related to the concept of freedom. In the four stanzas of the poem, Lovelace uses unconfined, liberty, free , and freedom . Many other

English words belong to this semantic family. Discover more about the words’ different connotations, or shades of meaning, by answering the following questions. Use a dictionary for reference or for checking your answers.

1. What freedoms do you cherish most?

_____________________________________________________________________________

_____________________________________________________________________________

2. How does independence differ from freedom?

_____________________________________________________________________________

_____________________________________________________________________________

3. Why might a society prefer to boast of the liberty its citizens enjoy rather than the license they have?

_____________________________________________________________________________

_____________________________________________________________________________

4. In what way might an emancipated person be free?

_____________________________________________________________________________

_____________________________________________________________________________

5. Write two sentences, one using the word unconfined and the other using unrestrained . Show how the meanings of these words differ in your examples.

a. ___________________________________________________________________________

___________________________________________________________________________

b. ___________________________________________________________________________

___________________________________________________________________________





23

5/29/09 3:45:09 PM

Name: ____________________________________________________ Date: __________________


Analyze Literature: Metaphor

Poets delight in using metaphors, those figures of speech in which one thing is spoken about as if it were another. Understanding the metaphors that Richard Lovelace uses in these two selections is essential to fully enjoying the poems.

In the chart below, describe the metaphors in the lines of the poems identified in rows

1 and 2. Then find two more metaphors and identify them in rows 3 and 4. Finally, answer the question below the chart.

Poem

1. “To Althea, from Prison”

Lines

5–6

Things Compared

2. “To Lucasta, Going to the

Wars”

2–3

3. “To Althea, from Prison”

4. “To Lucasta, Going to the

Wars”

5. Write sentences about love, war, freedom, or imprisonment. Include a metaphor in your sentences.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

24

BRITISH TRADITION, UNIT 5 Meeting the Standards



Name: ____________________________________________________ Date: __________________


Connecting with Literature: Authors Influenced by Prison

Sir Richard Lovelace was by no means the only author whose work was influenced by prison. The history of literature is full of famous writers—and their relatives—who have been imprisoned. Choose two authors from the list below. Make notes on how prison figured in each person’s work.

Miguel de Cervantes

Fyodor Dostoyevsky

Charles Dickens

Alexander Solzhenitsyn

Daniel Defoe

Wole Soyinka

Alexander Dumas

1. Author: Name and dates: ________________________________________________________

Person who was imprisoned and reason for imprisonment:

_____________________________________________________________________________

Literary work influenced by prison:

_____________________________________________________________________________

Plot of significant work:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. Author: Name and dates: ________________________________________________________

Person who was imprisoned and reason for imprisonment:

_____________________________________________________________________________

Literary work influenced by prison:

_____________________________________________________________________________

Plot of significant work:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




25


Name: ____________________________________________________ Date: __________________


Selection Quiz

Part 1: To Althea, from Prison

True or False

Write T if the statement is true or F if the statement is false.

_____ 1. The speaker claims that Love’s wings are unconfined.

_____ 2. The speaker refers to a visit his mother makes to prison.

_____ 3. The speaker claims to be a fine singer, like a committed linnet.

_____ 4. The speaker argues that love of his king is superior to romantic love.

_____ 5. The speaker has freedom in his love.

_____ 6. The speaker’s mind cannot be imprisoned.

Part 2: To Lucasta, Going to the Wars

Multiple Choice


_____ 7. Who is Lucasta?

A. the speaker’s muse

B. the goddess of love

C. the speaker’s sister

D. the speaker’s lover

_____ 8. Who is the speaker’s “new mistress”?

A. warfare

B. Lucasta

C. his horse

D. inconstancy

_____ 9. Which statement best sums up the speaker’s situation?

A. He is writing to his beloved, urging her to leave a convent.

B. He is arguing that the war he is going to is just and necessary.

C. He is explaining a decision that seems

irrational to his beloved.

D. He is claiming that men must

fight to prove their valor.

_____ 10. Which word would the speaker use to describe his behavior?

A. practical

B. unpredictable

C. honorable

D. sensible

26




Name: ____________________________________________________ Date: __________________

To the Virgins, to Make Much of Time / To His Coy Mistress, page 484

Build Vocabulary: Selecting Antonyms

Antonyms are words with opposite or nearly opposite meanings. Read the sentences below. On the line beside each number, write the letter of the word with a meaning that is opposite or nearly the opposite of the bold word.

_____ 1. Far from London, Robert Herrick led a bucolic life in the Devon countryside.

A. sober

B. unhappy

C. urban

D. rural

_____ 2. A protégé of Ben Jonson, Herrick wrote with the wit and grace of his master.

A. mentor

B. student

C. friend

D. rival

_____ 3. In “To the Virgins, to Make Much of Time,” Herrick points out that young ladies who

tarry in romance may end up without a husband.

A. hasten

B. delay

C. worry

D. fail

_____ 4. Andrew Marvell was a reserved man, though his poetry showed his humor and wit.

A. quiet

B. funny

C. outgoing

D. restrained

_____ 5. In many of Marvell’s poems, his casual approach belies his serious message.

A. reinforces

B. disguises

C. belittles

D. underlies

_____ 6. In “To His Coy Mistress,” the speaker explains why there is no time to be coy.

A. evasive

B. demure

C. forthright

D. hasty

_____ 7. According to the poem, we should take charge of time rather than languish under its power.

A. submit

B. flourish

C. suffer

D. express ourselves

_____ 8. The theme of this poem is that we should enjoy youth, beauty, love, and life now, because they are only temporal.

A. short-lived

B. quick

C. eternal

D. tempting





27

5/29/09 3:45:13 PM

Name: ____________________________________________________ Date: __________________


Build Background: Oxford and Cambridge

Both Robert Herrick, who wrote “To the Virgins, to Make Much of time,” and Andrew

Marvell, who wrote “To His Coy Mistress,” attended Cambridge University. Oxford

University in England as well as Cambridge University is an ancient center of higher education in England. Until the twentieth century, practically every British author of distinction attended either Oxford or Cambridge. Research one of these institutions and record your findings below.

Institution: _______________________________________________________________________

Location:

_________________________________________________________________________________

Notes on the university’s history:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Describe an important building:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Name three significant writers who attended the university.

_________________________________________________________________________________

_________________________________________________________________________________

Student life at the university today:

_________________________________________________________________________________

_________________________________________________________________________________

28




Name: ____________________________________________________ Date: __________________


Analyze Literature: Argument

We usually associate persuasive writing with works of nonfiction, such as essays or speeches. But poetry can persuade as well. Andrew Marvell’s “To His Coy Mistress” is a love poem. It is also a witty argument, a form of persuasion that makes a case for accepting or rejecting a proposition or course of action.

Write a sentence or two summarizing the argument of each stanza of “To His Coy

Mistress.” Use the first person, as if you were the speaker restating his case in prose.

Stanza 1:

Stanza 2:

Stanza 3:





29

5/29/09 3:45:14 PM

Name: ____________________________________________________ Date: __________________


Selection Quiz

Part 1: To the Virgins, to Make Much of Time

Multiple Choice


_____ 1. Why should people gather rosebuds?

A. to preserve them

B. to enjoy them

_____ 2. What does the speaker see in the future?

A. decay

B. uncertainty

C. to replant them

D. to let others grow

C. pleasure

D. poverty

_____ 3. Which familiar saying about time does this poem best underscore?

A. Time flies.

B. A stitch in time saves nine.

C. Time is money.

D. Time is on our side.

_____ 4. Which advice best sums up the speaker’s philosophy.

A. Look twice.

B. Keep smiling.

C. Think ahead.

D. Do it now.

Part 2: To His Coy Mistress

True or False


_____ 5. The speaker finds his mistress’s coyness appealing.

_____ 6. The speaker and the lady live by the Ganges River.

_____ 7. The speaker is urged on by time.

_____ 8. The speaker argues that death will put an end to their love.

_____ 9. In a winged chariot, the speaker says, he and the lady could live forever.

_____ 10. The speaker and his mistress are still young.

_____ 11. According to the speaker, their love will make the sun stand still.

_____ 12. The reader does not learn how the lady answers the speaker’s plea.

30




Name: ____________________________________________________ Date: __________________


(Sonnet XIX), page 491

Analyze Literature: Speaker

The speaker is the character who speaks in, or narrates, a poem—the voice assumed by the writer. Sometimes the speaker’s voice is the same as that of the writer; sometimes the speaker represents quite a different individual. Review the two sonnets by John Milton and the background information provided by your textbook. Then answer the following questions.

1. How are the speaker’s concerns similar in Sonnets VII and XIX? How are they different?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. What is the speaker’s attitude to God in each sonnet?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. Would you identify the speaker as the poet in these selections? Explain your answer.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________





31

5/29/09 3:45:16 PM

Name: ____________________________________________________ Date: __________________



Analyze Literature: Rhyme Scheme

Many poets who use rhyme arrange their rhyming words in a rhyme scheme, a pattern of rhymes at the ends of lines of verse. The rhyme scheme of a poem is designated by letters, with matching letters signifying matching sounds. For example, in Sonnet XIX the final words of the first four lines are spent, wide, hide , and bent . The rhyme scheme for these four lines is said to be abba .

Copy the final word of each line of the sonnets in the organizer below. Then ascribe a letter to each rhyme and write it on the line to the left of the number. After you have completed the lists, answer the question below them.

“How soon hath Time”

(Sonnet VII)

“When I consider how my light is spent”

(Sonnet XIX)

Line Final word

_____ 1. ___________________________

Line

______

Final word

___________________________

_____ 2. ___________________________

_____ 3. ___________________________

_____ 4. ___________________________

_____ 5. ___________________________

______

______

______

______

___________________________

___________________________

___________________________

___________________________

_____ 6. ___________________________

_____ 7. ___________________________

_____ 8. ___________________________

_____ 9. ___________________________

_____ 10. ___________________________

_____ 11. ___________________________

_____ 12. ___________________________

_____ 13. ___________________________

_____ 14. ___________________________

______

______

______

______

______

______

______

______

______

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

Answer this question on your own paper. How are the rhyme schemes of the two sonnets similar? How are they different?

32




Name: ____________________________________________________ Date: __________________



Selection Quiz

Part 1: “How soon hath Time” (Sonnet VII)

Fill in the Blank

Fill in the blank with a word from the box that best completes each sentence.

God maturity spring twenty-three youth

1. According to the speaker, Time steals people’s _________________________________.

2. The speaker laments that he is already _________________________________ years old.

3. He claims that he is in the late _________________________________ of his life.

4. He worries that he is near _________________________________ with so little to show for it.

5. The speaker refers to _________________________________ as “my great Task-Master.”

Part 2: “When I consider how my light is spent” (Sonnet XIX)

Matching

Write the letter of the correct phrase on the line next to the matching description.

_____ 6. when the speaker went blind

_____ 7. what reassures the speaker

A. man’s work

B. before his life was half over

_____ 8. what the speaker laments he is unable to do

_____ 9. what God does not need

_____ 10. they also serve God

C. Patience

D. those who only stand and wait

E. God’s work





33

5/29/09 3:45:18 PM

Name: ____________________________________________________ Date: __________________ from Paradise Lost / Genesis 1–3, from the Bible, page 496

Build Vocabulary: Context Clues

Context clues can help you understand an unknown word. Context clues may compare or contrast one word to another. Comparison clues may also contain restatement, apposition, or examples to help a reader understand the meaning of a word. Words such as like or as may help you identify comparison clues. Contrast clues show the differences between words. They may use words such as but, however, although , or yet .

Use context clues to identify the meaning of the following words from Paradise Lost .

For each word, write a definition and a contextual sentence.

1. blissful (page 497)

Definition ____________________________________________________________________

Sentence _____________________________________________________________________

_____________________________________________________________________________

2. guile (page 497)

Definition ____________________________________________________________________

Sentence _____________________________________________________________________

_____________________________________________________________________________

3. doleful (page 499)

Definition ____________________________________________________________________

Sentence _____________________________________________________________________

_____________________________________________________________________________

4. compliant (page 503)

Definition ____________________________________________________________________

Sentence _____________________________________________________________________

_____________________________________________________________________________

5. lithe (page 503)

Definition ____________________________________________________________________

Sentence _____________________________________________________________________

_____________________________________________________________________________

34





Build Background: Creation, Perfection, and Perfect Evil

The first three chapters of Genesis offer explanations for many of the questions that human beings have asked since the earliest times. Who are we? Who made us? Why are we here?

Every culture asks these questions, and the answers often are very different. Respond to the questions below, answering each from the viewpoint of a different religious or cultural tradition. Use Internet or print resources for your research.

1. How was the world created?

Religion or tradition ____________________________________________________________

Description ___________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. Who were the first human beings?


Description ___________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. What is the perfect state—the heaven or paradise—for humankind?


Description ___________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4. What person or creature personifies evil?


Description ___________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




35



Analyze Literature: Epic

The epic is a long story, frequently told in verse, of heroes and gods. Grand in scope and length, an epic provides a portrait of an entire culture—the beliefs, values and ways of life of a people. In Paradise Lost , Milton created a vivid snapshot of Puritan England.

Part 1: Identify Puritan Attitudes, Values, and Beliefs

Complete the cluster chart by identifying attitudes, values, and beliefs of Puritan England that you infer from your reading of Paradise Lost .

1.

2.

6.

5.

Attitudes, Values, and Beliefs of

Puritan England

3.

4.

36





5/29/09 3:45:20 PM

Part 2: Support Ideas with Text

Support your choice of the attitudes and values you listed in the organizer with evidence from Paradise Lost .

7. _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

8. _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

9. _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

10. _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

11. _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

12. _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________





37

5/29/09 3:45:20 PM


Selection Quiz

Part 1:

from

Paradise Lost

True or False


_____ 1. The speaker admits that he needs divine inspiration in telling his story.

_____ 2. Satan is cast out of heaven for rebelling against God.

_____ 3. To Satan, Adam and Eve appear to resemble heavenly spirits.

_____ 4. Satan is reluctant to destroy Adam and Eve’s happiness.

_____ 5. Adam and Eve are not entirely happy in Eden.

Matching

Write the letter of the correct description on the line next to the matching quotation.

_____ 6. “The mind is its own place, and in itself / Can make a Heaven of Hell, a

Hell of Heaven”

_____ 7. “justify the ways of God to men”

A. what the speaker intends to do

B. eating from the fruit of the tree of knowledge

C. Satan’s reaction to Hell

_____ 8. “Sight hateful, sight tormenting!”

_____ 9. “Man’s first disobedience”

D. Satan’s feelings toward Adam and Eve

E. what Satan plans to do

_____ 10. “Hence I will excite their minds /

With more desire to know, and to reject / Envious commands”

38





5/29/09 3:45:21 PM

Part 2: Genesis 1–3,

from

the Bible

Multiple Choice


_____ 11. What does God create on the first day?

A. dry land

B. day and night

C. the sun and moon

D. the seas

_____ 12. What relationship does God intend between humans and the natural world?

A. Humans should have power over all plants, animals, and birds.

B. All living things should be allowed to develop independently.

C. Humans should use the natural world only as is necessary to survival.

D. Nature and Humans will always be in conflict.

_____ 13. What does God do on the seventh day?

A. He walks in Eden.

B. He separates the waters.

C. He makes men and women.

D. He rests.

_____ 14. What tree bears the fruit that leads to Adam and Eve’s fall?

A. the tree of knowledge

B. the tree of life

C. the tree of truth

D. the tree of falsehood

_____ 15. What do Adam and Eve do when they hear the voice of God in the garden?

A. They attempt to escape from the garden.

B. They sew together fig leaves to make aprons.

C. They hide.

D. They pretend that they do not know God.

_____ 16. What does God not want Adam and Eve to do?

A. kill animals

B. live forever

C. have children

D. experience pleasure





39

5/29/09 3:45:21 PM

Name: ____________________________________________________ Date: __________________ from The Pilgrim’s Progress, page 511

Build Vocabulary: Apply Meanings

Review the vocabulary from The Pilgrim’s Progress . Practice using these words by responding to the following questions.

1. Are you pliable or obstinate ? Explain your response.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. Use the words incorruptible and undefiled to introduce someone you admire.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. Describe a shallow person, using the words raiment and vanity .

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4. Describe a dispute between two people, using the words plight and revile .

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

40





5/29/09 3:45:22 PM


Connecting with Literature: Culture

Throughout the text of The Pilgrim’s Progress , Bunyan inserts frequent biblical references.

Many of his readers knew the Bible extremely well. These allusions would have served to remind them exactly where to find the words that inspired the allegory. For modern readers, however, the King James Bible may be less familiar. Enhance your understanding of Bunyan’s meaning by tracing his allusions to their source.

Working with a small group, divide up Bunyan’s references to the Bible. Look up those you are assigned in the King James Bible, either on line or in print. Then report back to your group, explaining how the biblical allusions tie into the passages they reference.

Write your notes below. (Note: Bunyan uses Roman and Arabic numerals in his references.

“Isaiah lxiv.6” means the Book of Isaiah, chapter 64, verse 6.)

1. Reference: ____________________________________________________________________

Relationship to text: ____________________________________________________________

_____________________________________________________________________________

2. Reference: ____________________________________________________________________


_____________________________________________________________________________

3. Reference: ____________________________________________________________________


_____________________________________________________________________________

4. Reference: ____________________________________________________________________


_____________________________________________________________________________

5. Reference: ____________________________________________________________________


_____________________________________________________________________________





41

5/29/09 3:45:23 PM

Name: ____________________________________________________ Date: __________________ from The Pilgrim’s Progress, page 511

Analyze Literature: Conflict

The Pilgrim’s Progress describes a succession of conflicts, those struggles between two forces in a literary work. Some of these conflicts are external, in which one character struggles against something outside himself or herself: another character, a force of nature, an element of society, or social norms. Others conflicts are internal, in which a character struggles against some element within himself or herself.

Locate conflicts in The Pilgrim’s Progress and enter them in the chart below. Describe who or what is in conflict, identify whether the conflict is external or internal, and describe its cause.

Conflict

Between…

Type of

Conflict

Cause of Conflict

42





5/29/09 3:45:24 PM


Selection Quiz

True or False


_____ 1. Before his pilgrimage, Christian lives in the City of Destruction.

_____ 2. Christian learns about his sinful life from a man named Evangelist.

_____ 3. Christian’s neighbors think he is crazy, but his family is sympathetic.

_____ 4. Christian is troubled by a heavy burden he is forced to carry.

_____ 5. No one notices when Christian sets out on his pilgrimage.

_____ 6. At the beginning of his journey, Christian must pass through a wicketgate.

_____ 7. The pilgrims only wish to buy a little food in the fair.

Matching

Write the letter of the correct name on the line next to the matching description.

_____ 8. joins Christian on his journey

_____ 9. chief lord of the fair

A. Evangelist

B. Obstinate

_____ 10. is the town where the fair is held C. Pliable

_____ 11. tries to convince Christian to return home D. Beelzebub

_____ 12. advises Christian how to begin his pilgrimage E. Vanity





43

5/29/09 3:45:25 PM

Name: ____________________________________________________ Date: __________________ from The Narrow Road to the Deep North and Other Travel Sketches, page 519

Build Background: Matsuo Basho

A legend in his own country, Matsuo Bashō, who wrote The Narrow Road to the Deep

North and Other Travel Sketches, is not so widely known in the English-speaking world. Yet his fascinating biography is well documented. Learn more about the life and times of this remarkable poet.

Using print or Internet sources, take notes on the life and works of Matsuo Bashō.

Record notes and your sources below.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Then as a class, select a student to start speaking. Without using notes, the first student will state one fact about Bashō. The next will follow with another fact. This process continues until all participants no longer have information to share. Record information new to you as students share their research information.

44





Analyze Literature: Haiku

A haiku is a traditional Japanese three-line poem containing five syllables in the first line, seven in the second, and five again in the third. This syllable pattern is often lost when a haiku is translated into English. The haikus in your textbook have been translated as fourline poems in order to maintain the spirit of the originals.

Rewrite each of the four poems printed on page 519 in your textbook as seventeensyllable haikus, with three lines of five, seven, and five syllables respectively. Strive to maintain as much of the sense and imagery of the original poems as possible.

1. Line 1 ______________________________________________________________________

Line 2 ______________________________________________________________________

Line 3 ______________________________________________________________________

2. Line 1 ______________________________________________________________________

Line 2 ______________________________________________________________________

Line 3 ______________________________________________________________________

3. Line 1 ______________________________________________________________________

Line 2 ______________________________________________________________________

Line 3 ______________________________________________________________________

4. Line 1 ______________________________________________________________________

Line 2 ______________________________________________________________________

Line 3 ______________________________________________________________________





45

5/29/09 3:45:26 PM


Selection Quiz

Multiple Choice


_____ 1. What does Bashō ask “God of this mountain” to do?

A. turn him into a flower

B. show his face among the blossoms

C. reunite him with his friends

D. give him a grass pillow to share with a friend

_____ 2. In the second poem, what actions does the speaker suggest sharing?

A. walking and talking

B. singing and dancing

C. dreaming and waking

D. eating and sleeping

_____ 3. What do the split stag’s antlers symbolize in the third poem?

A. separation from a friend

B. the branches of a great pine tree

C. the delta of a river

D. the many narrow roads a person may travel in life

_____ 4. What observation does Bashō make about a pine tree?

A. It will remain steady while human life constantly changes.

B. It was tall when the ancient gods were young.

C. It will live another thousand years.

D. In the days of ancient gods, it was a seedling.

_____ 5. What does each of the poems include?

A. an image of nature

B. an action

C. an argument and a rebuttal

D. a metaphor

46





5/29/09 3:45:27 PM

Name: ____________________________________________________ Date: __________________ from Gulliver’s Travels/ A Modest Proposal, page 521

Build Vocabulary: Eponyms

An eponym i s a person or character from whose name a word or title is derived, or a name that has become synonymous with some general characteristic or idea. The word

Lilliputian is taken from the name of peoples in Gulliver’s Travels . Lilliputian can be a noun, meaning a small person, or an adjective, meaning small or petty. Less common, but also used, is Brobdingnagian , meaning marked by tremendous size. Character eponyms have added many other words to the English language.

Define each of the following eponyms taken from literature. Identify its literary origin.

Then use it in a sentence that reinforces its meaning. You may consult a dictionary or other reference book for information.

1. Yahoo

Definition ____________________________________________________________________

Origin _______________________________________________________________________

Sentence _____________________________________________________________________

_____________________________________________________________________________

2. scrooge

Definition ____________________________________________________________________

Origin _______________________________________________________________________

Sentence _____________________________________________________________________

_____________________________________________________________________________

3. svengali

Definition ____________________________________________________________________

Origin _______________________________________________________________________

Sentence _____________________________________________________________________

_____________________________________________________________________________





47

5/29/09 3:45:28 PM

4. malapropism

Definition ____________________________________________________________________

Origin _______________________________________________________________________

Sentence _____________________________________________________________________

_____________________________________________________________________________

5. man Friday

Definition ____________________________________________________________________

Origin _______________________________________________________________________

Sentence _____________________________________________________________________

_____________________________________________________________________________

6. Pollyanna

Definition ____________________________________________________________________

Origin _______________________________________________________________________

Sentence _____________________________________________________________________

_____________________________________________________________________________

7. shylock

Definition ____________________________________________________________________

Origin _______________________________________________________________________

Sentence _____________________________________________________________________

_____________________________________________________________________________

8. ugly duckling

Definition ____________________________________________________________________

Origin _______________________________________________________________________

Sentence _____________________________________________________________________

_____________________________________________________________________________

48





5/29/09 3:45:28 PM


Build Background: Jonathan Swift’s Ireland

The histories of England and Ireland are intertwined and often tragic. England’s attempts to conquer and rule Ireland—starting with the Normans in the twelfth century—were cruel and prolonged. By Jonathan Swift’s day, England was in control of a grudging and impoverished country.

Learn about the social and political background of Jonathan Swift’s “A Modest

Proposal.” Using print or Internet resources, take notes on the following key events and terms that shaped the Ireland Jonathan Swift knew.

1. The Plantations

_____________________________________________________________________________

_____________________________________________________________________________

2. The Penal Laws

_____________________________________________________________________________

_____________________________________________________________________________

3. Oliver Cromwell’s Conquest of Ireland

_____________________________________________________________________________

_____________________________________________________________________________

4. The Glorious Revolution

_____________________________________________________________________________

_____________________________________________________________________________

5. The Protestant Ascendancy

_____________________________________________________________________________

_____________________________________________________________________________

6. The Great Famine of 1740–1741

_____________________________________________________________________________

_____________________________________________________________________________




49



Connecting with Literature: Science

The king of Brobdingnag had clearly never imagined gunpowder or firearms until Gulliver introduced him to these inventions. Notice how Gulliver describes the cannon—so familiar to him—in terms that a person completely ignorant with the concept would understand. In fact, Gulliver never even names what he is describing, but the image of a death-delivering cannon is vivid and terrible.

Imagine that you introducing twenty-first century technology to the king of

Brobdingnag. Choose one of the following items and describe it, using Gulliver’s effective method. Do not name the object directly. Instead, use sensory clues and comparisons to make its appearance and function perfectly clear to a stranger from another culture.

laptop computer cell phone MP3 player GPS device

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

50





Selection Quiz

Part 1:

from

Gulliver’s Travels

True or False


_____ 1. Gulliver hauls fifty warships across the narrow channel to Lilliput.

_____ 2. Lilliput immediately honors Gulliver for his accomplishment.

_____ 3. Gulliver agrees to help the Lilliputian emperor become ruler of the world.

_____ 4. The king of Brobdingnag is disgusted by Europeans values.

_____ 5. Gulliver delights his listener with a description of firearms.

_____ 6. A Brobdingnagian cannon would be only seven inches long.

_____ 7. Common sense and reason are the principles of government in Brobdingnag.

Matching


_____ 8. unit of measure A. Grildrig

_____ 9. Brobdingnagian king’s name for Gulliver B. Brobdingnagians

_____ 10. enemy of Lilliput

_____ 11. think Europeans are a “pernicious race of little odious vermin”

_____ 12. title of honor among the Lilliputians

C. glumguffs

D. Blefuscu

E. Nardac





51

5/29/09 3:45:30 PM

Part 2: A Modest Proposal

Multiple Choice


_____ 13. How does the narrator of “A Modest Proposal” present himself?

A. as a mass murderer

B. as a philanthropist

C. as a political scientist

D. as a comic writer

_____ 14. What problem does the narrator’s proposal address?

A. corruption in the government

B. the growing divide between rich and poor

C. poverty, oppression, and overpopulation

D. the scarcity of food for all classes

_____ 15. What is the narrator’s solution?

A. eating the babies of poor people

B. adopting the children of political opponents

C. banishing children to British colonies in America

D. enslaving any child whose parents are willing to sell it

_____ 16. What reason does the narrator give for a reduction in domestic violence?

A. There would be fewer marriages.

B. Families would be smaller and happier.

C. Husbands would be less likely to beat their wives.

D. There would be only one man for every four women.

_____ 17. What one objection does the narrator foresee to his scheme?

A. The poor will become too wealthy.

B. People will say that infanticide is cruel and immoral.

C. Human meat is not nutritious.

D. The population of Ireland will fall.

_____ 18. Which statement best sums up Swift’s theme?

A. Eating babies is a humane and practical plan.

B. The church is at the root of Ireland’s population problem

C. The ruling class has behaved cruelly toward the poor of Ireland.

D. Sound economic thinking should be at the heart of every policy.

52





5/29/09 3:45:31 PM

Name: ____________________________________________________ Date: __________________ from Candide, page 540

Build Background: The European Enlightenment

Voltaire, the author of Candide was part of a philosophical movement that has come to be called the Age of Enlightenment. Although the thinkers who formed this movement often held differing opinions, their attitudes shared common ground. The philosophers of the enlightenment believed that the human condition could be improved by rational exploration and that no dogma or tradition should remain unchallenged. The Constitution of the United States and the Bill of Rights are potent products of this creative, questioning period.

Familiarize yourself with half a dozen of the Enlightenment’s principal thinkers.

Record the dates and nationalities of the thinkers listed in the cluster chart below. Then make a note of their chief contributions to eighteenth-century thought. Finally, choose one of the thinkers and prepare and present an oral presentation summarizing the life of that

Enlightenment thinker. Give your presentation in class.

Adam Smith Jean-Jacques

Rousseau

David Hume Montesquieu

Philosophers of the

Enlightenment

Denis Diderot Immanuel Kant





53

5/29/09 3:45:31 PM


Analyze Literature: Verbal Irony

Few works of literature are more ironic than Candide . Examples of verbal irony —in which a writer or character says one thing, but means another—abound in the narration. In fact, nearly every generalization the narrator makes means something very different to the detached reader.

Record examples of verbal irony in the chart below. Make a note of what the narrator says. Then suggest what Voltaire really means.

What Is Said What Is Really Meant

54





5/29/09 3:45:32 PM


Selection Quiz

True or False


_____ 1. It is rumored that Candide is really the Baron’s nephew.

_____ 2. Pangloss argues that the world is in need of improvement.

_____ 3. The Baron expels Candide from his castle for flirting with the Baroness.

_____ 4. Candide’s enlists in the Bulgarian army.

_____ 5. Candide is not interested in fighting battles.

_____ 6. A kind Anabaptist takes pity on Candide and gives him money.

_____ 7. Pangloss has become wealthy when Candide meets him again.

Matching


_____ 8. one of the most powerful lords in Wesphalia A. Baron Thunder ten-tronckh

_____ 9. granted Candide clemency B. Candide

_____ 10. Candide’s tutor

_____ 11. made to run the gauntlet as a punishment

_____ 12. Candide’s beloved

C. Pangloss

D. Cunegonde

E. King of the Bulgarians





55

5/29/09 3:45:33 PM

Name: ____________________________________________________ Date: __________________ from The Rape of the Lock / from An Essay on Man, page 546

Build Vocabulary: Analogies

Analogies help us understand how the meanings of words relate to each other. Typically, an analogy shows a relationship in the words in a pair and asks you to complete another pair of words with the same relationship. For example, you might be asked to solve this analogy: glimpse : eye :: sniff : ____.

To read this formula say “glimpse is to eye as sniff is to blank.” In other words, you must find a word that relates to sniff in the same way that eye relates to glimpse . The best response is nose , because you sniff with your nose, just as you glimpse with your eye. Of course, word pairs have many relationships, including synonyms, antonyms, parts of a whole, and degrees of intensity. Test your knowledge of vocabulary from The Rape of the

Lock with the following analogies.

Fill in the blank before each item with the word that best completes each analogy.

_____ 1. oblique : direct :: _________ : talkative

A. noisy

B. boring

C. unclear

D. reticent

_____ 2. _________ : luxury :: destitute : need

A. poverty

B. wealthy

C. money

D. comfortable

_____ 3. color : verdant :: taste : _________

A. yellow

B. sound

C. salty

D. smell

_____ 4. orderly : _________ :: assorted : promiscuous

A. messy

B. regulated

C. discipline

D. soldier

_____ 5. prostrate : erect :: _________ : gentle

A. ground

B. calm

C. savage

D. irritating

_____ 6. victory : exulting :: funeral : _________

A. mourning

B. black

C. tears

D. celebration

_____ 7. night : _________ :: day : radiant

A. evil

B. unhappy

C. quiet

D. dark

_____ 8. _________ : disturbing :: sensation : pungent

A. thought

B. sleep

C. contented

D. troubling

56





Analyze Literature: Epigrams

Alexander Pope was a master of the epigram, a short witty saying, often expressed in verse.

Many of his poetic witticisms are still familiar phrases.

Part 1: Epigrams for the Readings

Test your recall of The Rape of the Lock and An Essay on Man by supplying the word missing from each epigram. Write your idea on the line; then check the original in your textbook.

____________________________ 1. O thoughtless Mortals! Ever _____ to Fate,

Too soon dejected, and too soon elate!

The Rape of the Lock , III, 101–102

2. But when to Mischief Mortals bend their Will,

How soon they find fit Instruments of _____!


3. Not louder Shrieks to pitying Heav’n are cast

When _____ or when Lap-dogs breath their last.


4. Know then thyself, presume not God to scan;

The proper study of _____ is man.

An Essay on Man , 1–2

____________________________

____________________________

____________________________

Part 2: Other Epigrams by Pope

Find a word that you feel best completes Pope’s thoughts in the following epigrams.

Check your answer by entering the phrase on an Internet search engine.

5. To err is human; to forgive, _____.

6. Blessed is the man who expects nothing, for he shall never be _____.

7. The hungry judges soon the sentence sign,

And wretches hang that jurymen may _____.

____________________________

____________________________

____________________________





57

5/29/09 3:45:35 PM


Extend the Learning: Metaphor

In An Essay on Man , Alexander Pope defines the state of humanity by means of a geographical image:

“Placed on this isthmus of a middle state,

A being darkly wise, and rudely great”

Of course, the isthmus he refers to is not a real land bridge between two bodies of water. Pope is using a metaphor, a figure of speech in which one thing is spoken or written about as if it were another. The isthmus is a way of representing the middle ground between the beast and the god that—according to Pope—humanity occupies.

Experiment with metaphors of your own. Write a sentence or two about your life or human life in general, using the following geographical terms metaphorically.

1. a cavern _____________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. an island _____________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. a reef ________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4. an ocean _____________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

5. a plain _______________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

6. a mountain ___________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

58





Selection Quiz

Part 1:

from

The Rape of the Lock

True or False


_____ 1. Pope describes a game of chess as if it is a battle.

_____ 2. Belinda wins her game against the Baron.

_____ 3. The Baron carries a pair of scissors in his pocket.

_____ 4. He cuts off a lock of Belinda’s hair while she is not looking.

_____ 5. The severed lock is never returned to Belinda.

_____ 6. The narrator claims that Belinda’s lock will soon be forgotten.

Part 2:

from

An Essay on Man

Multiple Choice


_____ 7. According to Pope, what should humankind study to learn more about itself?

A. God

B. man

C. poetry

D. logic

_____ 8. Where does Pope say humankind is situated?

A. on a mountain

B. on an island

C. in a forest

D. on an isthmus

_____ 9. Between what two qualities or states does humankind lie?

A. good and evil

B. weakness and knowledge

C. life and death

D. God and the devil

_____ 10. In what poetic style is An Essay on Man written?

A. heroic couplets

B. blank verse

C. quatrains

D. iambic tetrameter





59

5/29/09 3:45:36 PM

Name: ____________________________________________________ Date: __________________

To All Writing Ladies, page 559

Build Vocabulary: Compound Words

At one point in her essay, Margaret Cavendish refers to a “Common-wealth of those governing spirits.” Her old-fashioned spelling underscores the fact that commonwealth was originally two separate words. Over the centuries, however, the two parts have come to be written as one. We call words like commonwealth compound words, and we use thousands of them in everyday speech.

Part 1: Form Compound Words

Form a familiar compound word by adding a word from box to each numbered word.

Write your compound word on the line.

back line book loose bound most

1. ever _______________________________

2. foot _______________________________

3. make _______________________________

4. slap

5. bee

6. top

_______________________________

_______________________________

_______________________________ bug point dash shift green skate

Part 2: Identify Compound Words

Identify each compound word defined below, using a thesaurus if necessary. (The first letters of each part have been given to you.) Then use each word in a contextual sentence.

7. Meaning: a broad survey Word: o_____________v_______________

Sentence: _____________________________________________________________________

_____________________________________________________________________________

8. Meaning: a traitor Word: t_____________c_______________

Sentence: _____________________________________________________________________

_____________________________________________________________________________

60




Name: ____________________________________________________ Date: __________________


Build Background: Margaret Cavendish

Unlike many women of seventeenth-century England, Margaret Cavendish, author of

“To All Writing Ladies,” never hovered in the background. She was always upfront— flamboyant, controversial, outspoken, and ambitious. For some of her contemporaries, she was a figure of fun; for others, a role model. Today she is regarded as a brave and determined woman, far ahead of her time socially and politically, whose literary work— although mixed in quality—is varied and lively.

Part 1: Identify Facts About Margaret Cavendish

Reread the biography of Margaret Cavendish on page 559 of your textbook. Then research the life of Cavendish, using Internet or print sources. On the lines below, record details that are not in the textbook but that you would include if you were writing a brief biography of Cavendish.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Part 2: Assess a Work by Margaret Cavendish

Several of Cavendish’s works are accessible online. Read an example of her poetry or prose. Identify the piece you read, and write a brief assessment below.

Work read: _______________________________________________________________________

Assessment: ______________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________




61


Name: ____________________________________________________ Date: __________________


Selection Quiz

Multiple Choice


_____ 1. What does Cavendish believe to be the cause of social and political change?

A. differences in political systems

B. a secret force of nature

C. religious faith

D. the conflict between male and female elements in society

_____ 2. How does Cavendish define the spirit of the age in which she is writing?

A. an age in which “all affect singularity”

B. an age “where most rule at one time”

C. an age “when the effeminate spirits rule”

D. an age that is “superstitiously devout”

_____ 3. Which statement best summarizes Cavendish’s assessment of women?

A. They are naturally superior to men.

B. They have the same abilities as men.

C. They cannot be compared to men because they are totally different.

D. They are inferior in their abilities to men.

_____ 4. What does the essay urge women to do?

A. seize the moment to excel

B. create a society in which women rule over men

C. strive to perfect themselves

D. live by the senses, not by reason

_____ 5. What does Cavendish want most for herself?

A. recognition

B. contentment

C. controversy

D. wealth

62





5/29/09 3:45:39 PM

Name: ____________________________________________________ Date: __________________ from Oroonoko, page 562


Context clues can help a reader understand an unknown word. One type of context clue is restatement.

The author may tell you the meaning of the word by using different words to express the same idea in another sentence.

Example With fourteen plays to her name, Aphra Benh was an experienced

dramatist.

Another type of context clue is apposition.

An apposition renames something in different words. Look for a word or phrase in the sentence that clarifies the word you do not know.

Example Oroonoko was beloved like a deity, or a god.

Context clues can appear as examples in a sentence.

Example Principles such as honesty, trust, and honor rule Oroonoko’s life.

Contrast clues will help you find the differences between words. They may use words such as but, however, although , or yet .

Example Aphra Benh criticized slavery in 1688, but many Europeans did not

denounce the practice until the end of the eighteenth century.

Practice using context clues in your own writing. Look up the following words from

Oroonoko . Then write a sentence for each word. Be sure to use each kind of context clue listed above at least once.

1. circumvent ___________________________________________________________________

_____________________________________________________________________________

2. oblige _______________________________________________________________________

_____________________________________________________________________________

3. ignominiously ________________________________________________________________

_____________________________________________________________________________

4. repose _______________________________________________________________________

_____________________________________________________________________________

5. commend ____________________________________________________________________

_____________________________________________________________________________

6. discourse _____________________________________________________________________

_____________________________________________________________________________




63



Build Background: The English Slave Trade

The slave trade was an integral part of the English economy, and the wealth it generated helped build Britain’s colonial empire. European slave trafficking reached its peak in the eighteenth century, the period during which six million Africans were shipped across the

Atlantic. As the writer of the first novel that criticized slavery, Benh did not voice a popular view. Most Europeans did not denounce the practice of slavery until one hundred years after Benh wrote Oroonoko , near the end of the eighteenth century.

Part 1: Research History of Slave Trade

Research the history of the English slave trade. Consult at least three separate Internet or print sources and list them below. Take notes separately on your research.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Part 2: Write a Letter

Suppose that you are a contemporary of Aphra Benh. Write a letter to the editor of a newspaper protesting the slave trade. Use specific evidence from your research to support your opinion.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

64





Analyze Literature: Irony

Verbal irony, in which a character or narrator says one thing but means another, is a familiar aspect of an author’s craft. It can also ease some of the less pleasant moments in everyday life.

Part 1: Identify Verbal Irony

1. What are Oroonoko’s parting words to the captain?

_____________________________________________________________________________

_____________________________________________________________________________

2. How are these words ironic?

_____________________________________________________________________________

_____________________________________________________________________________

Part 2: Write Ironic Remarks

Think of ironic remarks that might suit the following real-life situations.

3. At an uncomfortable job interview, a woman is asked if she minds working nights and weekends?

What does she respond?

_____________________________________________________________________________

4. There’s plenty of room to sit on the bus, but some students have their feet up on the seats. What do you mutter to yourself?

_____________________________________________________________________________

5. After waiting two hours for a delayed flight, a traveler learns that the plane is still in another city.

What does he say on the telephone to a family member?

_____________________________________________________________________________

6. You fall into a muddy puddle and a friend asks if you are OK. How do you respond?

_____________________________________________________________________________

_____________________________________________________________________________




65



Selection Quiz

True or False


_____ 1. Oroonoko is sold as a slave by his own king.

_____ 2. Oroonoko fights back by refusing to eat.

_____ 3. The captain unfetters Oroonoko to encourage the other slaves to eat.

_____ 4. Oroonoko mourned the loss of his beloved, Imoinda.

_____ 5. The captain is true to his word to Oroonoko.

Multiple Choice


_____ 6. What business transactions had Oroonoko and the captain had previously?

A. slave trading

B. diamond mining

C. shipbuilding

D. winemaking

_____ 7. Why is the captain upset by Oroonoko’s act of protest?

A. He realizes that he has behaved dishonorably.

B. He stands to lose a lot of money.

C. He understands that Oroonoko is a better man than he is.

D. He is wasting precious time in negotiations.

_____ 8. As he is led away, what does Oroonoko say he has a “true knowledge” of?

A. European culture

B. the reality of slavery

C. the hardships of life at sea

D. the captain and his gods

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5/29/09 3:45:42 PM

Name: ____________________________________________________ Date: __________________ from The Diary of Samuel Pepys / from A Journal of the Plague Year, page 570

Build Vocabulary: Using Words in Other Contexts

Show your understanding of vocabulary used by Pepys and Defoe by employing their words in modern contexts. Respond to the following prompts or questions in a way that indicates your knowledge of the bold words.

1. Describe something that you endeavored to do this year and why you did so.

_____________________________________________________________________________

_____________________________________________________________________________

2. Describe an inimitable friend or relative.

_____________________________________________________________________________

_____________________________________________________________________________

3. How could you distinguish the discourse of a child from that of a professor?

_____________________________________________________________________________

_____________________________________________________________________________

4. Describe a prodigious animal.

_____________________________________________________________________________

_____________________________________________________________________________

5. What diverts you on a typical weekend?

_____________________________________________________________________________

_____________________________________________________________________________

6. What signs might suggest that a storm had abated?

_____________________________________________________________________________

_____________________________________________________________________________

7. Describe a calamitous situation.

_____________________________________________________________________________

_____________________________________________________________________________




67



Analyze Literature: Diaries and Journals

The defining line between a diary and a journal is not always clear. While a diary is a daily record of a person’s thoughts, feelings, and activities, it may well contain objective accounts of events in the outside world. Journals, on the other hand, are daily accounts that tend to focus outward, but the writer of a journal will often include his or her feelings and observations as well.

In the chart below, record some of the outward and inward observations Pepys makes in his diary. Then answer the question below the chart.

Outward Inward

Compare and contrast Pepys’s diary to Defoe’s journal with particular reference to the inward and outward observations of their authors.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

68





Analyze Literature: Point of View

Point of view is the vantage point, or perspective, from which a story is told. In describing the plague and the fire, Samuel Pepys naturally speaks from his own vantage point—that of a privileged, upper middle-class male. His unique perception of events defines his point of view.

In the cluster chart below, make a note of passages from Pepys’s diary or circumstances in his life that help define his advantaged point of view. Then respond to the Writing

Prompt.

Pepys’s Point of View

Writing Prompt

On your own paper, write an entry in the diary that one of Samuel Pepys’s young maids might have written during the plague or the fire.





69

5/29/09 3:45:45 PM


Selection Quiz

Part 1:

from

The Diary of Samuel Pepys

Matching

Write the letter of the correct answer on the line next to the matching description.

_____ 1. “the worst that I have ever heard in my life” A. fear of the plague

____ 2. red cross on the door B. sign of the plague

_____ 3. reason for nine o’clock curfew

_____ 4. why many houses were pulled down

_____ 5. why periwigs may go out of fashion

C. to fight the Great Fire of London

D. Pepys’s review of Romeo and Juliet

E. to allow the sick out for air

True or False


_____ 6. Pepys resolves to be more careful about his finances.

_____ 7. Plague victims were not buried at night.

_____ 8. The fire starts in the king’s baker’s house.

_____ 9. Pepys advises the king to stop the fire by pumping river water.

_____ 10. Pepys inspects the fire from a boat on the river.

_____ 11. Pepys’s house is burned, but he saves his belongings.

_____ 12. Some people thought that the French were invading London.

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5/29/09 3:45:46 PM

Part 2:

from

A Journal of the Plague Year

Multiple Choice


_____ 13. Why did the narrator have occasion to witness so many “dismal scenes”?

A. He was a public health officer.

B. He was the sexton of a church

C. He was visiting his brother’s house.

D. He was a journalist.

_____ 14. Which plague victims were more likely to recover?

A. those who had the fewest symptoms

B. those whose swellings could be brought to a head

C. those who managed to break out into the fresh air

D. those who were young and strong

_____ 15. Why was the man who escaped quarantine allowed to stay at an inn?

A. He assured his host that he was free of the plague.

B. He offered ten times the usual price for a room.

C. He was staying only a night and sleeping in a garret.

D. He was very well dressed.

_____ 16. How were bodies of plague victims disposed of?

A. They were burned weekly outside the city.

B. They were dumped in mass graves.

C. They were taken out to sea in barges.

D. They were buried individually in simple coffins.

_____ 17. How did the poor piper end up alive in the dead-cart?

A. He accepted a ride as a dare.

B. He was ill and thought to be dead.

C. He was sound asleep.

D. He was made to ride on the cart as a punishment.

_____ 18. What happened to the man who dashed naked into the Thames?

A. He drowned.

B. He was arrested.

C. He caught a chill and died of a fever.

D. He recovered from the plague.





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5/29/09 3:45:46 PM

Name: ____________________________________________________ Date: __________________

A Young Lady’s Diary, from The Spectator, page 589

Analyze Literature: Satire

Satire is humorous writing or speech intended to point out human errors, falsehoods, foibles, or failings. It is more than simple humor. It is written for the purposes of reforming human behavior or human institutions. Even a gentle satire such as “A Young Lady’s

Diary” has a serious point to make.

Part 1: Identify Satire

In the chart below, record examples of behavior that Addison satirizes. In the column to the right, identify what failure or foible in Clarinda the author is satirizing.

Clarinda’s Behavior What Is Being Satirized

Part 2: Write a Diary Entry

Compose an entry in a diary that someone of your age might write today. Imitate Joseph

Addison’s satirical tone.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

72





5/29/09 3:45:47 PM

Name: ____________________________________________________ Date: __________________


Analyze Literature: Allegorical Characters

Humorists of the eighteenth century were fond of allegorical characters. That is to say, they gave their characters names that reflected their personalities. There are several allegorical characters in “A Young Lady’s Diary.”

Part 1: Identify Allegorical Names

Identify and define the words from which the characters derive their names. Then describe these characters.

Name

Word from Which

Name Is Derived

Meaning of Word Description of Personality

Mr. Froth Froth

Lady Betty Modely

Mrs. Spitely

Lady Hectic

Mrs. Brilliant

Part 2: Invent Allegorical Names

Invent two comic characters with allegorical names that you might encounter in your own life. Give their names and describe what they are like.

Character: ________________________________________________________________________

Personality: _______________________________________________________________________

Character: ________________________________________________________________________

Personality: _______________________________________________________________________




73


Name: ____________________________________________________ Date: __________________


Selection Quiz

Matching

Write the letter of the correct person or animal on the line next to the matching phrase.

_____ 1. jumps out a window A. Mr. Froth

_____ 2. combed and washed on Wednesday morning B. Veny

_____ 3. receives several diaries in the mail

_____ 4. looks best in blue

_____ 5. squeezes Clarinda’s hand at the opera

C. Mr. Spectator

D. Lady Hectic’s monkey

E. Clarinda

True or False


_____ 6. Clarinda is a wealthy young woman who comes to town every winter.

_____ 7. The narrator of the essay considers Clarinda foolish but harmless.

_____ 8. Clarinda spends her afternoons reading romances.

_____ 9. Veny is often on Clarinda’s mind.

_____ 10. Dinner is generally served between 7 and 8 in the evening.

_____ 11. Mr. Froth has proposed to Clarinda.

_____ 12. In looking back, Clarinda is proud only of her embroidered violet leaf.

74





5/29/09 3:45:48 PM

Name: ____________________________________________________ Date: __________________ from The Diary of Fanny Burney, page 595

Build Vocabulary: Words from Latin

Veneration, injunction , and vindicate —the vocabulary words from this selection—are all derived from Latin. In the seventeenth century, many English writers condemned the borrowing of Latin words. English, they argued, should be grounded in the Anglo-Saxon vocabulary. By Fanny Burney’s day, however, Latin words filled the speech of polite conversation. Today, even informal English employs Latin words once considered long and bookish.

Five English words, borrowed from Latin, are defined below. Identify the word in the box that fits the definition. Write it and then write a sentence using the word. ameliorate capacious clandestine expedite impediment

1. Something that gets in your way ___________________________________________________

Sentence: _____________________________________________________________________

_____________________________________________________________________________

2. to make something better ________________________________________________________

Sentence: _____________________________________________________________________

_____________________________________________________________________________

3. to speed up the progress of something ______________________________________________

Sentence: _____________________________________________________________________

_____________________________________________________________________________

4. under cover; secret _____________________________________________________________

Sentence: _____________________________________________________________________

_____________________________________________________________________________

5. very roomy ___________________________________________________________________

Sentence: _____________________________________________________________________

_____________________________________________________________________________





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5/29/09 3:45:49 PM


Analyze Literature: Voice

When Fanny Burney began sending installments of her diary as “letter journals” to her friend Samuel Crisp, he advised her to abandon formality and to write in a natural manner.

In fact, he was suggesting that she find her own writing voice. The combination of tone, word choice, and sentence structure helps create a writer’s voice.

Read the following passages from Fanny Burney’s diary. Examine the author’s tone, word choice, and sentence structure. Then describe how these elements contribute to her voice. Finally, answer question 4.

1. “Soon after we were seated, this great man entered. I have so true a veneration for him, that the very sight of him inspires me with delight and reverence…”

_____________________________________________________________________________

_____________________________________________________________________________

2. “The present chief sport with Mrs. Thrale is disposing of me in the holy state of matrimony, and she offers me whoever comes to the house.”

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. “And then the laugh was on my side, for he could not help making a droll face; and if he had known Kitty Cooke, I would have called out, ‘There I had you, my lad!’”

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4. The descriptions and anecdotes that an author chooses to include also play a part in his or her voice. What choices does Fanny Burney make that contribute to her voice? Explain your reasoning.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

76





Analyze Literature: Epitaphs

In Fanny Burney’s diary, Dr. Johnson makes a point by quoting an epitaph at dinner. An epitaph is an inscription or verse written to be used on a tomb to commemorate someone who has died. Epitaphs can be moving, informative, and even funny.

1. Conduct an Internet search to find the epitaphs of the following people. Copy them on the lines provided.

William Butler Yeats

_____________________________________________________________________________

_____________________________________________________________________________

Jefferson Davis

_____________________________________________________________________________

_____________________________________________________________________________

Mel Blanc

_____________________________________________________________________________

_____________________________________________________________________________

2. Look up the epitaphs of several famous authors. Choose the one you like best. Name the author and copy the epitaph. Then explain why you chose it.

Author ______________________________________________________________________

Epitaph

_____________________________________________________________________________

_____________________________________________________________________________

Explanation

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________





77

5/29/09 3:45:51 PM


Selection Quiz

Multiple Choice


_____ 1. How does Fanny Burney feel about sitting next to Dr. Johnson?

A. uncomfortable and embarrassed

B. flattered and honored

C. superior to the others at the table

D. challenged to match his witty observations

_____ 2. Why does Dr. Johnson think it a “terrible thing” to “wish young ladies well.”

A. If they remain well, they will suffer the discomforts of old age.

B. It is better for them to die young before experience corrupts them.

C. It is in God’s power—not a person’s—to wish someone well.

D. Being well is not the same as being good.

_____ 3. How do women respond to Dr. Johnson’s suggestions regarding their dress?

A. by following his suggestions immediately

B. by laughing at him behind his back

C. by grudgingly doing as he suggests

D. by politely suggesting that he mind his own business

_____ 4. What is Mrs. Thrale’s principal concern regarding Fanny Burney?

A. that she become better acquainted with Dr. Johnson

B. that she pursue a successful career as a writer

C. that she marry well

D. that her dress is appropriate to the occasion

_____ 5. Why does Fanny Burney hide the book she is reading?

A. It is not a book she wishes Dr. Johnson to see.

B. Mrs. Thrale has instructed her to hide it.

C. She knows that men won’t marry her if she is thought to be a reader.

D. She does not wish to appear overly studious.

78





5/29/09 3:45:52 PM

Name: ____________________________________________________ Date: __________________ from A Dictionary of the English Language / A Brief to Free a Slave, page 605

Build Vocabulary: Denotation and Connotation

A denotation of a word is its dictionary definition. A connotation is an emotional association or implication attached to a word or expression. Many examples from

Johnson’s Dictionary of the English Language combine connotations, sometimes tongue-incheek, with the denotations. For example, the definition of patron includes the denotation

“one who countenances, supports, or protects” and the connotation “a wretch who supports with insolence and is paid with flattery.”

Part 1: Write Definitions with Connotations

Try writing your own definitions for the following words that combine denotation and connotation.

1. student: ______________________________________________________________________

_____________________________________________________________________________

2. homework: ___________________________________________________________________

_____________________________________________________________________________

3. weekend: _____________________________________________________________________

_____________________________________________________________________________

4. graduation: ___________________________________________________________________

_____________________________________________________________________________

5. computer: ____________________________________________________________________

_____________________________________________________________________________

Part 2: Use Nature in Sentences

Johnson’s definition of nature shows the range of meanings for this one word. Look up nature in a modern dictionary. Examine the different meanings. Then write two sentences, using the word nature in different contexts.

6. _____________________________________________________________________________

_____________________________________________________________________________

7. _____________________________________________________________________________

_____________________________________________________________________________




79



Build Background: Aphorisms

Samuel Johnson possessed one of the greatest intellects of any author in the history of

British literature. His writing and conversation were laced with aphorisms —short, often witty, sayings about life. Modern writers and speakers still allude to Johnson’s aphorisms when emphasizing points of their own. For example, a writer wishing to question unquestioning nationalism might support his or her argument by quoting Johnson:

“Patriotism is the last refuge of a scoundrel.” Aphorisms like this have secured Johnson’s revered position as a powerful thinker with a devastating wit.

Using Internet or print sources, read a sampling of Johnson’s aphorisms and observations about life. Choose four that strike you as clever, meaningful, or simply unusual. Copy them below; then comment on why you find them interesting or significant.

1. Aphorism: ____________________________________________________________________

_____________________________________________________________________________

Comment: ____________________________________________________________________

_____________________________________________________________________________

2. Aphorism: ____________________________________________________________________

_____________________________________________________________________________

Comment: ____________________________________________________________________

_____________________________________________________________________________

3. Aphorism: ____________________________________________________________________

_____________________________________________________________________________

Comment: ____________________________________________________________________

_____________________________________________________________________________

4. Aphorism: ____________________________________________________________________

_____________________________________________________________________________

Comment: ____________________________________________________________________

_____________________________________________________________________________

80





5/29/09 3:45:53 PM


Connecting with Literature: The British Slave Trade

The slave trade was a major source of wealth for Great Britain in the eighteenth century. As the century progressed, however, powerful opposition to this lucrative business developed.

Samuel Johnson lent his rational voice to the abolitionist cause.

Use Internet or print sources to find the dates and other information identified in items 1 and 2.

1700

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

1775

1776

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

1850

1. Mark and label the birth dates of the following individuals:

Ignatius Sancho, Olaudah Equiano, William Wilburforce, Thomas Clarkson.

2. Mark and label the dates of the following events: the Somerset Case, the Zong case; the Abolition of Slavery Act, Society for the Abolition of the Slave Trade founded, abolition of the transatlantic slave trade in Britain.

Writing Prompt

On a separate sheet of paper, briefly define the importance of the individuals or events that you identified on the time line. Research one of these items further and prepare a two to three minute oral report on the topic.




81



Selection Quiz

Part 1:

from

A Dictionary of the English Language

Matching

Write the letter of the correct word on the line next to the matching definition.

_____ 1. “The regular course of things” is one of several definitions given

A. anthology

B. nature

_____ 2. “one who countenances, supports, or protects” C. gang

_____ 3. collection of flowers D. oats

_____ 4. word that refers to Johnson himself E. lexicographer

_____ 5. word seldom used except in contempt or abhorrence

F. patron

Part 2: A Brief to Free a Slave

Matching

Write the letter of the phrase on the line next to the sentence it completes.

_____ 6. It is impossible not to conceive ____.

A. is by nature free

_____ 7. The laws of Jamaica ____.

_____ 8. An individual cannot ____.

_____ 9. No man ____.

_____ 10. The slave Johnson speaks of ____.

B. forfeit the liberty of his or her children.

C. is by nature the property of another.

D. that men were originally equal.

E. allow slavery and allow a Negro no redress.

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5/29/09 3:45:55 PM

Name: ____________________________________________________ Date: __________________ from The Life of Samuel Johnson, L.L.D., page 613

Build Vocabulary: Words in Different Contexts

Review the Preview Vocabulary words on page 613 of your textbook. Then respond to the following prompts, using the designated words in contexts that suggest their meanings.

1. Write a description of a sizable collection. Use the words arduous and prodigious .

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. Write a brief biography of a noteworthy person. Use the words eminent and posterity .

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. Create a scene about one character who is trying to get something from another. Use the words conciliate, insinuate , and solicit .

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




83



Connecting with Literature: Biography

Boswell’s The Life of Samuel Johnson, L.L.D.

is arguably the most famous biography written in English. This is fitting, as Johnson was himself an innovative biographer. In The

Life of Richard Savage and Lives of the Poets , Johnson broke from the tradition of writing biographies simply to praise or ridicule an individual. He attempted to portray the whole character by describing both the virtues and the flaws of his subjects. This approach—new at the time—typifies the work of any serious biographer today.

Choose a subject for a biography that you are interested in—a politician, a sporting hero, a philanthropist, or someone else in the public eye. Make notes on your subject below, listing strengths and weaknesses along with his or her achievements. Include anecdotes that support your judgments.

Subject: __________________________________________________________________________

Achievements: _________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Strengths: ____________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Anecdote: ____________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Weaknesses: __________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Anecdote: ____________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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5/29/09 3:45:57 PM


Analyze Literature: Parallelism

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. Samuel Johnson’s speech and writing are full of parallel structures. For example, in one famous remark he said:

When a man is tired of London, he is tired of life.

Johnson might have said, “When a man is tired of London, life tires him,” but the result would have lacked both balance and elegance. It would have lacked parallelism.

The following passages are adapted from words that Johnson spoke or wrote. All of them have been rewritten so that they lack parallelism. Restore the parallelism of each passage to re-create Johnson’s words. After you have finished, check your version against the original by using the opening phrases as search words on the Internet.

1. No people can be great who have ceased to have virtue.

_____________________________________________________________________________

2. Integrity without knowledge is weak and useless, and it is dangerous and dreadful to have knowledge without integrity.

_____________________________________________________________________________

3. What is written without effort is in general no pleasure to read.

_____________________________________________________________________________

4. Instead of rating the man by his performances, we too frequently do it the other way round.

_____________________________________________________________________________

_____________________________________________________________________________

5. Human life is everywhere a start in which much is to be endured, and there is little to enjoy.

_____________________________________________________________________________

_____________________________________________________________________________

6. [after staying at an inn in Scotland] Of the provisions, the negative catalogue was very copious.

Here was no meat, no milk, a complete lack of bread, nothing in the way of eggs, no wine.

_____________________________________________________________________________

_____________________________________________________________________________




85



Analyze Literature: Metaphor and Verbal Irony

A metaphor is a figure of speech in which one thing is spoken or written about as if it were another. Verbal iron y refers to speech or writing that says one thing but means another. In his letter to Lord Chesterfield, Samuel Johnson creates a brilliant and extended metaphor that is also a fine example of verbal irony.

Part 1: Explain a Metaphor

Read the following passage from Johnson’s letter to Lord Chesterfield. Then respond to the prompts. If necessary, review the context of this excerpt, which can be found on page

617 of your textbook.

Is not a Patron, my Lord, one who looks with unconcern on a man struggling for life in the water, and, when he has reached ground, encumbers him with help?

1. Explain what this metaphor means. Who is the man? Why is he struggling? Who is trying to help him?

_____________________________________________________________________________

_____________________________________________________________________________

2. Explain what makes this metaphor ironic.

_____________________________________________________________________________

_____________________________________________________________________________

Part 2: Write a Metaphor

Imitate Johnson by composing an extended metaphor about your relationship with another person—a parent, sibling, girlfriend or boyfriend, teacher, principal, and so on.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

86





Selection Quiz

True or False


_____ 1. A dictionary of the English language was Johnson’s original idea.

_____ 2. Johnson did not at first seek a patron for his dictionary.

_____ 3. Chesterfield assumed Johnson would dedicate the book to him.

_____ 4. Johnson wrote a letter thanking Chesterfield for being his patron.

_____ 5. Johnson worked with a group of forty men to get the dictionary done in the time allotted.

Multiple Choice


_____ 6. What does the conversation between Johnson and Dr. Adams reveal about Johnson’s personality?

A. his confidence and humor

B. his secret misgivings about the project

C. his unwillingness to face reality

D. his astonishing intellect and memory

_____ 7. How does Boswell describe Chesterfield’s treatment of Johnson?

A. honorable

B. unsurprising

C. indifferent

D. spiteful

_____ 8. What explains Johnson’s response to Chesterfield?

A. his belief that he was superior in intellect to Chesterfield

B. his reverence for social rank

C. his gratitude for Chesterfield’s attention

D. his injured pride





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5/29/09 3:45:59 PM

Name: ____________________________________________________ Date: __________________

Elegy Written in a Country Churchyard, page 620

Build Vocabulary: Easily Confused Word Pairs

English is full of words that sound nearly the same but have different meanings. Elegy and eulogy , for example, are often confused. Both relate to death, but while an elegy is a poem or verse that laments the dead, a eulogy is a funeral oration or speech of praise. Here are some others words from Gray’s “Elegy Written in a Country Churchyard,” each with its confusing twin.

impute impugn

Impute means “to attribute.” Impugn means “to challenge or attack with arguments.” ingenuous ingenious

Ingenuous means “artless or naive.” Ingenious means “clever.” ignoble ignominious

Ignoble means “dishonorable or mean.” Ignominious means “marked by shame or disgrace.”

Choose words from the box that complete each sentence. Write them in the blanks provided.

ignominious impugn elegy impute ingenuous eulogy ingenious ignoble

1. Birani gave the _______________________________ at the funeral service for her aunt.

2. His _______________________________ plan resulted in all the hostages escaping.

3. The attack ads were calculated to _______________________________ her opponents policies.

4. A series of errors led to our team’s _______________________________ defeat.

Use the four words that you did not use in items 1–4 in contextual sentences that suggest their meaning.

5. _____________________________________________________________________________

_____________________________________________________________________________

6. _____________________________________________________________________________

_____________________________________________________________________________

7. _____________________________________________________________________________

_____________________________________________________________________________

8. _____________________________________________________________________________

_____________________________________________________________________________

88




Name: ____________________________________________________ Date: __________________


Analyze Literature: Alliteration

Thomas Gray frequently employed alliteration, the repetition of initial consonant sounds in consecutive or slightly separated words. In line three of his Elegy , for example he writes,

“The plowman homeward plods his weary way.” Here both the initial pl and the w sounds are stressed.

Part 1: Identify Alliteration

Copy five passages from Gray’s “Elegy Written in a Country Churchyard” that include examples of alliteration. Circle the repeated consonants.

1. _____________________________________________________________________________

_____________________________________________________________________________

2. _____________________________________________________________________________

_____________________________________________________________________________

3. _____________________________________________________________________________

_____________________________________________________________________________

4. _____________________________________________________________________________

_____________________________________________________________________________

5. _____________________________________________________________________________

_____________________________________________________________________________

Part 2: Use Alliteration in Writing

Write a description of a place you know and love. Use alliteration to emphasize what makes this location special to you. Circle examples of alliteration.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________




89


Name: ____________________________________________________ Date: __________________


Analyze Literature: Tone

Tone refers to the emotional attitude an author takes toward the reader or toward the subject. Tone may be revealed by elements such as word choice, sentence structure, and use of imagery. In some works, tone is understated and hard to detect. This is not the case with

Gray’s “Elegy Written in a Country Churchyard,” in which tone contributes significantly to the poem’s meaning.

Read the following passages and review their contexts within the poem. Then identify what tone they reveal and explain how Gray suggests that tone.

1. “Now fades the glimmering landscape on the sight,

And all the air a solemn stillness holds” lines 5–6

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. “Nor you, ye proud, impute to these the fault,

If Memory o’er their tomb no trophies raise,

Where through the long-drawn aisle and fretted vault

The pealing anthem swells the note of praise” lines 37–40

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. “Full many a flower is born to blush unseen,

And waste its sweetness in the desert air.” lines 55–56

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4. “Far from the madding crowd’s ignoble strife,

Their sober wishes never learned to stray” lines 73–74

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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Name: ____________________________________________________ Date: __________________


Selection Quiz

Multiple Choice


_____ 1. At what time of day does the poem take place?

A. in the morning

B. at dusk

C. at noon

D. at midnight

_____ 2. To what is the life of a person who never realizes his or her potential compared?

A. a door that is never opened

B. a flower in the desert

C. a bird with a broken wing

D. a plant killed by an early frost

_____ 3. Where do the paths of glory lead?

A. to heaven

B. to the throne

C. to the grave

D. to despair

_____ 4. What question does the speaker ask about fame?

A. Can fame bring one back to life?

B. Is fame worth the effort?

C. Can people from a secluded hamlet achieve fame?

D. What good is fame when we die?

_____ 5. What does the speaker tell Ambition not to do?

A. not to mock the simple people buried in the churchyard

B. not to tempt farmers away from their rural lives

C. not to ruin lives with false promises

D. not to make people restless and unhappy





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Name: ____________________________________________________ Date: __________________

Pressed by the Moon, Mute Arbitress of Tides, page 628

Build Vocabulary: Using Vivid Language

In “Pressed by the Moon, Mute Arbitress of Tides,” Charlotte Smith uses vivid language to create a sense of the storm she is describing. With phrases such as shrinking land, swelling surge, huge billows , and heaving bed she paints a picture in words of nature’s power.

1. Think about a storm you have experienced. Brainstorm vivid verbs and modifiers and specific nouns to describe such a scene. Use a thesaurus to help you find additional words with similar meanings. Classify the terms you come up with in the chart below.

Nouns Verbs Modifiers

2. Write a paragraph describing a storm you have experienced. Use some of the terms from your chart above. Experiment with vivid vocabulary, checking for accuracy of meaning in a dictionary.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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Name: ____________________________________________________ Date: __________________


Analyze Literature: The Sonnet

One of the most popular poetic forms in English literature, the sonnet is a fourteen-line poem, usually in iambic pentameter that follows a number of different rhyme schemes.

Review the feature on the sonnet on page 246 of your textbook. Then complete the following exercise.

Part 1: Identify Stressed and Unstressed Syllables

Only half of this sonnet’s fourteen lines are written in perfect iambic pentameter. Copy the seven irregular lines and mark the stressed and unstressed syllables.

1. _____________________________________________________________________________

2. _____________________________________________________________________________

3. _____________________________________________________________________________

4. _____________________________________________________________________________

5. _____________________________________________________________________________

6. _____________________________________________________________________________

7. _____________________________________________________________________________

Part 2: Identify Rhyme Scheme

Write the rhyme scheme and identify the sonnet as Petrarchan or Shakespearean.

8. Rhyme scheme:

_____________________________________________________________________________

9. Explain whether this is a Petrarchan or a Shakespearean sonnet.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________





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Name: ____________________________________________________ Date: __________________


Selection Quiz

Multiple Choice


_____ 1. Why is the land described as “shrinking”?

A. It reacts in terror to the storm.

B. Over the centuries it has grown smaller.

C. There is not enough room to bury the dead.

D. The storm surge is washing over it.

_____ 2. What is the effect of the storm?

A. to awaken the dead

B. to destroy the church

C. to expose the bones of the dead

D. to drown the villagers living near the coast

_____ 3. What is it about the dead that is particularly significant to the speaker?

A. They experience nothing of the storm.

B. They are content in the afterlife.

C. They did their duty while they were living.

D. Their bones are all alike.

_____ 4. What emotion does the speaker feel toward the dead?

A. wonder

B. sorrow

C. respect

D. envy

_____ 5. How does the speaker feel at the end of the poem?

A. fortunate to be alive

B. oppressed by her life

C. amazed by the power of nature

D. saddened by the destruction

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Answer Key


Historical Context

1. Milton was blind when he wrote Paradise Lost . 2. After the plague killed twenty percent of the population in 1665 and a fire destroyed eighty percent of the city in 1666, Londoners might well have been edgy, desperate, and prepared for any occurrence. 3. Two major revolutions ended the eighteenth century: the Revolution of the North American colonies in 1775 and the French Revolution in 1789. 4. The patenting of the steam engine in 1769 would have speeded up industrial production by providing cheap and efficient power to factories. 5. All these dates suggest that Great Britain was an expanding power with colonial interests in North

America, Africa, and Australia. 6. The founding of St. Petersburg by Peter the Great in 1703 and the crowning of Catherine the Great as Empress of Russia in 1762 suggest that Russia was becoming a unified and important world power. 7. France outlawed Protestantism in

1685. England overthrew its Catholic King James II in 1689. These countries were divided by religious differences. 8. The House of Stuart: 1625–1646: Charles I becomes king in 1625; wants absolute power; dismisses Parliament in 1629; Parliament and Puritans fight back; civil war between Parliament (Puritans) and king (Cavaliers); Charles loses; beheaded in 1649; 9. The

Commonwealth: 1646–1660: no king; rule by Puritan Oliver Cromwell; Cromwell dissolves

Parliament and serves as dictator; establishes Puritan state; conquers Ireland and Scotland; dies in 1658; Parliament takes over again; monarchy restored in 1660; 10. The Restoration:

1660–1714: Charles II on throne; James II, a Catholic, succeeds Charles in 1685; Parliament opposes James on religious grounds; James flees and Protestant William and Mary take over in 1689; Mary’s sister Anne is queen from 1702–1714; has no children; 11. The House of

Hanover: George I is German; political parties gain in importance; under George II (1727–1760) prime minister gains power; Britain develops empire; slave trade very important to economy; under George III, American colonies gain independence; France follows with its revolution in 1789; 12. Charles I believed in the divine right of kings and insisted on absolute power.

He was against religious freedom for any but Protestant Anglicans. Cromwell started out as a champion of Parliament, but with defeat of Charles he became a dictator and established a

Puritan state. 13. The Glorious Revolution overthrew the Catholic King James II and established

Protestant William and Mary as king and queen. It led to a shift of power from the monarch to Parliament. 14. The costs of a growing empire led George III to tax North America. This resulted in the American Revolution and a loss of territory. 15. Innovations in farming and industry, including crop rotation, improved transportation, and steam power helped spark the Industrial Revolution. 16. The enclosure of agricultural land and the collapse of cottage industries displaced large rural populations, who suffered great hardships. Slums in new towns and cities, dangerous working conditions, low wages, and child labor were other downsides. 17.

Empiricism is the drawing of conclusions through the observation of phenomena. Philosophers applied this method to social and political problems. 18. Adam Smith: economist who proposed a laissez-faire society; 19. Thomas Hobbes: philosopher who believed that people needed strong government; 20. John Locke: believed that all humans were created equal; popularized idea of natural rights



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Understanding Part 1: Ideas Old and New

1. All three were Cavalier poets. The Cavaliers supported Charles I during the English Civil

War. Their writing reflected the new secular lifestyle with subjects including love and loyalty to the king. 2. John Milton and John Bunyan were both Puritans, who wrote about spiritual themes. These two would never be linked to the Cavalier poets. In fact, they fought on different sides during the Civil War. 3. “The Age of Pope” was the period between 1700 and 1750 when

Neoclassical literature was the fashion. This school of writing adapted Classical forms used during the early Roman Empire. The period is named after the poet Alexander Pope, who wrote with wit, reason, and balance. 4. Paradise Lost: John Milton; Christian epic poem; Milton’s best known work; The Pilgrim’s Progress: John Bunyan: Christian allegory; most widely read work after the Bible until the nineteenth century; The Rape of the Lock: Alexander Pope; mock epic; satirizes the historical conflict between men and women; Gulliver’s Travels: Jonathan Swift; satire; makes fun of the European political and intellectual landscape; Oroonoko: Aphra Benh; novel; concerns slavery in the West Indies

Applying Part 1: Ideas Old and New

1. The author is a Cavalier poet. 2. The speaker is admitting his love both to a woman and to the concept of honor. These are typical themes of the Cavalier poets. 3. Like most epics,

Paradise Lost describes gods and mythical figures participating in major events. The titanic struggle between Satan and God is typical of epic warfare. The loss of Paradise is an event of epic importance. 4. Allegorical elements abound in The Pilgrim’s Progress . The characters have descriptive names, like Pliable, Obstinate, and Christian. The hero’s journey is spiritual, typified by the narrow gate through which he must pass and the city of Vanity Fair. 5. The Rape of the

Lock treats a game of cards as if it were an epic war. It mocks a real dispute between a man and a woman by exaggerating its importance. 6. Gulliver’s Travels is a sharp satire of European politics and human vices, written in an ironic style. Oroonoko is a serious tale of slavery and injustice, written without a trace of humor. Both authors are addressing important social issues.

Understanding Part 2: Life and Times

1. The literature of the Enlightenment was witty and emphasized social interaction. It flourished in many forms, including essay, satire, parody, novel, diary, journal, and epistle. 2. The Tatler and The Spectator were both periodicals, a new literary medium at the time. 3. Pepys’s Diary covered the 1665 plague of London. Defoe’s A Journal of the Plague Year described the same event. 4. The Age of Johnson; 5. master of poetry, literary criticism, and prose fiction; wrote first English dictionary—40,000 words, 114,000 quotations; started The Rambler , a periodical with essays, criticism, etc., subject of James Boswell’s Life of Samuel Johnson , first great English biography

Applying Part 2: Life and Times

1. the 1665 plague of London and the 1666 fire of London; 2. A journal is a nonfiction genre.

Defoe did not witness the plague as an adult; his narrator is a fictional character. 3. It is an essay because the diary section is written by Addison and framed by his commentary. It is a satire because it criticizes the foolish concerns of the idle rich. It is a parody because it imitates a diary for humorous purposes. It is written in the style of a diary. 4. Both works reveal a deliberate and logical intellect. In the Dictionary , Johnson painstakingly examines all meanings of a word. In the “Brief,” he reveals the same care, walking the reader through the logical process by which he reaches his moral conclusion. 5. Boswell personalizes his narrative, using anecdote, dialogue, quotations, and effective characterization to bring the story to life. He explains how the idea materialized and gives a humorous glimpse, using dialogue, of Johnson at work. The selection ends with Johnson’s masterful and ironic letter, dismissing Lord Chesterfield. 6. Thomas

Gray’s “Elegy Written in a Country Churchyard” is a personal and melancholy reflection on a real country scene. It lacks the grandeur and artificiality typical of many neoclassical works.

Likewise, Charlotte Smith’s “Pressed by the Moon” is a personal reflection on the power of nature to affect the mind—not a typical neoclassical theme.

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Understanding Literary Forms: The Diary and Journal

1. Diaries and journals are both personal day-to-day records. A diary often contains the writer’s inner thoughts and feelings. A journal tends to be more outward, describing public events that the writer experiences. 2. Voice is the way a writer uses language to reflect his or her personality. A writer expresses voice through tone, word choice, and sentence structure.

Tone is the emotional attitude a writer has toward his or her subject or reader. Voice and tone help guide the reader’s experience of events in a journal or diary. 3. As in a stage monologue, the diarist or journalist is speaking alone, with no evident audience. Many writers, however, imagine an audience for their personal reflections. Writers of journals sometimes write with eventual publication in mind. 4. Possible answer: Readers often turn to diaries and journals for accurate information about past events. The suggestion that the source is unreliable can affect this experience. 5. Possible answer: Journals that provide vivid descriptions of historical events are often published. Diaries that provide insights into the thinking of interesting men or women are also of interest to the public. 6. Possible answer: Diaries and journals provide insights into the way people thought and felt in the past and allow us to experience distant events in a very personal way.

Applying Literary Forms: The Diary and Journal

Students’ comments for each work will vary. Possible answers: 1. Journal or Diary? journal; some personal reflections, but more about public events; Tone: serious; concerned; Authority: likely very accurate; careful records of social and domestic events; Audience: not intended for publication; 2. Journal or Diary? journal recording scenes from plague, but narrator is fictitious;

Tone: horrified; mournful; Authority: not eyewitness account; facts from other sources; mostly accurate; Audience: published for the general reader; 3. Journal or Diary? in style of personal diary, but fictitious writer and information; Tone: bored; confiding; Authority: none; written as satire of wealthy young woman; Audience: middle class readers of The Spectator ; 4. Journal or Diary? more a diary in its personal viewpoint; but outward looking; Tone: engaged; curious;

Authority: probably very accurate; Audience: written as letters to a male friend, possibly with larger public in mind

Connecticut-Based Practice Test

1. b; 2. f; 3. d; 4. j; 5. c; 6. h; 7. a; 8. g; 9. a; 10. g; 11. d



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Song (“Why so pale and wan”)

Build Vocabulary: Synonyms and Connotations

Possible answers: 1. listless; Listless seems like a better match because listless behavior, or moping, has associations with unrequited love. Lackluster did not fit because it may be associated with physical properties. Uninteresting seemed too negative in tone to reflect the speaker’s attitude. 2. desirous; Desirous makes more sense given the unrequited nature of this love. Indulgent and affectionate both imply that the lady allows the lover’s attention. For someone to be indulgent or affectionate, there must be some degree of return or interaction with the beloved. Desirous better suits a one-sided relationship. 3. taciturn; Taciturn is a stronger, more specific word than silent. Taciturn implies a willful lack of response or communication, whereas silence simply describes a lack of sound. Voiceless suggests that the friend’s lack of speech is beyond his control. 4. succeed; Reign has political connotations, and overcome implies defeat or physical overpowering. Neither of these describes the friend’s purpose for looking ill. Succeed, however, is broad enough in its meaning to accomplish this.

5 drained; Drained best fits the other physical and behavioral effects of love the speaker describes. As the speaker sounds like a doctor describing symptoms, drained makes more sense in the context. Dim is inappropriate because it usually refers to light. As for ghostly, the poem contains no serious references to death or the supernatural.

Build Background: Cavalier Poetry

Possible answers: Son: Speaker’s tone: Notably, the speaker’s tone shifts from sympathy to frustration. Attitude: By the end of the poem, the speaker reveals a flippant attitude toward love, as characterized by the line, “The devil take her!” Lyric elements: The poem is expressive in meaning and musical in form and language. The latter is emphasized by the repetition of lines and phrases, much in the manner of a refrain. I Prithee Send Me Back My Heart: Speaker’s tone: There are elements of sarcastic humor in the first stanza. Later, the words reveal a slight bitterness, but the overall tone is fairly light and casual. Attitude: The second stanza cynically expresses the belief that it is easy to fall in and out of love. Love is a “mystery,” and though it affects the speaker, he maintains an easy, cavalier attitude. Lyric elements: The speaker expresses several different emotions. The predictable rhythm and meter has a musical effect; Possible answers: 1. Both speakers treat love in a light and lively fashion. Neither speaker seems to think it necessary to brood too much over love. 2. The poet probably had a similarly lighthearted view of love. From reading “I Prithee Send Me Back My Heart,” I can infer that he did experience the emotion. However, the final stanza, along with the sentiments described in “Song,” leads me to believe that Suckling looked down on brooding and was quick to recover from a broken heart.

3. The poems express an appreciation of love that may be considered shallow, rather than overly deep. They are not lofty poems; rather, they are written in characteristically direct language. The speakers are lighthearted in tone and value earthly interests.

Selection Quiz

1. Cavalier; 2. lyric; 3. tone; 4. repetition; 5. slant; 6. D; 7. B; 8. C; 9. B

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To Althea, from Prison / To Lucasta, Going to the Wars

Build Vocabulary: Words Related to Freedom

1. Students’ answers will vary; 2 . Freedom is broader; independence means self-governing; 3.

Liberty suggests the power to make beneficial choices; license suggests excess; 4. Answers will vary. Emancipation suggests freedom from unjust restraints; 5. Students’ sentences should indicate that unconfined refers to spatial freedom, while unrestrained suggests lack of control.

Analyze Literature: Metaphor

1. Althea is compared to a prison. 2. Lucasta’s “chaste breast” and “quiet mind” are compared to a nunnery. 3. Possible answer: 25–28: Prison is compared to a hermitage; 4. Possible answer: lines 5–6: The speaker’s foe is compared to a “new mistress”; 5. Students’ sentences will vary.

Connecting with Literature: Authors Influenced by Prison

Students’ choice of authors and the influence of imprisonment on their work will vary.

Selection Quiz

1. T; 2. F; 3. F; 4. F; 5. T; 6. T; 7. D; 8. A; 9. C; 10. C



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99

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To the Virgins, to Make Much of Time / To His Coy Mistress

Build Vocabulary: Selecting Antonyms

1. C; 2. A; 3. A; 4. C; 5. A; 6. C; 7. B; 8. C

Build Background: Oxford and Cambridge

Students’ choice of university will vary. Their research should provide a brief history of the university and a campus building, describe student life today at the university, and identify wellknown writers who attended the university.

Analyze Literature: Argument

Possible answers. Stanza 1: If we lived for an eternity, our love could grow slowly and beautifully. I would gladly spend centuries praising you because your beauty deserves nothing less. Stanza 2: The trouble is, we are going to get old and die before we know it. That will put an end to any chance of love. Stanza 3: So let’s make the most of the short time we have. We won’t be able to prevent the inevitable, but we can certainly enjoy ourselves for a little while!

Selection Quiz

1. B; 2. A; 3. A; 4. D; 5. F; 6. F; 7. T; 8. T; 9. F; 10. T; 11. F; 12. T

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“How soon hath Time” (Sonnet VII) / “When I consider how my light is spent” (Sonnet XIX)

Analyze Literature: Speaker

Possible answers: 1. In both sonnets, the speaker feels inadequate. In Sonnet VII, he worries that he has not accomplished what he should have as a grown man of 23. In Sonnet XIX, he feels futile and helpless because of his blindness. While the speaker of Sonnet VII looks forward with some hope, the speaker of Sonnet XIX patiently resigns himself to inaction; 2. The speaker of each sonnet sees God as an active observer and judge of human affairs. In Sonnet VII, he refers to God as his “great Task-Master.” In Sonnet XIX, he worries that God—like the Master in the Parable of the Talents—will “chide” him for his profitless life. In this sonnet, however, he comes to understand that God is forgiving and does not need labor from those who, like him, are unable to contribute. 3. Many students will argue that the similar voice and concerns of each speaker reflect the personal views of John Milton. The poet’s own blindness adds biographical support to this opinion.

Analyze Literature: Rhyme Scheme

“How soon hath Time” (Sonnet VII): 1. a youth; 2. b year; 3. b career; 4. a shew’th; 5. a truth;

6. b near; 7. b appear; 8 a endu’th; 9. c slow; 10. d ev’n; 11. e high; 12. d Heav’n; 13. c so; 14. e eye;

“When I consider how my light is spent” (Sonnet XIX): 1. a spent; 2. b wide; 3. b hide; 4. a bent;

5. a present; 6. b chide; 7. b denied; 8 a prevent; 9. c need; 10. d best; 11. e state; 12. c speed; 13. d rest; 14. e wait; The first two quatrains of each sonnet have identical rhyme schemes: abba abba.

The sestet of Sonnet VII is cdedce scheme; the sestet of Sonnet XIX is cdecde.

Selection Quiz

1. youth; 2. twenty-three; 3. spring; 4. maturity; 5. God; 6. B; 7. C; 8. E; 9. A; 10. D



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from

Paradise Lost / Genesis 1–3,

from

the Bible


Sentences will vary. 1. happy; 2. deceit; 3. mournful; 4. submissive; 5. flexible

Build Background: Creation, Perfection, and Perfect Evil

Students’ responses will vary depending on the religious or cultural traditions they research.

Analyze Literature: Epic

Possible answers: 1. admiration for innocence; 2. admiration for simplicity; 3. admiration for obedience; 4. disapproval of arrogance; 5. belief in stereotypical gender roles; 6. devotion to

God; 7. (1) Adam and Eve walk unashamedly naked in the Garden of Eden; 8. (2) The Garden of Eden is portrayed as a simple paradise, where all the animal kingdom is at peace and all needs are taken care of. 9. (3) Adam and Eve are happy while they obey God’s command not to eat from the Tree of Knowledge. 10. (4) Satan is punished for daring to believe that he should be

God’s equal. 11. (5) Adam is strong and dominant. Eve is coy and submissive. 12. (6 ) God’s omnipotence is a central assumption of the poem. Happiness results only from submission to

God.

Selection Quiz

1. T; 2. T; 3. T; 4. F; 5. F; 6. C; 7. A; 8. D; 9. B; 10. E; 11. B; 12. A; 13. D; 14. A; 15. C; 16. B

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5/29/09 3:46:33 PM

from

The Pilgrim’s Progress

Build Vocabulary: Apply Meanings

Although students’ answers to the questions may vary, all answers should reflect students’ understanding of the meaning of the italicized vocabulary words.

Connecting with Literature: Culture

A group should provide descriptions for every biblical passage and relate it to the selection.

Students in a group should share the information they research with their group members.

Analyze Literature: Conflict

Possible conflicts: Between Christian’s knowledge of destruction and his ignorance of what to do; Internal; Christian reads about the coming destruction in his book, but he does not know how to escape it. Between Christian and his neighbors and family; External; His family and friends think his behavior is crazy. Between Christian and Obstinate and Pliable; External;

Obstinate and Pliable have been sent to fetch Christian home. Between Obstinate and Pliable;

External; Pliable wishes to join Christian. Between the pilgrims and the inhabitants of Vanity

Fair; External; The people revile Christian and Obstinate for their simple clothing and lack of interest in the fair.

Selection Quiz

1. T; 2. F; 3. F; 4. T; 5. F; 6. T; 7. F; 8. C; 9. D; 10. E; 11. B; 12. A



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103

5/29/09 3:46:33 PM

from

The Narrow Road to the Deep North and Other Travel Sketches

Build Background: Matsuo Basho

Students may use Internet and books as sources of information about the poet.

Analyze Literature: Haiku

Students’ rewrites of the translations will vary but should be formatted in the traditional Haiku format.

Selection Quiz

1. B; 2. D; 3. A; 4. D; 5. A

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from

Gulliver’s Travels / A Modest Proposal

Build Vocabulary: Eponyms

Students’ sentences will vary. 1. Yahoo: n.

A yahoo is a boorish, crass, or stupid person. Origin:

Gulliver’s Travels; 2 . scrooge: n.

a miserly person; Origin: The mean central character of A

Christmas Carol by Charles Dickens; 3. Svengali: n.

a person who tempts another to obey his or her will; Origin: the hypnotist villain of Trilby , a novel by George du Maurier; 4. malapropism n.

a ridiculous misuse of a word; Origin: the comic Mrs. Malaprop from Charles Brinsley

Sheridan’s play, The Rivals ; 5. man Friday n.

a faithful assistant; Origin: Robinson Crusoe’s servant in Robinson Crusoe by Daniel Defoe; 6. Pollyanna: n.

a blindly optimistic person; Origin: the heroine of Pollyanna , a novel by Eleanor H. Porter; 7. shylock: n.

a ruthless moneylender;

Origin: Shylock, the cruel moneylender of Shakespeare’s The Merchant of Venice; 8. ugly duckling: n.

one who is considered unpromising but who later excels or blossoms; Origin: a short story by Hans Christian Andersen

Build Background: Jonathan Swift’s Ireland

Possible answers: 1. The Plantations of Ireland: policy of confiscating Irish land and giving it to English colonists; takes place during 16th and 17th centuries; leads to creation of Protestant ruling class; 2. The Penal Laws: laws passed by England to discriminate against Catholics in

Ireland; include bans on Catholics holding public office, voting, owning firearms, marrying

Protestants, etc.; 3. Oliver Cromwell’s Conquest of Ireland: 1649–1653; Brutal reconquest of

Ireland after an Irish rebellion in 1641; Cromwell considers all Catholics to be heretics; 15–20 percent of Irish population die or flee; 4. The Glorious Revolution: 1688; Catholics support

James II as king of England; Protestants support William of Orange; three major battles fought in Ireland; Catholics lose war and many of their rights; 5. The Protestant Ascendancy: name given to Protestant landowning class in Ireland; many are English absentee landowners; most valuable crops exported; Protestant Ascendancy dominates country economically and socially until twentieth century; 6. The Great Famine of 1740–1741: cold winters lead to failed harvests; hunger and disease kill around 400,000 poor farmers and their families

Connecting With Literature: Science

Students’ descriptions will vary but should use sensory details to enable a reader to visualize the technology.

Selection Quiz

1. T; 2. T; 3. F; 4. T; 5. F; 6. F; 7. T; 8. C; 9. A; 10. D; 11. B; 12. E; 13. B; 14. C; 15. A; 16. C; 17. D;

18. C



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105

5/29/09 3:46:33 PM

from

Candide

Build Background: The European Enlightenment

Possible responses: Adam Smith: 1723–1790; Scottish; an economist who wrote The Wealth of Nations ; argued that free trade should be guiding force of world economy; Jean-Jacques

Rousseau: 1712–1778; Swiss; wrote The Social Contract ; believed in equality of the individual and in government based upon the people’s will and needs; David Hume: 1711–1776;

Scottish; believed that what we know is based on experience; rejected religious assumptions;

Montesquieu: 1689–1755; French; political thinker; argued for separation of powers in government; Denis Diderot: 1713–1784; French; champion of individual freedoms; compiled an influential and controversial Encyclopedia; Immanuel Kant: 1724–1804; German; a moral philosopher; speculated on the nature and limitations of human knowledge

Analyze Literature: Verbal Irony

Possible answers: What is said: Baron is one of most powerful lords in Germany; What is really meant: Baron’s power wasn’t worth much; the fact that he has a door and windows is an example of his power; What is said: Baroness was greatly respected; What is really meant: She is feared because she is enormous; What is said: Pangloss was an “oracle” and proved “admirably” that there is no effect without a cause and that this is the best of all possible worlds; What is really meant: Pangloss is a fool; he proves nothing, and his reasoning is completely faulty; What is said: “by virtue of that gift of God which is called liberty,” Candide chooses to run the gauntlet thirty-six times; What is really meant: Candide does not make a free choice out of liberty—he is actually not free at all; What is said: The Bulgarian war is called “heroic butchery”; What is really meant: This is an oxymoron; the war was nothing but slaughter; What is said: Village burned “in accordance with international law”; What is really meant: The burning of the village is likely a terrible violation of international law.

Selection Quiz

1. T; 2. F; 3. F; 4. F; 5. T; 6. T; 7. F; 8. A; 9. E; 10. C; 11. B; 12. D

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from

The Rape of the Lock /

from

An Essay on Man

Build Vocabulary: Analogies

1. D; 2. B; 3. C; 4. B; 5. C; 6. A; 7. D; 8. A

Analyze Literature: Epigrams

1. blind; 2. Ill; 3. Husbands; 4. mankind; 5. divine; 6. disappointed; 7. dine

Extend the Learning: Metaphor

Students’ metaphors will vary but should use the given term to make the comparison. For example: An ocean separated the continents, keeping them apart and unable to agree with each other.

Selection Quiz

1. F; 2. T; 3. F; 4. T; 5 T; 6. F; 7. B; 8. D; 9. B; 10. A



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To All Writing Ladies

Build Vocabulary: Compound Words

1. evergreen; 2. footloose; 3. makeshift; 4. slapdash; 5. beeline; 6. topmost; 7. overview;

8. turncoat

Build Background: Margaret Cavendish

Students’ answers will vary but should provide additional details about Margaret Cavendish’s life and provide a brief critique of one of her works.

Selection Quiz

1. B; 2. C; 3. D; 4. A; 5. A

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from

Oroonoko


Student’s context sentences will vary but should include the kinds of clues discussed in the lesson.

Build Background: The English Slave Trade

Students’ sources and letters will vary. Letters to the editor should provide evidence to support students’ opinions.

Analyze Literature: Irony

1. “Farewell, sir. ’Tis worth my suffering, to gain so true a knowledge both of you and of your gods by whom you swear.” 2. Oroonoko means the opposite of what he says. The captain has behaved cruelly and unjustly and seems to have no respect for the gods by whom he swears.

3–6. Students’ remarks will vary.

Selection Quiz

1. F; 2. T; 3. T; 4. T; 5. F; 6. A; 7. B; 8. D



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from

The Diary of Samuel Pepys /

from

A Journal of the Plague Year

Build Vocabulary: Using Words in Other Contexts

Students’ answers will vary but should reflect an understanding of the meaning of the vocabulary words.

Analyze Literature: Diaries and Journals

Possible answers: Outward: saw Romeo and Juliet ; reports on the plague; tells story of runaway maid; reports in detail on the fire; Inward: troubled by money spent; troubled by the sight of plague houses; unwilling to wear his wig for fear of plague; moved by churches filled with people’s belongings; weeps to see fire destroying London; bewildered by passing of time during fire; Compare and contrast: While Pepys’s diary leaves a precise impression of the author, the narrator of Defoe’s journal is little more than an observer. Pepys describes the plague and the fire, but he also records his own reactions to these events, as well as details of his domestic life.

Defoe’s narrator rarely refers to himself. His view is all outward, consisting mostly of a series of anecdotes and observations. The reader knows little about his personal life, aside from the fact that he has a brother.

Analyze Literature: Point of View

Possible answers for chart: views the fire from a boat on the Thames; has a large house and several servants; receives information about disasters from people in the know; has considerable wealth; acquainted with the king; never personally threatened: finds shelter and assistance throughout the city. Students’ diary entries will vary but should reflect the point of view of a household servant in contrast to the privileged view of Pepys.

Selection Quiz

1. D; 2. B; 3. E; 4. C; 5. A; 6. T; 7. F; 8. T; 9. F; 10. T; 11. F; 12. T; 13. C; 14. B; 15. A; 16. B; 17. C;

18. D

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A Young Lady’s Diary,

from

The Spectator

Analyze Literature: Satire

Possible answers: Clarinda’s Behavior: embroiders half a violet leaf and gets a headache;

What Is Being Satirized: inability to make a serious effort; Clarinda’s Behavior: dreams of Mr.

Froth lying at her feet and calling her Indamora; What Is Being Satirized: romantic fantasies;

Clarinda’s Behavior: goes to the opera but sees only Mr. Froth; What Is Being Satirized: lack of interest in culture; Clarinda’s Behavior: records details such as breaking a cup or the tooth of a comb; What Is Being Satirized: trivial concerns; Students’ diary entries will vary but should have a satirical tone.

Analyze Literature: Allegorical Characters

Possible answers: Word: froth; Meaning: something light and full of air; Description: a man of little intellect or substance; Word: mode; Meaning: fashion or trend; Description: a woman who is always up-to-date with the latest social trend; Word: spite; Meaning: ill will; Description: a mean, gossipy woman; Word: hectic Meaning: agitated Description: an energetic busybody;

Word: brilliant; Meaning: sparkling; Description: a woman who covers herself in jewelry;

Students’ allegorical names and descriptions will vary. The names should reflect the person’s character traits.

Selection Quiz

1. D; 2. B; 3. C; 4. E; 5. A; 6. T; 7. T; 8. F; 9. T; 10. F; 11. F; 12. T



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from

The Diary of Fanny Burney

Build Vocabulary: Words from Latin

Students’ sentences will vary. 1. impediment; 2. ameliorate; 3. expedite; 4. clandestine;

5. capacious

Analyze Literature: Voice

Possible answers: 1. Burney’s first sentence is brief and simple. Her tone is one of genuine excitement and admiration. There is an honesty and freshness in her voice. 2. This passage brings out the humorous side of the author. She refers to matchmaking as a “sport,” suggesting that “the holy state of matrimony” may not be so holy after all. Again, she is very honest and direct, acknowledging that Mrs. Thrale wishes to “dispose” of her to “whoever.” 3. Although a fervent admirer of Dr. Johnson, Burney here seems a confident equal. She approvingly quotes a friends whose “There I had you, my lad!” is the equivalent of saying “Gotcha!” today. Her voice is informal and friendly. 4. Most of the anecdotes and descriptions underscore Burney’s lively interest in the comic details of life. She records Dr. Johnson’s opinions on mutton pies, old age, and women’s clothing, evidence of her ability to look at the light side of a man she admires. Her own problems with suitors are treated with equal lightness. These choices suggest a natural, confident, amused voice.

Analyze Literature: Epitaphs

Yeats: Cast a cold eye / On life, on death. / Horseman, pass by. Davis: Jefferson Davis / At Rest

/ An American Soldier / And Defender of the Constitution. Blanc: “That’s all folks” / Mel Blanc

/ Man of 1000 Voices / Beloved Husband and Father; Student’s choices will vary. They should explain their choice.

Selection Quiz

1. B; 2. A; 3. A; 4. C; 5. D

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from

A Dictionary of the English Language / A Brief to Free a Slave

Build Vocabulary: Denotation and Connotation

Students’ definitions should include connotations well as denotations. Students’ sentences should use two different meanings of the word nature.

Background Information: Aphorisms

Student’s selection of aphorisms and explanations will vary.

Connecting with Literature: The British Slave Trade

1–2. Students’ oral presentations will vary. Information is given for each time line entry.

1729: Ignatius Sancho born; child slave in England; later freed; impressed with his charm and many talents; known as the “Extraordinary Negro”

1745: Olaudah Equiano born: freed English slave and author of influential autobiography

1759: William Wilburforce born: England’s most powerful abolitionist leader

1760: Thomas Clarkson born: tireless traveler in antislavery campaign; colleague of Wilburforce

1772: the Somerset Case: ruling that enslaved people in England cannot be forced to return to

West Indies

1783: the Zong case: 131 Africans are thrown overboard a slave ship; case is tried as an insurance dispute, not a murder trial; public outraged

1787: Society for the Abolition of the Slave Trade is founded: Wilburforce’s influential antislavery organization

1807: transatlantic slave trade abolished: lucrative business finally comes to an end in Britain

1833: Abolition of Slavery Act: Britain abolishes slavery and provides for emancipation of slaves overseas

Selection Quiz

1. B; 2. F; 3. A; 4. E; 5. C; 6. D; 7. E; 8. B; 9. C; 10. A



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113

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from

The Life of Samuel Johnson, L.L.D.

Build Vocabulary: Words in Different Contexts

Students’ answers will vary but should use the vocabulary words in context.

Connecting with Literature: Biography

Students’ choice for a biography subject will vary but should cite accomplishments, strengths, and weaknesses.

Analyze Literature: Parallelism

1. No people can be great who have ceased to be virtuous. 2. Integrity without knowledge is weak and useless, and knowledge without integrity is dangerous and dreadful. 3. What is written without effort is in general read without pleasure. 4. Instead of rating the man by his performances, we rate too frequently the performances by the man. 5. Human life is everywhere a state in which much is to be endured, and little to be enjoyed. 6. Of the provisions the negative catalogue was very copious. Here was no meat, no milk, no bread, no eggs, no wine.

Analyze Literature: Metaphor and Verbal Irony

Possible responses: 1. Johnson sees himself as the drowning man, struggling to complete his dictionary. He compares the “Patron” (Lord Chesterfield) to a bystander who does nothing until the drowning man is safe and then offers assistance. Johnson is pointing out that since his dictionary is completed, he is in no need of help. 2. In fact, a patron is someone who assists a person when assistance is most needed. In his metaphor, Johnson implies exactly the opposite.

Selection Quiz

1. F; 2. F; 3. T; 4. F; 5. F; 6. A; 7. C; 8. D

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Elegy Written in a Country Churchyard

Build Vocabulary: Easily Confused Word Pairs

1. eulogy; 2. ingenious; 3. impugn; 4. ignominious; Students’ sentences for elegy, impute, ingenuous, and ignoble will vary.

Analyze Literature: Alliteration

Examples of alliteration from Gray’s poem will vary. Students should use alliteration in their descriptions of a place they like.

Analyze Literature: Tone

Possible answers: 1. The tone is reverend. The phrase “glimmering landscape” suggests beauty and peace, a feeling underscored by the phrase “solemn stillness.” 2. The tone is reproachful.

The speaker addresses “ye proud”—that is living people who believe they are important. The speaker wishes to scold these people for looking down on the unremembered dead. 3. The tone is melancholy. The image of the unseen flower “wasting” its sweetness creates a sense of loss.

4. The tone is one of admiration and possibly envy. The speaker sees these people as having lived in a purer world, far from the “ignoble strife.” “Sober” and unswerving, they did their duty.

Selection Quiz

1. B; 2. B; 3. C; 4. D; 5. A



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Pressed by the Moon, Mute Arbitress of Tides

Build Vocabulary: Using Vivid Language

Students’ word lists and paragraphs will vary. Paragraphs should include some of the lists from the chart to vividly describe a storm.

Analyze Literature: The Sonnet

Part 1

/ ˘ ˘ / / / ˘ ˘ ˘ /

1. Pressed by the moon, mute arbitress of tides

˘ ˘ / / ˘ ˘ ˘ / ˘ ˘ /

2. While the loud equinox its power combines

˘ / / / ˘ ˘ ˘ / ˘ /

3. The wild blast, rising from the western cave

/ ˘ / / ˘ ˘ ˘ / ˘ /

4. Drives the huge billows from their heaving bed

/ ˘ ˘ / ˘ / ˘ / ˘ /

5. Tears from their grassy tombs the village dead

/ ˘ / / ˘ ˘ ˘ / ˘ /

6. Lo! Their bones whiten in the frequent wave

/ / ˘ / ˘ / ˘ / ˘ /

7. They hear the warring elements no more

8. abbacdcdeccef ; 9.The rhyme scheme shows a pattern of three quatrains and a concluding couplet, typical of the Shakespearean, or English, sonnet.

Selection Quiz

1. D; 2. C; 3. A; 4. D; 5. B

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