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“Marigolds” by Eugenia Collier
“Yet, there are times when the image of those passionate yellow mounds returns with a painful
poignancy. For one does not have to be ignorant and poor to find that one’s life is barren as the
dusty yards of one’s town. And I too have planted marigolds.”
Directions: Above are the final three sentences of Eugenia Collier’s “Marigolds.” Reread the
entire story carefully, annotation where necessary. Then, in a well-organized essay, identify the
author’s choice of literary and rhetorical devices and discuss how they support the theme that is
reveal in the final sentences.
Comment [MsR1]: Please alter, add to, and change this document as we
discuss in class. Remember that you can also take notes on paper if that is
more comfortable to you. Regardless of how you capture your insights and
we discuss, save everything! My bubbles and additions are representative of
both classes’ discussions but are by no means comprehensive of the what we
discuss.
Comment [MsR2]: Lizbeth regrets the pain she caused and sees her
ignorance and innocence disappear into “compassion” and experience and
womanhood.
Comment [MsR3]: The tools the writer uses to communicate: similes,
metaphors, syntax, etc.
Comment [MsR4]: Creating beauty in the midst of desolation and
degradation can be a powerful sustaining and hope giving force, though this
can also be risky.
The above is an example of an AP essay prompt. This kind of prompt is usually used with
complex philosophical texts to test the reader’s ability to analyze an argument and its
construction and communicate that understanding by using the tools of the trade (literary and
rhetorical terms) effective. In junior high, you hopefully were exposed to many examples of
basic literary devices and can therefore effectively identify them. We are taking time to review
that ability, but expect that for common devices (characterization, point of view, plot, and
descriptive devices) this is a review and if you need help with identification, you will seek it. We
utilize our energies best when we focus on explaining the power and import of the devices used.
Writing this type of essay requires intellectual curiosity and risk taking
on my part as the writer. I understand that Ms. Reed will not tolerate
plagiarism.
name
Comment [MsR5]: the original sentence is passive (another review
moment) “Writing this type of essay requires intellectual curiosity and risk
taking on the part of the writer. It should be understood, but nonetheless,
absolutely no plagiarism will be tolerated.” All students should have changed
the sentence to refer to themselves and not be in passive voice and
demonstrated in class.
Procedures and Expectations
1) Annotating and reading carefully and critically
a) book well marked with specific terms/devices
b) notes show thinking about purpose of terms/devices
2) Prompt Analysis
a) What is the prompt really asking you to do and in what order and proportion?
i) go beyond identification to analysis of the tools to show how they reveal or
emphasize the theme; identify, explain, connect
b) What should the reader understand when they are finished reading your essay?
i) an understanding of the style of the author and the theme
c) What skills are you seeking to demonstrate?
i) knowledge of literary devices, critical thinking, close reading
3) Planning
a) Thesis
b) Outlining linked to evidence
c) Explanation of evidence
4) Write, Breathe, Write
a) All drafts must be preserved
5) Revise
a) All drafts must be preserved
6) Publish
a) Upload to your wiki folder as a Page, a Doc, and a PDF
Some Helpful Resources (that are Reputable)
http://www.roanestate.edu/owl/ElementsLit.html
http://writing.wisc.edu/Handbook/QuoLiterature.html
http://unix.cc.wmich.edu/~cooneys/tchg/lit/adv/lit.papers.html#A1.4
http://www.goshen.edu/english/litanalysis-html/
http://www.gmc.edu/students/arc/documents/Literary%20analysis.pdf
http://lrc.sierra.cc.ca.us/writingcenter/litcrit.htm
Comment [MsR6]:
See http://www.goshen.edu/english/litanalysis-html/ for further/different
outlining strategies and examples
Comment [MsR7]:
Paragraph #1
????/hook/initial personal response (remember this can be written later)
In Eugenia Collier’s fictional short story “Marigolds” (year), story’s topic
(characters, setting, conflict, and a little plot) and
argues/asserts/implies/suggests/reveals that theme (don’t use 2 nd person,
use 3rd).
Author’s choice of literary and rhetorical devices supports the theme. She
uses descriptive devices like…. and characterization/ and characters’
interaction with the conflicts to prove/support/reveal/etc.
oLink theme to the prompt quotation “yet, there are times….”
Comment [MsR8]:
Paragraph #2: focus on descriptive devices
What do descriptive devices have the power to do? (connect the reader,
help them understand, etc. see your notes)
What devices/quotations particularly stood out to YOU? What do they
reveal about the situation or theme?
Paragraph #3: focus on characterization
dynamic, first-person POV, use of parallelism to describe contrasting or
changing characters, Lizbeth’s insights into how the conflicts changed her
(i.e. broke her father and Miss Lottie and made her…)