Monday
• warm-up: PHW questions
• activity 1: PHW quiz 14-18
• activity 2: Chopin questions
• activity 3: notes on writing a compare and
contrast essay
• close: quick draft of C&C essay / finish
Tom’s head from Friday.
• DUE: “Story of an Hour” and “Desiree’s
Baby” printed and annotated (and
presumably read). In tracker as “Story of an
Hour.”
11.9
• Upcoming:
• 11.9: PHW 14-18 quiz
• 11.13: PHW 19-conclusion
quiz
• 11.16: realism unit in-class
writing assignment
• 11.17: unit test
11.9 warm-up: PHW questions
1. Whom does the Judge blame for Tom being “ ‘worthless and unworthy’ ”
(80)? Do you agree with him?
2. What is “a bag of gold that has turned to dirt” (82)?
3. How does Roxy react to the news that Tom won’t duel Luigi? (84)
4. “The people took more pride in the duel than in all the other events”
(89). What does this tell you about the people?
5. There’s lots of irony with honor and what makes an “honorable person”
in this chapter (94). Why does Luigi lose honor in the Judge’s eyes?
6. How does Tom convince himself that selling Roxy down the river was a
good thing?
7. Tom says he’s a “ ‘scoundrel’ ” (103). Does he really believe it?
11.9 quiz: PHW 14-18
• Usual quiz procedures.
• Post-quiz: Answer the questions for “Story of an Hour” and
“Desiree’s Baby” on the next slide.
11.9 post-quiz: Chopin texts
“Story of an Hour”
1. How does Mrs. Mallard react to new of her
husband’s death?
2. Identify diction choices shows that
demonstrate Mrs. Mallard’s reaction to her
husband’s death.
3. Why is Mrs. Mallard happy that her
husband is dead?
4. TRUE/FALSE: Mrs. Mallard did not love her
husband
5. Identify cause and effect in the story and
the role that it plays in understanding
Chopin's thesis.
6. Explain the irony of the final sentence of
the story? How does this tie into
naturalism? How does it help the audience
understand Chopin’s feminist message?
“Desiree’s Baby”
1. What is the meaning of the phrase "He was
reminded that she was nameless" in the context
in which it appears?
2. Describe Desiree. How did she and Armand meet
and fall in love? Why does he not consider her
origins before marriage? Why would that even
matter? What figurative language does Chopin
use to emphasize this?
3. 4. Describe and explain the changes in Armand’s
behavior as the story unfolds why this is ironic in
the end?
4. Explain the connections to Realism, Regionalism,
and Naturalism? What evidence can you find for
each? Which literary category does it most
closely represent? Explain.
5. Compare and contrast Desiree’s situation with
Mrs. Mallard’s. How are they similar? How doe
they both represent themes of naturalism?
11.9 notes: writing a C&C essay
• When you get to choose what you’re comparing and contrasting, or what
elements of two things you are comparing and contrasting, be sure that
the elements have enough in common or different to justify the
comparison or contrast.
• Additionally, be sure that the differences/similarities aren’t so obvious that
your essay seems pointless.
• AVOID THE TRIVIAL!
• Trivial: Mrs. Mallard and Desiree are both married; Mrs. Mallard and
Desiree both live in Louisiana.
• Important: Mallard and Desiree are both defined by circumstances beyond
their control; Mallard and Desiree both die as a result of their inability to
control their own destinies.
11.9 notes: writing a C&C essay
• Be sure that you treat the same (or similar) elements for each subject
you discuss.
• TEXT A
TEXT B
• Audience/purpose
Audience/purpose
• (Dickinson—empower women)
• Major character
• (Chopin—Desiree and relation to race)
(Chopin—criticize society)
Major character
(Twain—Tom and relation to race)
11.9 notes: writing a C&C essay
• The thesis should tell readers what to expect in your essay, identifying not only the
subjects to be compared and contrasted, but also the point you will make about
them.
• Your thesis should indicate whether you will concentrate on similarities or
differences, but should address both.
• A thesis should highlight the central concern of the essay (comparing or
contrasting) by placing it as the independent clause, and the lesser concern as the
dependent clause.
• Example: “Despite the fact that Tom and Desiree are both defined by race, it’s
clear that Desiree’s inability to overcome this definition is a result of her gender.”
• This essay will focus mainly on similarities.
• Don’t forget, your intro, in addition to including a thesis, should include both the
authors and the texts that you will be comparing and contrasting.
11.9 notes: writing a C&C essay
• Two basic structures: point by point and subject by subject.
• The subjects are the items being compared and contrasted, and the
points are the individual elements of the subjects you will be
comparing/contrasting.
11.9 notes: writing a C&C essay
• In the subject by subject format, you address all of the points for the
first subject at once, and all of the points for the second subject at
once.
• Introduction: “Although both Dickinson and Chopin deal with a
woman’s role in society, Dickinson’s poetry suggests that a woman
can overcome society’s definition of her while Chopin clearly belives
that women are powerless in society.”
Chopin texts (Subject 1 )
Dickinson poems (Subject 2)
Mrs. Mallard (point 1)
“I’m Nobody” (point 1)
Edna (point 2)
“Soul Selects” (point 2)
11.9 notes: writing a C&C essay
• Use point by point comparison for longer, more complex essays.
• You make a point about one subject and follow it with a comparable
point about the other.
Point 1: Racial Identity defined by society
Desiree and Tom (subjects)
Point 2: Gender inequality
Desiree and Tom (subjects)
11.9 notes: writing a C&C essay
• Create BOTH a point by point and subject by subject outline for the
following prompt:
• Compare and contrast your middle school experience with your high
school experience.
CLOSE and HW
11.9
• Print, read, annotate “Law of Life” by Jack London. Online textbook p.
768 (Unit 4).