introduction to literature - essay therapy · introduction to literature reading journals prof. lay...
TRANSCRIPT
Literature adds to reality, it
does not simply describe it. It
enriches the necessary
competencies that daily life
requires and provides; and in
this respect, it irrigates the
deserts that our lives have
already become. C. S. Lewis
Introduction to
Literature
Reading Journals
Prof. Lay Fall 2013
1
Reading Journals
Welcome to the world of literature. As the name implies, this is a reading class, but it is a
different type of reading. Nearly all of the reading you do in college is expository reading—
reading textbooks that explain concepts, highlight key words and ideas, and summarize key
concepts at the end of each chapter. Reading literature, however, is not like reading a textbook.
First, you must slow down…really slow down. There is no room for speed-reading with
literature. Second, you must learn a new set of rules for reading short stories and poetry—you
can’t play soccer using basketball rules. The textbook, How To Read Slowly, will instruct you how
to slow down and read differently. These journals will help you to slow down and learn the
rules. Finally, literature is to be read for fun—it appeals to the emotions, your feelings about life
and what it means to be human. Textbook reading is often for the mind, and for a test!
You are to answer each item for the short stories and poems you will read this semester. You
are to take your time, reading and rereading the stories. You are to answer the items by your
observations, not those of Sparknotes or other types of literature resources. You are to
investigate the stories and poems, looking for evidences of the overall meaning of the work.
You will have to work harder reading a short story than a textbook, and even harder reading a
poem! The journals will help you with the “what” of a story or poem; the classroom discussion
will help you with the “why” of the work of literature.
Nearly all of the short stories and poems include watching a YouTube video related to the
work. These videos are designed to “prime the pump” before you start reading. Some videos
provide background information on the author while other videos include the specific work of
literature. You are to comment on each video by including references to things in the video you
would only know if you had watched it. Avoid such comments only as “it was great” or “it was
boring” or “why did I have to watch it” or “that was awesome”. Those comments do not
demonstrate you watched the video. Be specific with your comments.
2
Think of the journals as a “take-home” quiz over the work of literature. So, if you decide to
“cut and paste” from an online literature resource such as Sparknotes, you will fail the
assignment and the class for plagiarism. Also, you are to work on the stories and poems
yourself…you are developing the personal skills to reading literature.
The journals at the beginning of the semester will be graded “softer” since you are just learning
how to read and write the journals. As the semester progresses and you develop greater skills
at reading, the journals will be graded “harder”. The journals will be expected to include more
observations as the semester continues. I will inform you in class when this shift will happen.
The journals make up 50% of your class grade; if you neglect the journals, you cannot make up
your grade at the end of the semester with the essays. In fact, each short story journal is worth
1.5% of your entire class grade; the poetry journals are worth 2% of your final grade; the movie
journals are worth 3.5% of your final grade. So, if you do not submit seven short stories
journals, your final grade would be reduced by one letter grade, and not doing five of the
poetry journals results in the same result! The journals will help you stay on course. Since we
will discuss the work the day the journal is due, the journals will not be accepted late.
The journals are to be posted on your own literature blog, a blog you will create using any
number of free blog sites (wordpress for example). You will submit the address of your blog by
the second class period with your first blog.
You will be reading only one short story a class period and only a few poems for each session.
The focus of the class is to “learn a little, use it a lot” instead of “learn a lot, use it a little”. If
you miss a class period, you will miss the discussion of that specific work…there is no way to
make up for lost class time. This is why your final grade will be affected by absences.
Welcome again to a world of adventure, love, loss, pain, hope…all the stuff of real life. Enjoy.
3
1 Reading History
Instructions
Before the first day of class, answer these questions, and bring the typed answers to class on Thursday, August
22 at 3:00 pm.
1. What were your reading habits from first grade to college?
2. What is your attitude towards reading fiction/poetry?
3. What are some of the most significant works of literature you have read and why?
4. Look in the table of contents of the Short Story book. Which stories have you already read? Please indicate
which ones you have read and which ones you enjoyed and did not enjoy.
5. Look in the table of contents of the 250 Poems book. Which poems have you already read? Please indicate
which ones you have read and which ones you enjoyed and did not enjoy.
6. Have you ever written an original short story or poem? If so, describe them.
Points Description
10 Gave excellent, detailed, specific, and extended answers to all six questions
9 Gave proficient and solid information to all six questions
8 Gave minimal information to all six questions
7 Gave poor and vague information to all six questions
6 Gave inadequate, broad, or incorrect information to all six questions
5 Gave unsatisfactory information or answered three of the questions.
0 Did not submit or gave unacceptable information
4
2 The Storm
INSTRUCTIONS:
Read the assigned short story, answer the following items, and post the answers on your literature blog by the due date
listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the statements; you are
to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text to class (textbook,
kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for not having the text
with you in class.
1. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
2. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
3. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
4. SETTING: Describe the place, the time, the location, and any other information stated in the story.
5. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
6. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
7. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
8. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
9. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
10. HISTORY: Watch this video https://www.youtube.com/watch?v=egxB0dTajb4 and comment on it.
Points Description
10 Read the entire assignment and gave excellent detailed, specific, and extended
information.
9 Read the entire assignment and gave proficient and solid information.
8 Read the entire assignment and gave minimal information.
7 Read half of the assignment, or gave poor and vague information.
6 Read half of the assignment, or gave inadequate, broad, or incorrect information.
5 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
5
3 Shiloh
INSTRUCTIONS:
Read the assigned short story, answer the following items, and post the answers on your literature blog by the due date
listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the statements; you are
to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text to class (textbook,
kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for not having the text
with you in class.
1. HISTORY: Watch this video https://www.youtube.com/watch?v=lKwsHAzu770 and comment on it.
2. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
3. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
4. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
5. SETTING: Describe the place, the time, the location, and any other information stated in the story.
6. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
7. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
8. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
9. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
10. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
Points Description
10 Read the entire assignment and gave excellent detailed, specific, and extended
information.
9 Read the entire assignment and gave proficient and solid information.
8 Read the entire assignment and gave minimal information.
7 Read half of the assignment, or gave poor and vague information.
6 Read half of the assignment, or gave inadequate, broad, or incorrect information.
5 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
6
4 Sonny’s Blues
INSTRUCTIONS:
Read the assigned short story, answer the following items, and post the answers on your literature blog by the due date
listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the statements; you are
to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text to class (textbook,
kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for not having the text
with you in class.
1. HISTORY: Watch this video Part One: https://www.youtube.com/watch?v=xb_NbdeE2zU
Part Two https://www.youtube.com/watch?v=Ctv85-4x8Jg and Part Three
https://www.youtube.com/watch?v=emiKF7_4esQ and comment on it.
2. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
3. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
4. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
5. SETTING: Describe the place, the time, the location, and any other information stated in the story.
6. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
7. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
8. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
9. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
10. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
Points Description
10 Read the entire assignment and gave excellent detailed, specific, and extended
information.
9 Read the entire assignment and gave proficient and solid information.
8 Read the entire assignment and gave minimal information.
7 Read half of the assignment, or gave poor and vague information.
6 Read half of the assignment, or gave inadequate, broad, or incorrect information.
5 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
7
5 Everyday Use
INSTRUCTIONS:
Read the assigned short story, answer the following items, and post the answers on your literature blog by the due date
listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the statements; you are
to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text to class (textbook,
kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for not having the text
with you in class.
1. HISTORY: Watch this video https://www.youtube.com/watch?v=BonZot21H10 and comment on it.
2. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
3. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
4. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
5. SETTING: Describe the place, the time, the location, and any other information stated in the story.
6. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
7. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
8. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
9. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
10. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
Points Description
10 Read the entire assignment and gave excellent detailed, specific, and extended
information.
9 Read the entire assignment and gave proficient and solid information.
8 Read the entire assignment and gave minimal information.
7 Read half of the assignment, or gave poor and vague information.
6 Read half of the assignment, or gave inadequate, broad, or incorrect information.
5 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
8
6 Genesis 1-11
INSTRUCTIONS:
Read the assigned short story, answer the following items, and post the answers on your literature blog by the due date
listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the statements; you are
to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text to class (textbook,
kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for not having the text
with you in class. (The story will be given to you in class)
1. HISTORY: Watch this video https://www.youtube.com/watch?v=e8P1Y1a7-L4 and the comment on it.
2. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
3. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
4. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
5. SETTING: Describe the place, the time, the location, and any other information stated in the story.
6. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
7. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
8. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
9. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
10. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
Points Description
10 Read the entire assignment and gave excellent detailed, specific, and extended
information.
9 Read the entire assignment and gave proficient and solid information.
8 Read the entire assignment and gave minimal information.
7 Read half of the assignment, or gave poor and vague information.
6 Read half of the assignment, or gave inadequate, broad, or incorrect information.
5 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
9
7 Screwtape Letters 1-7
INSTRUCTIONS:
Read the assigned short story, answer the following items, and post the answers on your literature blog by the due date
listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the statements; you are
to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text to class (textbook,
kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for not having the text
with you in class. The text is found either in an audio format at https://www.youtube.com/watch?v=sW_JFfhjsC0 or as a
written text at http://www.arthursbookshelf.com/sci-fi/lewis/c.%20s.%20lewis%20-
%20the%20screwtape%20letters.pdf
1. Watch this video https://www.youtube.com/watch?v=PNNUPN3-WeM and comment on it.
2. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
3. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
4. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
5. SETTING: Describe the place, the time, the location, and any other information stated in the story.
6. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
7. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
8. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
9. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
10. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
Points Description
10 Read the entire assignment and gave excellent detailed, specific, and extended
information.
9 Read the entire assignment and gave proficient and solid information.
8 Read the entire assignment and gave minimal information.
7 Read half of the assignment, or gave poor and vague information.
6 Read half of the assignment, or gave inadequate, broad, or incorrect information.
5 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
10
8 A Good Man is Hard to Find
INSTRUCTIONS:
Read the assigned short story, answer the following items, and post the answers on your literature blog by the due date
listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the statements; you are
to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text to class (textbook,
kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for not having the text
with you in class. If you prefer, the text is found in an audio format read by the author if you would like to follow along at
http://www.youtube.com/watch?v=sQT7y4L5aKU
1. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
2. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
3. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
4. SETTING: Describe the place, the time, the location, and any other information stated in the story.
5. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
6. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
7. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
8. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
9. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
10. WORLDVIEW: Using the seven criteria from the textbook by Sire, explain how this story is written from
a theistic worldview. Give examples from the story.
Points Description
10 Read the entire assignment and gave excellent detailed, specific, and extended
information.
9 Read the entire assignment and gave proficient and solid information.
8 Read the entire assignment and gave minimal information.
7 Read half of the assignment, or gave poor and vague information.
6 Read half of the assignment, or gave inadequate, broad, or incorrect information.
5 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
11
9 To Build a Fire
INSTRUCTIONS:
Read the assigned short story, answer the following items, and post the answers on your literature blog by the due date
listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the statements; you are
to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text to class (textbook,
kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for not having the text
with you in class.
1. HISTORY: Watch this video and comment on it. https://www.youtube.com/watch?v=vtap2a7t3Fs
2. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
3. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
4. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
5. SETTING: Describe the place, the time, the location, and any other information stated in the story.
6. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
7. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
8. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
9. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
10. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
11. WORLDVIEW: Using the seven criteria from the textbook by Sire, explain how this story is written from
a naturalistic worldview. Give examples from the story.
Points Description
10 Read the entire assignment and gave excellent detailed, specific, and extended
information.
9 Read the entire assignment and gave proficient and solid information.
8 Read the entire assignment and gave minimal information.
7 Read half of the assignment, or gave poor and vague information.
6 Read half of the assignment, or gave inadequate, broad, or incorrect information.
5 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
12
10 Letters from Earth
INSTRUCTIONS:
Read the assigned short story, answer the following items, and post the answers on your literature blog by the due date
listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the statements; you are
to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text to class (textbook,
kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for not having the text
with you in class. The text is found at this link http://www.positiveatheism.org/hist/twainlfe.htm
1. HISTORY: Watch this video and comment on it.
https://www.youtube.com/watch?v=7bznJf6_u4w&list=PLC8581DB1B8D1FB1C
2. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
3. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
4. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
5. SETTING: Describe the place, the time, the location, and any other information stated in the story.
6. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
7. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
8. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
9. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
10. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
11. GENRE: Describe the use of Satire in the story by giving examples that illustrate Satire.
Points Description
10 Read the entire assignment and gave excellent detailed, specific, and extended
information.
9 Read the entire assignment and gave proficient and solid information.
8 Read the entire assignment and gave minimal information.
7 Read half of the assignment, or gave poor and vague information.
6 Read half of the assignment, or gave inadequate, broad, or incorrect information.
5 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
13
11 A Clean Well-Lighted Place
INSTRUCTIONS:
Read the assigned short story, answer the following items, and post the answers on your literature blog by the due date
listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the statements; you are
to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text to class (textbook,
kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for not having the text
with you in class.
1. HISTORY: Watch this video and comment on it. https://www.youtube.com/watch?v=0JQDe0GCNHg
2. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
3. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
4. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
5. SETTING: Describe the place, the time, the location, and any other information stated in the story.
6. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
7. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
8. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
9. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
10. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
11. WORLDVIEW: Using the seven criteria from the textbook by Sire, explain how this story is written from
an existential worldview. Give examples from the story.
Points Description
10 Read the entire assignment and gave excellent detailed, specific, and extended
information.
9 Read the entire assignment and gave proficient and solid information.
8 Read the entire assignment and gave minimal information.
7 Read half of the assignment, or gave poor and vague information.
6 Read half of the assignment, or gave inadequate, broad, or incorrect information.
5 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
14
12 Happy Endings
INSTRUCTIONS:
Read the assigned short story, answer the following items, and post the answers on your literature blog by the due date
listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the statements; you are
to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text to class (textbook,
kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for not having the text
with you in class.
1. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
2. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
3. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
4. SETTING: Describe the place, the time, the location, and any other information stated in the story.
5. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
6. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
7. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
8. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
9. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
10. WORLDVIEW: Using the seven criteria from the textbook by Sire, explain how this story is written from
an existential worldview. Give examples from the story.
Points Description
10 Read the entire assignment and gave excellent detailed, specific, and extended
information.
9 Read the entire assignment and gave proficient and solid information.
8 Read the entire assignment and gave minimal information.
7 Read half of the assignment, or gave poor and vague information.
6 Read half of the assignment, or gave inadequate, broad, or incorrect information.
5 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
15
13 A Hunger Artist
INSTRUCTIONS:
Read the assigned short story, answer the following items, and post the answers on your literature blog by the due date
listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the statements; you are
to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text to class (textbook,
kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for not having the text
with you in class. The text is found at this link https://records.viu.ca/~Johnstoi/kafka/hungerartist.htm
1. HISTORY: Watch this video and comment on it.
http://www.bing.com/videos/search?q=steve+jobs+commencement+speech+stanford&mid=BE69F39173A
BB807013EBE69F39173ABB807013E&view=detail&FORM=VIRE3
2. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
3. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
4. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
5. SETTING: Describe the place, the time, the location, and any other information stated in the story.
6. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
7. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
8. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
9. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
10. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
11. WORLDVIEW: Using the seven criteria from the textbook by Sire, explain how this story is written from
a nihilistic worldview. Give examples from the story.
Points Description
10 Read the entire assignment and gave excellent detailed, specific, and extended
information.
9 Read the entire assignment and gave proficient and solid information.
8 Read the entire assignment and gave minimal information.
7 Read half of the assignment, or gave poor and vague information.
6 Read half of the assignment, or gave inadequate, broad, or incorrect information.
5 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
16
14 A Very Old Man with Enormous Wings
INSTRUCTIONS:
Read the assigned short story, answer the following items, and post the answers on your literature blog by the due date
listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the statements; you are
to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text to class (textbook,
kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for not having the text
with you in class.
1. HISTORY: Watch these two videos and comment on both of them.
https://www.youtube.com/watch?v=8m_BApSNas8
https://www.youtube.com/watch?v=3kQxkW5Hj08
2. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
3. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
4. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
5. SETTING: Describe the place, the time, the location, and any other information stated in the story.
6. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
7. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
8. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
9. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
10. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
11. WORLDVIEW: Using the seven criteria from the textbook by Sire, explain the worldview of this story by
using examples from the story.
Points Description
10 Read the entire assignment and gave excellent detailed, specific, and extended
information.
9 Read the entire assignment and gave proficient and solid information.
8 Read the entire assignment and gave minimal information.
7 Read half of the assignment, or gave poor and vague information.
6 Read half of the assignment, or gave inadequate, broad, or incorrect information.
5 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
17
15 Where Are You Going, Where Have You Been?
INSTRUCTIONS:
Read the assigned short story, answer the following items, and post the answers on your literature blog by the due date
listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the statements; you are
to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text to class (textbook,
kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for not having the text
with you in class.
1. HISTORY: Read this article about the incident that inspired the story and comment on it.
http://murderpedia.org/male.S/images/schmid_charles/0908Murder.pdf
2. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
3. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
4. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
5. SETTING: Describe the place, the time, the location, and any other information stated in the story.
6. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
7. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
8. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
9. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
10. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
11. WORLDVIEW: Using the seven criteria from the textbook by Sire, explain the worldview of this story by
using examples from the story.
Points Description
10 Read the entire assignment and gave excellent detailed, specific, and extended
information.
9 Read the entire assignment and gave proficient and solid information.
8 Read the entire assignment and gave minimal information.
7 Read half of the assignment, or gave poor and vague information.
6 Read half of the assignment, or gave inadequate, broad, or incorrect information.
5 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
18
16 Jesus Christ Superstar
INSTRUCTIONS:
Watch the movie, Jesus Christ Superstar and answer the following statements. The movie is on the reserve shelf in the
library. The movie is also on Netflix.
1. HISTORY: Read this article about Jesus before watching the movie and comment on the article
http://www.probe.org/site/apps/nlnet/content.aspx?c=fdKEIMNsEoG&b=4380597&ct=12473625¬oc=1
2. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
3. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
4. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
5. SETTING: Describe the place, the time, the location, and any other information stated in the story.
6. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
7. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
8. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
9. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
.
10. WORLDVIEW: Using the seven criteria from the textbook by Sire, explain the worldview of this story by
using examples from the story.
11. MUSIC: Describe the music and how it relates to the story.
Points Description
25 Watched the entire movie and gave excellent detailed, specific, and extended
information.
22 Watched the entire movie and gave proficient and solid information.
19 Watched the entire movie and gave minimal information.
17 Watched the entire movie and gave poor and vague information.
11 Watched the entire movie and gave inadequate, broad, or incorrect information.
8 Watched half of the movie or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
19
17 God’s Grandeur
INSTRUCTIONS:
Read the assigned poem(s), answer the following items, and post the answers on your literature blog by the due date listed
in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the statements; you are to
answer them by your OWN observations and analysis of the story. You are to bring a copy of the text to class (textbook,
kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for not having the text
with you in class.
1. HISTORY: Watch this video before you read the poem and comment on it.
https://www.youtube.com/watch?v=AE_BX1XUSC4
2. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
3. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
4. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
5. SETTING: Describe the place, the time, the location, and any other information stated in the story.
6. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
7. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
8. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
9. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
10. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
11. METER: Identify and describe the type of syllables in the poem—number of syllables per line, which
syllables are emphasized, etc. How does the meter reflect the theme of the poem?
12. SOUND: Describe the type of sounds in the poem—rhyming from one line to the next, repeated sounds,
etc. How do the sounds reflect the theme of the poem?
Points Description
15 Read the entire assignment and gave excellent detailed, specific, and extended
information.
13 Read the entire assignment and gave proficient and solid information.
11 Read the entire assignment and gave minimal information.
10 Read half of the assignment, or gave poor and vague information.
7 Read half of the assignment, or gave inadequate, broad, or incorrect information.
4 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
20
18 A Mighty Fortress; Holy, Holy, Holy; It is Well…
INSTRUCTIONS:
Read the assigned poems listed below, answer the following items for EACH POEM, and post the answers on your literature
blog by the due date listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the
statements; you are to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text
to class (textbook, kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for
not having the text with you in class.
1. HISTORY: Watch these videos for each poem and comment on each video:
A Mighty Fortress: https://www.youtube.com/watch?v=wR8SW4kqR9o
Holy, Holy, Holy: https://www.youtube.com/watch?v=DYgBxhvxaWQ
It is Well with my Soul https://www.youtube.com/watch?v=KYP--c2LTfg
2. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
3. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
4. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
5. SETTING: Describe the place, the time, the location, and any other information stated in the story.
6. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
7. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
8. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
9. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
10. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
11. METER: Identify and describe the type of syllables in the poem—number of syllables per line, which
syllables are emphasized, etc. How does the meter reflect the theme of the poem?
12. SOUND: Describe the type of sounds in the poem—rhyming from one line to the next, repeated sounds,
etc. How do the sounds reflect the theme of the poem?
21
Points Description
15 Read the entire assignment and gave excellent detailed, specific, and extended
information.
13 Read the entire assignment and gave proficient and solid information.
11 Read the entire assignment and gave minimal information.
10 Read half of the assignment, or gave poor and vague information.
7 Read half of the assignment, or gave inadequate, broad, or incorrect information.
4 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
A Mighty Fortress is our God
1. A mighty fortress is our God, a bulwark never failing;
Our helper He, amid the flood of mortal ills prevailing:
For still our ancient foe doth seek to work us woe;
His craft and power are great, and, armed with cruel hate,
On earth is not his equal.
2. Did we in our own strength confide, our striving would be losing;
Were not the right Man on our side, the Man of God’s own choosing:
Dost ask who that may be? Christ Jesus, it is He;
Lord Sabaoth, His Name, from age to age the same,
And He must win the battle.
3. And though this world, with devils filled, should threaten to undo us,
We will not fear, for God hath willed His truth to triumph through us:
The Prince of Darkness grim, we tremble not for him;
His rage we can endure, for lo, his doom is sure,
One little word shall fell him.
4. That word above all earthly powers, no thanks to them, abideth;
The Spirit and the gifts are ours through Him Who with us sideth:
Let goods and kindred go, this mortal life also;
The body they may kill: God’s truth abideth still,
His kingdom is forever.
Holy, Holy, Holy
1. Holy, holy, holy! Lord God Almighty!
Early in the morning our song shall rise to Thee;
Holy, holy, holy, merciful and mighty!
God in three Persons, blessed Trinity!
2. Holy, holy, holy! All the saints adore Thee,
Casting down their golden crowns around the glassy sea;
Cherubim and seraphim falling down before Thee,
Who was, and is, and evermore shall be.
3. Holy, holy, holy! Though the darkness hide Thee,
Though the eye of sinful man Thy glory may not see;
Only Thou art holy; there is none beside Thee,
Perfect in pow’r, in love, and purity.
22
4. Holy, holy, holy! Lord God Almighty!
All Thy works shall praise Thy Name, in earth, and sky, and sea;
Holy, holy, holy; merciful and mighty!
God in three Persons, blessed Trinity!
It is Well with my Soul
1. When peace, like a river, attendeth my way,
When sorrows like sea billows roll;
Whatever my lot, Thou has taught me to say,
It is well, it is well, with my soul.
o Refrain:
It is well, with my soul,
It is well, it is well, with my soul.
2. Though Satan should buffet, though trials should come,
Let this blest assurance control,
That Christ has regarded my helpless estate,
And hath shed His own blood for my soul.
3. My sin, oh, the bliss of this glorious thought!
My sin, not in part but the whole,
Is nailed to the cross, and I bear it no more,
Praise the Lord, praise the Lord, O my soul!
4. For me, be it Christ, be it Christ hence to live:
If Jordan above me shall roll,
No pang shall be mine, for in death as in life
Thou wilt whisper Thy peace to my soul.
5. But, Lord, ’tis for Thee, for Thy coming we wait,
The sky, not the grave, is our goal;
Oh, trump of the angel! Oh, voice of the Lord!
Blessed hope, blessed rest of my soul!
6. And Lord, haste the day when my faith shall be sight,
The clouds be rolled back as a scroll;
The trump shall resound, and the Lord shall descend,
Even so, it is well with my soul.
23
19 How Do I Love Thee; Cinderella; Sonnet 18
INSTRUCTIONS:
Read the assigned poems and answer the following items for EACH POEM, and post the answers on your literature blog by
the due date listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the
statements; you are to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text
to class (textbook, kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for
not having the text with you in class.
1. HISTORY: Watch these videos for each poem and comment on each video:
How do I Love Thee https://www.youtube.com/watch?v=iEST5imOxik
Cinderella https://www.youtube.com/watch?v=m9PEsZwPRCA
Sonnet 18 https://www.youtube.com/watch?v=IHwI-ra05pM
2. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
3. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
4. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
5. SETTING: Describe the place, the time, the location, and any other information stated in the story.
6. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
7. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
8. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
9. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
10. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
11. METER: Identify and describe the type of syllables in the poem—number of syllables per line, which
syllables are emphasized, etc. How does the meter reflect the theme of the poem?
12. SOUND: Describe the type of sounds in the poem—rhyming from one line to the next, repeated sounds,
etc. How do the sounds reflect the theme of the poem?
Points Description
15 Read the entire assignment and gave excellent detailed, specific, and extended information.
13 Read the entire assignment and gave proficient and solid information.
11 Read the entire assignment and gave minimal information.
10 Read half of the assignment, or gave poor and vague information.
7 Read half of the assignment, or gave inadequate, broad, or incorrect information.
4 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
24
20 Because I Could Not Stop For Death; Death be not Proud; Do not
go gentle into the night
INSTRUCTIONS:
Read the assigned poems and answer the following items for EACH POEM, and post the answers on your literature blog by
the due date listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the
statements; you are to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text
to class (textbook, kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for
not having the text with you in class.
1. HISTORY: Watch these videos for each poem and comment on each video:
Emily Dickinson https://www.youtube.com/watch?v=hZpXxBJRbXM
John Donne https://www.youtube.com/watch?v=uyyGu5OUD-o
Dylan Thomas https://www.youtube.com/watch?v=42JTU4vuyEg
2. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
3. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
4. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
5. SETTING: Describe the place, the time, the location, and any other information stated in the story.
6. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
7. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
8. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
9. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
10. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
11. METER: Identify and describe the type of syllables in the poem—number of syllables per line, which
syllables are emphasized, etc. How does the meter reflect the theme of the poem?
12. SOUND: Describe the type of sounds in the poem—rhyming from one line to the next, repeated sounds,
etc. How do the sounds reflect the theme of the poem?
13. WORLDVIEW: Using the seven criteria from the textbook by Sire, explain the worldview of this poem by
using examples from the poem.
25
Points Description
15 Read the entire assignment and gave excellent detailed, specific, and extended
information.
13 Read the entire assignment and gave proficient and solid information.
11 Read the entire assignment and gave minimal information.
10 Read half of the assignment, or gave poor and vague information.
7 Read half of the assignment, or gave inadequate, broad, or incorrect information.
4 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
26
21 We wear the masks; America; Harlem; Theme for English B
INSTRUCTIONS:
Read the assigned poems and answer the following items for EACH POEM, and post the answers on your literature blog by
the due date listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the
statements; you are to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text
to class (textbook, kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for
not having the text with you in class.
1. HISTORY: Watch these videos for each poem and comment on each video:
Paul Dunbar: https://www.youtube.com/watch?v=So2tXW2oS2M
Harlem Renaissance http://vimeo.com/37267738
Langston Hughes https://www.youtube.com/watch?v=sJyObrJfWxw
2. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
3. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
4. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
5. SETTING: Describe the place, the time, the location, and any other information stated in the story.
6. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
7. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
8. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
9. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
10. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
11. METER: Identify and describe the type of syllables in the poem—number of syllables per line, which
syllables are emphasized, etc. How does the meter reflect the theme of the poem?
12. SOUND: Describe the type of sounds in the poem—rhyming from one line to the next, repeated sounds,
etc. How do the sounds reflect the theme of the poem?
Points Description
15 Read the entire assignment and gave excellent detailed, specific, and extended information.
13 Read the entire assignment and gave proficient and solid information.
11 Read the entire assignment and gave minimal information.
10 Read half of the assignment, or gave poor and vague information.
7 Read half of the assignment, or gave inadequate, broad, or incorrect information.
4 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
27
22 Bilingual Sestina; Problem with Hurricanes; Nami
INSTRUCTIONS:
Read the assigned poems and answer the following items for EACH POEM, and post the answers on your literature blog by
the due date listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the
statements; you are to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text
to class (textbook, kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for
not having the text with you in class.
1. HISTORY: Watch these videos for each poem and comment on each video:
a. Victor Cruz: https://www.youtube.com/watch?v=tFigizTSFsQ
b. Sestina: https://www.youtube.com/watch?v=OCm4UoEWUPQ
2. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
3. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
4. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
5. SETTING: Describe the place, the time, the location, and any other information stated in the story.
6. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
7. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
8. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
9. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
10. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
11. METER: Identify and describe the type of syllables in the poem—number of syllables per line, which
syllables are emphasized, etc. How does the meter reflect the theme of the poem?
12. SOUND: Describe the type of sounds in the poem—rhyming from one line to the next, repeated sounds,
etc. How do the sounds reflect the theme of the poem?
Points Description
15 Read the entire assignment and gave excellent detailed, specific, and extended information.
13 Read the entire assignment and gave proficient and solid information.
11 Read the entire assignment and gave minimal information.
10 Read half of the assignment, or gave poor and vague information.
7 Read half of the assignment, or gave inadequate, broad, or incorrect information.
4 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
28
23 Open
INSTRUCTIONS:
Choose three (3) poems from the book not covered in the syllabus and answer the following items for EACH POEM, and
post the answers on your literature blog by the due date listed in the syllabus. You are NOT to use outside resources
(Sparknotes, Cliff notes, etc) to answer the statements; you are to answer them by your OWN observations and analysis of
the story. You are to bring a copy of the text to class (textbook, kindle, etc) to refer to as the class discusses the story. You
will lose two points from the assignment for not having the text with you in class.
1. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
2. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
3. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
4. SETTING: Describe the place, the time, the location, and any other information stated in the story.
5. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
6. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
7. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
8. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
9. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
10. METER: Identify and describe the type of syllables in the poem—number of syllables per line, which
syllables are emphasized, etc. How does the meter reflect the theme of the poem?
11. SOUND: Describe the type of sounds in the poem—rhyming from one line to the next, repeated sounds,
etc. How do the sounds reflect the theme of the poem?
12. WORLDVIEW: Using the seven criteria from the textbook by Sire, explain the worldview of this poem by
using examples from the poem.
Points Description
15 Read the entire assignment and gave excellent detailed, specific, and extended information.
13 Read the entire assignment and gave proficient and solid information.
11 Read the entire assignment and gave minimal information.
10 Read half of the assignment, or gave poor and vague information.
7 Read half of the assignment, or gave inadequate, broad, or incorrect information.
4 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
29
24 Open
INSTRUCTIONS:
Choose three (3) poems from the book not covered in the syllabus and answer the following items for EACH POEM, and
post the answers on your literature blog by the due date listed in the syllabus. You are NOT to use outside resources
(Sparknotes, Cliff notes, etc) to answer the statements; you are to answer them by your OWN observations and analysis of
the story. You are to bring a copy of the text to class (textbook, kindle, etc) to refer to as the class discusses the story. You
will lose two points from the assignment for not having the text with you in class.
1. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
2. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
3. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
4. SETTING: Describe the place, the time, the location, and any other information stated in the story.
5. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
6. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
7. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
8. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
9. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
10. METER: Identify and describe the type of syllables in the poem—number of syllables per line, which
syllables are emphasized, etc. How does the meter reflect the theme of the poem?
11. SOUND: Describe the type of sounds in the poem—rhyming from one line to the next, repeated sounds,
etc. How do the sounds reflect the theme of the poem?
12. WORLDVIEW: Using the seven criteria from the textbook by Sire, explain the worldview of this poem by
using examples from the poem.
Points Description
15 Read the entire assignment and gave excellent detailed, specific, and extended information.
13 Read the entire assignment and gave proficient and solid information.
11 Read the entire assignment and gave minimal information.
10 Read half of the assignment, or gave poor and vague information.
7 Read half of the assignment, or gave inadequate, broad, or incorrect information.
4 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
30
25 To the Virgins; O Captain; Ulysses; Road not Taken; She Walks in
Beauty INSTRUCTIONS:
Read the assigned five (5) poems and answer the following items for EACH POEM, and post the answers on your literature
blog by the due date listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the
statements; you are to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text
to class (textbook, kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for
not having the text with you in class.
1. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
2. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
3. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
4. SETTING: Describe the place, the time, the location, and any other information stated in the story.
5. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
6. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
7. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
8. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
9. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
10. METER: Identify and describe the type of syllables in the poem—number of syllables per line, which
syllables are emphasized, etc. How does the meter reflect the theme of the poem?
11. SOUND: Describe the type of sounds in the poem—rhyming from one line to the next, repeated sounds,
etc. How do the sounds reflect the theme of the poem?
12. WORLDVIEW: Using the seven criteria from the textbook by Sire, explain the worldview of this poem by
using examples from the poem.
Points Description
15 Read the entire assignment and gave excellent detailed, specific, and extended information.
13 Read the entire assignment and gave proficient and solid information.
11 Read the entire assignment and gave minimal information.
10 Read half of the assignment, or gave poor and vague information.
7 Read half of the assignment, or gave inadequate, broad, or incorrect information.
4 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
31
O Captain! My Captain!
O Captain! my Captain! our fearful trip is done,
The ship has weather’d every rack, the prize we sought is won,
The port is near, the bells I hear, the people all exulting,
While follow eyes the steady keel, the vessel grim and daring;
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead.
O Captain! my Captain! rise up and hear the bells;
Rise up—for you the flag is flung—for you the bugle trills,
For you bouquets and ribbon’d wreaths—for you the shores a-crowding,
For you they call, the swaying mass, their eager faces turning;
Here Captain! dear father!
The arm beneath your head!
It is some dream that on the deck,
You’ve fallen cold and dead.
My Captain does not answer, his lips are pale and still,
My father does not feel my arm, he has no pulse nor will,
The ship is anchor’d safe and sound, its voyage closed and done,
From fearful trip the victor ship comes in with object won;
Exult O shores, and ring O bells!
But I with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.
32
26 Song of Myself; Where I lived and What I lived For
INSTRUCTIONS:
Read the assigned poems and answer the following items for Song of Myself, and post the answers on your literature blog
by the due date listed in the syllabus. You are NOT to use outside resources (Sparknotes, Cliff notes, etc) to answer the
statements; you are to answer them by your OWN observations and analysis of the story. You are to bring a copy of the text
to class (textbook, kindle, etc) to refer to as the class discusses the story. You will lose two points from the assignment for
not having the text with you in class.
1. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
2. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
3. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
4. SETTING: Describe the place, the time, the location, and any other information stated in the story.
5. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
6. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
7. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
8. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
9. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
10. METER: Identify and describe the type of syllables in the poem—number of syllables per line, which
syllables are emphasized, etc. How does the meter reflect the theme of the poem?
11. SOUND: Describe the type of sounds in the poem—rhyming from one line to the next, repeated sounds,
etc. How do the sounds reflect the theme of the poem?
12. WORLDVIEW: Using the seven criteria from the textbook by Sire, explain the worldview of this poem by
using examples from the poem.
Points Description
15 Read the entire assignment and gave excellent detailed, specific, and extended information.
13 Read the entire assignment and gave proficient and solid information.
11 Read the entire assignment and gave minimal information.
10 Read half of the assignment, or gave poor and vague information.
7 Read half of the assignment, or gave inadequate, broad, or incorrect information.
4 Read less than half of the assignment or gave unsatisfactory information.
0 Did not submit or gave unacceptable information
33
WHERE I LIVED, AND WHAT I LIVED FOR.
AT A CERTAIN season of our life we are accustomed to consider every spot as the possible site of a house. I have
thus surveyed the country on every side within a dozen miles of where I live. In imagination I have bought all the
farms in succession, for all were to be bought, and I knew their price. I walked over each farmer's premises, tasted
his wild apples, discoursed on husbandry with him, took his farm at his price, at any price, mortgaging it to him in
my mind; even put a higher price on it- took everything but a deed of it-took his word for his deed, for I dearly
love to talk- cultivated it, and him too to some extent, I trust, and withdrew when I had enjoyed it long enough,
leaving him to carry it on. This experience entitled me to be regarded as a sort of real-estate broker by my friends.
Wherever I sat, there I might live, and the landscape radiated from me accordingly. What is a house but a sedes, a
seat?-better if a country seat. I discovered many a site for a house not likely to be soon improved, which some
might have thought too far from the village, but to my eyes the village was too far from it. Well, there I might live, I
said; and there I did live, for an hour, a summer and a winter life; saw how I could let the years run off, buffet the
winter through, and see the spring come in. The future inhabitants of this region, wherever they may place their
houses, may be sure that they have been anticipated. An afternoon sufficed to lay out the land into orchard, wood-
lot, and pasture, and to decide what fine oaks or pines should be left to stand before the door, and whence each
blasted tree could be seen to the best advantage; and then I let it lie, fallow, perchance, for a man is rich in
proportion to the number of things which he can afford to let alone.
My imagination carried me so far that I even had the refusal of several farms- the refusal was all I wanted- but I
never got my fingers burned by actual possession. The nearest that I came to actual possession was when I bought
the Hollowell place, and had begun to sort my seeds, and collected materials with which to make a wheelbarrow
to carry it on or off with; but before the owner gave me a deed of it, his wife- every man has such a wife- changed
her mind and wished to keep it, and he offered me ten dollars to release him. Now, to speak the truth, I had but
ten cents in the world, and it surpassed my arithmetic to tell, if I was that man who had ten cents, or who had a
farm, or ten dollars, or all together. However, I let him keep the ten dollars and the farm too, for I had carried it
far enough; or rather, to be generous, I sold him the farm for just what I gave for it, and, as he was not a rich man,
made him a present of ten dollars, and still had my ten cents, and seeds, and materials for a wheelbarrow left. I
found thus that I had been a rich man without any damage to my poverty. But I retained the landscape, and I have
since annually carried off what it yielded without a wheelbarrow. With respect to landscapes,
"I am monarch of all I survey, My right there is none to dispute."
I have frequently seen a poet withdraw, having enjoyed the most valuable part of a farm, while the crusty farmer
supposed that he had got a few wild apples only. Why, the owner does not know it for many years when a poet
has put his farm in rhyme, the most admirable kind of invisible fence, has fairly impounded it, milked it, skimmed it,
and got all the cream, and left the farmer only the skimmed milk.
The real attractions of the Hollowell farm, to me, were: its complete retirement, being, about two miles from the
village, half a mile from the nearest neighbor, and separated from the highway by abroad field; its bounding on the
river, which the owner said protected it by its fogs from frosts in the spring, though that was nothing tome; the
gray color and ruinous state of the house and barn, and the dilapidated fences, which put such an interval between
me and the last occupant; the hollow and lichen-covered apple trees, nawed by rabbits, showing what kind of
neighbors I should have; but above all, the recollection I had of it from my earliest voyages up the river, when the
house was concealed behind a dense grove of red maples, through which I heard the house-dog bark. I was in
haste to buy it, before the proprietor finished getting out some rocks, cutting down the hollow apple trees, and
grubbing up some young birches which had sprung up in the pasture, or, in short, had made any more of his
improvements. To enjoy these advantages I was ready to carry it on; like Atlas, to take the world on my shoulders-
I never heard what compensation he received for that- and do all those things which had no other motive or
excuse but that I might pay for it and be unmolested in my possession of it; for I knew all the while that it would
yield the most abundant crop of the kind I wanted, if I could only afford to let it alone. But it turned out as I have
said.
34
All that I could say, then, with respect to farming on a large scale- I have always cultivated a garden- was, that I had
had my seeds ready. Many think that seeds improve with age. I have no doubt that time discriminates between the
good and the bad; and when at last I shall plant, I shall be less likely to be disappointed. But I would say to my
fellows, once for all, As long as possible live free and uncommitted. It makes but little difference whether you are
committed to a farm or the county jail.
Old Cato, whose "De Re Rustica" is my "Cultivator," says- and the only translation I have seen makes sheer
nonsense of the passage-"When you think of getting a farm turn it thus in your mind, not to buy greedily; nor
spare your pains to look at it, and do not think it enough to go round it once. The oftener you go there the more
it will please you, if it is good." I think I shall not buy greedily, but go round and round it as long as I live, and be
buried in it first, that it may please me the more at last.
The present was my next experiment of this kind, which I purpose to describe more at length, for convenience
putting the experience of two years into one. As I have said, I do not propose to write anode to dejection, but to
brag as lustily as chanticleer in the morning, standing on his roost, if only to wake my neighbors up.
When first I took up my abode in the woods, that is, began to spend my nights as well as days there, which, by
accident, was on Independence Day, or the Fourth of July, 1845, my house was not finished for winter, but was
merely a defence against the rain, without plastering or chimney, the walls being of rough, weather-stained boards,
with wide chinks, which made it cool at night. The upright white hewn studs and freshly planed door and
windowcasings gave it a clean and airy look, especially in the morning, when its timbers were saturated with dew,
so that I fancied that by noon some sweet gum would exude from them. To my imagination it retained throughout
the day more or less of this auroral character, reminding me of a certain house on a mountain which I had visited a
year before. This was an airy and unplastered cabin, fit to entertain a travelling god, and where a goddess might
trail her garments. The winds which passed over my dwelling were such as sweep over the ridges of mountains,
bearing the broken strains, or celestial parts only, of terrestrial music. The morning wind forever blows, the poem
of creation is uninterrupted; but few are the ears that hear it. Olympus is but the outside of the earth everywhere.
The only house I had been the owner of before, if I except a boat, was a tent, which I used occasionally when
making excursions in the summer, and this is still rolled up in my garret; but the boat, after passing from hand to
hand, has gone down the stream of time. With this more substantial shelter about me, I had made some progress
toward settling in the world. This frame, so slightly clad, was a sort of crystallization around me, and reacted on
the builder. It was suggestive somewhat as a picture in outlines. I did not need To go outdoors to take the air, for
the atmosphere within had lost none of its freshness. It was not so much within doors as behind a door where I
sat, even in the rainiest weather. The Harivansa says, "An abode without birds is like a meat without seasoning."
Such was not my abode, for I found myself suddenly neighbor to the birds; not by having imprisoned one, but
having caged myself near them. I was not only nearer to some of those which commonly frequent the garden and
the orchard, but to those smaller and more thrilling songsters of the forest which never, or rarely, serenade a
villager- the woodthrush, the veery, the scarlet tanager, the field sparrow, the whip-poor-will, and many others.
I was seated by the shore of a small pond, about a mile and a half south of the village of Concord and somewhat
higher than it, in the midst of an extensive wood between that town and Lincoln, and about two miles south of
that our only field known to fame, Concord Battle Ground; but I was so low in the woods that the opposite shore,
half a mile off, like the rest, covered with wood, was my most distant horizon. For the first week, whenever I
looked out on the pond it impressed me like a tarn high up on the side of a mountain, its bottom far above the
surface of other lakes, and, as the sun arose, I saw it throwing off its nightly clothing of mist, and here and there, by
degrees, its soft ripples or its smooth reflecting surface was revealed, while the mists, like ghosts, were stealthily
withdrawing in every direction into the woods, as at the breaking up of some nocturnal conventicle. The very dew
seemed to hang upon the trees later into the day than usual, as on the sides of mountains.
This small lake was of most value as a neighbor in the intervals of a gentle rain-storm in August, when, both air and
water being perfectly still, but the sky overcast, mid-afternoon had all the serenity of evening, and the wood thrush
sang around, and was heard from shore to shore. A lake like this is never smoother than at such a time; and the
clear portion of the air above it being, shallow and darkened by clouds, the water, full of light and reflections,
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becomes a lower heaven itself so much the more important. From a hill-top near by, where the wood had been
recently cut off, there was a pleasing vista southward across the pond, through a wide indentation in the hills which
form the shore there, where their opposite sides sloping toward each other suggested a stream flowing out in that
direction through a wooded valley, but stream there was none. That way I looked between and over the near
green hills to some distant and higher ones in the horizon, tinged with blue. Indeed, by standing on tiptoe I could
catch a glimpse of some of the peaks of the still bluer and more distant mountain ranges in the northwest, those
true-blue coins from heaven's own mint, and also of some portion of the village. But in other directions, even from
this point, I could not see over or beyond the woods which surrounded me. It is well to have some water in your
neighborhood, to give buoyancy to and float the earth. One value even of the smallest well is, that when you look
into it you see that earth is not continent but insular. This is as important as that it keeps butter cool. When I
looked across the pond from this peak toward the Sudbury meadows, which in time of flood I distinguished
elevated perhaps by a mirage in their seething valley, like a coin in a basin, all the earth beyond the pond appeared
like a thin crust insulated and floated even by this small sheet of interverting water, and I was reminded that this on
which I dwelt was but dry land.
Though the view from my door was still more contracted, I did not feel crowded or confined in the least. There
was pasture enough for my magination. The low shrub oak plateau to which the opposite shore arose stretched
away toward the prairies of the West and the steppes of Tartary, affording ample room for all the roving families
of men. "There are none happy in the world but beings who enjoy freely a vast horizon"- said Damodara, when his
herds required new and larger pastures.
Both place and time were changed, and I dwelt nearer to those parts of the universe and to those eras in history
which had most attracted me. Where I lived was as far off as many a region viewed nightly by astronomers. We
are wont to imagine rare and delectable places in some remote and more celestial corner of the system, behind
the constellation of Cassiopeia's Chair, far from noise and disturbance. I discovered that my house actually had its
site in such a withdrawn, but forever new and unprofaned, part of the universe. If it were worth the while to settle
in those parts near to the Pleiades or the Hyades, to Aldebaran or Altair, then I was really there, or at an equal
remoteness from the life which I had left behind, dwindled and twinkling with as fine a ray to my nearest neighbor,
and to be seen only in moonless nights by him. Such was that part of creation where I had squatted;
"There was a shepherd that did live, And held his thoughts as high As were the mounts whereon his flocks Did
hourly feed him by."
What should we think of the shepherd's life if his flocks always wandered to higher pastures than his thoughts?
Every morning was a cheerful invitation to make my life of equal simplicity, and I may say innocence, with Nature
herself. I have been as sincere a worshipper of Aurora as the Greeks. I got up early and bathed in the pond; that
was a religious exercise, and one of the best things which I did. They say that characters were engraven on the
bathing tub of King Tching-thang to this effect: "Renew thyself completely each day; do it again, and again, and
forever again." I can understand that. Morning brings back the heroic ages. I was as much affected by the faint burn
of a mosquito making its invisible and unimaginable tour through my apartment at earliest dawn, when I was sailing
with door and windows open, as I could be by any trumpet that ever sang of fame. It was Homer's requiem; itself
an Iliad and Odyssey in the air, singing its own wrath and wanderings. There was something cosmical about it; a
standing advertisement, till forbidden, of the everlasting vigor and fertility of the world. The morning, which is the
most memorable season of the day, is the awakening hour. Then there is least somnolence in us; and for an hour,
at least, some part of us awakes which slumbers all the rest of the day and night. Little is to be expected of that
day, if it can be called a day, to which we are not awakened by our Genius, but by the mechanical nudgings of some
servitor, are not awakened by our own newly acquired force and aspirations from within, accompanied by the
undulations of celestial music, instead of factory bells, and a fragrance filling the air- to a higher life than we fell
asleep from; and thus the darkness bear its fruit, and prove itself to be good, no less than the light. That man who
does not believe that each day contains an earlier, more sacred, and auroral hour than he has yet profaned, has
despaired of life, and is pursuing a descending and darkening way. After a partial cessation of his sensuous life, the
soul of man, or its organs rather, are reinvigorated each day, and his Genius tries again what noble life it can make.
All memorable events, I should say, transpire in morning time and in a morning atmosphere. The Vedas say, "All
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intelligences awake with the morning." Poetry and art, and the faire stand most memorable of the actions of men,
date from such an hour. All poets and heroes, like Memnon, are the children of Aurora, and emit their music at
sunrise. To him whose elastic and vigorous thought keeps pace with the sun, the day is a perpetual morning. It
matters not what the clocks say or the attitudes and labors of men. Morning is when I am awake and there is a
dawn in me. Moral reform is the effort to throw off sleep. Why is it that men give so poor an account of their day
if they have not been slumbering? They are not such poor calculators. If they had not been overcome with
drowsiness, they would have performed something. The millions are awake enough for physical labor; but only one
in a million is awake enough for effective intellectual exertion, only one in a hundred millions to a poetic or divine
life. To be awake is to be alive. I have never yet met a man who was quite awake. How could I have looked him in
the face?
We must learn to reawaken and keep ourselves awake, not by mechanical aids, but by an infinite expectation of
the dawn, which does not forsake us in our soundest sleep. I know of no more encouraging fact than the
unquestionable ability of man to elevate his life by a conscious endeavor. It is something to be able to paint a
particular picture, or to carve a statue, and so to make a few objects beautiful; but it is far more glorious to carve
and paint the very atmosphere and medium through which we look, which morally we can do. To affect the quality
of the day, that is the highest of arts. Every man is tasked to make his life, even in its details, worthy of the
contemplation of his most elevated and critical hour. If we refused, or rather used up, such paltry information as
we get, the oracles would distinctly inform us how this might be done.
I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could
not learn what it had to teach, and not, when I came to die, discover that I had not lived. I did not wish to live
what was not life, living is so dear; nor did I wish to practise resignation, unless it was quite necessary. I wanted to
live deep and suck out all the marrow of life, to live so sturdily and Spartan- like as to put to rout all that was not
life, to cut a broad swath and shave close, to drive life into a corner, and reduce it to its lowest terms, and, if it
proved to be mean, why then to get the whole and genuine meanness of it, and publish its meanness to the world;
or if it were sublime, to know it by experience, and be able to give a true account of it in my next excursion. For
most men, it appears to me, are in a strange uncertainty about it, whether it is of the devil or of God, and have
somewhat hastily concluded that it is the chief end of man here to "glorify God and enjoy him forever."
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27 Dead Poet’s Society
INSTRUCTIONS:
Watch the movie, Dead Poet’s Society and answer the following statements. The movie is on the reserve shelf in the library.
The movie is also on Netflix.
1. READER REACTION: Describe your initial reaction to the story and explain why you felt that way.
2. PLOT: Describe the order of events—what happened first, second, third, etc.—and identify any
flashbacks or flash forwards (less than 100 words).
3. CHARACTER: Identify the main characters and describe them as explained in the story—name, age, sex,
personality, education, religion, marital status, etc. Do the same with the minor characters.
4. SETTING: Describe the place, the time, the location, and any other information stated in the story.
5. POINT OF VIEW: Identify the type of narrator in the story—first or third person and describe the type
of narrator (Omniscient—Editorial or Objective or Limited—Major or Minor character).
6. OBJECTS/EVENTS: Describe any concrete objects or events that are mentioned, especially if they are
repeated (water, flag, church, holidays, geography, season, weather, disease, dates, everyday objects,
rocks, table, tree, etc.) and indicate their possible reference.
7. MOOD: Describe and explain the moods displayed in the story—anger, sadness, depression, joyful,
contentment, doubt, unbelief, courage, fear, forgiveness, bitterness, greed, compassion, etc.
8. IDEAS: Describe any ideas specifically mentioned—political, religious, racial, cultural, economic,
philosophical, etc. and identify which ones appear the most in the story.
9. STYLE: Describe the sentences in the story—long, short, simple, complex, reflective, factual, etc. and
describe the words in the story—formal, informal, sophisticated, professional, slang, regional, cultural, etc.
10. MUSIC: Describe how the music fit specific sections of the movie and helped to enhance the scene.
11. CAMERA ANGLE: Describe several places how the the camera angle fit the theme of the scene.
12. LIGHTING: Describe several places how the lighting affected the theme of the scene.
13. WORLDVIEW: Using the seven criteria from the textbook by Sire, explain the worldview of this story by
using examples from the story.
Points Description
25 Watched the entire movie and gave excellent detailed, specific, and extended information.
22 Watched the entire movie and gave proficient and solid information.
19 Watched the entire movie and gave minimal information.
17 Watched the entire movie and gave poor and vague information.
11 Watched the entire movie and gave inadequate, broad, or incorrect information.
8 Watched half of the movie or gave unsatisfactory information.
0 Did not submit or gave unacceptable information