“Author of Things Fall Apart, dies after brief illness”
Chinua Achebe, 1930-2013
By Robyn Dixon (Los Angeles Times)
Johannesburg
He was often called the father of African literature.
Acclaimed Nigerian author Chinua Achebe, who wrote “Things Fall Apart,” died Friday after a
brief illness. He was 82.
Achebe, often called the father of African literature was best known for “Things Fall Apart,”
about the Igbo (Ibo) culture and the impact of colonialism in Africa.
The novel, published in 1958, sold more than 12 million copies and was translated into dozens of
languages.
His last book, last year’s “There Was a Country: A Personal History of Biafra,” was about the
Biafran region’s failed war of independence and resulting famine.
In 2007, he was awarded the Man Booker prize for his life’s work.
Achebe’s family issued a statement calling him one of the great literary voices of his time.
“He was also a beloved father, uncle and grandfather, whose wisdom and courage inspired all
who knew him,” the statement said.
The Nelson Mandela Center of Memory on Friday sent condolences to Achebe’s family,
describing him as “a great African writer and thinker.”
The center’s namesake, former South African President Nelson Mandela, “referred to professor
Achebe as a writer ‘in whose company the prison walls fell down,’” said a spokesman for the
center, Sello Hatang.
It was not immediately clear where Achebe had died.
Achebe lived in America after suffering a car accident in 1990 that lect him in a wheelchair,
paralyzed from the waist down.
Achebe, who was professor of African studies at Brown University, loved and missed Nigeria
immensely but condemned its authorities and widespread government corruption.
He twice rejected Nigerian attempts to honor him, most recently in 2011.
Achebe’s death was announced by a spokesman for the government in his home state of
Anambra, Nigeria.
Nigerian president Goodluck Jonathon on Friday called Achebe “a cultural icon.” Achebe’s frank,
truthful and fearless interventions in national affairs will be greatly missed at home in Nigeria,”
he said in a statement.
“Author of Things Fall Apart, dies after brief illness”
1. What is the central idea of this passage?
a. Chinua Achebe wrote and published Things Fall Apart
b. Chinua Achebe, the author of things Fall Apart, a Nigerian novel, died at 82 years old.
c. Chinua Achebe’s legacy goes beyond his novel, and includes his positive impact on
society.
d. Chinua Achebe won many awards and accolades for his wisdom and great writing skills.
2. What organizational strategy did the author use in presenting information about
Achebe’s impact as an author?
a. He goes in chronological order, beginning with Achebe’s childhood, and moving
through adulthood, to his untimely death.
b. He uses excerpts from Achebe’s novel Things Fall Apart to support his claims of
Achebe’s artistic mastery.
c. He uses long sentences and very complex words to get his point across about
Chinua Achebe’s greatness.
d. He uses quotes from people whose lives have been deeply affected by Achebe to
prove his worth.
3. Using context what is the best definition of the word “icon” in paragraph 15?
a. a father
b. a genius
c. a symbol
d. a protector
4. Using context, what is the best definition of the word “condemned” in paragraph 12?
a. criticize
b. reward
c. praise
d. cleanse
5. By using context, what is an antonym for the word “frank” in paragraph 16?
a. unfaithful
b. irresponsible
c. dishonest
d. immature
6. What is the author’s purpose for using the metaphor by Nelson Mandela in paragraph
9?
a. to inform the reader that Achebe helped Mandela get out of prison
b. to emphasize how liberating Achebe’s words are
c. to criticize Achebe’s uses of violence and bondage in his works
d. to emphasize the subtle irony Achebe adds to his writing
7. Nigerian President Goodluck Jonathon, on Friday, called Chinua Achebe, “a
cultural icon.” By using context, what is the best meaning of the phrase “cultural
icon”?
a. a creator of African culture
b. a genius about African culture
c. a symbol of African culture
d. a protector of African culture
8. What is most likely the reason why Chinua Achebe ‘. . . twice rejected Nigerian
attempts to honor him, most recently in 2011.”?
a. He had always rejected his Nigerian heritage.
b. He had a distaste for his Igbo/Ibo roots since he is a Christian.
c. He did not want to visit his homeland since England colonized it.
d. He did not agree with the corruption in the Nigerian government.
Constructive Response Questions:
1. Analyze the importance of Chinua Achebe as an author to, Africa, African
literature and/or the world. Use textual evidence to support your ideas.
2. In the article, Chinua Achebe is twice called, “. . . the father of African literature.”
Analyze what this means. Explain this statement citing textual evidence from the
passage.
Literature-Common Core (Tested) Goals
R1
R2
R3
R4
R5
R6
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences from the text. textual evidence, infer
Determine a theme or central idea, how it develops, emerges and is shaped and refined
by the text. theme, motif
Analyze how complex characters develop over a text, interact with other characters and
advance the plot and /or develop the theme. character, characterization, dialogue,
dialect, epiphany, plot, subplot
Determine the meaning of words and phrases including figurative and connotative
meanings and analyze the cumulative impact of specific word choices (diction) on
meaning and tone. diction, tone, syntax, connotation, denotation, figurative language,
idiom, epiphany, vocabulary in context, round and flat character, dynamic and static
character,
Analyze author’s choices about text structure, order of events, and manipulating time,
and how these elements create effects (on the reader). mood, suspense, flashback
Analyze a particular point of view or cultural experience. narrator, setting
Informational-Common Core (Tested) Goals
R1
R2
R3
R4
R5
R6
R8
Cite strong thorough textual evidence to support what the text says explicitly and
inferentially (implicitly).
Determine a central idea (not theme) and analyze its development over the text, how it
emerges and how it is shaped and refined by specific details.
Analyze how the author unfolds an analysis or series of ideas or events including the
order in which points are made, how they are introduced and developed and connection
that are drawn between them.
Determine the meaning of words and phrases used in a text including figurative language
and the impact on meaning and tone. (connotative and denotative)
Analyze in detail how an author’s ideas or claims are developed or refined by particular
sentences, paragraphs or large portions of a text.
Analyze an author’s point of view or purpose and how an author uses rhetoric to
advance the point of view or purpose.
Counterpoints- When an author makes the opposite point or presents the opposite idea
English II EOC Test Taking Tips
1. Read every passage and every part of the passage including the title (first, before the
questions).
2. Read the questions carefully.
3. Read each answer choice carefully.
4. Choose the BEST answer.
5. Take your time. (You have 4 hours.)
Vocabulary in Context Skills
1. Use context (the words around an unknown word).
2. Look for clues from the author (definitions or synonyms nearby).
3. Use word etymology, prefixes, or suffixes.
EOC question identifiers
assumption
compare
contrast
connect
convey
correspond
describe
develop
enhance
establish
evidence
explain
impact
infer
imply
justify
reveal
summary
significance
cause and effect
effect of the . . .
purpose of the . . .
which quote or sentence represents. . .
how does the author develop. . .
how does the author show the importance of. . .
Constructed Response Tips
1. Proofread your response, especially after you are finished with the test. Flag the
constructed response questions.
2. Use the literary term and/or key words in the question.
3. Provide textual evidence to support your answer. Use quotes.
4. More writing is better than less writing. Too much writing is better than too little.
5. Never get a 0 on constructive response. Always define the literary term in the
question. Then use examples from text to elaborate on the idea/point.
Examples of Constructed Response Questions
1. Explain the theme, how it is introduced, and how it developed in the passage.
2. Analyze the author’s tone in the passage. Cite textual evidence of the tone.
3. Analyze the language in the passage. Analyze how the author uses language to
convey the theme or tone. Cite textual evidence.
4. Analyze the imagery in the passage Explain the author’s purpose for using imagery
(or the effect the author creates).
5. How does the author use language to advance point of view, purpose, suspense,
diction, imagery, etc.
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English II Literary Terms
allegory
allusion
anachronism
antagonist
archetype
caricature- an exaggerated characteristic of a person meant to ridicule or demean him/her
central idea
character
characterization
counterpoints
connotation
denotation
diction
dialect
dynamic character
static character
round character
flat character
conflict
epic
epic hero
epiphany
external conflict
internal conflict
idiom
flashback
foreshadowing
hyperbole
genre
imagery
infer
irony (verbal irony-sarcasm, dramatic irony)
metaphor
mood
motif
narrator
1st person narrator
2nd person narrator
3rd person limited narrator
3rd person omniscient narrator
onomatopoeia
personification
plot
protagonist
repetition
sarcasm-the use of ironic language usu. intended to ridicule, be humorous, or criticize
satire (parody)
setting
simile
stream of consciousness
51. subplots-conflict that takes place in the story that is not part of the main conflict
52. suspense
53. symbol
54. syntax-the order of words in a phrase or sentence
55. synonym
56. antonym
57. textual evidence
58. theme
59. tone
60. tragedy
61. tragic flaw-see hamartia
62. tragic hero
Play/Drama Terms
63. act
64. aside
65. catharsis- audience learns from the flaw of the tragic hero, purging=spiritual renewal
66. chorus
67. denoument
68. dialogue
69. dramatis personae
70. hamartia-to miss the mark, tragic flaw/weakness that causes the protagonists downfall
71. hubris
72. in medias res
73. monologue
74. orchestra
75. soliloquy
76. stage directions
77. author’s purpose- why the author writes the passage
a) to critique
b) to entertain
c) to inform
d) to persuade
78. author’s Point of View=narrator (1st, 3rd person limited, 3rd person omniscient) Why? What effect?
79. figurative language- simile, metaphor, hyperbole, personification
Rhetorical Devices
80. logos-logical
81. ethos-ethical
82. pathos-emotional
83. repetition
84. diction
85. parallelism
86. antithesis
87. rhetorical question
ELA 9/10 SCOPE AND SEQUENCE
Time
Frame
Unit
weeks
1-3
Reading
Literature
Reading
Informational
RL 1
RL 2
RI 1
RI 2
W2 a,b,c,d,e,f
W4
W5
RL 3
RL 4
RI 3
RI 4
W2 a,b,c,d,e,f
W7
W8
RL 5
RL 9
RI 5
W3 a,b,c,d,e
SL 1 a,b,c,d
SL 4
L1 b
L5 a,b
W1 a,b,c,d,e
SL 3
SL 6
L1 a
L5 c,d
First Six
Weeks
weeks
4-6
Second Six
Weeks
weeks
7-9
weeks
10-12
Third Six
Weeks
Writing
Speaking and
Listening
SL 1 a,b,c,d
SL 2
SL 4
SL 5
Language
L2 c
L4 a,b,c,d
L1 b
L2 a,b
L3
RL 6
RL 7
RI 6
RI 7
RI 8
RI 9
weeks
13-15
RL 10
RI 10
W1 a,b,c,d,e
W9 a,b
W10
SL 1 a,b,c,d
SL 4
SL 5
L4 a,b,c,d
L6
weeks
16-18
Review/
Testing
Review/
Testing
Review/
Testing
Review/
Testing
Review/
Testing
Persuasive Techniques: Many speeches are examples of persuasion; persuasive
techniques are the methods that a speaker or a writer uses to appeal to and convince the
audience. Most speeches use a mixture of persuasive appeals.

A logical appeal builds a well-reasoned argument based on evidence such as
facts, statistics, or expert testimony and usually follows a sensible progression of
ideas.
a) Induction- involves the compiling of evidence/reasons/examples that support an
argument: the amassing of reasons. Usu. the more evidence the better, but often
three good reasons or examples will do
b) Deduction-involves premises or statements upon which all parties agree, which,
when considered logically, lead to a strong conclusion
 An emotional appeal attempts to arouse the audience’s feelings, often by using
rhetorical devices that evoke an emotional response.

An ethical appeal is directed at the audience’s sense of morality or values. This
type of appeal is often linked to the audience’s perception of the trustworthiness
and moral character of the speaker or writer.
a) Divine Good- from God or other deity
b) Social Good- from society as a whole
c) Individual Good- this will help me and/or others
d) Virtuous Good (intrinsic, good for its own sake)- because it is the right thing
to do
Rhetoric (Aristotle’s Definition)- to produce conviction (strong belief or agreement),
especially among common men, in legislation, law and ceremonial speeches.
Rhetorical Devices – effective speeches/writing typically include rhetorical devices;
special patterns of words and ideas that create emphasis and stir the audience’s
emotions thus convincing the audience to agree with the speaker
1. Repetitionrestating an idea using the same words emphasis or
importance, to make memorable, focuses on specific concepts
2. Restatement- expressing the same idea in different words to clarify ideas or
concepts, to make the information understandable by different people,
memorable
3. Parallelismrepeating a grammatical structure to organize and connect
ideas
4. Antithesis/Juxtapositionusing strongly contrasting words, images, or
ideas to emphasize an idea or concept (“It was the best of times, it was the worst
of times, it was the epoch of belief, it was the epoch of incredulity, it was the
season Light, it was the season of Darkness, it was the spring of hope, it was the
winter of despair, we had everything before us, we had nothing before us, we
were all going direct to Heaven, we were all going direct the other way…”A Tale
of Two Cities by Charles Dickens)
5. Rhetorical questions- asking questions with obvious answers to make people
think, to make an obvious point, grabs and refocuses the attention of the
audience
6. Allusiona reference to a literary text or an event to connect ideas, to
present information to the audience in familiar terms
7. Diction- word choice, the use of specific words or phrases specific or certain
words have different effects on different people; powerful, thoughtprovoking,emotional, direct, subtle, infer/imply