Glencoe
iterature
The Reader’s Choice
Active Learning and
Note Taking Guide
Course 4
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Acknowledgments
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permission to reprint the following copyrighted material. Every effort has been made to determine
copyright owners. In case of any omissions, the Publisher will be pleased to make suitable acknowledgments in future editions.
TIME © Time, Inc. TIME and the red border design are trademarks of TIME, Inc. used under
license.
Copyright © by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to
reproduce the material contained herein on the condition that such material be reproduced only for
classroom use; be provided to students, teachers, and families without charge; and be used solely in
conjunction with Glencoe Literature: The Reader’s Choice. Any other reproduction, for use or sale,
is prohibited without written permission from the publisher.
Send all inquiries to:
Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027
ISBN-13: 9780078763496
ISBN-10: 0078763495
Printed in the United States of America.
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Table of Contents
To Students and Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Douglas Fisher
The Cornell Note Taking System . . . . . . . . . . . . . . . . . . . . .vii
How to Use This Book: Note Taking Lessons . . . . . . . . . . . . ix
Active Reading Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
How to Use This Book: Active Reading Lessons . . . . . . . . .xv
UNIT 1
Note Taking
Introductory Text: The Short Story . . . . . . . . . . . . . . . . . . . . . . 1
Part 1 Note Taking
Introductory Text: Matters of Life and Death . . . . . . . . . . . . 11
Active Reading
Christopher Batin
TIME: “Shattered” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Part 2 Note Taking
Introductory Text: Rewards and Sacrifices . . . . . . . . . . . . . . 25
Part 3 Note Taking
Introductory Text: Dreams and Reality . . . . . . . . . . . . . . . . . 29
Active Reading
Arthur M. Schlesinger Jr.
Historical Perspective on “American History”:
“The Drums of Washington” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
UNIT 2
Note Taking
Introductory Text: Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . 40
Part 1 Note Taking
Introductory Text: Looking into Lives . . . . . . . . . . . . . . . . . . 50
Active Reading
Rick Geary
Visual Perspective on “A Brother’s Crime”:
“The Murder of Abraham Lincoln”. . . . . . . . . . . . . . . . . . . . . . . . . 54
TA B L E OF CON TEN TS
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Part 2 Note Taking
Introductory Text: On the Move . . . . . . . . . . . . . . . . . . . . . . . 62
Active Reading
Rob Johnson
TIME: “Adventure to Antarctica” . . . . . . . . . . . . . . . . . . . . . . . . 66
Part 3 Note Taking
Introductory Text: Finding Common Ground . . . . . . . . . . . 74
UNIT 3
Note Taking
Introductory Text: Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Part 1 Note Taking
Introductory Text: Nature Inspires . . . . . . . . . . . . . . . . . . . . . 88
Active Reading
Leslie Marshall
TIME: “The Island Within” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Erik Larson
Historical Perspective on “The Peace of Wild Things”:
“A Mysterious Poetic Effect” . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Part 2 Note Taking
Introductory Text: Life Lessons . . . . . . . . . . . . . . . . . . . . . . . 105
Part 3 Note Taking
Introductory Text: The Strength of Family . . . . . . . . . . . . . 109
UNIT 4
Note Taking
Introductory Text: Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Part 1 Note Taking
Introductory Text: The Power of Love . . . . . . . . . . . . . . . . . 123
Active Reading
Literary History: Shakespearean Drama . . . . . . . . . . . . . . . 127
Barry Hillenbrand
TIME: “A Long-Overdue Encore” . . . . . . . . . . . . . . . . . . . . . . . 131
Part 2 Note Taking
Introductory Text: Awkward Encounters . . . . . . . . . . . . . . 137
iv
TA B L E O F CO N T E N T S
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Active Reading
Claude Bonnefoy
Literary Perspective on The Leader:
“How I Came to the Theater” . . . . . . . . . . . . . . . . . . . . . . . . . . 141
UNIT 5
Note Taking
Introductory Text: Epic and Myth . . . . . . . . . . . . . . . . . . . . 148
Part 1 Note Taking
Introductory Text: Journeys . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Active Reading
Literary History: Homer and the Epic . . . . . . . . . . . . . . . . . 162
Susan Jakes
TIME: “Leaving It All Behind” . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Part 2 Note Taking
Introductory Text: Courage and Cleverness . . . . . . . . . . . . 175
UNIT 6
Note Taking
Introductory Text: Genre Fiction . . . . . . . . . . . . . . . . . . . . . . 179
Part 1 Note Taking
Introductory Text: Our World and Beyond . . . . . . . . . . . . . 189
Active Reading
Roger Ebert
Historical Perspective on “The Sentinel”:
“2001: A Space Odyssey” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Part 2 Note Taking
Introductory Text: Revealing the Concealed . . . . . . . . . . . . 198
Active Reading
Stephan Faris
TIME: “Lost Apes of the Congo” . . . . . . . . . . . . . . . . . . . . . . . 202
TA B L E OF CON TEN TS
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To Students and Parents
Welcome to the Active Learning and Note Taking Guide. This portable book is
designed for you to write in. It is interactive: the book prompts, and you
respond. The Guide encourages, questions, provides space for notes, and
invites you to jot down your thoughts and ideas. You can use it to circle
and underline words and phrases you think are important, and to write
questions that will guide your reading. Also, the Guide provides more
support in earlier lessons than in later ones to reflect your growing skill
development.
The Active Learning and Note Taking Guide helps you develop skills for
reading informational text—skills such as identifying main ideas,
previewing, sequencing, and recognizing organizational patterns in text.
Informational text is nonfiction. It presents facts, explanations, and
opinions, and is often accompanied by charts, diagrams, and other
graphics that make information easier to grasp. Among the types of
interesting and challenging texts in this Guide, you’ll find:
•
•
•
•
•
•
•
•
Biographical sketches
Memoirs
Literary history
Criticism
Surveys
Award-winning nonfiction book excerpts
Primary source documents
High-interest articles from TIME magazine
The Active Learning and Note Taking Guide helps you study the background
articles found in the Unit and Part Introductions of your textbook, Glencoe
Literature: The Reader’s Choice. The Guide includes two types of lessons:
• Note Taking on Informational Text Lessons present a tried-andtrue method of note taking—called The Cornell Note Taking
System—along with prompts to help you preview, record, reduce,
and summarize the introductory articles in your textbook. Using
the book will help you learn this valuable note-taking method, so
you can make your own Cornell notes whenever you study.
• Active Reading of Informational Text Lessons are lessons based
on the Perspectives and TIME magazine articles in your anthology.
In this part of the book, you’ll practice identifying important
passages, writing paragraphs, and completing graphic
organizers—all tools that expert readers use to help them
comprehend informational texts.
Note to Parents and Guardians: Ask your students to show you their
work periodically, and explain how it helps them study. You might want to
talk to them about how the skills they are learning cross over to other
subjects.
vi
TO STU D E N T S A N D PA R E N T S
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The Cornell Note Taking System
By Douglas Fisher, Ph.D.
Are you secretly asking yourself, “Do I really have to take notes?” Are you
wondering what you will write down and how you’ll know if you’re
doing a good job of taking notes? If you are, don’t worry. The note-taking
lessons in this book will guide you to take good notes that will help you
remember what you read. These lessons are based on the Cornell Note
Taking System.
Note Taking and Active Learning
The ability to take notes can make a difference in your life. Research shows
that students who take good notes perform better on tests, and note-taking
skills are crucial if you plan to attend college. They are also important in a
variety of jobs and careers. Notes provide an opportunity to put what you
read into your own words. You can organize your notes in ways that will
help you understand them, including creating diagrams and graphic
organizers. When you take notes you become more actively engaged in
what you read by constantly looking for main ideas, supporting details,
and key relationships. Having a process for taking notes is particularly
useful in understanding informational text—nonfiction that presents facts,
explanations, and opinions.
Previewing the Note Taking Steps
The note-taking pages in this book are divided in two columns, one wide
and one narrow. This format provides a way to organize your thinking. It
is based on the Cornell Note Taking System, first developed at Cornell
University to help students take more effective notes. The following list
previews the steps of the Cornell Note Taking System. You’ll use this
system as you complete the note-taking lessons, in which you’ll be taking
notes on Unit Introductions, Part Introductions, and Literary Histories in
your textbook, Glencoe Literature, The Reader’s Choice.
Record First, you will Record notes in the right (wide) column as you
read. Your notes will take a variety of forms, including summaries,
bulleted lists, and graphic organizers. They will help you understand what
you read and will be useful later on when you need to write an essay, read
a literary selection, or study for a test.
Reduce Once you’ve taken notes in the Record column, you will Reduce
your notes into key words, phrases, and questions in the left (narrow)
column. This step will help you clarify meaning, find information within
your notes, and trigger your memory when you study.
Recap At the end of significant parts of a Unit Introduction, such as a
Genre Focus, you will use the bottom portion of the page to Recap what
you’ve learned. This step helps strengthen your grasp of what you just
read before you move on to the next part.
TH E COR N E L L NOTE TAKI N G SYSTEM
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At the end of each lesson there’s space to Summarize your notes, often by
using a graphic organizer. You will also Apply your notes by taking a brief
test.
Recite To increase your ability to recall your notes, you will cover the
Record column and Recite—or read aloud—the facts and ideas in your
notes by using the key words, phrases, and questions in the Reduce
column as cues. Check to see how well you can Recite the information in
your Record column from memory.
Reflect After you complete the Recite step, you will Reflect on your notes.
Consider how your notes relate to what you already know, your other
classes, and your life experiences.
Review Finally, you will Review your notes periodically. By following the
Cornell Note Taking System you will produce valuable notes that you can
refer to when you study or write.
Developing Your Note Taking Habits
Learning to take efficient notes can be hard work. One motivation to
improve this skill is that good note takers do better in school. They
remember more and can use that knowledge in a variety of ways. In
addition, good note takers develop habits that they can use later in their
life—whether during a job-related meeting or a lecture in a college class.
Once you’re able to complete the lessons in this book, you’ll be able to use
the Cornell Note Taking System when you read other books, listen to a
lecture in class, attend a meeting, or even as you watch a film.
viii
T H E CO R N EL L N OT E TA K I N G SYST E M
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How To Use This Book:
Note Taking Lessons
The note taking lessons lead you through the process of taking Cornell
notes on the Unit Introductions, Part Introductions, and Literary Histories
in your textbook, Glencoe Literature: The Reader’s Choice. You’ll be learning
to record important information in your own words, to reduce it to key
words that will help you remember your notes, and to apply your notes as
you read the literature in your textbook. You’ll also learn to recognize
patterns of organization in informational text, use graphic organizers to
take notes, and write summaries to help you remember what you read.
Not only will you have a record of the ideas about the historical contexts
and literary movements in which the authors wrote, but you will also be
learning a note taking skill you can use in all your classes.
Record
In this column you’ll be
identifying main ideas
and relationships,
creating diagrams,
graphing information,
and making outlines,
among other skills. Use
the prompts to take
notes that follow the
organizational pattern of
the text.
Preview
This text helps you know what to expect as you read.
Unit 2
Reduce
Prompts such as Any
Questions?, To the
Point, and My View
provide cues to help you
process and remember
information as you read.
Informational Text
Introductory Text: Nonfiction
Looking Ahead
(p. 299)
Preview
• What is nonfiction?
• What types of literature
are nonfiction?
• Why might you want to
read it?
Reduce
This introduction prepares you for the nonfiction you will read
in a unit of your textbook. It distinguishes nonfiction as a
literary form and explains its value. It describes the elements
within nonfiction that create meaning. It also offers
suggestions on how to read nonfiction.
As you read the introduction, use the Cornell Note Taking System
to record important points and remember what you have read.
Record
TO THE POINT Write key words.
To the Point
These cues help you
condense your notes
into key words to help
jog your memory later
on.
➥
What are some of the characteristics of nonfiction?
Unit 2
Informational Text
Preview
Introductory Text: Nonfiction
➥
Literary Analysis
What are the Big Ideas of this unit?
(p. 303)
Reduce
Record
ANY QUESTIONS? Use them to
organize your notes. Ask,
Who?, What?, Where?,
When?, How? Then briefly
answer
some
or all
of those
➥ Which literary elements will you learn about
in this
unit?
One
questions.
has been written for you.
Who?: Alvarez
What?: found her voice
Where?: Bread Loaf
When?: in the ’80s
How?: by meeting other
writers
Autobiography and Biography
40
U N IT 2
MY VIEW What might be
another good name for this
essay? Why?
NONF ICTION
“Comunidad,” since
it’s12:05:55 PM
5/23/06
the subject of the
essay.
OL_ALNTG_9_u2_p040-077.indd 40
Recap
You’ll review your notes every few pages and then recap
the main ideas. Your recaps, then, become a tool for
both writing a summary at the end and applying your
notes as you read the selections in your textbook.
➥
What is Alvarez’s thesis? Can you show her thesis and
supporting details in an argument chart? One of them has been filled
in for you.
Thesis: Alvarez and writers like her are forging a new
tradition.
• Supporting Detail: Alvarez and others met at Bread
Loaf to discuss their work.
• Supporting Detail: Alvarez and others do not want to be
caged in a definition of their style.
• Supporting Detail: Alvarez finds comfort and aid in
her “comunidad” of writers.
Use Charts and Other
Graphic Organizers
Complete or create charts
and other organizers to track
information and to develop
a strong study skill.
Recap
➥
Review your notes on the Literary Analysis. Then sum up this section using
a thinking tree. Some of it has been filled in for you.
Autobiography
first-person
44
U N IT 2
Personal Essay
memory
informal
Persuasive Essay
argument
thesis
NONFICTION
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HOW TO U S E TH I S BOOK : NOTE TA KI N G LESSON S
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My View
Active readers respond
personally to texts. These
notes suggest ways you
can respond to what you
read and help you
remember it.
U nit 5
Informational Text
Introductory Text: Legends and Myths
Literary Analysis
(p. 962)
Reduce
Record
MY VIEW Why do you think
modern-day people study
ancient stories?
How is The Journey of Gilgamesh an epic?
➥
Why is The Journey of Gilgamesh a valued epic? On whom is
it based?
The Journey of Gilgamesh is a valued epic because it
may be one of the oldest known stories ever to be
written down. It is based on a historical Babylonian
king.
ANY QUESTIONS? Remember to
apply what you learned on
previous pages to what you are
currently reading. Here is an
example: “What is Gilgamesh’s
quest?”
Any Questions?
Notice how this note
helps you write
questions that give you a
focus when you study.
You’ll read to find the
answers to your
questions.
➥
What qualities make Gilgamesh a typical epic hero?
He is proud, beautiful, and ambitious, and he loves to
learn about life.
➥
What is one reason Gilgamesh is a typical character of a myth or
epic?
He is descended from the gods.
➥
Where does Gilgamesh travel?
He travels beyond Mount Mashu to find Uta-Napishtim.
Un it 2
148
UNIT 5
Introductory
L E GE N DS AN D MYTHS
Summarize
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Informational
Text: Nonficti
Text
on
6/14/06 12:45:30 PM
➥ Review your note
s on this introdu
information and
ction. Then use
identify key char
the classificatio
acteristics of the
An example has
n chart on this
different types
been provided
page to sort
of nonfiction you
for you.
learned about.
Nonfiction
Autobiography
and Biography
Summarize
Here you’ll find varied activities, including graphic
organizers, to polish your skill of summarizing.
Informal essays
Autobiography
:
• story of a
person’s life
• first person
Formal Essays
Personal Essays
• often first
person
• shares
experiences
Biography
• story of a
person’s life
• third person
Informational
Expository Essa
ys
• meant to exp
lain
or inform
• often use
evidence or
logic to support
Persuasive Essa
ys
or Speeches
• contain
arguments
• may appeal
to emotion,
logic, or both
Text
Un it 2
Introductory
Apply
Get double-duty from your notes
as you review the introduction and
also practice test-taking skills.
Recite your notes, Reflect on
them, and Review them. Add to
your notes as you learn more
about the ideas in your textbook.
on
Text: Nonficti
Matching
Apply
ches each
on that best mat
Choose the opti
below.
nonfiction type
U N IT 2 NON
FICT ION y _____ B.
3. personal essa
D.
speech _____
4. persuasive
NTG_9_u2_p0
40-077.indd
_____ E.
48
5. biography
A. letter
A.
__
___
t
6. argumen
B. speech
hy _____ C.
y
7. autobiograp
C. personal essa
ence
A. relies on evid
D. news article
rmal
info
B.
ory
E. biography
writer’s mem
C. based on
persuasive
purpose of a
tional appeals
2. What is the
D. includes emo
life
on’s
essay? D.
ther pers
n
E. explores ano
A. to entertai
onal experience
B. to share pers
on’s life
events in a pers
C. to recount
ons
ce ideas or acti
D. to influen
E. to inform
e
Multiple Choic
following
answer for the
Choose the best
48
questions.
“On
is
on
ficti
of non
1. What type
C.
ter”?
OL_AL
Becoming a Wri
Short Answe
r
?
oming a Writer”
is of “On Bec
thes
8. What is the
t Alvarez and
The thesis is tha
other writers are
5/23/06 12:05:5
7 PM
ing tradition.
writ
creating a new
erent?
y alike and diff
uses on a
personal essa
sonal essay foc
life, while a per
y of an entire
stor
the
s
tell
Autobiography
.
nce
erie
re an exp
fiction?
small part to sha
purpose.
for reading non
tifying author’s
es you learned
fiction by iden
some strategi
10. What are
nt types of non
inguish differe
dist
to
ned
I lear
biography and
9. How are auto
ite your
duction? Rec
of
l in this intro
a quick review
and the materia
your notes for
the
er and underst
can also use
n more about
better rememb
You
.
lear
you
you
them
can
As
.
How
Review
ured in this unit
on them, and
feat
ect
are
Refl
s,
note
ents that
or literary elem
the Big Ideas
your notes.
FIC TIO N
unit, add to
U N IT 2 NON
ideas in the
49
7 PM
5/23/06 12:05:5
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_u2_p040-077
.indd 49
H OW TO U S E T H I S B O O K : N OT E TA K I NG L E S SON S
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Active Reading Skills
Active reading is smart reading. When you read actively, you don’t just let
your eyes roll across the text and turn the page when you get to the
bottom. When you read actively, you pause, reflect, ask yourself questions,
and use many skills that help you understand what you read. Active
reading is a part of active learning. The more you refer to the chart, the
more these active reading strategies will become a natural part of the way
you read.
Skill/Strategy
What Is It?
Why It’s Important
How to Do It
Preview
Previewing lets you
begin to see what you
already know and
what you’ll need to
know. It helps you set
a purpose for reading.
Look at the title,
illustrations, headings,
captions, and
graphics.
Previewing is looking
over a selection before
you read.
Look at how ideas are
organized.
Ask questions about
the text.
Predict
Predicting is taking an
educated guess about
what will happen in a
selection.
Predicting gives you a
reason to read. You
want to find out if
your prediction is
verified in the
selection. As you read,
adjust or change your
prediction if it doesn’t
fit what you learn.
Guess at what will be
included in the text by
combining what you
already know about
an author or subject
with what you
learned in your
preview.
ACTIVE R EAD I N G SKI LLS
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What Is It?
Why It’s Important
How to Do It
Activate Prior
Knowledge
Activating prior
knowledge draws on
your own resources
and helps you get the
“I can do this” feeling.
It also helps you
connect new ideas
and information to
what you already
know.
Pause and recall your
knowledge and
feelings about a topic.
Ask yourself
questions such as
these: How does this
fit my understanding?
Does it agree with
what I know? What
part of this do I
recognize?
When you ask
questions as you read,
you’re reading
strategically. As you
answer your
questions, you’re
making sure that
you’ll get the main
ideas of a text.
Have a running
conversation with
yourself as you read.
Keep asking questions
such as these: Is this
idea important? Why?
Do I understand what
this is about? Might
this information be on
a test later?
Visualizing is one of
the best ways to
understand and
remember information
in fiction, nonfiction,
and informational
text.
Carefully read how a
writer describes a
person, place, or
thing. Ask yourself
questions such as
these: What would
this look like? Can I
see how these steps or
events proceed?
The whole point of
reading is to
understand a piece of
text. When you don’t
understand a
selection, you’re not
really reading it.
Keep asking yourself
questions about main
ideas, people, and
events. When you
can’t answer a
question, review, read
more slowly, or ask
someone to help you.
You have knowledge
from your own
experiences and from
what you have read
or learned in the past.
That can help you
understand what you
are reading. When
you activate this prior
knowledge, you tap
into it.
Question
Questioning is asking
yourself whether
information in a
selection is important.
Questioning is also
regularly asking
yourself whether
you’ve understood
what you’ve read.
Visualize
Visualizing is
picturing a writer’s
ideas or descriptions
in your mind’s eye.
Monitor
Comprehension
Monitoring your
comprehension means
thinking about
whether you’re
understanding what
you’re reading.
xii
AC T I V E R EA D I N G S K I L L S
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What Is It?
Why It’s Important
How to Do It
Respond
When you react in a
personal way to what
you read, you’ll enjoy
a selection more and
remember it better.
As you read, think
about how you feel
about the information
or ideas in a selection.
What’s your reaction?
Are you astonished?
Pleased? Disgusted?
Motivated to do
something? What
grabs your attention
as you read?
You’ll get into your
reading and recall
information and ideas
better by connecting
events, emotions,
ideas, and characters
to your own life and
world.
Ask yourself
questions such as
these: Do I know
someone like this?
Have I ever felt this
way? How is this like
something I’ve heard
about? What else have
I read that is like this
selection?
Reviewing is
especially important
when you have new
ideas and a lot of
information to
remember.
Filling in a graphic
organizer, such as a
chart or a diagram, as
you read helps you
organize information.
These study aids will
help you review later.
Every reader
constructs meaning on
the basis of what he
or she understands
about the world.
Finding meaning as
you read is all about
you interacting with
the text.
Think about what you
already know about
yourself and the
world. Ask yourself
questions such as
these: What is the
author really trying to
say here? What larger
idea might these
events be about?
Responding is telling
what you like, dislike,
find surprising, or
find interesting in a
selection.
Connect
Connecting means
linking what you read
to events in your own
life, to contemporary
issues, or to other
selections you’ve read.
Review
Reviewing is going
back over what
you’ve read to
remember what’s
important and to
organize ideas so
you’ll recall them
later.
Interpret
Interpreting is when
you use your own
understanding of the
world to decide what
the events or ideas in
a selection mean.
ACTIVE R E AD I N G SKI LLS
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What Is It?
Why It’s Important
How to Do It
Analyze
Analyzing helps you
look critically at a
piece of writing.
When you analyze a
selection, you’ll
discover its theme or
message, and you’ll
learn the author’s
purpose for writing.
Your analysis becomes
a tool for your
evaluation of the text.
To analyze any piece
of writing, look
carefully at its parts.
Where does the
introduction end?
Find the parts that
make up the middle.
Recognize the ending.
Identify the main
idea, and supporting
details. Examine each
step in a process or
each event that leads
to an outcome.
Evaluating helps you
become a wise reader.
For example, when
you judge whether an
author is qualified to
speak about a topic or
whether the author’s
points make sense,
you can avoid being
misled by what you
read.
As you read, ask
yourself questions
such as these: Is this
realistic and
believable? Is this
author qualified to
write on this subject?
Is this author biased?
Does this author
present opinions as
facts?
Analyzing is looking
at separate parts of a
selection in order to
understand the entire
selection.
Evaluate
Evaluating is making
a judgment or
forming an opinion
about something you
read. Is the text
reliable? Accurate?
Persuasive? The
answers to such
questions are
examples of
judgments.
xiv
AC T I V E R E A D I N G SK I L L S
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How To Use This Book:
Active Reading Lessons
The notes and features in the active reading lessons will direct you
through the process of reading and making meaning from each selection.
As you use these notes and features, you’ll be practicing and mastering the
skills and strategies that good readers use whenever they read.
Get Set to Read
Building Background
Read to learn about the author and the cultural and
historical events that shaped the selection. Building
Background will help you become a more
knowledgeable reader.
Informational Text
B E F O R E YO U R EA D
T H E DRU MS OF WA SH I NGTON
Setting Purposes for
Reading
What will you learn from
reading the selection?
This feature will help you
connect your own
experiences to the
selection. It will also help
you determine your
reasons for reading.
Building Background
In 1961 John F. Kennedy became the youngest person
elected president of the United States. Known for his
charisma, vision, and diplomacy, Kennedy managed to
make progress in foreign and domestic policy despite
crises abroad. During Kennedy’s presidency, Arthur M.
Schlesinger, Jr., served as his adviser and later as a
special assistant for Latin American affairs. His study of
the Kennedy administration, A Thousand Days, John F.
Kennedy in the White House, won the Pulitzer Prize. In
this selection from that book, Schlesinger explores the
grief that overwhelmed the world after President
Kennedy’s assassination on November 22, 1963.
Setting Purposes for Reading
Experiencing a loss is never easy, but it can be
particularly difficult to deal with if it seems unjustified.
Before you read, discuss the following questions with a
partner:
•
•
Have you ever experienced a personal loss? What
helped you accept that loss and move on?
How do people accept a loss that they feel is
unjustified?
Read the selection to learn more about how
Schlesinger dealt with the news that the President had
been assassinated.
Reading Strategy
This feature will improve
your understanding of
the reading strategies
taught in your textbook.
Reading Strategy
Recognizing Bias
When you recognize bias, you determine if an author
has an inclination toward a certain opinion or position
on a topic, possibly stemming from prejudice.
Active Reading Focus
Summarizing
When you summarize, you state the main ideas of a
selection or passage in your own words in a logical
sequence. Keep in mind that the summary will always
be shorter than the passage, as it includes only the
main ideas.
Active Reading Focus
32 U N I T your
1 , PA RT 3
Active reading strategies improve
ability to comprehend and appreciate
each selection.
OL_ALNTG_9_u1_p001-039.indd
32
T H E D R U M S O F WA S H I N G T O N
Literary Element
Parallelism
Literary Element
Learn about a literary
element important to
this selection before you
begin reading.
Parallelism is a rhetorical device in which a series of
words, phrases, or sentences have similar grammatical
form. Parallelism emphasizes the items that are
arranged in similar structures.
Big Idea
Dreams and Reality
Big Idea
Read about one of
the Big Ideas from
your textbook to
better understand
how each selection
relates to a broader
historical or literary
topic.
Reality can intrude upon the dreams of a person, a
nation, or the world. What people do with their dreams
in the face of harsh realities reveals much about who
they are.
Vocabulary
Read the definitions of these words from A Thousand
Days. When you come across an unfamiliar word, you
can often break it down into parts—prefix, root, and
suffix—for clues to its meaning.
amiable (ā mē ə bəl ) adj. good-natured; sociable;
p. 34 The man’s amiable personality made him a town
favorite.
incomprehensible (in´ kom pri hen sə bəl ) adj.
incapable of being understood; unknowable; p. 34 Dan
found his neighbor’s speech nearly incomprehensible due to
her thick accent.
incredulously (in krej ə ləs le¯ ) adv. disbelievingly;
skeptically; p. 35 When the judge awarded the boy the
prize, he just stared at her incredulously.
imperishable (im per i shə bəl ) adj. unable to die;
immortal; p. 38 Although Lincoln has died, his ideas are
imperishable.
inaugural (in ô yer əl ) n. a speech made by the
President of the United States at his or her
inauguration; p. 38 The President finished his inaugural
address to loud applause.
Vocabulary
Here you’ll preview the
selection vocabulary
words and vocabulary
skill. Each word is
highlighted and defined
again in the selection.
5/24/06
1:39:47 PM
HOW TO U S E TH I S BOOK : ACTIVE R E A DI N G LESSON S
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Read, Respond, Interpret
Informational
Text
Informational
Focus
Active Reading
in a
the main ideas
Summarize State your own words.
in
logical sequence
with
York
in New
Schlesinger was
he learned that
friends when
ted.
edy was assassina
President Kenn
news,
dn’t believe the
At first he coul
had
Kennedy
given the trials
life, but then he
endured in his
true.
realized it was
ton
s of WashiJr.ng
The DrumM.
Schlesinger
Arthur
e
with Katharin
n to New York
before, for
ning I had flow
three months
On Friday mor
Philip had died
k. Kenneth
1 whose husband
swee
New
e
,
Graham
her magazin
We
the editors of
the occasion.
Cambridge for
a luncheon with
d of
2
come down from
an amiable moo
Galbraith had
re luncheon in
n a young
ing drinks befo
relaxation whe
e
were still sipp
gam
ely, “I
ale
e-Harvard-Y
, a little tentativ
Friday-before-th
room and said
ves entered the
w that the
man in shirtslee
you should kno
flash one
in, but I think
a
k
For
brea
s.”
to
y
am sorr
head in Texa
w it
. Then we kne
been shot in the
stly office joke
President has
some sort of gha
nd the nearest
thought this was
desperately arou
The minutes
and huddled
and appalling.
d
could not be
ital.
fuse
con
hosp
rything was
s came from the
television. Eve
felt
nsible bulletin
through me: I
g. Incomprehe
h
dragged alon
viction flowed
ds3 and so muc
ne surge of con
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an
ly
mon
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it,
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who had surv
that the man
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had
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ny, who so love
4
ld escape the
illness and ago
wou
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.
wor
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sibly die
irrevocab
could not pos
we received the
ham’s
immediately
Katharine Gra
before. Almost
and I were on
ney of one’s
ents Galbraith
the saddest jour
In a few mom
hington. It was
mingled
ss
Was
tine
for
nd
emp
,
plane bou
into
uish, disbelief
s, shame, ang
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life. Bitternes
en I stumbled
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one’s mind. Wh
was Franklin
inextricably in
I encountered
se
the first person
my White Hou
with
t
the East Wing,
wen
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In a short time
return of Air
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Roosevelt Jr.
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k, McNamara,
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from Texa
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as the
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We watched incr
taken to the Nav
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old, desolatio
of the plane and
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fully lifted out
in Georgetown
t to my house
casket was care
pened to
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, what has hap
ddy
“Da
,
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a said
want to
ghter Christin
have, I don’t
weeping dau
of country we
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If this is the kind
were already
our country?
older children
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mor
live here any
ton.
ege to Washing
, including
of news media
back from coll
r and publisher
Cross-Curricular Link
You bring all that you know to
the reading task. Often,
information learned in other
school subjects can help you
understand literature.
Text
Cross-Curricu
lar Link
History Early
efforts to slow
whaling
were met with
resistance. It wasn
until 1946 that
’t
whaling nations
created the Inter
national Whaling
Commission to
regulate the indu
At the time it
stry.
was created, this
commission reco
mmended a
decrease in the
number of wha
les
harvested each
year. However
,
because the com
mission was not
given the abilit
y to
who violated this punish people
recommendat
ion,
whaling was left
largely unaffecte
Then, in 1986
d.
, nearly all of the
whaling nations,
with some
exceptions (incl
udin
to close the indu g Japan), agreed
stry down. Wha
t
might Japan have
to
a stop to the wha gain by bringing
ling industry?
boats are taki
ng care not to
kill albatrosses.
by trapdoors
Turtles are bein
in shrimp nets
g saved
so they can esca
pe.
Joining Togethe
r to Help the
Seas
The oceans’ futu
re depends mos
t of all on inte
cooperation.
Working thro
rnational
ugh the U.N.,
outlawed gian
the world’s nati
t drift nets. Oth
ons have
er treaties to
fish in them are
protect the seas
in the works,
and the
though not all
enthusiastic abo
nations are
ut signing them
. Among top
relies heavily
fishing nations,
on seafood and
Japan
yet is exceptio
toward the ocea
nall
y disrespectfu
n. It has disagree
l
catches of sou
d with internat
thern bluefin
ional limits on
tuna and used
phony justifica
“scientific rese
tion for hunting
arch” as a
whales in the
Commission’s
International
Antarctic San
Wh
ctua
aling
ry. A world lead
ways, Japan wou
ck
er in so many
ld greatly imp
✔ Reading Che
rove its moral
to heal the seas
position by help
singer when
.
Where was Schle assassination
ing
A good place
edy’s
to start that hea
news of Kenn
ling
futu
re
wou
with
ld
be to give alba
more food and
reached him?
trosses a
less plastic tras
marine-pollutio
h to swallow.
York City.
n treaty makes
A U.N.
He was in New
dumping plas
policing at sea
tics illegal, but
is impractical.
Nonetheless,
to carry up-to-da
ships could be
te equipment
required
for handling
liquid waste
garbage and
that might othe
storing
rwise be dum
Routine discharg
ped into the wat
es put more oil
er.
into the sea than
We should exp
major spills.
and our idea
Vocabulary Prac
of
of
zon
an
ing from land
ocean free-for
tice
to sea. Instead
-all, we should
with traps and
mark some area
Context clues
hooks and line
s
can also be exam
for
fish
ing only
s, and others
As we’ve seen
ples
of the unfamilia
as wildlife sanc
with once rich
r word. What exam
tuaries.
cod grounds,
ple
some areas clos
of zoning does
if we don’t decl
the author give
ed by foresigh
are
in
t, they will decl
this paragraph
by collapse. The
to help us unde
are
themselves clos
map of the land
rstand
what this word
ed
minds the sea
has many colo
means?
is still the blan
rs, while in mos
k space betw
t
coloring in that
een continents.
blue expanse
Let’s start
and map a mor
the sea.
e sensible futu
ry
re
for
Vocabula
Four centurie
s ago, poet John
island entire
Donne wrote
ə bəl ) adj. good
to himself. On
amiable (ā mē
that no man is
owne
Midway an alba
an
–2001) was an
toothbrush taug
and
natured; sociable
Graham (1917
tross gagging
ht me that no
ssador to India
1. Katharine
on a
pri
islan
Post.
served as an amba
is
kom
d
trul
who
ington
in´
is
(
y
an
mist
Wash
mor
ible
island. In the
the
e: less trash, less
) is an econo
incomprehens
g
oceans, less
aith (1908–
habitat destruct
fish now will
edy was
istration.
incapable of bein
2. Kenneth Galbr
ion, and catching
In 1943 Kenn
mean more food
the Kennedy admin
hen sə bəl ) adj.
e in the U.S. Navy.
Japanese
an adviser during
fewer
later on for both
owable
The oceans mak
Kennedy’s servic
was sunk by a
understood; unkn
r is referring to
people and wild
e our planet hab
torpedo boat that
3. Schlesinge
anding a patrol
adv.
life.
itable, and the
spans nutrition
d while comm
krej ə lə s lē)
in
South Pacific.
(
seriously injure
wea
al,
the
in
usly
clim
s
lth
dulo
atological, biol
of oceans
incre
Solomon Island
on’s disease.
emotional, and
1968.
ogical, aestheti
tically
destroyer in the
skep
referring is Addis
;
from 1961 to
is
se
r
ngly
singe
Defen
ethi
lievi
of
c, spiritual,
cal areas. Like
disbe
to which Schle
U.S. Secretary
more than the
the albatross,
Far Eastern affairs
4. The illness
) served as the
33
ant secretary for
seas need us.
we need the seas
mara (1916–
N
d as the assist
Will we underst
5. Robert S. McNa
WAS HIN GTO
to
–1986) serve
OF
reap
(1891
MS
an
all
the riches that
and this well
Harrim
Vocabulary
T 3 THE DRU
6. W. Averell
enough
a little restrain
U N IT 1, PAR
compassion cou
1963.
t, cooperation,
from 1961 to
ld bring?
and
habitable (hab
— Updated 2005
ə tə bal) adj.
, from TIME,
suitable
for 10:02:1
5/25/06
livin1gAM
in
Spring 2000
Special Earth
Day Issue,
Selection Marking
Parts of the text are
marked. In the margin of
each page are questions
that help you think about
and understand the
marked text.
Vocabulary
These notes will help you
apply vocabulary skills and
figure out the meanings of
unfamiliar words.
Reading Check
Each time you encounter a Reading
Check, your comprehension of the
selection will be tested. This feature
will prompt you to stop and make
sure that you understand what you
have read.
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28
U N IT 1, PAR
T 2
33
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CRY OF THE
ANC IEN T
MA RIN ER
28
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Show What You Know
Vocabulary Practice
Here you’ll learn more
about the vocabulary
skill introduced on the
Before You Read
page. Every
Vocabulary Practice
will test your
knowledge of the
selection vocabulary.
Informational Text
A F T E R YOU R E A D
Graphic Organizer
Informational
To distinguish between the main ideas and the details
of a selection, create a main idea-and-details organizer.
Fill in the organizer with information from “The Drums
of Washington.”
•
Main Idea:
Graphic Organizer
President Kennedy’s assassination was not only a personal loss but one felt by nations,
leaders, and ordinary people all over the world.
Every lesson includes
a graphic
Detail:
Detail:
Detail:
World leaders from Ireland,
and other close American leaders,
organizer to fill Schlesinger
in to
improve
friends
and family
were
politicians, students, and
Great Britain, the Soviet
shocked by the news of
children mourned Kennedy’s Union, Cambodia, Guinea,
Uganda, and elsewhere
Kennedy’s assassination,
your understanding
of theand death.
publicly mourned Kennedy’s
they personally grieved.
death.
selection.
Author’s Conclusion:
The vast outpouring of grief over President Kennedy’s assassination is testament to his
character, leadership, diplomacy, and integrity as a great person, both privately and
publicly.
Active Reading Focus
Summarizing Now that you have finished the
selection, go back over your notes and ask yourself
what the selection was about. Create your own
summary notes about the selection to show that you
have understood what you read and are able to
separate the main ideas from the details. Fill in
answers to the questions below:
•
What happened?
•
Where did the events occur?
Who was involved?
mainly Schlesinger, Kennedy, and
Kennedy’s friends and family, but also
leaders and regular citizens from
around the world
Active Reading Focus
Here you’ll demonstrate a
more in-depth understanding
of the active reading strategy.
38
•
U N IT 1, PART 3
OL_ALNTG_9_u1_p001-039.indd
38
•
President Kennedy was assassinated; a
friend/advisor, the nation, and the
world reacted.
•
Why did the even
ts occur?
The outpouring
of grief was due
to the
assassination,
although the rea
son for
the assassinatio
n is not explain
ed
in the selectio
n.
Reading Stra
tegy
Recognizing
Bias In Judith
Ortiz Cofer’s story
“American Histo
ry,” the narrator
lives in a Puer
tenement in New
to Rican
Jersey. When
President Kenn
assassinated, she
edy is
notes that the
usual noise of
building is mute
the
d, and that “Pres
iden
saint to these
t Kennedy was
people.” Is the
a
reac
tion she describes
unique? Based
on the story and
“The Drums of
Washington,”
do you think Schle
singer’s positive
toward Kennedy’s
bias
influence is justif
ied? Explain.
The reaction is
not unique; peop
le worldwide had
similar reverenc
a
e for Kennedy,
as Schlesinger
and
Cofer point out.
Schlesinger’s resp
ect and admiratio
for the Presiden
n
t seems justified,
as people acro
ss
many nations
and from all back
grounds had simil
reactions to his
ar
death.
that students find
strong examples
of parallel
structure in the
text and
explain how the
between November 22, 1963
structure
helps emphasiz
e the content
of the example.
(assassination) and December 22, 1963
T H E D R U M S O F WA S H I N G T O N
5/24/06
•
1:39:49 PM
•
A prefix is a word
part that can be
added to the
beginnings of
other words. The
prefix re- can
“again.” When
mean
added to the
word state, the
becomes resta
word
te and means
to “state again
A suffix is a word
.”
part that can be
added to the
ends of other
words. The suffix
-ness, for exam
can be added
ple,
to the ends of
some words to
them into noun
turn
s. When -ness
is added to the
adjective sad,
it becomes the
noun sadness.
Use your know
ledge of word
parts to answer
following ques
the
tions.
•
(a) incredulo
usly
(b) inaugural
(c) incomprehen
sible
2. Which of the
following has
a suffix that tells
word is an adve
you the
rb?
(a) incredulo
usly
(b) amiable
3. Which of the
following has
a prefix that mea
“not”?
ns
(a) eulogy
(b) imperishable
(c) inaugural
1. (c) incompre
hens
ible
Literary Element
In this feature you’ll gain a better
understanding of the literary element by
analyzing how it was used in the selection.
2. (a) incredulo
usly
3. (b) imperisha
ble
U N IT 1, PAR
T 3
OL_ALNTG_9
_u1_p001-039
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Reading Strategy
This feature will give you
the opportunity to apply
the selection’s reading
strategy.
1. Which of the
following has
a suffix that mea
“able to”?
ns
(c) imperishable
Literary Elem
ent
Parallelism Look
The President was shot in Dallas.
back at the text
and find a striki
example of para
Schlesinger left New York City to
ng
llelism. Then expla
in the effect of
parallel structure
the
on the ideas in
attend the funeral in Washington, D.C.Be sure
the example.
When did the events occur?
Vocabulary Prac
tice
Understanding
Word Parts Word
different parts
s are made up
. There are three
of
main word parts
prefixes, roots
:
, and suffixes.
A root is the mos
t basic part of
a word. For
example, the word
courage is the
root of the word
courageous.
How were the
events important
?
The internation
al grief and wor
ds of
respect reveal
that Kennedy
was a
strong, noble lead
er whose influen
ce
and loss were
felt worldwide.
Text
THE DRU MS
OF WAS HIN
GTO
N
39
5/25/06 10:03:2
3 AM
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H OW TO U SE T H I S B O O K : AC T I V E R E A DI NG L E S SON S
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Un i t 1
Informational Text
Introductory Text: The Short Story
Looking Ahead
(p. 1)
Preview
• What is a short story?
• Why might you want to
read them?
• How do you read them?
Reduce
TO THE POINT Write thirteen
key words or phrases. Key
words or phrases are the most
important ones. Two have been
written for you.
This introduction gets you ready to read the short stories in a
unit in your textbook. It distinguishes the short story from
other forms of narrative and explains its value. It also offers
suggestions on how to read short stories.
As you read the introduction, use the Cornell Note Taking
System to record important points and remember what you
have read.
Record
Looking Ahead
➥
How is a short story different from a novel?
Short story
Life
Preview
➥
What are the three Big Ideas of this unit? Two have been
written for you.
Matters of Life and Death
Rewards and Sacrifices
➥
Which six literary elements will you learn about in this unit?
Two have been written for you.
Plot
Setting
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Informational Text
Introductory Text: The Short Story
Genre Focus
(pp. 2–3)
Reduce
Record
TO THE POINT Write a few key
ideas.
➥
TO THE POINT Write the
boldfaced words. One has been
written for you.
Plot and Setting
plot
What do literary elements do to make a connection between the
author and his or her readers?
➥
Define the boldfaced terms. Use your own words if you like.
One term has been defined for you.
Plot is the order of events from the beginning to the end
of a story.
Setting is
Character and Theme
TO THE POINT Write the four
boldfaced terms. Two have been
written for you.
character
theme
2
UNIT 1
➥
Define the boldfaced terms. Use your own words if you like.
Two definitions have been written for you.
Characters can be people, animals, or any individual
in a story.
Theme, or message, is the main idea of a story.
A stated theme is
An implied theme is
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Informational Text
Introductory Text: The Short Story
Genre Focus
(p. 3)
Reduce
Record
TO THE POINT Write the three
boldfaced terms. Two terms
have been written for you.
narrator
point of view
Narrator and Voice
➥
Define the boldfaced terms. Use your own words if you like.
Two terms have been defined for you.
A narrator tells a story.
The point of view is the relationship of the narrator to
the story.
Voice is
Recap
➥ Review your notes on the elements of the short story. Then sum up this
section of the introduction using this thinking tree. Some of it has been filled in
for you.
Plot and Setting
time
Theme and Character
Narrator and Voice
conflict
point of
view
implied
theme
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Informational Text
Introductory Text: The Short Story
Literary Analysis
(p. 4)
Reduce
Record
ANY QUESTIONS? Write them
now. Answer them as you
reread your notes. For example:
”Where does this story take
place?”
➥
What is this section about?
➥
Which five literary elements are identified on these pages? Two
literary elements have been written for you.
setting
character
➥
List two different characteristics of the monkey and of the boy.
Part of the answer has been written for you.
The monkey
playful
amusing
The boy
➥
4
UNIT 1
What kind of observer is the narrator?
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Informational Text
Introductory Text: The Short Story
Literary Analysis
(p. 5)
Record
Reduce
ANY QUESTIONS? Write them
now; answer them as you
reread your notes. For example:
“Why does the father threaten
his son with a gun?”
➥
How is suspense created in the story?
➥
The theme is the main idea or lesson that the author wants you
to learn from the story. What is the theme of the story?
Recap
➥ Review your notes on the Literary Analysis of “The Jump.” Then chart the
main events of the story using this graphic organizer. It has been started for you.
A monkey
harasses a
boy on a
ship.
The boy is
on the
crossbeam
of the ship.
The father
says to jump.
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Introductory Text: The Short Story
Writers on Reading
(pp. 6–7)
Record
Reduce
TO THE POINT Write the key
topic of this page. The key topic
is the important idea that is
being discussed here.
The Imagery of Fiction
TO THE POINT Write one key
idea from this section. The key
idea is the most important one.
Recognizing Details
ANY QUESTIONS? If you’re
unsure of a head, ask a question
about it. For example: “What is
the reader’s voice?”
6
UNIT 1
➥
Paraphrase two characteristics of fiction that John Gardener
describes. One characteristic has been written for you
In fiction, writers create action that develops setting,
characters, and events.
➥
The main idea is the lesson or point that the author wants you
to learn from his or her writing. Write the main idea of this section.
The Reader’s Voice
➥
What does it mean to read and write as a listener?
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Introductory Text: The Short Story
Writers on Reading
Reduce
TO THE POINT Write five key
words or phrases. Two have
been written for you.
style
voice
(p. 7)
Record
Storytelling
➥
When you draw a conclusion, you make a decision about the
importance or meaning of what is said in a selection. What two
conclusions can you draw about the traits of storytelling? One
conclusion has been written for you.
Storytelling has its roots in the oral tale.
Recap
➥ Review your notes on Writers on Reading. Then sum up the main idea and
two supporting details of this section. The main idea is the point the author
wants you to learn from his or her writing. The supporting details tell how this
main idea is true or correct. When you sum up, you take larger pieces of a writing
and break it into its smaller, most important or notable parts. Some of these have
been written for you.
Main Idea: Strategies for reading short stories
Detail 1: Try to “see” the setting.
Detail 2:
Detail 3:
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Informational Text
Introductory Text: The Short Story
Wrap-Up
(p. 8)
Reduce
Record
TO THE POINT Write the six
boldfaced words. Two have been
written for you.
plot
setting
Guide to Reading a Short Story
➥
Summarize this section using this concept map. It has been
started for you.
include a conflict that is
resolved
Short Stories
MY VIEW Write comments here.
have a sequence of events
Elements of a Short Story
➥
Use comparisons in your notes to help you remember
definitions. One has been written for you. Try another one.
Plot is like a thread running through the story, leading
from one event to the next.
8
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T H E S H ORT S TORY
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Informational Text
Introductory Text: The Short Story
Summarize
➥
Review your notes on this introduction. Then write an outline of what
you’ve learned about the elements of the short story. It has been started for you.
I. Reading Short Stories
A. Preview the story.
B. Identify important details.
C. Listen to a writer’s words.
D. Think about the main conflict.
E.
F.
G.
II. Elements of Short Stories
A. Plot and Setting
1. conflict
2. time and place
B. Character and theme
1.
2.
C. Narrator and Voice
1.
2.
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Informational Text
Introductory Text: The Short Story
Apply
Multiple Choice
Circle the letter of the best choice for each of
the following items.
1. The setting of Leo Tolstoy’s story “The
Jump” is _____
A. the struggle between a boy and a
monkey.
B. aboard a ship on a calm day.
C. a father saving his son.
D. the extent of a father’s love.
2. _____ is the relationship of the narrator
to the story.
A. Voice
B. Implied theme
C. Point of view
D. Conflict
3. One strategy for reading short stories is
_____
A. ignore the details.
B. make up your own theme.
C. attempt to visualize the setting.
D. pick out the most important part of
the plot.
4. Tolstoy’s story is called “The Jump”
because _____
A. the conflict between the boy and
monkey has to do with jumping.
B. the tuning point in the story occurs
when the boy jumps into the sea.
C. the father is a jumpy person.
D. the stated theme has to do with
jumping.
Matching
Write the letter of the choice in the second
column that best matches each item in the
first column.
5. conflict _____
6. plot _____
7. theme _____
8. narrator _____
9. voice _____
10. point of view _____
A. the sequence of events that ties the
beginning of the story to its end
B. the main idea, or message, in a literary
work
C. the person who tells a story
D. the struggle between two or more
forces that must be resolved by the
story’s end
E. the distinctive use of language that
conveys a writer’s or narrator’s
personality to the reader
F. the relationship of the narrator to the
story
How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas or literary elements that are featured in this unit. As you learn more about the
ideas in the unit, add to your notes.
10
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Informational Text
Introductory Text: Matters of Life and Death
Big Idea
(p. 9)
Preview
• How do short stories
comment on matters of
life and death?
• How do plot and setting
give meaning to a story?
This introduction gets you ready to read the short stories in
one part of a unit in your textbook. It introduces the theme of
the short stories and also addresses the literary elements
writers use to create plot and setting. These forms will be a
focus in this part of your textbook.
As you read the introduction, use the Cornell Note Taking
System to record important points and remember what you
have read.
Reduce
ANY QUESTIONS? Remember to
ask yourself about images on a
page as well as the text. For
example: “What is the danger
revealed in the painting?”
Record
Big Idea
➥
Notice the words used to describe the parts of the theme of
challenges in this section. Use the web below to brainstorm your
ideas about challenges in your life. Part of the web has been
completed for you.
challenges
TO THE POINT Write five key
words about the theme. Key
words are the most important
ones. Two key words have been
written for you.
➥
What should you be thinking of when you are reading the short
stories in this part of the unit?
pride
happiness
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MATTERS OF LIFE A ND DEATH
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Informational Text
Introductory Text: Matters of Life and Death
Literary Focus
(pp. 10–11)
Reduce
Record
TO THE POINT Write the three
key words on this page. One
key word has been written for
you.
Setting
➥
What is a story’s setting?
setting
Plot
➥
ANY QUESTIONS? Ask yourself
questions about graphic
organizers. For example:
“What does the diagram on the
page convey?”
What are the six elements of a plot in the order in which they
happen? The first two elements have been written for you.
exposition
rising action
Conflict
➥
What are the two types of conflict? One type has been written
for you. Identify which one involves a struggle within a character
and which one involves a struggle with outside forces.
internal conflict
12
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Informational Text
Introductory Text: Matters of Life and Death
Literary Focus
(pp. 10–11)
Reduce
TO THE POINT Write a few key
words to remind yourself of
each element of plot. For
example:
Exposition: beginning
Rising Action:
opening details
Climax:
Falling Action:
Denouement:
Record
Exposition
➥
What happens in a story’s exposition?
Climax
➥
What is the climax of the story? When does it usually occur?
Part of the answer has been written for you.
The climax is the plot’s most dramatic and revealing
event.
ANY QUESTIONS? Write them
now. Answer them as you
reread your notes.
Falling Action
➥
What is the falling action of the story? What is another word
for it? Part of the answer has been written for you.
The falling action follows the climax and describes its
results.
➥
List the two remaining boldfaced words or terms on the page.
For each, make some notes to help you remember its meaning. Part of
the answer has been written for you.
Rising Action: the series of events that lead to the
climax
Resolution:
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Informational Text
Introductory Text: Matters of Life and Death
Summarize
➥
Review your notes on this introduction. Then write three questions and
answers about the Big Idea and about the literary elements of the short stories
discussed in this part of unit one. The first two question and answer pairs have
been provided. You can use some of your questions from your notes if you like.
Q: What are the simple attributes of a setting?
A: location, climate, and time of year
Q: when does the climax usually occur?
A: near the end of the story
Apply
Multiple Choice
Choose the best choice for the following questions.
1. The Big Idea of this section is _____
A. the struggle of good and evil.
B. matters of life and death.
C. the elements of plot.
D. background information.
2. The setting of a story includes _____
A. time and location.
B. the turning point.
C. a discussion of conflict.
D. a stated theme.
3. _____ is the plot’s most dramatic and
revealing moment.
A. Exposition
B. Rising action
C. Climax
D. Falling action
4. _____ is the series of events that lead to
the climax.
A. Exposition
B. Rising action
C. Climax
D. Falling action
How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas or literary elements that are featured in this part. As you learn more about the
ideas in the part, add to your notes.
14
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Informational Text
B E FO R E YO U R E A D
S H AT T E R E D
Literary Element
Building Background
In “Shattered,” deer hunter John Beiler describes how he
was separated from his friends and trapped in the frozen
wilderness of Alaska. As a result he had to wait overnight
to be rescued. Despite a badly broken leg and cold, wet
conditions, Beiler fought to maintain consciousness.
Hypothermia, dangerous animals such as brown bears,
and dehydration all could have easily ended Beiler’s life
as he clung to a rain-drenched slope nursing his injury.
Setting Purposes for Reading
Nature can be as dangerous as it is beautiful, and it
should be explored cautiously. With a classmate,
discuss the following questions:
•
•
Have you ever been in a situation where your life or
health was threatened by nature? How did this
experience make you feel?
What kinds of threats do people today face from
the natural world?
Read to discover the events of John Beiler’s survival
tale and what he learned from it.
Reading Strategy
Identifying Problem and
Solution
Identifying problem and solution in a selection
involves finding answers to the following questions:
•
•
•
•
What is the main problem of the selection?
Who has it?
What solutions are tried?
What happens as a result?
Active Reading Focus
Analyzing Conflict
A conflict is a struggle between two opposing forces
in the plot of a story. An external conflict exists when
a character struggles against an outside force, such as
another person, nature, or society. An internal conflict
occurs in the mind of a character. The character is torn
between opposing feelings or goals. To analyze
conflict, determine what kind of conflict is described.
Then determine how this conflict and its solution, if
any, affect the structure and force of the literary work.
Figurative Language
Figurative language is language used for descriptive
effect to convey ideas or emotions. Figurative
expressions are not literally true but express some
truth beyond the literal level. You have to figure out
what is meant by the language in order to determine
its meaning. Figurative language can include such
elements as metaphor (a comparison of two unlike
things), personification (the assignment of human
traits to nonhuman beings and things), and simile (a
comparison of two unlike things using like or as).
Big Idea
Matters of Life and Death
Danger can threaten us in many different ways. Our
pride, happiness, safety, or even our lives can be at
stake. No matter what we do, danger will always be
with us. But some people face far greater dangers
than others.
Vocabulary
Read the definitions of these words from “Shattered.”
The dictionary definition of a word is its denotation. It is
what the word means. As you read the selection, use
the word’s denotation and its context to help determine
its connotation, or suggested meaning and its effect on
readers. A word’s connotation can be positive, negative,
or neutral.
pungent (pun jənt) v. having a strong, bitter, often
unpleasant smell; p. 16 The athletes’ uniforms were very
pungent after the game.
grotesquely (rō tesk lē) adv. revoltingly or grossly
distorted; p. 17 The abstract sculpture was grotesquely shaped.
pelted (pelt id) v. struck repeatedly; bombarded;
p. 18 We were pelted with snowballs as we left the building.
hypothermia (h¯ pō thər mē ə) n. abnormally low body
temperature; p. 19 Because he was outside in subzero
temperatures for several hours, Bob suffered from hypothermia.
revitalize (rē v¯ təl ¯z) v. to restore energy, or to give
new life; p. 19 After lunch the boys were revitalized and
ready for another round of cards.
English Language Coach
These notes help you apply word attack skills to
understand unfamiliar words or expressions.
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Informational Text
Shattered
Vocabulary
Denotation and Connotation
Determining a word’s denotation
and connotation can help you better
understand the word’s meaning. A
word’s denotation is its dictionary
meaning. A word’s connotation is its
suggested meaning, based on how it
is used. It can be positive, negative,
or neutral. Hammer means” pound.”
What is the connotation of this word,
based on how it is used in this
sentence?
Big Idea
Matters of Life and Death Based
on the information in this passage,
how dangerous is Afognak Island?
How do you know?
English Language Coach
Understanding Compound Words
A compound word is a word that is
made of two separate words. The
meanings of many compound words
can be understood from the words
they are made of. What are the
words that form the compound word
tidewater? Do you think the camp is
on a beach, a hill, or a mountain?
Why?
16
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By Christopher Batin
A terrible fall leaves a lone deer hunter with a shattered leg in
the middle of brown-bear country. Now night is falling and
nobody knows where he is.
JOHN BEILER LIKED HUNTING SITKA BLACKTAIL DEER ON ALASKA’S
Afognak Island. He loved the otter-filled bays, the scenic rock cliffs,
the salmon streams, and just about all of the island’s many natural
wonders. Except one.
Afognak Island has a dark side. Typhoon winds can hammer the
coastline without mercy for days at a time. Huge coastal brown
bears roam the dark rain forests and salmon streams. Even hunters
who are prepared for disasters often die or get seriously injured.
For John Beiler, misfortune happened to others but not to him.
Or so he thought.
At daybreak, Beiler and his hunting buddies Mike and Tom
eyed the steep slopes of Mount Paramanof, rising 2,100 feet above
their tidewater base camp. It was Thanksgiving week, and they
were looking forward to blacktail steaks and mashed potatoes
smothered in gravy. The hunters planned a several-hour climb to
an alpine meadow where big bucks lived.
Beiler, who liked to hunt hillsides alone, left his buddies and
crossed a marsh near the base of a steep cliff. He was a muscular,
big-boned man, well suited to hunting the mountains. Although his
rubber boots with tread soles didn’t offer the best traction going
uphill, they kept his feet dry as he crossed creeks and swamps.
By late afternoon, a light rain had filled the alpine landscape
with the pungent-sweet smell of wet tundra. The approaching
storm had caused the deer to hole up in thickets, and the dark
outline of the beach below would take an hour to reach. Beiler
walked faster so he could meet up with his friends before dark.
The hillside’s grass and rotting plants were as slick as greased
ice. Leaning farther back for balance on the steep slope, he felt his
right foot slide on an ice patch and shoot out from under him. He
hit the ground with a jarring slam.
S H AT T E R E D
6/16/06 11:52:06 AM
Informational Text
Beiler paused for a few moments to regain his breath. He tried
to stand. Something wasn’t right.
The sole of his left boot faced up, having slipped off in the fall.
No big deal; he grabbed the boot top to pull it back on. His fingers
slowed, then froze.
His foot was still inside the boot.
An Explosion of Pain
The horror of the moment paralyzed and confused him. He dug in
his right heel and sat upright. There was no pain, yet the fall had
snapped his leg in two places.
Beiler used his rifle barrel to straighten out his foot. The leg
exploded in pain, taking away his breath and driving his head back
in agony. He gritted his teeth and sucked air deep into his gut.
Long minutes passed before the pain lessened. The hill’s steep
angle made it impossible to move, so he took stock of the situation.
His survival gear consisted of a penlight, waterproof matches,
three tea bags, a can of portable cooking fuel, aluminum foil, a
candy bar, jerky, a knife, and 10 rounds of ammo. He was wearing
a cap, gloves, a hoodless rubber-coated rain jacket, and the kind of
waterproof pants used by fishers. Underneath he wore flannellined pants, cotton long johns, and a wool shirt.
Beiler decided to tough it out and let his friends find him. Being
in the open, he would have a clear shot at any brown bears that
viewed him as an easy meal.
The wool clothing soaked up drizzle like a dry sponge. Beiler
sliced off his yellow rain pants, first down one leg, then the other.
He pulled the fabric over his head and curled up against the storm.
Though he tried to hold his position, gravity kept biting away at
his foothold, eroding the earthy stop under his right heel. He
watched his injured leg twist grotesquely, then fold up like the
edge of a pancake turned before its time. With teeth clenched tight,
he eased uphill to straighten his leg. The pain swelled within him.
Using his fingers like claw hammers, he dug up clumps of mud
and grass from the partly frozen ground. He slid into the dip and
used the roots there to fashion a mud and grass splint around his
Reading Strategy
Identifying Problem and Solution
To identify problem and solution,
first determine the problem and who
has it, the solutions that have been
tried, and the results of those attempts.
What is the main problem that has
emerged in this selection so far?
✔ Reading Check
How did Beiler injure himself? Why
was he all alone when he did so?
Vocabulary
pungent (pun ənt) adj. having a
strong, bitter, often unpleasant smell
grotesquely (gro´tesk´lé) adv.
revoltingly or grossly distorted
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Informational Text
English Language Coach
Understanding Roots, Prefixes,
and Suffixes A prefix is a word part
added to the beginning of a root or
base word to change its meaning. A
suffix is a word part added to the
end of a root or base word. The word
unbearable in the passage is made
up of the prefix un-, which means
“not,” the base word bear, which
means “put up with,” and the suffix
-able, which means “capable of.”
What is the meaning of unbearable?
Vocabulary
Denotation and Connotation
A word’s connotation is its
suggested meaning based on how it
is used. It can be positive, negative,
or neutral. The word frenzy means “a
wildly excited state.” Based on this
definition and how it is used in this
sentence, what is the connotation of
this word?
leg. Then he braced himself and fired three shots. The recoil from
the rifle set off more unbearable pain. Far down on the beach, a
three-shot reply sailed past him and echoed off the rocks.
They heard him!
Back at Camp
Thinking Beiler had killed a deer, Mike and Tom returned to camp
to start supper and await his return.
Beiler was realistic. The forested mountainside was now too
dark and dangerous for his friends to begin looking for him. He
knew he was on his own until morning.
Back at camp, Tom and Mike had made a bonfire. It roared and
crackled, and served as a beacon for Beiler to follow. They shot
their hunting rifles repeatedly.
Finally, they heard a single shot and knew he was alive.
From the mountain, Beiler watched the massive storm churn
Shelikof Strait into a whitecapped frenzy. He saw a shrimp boat
head for safety in the bay below. Soon after, a small runabout cut a
wake to his hunting camp. No doubt his friends would ask the
captain for help.
In the hours before midnight, steady rain and cold slowly
numbed Beiler’s legs and back. He was losing consciousness.
Beiler believed that if he fell asleep, he’d never wake up. He
placed a tea bag in his mouth, steeping it in whatever saliva he
could muster. The caffeine in the tea helped keep him awake. He
sucked on the bags until the paper dissolved. Then he chewed on
leaves and twigs. On the brushy alpine tundra, there was no wood.
Struggling to Survive
The cold rain trickled through his makeshift hood, inching through
his underwear. He lit the cooking fuel and placed the hot metal can
on his chest. Once warmed, he allowed the 50-knot gusts to put out
the flame for a while.
He flashed his penlight to signal his location to anyone looking
for him. The blackness failed to blink a reply. Around midnight, the
last of the cooking fuel flickered out. His shivering became so
intense that his gun barrel vibrated.
He twisted his mouth to catch rain. His clothes were soaked, yet
he craved water. The wool gloves sopped up the puddles around
him. With head back, he wrung every drop of the precious liquid
into his mouth. A blast of rain pelted his face, and he prayed to
survive the night.
Vocabulary
pelted (pelt id) v. struck repeatedly;
bombarded
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Informational Text
The storm howled its opposition to the breaking dawn as the
bay frothed in a tempest of whitecaps. The tops of hundred-yearold spruce trees whipped violently. Beiler had survived what
seemed an eternity on this mountainside, and he was desperate for
rescue.
Fifty yards away, a brush line snaked its way along the base of a
shelf, taunting him with its promise of wood and fire. But the
distance was just too great.
Survival became difficult. Hypothermia was a wrecking ball
that continuously chipped away at his instinct for self-preservation,
luring him into a world of neither pain nor cold. Beiler found an
inner strength and calm thinking about his brothers, sisters, and
family. He promised himself to give up his bad habits. And finally,
he made his peace with his Maker, just in case.
Beiler snapped to full alert, fearful he had fallen asleep.
Revitalized by the burst of adrenaline, he decided he was going to
live. He wouldn’t give up, no matter what.
The cold had left his leg and back muscles knotted up and
useless. He pushed himself up with his arms, raising and balancing
his torso on his numb, unbroken leg. Slowly he pushed himself
upward and inched his broken leg forward. The world spun, and
he hit the ground hard. He struggled to breathe as he slid and
rolled headfirst for 20 feet before wedging into a clump of grass.
Beiler’s left leg was as rigid as a wet towel and stuck out 90
degrees from his body. He gagged at the sight and would have
vomited if he had had any food in his stomach.
A Long Crawl
Dragging his rifle, Beiler crawled to some brush 40 yards distant.
His foot flopped and rotated as he did so. The pain stabbed him
relentlessly, driving him crazy. But he kept crawling.
After reaching the brush, he reset his leg and took a breather. He
cut pieces of wood and carefully arranged and tied them to his leg
with strips of rain pant.
Meanwhile, at Mike and Tom’s request, the shrimp boat captain
radioed the Coast Guard that a hunter had spent a night on the
mountain and was possibly in trouble. At the same time, the
friends grabbed sleeping bags, food and water, and fired signal
shots on the hillside below Beiler.
Beiler knew they’d never see him in the brush. He tried to
shout, but his throat was parched from thirst. Their rifle shots grew
louder. He fired his last round, knowing that his rescue was now
close at hand.
Literary Element
Figurative Language A metaphor
is a figure of speech that compares
two unlike things, without using the
words like or as. What metaphor
appears in this passage? What makes
this an effective use of metaphor?
English Language Coach
Understanding Multiple-Meaning
Words Many words in the English
language have more than one
meaning. Earlier in the selection, you
read this sentence: The cold had left
his leg and back muscles knotted up
and useless. There, the word left
means “made” or “caused to be.”
What does left mean in the sentence
on this page?
✔ Reading Check
How did Beiler keep himself awake?
Why was he afraid of going to sleep?
Vocabulary
hypothermia (h¯ pō thər mē ə) n.
abnormally low body temperature
revitalize (rē v¯ təl ¯z) v. to restore
energy, or to give new life
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Informational Text
Active Reading Focus
Analyzing Conflict A conflict is a
struggle between two opposing
forces in the plot of a story. An
external conflict exists when a
character struggles against an outside
force, such as another person, nature,
or society. An internal conflict occurs
in the mind of a character. The
character is torn between opposing
feelings or goals. To analyze conflict,
determine what kind of conflict is
described. Then determine how this
conflict and its solution, if any, affect
the structure and force of the literary
work. What type of conflict is
described here? What does this
passage suggest about conflicts
between humans and nature?
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He tried to stand and again fell onto his back. Dazed, he looked
up and witnessed a bizarre sight. Several ravens hovered over him
on gusts of wind, performing an aerial circus of squawks and
acrobatics. Mike and Tom saw the ravens and turned toward the
commotion.
Beiler could hear shouts far off in the brush. He struggled to rise
but couldn’t. He was spent, exhausted. He gritted his teeth and
slowly rose to his one good knee. If they passed him in the brush, it
would be over.
With the gun as a crutch in his left hand, and the remnants of
his yellow rain pants in his right, Beiler wobbled upright, teetered
on one leg, and waved his pants and gun at the disappearing
rescuers. His broken, cramped and tired limbs were unable to hold
him, and he crumpled into a clump of broken flesh. He had given it
everything he had.
Just in Time
It was enough. Mike and Tom saw him and busted through the
brush to his side. Beiler’s adrenaline surged at the sight of his
rescuers, but he was in bad shape. Mike pulled out a candy bar, a
fried-egg sandwich, and a cold soda. Beiler wolfed down the food.
Ever so slowly, his limbs started to tingle with feeling.
Mike and Tom dressed him in a spare rain suit and roped both
legs together from ankle to thigh. Even his head was lashed
forward to keep his neck from catching a log and snapping. They
numbed him with pain medication and started their climb down to
camp.
Once in the heavy timber and out of the wind, Mike stayed with
Beiler and got a fire going. Tom descended to base camp for more
supplies and to summon help.
The hot spruce fire pierced Beiler’s stupor and drew him like a
moth. The heat blistered the back of his rain jacket. Mike kept
rolling Beiler away from the fire. Incoherent and suffering from
hypothermia, Beiler didn’t care if he was on fire. He needed heat
desperately.
Mike piled more green sticks on the fire, and soon they could
hear the rescue helicopter overhead. Mike dragged his friend into
the open.
Gusts of wind howled across the mountaintop, as the copter
dangled the rescue basket in front of Mike. He caught it singlehandedly and strapped Beiler in before finally patting him on the
chest.
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Informational Text
“You’re okay, John,” Mike shouted over the noise of the
chopper’s blades.
“Tie me in tight, little buddy,” Beiler replied, and gave him a
thumbs up.
At Kodiak hospital, the doctor cut off the makeshift splint.
Beiler’s foot and leg flopped to the side. They cut off his wet, soiled
clothes, set his leg, and treated him for hypothermia and
dehydration.
Beiler spent Thanksgiving in the hospital, having cafeteria
turkey instead of his blacktail venison. That weekend, with his leg
in a full cast, he found himself with nothing to wear for his flight
home to Fairbanks. A nurse brought him some clothes from a man
who had recently died.
John thought about the many events that saved his life. A
storm forced a fishing boat to seek shelter near their camp. The
skipper had a radio that he used to call the Coast Guard for
assistance. The ravens helped lead his buddies to his location.
Had these things not happened, his clothes might have been the
ones offered to someone else.
He hobbled upright on crutches out of the Kodiak hospital, a
grateful man in borrowed clothes, having received a second chance
at life.
—Updated 2005, from
OUTDOOR LIFE, November 2004
Vocabulary
Denotation and Connotation
A word’s connotation is its suggested
meaning based on how it is used. It
can be positive, negative, or neutral.
Considering its connotation, what
makes the choice of the word flopped
in this sentence a good one?
English Language Coach
Understanding Roots, Prefixes,
and Suffixes A prefix is a word part
added to the beginning of a root or
base word to create a new meaning.
A suffix is a word part added to the
end of a root or base word. The word
dehydration in the passage is made
up of the prefix de-, which means
“remove,” the word root hydra, which
means “water,” and the suffix -tion,
which means “state of, or condition
of.” What is the meaning of
dehydration?
Big Idea
Matters of Life and Death Do you
agree with Beiler’s assessment that
coincidence, or chance, played a
large part in his rescue? Explain.
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Informational Text
A F TE R YO U R E A D
Graphic Organizer
A cause-effect organizer can help you understand the
relationship between effects and their causes. The
boxes to the left are the causes. The box to the right
contains the effect of those causes. Complete the
organizer by filling in the remaining boxes. If you
prefer, construct a Foldable™ to display the
information.
Cause
Active Reading Focus
Analyzing Conflict In nearly all works of fiction and
in many works of nonfiction, conflict is central to the
development of the plot or the events described. A
conflict is a struggle between two opposing forces in
the plot of a story. An external conflict exists when a
character struggles against an outside force, such as
another person, nature, or society. An internal conflict
occurs in the mind of a character. The character is torn
between two opposing feelings or goals. The main
external conflict of this article is Beiler’s struggle to
survive in the elements; his conflict is with nature.
However, there is also an internal conflict. Briefly
describe this conflict in two or three sentences. Part of
the answer has been written for you.
Beiler’s struggle is to retain his will to live and to stay
awake. These are both internal conflicts.
Cause
A storm forced a shrimp boat to find
shelter near the hunter’s base camp;
boat contacts Coast Guard.
Effect
Beiler survives.
Cause
Ravens lead Mike and Tom to Beiler.
Cause
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Informational Text
Reading Strategy
Identifying Problem and Solution Often the main
problem that a character encounters in a literary work
will be combined with, or will create, smaller problems
that must be solved with the larger problem. What
problems did Beiler experience as a result of his main
problem? List the main problem and at least three
related smaller problems. Describe Beiler’s solutions to
these problems.
Vocabulary Practice
Using Connotation and Denotation Recall that the
denotation of a word is its dictionary definition. Its
connotation is its implied meaning, or the feelings,
ideas, and attitudes associated with it. Choose the
connotation of each word based on its context.
1. “He watched his injured leg twist grotesquely, then
fold up like the edge of a pancake turned before its
time.”
(a) positive
(b) negative
(c) neutral
2. “By late after noon, a light rain had filled the alpine
landscape with the pungent-sweet smell of wet
tundra.”
(a) positive
(b) negative
(c) neutral
3. “Revitalized by the burst of adrenaline, he decided
he was going to live.”
(a) positive
(b) negative
(c) neutral
Literary Element
Figurative Language Return to the selection and
look for at least three examples of figurative language.
Write them down and try to determine what the
descriptions they provide contribute to this selection.
4. “Hypothermia was a wrecking ball that continuously
chipped away at his instinct for self-preservation,
luring him into a world of neither pain nor cold.”
(a) positive
(b) negative
(c) neutral
5. “A blast of rain pelted his face, and he prayed to
survive the night.”
(a) positive
(b) negative
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(c) neutral
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Informational Text
Introductory Text: Rewards and Sacrifices
Big Idea
(p. 105)
Preview
• How do short stories
comment on rewards and
sacrifices?
• How do character and
theme give meaning to a
story?
Reduce
As you read the introduction, use the Cornell Note Taking
System to record important points and remember what you
have read.
Record
TO THE POINT Write three key
words. Key words are the most
important ones. Two key words
have been written for you.
rewards
sacrifices
This introduction gets you ready to read the short stories in
one part of a unit in your textbook. It introduces the theme of
the short stories you will read in that part. It also addresses
the literary elements writers use to create character and theme.
These forms will be a focus in this part of your textbook.
Big Idea
➥
The theme is the main point or lesson that an author wants you
to learn about his or her writing. Notice the words used to describe
aspects of the theme. You can chart them in your notes, as shown.
Can you add other words that describe the theme?
Rewards
joy
goal
Sacrifices
heartache
struggle
➥
Based on what you have read in this section, what should you
be thinking of when you are reading the short stories in this unit?
24
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R E WAR DS AND SAC RIFIC ES
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Informational Text
Introductory Text: Rewards and Sacrifices
Literary Focus
(p. 106)
Reduce
TO THE POINT Write the key
topic of this page. The key topic
is the most important point.
ANY QUESTIONS? Remember to
ask yourself about images on a
page as well as text. For
example: “Why is the literary
element of character paired
with the cartoon?”
TO THE POINT Write the three
boldfaced terms. Two have been
written for you.
main characters
protagonist
Record
➥
What can the traits and actions of a character do for a story?
➥
Based on what you have read in this section, what title would
you give to it?
Character
➥
What are the two types of characters? What are the unique
traits of each of these character types? Part of the answer has been
written for you.
There are main characters and minor characters.
Main characters have more importance in a story and
the action centers around them.
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REWARDS AN D SA CR IFICES
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Informational Text
Introductory Text: Rewards and Sacrifices
Literary Focus
(p. 107)
Reduce
Record
TO THE POINT Write the seven
boldfaced terms. Two terms
have been written for you.
round character
flat character
Round and Flat Characters
➥
Define the following terms. Part of the answer has been written
for you.
Round characters: complex, have multiple
characteristics
Flat characters:
Dynamic and Static Characters
➥
How are a static and a dynamic character different from each
other?
Theme
➥
26
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What is theme? How can you identify it in a literary work?
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Informational Text
Introductory Text: Rewards and Sacrifices
Summarize
➥
Review your notes on this introduction. Then write the questions and
answers about the Big Idea and about the literary elements of short stories
discussed in this part of unit one. The first two question and answer pairs have
been provided. You can use some of your questions in your notes, if you like.
Q: What are characters in a story?
A: Characters are the people, animals, and any other individual in a work of fiction.
Q: How are round characters different from flat characters?
A: Round characters: complex, have multiple characteristics; Flat characters:
have only one or two personality traits
Q:
A:
Apply
Multiple Choice
Choose the best choice for the following questions.
1. The Big Idea of this section is _____
A. Rewards and Sacrifices.
B. Matters of Life and Death.
3. _____ are complex and have many
traits.
A. Round characters
C. The Elements of Plot.
B. Flat characters
D. Background Information.
C. Dynamic characters
2. The _____ of a story conveys an author’s
insights about human nature.
A. theme
B. round character
D. Static characters
4. _____ have only one or two personality
traits.
A. Round characters
C. flat character
B. Flat characters
D. dynamic character
C. Dynamic characters
D. Static characters
How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas or literary elements that are featured in this part. As you learn more about the
ideas in the part, add to your notes.
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Informational Text
Introductory Text: Dreams and Reality
Big Idea
(p. 205)
Preview
• What do short stories say
about dreams and reality?
• How do narrator, point of
view, and voice affect a
story?
This introduction gets you ready to read the short stories in
one part of a unit in your textbook. It introduces the theme of
the short stories and addresses the literary elements writers
use to create narrator and voice. These forms will be a focus in
this part of your textbook.
As you read the introduction, use the Cornell Note Taking
System to record important points and remember what you
have read.
Reduce
Record
TO THE POINT Write four key
ideas. Key ideas are the most
important ones. Two key ideas
have been written for you..
reality
dreams
Big Idea
➥
What are some ways dreams tell us about reality? Use a
concept map to brainstorm your ideas. It has been started for you.
fears
dreams
➥
Based on what you have read in this section, what should you
be thinking of when you read the short stories in this unit?
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DR E AMS AND R EALITY
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Informational Text
Introductory Text: Dreams and Reality
Literary Focus
(p. 206)
Reduce
TO THE POINT Write the key
topic of this page. The key topic
is the most important idea on
the page.
ANY QUESTIONS? Remember to
ask yourself about the fictional
passages by Mark Twain. For
example: “Is this narrator a
character in the story or an
outside observer?”
TO THE POINT Write the
boldfaced term from this
section.
Record
➥
Which three things can affect a story? Two have been written
for you.
narrator
point of view
➥
Based on what you have read in the first paragraph on this
page, what title would you give to it?
Narrator
➥
What is a narrator?
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DREAMS A ND R EA LITY
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Informational Text
Introductory Text: Dreams and Reality
Literary Focus
(p. 207)
Reduce
Record
TO THE POINT Write the seven
boldfaced terms. Two terms
have been written for you.
first-person
narration
Point of View
➥
How do you know that a story is told in first-person point of
view?
➥
What are the two types of third-person narrators? What is one
way they are similar? How are they different? Part of the answer has
been written for you.
Two types of third-person narrators:
third-person omniscient
third-person limited
Similarity: They use the pronoun “he” or “she.”
Differences:
Third person omniscient: Omniscient means
“all-knowing,” and these narrators know all of the
characters’ thoughts and feelings.
Third-person limited narrator:
ANY QUESTIONS? As you
read, try to gain a fuller
understanding of the literary
elements. Ask yourself: “What
determines an author’s voice?”
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Voice
➥
Define the boldfaced term. Use your own words if you like.
Voice:
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Un i t 1 , Pa r t 3
Informational Text
Introductory Text: Dreams and Reality
Summarize
➥
Review your notes on this introduction. Then write the questions and
answers about the Big Idea and about the literary elements of short stories
discussed in this part of unit one. The first two question and answer pairs have
been provided. You can use some of your questions from your notes if you like.
Q: What is the Big Idea?
A: The Big Idea discusses how people’s dreams and daydreams fit with reality.
Q: What are the two types of third-person narrators?
A: The two types are third-person omniscient and third-person limited narrators
Q:
A:
Apply
Multiple Choice
Choose the best choice for the following items.
1. The _____ is the person who tells the
story.
A. narrator
3. The _____ is the way the author
conveys his or her personality.
A. narrator
B. author’s voice
B. author’s voice
C. point of view
C. point of view
D. first person
D. omniscient
2. _____ means “all-knowing.”
A. Narrator
B. Author’s voice
C. Point of view
D. Omniscient
4. A story is being told in the _____ if the
narrator refers to himself or herself as
“I.”
A. author’s voice
B. point of view
C. omniscient
D. first person
How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas or literary elements that are featured in this part. As you learn more about the
ideas in the part, add to your notes.
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Informational Text
B E FO R E YO U R E A D
T H E D RU MS O F WA SH I NGTO N
•
Building Background
Sometimes finding information that answers the
questions who, what, where, when, why, and how can
help you locate this information.
In 1961 John F. Kennedy became the youngest
person to be elected president of the United States.
Known for his charisma, vision, and diplomacy,
Kennedy made progress in foreign and domestic
policy despite crises overseas. During Kennedy’s
presidency, Arthur M. Schlesinger Jr. served as his
adviser and later as a special assistant for Latin
American affairs. His study of the Kennedy
administration, A Thousand Days: John F. Kennedy in
the White House, won the Pulitzer Prize. In a
selection from that book, Schlesinger explores the
grief that overwhelmed the world after President
Kennedy’s assassination on November 22, 1963.
Setting Purposes for Reading
Experiencing a loss is never easy, but it can be particularly
difficult to deal with if it seems unjustified. Before you
read, discuss the following questions with a partner:
•
•
Have you ever experienced a personal loss? How
did you react to it? What helped you accept that
loss and move on?
How do you think people accept a loss that they
feel is unjustified?
Read the selection to learn more about how the author
dealt with the news of the President’s assassination.
Reading Strategy
Recognizing Bias
When you recognize bias, you determine if an author
has an inclination toward a certain opinion or position
on a topic, possibly stemming from prejudice. Pay
close attention to the types of words that the author
uses to describe a person, place, thing, event, or idea.
These words can help you figure out the author’s bias
about the subject he or she is writing about.
Active Reading Focus
Summarizing
When you summarize, you state the main ideas of a
selection or passage in your own words in a logical
sequence. Keep in mind that the summary will always
be shorter than the passage, as it includes only the
main ideas. When you summarize, follow these steps:
•
•
•
32
Read the passage carefully
Identify the subject of the passage
Ask yourself, “What’s the main idea here?”
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Write down the facts that support this main idea.
Literary Element
Parallelism
Parallelism is a rhetorical device in which a series of
words, phrases, or sentences have similar grammatical
form. Parallelism emphasizes the items that are arranged
in similar structures. For example: Jane parked the car,
opened the door, and took the bag. The three things
that Jane did are written using parallelism.
Big Idea
Dreams and Reality
Reality can intrude upon the dreams of a person, a nation,
or the world. What people do with their dreams in the
face of harsh realities reveals much about who they are.
Vocabulary
Read the definitions of these words from The Drums of
Washington. When you come across an unfamiliar word,
you can often break it down into parts—prefix, root, and
suffix—for clues to its meaning. A root is the basic part of
a word. A prefix is a word part that can be added to the
beginnings of other words. A suffix is a word part that
can be added to the ends of other words.
amiable (ā mē ə bəl) adj. good-natured; sociable;
p. 33 The man’s amiable personality made him a town
favorite.
incomprehensible (in´ kom pri hen sə bəl) adj.
incapable of being understood; unknowable; p. 33 Dan
found the movie incomprehensible because he did not know
French.
incredulously (in krej ə ləs lē ) adv. disbelievingly;
skeptically; p. 33 When the judge awarded the boy first
prize, he stared at her incredulously.
eulogy (u lə jē) n. a public speech honoring the
recently deceased; p. 36 The speaker gave a moving
eulogy at my grandfather’s funeral.
imperishable (im per i shə bəl) adj. unable to die;
immortal; p. 37 Although President Kennedy is dead, his
ideas are imperishable.
English Language Coach
These notes help you apply word attack skills to
understand unfamiliar words or expressions.
T HE D R UM S OF WASHINGT ON
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Informational Text
The Drums of Washington
By Arthur M. Schlesinger Jr.
On Friday morning I had flown to New York with Katharine
Graham,1 whose husband Philip had died three months before, for
a luncheon with the editors of her magazine Newsweek. Kenneth
Galbraith2 had come down from Cambridge for the occasion. We
were still sipping drinks before luncheon in an amiable mood of
Friday-before-the-Harvard-Yale game relaxation when a young
man in shirtsleeves entered the room and said, a little tentatively,
“I am sorry to break in, but I think you should know that the
President has been shot in the head in Texas.” For a flash one
thought this was some sort of ghastly office joke. Then we knew it
could not be and huddled desperately around the nearest
television. Everything was confused and appalling. The minutes
dragged along. Incomprehensible bulletins came from the hospital.
Suddenly an insane surge of conviction flowed through me: I felt
that the man who had survived the Solomon Islands3 and so much
illness4 and agony, who so loved life, embodied it, enhanced it,
could not possibly die now. He would escape the shadow as he had
before. Almost immediately we received the irrevocable word.
In a few moments Galbraith and I were on Katharine Graham’s
plane bound for Washington. It was the saddest journey of one’s
life. Bitterness, shame, anguish, disbelief, emptiness mingled
inextricably in one’s mind. When I stumbled, almost blindly, into
the East Wing, the first person I encountered was Franklin D.
Roosevelt Jr. In a short time I went with my White House
colleagues to Andrews Field to await the return of Air Force One
from Texas. A small crowd was waiting in the dusk, McNamara,5
stunned and silent, Harriman,6 haggard and suddenly looking very
old, desolation everywhere. We watched incredulously as the
casket was carefully lifted out of the plane and taken to the Naval
Hospital at Bethesda. Later I went to my house in Georgetown. My
weeping daughter Christina said, “Daddy, what has happened to
our country? If this is the kind of country we have, I don’t want to
live here any more.” The older children were already on their way
back from college to Washington.
1. Katharine Graham (1917–2001) was an owner and publisher of news media, including
the Washington Post.
2. Kenneth Galbraith (1908– ) is an economist who served as an ambassador to India and
an adviser during the Kennedy administration.
3. Schlesinger is referring to Kennedy’s service in the U.S. Navy. In 1943 Kennedy was
seriously injured while commanding a patrol torpedo boat that was sunk by a Japanese
destroyer in the Solomon Islands in the South Pacific.
4. The illness to which Schlesinger is referring is Addison’s disease.
5. Robert S. McNamara (1916– ) served as the U.S. Secretary of Defense from 1961 to 1968.
6. W. Averell Harriman (1891–1986) served as the assistant secretary for Far Eastern affairs
from 1961 to 1963.
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Active Reading Focus
Summarize Recall that to
summarize a passage is to state the
main ideas in a logical sequence in
your own words. Summarize the
passage, following these steps:
•
•
•
•
Read the passage carefully
Identify the subject of the passage
Ask yourself, “What’s the main
idea here?”
Write down the facts that support
this main idea.
Sometimes finding information that
answers the questions who, what,
where, when, why, and how can help
you locate this information.
✔ Reading Check
How did Schlesinger’s young
daughter respond to the news?
Vocabulary
amiable (ā mē ə bəl) adj. goodnatured; sociable
incomprehensible (in´ kom pri hen
sə bəl) adj. incapable of being
understood; unknowable
incredulously (in krej ə ləs lē ) adv.
disbelievingly; skeptically
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Informational Text
Reading Strategy
Recognizing Bias Recall that when
you recognize bias, you determine if
an author has an inclination toward a
certain opinion about something.
What bias do you think Mailer is
displaying here? What words in this
passage helped you reach that
conclusion?
English Language Coach
Understanding Idioms An idiom is
an expression whose meaning is
different from the dictionary meaning
of the words that make it up. For
non-native speakers, idioms can be
very confusing. For example, shoot
the breeze means “have a talk,” not
“fire a gun at the wind.” If you read
an expression that doesn’t make
sense, examine the words that
surround it. What do you think the
idiom break your heart means?
✒ Underline the clues that help you
understand the idiom.
Still later I went back to the White House to await the last
return. Around four in the morning the casket, wrapped in a flag,
was brought from the Naval Hospital and placed on a stand in the
East Room. Tapers were lit around the bier,7 and a priest said a few
words. Then Jacqueline approached the bier, knelt for a moment
and buried her head in the flag. Soon she walked away. The rest of
us waited for a little while in the great hall. We were beyond
consolation, but we clung to the comradeship he had given us.
Finally, just before daybreak, we bleakly dispersed into the mild
night.
We did not grieve alone. Sorrow engulfed America and the
world. At Harvard Yard the bells tolled in Memorial Church, a girl
wept hysterically in Widener Library,8 a student slammed a tree,
again and again, with his fist. Negroes mourned, and A. Philip
Randolph9 said that his “place in history will be next to Abraham
Lincoln.” Pablo Casals10 mused that he had seen many great and
terrible events in his lifetime—the Dreyfus case,11 the assassination
of Gandhi12—“but in recent history—and I am thinking of my own
lifetime—there has never been a tragedy that has brought so much
sadness and grief to as many people as this.” “For a time we felt
the country was ours,” said Norman Mailer.13 “Now it’s theirs
again.” Many were surprised by the intensity of the loss. Alistair
Cooke14 spoke of “this sudden discovery that he was more familiar
than we knew.” “Is there some principle of nature,” asked Richard
Hofstadter,15 “which requires that we never know the quality of
what we have had until it is gone?” Around the land people sat
desperately in front of television sets watching the bitter drama of
the next four days. In Washington Daniel Patrick Moynihan, the
Assistant Secretary of Labor, said, “I don’t think there’s any point
in being Irish if you don’t know that the world is going to break
your heart eventually. I guess that we thought we had a little more
time. . . . Mary McGrory16 said to me that we’ll never laugh again.
7. Tapers are candles. A bier is “the stand on which a coffin is placed before burial.”
8. Widener Library is the main library at Harvard University.
9. A. Philip Randolph (1889–1979) was a trade unionist and civil rights leader who served as
the first president of the Negro American Labor Council (1960–1966).
10. Pablo Casals (1876–1973) was a Spanish-born cellist and conductor who toured
internationally.
11. The Dreyfus case occurred in 1894 in France, when an army officer, Captain Alfred Dreyfus,
was sentenced to life imprisonment for selling military secrets to Germany. It was later
discovered that another officer committed the crime, yet officials refused to reopen the case.
12. Mohandas Gandhi (1869–1948) led the Indian national movement by means of
nonviolent protest to eliminate British rule in India.
13. Norman Mailer (1923– ) is an American novelist who often criticizes totalitarianism.
14. Alistair Cooke (1908–2004) was a journalist who commented on history and culture.
15. Richard Hofstadter (1916–1970) was an American historian and recipient of two Pulitzer
Prizes.
16. Mary McGrory (1918–2004) was a newspaper columnist who frequently wrote for the
Washington Post. She was also a recipient of the Pulitzer Prize.
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And I said, ‘Heavens, Mary. We’ll laugh again. It’s just that we’ll
never be young again.’ ”
In Ireland, “Ah, they cried the rain down that night,” said a
Fitzgerald of Limerick; he would not come back in the springtime.
David Bruce reported from London, “Great Britain has never before
mourned a foreigner as it has President Kennedy.” As the news
spread around London, over a thousand people assembled before
the embassy in Grosvenor Square; they came in endless thousands
in the next days to sign the condolence book. . . . In West Berlin
people lighted candles in darkened windows. In Poland there was
a spontaneous mass mourning by university students; church bells
tolled for fifteen minutes on the night of the funeral. In Yugoslavia
Tito,17 so overcome that he could hardly speak, phoned the
American chief of mission; later he read a statement over the state
radio and went in person to the embassy to sign the book. The
national flag was flown at half-mast, and schools were instructed to
devote one full hour to a discussion of the President’s policies and
significance. In Moscow Khrushchev18 was the first to sign the
book, and the Soviet television carried the funeral, including the
service in the church.
Latin America was devastated. Streets, schools, housing projects
were named after him, shrines set up in his memory; his picture,
torn from the newspaper, hung on the walls of workers’ shacks and
in the hovels of the campesinos.19 “For Latin America,” said Lleras
Camargo,20 “Kennedy’s passing is a blackening, a tunnel, a gust of
cloud and smoke.” Castro21 was with Jean Daniel when the report
came; he said, “Es una mala noticia” (“This is bad news”). In a few
moments, with the final word, he stood and said, “Everything is
changed. . . . I’ll tell you one thing: at least Kennedy was an enemy
to whom we had become accustomed.” In Cambodia Prince
Sihanouk ordered court mourning: “a light was put out,” he later
said, “which may not be re-lit for many years to come.” In
Indonesia flags flew at half-mast. In New Delhi people cried in the
streets. In Algiers Ben Bella22 phoned Ambassador Porter in tears
and said, “I can’t believe it. Believe me, I’d rather it happen to me
than to him.” In Guinea Sékou Touré23 said, “I have lost my only
Big Idea
Dreams and Reality How does this
statement reflect the dreams and
reality Americans associated with the
Kennedy presidency?
17. Josip Broz Tito (1892–1980) was the president of the Communist Party of Yugoslavia from
1939 to 1980.
18. Nikita Sergeyevich Khrushchev was the premier of the Soviet Union from 1958 to 1964.
19. Campesinos is Spanish for “farmers.”
20. Alberto Lleras Camargo (1906–1990) was the president of Colombia from 1945 to 1946
and 1958 to 1962.
21. Fidel Castro (c. 1926– ) is the Cuban premier.
22. Ahmed Ben Bella (1918– ) served as the first prime minister (1962–1963) and first
president (1963–1965) of the Algerian republic.
23. Sékou Touré (1922–1984) served as the first president of the Republic of Guinea from
1958 to 1984.
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Informational Text
Vocabulary
Word Parts When you come across
an unfamiliar word, you can often
break it down into parts—prefix, root,
and suffix—for clues to its meaning. A
root is the basic part of a word. A
prefix is a word part that can be
added to the beginnings of words. A
suffix is a word part that can be added
to the ends of words. What are the
root and suffix of courageous? What
does each part of this word mean?
English Language Coach
Understanding Compound Words
A compound word is a word that is
made of two separate words. The
meanings of many compound words
can be understood from the words
they are made of. What are the
words that form the compound word
statesmen? What is the meaning of
statesmen? Ask yourself, what kind of
people would be invited to the
funeral of the President of the United
States.
true friend in the outside world.” The embassy reported, “People
expressed their grief without restraint, and just about everybody in
Guinea seemed to have fallen under the spell of the courageous
young hero of far away, the slayer of the dragons of discrimination,
poverty, ignorance and war.” In N’zérékoré24 in the back country,
where one would hardly think they had heard of the United States
let alone the American President, a group of natives presented a
sum of money to their American pastor to buy, according to the
custom of the Guerze people, a rush mat in which to bury
President Kennedy. In Kampala Ugandans crowded the residence
of the American Ambassador; others sat silently for hours on the
lawns and hillsides waiting. In Mali, the most left-wing of African
states, President Keita came to the embassy with an honor guard
and delivered a eulogy. In the Sudan a grizzled old Bisharine
tribesman told an American lawyer that it was terrible Kennedy’s
son was so young; “it will be a long time before he can be the true
leader.” Transition, the magazine of African intellectuals, said, “In
this way was murdered the first real chance in this century for an
intelligent and new leadership to the world. . . . More than any
other person, he achieved the intellectual’s ideal of a man in action.
His death leaves us unprepared and in darkness.”
In Washington grief was an agony. Somehow the long hours
passed, as the new President took over with firmness and strength,
but the roll of the drums, when we walked to St. Matthew’s
Cathedral on the frosty Monday, will sound forever in my ears, and
the wildly twittering birds during the interment at Arlington25
while the statesmen of the world looked on. It was all so grotesque
and so incredible. One remembered Stephen Spender’s poem:
I think continually of those who were truly great. . . .
The names of those who in their lives fought for life,
Who wore at their hearts the fire’s center.
Born of the sun they traveled a short while towards the sun,
And left the vivid air signed with their honor.
It was all gone now—the life-affirming, life-enhancing zest, the
brilliance, the wit, the cool commitment, the steady purpose. . . .
24. N’zérékoré is a town in southeastern Guinea.
25. Interment means “the act of placing in a grave.” Arlington refers to Arlington National
Cemetery, in Virginia.
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Kennedy transformed the American spirit—and the response of
his people to his murder, the absence of intolerance and hatred,
was a monument to his memory. The energies he released, the
standards he set, the purposes he inspired, the goals he established
would guide the land he loved for years to come. Above all he gave
the world for an imperishable moment the vision of a leader who
greatly understood the terror and the hope, the diversity and the
possibility, of life on this planet and who made people look beyond
nation and race to the future of humanity. So the people of the
world grieved as if they had terribly lost their own leader, friend,
brother.
On December 22, a month after his death, fire from the flame
burning at his grave in Arlington was carried at dusk to the Lincoln
Memorial. It was fiercely cold. Thousands stood, candles in their
hands; then, as the flame spread among us, one candle lighting the
next, the crowd gently moved away, the torches flaring and
flickering, into the darkness. The next day it snowed—almost as
deep a snow as the inaugural blizzard. I went to the White House.
It was lovely, ghostly, and strange.
It all ended, as it began, in the cold.
Vocabulary
Word Parts A prefix is a word part
that can be added to the beginnings
of words. What does the prefix inmean? How does the prefix inprovide a clue to the meaning of
intolerance? Looking at the word
parts, how do you know this word is
a noun?
Literary Element
Parallelism When a series of words,
phrases, or sentences is parallel,
each part has a similar grammatical
form. What examples of parallelism
can you find in the passage? What
effect does the parallelism in the
passage create?
Vocabulary
eulogy (u lə jē) n. a public speech
honoring the recently deceased
imperishable (im per i shə bəl) adj.
unable to die; immortal
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A F TE R YO U R E A D
Graphic Organizer
The main idea is the main point or lesson that the
author wants you to learn from his or her writing. The
details of a selection usually support this main idea by
describing it or explaining how or why it is true. To
distinguish between the main ideas and the details of
a selection, create a main-idea-and-details organizer.
Fill in the organizer below with information from The
Drums of Washington. Part of it has been completed
for you. If you prefer, construct a Foldable™ to display
the information.
Main Idea:
President Kennedy’s assassination was not only a personal loss but one felt by nations,
leaders, and ordinary people all over the world.
Detail:
Detail:
Detail:
American leaders,
politicians, students, and
children mourned the
president’s death.
Author’s Conclusion:
The vast outpouring of grief over President Kennedy’s assassination is a testament to
his character, leadership, diplomacy, and integrity as a great person, both privately and
publicly.
Active Reading Focus
Summarizing Recall that to summarize a passage is
to state the main ideas in a logical sequence in your
own words.
Now that you have finished the selection, go back over
your notes and create your own summary. Fill in the
answers to the questions below:
38
•
Who was involved?
•
What happened?
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•
Where did the events occur?
•
When did the events occur?
•
How were the events important?
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Informational Text
Reading Strategy
Recognizing Bias When you recognize bias, you
determine if an author has an inclination toward a
certain opinion about something. In Judith Ortiz
Cofer’s story, “American History,” the narrator lives in a
Puerto Rican tenement in New Jersey. When President
Kennedy is assassinated, she notes that the usual
noise of the building is quieter, and that “President
Kennedy was a saint to these people.” Is the reaction
she describes unique? Based on the story and the
selection from The Drums of Washington, do you
think Schlesinger’s positive bias toward Kennedy’s
influence is justified? Explain.
•
•
A prefix is a word part that can be added to the
beginnings of other words. The prefix re- can mean
“again.” When added to the word state, the word
becomes restate and means “to state again.”
A suffix is a word part that can be added to the
ends of other words. When -ness is added to the
adjective sad, it becomes the noun sadness.
Use your knowledge of word parts to answer the
following questions.
1. Which of the following has a suffix that means
“able to”?
(a) incredulously
(b) inaugural
(c) incomprehensible
2. Which of the following has a suffix that tells you the
word is an adverb?
(a) incredulously
(b) amiable
Literary Element
Parallelism When a series of words, phrases, or
sentences is parallel, each part has a similar
grammatical form. Look back at the text and find one
example of parallelism. Then explain the effect of the
parallel structure on the ideas in the example.
(c) imperishable
3. Which of the following has a prefix that means “not”?
(a) eulogy
(b) imperishable
(c) amiable
4. Which of the following has no prefix?
(a) eulogy
(b) imperishable
(c) irrevocable
5. Which of the following has a suffix that means
“having qualities of”?
(a) amiable
(b) conviction
Vocabulary Practice
(c) eulogy
Understanding Word Parts Words are made up of
different parts. There are three main word parts:
prefixes, roots, and suffixes.
•
A root is the basic part of a word. For example, the
word courage is the root of the word courageous.
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Informational Text
Introductory Text: Nonfiction
Looking Ahead
(p. 299)
Preview
• What is nonfiction?
• What types of literature
are nonfiction?
• Why might you want to
read it?
This introduction gets you ready to read nonfiction in a unit of
your textbook. It shows how nonfiction is different from other
kinds of literature and explains why it is important. It describes
the elements within nonfiction that create meaning. It also offers
suggestions on how to read nonfiction.
As you read the introduction, use the Cornell Note Taking System
to record important points and remember what you have read.
Record
Reduce
TO THE POINT Write two key
words and phrases about
nonfiction. Key words and
phrases are the most important
ones. They will help you
remember what you have read.
For example:
Looking Ahead
➥
Explain two ways that nonfiction is different from other
literature. One way has been written for you.
All nonfiction is about real subjects.
real subjects
Preview
3 Big Ideas:
Looking into Lives
➥
What are the three Big Ideas of this unit? One Big Idea has
been written for you.
Looking into Lives
6 Literary Elements:
autobiography
biography
40
UNIT 2
➥
What six types of nonfiction will be your literary focus in this
unit? Two have been written for you.
Autobiography
Biography
NONF IC T ION
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Informational Text
Introductory Text: Nonfiction
Genre Focus
(p. 300)
Reduce
ANY QUESTIONS? Write them
now. Answer them as you
reread your notes. For example:
Record
➥
What kinds of subjects is nonfiction concerned with?
How can nonfiction be
creative?
Autobiography and Biography
➥
TO THE POINT Write the
boldfaced terms. One has been
written for you.
autobiography
How is fiction different from nonfiction?
Writing About Oneself
➥
Explain what the boldface terms mean. Use your own words, if
you like. The meaning of the first term has been written for you.
Autobiography:
An autobiography is the story of a person’s life, told by
the person who lived it. It may be based on memory and
evidence, or just memory.
Memoir:
TO THE POINT Write the
boldfaced terms. One has been
written for you:
biography
Writing About Another
➥
Define the boldfaced term. Use your own words, if you like.
Biography:
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Informational Text
Introductory Text: Nonfiction
Genre Focus
(p. 301)
Reduce
Record
TO THE POINT Write a few key
terms next to each boldfaced
term. For example:
about a single topic
Personal and Expository Essay
➥
Explain what the boldfaced terms mean. One definition has
been written for you.
Essay: A short piece of nonfiction in which the writer
explores a single topic from his or her point of view.
Personal essay:
Expository essay:
Persuasive Essay and Speech
➥
Ask yourself two questions about the main points of the
persuasive essay. Then answer the questions. One question and
answer has been written for you.
Q: Why does an author write a persuasive essay?
A: His purpose is to influence people’s ideas or actions.
Q:
A:
Recap
➥
Review your notes on the types of nonfiction. Then sum up this section
using this chart. Some of it has been filled in for you.
Autobiography
Biography
First person
written by the
subject
42
UNIT 2
Personal essay
Expository essay
Persuasive essay
Formal essay to
explain
NONF IC T ION
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Informational Text
Introductory Text: Nonfiction
Literary Analysis
Reduce
ANY QUESTIONS? Write them
now. Answer them as you
reread your notes. For example:
(p. 302)
Record
➥
Read the title and subtitle of this section. What will this section
be about?
Why was it difficult
for Alvarez to find
her voice?
➥
Remember that an autobiography is about a person’s life, told
by the person who lived it. What two elements tell you that this piece
is autobiographical? The first element has been written for you.
First-person point of view
TO THE POINT Write two key
words or phrases about the
theme, or message, in this
selection. For example:
Becoming a writer
MY VIEW Can reading an essay
make you experience something
you have never experienced?
➥
Which literary elements help define this selection as a personal
essay? What does the analysis say about how Alvarez creates meaning?
➥
Paraphrase, or put into your own words, this idea from the
essay: “How many of us are indeed caught, unreconciled between
two languages, two political poles, and suffer the insecurities of that
straddling.”
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Informational Text
Introductory Text: Nonfiction
Literary Analysis
(p. 303)
Reduce
Record
ANY QUESTIONS? Use them to
organize your notes. Ask, who,
what, where, when, and how.
Then briefly answer some or all
of those questions.
Who: Alvarez
What: found her
voice
Where:
When:
How:
➥
The thesis is the main point that a writer wants to prove.
What is Alvarez’s thesis? Can you show her thesis and supporting
details in an argument chart? One of them has been filled in for you.
Thesis: Alvarez and writers like her are forging a new
tradition.
Supporting Detail: Alvarez and others met at Bread
Loaf to discuss their work.
Supporting Detail:
Supporting Detail:
MY VIEW What might be
another good name for this
essay? Why?
Recap
➥
Review your notes on the Literary Analysis. Then sum up this section using
a thinking tree.
first person
44
UNIT 2
memory
informal
argument
thesis
NONF I C T I ON
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Informational Text
Introductory Text: Nonfiction
Writers on Reading
Reduce
(p. 304)
Record
TO THE POINT Write a few key
words. For example:
➥
TO THE POINT Write the key
ideas for this section. The key
ideas are the most important
ideas. For example:
Honesty in Personal Essays
ANY QUESTIONS? Write them
now, and answer them as you
reread your notes. For example:
Believability in Writing
personal essays
The main idea is the main point, or message, in a piece of
writing. What is the main idea in these paragraphs?
➥
What three things should you look in a personal essay in order
to better understand it? One point has been written for you
Look for the author’s honesty.
author’s honesty
What does suspension
of disbelief mean?
➥
Paraphrase the main idea of the first paragraph. When you
paraphrase, you put something into your own words to make it
easier to understand or shorter in length.
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Informational Text
Introductory Text: Nonfiction
Writers on Reading
Reduce
(p. 305)
Record
TO THE POINT Write a few key
words or phrases. For example:
biographer has to be
interested in his
subject
ANY QUESTIONS? Use them to
organize your notes. For
example: “How can knowing
the author’s relationship to his
or her subject help you
understand biography?”
The Craft of the Biographer
➥
Paraphrase the main idea of this paragraph. The main idea is
the author’s message to the reader or the point that he or she wants
to make.
Where Life and Art Meet
➥
What two things does a biographer have to understand about
his or her subject? The first one has been written for you.
who the person is
Recap
➥
Review your notes on Writers on Reading. Then sum up the three ideas in
this section in a paragraph. When you sum up, you reduce a large piece of writing
to the key ideas that are worth noting and remembering. The first sentence has
been written for you.
When reading nonfiction, the reader needs to believe the author
and feel he is being honest.
46
UNIT 2
NONF IC T ION
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Informational Text
Introductory Text: Nonfiction
Wrap-Up
(p. 306)
Reduce
TO THE POINT Write two key
ideas from this section. For
example:
Record
➥
What two ideas does the information on this page tell you
about? One idea has been written for you.
strategies for reading nonfiction
how to read nonfiction
Guide to Reading Nonfiction
➥
Fill in the chart below with the different purposes that an author
can have for writing nonfiction. One purpose has been written for you.
Author’s Purpose: To inform
Elements of Nonfiction
ANY QUESTIONS? Ask about
terms you’re unsure of. For
example: “What is distinctive
about a persuasive essay?”
➥
Ask yourself questions that will help you understand what each
boldface term means. Then answer them. Two questions and
an answer have been written for you.
Q: What is nonfiction? A: Writing about real people
and events.
Q: What’s the difference between autobiography and
biography?
Recap
➥
Review your notes on the Wrap-Up. Then sum up this section in a
paragraph. The first sentence has been written for you.
To figure out the type of nonfiction, identify the author’s purpose.
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Informational Text
Introductory Text: Nonfiction
Summarize
➥
Review your notes on this introduction. Read the main points that you have recorded. Then
use the organizer on this page to organize the information in your notes. Identify the important
points about the different types of nonfiction you learned about. An example has been provided for
you.
Nonfiction
and Biography
Autobiography:
story of a person’s life
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UNIT 2
NONF I C T I ON
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Informational Text
Introductory Text: Nonfiction
Apply
Multiple Choice
Circle the letter of the best choice for each of
the following questions.
1. What type of nonfiction is “On
Becoming a Writer”?
A. letter
B. speech
C. personal essay
D. news article
2. What is the purpose of a persuasive
essay?
A. to entertain
B. to share personal experience
C. to recount events in a person’s life
D. to influence ideas or actions
3. What is one characteristic of an
autobiography?
A. written by one person about
another person
B. focuses on one part of a person’s life
C. tells the story of an entire life
D. is an example of fiction
4. How are a memoir and an
autobiography similar?
A. Both are written by one person
about his or her own life
B. Both deal with one part of a
person’s life.
C. Both are written by one person
about another person.
D. Both are written for the same
purpose.
Matching
Write the letter of the choice in the second
column that best matches each item in the
first column.
5. personal essay _____
6. persuasive speech _____
7. biography _____
8. argument _____
9. autobiography _____
10. thesis _____
A. relies on evidence
B. informal
C. based on writer’s memory
D. emotional appeals
E. explore a person’s reactions
F. main purpose or reason for writing
How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas or literary elements of this unit. As you learn more about the ideas in the unit,
add to your notes.
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Informational Text
Introductory Text: Looking into Lives
Big Idea
(p. 307)
Preview
• How does nonfiction
express the theme of
looking into lives?
• What are the literary
elements authors use to
create autobiography and
biography?
Reduce
This introduction gets you ready to read the nonfiction in one
part of a unit in your textbook. It introduces the theme of the
nonfiction you will read in that part. It also addresses the
literary elements writers use to create autobiography and
biography. These forms will be a focus in this part of your
textbook.
As you read the introduction, use the Cornell Note Taking
System to record important points and remember what you
have read.
Record
ANY QUESTIONS? Remember to
ask yourself about images, or
pictures, on a page as well as
text. For example: “How is
nonfiction like art in expressing
themes?”
Big Idea
➥
Notice the words used to describe aspects of the theme that you
can find in autobiography and biography. You can chart them in
your notes, as shown. Can you add three other words that describe
the theme?
Looking into Lives
portraits
people
all walks of life
TO THE POINT Write key words
and phrases about the theme for
biography and autobiography.
Key words and phrases are the
most important ones. For
example:
➥
Based on what you have read on this page, what are two
questions that you should thinking of when you are reading the
nonfiction in this part?
Creates a portrait
about people
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Introductory Text: Looking into Lives
Literary Focus
(p. 308)
Reduce
Record
ANY QUESTIONS? Remember to
ask yourself about images on a
page as well as text. For example:
“Why is this comic strip paired
with the literary element of
autobiography?”
Autobiography
TO THE POINT Write a few key
words or phrases about what
an autobiography can do. Key
words and phrases are the
most important ones. The will
help you remember what you
have written. Two key words
and phrases have been written
for you:
➥
➥
What is the connection between the writer’s experiences and his
or her autobiography?
What do autobiographies do? List four possible purposes. Two
purposes have been written for you.
entertain the reader
share an experience
entertain
share an experience
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Introductory Text: Looking into Lives
Literary Focus
(p. 309)
Reduce
Record
TO THE POINT Write a few key
words next to each literary
element of memoir. For example:
Memoir: one period
of a person’s life
TO THE POINT Practice writing
brief summaries. Summarize one
point about a biography and one
point about a memoir. When you
summarize, you reduce a larger
text into shorter, key ideas that
are worth remembering. Here is
an example:
Biography is the story
of another person’s
life.
Memoir
➥
Explain how a memoir is similar to, and different from, an
autobiography. Part of the answer has been written for you.
Memoir is similar to autobiography because it is a first
person account of a person’s life that is written by that
person.
Biography
➥
List four characteristics, or qualities, of a biography. Two of
them have been written for you.
Story of a person’s life written by someone else.
Usually arranged chronologically.
➥
What is the difference between autobiography, memoir, and
biography? One difference is written for you.
Autobiography is the story of a person’s entire life to
that point.
A memoir
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Introductory Text: Looking into Lives
Summarize
➥
Review your notes on this introduction. Read the main points that you have
recorded. How are an autobiography, memoir, and biography similar and different?
Can you find the similarities and differences in your notes? Write your findings in
the space below. One similarity and one difference have been written for you.
Autobiography, biography, and memoir are similar because they are all about one
person.
An autobiography and a biography are different because an autobiography is
written by one person about his or her own life, but a biography is written by one
person about another person’s life.
An autobiography and a memoir are different because
Apply
Multiple Choice
Matching
Circle the letter of the best choice for each of
the following questions.
Write the letter of the choice that best
matches each numbered item.
1. What is “Looking to Lives” about?
A. stories of real people
B. articles on historical events
C. poems about famous people
D. stories about fictional characters
2. If you wrote about what you did in the
summer, it would be
A. a biography
B. an autobiography
C. a memoir
D. a fictional story
3. Can obtain details from outside
research _____
4. Can share an experience _____
5. Memoirs can deal with this time period
_____
6. the author is also the subject
A. memoir
B. autobiography
C. biography
D. biographer
E. one event
How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas or literary elements that are featured in this part. As you learn more about the
ideas in the part, add to your notes.
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Informational Text
B E FO R E YO U R E A D
T H E M U RDE R O F
A BR A H A M LI N CO LN
Building Background
Literary Element
Narrator
Rick Geary’s graphic novel The Murder of Abraham
Lincoln, deals with what happened immediately before
and after the assassination of President Abraham Lincoln
on April 14, 1865. You will be reading a selection that
opens the novel. It presents Lincoln’s delivery of his
second inaugural address. Geary is a cartoonist and
illustrator who has contributed to many different
publications during his career. The Murder of Abraham
Lincoln is part of an ongoing Victorian crime series.
The narrator is the person who tells a story. A firstperson narrator is an insider to the story. This narrator
may refer to himself or herself as “I” within the story. A
third-person narrator, on the other hand, is an
outsider to the story. As you read this selection, ask
yourself: Is the storyteller an insider or outsider to this
story? How do I know?
Setting Purposes for Reading
A portrait is a picture of a person. A portrait is usually
a painting or drawing, but it can also be a well-written
description of a person. When you find portraits in a
literary work or piece of art, ask yourself: What can I
learn about a person from this portrait?
What is the power of words? Sometimes words can
have a big impact on the way that people see the
world. Discuss the following questions with a classmate:
•
•
Why do you think Lincoln’s second inaugural
address is so important?
Have you ever heard or read a speech that
influenced the way you thought about something?
How did it change your thinking?
Read to experience an important episode in Lincoln’s
life and the life of the country.
Reading Strategy
Identifying Genre
A genre is a type of art or literature. For example, one
genre of art is the graphic novel. Identifying genre
means to recognize certain parts of a piece of art or
work of literature in order to identify the genre. Look at
the drawings and text in this graphic novel. What parts
can you identify?
Active Reading Focus
Interpreting Graphic
Representations of
Literature
A graphic representation of literature is a retelling of a
piece of literature by using images or pictures. When
you interpret graphic representations of literature,
you look closely at the parts that make up an image or
picture used in the graphic retelling. Then you decide
what the image or picture means or how it relates to
the words on the page. In this selection Geary uses
pictures to express his idea of what Lincoln’s second
inaugural address means. As you read, pay attention to
54
the way in which Geary visually represents the text of
the second inaugural address.
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Big Idea
Looking Into Lives
Vocabulary
Read the definitions of these words from The Murder
of Abraham Lincoln. As you read the selection, use
your knowledge of synonyms—or words with the same
or nearly the same meaning—to figure out the
meanings of unfamiliar words.
inauguration (in o ´ya rāshən) n. ceremony;
installing of an official into government office; p. 55
The inauguration of the mayor occurred in front of City Hall.
oath (ōth) n. a solemn promise; p. 55 The police took an
oath to protect the citizens of the town.
brevity (brevə tē) n. shortness; reduction into few
words; p. 55 The brevity of his answer to our lengthy
question surprised us.
deprecated (deprə kāt id) v. disapproved; argued
against; p. 56 The stu dent council deprecated the
principal’s rule that students must wear uniforms.
reconciliation (rekən sil´ə ā shən) n. a reunion; the
forgiveness of differences; p. 59 The reconciliation
between the brothers occurred more than three years after
their argument.
English Language Coach
These notes help you apply word attack skills to
understand unfamiliar words or expressions.
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Informational Text
from
The Murder of Abraham Lincoln
Written and Illustrated
By Rick Geary
Reading Strategy
Identifying Genre To identify
genre means to recognize the special
parts of a particular type of art or
work of literature in order to find out
the genre, or type. In this selection,
Geary combines text with illustrations
to create a graphic novel.
•
What parts of the illustration help
you understand these words?
English Language Coach
Understanding Multiple-Meaning
Words There are many words in the
English language that have more than
one meaning. For example, the word
light may mean “a lamp” but it could
also mean “not heavy.” In this
passage, the word address means “a
formal speech.” What is another
meaning for address?
Vocabulary Practice
inauguration (in o ´ya rāshən) n.
ceremony; the installation of an
official into government office
oath (ōth) n. a solemn promise
brevity (brevə tē) n. shortness;
reduction into few words
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Informational Text
Literary Element
Narrator The person who tells a story
is called a narrator. A narrator can be a
first-person or third-person narrator. Is
this passage told by a first-person or
third-person narrator?
Vocabulary
Using Synonyms Provide a
synonym for the word deprecated.
How does the synonym help you
understand what this part of Lincoln’s
speech is about?
English Language Coach
Understanding the Implied
Meaning of a Word The denotation
of a word is its literal meaning, or
dictionary definition. The connotation
of a word is its implied meaning, or the
images and ideas the word brings to
mind. The word survivor in the passage
means “someone who lives through a
horrible event,” which is its denotation.
Now give the word’s connotation: List
three images or ideas that survivor
brings to mind.
Vocabulary
deprecated (deprə kāt id) v.
disapproved; argued against
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Informational Text
English Language Coach
Understanding Roots, Prefixes,
and Suffixes A prefix is a word part
added to the beginning of a root or
base word to change its meaning. A
suffix is a word part added to the
end of a root or base word. The word
re-election in the passage is made up
of the prefix re-, which means
“again,” the base word elect, which
means “to chose by voting,” and the
suffix -tion, which means “act of.”
What is the meaning of re-election?
Big Idea
Looking into Lives When Lincoln
makes this statement, he is aware
that many people dislike him and
have threatened to kill him. What
does Lincoln’s statement tell you
about his character?
✔ Reading Check
1. According to Geary, how popular is
Lincoln at the time of his second
inauguration?
2. Why does Lincoln receive death
threats? How does he respond to
these threats?
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Active Reading Focus
Interpreting Graphic
Representations of Literature
Look closely at the parts of this
picture.
•
•
•
To whom is Lincoln speaking?
Why does he use the word “we”
when speaking to them?
How does Lincoln’s use of the
pronoun we relate to Geary’s
illustration of this part of the
address?
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Informational Text
Literary Element
Narrator The narrator is the person
who tells the story. Put the narrator’s
statement into your own words. Why
does Geary use a narrator on this page,
right before Lincoln ends his speech?
English Language Coach
Using Suffixes to Form Nouns
Suffixes are word parts that are
added to the ends of words to create
new meanings. Noun suffixes are
suffixes that turn other parts of
speech into nouns. For example,
when you add -ance to the verb
assist, you get the noun assistance.
The noun forgiveness is formed from
the verb forgive, which means “to
stop blaming someone for
something,” and the noun suffix
-ness, which means “state or quality
of.” What is the meaning of
forgiveness?
Vocabulary
reconciliation (rekən sil´ə ā shən)
n. a reunion; the forgiveness of
differences
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A F TE R YO U R E A D
Graphic Organizer
Create a chart to organize information from a
nonfiction selection. Record the four main points of
Lincoln’s second inaugural address in the left-hand
column of the chart. Then record the information
provided by the narrator about both the address and
Lincoln’s presidency in the right-hand column. The
chart has been started for you.
Second Inaugural Address
Before the war “all sought to avert it”
Address and Presidency
Address given in front of new Capitol, on
cold, rainy March day
Active Reading Focus
Interpreting Graphic Representations of
Literature Graphic representations can help you
better understand a piece of literature, but they can
also affect the way you feel about that piece of
literature. What did Geary’s illustrations make you feel
about Lincoln’s second inaugural address?
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Vocabulary Practice
Reading Strategy
Identifying Genre A genre is a type of literature or
art. There are two different genres present in this
selection. What are they? Why is it surprising to have
these two genres paired together?
Using Synonyms Recall that synonyms are words
with the same or nearly the same meanings. Circle each
boldfaced word’s synonym from among the choices.
1. The inauguration marked the senator’s first day in
office.
(a) ceremony
(c) oath
(b) speech
2. All those in attendance stood up to deprecate the
behavior of the chairman.
(a) denounce
(c) refuge
(b) scourge
Literary Element
Narrator The narrator is the person who tells the
story. The narrator can be a first-person narrator, who
tells the story and is part of the story. Or the narrator
can be a third-person narrator, who tells the story but
is not involved in the story. What type of narrator is
used in this selection? How did both the drawings and
the text help you figure out whether the narrator told
the story from a first- or third-person point of view?
3. Sarah made a solemn oath not to tell anyone
about my secret.
(a) statement
(c) promise
(b) inauguration
4. The note was written with such brevity that Jack
couldn’t understand what it meant.
(a) detail
(c) shortness
(b) clarity
5. The two brothers achieved a reconciliation after
nearly ten years of separation.
(a) reunion
(c) dispute
(b) understanding
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Introductory Text: On the Move
Big Idea
(p. 379)
Preview
• How can nonfiction
describe travel and
adventure?
• How do different types of
essays express the
author’s purpose?
This introduction gets you ready to read nonfiction in one part
of a unit in your textbook. It introduces the theme, or main
idea of the nonfiction you will read in that part. It also talks
about the literary elements writers use to create personal and
expository essays. These forms will be a focus in this part of
your textbook.
As you read the introduction, use the Cornell Note Taking
System to record important points and remember what you
have read.
Reduce
Record
TO THE POINT Write a few key
words and phrases. Key words
and phrases are the most
important ones. They will help
you remember what you have
read. Two examples have been
provided for you.
Big Idea
➥
Notice the phrases used to describe aspects of the theme. Can
you chart five of them in your notes? Two examples have been
provided for you.
On the Move
world and its richness
use vivid detail to
describe travels
TO THE POINT Write key words
about theme, the message that
the writer wants you to learn.
Write two themes that you will
learn about. One has been
written:
vivid detail
world and its richness
➥
Based on what you have read about the Big Idea, what are two
ideas that you think you will read about in this part of your book?
The first idea has been written for you.
essays exploring the world
lessons from exploring
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Introductory Text: On the Move
Literary Focus
(pp. 380–381)
Reduce
ANY QUESTIONS? Remember to
ask yourself about images as
well as text on a page. For
example: “Why is this painting
paired with this excerpt?”
Record
What is an essay?
➥
Paraphrase the main idea of this paragraph. When you
paraphrase, you put someone else’s idea into your own words.
➥
What three senses might this excerpt from “All God’s Children
Need Traveling Shoes” appeal to? Can you list examples of these
sensory experiences? One example has been written for you.
Smell: too-sweet flowers, freshly fried fish, stench of
open sewers
Sound:
TO THE POINT Write the
boldfaced terms. One has been
written for you.
persuasive
Sight:
Personal Essays
➥
TO THE POINT Write a few key
words or phrases next to each
literary element. Two key
words have been written for
you.
What does the author of “Field Trip” tell you about where she
was and what she did when she learned that Robert Kennedy was
shot? Part of this answer is written for you.
The author was at the Judson Candy Factory.
inform
entertain
➥
What do personal essays do? List two possible purposes. One
purpose has been written for you.
Personal essays inform and entertain.
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Informational Text
Introductory Text: On the Move
Literary Focus
(p. 381)
Reduce
Record
ANY QUESTIONS? Remember to
ask yourself about heads on the
page.
Expository Essays
➥
Expose is the root word for “expository.” Based on what you
have read in this section, write down what it means. Then, explain
how the meaning of expose can help you remember the meaning of
this expository essay. The definition for expose has been written
for you.
To expose means to make known or explain.
Persuasive Essays
➥
Ask yourself four questions about the meaning or purpose of
each boldface term. Then answer the questions. Two examples have
been written for you.
Q: What is the purpose of a persuasive essay?
A: The purpose is to influence the reader’s opinion or
emotions.
Q: How does argument help the writer to persuade the
reader?
A: An argument describes an opinion and then
supports it with reason, logic, and evidence.
Q:
A:
Q:
A:
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Informational Text
Introductory Text: On the Move
Summarize
➥
What is the difference among personal, expository, and persuasive essays?
Can you find the differences in your notes? Write your findings below. The first
finding has been written for you.
Personal Essays are informal. They are different because they can be written in
first person.
Apply
Multiple Choice
Matching
Choose the best answer for the following
questions.
Choose the option that best matches each
nonfiction type below.
1. Name one purpose of personal
essays.
A. to persuade
3. argument _____
4. persuasive essay _____
B. to argue
5. essay _____
C. to entertain
6. personal essay _____
A. relies on evidence
D. to contrast
2. What is one purpose for an expository
essay?
A. to entertain
B. to share personal experience
C. to recount events in a person’s life
B. shares an experience
C. short, nonfiction piece
D. influence opinions or emotions
E. proof that supports the argument of
an essay
D. to inform
3. With what is a writer’s opinion
supported in an essay?
A. feelings
B. ideas
C. evidence
D. sentences
How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas or literary elements that are featured in this part. As you learn more about the
ideas in the part, add these ideas to your notes.
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Informational Text
B E FO R E YO U R E A D
A DV E N T U R E TO A N TA RC T I C A
Building Background
In “Adventure to Antarctica,” Rob Johnson describes his
voyage to one of the most dangerous places in the
world—South Georgia Island in Antarctica. Johnson spent
ten years preparing for this journey. His preparation
included building the Shaman, a ship created especially
for the expedition. During this journey, Johnson and his
crew retrace the steps of Ernest Henry Shackleton, an
explorer who had hoped to be the first person to cross
Antarctica in 1915. They also enjoy a personal encounter
with the area wildlife. Johnson cannot explain why he is
drawn to the island, but after he returns, he realizes the
journey is more important than he could have
anticipated.
Setting Purposes for Reading
Achieving a goal requires dedication, preparation, risk,
and sacrifice. Before you read, discuss the following
questions with a partner:
•
•
Have you ever achieved a great goal? What made
achieving it so important?
Have you ever tried to reach a goal, but decided it
wasn’t worth the risk? Were you disappointed? Why
or why not?
Read to discover how Rob Johnson and his crew meet
their goal of traveling to South Georgia Island, Antarctica.
Reading Strategy
Analyzing Text
Structure
Analyzing text structure means to identify and
understand how an author organized his or her writing.
A piece of writing can be organized in many ways,
including problem-and-solution, cause-and-effect, and
comparison-and-contrast. The following selection is
organized in a problem-and-solution structure.
Active Reading Focus
Making Inferences
When you make inferences, you use your reason and
experience to figure out what the author means by
what he or she has written. As you read “Adventure to
Antarctica,” look for clues, such as descriptions,
relationships, and events that Johnson provides to help
you better understand the meaning of the selection.
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Literary Element
Author’s Purpose
An author’s purpose is his or her reason for writing a
literary work. Authors typically write for one or more of
the following purposes: to persuade, to inform, to
explain, to entertain, or to describe. In this selection,
Johnson’s purpose is to describe his voyage to
Antarctica and why it was important to him.
Big Idea
On the Move
Travel and adventure writing allows writers to share
unique experiences about a particular place, as well as
relate a more personal, or sometimes universal,
message that a journey brings to light.
Vocabulary
Read the definitions of these words from “Adventure
to Antarctica.” The origin of each word, or its
etymology, can be found in a dictionary, usually right
after the part of speech. A word’s origin reflects the
history and development of the word, and can help
you unlock its meaning.
glaciers (lāshərz) n. pl. large masses of ice and snow
that form in coldest areas of the earth; p. 67 The glaciers
that surround Antarctica are very old.
expedition (eks´pə dishən) n. a journey with a
purpose; p. 67 The tourist went on an expedition to explore
the island.
inscribed (in skr¯bd) v. marked or engraved with
words or symbols; p. 70 Jane’s necklace was inscribed with
her initials.
albatross (albə tros´) n. a large, web-footed bird of
the southern hemisphere, with a hooked beak and long,
narrow wings; p. 70 An albatross can have a wingspan of
eleven feet.
significantly (si nifi kənt lē) adv. meaningfully;
importantly; p. 71 The teacher paused significantly before
she provided the class with important information.
English Language Coach
These notes help you apply word attack skills to
understand unfamiliar words or expressions.
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Informational Text
Adventure to Antarctica
Active Reading Focus
A VOYAGE TO THE MOST
DANGEROUS WATERS IN THE WORLD
By Rob Johnson
South Georgia Island, located in the South Atlantic Ocean, is the
breeding ground of Antarctica. Birds and seals live and reproduce
there. The island is also the site of the whaling industry in the
Southern Ocean for much of the 20th century. This cold and
windswept, rocky land is the final resting place and center of
drama for the life of British explorer Sir Ernest Shackleton, who
wanted to be the first person to cross the frozen continent.
Surrounded by ice and the most famous and dangerous waters
in the world, South Georgia Island (SGI) represents the ultimate
destination on Earth. With this in mind, I set my sights on sailing to
her shores. But nearly 10 years of reading, planning, dreaming, and
voyaging would pass before we cast off.
The first thing I had to do was to build Shaman, the ship that
would take us on our adventure. Her design and construction
became the cornerstone of the adventure. My vision of sailing to
South Georgia Island became the tool I used to inspire the designer,
project manager, boatbuilder, and sail maker as each joined me in
creating this 88-foot sailing yacht. Everything about Shaman was
created with the South Georgia mission in mind. We launched her
in 1997, and every voyage aboard her—past many glaciers,
through many storms—built my confidence for the passage to
South Georgia.
Making Inferences Remember that
when you make inferences, you use
your reason and experience to figure
out what the author means by what
he or she says. What does Johnson
mean in this statement regarding his
goal of traveling to the island?
Vocabulary
Etymology The etymology, or
origins of a word, can help you to
understand its meaning. Use your
dictionary to determine the
etymology of the word “glacier.” What
is the origin of this word? How is it
related to this word’s meaning today?
The Management of Fear
To dream and consider is not the same as to act. Setting out on an
expedition to SGI is challenging—the water temperature is 30
degrees Fahrenheit, winds are often stronger than 50 knots, and
waves frequently reach a height of 50 feet.
We expected to hike on land that features elevation changes of
2,000 to 3,000 feet in a day’s trek, and as much as 10,000 feet just a
few miles from shore. Besides the weather and the land, there were
other dangers to face. Animals, in this case fur seals, can bite,
leaving a deadly infection, and South Georgia does not have a
hospital.
Vocabulary
glaciers (lāshərz) n. pl. large
masses of ice and snow that form in
coldest areas of Earth
expedition (eks´pə dishən) n. a
journey with a purpose
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Informational Text
English Language Coach
Understanding Multiple-Meaning
Words There are many words in the
English language that have more than
one meaning. In this passage, the
word present means “existing.” What
is another meaning for present?
Vocabulary
Look up the etymology of the word
vessel. What is it? Is it the same as or
different than the meaning of the
word today?
English Language Coach
Understanding Idioms An idiom is
an expression whose meaning is
different from the dictionary meaning
of the words that make it up. If you
read an expression that just doesn’t
make sense, examine the words that
surround it. What do you think the
idiom know something inside out
means?
✒ Underline the clues that help you
understand the idiom.
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Fear will always be present when risk and danger are real, yet
too much fear can limit an adventure. Much pleasure, excitement,
and achievement are lost if you give in to it. Yet you can’t ignore
fear. It is more dangerous to say it doesn’t exist.
I believe that the central focus of expedition sailing is fear
management. Are the boat, the equipment, the team, and the
preparation thorough enough to manage the risk of a dangerous
expedition? Does the crew get along and do they trust and support
one another? How does the team work together to roll back the
envelope of the fear that limits action—roll back, but not eliminate,
fear to get the most from the experience?
The Team
I selected a team of nine people, including myself. Raymond Wroe
Street and Kim Broas had been aboard Shaman for four years. They
knew the vessel inside out and were in charge of the mechanical
and logistics preparations. Raymond’s brother, Grant, and Simon
Laight were the athletes. Grant was an experienced outdoorsman,
hiker, and climber. We would need Simon’s and Grant’s help once
we landed on the island.
Since the Southern Ocean is so dangerous, I needed experienced
sailors, some of whom knew how to steer in heavy seas. An 88-foot
sloop, such as Shaman, can reach speeds of 20 knots or more in the
conditions that sailors find in the rough Southern Ocean. A mistake
aboard a 100,000 pound yacht hurtling through confused seas at
that speed can be costly.
Erik Soper had a strong spirit. He came to be known as “Crean”
after the member of Shackleton’s crew Tom Crean, who was at
Shackleton’s side throughout his voyage. Every job was his job in
his mind. Erik proved to us all that we could do more.
Onne van der Wal was our photographer. He is a fine sailor and
had sailed the Southern Ocean before. His skill as a seaman added
to our confidence, and his pictures preserved our memories so we
could share them forever.
Peter Wilson was the project manager in the building of Shaman,
and an experienced seaman. He was formerly a captain and ocean
racer. I was delighted that he had the chance to experience
firsthand the ship which he had helped create.
We also needed knowledge of the island, its harbors, and its
dangers. We were very fortunate to find a guide in Eef Willems. Eef
had been to SGI several times, taking part in studies of the island’s
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Informational Text
animal population. He also knew SGI’s geology, animal life, wind
conditions, and places to go for shelter. Eef had a very loving,
enthusiastic, and encouraging way about her that was so important
to her leadership. We could feel that she wanted us to stretch to see
what she knew was waiting for us, and that she cared about our
safety.
Departure
We left Ushuaia, Argentina, on February 7, 2003, and stopped
briefly in Chile. Then we sailed out into the ocean, where light
winds greeted us, eventually growing to 25 knots. We clipped
along at 10–12 knots, at last on our way. Eef told us what we could
expect during the 1,300-mile trip to SGI. Temperatures were cool
and we spent time reviewing safety procedures. Everyone on deck
had to wear a safety harness and be clipped to a tether so we
wouldn’t fall overboard. In addition, everyone on deck wore a life
jacket and an emergency radio locator in case we did fall overboard!
Our trip was largely uneventful for 800 miles. Eef continued to
tell stories about the island, which made us excited to see it. As we
got closer, icebergs, 200 to 400 feet high, began to appear on the
horizon. We were able to see the ice on radar, and during the
daylight hours (about 19 hours of the day in the Antarctic summer),
we could spot them in the distance. As the ice masses grew in
number, Eef requested that we slow the boat to 5 knots or less
during darkness. She also suggested that we put a crew member on
the ship’s bow during daylight as a lookout for ice. As excited as
we were to reach the island, we were all in favor of Eef’s safer—if
slower—approach.
Approach and First Landing
On a slightly hazy and overcast day, we sailed up to the northwest
corner of the island toward Right Whale Bay. As we approached
the anchorage, two things were clear. First, the symphony of
animal cries was worthy of a Steven Spielberg movie. Fur seals,
elephant seals, and penguins provided a continuous soundtrack. As
dusk approached, we could make out the outlines of the many
animals playing on the beach.
Second, our sense of smell told us that this place was different
from any that most of us had ever visited. Not even the monkey
house at the San Diego Zoo could compare with this notification
that animal life was abundant. In my journal of the day I wrote:
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Active Reading Focus
Making Inferences When you
make inferences you figure out the
point that the author wants to make
regarding what he or she has written.
•
•
List three qualities of Eef that
Johnson discusses in these
sentences.
Based on these qualities, what
point is Johnson trying to make
about the type of person Eef is?
Literary Element
Author’s Purpose What does
Johnson describe to us about his trip
to the island in this passage?
Vocabulary
Word Origins How do the origins of
the word symphony help you figure
out its meaning? Use a dictionary for
help.
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English Language Coach
Understanding the Implied
Meaning of a Word The
denotation of a word is its literal
meaning, or dictionary definition. The
connotation of a word is its implied
meaning, or images and ideas the
word brings to mind. The word heroic
in the passage means “showing great
courage,” which is its denotation.
Now give the word’s connotation: list
three images and ideas that heroic
brings to mind.
Active Reading Focus
Making Inferences What do
Johnson and his colleagues do in
order to honor Shackelton’s memory?
What does this action suggest to you
about Johnson’s feeling for
Shackleton?
Vocabulary
inscribed (in skr¯bd) v. marked or
engraved with words or symbols
albatross (albə tros´) n. a large,
web-footed bird with a hooked beak
and long, narrow wings
Animal cries were everywhere. Awe was in every pair of eyes I
explored. The excitement of the romantic quest to the land of Shackleton
had given way to that which was before our eyes and in our ears.
Ernest Henry Shackleton
Many times, close examination deflates the reputation of a heroic
figure. In this case, though, the more we explored the experience of
Shackleton, the more powerful his heroism became. Shackleton,
who had hoped to be the first person to travel across Antarctica,
had the sense to place the value of human life above his personal
record of achievement. In the end he is all the more heroic for the
choices he made.
In 1915, Shackleton’s ship was crushed in the ice near Elephant
Island, about 800 miles from a whaling center on SGI. To save his
crew, the explorer and five of his strongest men sailed and rowed
800 miles in a 22-foot boat to get help from the whalers. As we
visited the beach where Shackleton landed after his trip, and as we
traced parts of his dangerous three-day hike across the island, we
could see and feel how dismaying the task must have been to the
men seeking help for their stranded crew.
Perhaps even more remarkable was that Shackleton returned to
Elephant Island and rescued all of his team. Every one of them was
alive after months of living on the ice, eating penguins, and
burning seal blubber for warmth.
Shackleton died in 1922, aboard ship while docked at a harbor
along SGI. On February 15, 2003, the 129th anniversary of
Shackleton’s birth, we visited his grave on South Georgia and had
cake inscribed with the Shackleton family motto, “By Endurance
We Conquer.” Written on the back of the gravestone is the
following: “I held that a man should strive to the uttermost for his
life’s set prize. —Robert Browning.”
Albatross Island
We spent two days on Albatross Island playing with the wandering
albatross, the largest existing bird species that can fly. This last stop
was the most moving of experiences for me. I stood in the grass
with my still and video cameras, and watched birds perform their
mating dance. As they flew overhead, their 11-foot wingspan
ripped the winds. At one point, two birds came up next to me. One
of them nibbled on my glove. It then turned and sat down not 18
inches from my right thigh. I took off my glove and sat there
significantly (si nifi kənt lē) adv.
meaningfully; importantly
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petting its beautiful white-feathered back. Tears flowed down my
cheeks. Tenderness and wonder filled my spirit.
After returning to Shaman I wrote in my journal: I touched a bird
and something in me was touched. At that moment, standing with Simon,
Eef, Peter, and Onne, I could feel that I have completed what I came here
to do. I cannot tell you what it is that I came here to do. But I know I have
completed it. I am ready to come home. I do not entirely know why I built
this boat. I do not know why South Georgia Island was my ultimate
destination from the beginning. When we took off, I expected it to be
stimulating and, at times, stunning. But I did not know all of what I
wanted to accomplish. I did not know either, early on, what would free my
mind to set sail away from here feeling . . . . satisfied . . . . We have seen a
lot, and the experience of this island has been significantly more
powerful than I had expected. Even with high expectations, I do not know
now why this moment with the wandering albatross completed my
satisfaction, and I do not even know what it is that constitutes
completeness. I just feel it. I can come home now.
Heading Home
The magnetic pull of family, business, and friendships grew
increasingly strong. Snow was falling on the mountains as we left,
and winds were moderate. Dolphins and albatross took turns as
escorts, leading our parade toward home. Winds and seas
continued to build as we crossed the rough waters.
This was our final test. Four times, waves crashing into the
steering cockpit knocked the helmsman off of his feet. The power
of the Southern Ocean lived up to the tales, and I knew we did not
see the worst of its anger. Shaman was strong and the crew was
capable, but we were aware that the sea could take us if it wanted
to.
As we sailed north, the conditions eased and the temperatures
warmed enough to let us step out of our woolies and wet gear. A
beautiful sunrise and Van Morrison on the stereo brought relief to
everyone.
That evening, we landed in Montevideo, Uruguay, and tied the
ship to the dock. Shaman had safely completed that which she had
been designed to do. It was the trip of a lifetime. I am so grateful.
—Updated 2005, from Yachting, October 2004
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English Language Coach
Finding the Meaning of
Unfamiliar Words The context of a
word refers to the other words and
sentences that surround the word.
Context clues may provide a
definition of a difficult word.
✒ What does helmsman mean?
Underline the surrounding words
from the passage that give you a clue
to the meaning of the word
helmsman.
Big Idea
On the Move Although Johnson
feels he has accomplished his goal,
what greater message does he keep
in mind here and throughout the
journey?
✔ Reading Check
1. How do Johnson and his crew
commemorate Shackleton’s
birthday?
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Informational Text
A F TE R YO U R E A D
Graphic Organizer
When you read an article that focuses on a problem,
use a problem-and-solution organizer to record the
main problems and solutions the author discusses.
The left box contains the problem, and the right box
contains the solutions. Go back and reread the text
to see which events are part of the problems, and
which are part of the solutions. Then fill in the
organizer. Two examples have been written for you.
Problem(s)
Johnson wants to sail to South Georgia
Island.
Johnson needs a boat and crew that can
handle the expedition.
Active Reading Focus
Making Inferences Sometimes it is necessary to
make inferences to figure out what an author does not
say directly. Clues, such as descriptions, relationships,
dialogue, and events, can help you make inferences to
better understand the meaning of a selection. In the
space below, list three clues that helped you infer the
goal that Johnson felt he accomplished on his trip.
Then state that goal in the space below. Two clues
have been written for you.
Solution(s)
Johnson plans for this voyage for ten years
Johnson builds a ship that can take him
there and selects a crew with the
experience needed to get there safely.
2. Johnson sees and touches an albatross during the
last stop. In his journal, he describes this
experience as a moment that “completed [his]
satisfaction.”
Goal:
Clues:
1. The more Johnson and the crew explored
Shackleton’s experience, the more powerful his
heroism became to them, despite his failed voyage.
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Reading Strategy
Analyzing Text Structure Shackleton’s voyage is
both an inspiration and a warning for Johnson. Look
back at the text to find the parts where Johnson
discusses Shackleton. For each part, explain whether
Shackleton stands for a warning of the problems that
Johnson finds or whether Shackleton stands for an
example of the solutions that Johnson uses on his
journey.
Vocabulary Practice
Using Word Origins Word origins, or etymology,
reflect the history and development of words. They
can help you figure out what words mean. Use your
knowledge of the word’s meaning to determine its
origin from the clues below.
1. This word comes from a Latin word meaning to
send away
(a) expedition
(c) significantly
(b) glaciers
2. This word is an alteration of the Portuguese word
alcatraz meaning “pelican.”
(a) expedition
(c) albatross
(b) glaciers
3. This word comes from a French word that means
“ice.”
(a) expedition
(c) inscribed
(b) glaciers
4. This word comes from a Latin word that means “a
writing upon.”
Literary Element
Author’s Purpose Recall that an author’s purpose
can be one or more of the following: to persuade, to
inform, to explain, to entertain, or to describe. Now
that you have finished the selection, answer the
following questions:
•
•
Explain what Johnson informed you about in this
selection. Support your answer with evidence from
the text.
Explain what Johnson described in this selection.
Support your answer with evidence from the text.
(a) inscribed
(b) significantly
5. This word comes from the Latin meaning “important.”
(a) inscribed
(c) knots
(b) significantly
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(c) albatross
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Informational Text
Introductory Text: Finding Common Ground
Big Idea
(p. 435)
Preview
• How can nonfiction
persuade?
• How are speeches
persuasive?
This introduction gets you ready to read the nonfiction in one
part of a unit in your textbook. It explains the theme, or main
idea, of the nonfiction you will read in that part. It also
explains the literary elements that writers use to create
persuasive essays and speeches. These forms will be a focus in
this part of your textbook.
As you read the introduction, use the Cornell Note Taking
System to record important points and remember what you
have read.
Reduce
Record
TO THE POINT Write three key
ideas. Key ideas are the most
important ones. They will help
you remember what you have
read. One key idea has been
written for you.
Big Idea
➥
What are three reasons that writers use their powers of
persuasion? One reason has been written for you.
to change people’s opinions
deal with people who
do not agree with you
➥
The main idea is the main point or what the writer wants you
to learn from his or her writing. Put the main idea of this paragraph
into your own words.
TO THE POINT Write two key
words and phrases, or most
important words and phrases,
about the theme of finding
common ground. One key
phrase has been written for you.
power of persuasion
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➥
What are two qualities of a persuasive essay that help people
find common ground? One quality has been written for you.
Persuasive essays present evidence to influence
people’s opinion.
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Informational Text
Introductory Text: Finding Common Ground
Literary Focus
(p. 436)
Reduce
ANY QUESTIONS? Remember to
ask yourself about images as
well as the text on a page. For
example: “Why is this painting
paired with this speech?”
Record
What techniques make persuasive
writing compelling?
➥
What was one of Lincoln’s goals in this speech?
The Gettysburg Address
➥
Read Lincoln’s speech. Use this problem-solution chart to take
notes. The problem and one solution have been written for you.
Write two more solutions in the chart.
Problem:
We are engaged in a civil war.
Solution:
We cannot forget the sacrifices of those who have died.
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Informational Text
Introductory Text: Finding Common Ground
Literary Focus
(p. 437)
Reduce
Record
TO THE POINT Write a few key
words or phrases next to each
literary element. The key
words or phrases that you
write should explain or describe
the literary element. For
example:
logic
reason
emotion
assertion or opinion
statement
support for the
assertion
statement of what
the writer believes
Persuasion
➥
List three things to which persuasive essays and speeches appeal
in order to convince the reader to think or act in a certain way. One
has been written for you.
Logic
Argument
➥
How is an argument structured? Can you sequence the parts?
The first two parts have been written for you.
1. Assertion or opinion statement
2. support for the assertion
3.
4.
Assertion
➥
Define the terms listed below. The first term has been defined
for you.
An assertion: a statement of what the writer believes,
as opposed to a statement of fact. It can be supported
with facts, and should aim to persuade the reader.
Opposing arguments:
Solution:
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Introductory Text: Finding Common Ground
Summarize
➥
What are three differences and one similarity between an argument and an
assertion? Can you chart the similarities and differences in your notes? The
first two differences have been written for you.
Argument
Assertion
Differences:
Uses logic and reason
Differences:
Puts forth the author’s beliefs
Similarity:
Appeals to the reader
Similarity:
Appeals to the reader
Apply
Multiple Choice
Matching
Choose the best answer for the following
questions.
Choose the option that best matches each
nonfiction type below.
1. An argument and assertion both use
_____
A. fact-based evidence.
B. emotional appeals.
C. colorful examples.
D. contrast.
2. One reason to write a persuasive essay
is _____
A. to compare and contrast ideas.
B. to explain an idea.
C. to change people’s opinions.
D. to describe an experience.
3. argument _____
4. assertion _____
5. persuasive essay _____
6. Gettysburg Address _____
7. emotional appeals _____
8. persuasion _____
A. is one part of an argument
B. used in persuasive essay
C. written to persuade people to support
war
D. uses logic and reason
E. influence opinions or emotions
F. presents emotional appeals to
influence people
How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas or literary elements that are featured in this part. As you learn more about the
ideas in the part, add these ideas to your notes.
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Informational Text
Introductory Text: Poetry
Looking Ahead
(p. 507)
Preview
• What is poetry?
• Which literary elements
create meaning in poetry?
• What strategies can help
you understand poetry?
This introduction prepares you for the poetry you will read in
a unit of your textbook. It distinguishes poetry as a literary
form and explains its value. It describes the elements within
poetry that create meaning. It also offers suggestions on how
to read poetry.
As you read the introduction, use the Cornell Note Taking
System to record important points and remember what you
have read.
Record
Reduce
TO THE POINT Write three key
words or phrases. Key words
and phrases are the most
important ones. For example:
Looking Ahead
➥
Poetry is highly structured.
Poetry:
Highly structured
Big Ideas
Nature Inspires
Life Lessons
In what two ways is poetry different from other literature?
Preview
➥
What are the three Big Ideas of this unit? Two have been
written for you.
Nature Inspires
Life Lessons
Literary Elements
Form and Structure
The Language of
Poetry
➥
Which three literary elements will you learn about in this unit?
Two literary elements have been written for you.
Form and Structure
The Language of Poetry
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Informational Text
Introductory Text: Poetry
Genre Focus
(p. 508)
Reduce
TO THE POINT Write the
boldfaced terms. For example:
Structure
Record
The Form and Structure of Poetry
➥
Tell what each boldfaced term means, based on what you have
read in this section. Use your own words, if you like. Two definitions
have been written for you.
Structure: the organization of images, ideas, words,
and lines in a poem.
Stanzas: the paragraphs of poems, a group of lines.
Lines:
ANY QUESTIONS? Write them
now. Answer them as you
reread your notes.
The Language of Poetry
Imagery
➥
Tell what imagery means, based on what you have read in this
section.
Imagery:
Figurative Language
➥
Tell what each boldfaced term means, based on what you have
read in this section. Use your own words, if you like. One definition
has been written for you.
Figurative language: the use of words in a way
different from their literal meaning.
Figure of speech:
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Introductory Text: Poetry
Genre Focus
(p. 509)
Reduce
Record
TO THE POINT Write the
boldfaced terms. For example:
simile
rhythm
➥
Write the words and phrases that describe each of the words
listed in the columns below. Two examples have been written for you.
Simile
Comparison
Metaphor
Comparison
Uses “like” or
“as”
States or implies
that one thing is
another
Hyperhole
Exaggeration
The Sound of Poetry
➥
Write some questions about each head. Then answer the
questions. Two questions and answers have been written for you.
Q: What are rhythm and meter? A: Rhythm is the
pattern of stressed and unstressed syllables. Meter is a
regualr rhythm pattern measured in feet.
Q: What is rhyme? A: Rhyme is the repetition of
rounds. Rhyme can be internal or external
Recap
➥
Review your notes on the elements of poetry. Then sum up this section using
a three-column chart. Two parts have been written for you.
Form and Structure
Divided into lines and
stanzas
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Language
Uses imagery and
figurative language
Sound
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Introductory Text: Poetry
Literary Analysis
Reduce
TO THE POINT What elements of
the poem are described in the
margin notes? One has been
given for you.
(pp. 510–511)
Record
➥
List the subject of this poem and when and where it takes place.
Two parts have been written for you.
Subject: The Charge of the Light Brigade
Where: Sebastopol, Russia
When:
rhythm
➥
How does Tennyson use rhythm to create the sound of this
poem?
ANY QUESTIONS? Write them
now. Answer them as you
reread your notes. For example:
How does Tennyson feel about
the soldiers of the Light
Brigade?
➥
How does Tennyson use metaphor to describe the challenge that
the soldiers faced? Give two examples of his use of metaphor. One
example has been written for you.
For example:
jaws of death
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Introductory Text: Poetry
Literary Analysis
Reduce
(p. 511)
Record
ANY QUESTIONS? Use them to
organize your notes. For
example: “How do literary
elements help to create meaning
in poetry?”
➥
How does Tennyson use imagery to create meaning in the
poem? Give one example of this use. The response has been written
for you.
Tennyson uses words that sound like what they
describe to create the impression of a battlefield.
For example:
➥
Which elements of structure create meaning in the poem? What
does the analysis say about this?
Recap
➥
Review your notes on the Literary Analysis of “Charge of the Light
Brigade.” Read the notes that you have recorded. Then sum up this section in an
outline. Part of that outline has been written for you.
Rhythm: Repeated phrases create the sound of marching feet.
Rhyme: End rhymes and slant rhymes pull the reader through.
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Informational Text
Introductory Text: Poetry
Writers on Reading
Reduce
TO THE POINT Write three key
phrases about rhythm in
poetry. For example:
keeps the action going
ANY QUESTIONS? Use them to
organize your notes: “What is
precision?”
(p. 512)
Record
Rhythm in Poetry
➥
When you paraphrase, you put ideas into your own words.
Paraphrase the three ideas about rhythm expressed in this paragraph.
keeps the action going in poetry
pulls the reader along with its patterns of stressed and
unstressed syllables
The Precision of Poetry
➥
Write this sentence in your own words: “Poetry never loses
sight of how the language is being used, fulfilled, debased.”
TO THE POINT Write four key
ideas. The key ideas are the
most important ones. For
example:
Poetry:
model of survival
The Survival of Poetry
➥
What is Paz’s argument (the facts and opinions that he uses to
persuade the reader)? The argument and two examples of evidence
have been written for you. List two more examples of evidence.
Argument: the survival of humanity is tied to the
survival of poetry.
Evidence:
The poem is a model of survival.
Poetry and man have coexisted throughout history.
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Introductory Text: Poetry
Writers on Reading
Reduce
(pp. 512–513)
Record
TO THE POINT Write five key
words or phrases. For example:
“Inspired” Poem:
appear out of nowhere
quickly written
ANY QUESTIONS? Use them
to organize your notes. For
example: “How can following
images help you understand
poetry?”
The Inspired Poem
➥
How does Levertov describe an “inspired” poem? Can you list
five phrases that she uses? Two phrases have been written for you.
appear out of nowhere
quickly written
➥
Look at your list above. Contrast this with the idea of an
“un-inspired” poem. Write your ideas below. Two ideas have been
written for you.
subject chosen ahead of time
written slowly
Recap
➥
Review your notes on Writers on Reading. Read the information that you
have recorded. Then sum up the views of poetry presented in this section. Some of
these have been written for you.
The rhythm and sound of poetry is important.
The language of poetry mimics the language people
use everyday.
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Informational Text
Introductory Text: Poetry
Wrap-Up
(p. 514)
Reduce
ANY QUESTIONS? Write them
now. Answer them as you
reread your notes. For example:
“How can I use these strategies
to understand the poems that
I read?”
Record
Guide to Reading Poetry
➥
What are four strategies for reading poetry? Two strategies
have been written for you.
Pay attention to how a poem makes language seem new.
Use your own experiences to create meaning.
Elements of Poetry
TO THE POINT Write four key
words from this selection. For
example:
structure
imagery
➥
Explain what each of these literary elements does to create a
poem. Fill in the chart below with the information that you find in
this section. Two columns have been filled in for you.
Structure
Imagery
Stanzas are
made up of
lines.
Descriptions
that appeal
to the senses
Figurative
Language
Sound
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Introductory Text: Poetry
Summarize
➥
Review your notes on this unit introduction. Then write eight questions
and answers about the Big Ideas and about some of the following elements of
poetry: form, structure, language, sound devices, stanzas, imagery and
figurative language, rhythm, meter, foot, internal rhyme, and end rhyme. You
can use some of your questions from your notes, if you like. Two questions and
two answers have been written for you.
Q: What are the Big Ideas of this unit? A: Nature Inspires, Life
Lessons, and The Strength of Family
Q: What are the main literary elements of poetry? A: form and
structure, language, and sound devices
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Informational Text
Introductory Text: Poetry
Apply
Multiple Choice
Matching
Circle the letter of the best choice for each of
the following items.
Write the letter of the choice that best
matches each numbered item.
1. In “Charge of the Light Brigade,”
Tennyson uses _____ to suggest
marching soldiers.
A. stanza
B. rhyme
C. repetition
D. lines
2. _____ is the opposite of
understatement; it can express strong
emotion or make a joke.
A. simile
B. meter
C. speaker
D. hyperbole
3. What kind of atmosphere did the
imagery in “Charge of the Light
Brigade” create?
A. dangerous
B. excited
C. happy
5.
6.
7.
8.
9.
10.
metaphor _____
internal rhyme _____
rhythm _____
figurative language _____
simile _____
stanza _____
A. a comparison between two unlike
things, using like or as
B. words used differently from their
literal meanings
C. the pattern of stressed and
unstressed syllables in a line
D. a figure of speech comparing two or
more things by stating or implying
that one thing is the same as
another
E. when two words in the middle of a
line, or a word in the middle and
another at the end, rhyme
F. the lines into which poetry is
organized
D. surprising
4. One way that poetry is different from
other kinds of literature is that it
_____
A. expresses ideas.
B. is written in complete sentences.
C. is organized into stanzas.
D. uses figurative language.
How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas or literary elements that are featured in this unit. As you learn more about the
ideas in the unit, add to your notes.
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Informational Text
Introductory Text: Nature Inspires
Big Idea
(p. 515)
Preview
• How does nature inspire
poets?
• What are some literary
terms that are new to me?
• How do form and
structure give meaning to
a poem?
Reduce
This introduction gets you ready to read the poetry you will
read in one part of a unit in your textbook. It introduces the
theme, or main idea, of the poetry you will read in that part. It
also addresses the literary elements of form and structure. These
elements will be a focus in this part of your textbook.
As you read the introduction, use the Cornell Note Taking
System to record important points and remember what you
have read.
Record
ANY QUESTIONS? Remember to
ask yourself about images as
well as text on the page. For
example: “How was the artist
of this painting inspired by
nature?”
Big Idea
➥
The theme of a poem is its main idea. Notice the words used to
describe various parts of the theme. You can chart them in your
notes, as shown. Can you add three other words that describe the
theme?
Plant life
Sunlight
Climate
Nature Inspires
➥
What will you learn about from the poems in this section?
What should you think about as you read it?
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NAT UR E I NS P I R ES
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Introductory Text: Nature Inspires
Literary Focus
(p. 516)
Reduce
ANY QUESTIONS? Ask about the
relationship of images and text
on a page. For example: “Why
is this comic strip paired with
these literary elements?”
Record
How do form and structure affect meaning in a poem?
➥
What do you notice about the last word of each line of the poem
in the comic strip?
Form
➥
What is the form of a poem?
TO THE POINT Write five key
words or phrases. Key words or
phrases are the most important
ones. Two examples have been
written for you:
form
meter
➥
What are four aspects of form in a poem? Two aspects have
been written for you.
Aspects of form:
meter
rhyme
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Introductory Text: Nature Inspires
Literary Focus
(p. 517)
Record
Reduce
TO THE POINT Write the
boldfaced terms in this section.
Two terms have been written
for you.
rhythm
meter
scansion
rhyme
Meter
➥
What is meter? What is it used for in a poem? Part of the
answer has been written for you.
Meter is
It gives a line of poetry a predictable rhythm.
Rhyme
➥
What are the differences between end rhyme and internal
rhyme? Part of the answer has been written for you.
End rhyme is the rhyming of words at the end of a
line.
MY VIEW Where have I
encountered the different types
of rhyming words?
Rhyme Scheme
➥
What is rhyme scheme?
Structure
TO THE POINT Write five key
ideas about structure. Key ideas
are the most important ones.
Two key ideas have been
written for you:
organization
images
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➥
Group three facts that describe structure and form in the chart
below. Part of the chart has been filled in for you
Structure
Form
• Organization of its images, • The prescribed pattern
of a poem
ideas, words, and lines
• May use meter, rhyme,
• May use rhythm and
and rhyme scheme
rhyme
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Informational Text
Introductory Text: Nature Inspires
Summarize
➥
Review your notes on this introduction. Sum up the key ideas in a
paragraph. When you sum up, you take larger pieces of writing and reduce
them to the key ideas worth remembering. Some of the key ideas have been
summed up for you.
Form and structure affect the meaning of a poem. Form is the poem’s prescribed
pattern. It can use meter, which is the regular pattern of stressed and unstressed
syllables. It also can use rhyme, or the repetition of the same stressed vowel sounds
and succeeding sounds in two or more words. This rhyme may have a pattern, or a
rhyme scheme. These aspects of form affect how a person hears, sees, and
understands a poem. Structure also affects a person’s senses;
Apply
Multiple Choice
Circle the letter of the best choice for each of
the following items.
1. One of the elements that creates
structure in a poem is _____
A. lines.
B. argument.
C. figurative language.
D. symbolism.
2. Meter deals with the pattern of _____
A. rhyming words.
3. One type of rhyme is _____
A. external.
B. outside.
C. slant.
D. unequal.
4. Form and structure are similar because
they both _____
A. can use images.
B. can use meter.
C. organize ideas.
D. can use rhyme.
B. line lengths.
C. stressed and unstressed syllables.
D. images.
How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas or literary elements that are featured in this part. As you learn more about the
ideas in the part, add to your notes.
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Informational Text
B E FO R E YO U R E A D
T H E ISL A N D W I T H I N
Building Background
Writer Leslie Marshall always finds peace on her visits
to Cumberland Island, off of Georgia’s coast.
Cumberland Island has a long and interesting history.
People have lived there for over four thousand years. It
is on Cumberland Island that Marshall dusts off her
sense of wonder—and discovers the true meaning of
life and death in the natural world.
Setting Purposes for Reading
Nature has the power to inspire great feelings in
people. Taking the time to explore nature’s mysteries
and beauty add to the quality of human life. With a
classmate discuss the following questions:
•
•
When and where do you feel most at peace?
Have you ever felt that nature changed you?
Describe this change.
Read to understand how nature and solitude influence
the author’s perspective on life.
Reading Strategy
Determining Main Idea
and Supporting Details
The main idea of a text is the most important point
that the writer wants to tell the reader about his or her
subject. Supporting details include examples,
explanations, and descriptions that explain the main
idea or show why it’s true. Determining main idea
and supporting details involves reading closely to
find the main idea of a work and the relevant
supporting details. Ask yourself, “What main point is
the author trying to tell me about?” and “What details
explain or describe this main point?”
Active Reading Focus
Distinguishing Fact
and Opinion
When you distinguish fact and opinion, you examine
a piece of information to determine whether it can be
proved true (fact) or whether it cannot (opinion). As
you read, pay attention to the statements made by the
author in order to determine which are fact and which
are opinion. Look for details in the selection that can
prove whether or not statements are factual.
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Literary Element
Description
Description is a detailed portrayal of a person, place,
thing, or event. Good descriptive writing appeals to
your five senses—touch, taste, smell, sight, and hearing.
The use of figurative language, or language that means
something other than what it literally says, can also
help make a description vivid.
Big Idea
Nature Inspires
Many artists take their inspiration from the natural world.
Nature can produce feelings of contentment and peace.
The author of the following selection escapes into
nature, where she is rejuvenated and inspired.
Vocabulary
Read the definitions of these words from “The Island
Within.” When you come across an unfamiliar word,
you can often break it down into parts—prefix, root,
and suffix—for clues to its meaning.
•
•
•
A root is the most basic part of a word. The word
fault is the root of the word faultless.
A prefix is a word part that can be added to the
beginnings of other words. The prefix re- can mean
“again.” When added to the word work, the word
becomes rework, and means to “work again.”
A suffix is a word part that can be added to the ends
of other words. When -ness is added to the
adjective cold, it becomes the noun coldness.
transformation (transfər mā´shən) n. a change;
p. 93 The sudden thunderstorm caused a violent
transformation in the sunny weather.
enthusiasm (en thoo
¯¯¯ zē az´ əm) n. excitement; eager
interest; p. 94 The cheerleaders shouted their
encouragement to the players with enthusiasm.
tutorial (too
¯¯¯ torē əl) n. instruction; p. 95 The
computer expert gave us a tutorial about how to create
graphic images on the computer.
decay (di kā) n. a wasting away; p. 96 The plant’s
decay occurred because it did not receive enough water.
conducted (kən duktid) v. managed p. 96 Jane
conducted a seminar that taught us how to knit.
English Language Coach
These notes help you apply word attack skills to
understand unfamiliar words or expression.
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Informational Text
The Island Within
Active Reading Focus
By Leslie Marshall
On a walk on Cumberland Island, a writer dusts off her sense of
wonder—and discovers the healing power of nature
Whenever I feel weary, worn out, and bogged down by the
complications of my modern life, all I have to do is walk into
nature. The moment I step off the path of my daily routine and let
myself wander, a transformation begins. For me, a walk just about
anywhere will do. But a walk on Cumberland Island, off the coast
of Georgia, is as good as it gets.
Part of Cumberland’s appeal is classic island magic—that mix of
adventure and simplicity that comes with geographic isolation.
During a visit to this 36,415-acre wilderness, there will be no
shopping, no catching a movie or a play, no working out at the
gym. There will be only that rare luxury: free time.
Every time I set foot on Cumberland, I experience the fresh
sense of arriving on a new stage. It is as if I am shedding my skin.
Upon arriving, I am certain that my spirit will be restored by the
time I leave. The island will do its work, and so will I.
Stepping Stones to Growth
I have been coming to Cumberland for years; it is a place layered
with personal memories. The trips I have made here over time—
some alone, some with large groups of friends, some with my
husband and three children—form a series of stepping stones that
chart a path of self-knowledge and growth. I have experienced
some of my most peaceful moments here—and some of the most
harrowing. And I have had a few lessons in the art of holding on
and letting go.
On this particular trip, I have come alone, leaving my children
safe at home on another island, Manhattan. After a long, gray
winter in the city, I have come to dust off my sense of wonder. I
have no doubt that Cumberland will jump-start my heart, mind,
and imagination.
Distinguishing Fact and Opinion
Recall that when you distinguish fact
and opinion, you examine a piece of
information to determine whether it
can be proved true (fact) or whether
it cannot (opinion).
•
•
Which statements in this passage
are facts? How do you know?
Which are opinions? How do you
know?
Big Idea
Nature Inspires How is the natural
world contrasted with the urban
world in this passage?
Vocabulary
transformation (transfər mā´shən)
n. a change
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Informational Text
English Language Coach
Context Clues The context of a
word refers to the other words and
sentences that surround the word.
Context clues may provide an
example of what the word means.
✒ Underline the example and the
definition that give you a clue to the
meaning of the words allelopathic
trees. What does allelopathic trees
mean?
Walking in Wonder
Stacia Hendricks, a naturalist who has lived on Cumberland for 14
years, is sitting beside me at sunrise, softly sharing her
understanding of nature. “We are sitting on top of the forest right
now,” she tells me. “Those are the tops of live oak trees and wax
myrtle bushes sticking out of the sand. They are the reason the
dunes are here. They anchor the dunes.” Her hushed enthusiasm is
contagious. “Look at this guy,” she exclaims, holding up a sea-oat
seed that has sprouted a shoot of green. “Isn’t he beautiful?” Stacia
explains how over the years the dunes shift in response to wet and
dry cycles, in a slow-motion imitation of the sea.
To walk six square feet of forest, dune field, or marsh with
Stacia is to invite a lifetime of insights into the complex play of
nature, science, history, commerce, and human emotion. After one
early-morning inland walk, I rush home and fill several pages of a
journal with a quick summary of what I’ve just learned. I write
about allelopathic trees, like the magnolia, whose leaves contain a
toxic substance that is drawn out by rain. When they fall and cover
the ground, these leaves prevent other plants from growing. I write
about epiphytic plants, like the Spanish moss that hangs from the
live oaks all over the island. These plants have no roots, but they
absorb enough moisture through their fuzzy bodies to get
nourishment and thrive.
Reading the Landscape
Walking through the forest, Stacia has shown me the Lyonia plant,
which is the first plant to burst into flames as fire approaches.
Remarkably enough, it is also the first plant to begin growing after
a fire (thanks to its nutrient-rich ashes). Stacia also shows me the
sensitive (or “shy”) plant, a delicate fern-like creation with a bright
fuchsia blossom, which folds up its leaves when touched. Then she
points out the woolly mullein plant (also known as Hunter’s
Friend because its leaves make good emergency toilet paper);
Lion’s Paw (often considered a weed, it actually produces a
beautiful orange flower); and the prickly ash, called the toothache
tree by Native Americans because chewing its bark numbs the
mouth. (I tried it—it works!)
Vocabulary
¯¯¯ zē az´ əm) n.
enthusiasm (en thoo
excitement; eager interest
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Informational Text
Stacia tells me that Native Americans, Cumberland’s first
residents, began living here around 2000 b.c. Next came the
Spanish, who brought horses to the island. The wild horses that
roam everywhere now are descendants of their horses, the work
horses kept by plantation owners who came later and the fancy
riding horses imported in the 20th century. Today, most of the
island is owned by the National Park Service.
There is so much I haven’t yet touched on—the details of
animal, fish, and bird life, the sweet symphony of sounds that has
begun to sift into recognizable voices. (“Sweet, sweet, I’m so
sweet!” calls the yellow-throated warbler.) It is not that I need to
know all these things, or care if I get them exactly right. But a
nature-walk tutorial from Stacia reminds me of how much is to be
read in the activity in the landscape. After spending time with
Stacia, I am ready to explore this island alone, and to explore my
own inner island.
A Solitary Stroll
I am walking in the heat of midmorning around the ruins of
Dungeness, a huge mansion that was rebuilt by Thomas and Lucy
Carnegie in 1881 and burned down in 1959. (Thomas Carnegie, a
steel baron, bought a large part of the island in 1881.) Along the
way, I have stopped to tease a few doodlebugs—small insects that
hide in the sand and wait to catch unlucky ants. I have picked up a
beautiful owl feather and, after admiring the way it tapers off to
make owls the quietest fliers, I’ve tucked it behind my ear.
(Airplane designers studied owl feathers, Stacia says.) Even in the
morning light, the ivy-covered remains of Dungeness are grand
and exotic. “It makes a much more beautiful ruin than it ever did a
mansion,” the late Lucy Ferguson, granddaughter of Lucy and
Thomas Carnegie, is said to have commented. It’s impossible to
stroll across the former lawns and gardens, now the home of wild
horses and pigs, without feeling a rush of nostalgia. Everything
passes, everything rots, everything gets recycled, this once grand
home seems to say.
Literary Element
Description Recall that description
is a detailed portrayal of a person, a
place, a thing, or an event. It appeals
to one or more of your five senses.
What is described in this passage? To
which of your senses does the
description appeal?
English Language Coach
Understanding Compound
Words A compound word is a
word that is made of two separate
words. For example, the compound
word hatbox is made of the words
hat and box. A hatbox is a box for
storing hats. What are the words that
form the compound word
granddaughter? What is the meaning
of granddaughter?
Vocabulary
tutorial (too
¯¯¯ tôrē əl) n. instruction
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Informational Text
Literary Element
Description To what sense does the
description here appeal? List three
details that support your answer.
Reading Strategy
Determining Main Idea and
Supporting Details What is the
main idea that is expressed in this
passage? List one detail from the
selection that supports this statement.
On the front lawn, a dead magnolia tree lost to lightning stands
against a backdrop of lush, green marsh. The magnolia must no
longer be emitting its allelopathic poisons, for underneath it, all
kinds of ragged plants have sprung up. Lightning is so random
and so fierce.
Deeper in the forest now, on a road that leads to a pair of
abandoned silos near where Stacia keeps her beehives, I pass a
rotting log and a patch of mushrooms. I remember what Stacia has
explained about the wonders of bacteria—what a crucial role it
plays in the cycles of decay and life. Death as a process is visible
everywhere on this island. Cemeteries abound. A big Indian burial
mound rises from the flat of the landing field; a plantation-era
group of graves lies near the marsh. I pause and listen to the
multitoned whisper of the forest. It is then that I come to a
realization: The miracle is not that we die, but that we are given a
chance to live. Cumberland jams the circuits with evidence of this
simple, radical truth; but I remind myself that a walk anywhere,
properly conducted, can do the same.
—Updated 2005, from REAL SIMPLE, August 2000
✔ Reading Check
What epiphany, or moment of
sudden understanding, occurs to the
author at the end of this selection?
Vocabulary
decay (di kā) n. a wasting away
conducted (kən duktid) v. managed
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Informational Text
A F TE R YO U R E A D
Graphic Organizer
To tell the difference between the main ideas and the
supporting details of a selection, create a main idea
chart. Fill in the organizer with information from “The
Island Within.” Some of the information has been
written for you.
Main Idea: When she feels worn down, experiencing nature can rejuvenate her.
Detail
Detail
Detail
Experiencing nature helps
the author learn about
herself.
Author’s Conclusion: Her time in nature has led the author to conclude that life itself
is a miracle.
Active Reading Focus
Distinguishing Fact and Opinion In works of
nonfiction, authors often combine facts and opinions
in order to strengthen their arguments. Remember that
facts are statements that you can prove true. You can
look up the information they contain in another
reference source. Opinions are statements that cannot
be proven true. They contain statements about a
person’s ideas or feelings about something.
Sometimes it can be difficult to separate facts from an
author’s opinions. Below is an example of Marshall’s
use of this blending. Circle the facts and underline the
opinions.
“To walk six square feet of forest, dune field, or marsh
with Stacia is to invite a lifetime of insights into the
complex play of nature, science, history, commerce,
and human emotion. After one early-morning inland
walk, I rush home and fill several pages of a journal
with a quick summary of what I’ve just learned. I write
about allelopathic trees, like the magnolia, whose
leaves contain a toxic substance that is drawn out by
the rain. When they fall and cover the ground, these
leaves prevent other plants from growing.”
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Informational Text
Reading Strategy
Determining Main Idea and Supporting Details
Refer to the main idea chart that you filled in on page
97. What is the main idea of Marshall’s article? Do you
agree with this idea? List two facts and two opinions
that she uses to support her main idea. Based on your
response to these questions, do you think Marshall
proved how her main idea is true? Explain.
• A root is the most basic part of a word. For example,
the word fault is the root of the word faultless.
• A prefix is a word part that can be added to the
beginnings of other words. The prefix re- can mean
“again.” When added to the word work, the word
becomes rework and means “to work again.”
• A suffix is a word part that can be added to the
ends of other words. The suffix -ness, for example,
can be added to the ends of some words to turn
them into nouns. When -ness is added to the
adjective cold, it becomes the noun coldness.
Use your knowledge of word parts to answer the
following questions.
1. Which of the following has no suffix?
(a) transformation
(b) decay
(c) tutorial
2. Which of the following words has a suffix that tells
you it is a verb?
(a) transformation
(b) enthusiasm
(c) conducted
Literary Element
Description Look back at the text and find an
interesting example of description. Look for details that
appeal to one or more of your five senses. Write this
example down. Then explain how this description
helps to support the author’s main idea.
3. Which of the following words has a suffix that
means “the state of being”?
(a) transformation
(b) conducted
(c) tutorial
4. Which of the following words has a suffix that tells
you the word is a noun?
(a) decay
(b) conducted
(c) enthusiasm
Vocabulary Practice
Understanding Word Parts Words are made up of
different parts. There are three main word parts:
prefixes, roots, and suffixes.
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Informational Text
B E FO R E YO U R E A D
A M YST E R I O U S P O E T I C E F F EC T
Building Background
The father of American landscape architecture,
Frederick Law Olmsted, supervised the landscape
design of the World’s Columbian Exposition of 1893
in Chicago, a world’s fair that provided international
entertainment and exhibits. Olmsted led the design of
what had been a soggy marsh into the great “White
City,” a nickname the Exposition received because of
its amazing beauty. In “A Mysterious Poetic Effect,”
from Erik Larson’s historical account of the fair entitled,
The Devil in the White City, the author describes
Olmsted’s plans for the Exposition’s landscape.
Setting Purposes for Reading
A region’s landscape, including its vegetation, bodies of
water, and surrounding elevation, can have an impact
on the way in which the architecture, or the buildings,
in that region is perceived. With a classmate discuss
the following questions:
•
•
In your neighborhood, how do plants or trees affect
the “look” of the buildings?
What landscape features are unique to the region,
town, or neighborhood in which you live?
Read to discover Frederick Law Olmsted’s vision for the
landscape of the World’s Columbian Exposition of 1893.
Reading Strategy
Analyzing Cultural and
Historical Context
Analyzing cultural and historical context involves
(1) gathering information about what happened during
the time that an author wrote their literary work, and
(2) exploring how the social issues of that time
influenced author’s writing of this work.
Active Reading Focus
Analyzing Description
Description is the detailed portrait of a person, place,
thing, or event. Description appeals to the senses,
helping readers to see, hear, smell, taste, and feel the
subject. Analyzing description means to look at the
way in which the author’s appeals to your five senses
affects the content of a piece of literature. As you read,
watch for examples of descriptive writing that appeal
to one or more of your five senses. Think about how
they affect the selection.
Literary Element
Characterization refers to the methods a writer uses
to reveal a character’s personality to the reader. The
writer may reveal the traits of a character through that
character’s words, thoughts, and actions. Or the writer
may reveal the traits of one character through the
thoughts and words of other characters.
Big Idea
Nature Inspires
Frederick Law Olmsted, landscape architect described
in the following selection, had the unique opportunity
to use nature as his tool, in much the same way that
an artist might use brushes and paints.
Vocabulary
Read the definitions of these words from “A Mysterious
Poetic Effect.” As you read, use context clues to help
unlock the meaning of these and other words you do
not know. Context clues are hints about the meanings
of unknown words that you can find around the word
itself. Some common context clues include:
•
•
•
•
giving
giving
giving
giving
definitions or synonyms
concrete examples
contrast clues (opposite meanings)
descriptions
sober (sōbər) adj. solemn or serious; p. 100 As the jury
returned, the mood in the courthouse became sober.
constitute (konstə t¯¯¯
oot) v. to be the parts that made
up a whole; made up; p. 100 Third graders constituted a
majority of the elementary school.
intricacy (in tri kə sē) n. difficulty; complexity;
p. 100 The children could not solve the puzzle because of
its high level of intricacy.
aesthetic (es thet ik) adj. related to beauty, often
artistic beauty; p. 101 The sculpture provides an aesthetic
satisfaction.
obtrusive (əb tr¯¯¯
oosiv) adj. noticeable, typically in a
negative way; p. 102 His brightly colored shoes were
obtrusive.
English Language Coach
These notes help you apply word attack skills to
understand unfamiliar words or expression.
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Characterization
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A Mysterious Poetic Effect
Active Reading Focus
Analyzing Description When you
analyze description, you examine
the way in which the author’s use of
description affects a literary work. In
this passage, what does Larson
describe about the landscape that
Olmsted wanted to create? What
does this description show about the
effect that Olmsted wanted to create
with this landscape?
Reading Strategy
Analyzing Cultural and Historical
Context To analyze cultural and
historical context readers should
gather background information and
explore the social forces that influenced
the writing of a literary work.
• How do you think fairgoers might
have reacted to the boats
described in this passage?
• Why do you think Larson included
this detail?
By Erik Larson
The meeting confirmed Frederick Law Olmsted’s1 growing
concern that the architects were losing sight of the nature of the
thing they were proposing to build. The shared vision expressed in
their drawings struck him as being too sober and monumental.
After all, this was a world’s fair, and fairs should be fun. Aware of
the architects’ increasing emphasis on size, Olmsted shortly before
the meeting had written to Burnham2 suggesting ways to enliven
the grounds. He wanted the lagoons and canals strewn with
waterfowl of all kinds and colors and traversed continually by
small boats. Not just any boats, however: becoming3 boats. The
subject became an obsession for him. His broad view of what
constituted landscape architecture4 included anything that grew,
flew, floated, or otherwise entered the scenery he created. Roses
produced dabs of red; boats added intricacy and life. But it was
crucial to choose the right kind of boat. He dreaded what would
happen if the decision were left to one of the fair’s many
committees. He wanted Burnham to know his views from the start.
“We should try to make the boating feature of the exposition a
gay and lively one,” he wrote. He loathed the clatter and smoke of
steam launches; he wanted electric boats designed specifically for
the park, with emphasis on graceful lines and silent operation. It
was most important that these boats be constantly but quietly in
motion, to provide diversion for the eye, peace for the ear. “What
we shall want is a regular service of boats like that of an omnibus5
line in a city street,” he wrote. He also envisioned a fleet of large
birchbark canoes paddled by Indians in deerskin and feathers and
recommended that various foreign watercraft be moored in the
fair’s harbor. “I mean such as Malay proas, catamarans, Arab
dhows, Chinese sampans, Japanese pilot boats, Turkish caiques,
Esquimaux kiacks, Alaskan war canoes, the hooded boats of the
Swiss Lakes,6 and so on.”
1. Frederick Law Olmsted (1822–1903) was a landscape architect who designed many public
parks, beginning with Central Park in New York City.
2. Daniel H. Burnham (1846–1912) was the chief of construction for the World’s Columbian
Exposition of 1893. He was a leader in Chicago commercial architecture in the late nineteenth
century.
3. Here, becoming means “attractive.”
4. Landscape architecture is a branch of architecture that takes into consideration the decorative
and functional arrangement of land and the structures and plantings on it.
5. Here, omnibus means “bus.”
6. Olmsted lists traditional boats from a variety of cultures.
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Informational Text
A far more important outcome of the Rookery7 meeting,
however, was Olmsted’s recognition that the architects’ noble
dreams magnified and complicated the already-daunting challenge
that faced him in Jackson Park. When he and Calvert Vaux8 had
designed Central Park in New York, they had planned for visual
effects that would not be achieved for decades; here he would have
just twenty-six months to reshape the desolation of the park into a
prairie Venice9 and plant its shores, islands, terraces, and walks
with whatever it took to produce a landscape rich enough to satisfy
his vision. What the architects’ drawings had shown him, however,
was that in reality he would have far fewer than twenty-six
months. The portion of his work that would most shape how
visitors appraised his landscape—the planting and grooming of the
grounds immediately surrounding each building—could only be
done after the major structures were completed and the grounds
cleared of construction equipment, temporary tracks and roads,
and other aesthetic impedimenta.10 Yet the palaces unveiled in the
Rookery were so immense, so detailed, that their construction was
likely to consume nearly all the remaining time, leaving little for
him.
Soon after the meeting Olmsted composed a strategy for the
transformation of Jackson Park. His ten-page memorandum
captured the essence of all he had come to believe about the art of
landscape architecture and how it should strive to conjure effects
greater than the mere sum of petals and leaves.
He concentrated on the fair’s central lagoon, which his dredges11
soon would begin carving from the Jackson Park shore. The
dredges would leave an island at the center of the lagoon, to be
called, simply, the Wooded Island. The fair’s main buildings would
rise along the lagoon’s outer banks. Olmsted saw this lagoon
district as the most challenging portion of the fair. Just as the Grand
Court was to be the architectural heart of the fair, so the central
lagoon and Wooded Island were to constitute its landscape
centerpiece.
Literary Element
Characterization Based on the
selection thus far, what kind of a
worker is Olmsted? How do you think
Olmsted would respond to this
challenge expressed in this passage?
Vocabulary
7. The Rookery, a building in downtown Chicago, was designed by Daniel Burnham and his
partner, J. W. Root, and held their offices. It was the site of the meeting described.
8. Calvert Vaux (1824–1895) was a landscape architect who, along with Olmsted, designed
New York City’s Central Park. They eventually formed an architecture firm together.
9. Venice is a major seaport in northern Italy built on a lagoon. People travel around the city by
walking or in boats.
10 . The impedimenta includes all of the equipment, tools, and supplies that will impede, or get
in the way, of Olmsted’s work on the aesthetics, or visual appeal, of the park.
11. A dredge is a type of machine used for digging and removing dirt.
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sober (sōbər) adj. solemn or serious
oot) v. to be the
constitute (konstə t¯¯¯
parts that made up a whole
intricacy (in tri kə sē) n. difficulty;
complexity
aesthetic (es thet ik) adj. related to
beauty, often artistic beauty
A MY STERIOUS P OETIC EFFECT
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Informational Text
Big Idea
Nature Inspires What do you think
Olmsted meant by “mysterious poetic
effect”? Describe how he intended to
use nature to this end.
English Language Coach
Finding the Meaning of Unfamiliar
Words The context of a word refers to
the other words and sentences that
surround it. Context clues may provide
an example of what the word means.
Another kind of context clue is a
definition of the word.
✒ Underline the examples and the
definition that give you a clue to the
meaning of the words fragrant plants
in the passage. What does fragrant
plants mean?
✔ Reading Check
What kinds of plants did Olmsted
wish to avoid?
Vocabulary
¯¯¯
) adj. noticeable,
obtrusive (əb troosiv
typically in a negative way
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Above all he wanted the exposition landscape to produce an
aura of “mysterious poetic effect.” Flowers were not to be used as
an ordinary gardener would use them. Rather, every flower, shrub,
and tree was to be deployed with an eye to how each would act
upon the imagination. This was to be accomplished, Olmsted
wrote, “through the mingling intricately together of many forms of
foliage, the alternation and complicated crossing of salient12 leaves
and stalks of varying green tints in high lights with other leaves
and stalks, behind and under them, and therefore less defined and
more shaded, yet partly illumined by light reflected from the
water.”
He hoped to provide visitors with a banquet of glimpses—the
undersides of leaves sparkling with reflected light; flashes of
brilliant color between fronds13 of tall grass waving in the breeze.
Nowhere, he wrote, should there be “a display of flowers
demanding attention as such. Rather, the flowers to be used for the
purpose should have the effect of flecks and glimmers of bright
color imperfectly breaking through the general greenery. Anything
approaching a gorgeous, garish14 or gaudy display of flowers is to
be avoided.”
Sedges and ferns and graceful bulrush would be planted on the
banks of the Wooded Island to conjure15 density and intricacy and
“to slightly screen, without hiding, flowers otherwise likely to be
too obtrusive.” He envisioned large patches of cattails broken by
bulrush, iris, and flag16 and pocketed with blooming plants, such as
flame-red cardinal flower and yellow creeping buttercup—planted,
if necessary, on slightly raised mounds so as to be just visible
among the swaying green spires in the foreground.
On the far shore, below the formal terraces of the buildings,
he planned to position fragrant plants such as honeysuckle and
summersweet, so that their perfume would rise into the nostrils of
visitors pausing on the terraces to view the island and the lagoon.
The overall effect, he wrote, “is thus to be in some degree of the
character of a theatrical scene, to occupy the Exposition stage for a
single summer.” 12.
13.
14.
15.
16.
Salient here means “protruding.”
Fronds are large leaves.
Garish means “loud and flashy.”
Here, conjure means “evoke” or “bring to mind.”
Here, flag refers to a type of plant with long, bladelike leaves, such as a wild iris.
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Informational Text
A F TE R YO U R E A D
beneath it that accurately describe the character of the
landscape that Olmsted intended to create. If you
prefer, construct a Foldable™ to display the
information.
Graphic Organizer
Use a web to organize information from a literary
work. Fill in each outer oval with details about
Olmsted’s plans for the 1893 Columbian Exposition.
As you fill in these details, consider what they show
about Olmsted’s plan. Two of the ovals in the graphic
organizer have been filled in for you. Was Olmsted’s
plan an ambitious one? Why or why not? Once you
have completed the organizer, write a few sentences
Lagoons and canals
filled with colorful
birds and many boats
There would be an
island in the middle
of the central lagoon.
Olmsted’s Landscape
Active Reading Focus
Analyzing Description Writers use description to
make their works more interesting, vivid, and easier for
readers to understand. Writers appeal to the readers’
five senses of sight, hearing, touch, taste, and smell. In
“A Mysterious Poetic Effect,” Larson uses description to
provide a clear picture of the landscape that Olmsted
had hoped to create. Descriptions also influence
mood, or the overall feeling of a work. List three
examples of descriptions in this selection, and explain
what kind of mood these descriptions create.
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Informational Text
Vocabulary Practice
Reading Strategy
Analyzing Cultural and Historical Context
Throughout this selection Larson gives his readers
information about the Exposition. This information
provides context, or background, for the decisions that
Olmsted made about the landscape he wanted to
create. Create a list of the three most important factors
that influenced Olmsted’s decisions.
Using Context Clues When using difficult words,
writers often provide clues to the meanings of those
words. Some common context clues include:
•
•
•
•
•
giving definitions or synonyms
giving concrete examples
giving contrast clues (opposite meanings)
giving descriptions
using modifying words or phrases
For each passage from the text, study the underlined
parts and tell how that information gives a clue to the
boldfaced word’s meaning.
1. “The shared vision expressed in their drawings
struck him as being too sober and monumental.
After all, this was a world’s fair, and fairs should be
fun.”
Literary Element
Characterization In this selection it is necessary to
make inferences, or reasonable guesses based on
evidence, about Olmsted’s character. List three details
from the text about Olmsted that help you understand
his character. Then, based on the evidence that you
have gathered write a conclusion about Olmsted’s
character.
2. “His broad view of what constituted landscape
architecture included anything that grew, flew,
floated, or otherwise entered the scenery he
created.”
3. “ ‘…to slightly screen, without hiding, flowers
otherwise likely to be too obtrusive.’ ”
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Informational Text
Introductory Text: Life Lessons
Big Idea
(p. 573)
Preview
• How does poetry teach us
life lessons?
• What are some literary
terms that are new to me?
• In what distinctive ways
does poetry use language?
Reduce
ANY QUESTIONS? Remember to
ask yourself about images. For
example: “How does this
painting relate to life lessons?”
This introduction will get you ready to read the poetry in one
part of a unit in your textbook. It introduces the theme, or main
idea, of poetry you will read in that part. It also addresses the
literary elements of imagery and figurative language. These
elements will be a focus in this part of your textbook.
As you read the introduction, use the Cornell Note Taking
System to record important points and remember what
you have read.
Record
Big Idea
➥
The theme is the main idea of the poem. Notice the words used
to describe aspects of the theme. Three of these words are listed in the
chart below. Can you add three other words that describe the theme?
Family ties
Love
Respect nature
Life Lessons
➥
What are three examples of life lessons that you will learn about
in this section? Two examples have been written for you.
love
family
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LIF E LESSO NS
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Informational Text
Introductory Text: Life Lessons
Literary Focus
(p. 574)
Reduce
Record
ANY QUESTIONS? Remember to
ask yourself about images on a
page as well as the text. For
example: “Why is this comic
strip paired with these literary
elements?”
In what distinctive ways does poetry use language?
➥
Metaphors are a type of figurative language that compares two
unlike things. A simile is a type of figurative language that compares
two unlike things using the words “like” or “as”. What type of
figurative language is this comic strip addressing?
Imagery
TO THE POINT Write the
boldfaced terms. One term has
been written for you:
➥
Define imagery. Use your own words if you like.
Imagery
Figurative Language
➥
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Define figurative language. Use your own words, if you like.
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Informational Text
Introductory Text: Life Lessons
Literary Focus
(p. 575)
Reduce
TO THE POINT Write four
boldfaced terms. Two of these
terms have been written for
you:
Record
Figure of Speech
➥
What is a figure of speech?
Simile
Metaphor
Simile; Metaphor
MY VIEW What are a few
figures of speech I am familiar
with?
TO THE POINT Define a term
you have not yet reviewed on
this page. For example:
Hyperbole is overstatement.
➥
How are simile and metaphor the same and different? Part of
the answer has been written for you.
Similarity:
Similes and metaphors compare two unlike things
Difference:
Metaphors don’t use a connective word to compare
two unlike things. In metaphors, the comparison is
implied.
Personification; Hyperbole
➥
Define personification and hyperbole. In what ways are they
the same as other elements on this page? Part of this answer has
been written for you.
Personification is the giving of human qualities to a
nonhuman thing.
Hyperbole is exaggeration for dramatic effect.
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LIFE LESSO NS
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Informational Text
Introductory Text: Life Lessons
Summarize
➥
Review your notes. Read what you have recorded there. Sum up the key ideas
using classification notes. When you sum up, you take larger pieces of writing
and reduce them to the ideas that are worth noting and remembering. Part of this
chart has been completed for you.
Imagery
“word pictures”
—Appeals to
one or more of
the five senses
Figurative Language (Figures of Speech)
Simile
Metaphor
Personification Hyperbole
—Uses like or as
—Compares
unlike things
Apply
Multiple Choice
Circle the letter of the best choice for each of the following questions.
1. Imagery is _____
A. the “word pictures” that poets use.
B. the arguments that poets use.
3. A hyperbole is _____
A. an description of a place.
C. the main idea of a poem.
B. giving human qualities to
nonhuman things.
D. the pattern of rhyme in a poem.
C. an exaggeration.
2. An example of figurative language is
_____
A. rhythm.
B. rhyme.
D. a comparison using like or as.
4. A simile differs from a metaphor
because _____
A. it uses like or as to make a comparison.
C. personification.
B. it compares two unlike things.
D. stanzas.
C. it compares two similar things.
D. it is an exaggeration made for
dramatic effect.
How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas or literary elements that are featured in this part. As you learn more about the
ideas in the part, add to your notes.
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Informational Text
Introductory Text: The Strength of Family
Big Idea
(p. 619)
Preview
• How does poetry teach
me about the strength of
family?
• What are some literary
terms that are new to me?
• What does sound
contribute to a poem?
Reduce
ANY QUESTIONS? Remember to
ask yourself about images as
well as text on the page. For
example: “Why is this painting
paired with this Big Idea?”
This introduction will get you ready to read the poetry one
part of a unit in your textbook. It introduces the theme, or
main idea, of poetry you will read in that part. It also
addresses the literary elements that create sound in a poem.
These elements will be a focus in this part of your textbook.
As you read the introduction, use the Cornell Note Taking
System to record important points and remember what
you have read.
Record
Big Idea
➥
The theme of a poem is its main idea. Notice the words used to
describe various parts of the theme. You can chart them in your
notes, as shown. Can you add three other words to describe the
theme?
Healing power
Loyalty
Bonds
➥
The Strength of Family
What idea about families will you learn about in this section?
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Informational Text
Introductory Text: The Strength of Family
Literary Focus
(p. 620)
Reduce
Record
TO THE POINT Write the key
topic of this page. The key
topic is the main idea that is
discussed here.
What does sound contribute to poetry?
➥
What is the name of this poem, and who is its author?
➥
TO THE POINT Write two words
that are unfamiliar to you. One
word has been written:
List three sets of rhyming words that you noticed in the poem.
Two sets have been written for you.
Bells, foretells
Tinkle, sprinkle, twinkle
crystalline
➥
Write the line of the poem where there are words that start with
the same letter or sound.
TO THE POINT Write a line of
the poem in which a word is
repeated.
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Informational Text
Introductory Text: The Strength of Family
Literary Focus
(p. 621)
Reduce
TO THE POINT Write the four
boldfaced terms. Two terms
have been written for you:
Record
Sound Devices
➥
What are sound devices?
sound devices
alliteration
onomatopoeia
repetition
Alliteration
➥
What is alliteration?
Assonance; Consonance
➥
How are assonance and consonance different? Part of this
answer has been written for you.
Assonance is the repetition of similar vowel sounds
within non-rhyming words.
Consonance occurs when
ANY QUESTIONS? For example:
Where have I seen these sound
devices used before?
Onomatopoeia; Repetition
➥
What are the definitions of onomatopoeia and repetition? Part
of this answer is written for you.
Onomatopoeia is the use of words that imitate sounds
they describe.
Repetition is
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Informational Text
Introductory Text: The Strength of Family
Summarize
➥
Review your notes. Write the definitions of the key terms listed below. Then write a clue for
each definition to help you recall what it is. Two examples have been done for you.
Alliteration is the repetition of sounds, usually consonants, at the beginning of
words. *Clue: The two l’s in alliteration remind me that two consonants with
similar sounds create this effect.
Assonance is repetition of similar vowel sounds within non-rhyming words. *Clue:
The two a’s in assonance will remind me that the vowel sounds in the words will
sound the same.
Consonance is
Onomatopoeia is
Repetition is
Apply
Multiple Choice
Circle the letter of the best choice for each of the following questions.
1. Sound devices _____
A. appeal to your sense of sight.
2. Poets use sound devices to _____
A. create mood.
B. appeal to your sense of hearing.
B. create personification.
C. appeal to your sense of touch.
C. create stanzas.
D. appeal to your sense of taste.
D. create lines.
How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas or literary elements that are featured in this unit. As you learn more about the
ideas in the unit, add to your notes.
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Un i t 4
Informational Text
Introductory Text: Drama
Looking Ahead
(p. 681)
Preview
• Which kinds of drama am
I familiar with?
• What do I want to learn
about drama?
• What are some of the
literary elements used in
plays?
Reduce
TO THE POINT Note key words.
Key words are the most
important ones. They will help
you remember what you have
read. For example:
This introduction prepares you for the drama you will read in
a unit of your textbook. It describes drama as a literary genre
and explains its importance. It describes the features within
plays that create meaning. It also offers tips on how to read
plays.
As you read the introduction, use the Cornell Note Taking
System to record important points and to remember what you
have read.
Record
Looking Ahead
➥
How does drama differ from other types of literature?
drama
tragedy
Preview
➥
What are the two Big Ideas of this unit?
➥
Which literary elements will you learn about in this unit? Two
have been listed for you.
comedy
tragedy
UNIT 4
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Un it 4
Informational Text
Introductory Text: Drama
Genre Focus
(p. 682)
Reduce
Record
TO THE POINT Note the
boldfaced terms.
➥
What is dialogue?
Stage Directions
➥
ANY QUESTIONS? Ask yourself
what you already know about a
topic. For example: “What do I
already know about tragedy?”
Then answer your question and
revise it as you learn more
about the topic.
114
UNIT 4
What are stage directions?
Tragedy
➥
What is tragedy? Define tragic hero and tragic flaw.
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Un i t 4
Informational Text
Introductory Text: Drama
Genre Focus
(p. 683)
Reduce
TO THE POINT Note the
boldfaced terms.
Record
Chorus
➥
Who portrayed the chorus in Greek drama? Who portrayed it in
Elizabethan drama?
Comedy
➥
What is comedy? What are two kinds of comedies?
Irony
➥
What is irony? What are three kinds of irony?
Recap
➥
Sum up the main qualities of tragedy and comedy using this Venn diagram.
Dialogue
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Un it 4
Informational Text
Introductory Text: Drama
Literary Analysis Model
Reduce
(pp. 684–685)
Record
TO THE POINT Note the name of
the playwright and the title of
the play.
How do literary elements create meaning in a play?
➥
What takes place in this scene?
from The Importance of Being Earnest
➥
Write a few sentences that describe the two characters in this
scene.
➥
116
UNIT 4
What about this play makes it a farce?
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Un i t 4
Informational Text
Introductory Text: Drama
Literary Analysis Model
Reduce
ANY QUESTIONS? Write them
now; answer them as you
reread your notes.
(pp. 684–685)
Record
➥
What are some words or phrases that are examples of stage
directions in this scene?
➥
What is an example of situational irony?
➥
Where does Jack say he was discovered as a child?
Recap
➥
Chart what you know about Lady Bracknell and Jack Worthing by what they
say. Write a line of dialogue spoken by each character. Then write what you think
their dialogue reveals about their personalities.
Character
Lady Bracknell
Line of Dialogue
My Thoughts
Jack
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Informational Text
Introductory Text: Drama
Writers on Reading
Reduce
(p. 686)
Record
TO THE POINT Note the key
topics of this page. For
example:
➥
Complete this sentence. These paragraphs are about . . .
imagination
The Law of Imagination
ANY QUESTIONS? Remember to
ask questions about the words
that stand out on the page. For
example: “What does the quote
from Alfred Hitchcock mean?”
➥
Note the key ideas about reading plays. Two have been listed for
you.
Give the play a fair chance.
Try to read plays in one evening.
TO THE POINT Note unfamiliar
names of plays. For example:
Antony and
Cleopatra
118
UNIT 4
Reading Shakespeare
➥
Note the main idea about reading Shakespeare.
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Un i t 4
Informational Text
Introductory Text: Drama
Writers on Reading
Reduce
TO THE POINT Note a few key
phrases. Key phrases are the
most important ones. They will
help you remember what you
have read. For example:
(p. 687)
Record
Characters on Stage
➥
Paraphrase the main idea of this paragraph. When you
paraphrase, you restate something in your own words to make it
simpler or shorter.
penetrate into the
last wrinkle of his soul
The Relevance of Plays
➥
Define the term relevance.
Recap
➥
Write an idea from this page that is memorable.
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Informational Text
Introductory Text: Drama
Wrap-Up
(p. 688)
Reduce
Record
TO THE POINT Note the key
topics of this page.
Guide to Reading Drama
➥
What are some tips for reading drama? Two are listed for you.
Read a play in one sitting.
Try to visualize scenes.
Elements of Drama
➥
What are some elements of drama that make it a unique literary
genre?
➥
120
UNIT 4
What is the difference between a monologue and an aside?
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Un i t 4
Informational Text
Introductory Text: Drama
Summarize
➥
Review your notes. Complete this outline using what you’ve learned about
drama in this introduction.
I. Tips for Reading Drama
II. Elements of Drama
A. Dialogue:
B. Stage Directions
C. Tragedy
D. Comedy
E. Irony
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Informational Text
Introductory Text: Drama
Apply
Multiple Choice
Matching
Circle the letter of the best choice for each of
the following items.
Write the letter of the choice in the second
column that best matches each item in the
first column.
1. Tragedy has a tragic hero who usually
has a ______, such as too much pride.
A. chorus
B. monologue
C. an aside
D. tragic flaw
2. ______ is a type of comedy that
ridicules people, practices, or
institutions to reveal their failings.
A. Farce
B. Satire
C. Dramatic irony
D. Verbal irony
3. ______ are two elements that make
drama a unique literary genre.
A. Lines and stanzas
B. Acts and scenes
C. Dialogue and stage directions
D. Short stories and essays
5. drama that deals with light subjects
_____
6. conversation between characters
_____
7. written instructions for how to perform
a play _____
8. drama in which the main character
suffers a fall from good fortune
_____
9. a person says one thing but means
another _____
10. comedy that places flat, onedimensional characters in ridiculous
situations _____
A. dialogue
B. verbal irony
C. comedy
D. tragedy
E. farce
F. stage directions
4. The chorus often spoke ______
A. the prologue and epilogue.
B. the stage directions.
C. at the end of the play.
D. in between scenes.
How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas or literary elements that are featured in this unit. As you learn more about ideas
in the unit, add to your notes.
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UNIT 4
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Informational Text
Introductory Text: The Power of Love
Big Idea
(p. 689)
Preview
• What do I know about the
theme of the power of
love?
• How is the theme of the
power of love shown in
drama?
• Which literary elements
define tragedy?
Reduce
ANY QUESTIONS? Remember to
ask yourself about images as
well as text on a page. For
example: “Why did the artist
pair a dove with a couple?”
This introduction prepares you for the drama you will read in
one part of a unit of your textbook. It introduces the theme of
the drama you will read in that part. It also reviews the
literary elements of tragedy. These elements will be a focus in
this part of your textbook.
As you read the introduction, use the Cornell Note Taking
System to record important points and to remember what you
have read.
Record
Big Idea
➥
Notice the words used to describe features of the theme. You can
chart them in your notes, as shown. Three have been listed for you.
Can you add other words or phrases that describe the theme?
The Power of Love
strength of love
forever
universal subject
➥
What should you be asking yourself when you read the drama
selections in this part?
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T HE POW ER O F LOVE
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Informational Text
Introductory Text: The Power of Love
Literary Focus
(p. 690)
Reduce
Record
TO THE POINT Note the key
topic of this page.
➥
What is tragedy, according to Aristotle?
➥
Which elements of tragedy are you familiar with?
➥
Which elements of tragedy did you learn about in this article?
➥
What is blank verse? Define iambic pentameter in your answer.
TO THE POINT Review the chart
of Aristotle’s Six Elements. Note
any terms that are new to you.
TO THE POINT Note words that
help you recall the meaning of
blank verse. For example:
stressed/unstressed
124
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Un i t 4 , Pa r t 1
Informational Text
Introductory Text: The Power of Love
Literary Focus
(p. 691)
Reduce
TO THE POINT Note the
boldfaced terms. For example:
protagonist
antagonist
Record
➥
Define protagonist and antagonist. Use your own words if
you like.
Tragic Hero
➥
Define tragic hero. Use your own words if you like.
TO THE POINT Note a clue that
will help you remember the
difference between monologue
and soliloquy. For example:
Mono means “one,” and
logue means “speech.”
Dramatic Devices
➥
Define monologue, soliloquy, and aside. Use your own
words if you like.
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T HE POWER O F LOVE
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Informational Text
Introductory Text: The Power of Love
Summarize
➥
Review your notes on this introduction. What are the elements of tragedy and the different
types of dramatic devices? Complete this outline.
I. Tragedy
II. Dramatic Devices
A. Plot
B. Theme
A. Monologue
Apply
Multiple Choice
Circle the letter of the best choice for each of
the following items.
1. Which of the following is a true
statement about the Big Idea?
A. Tragedy is rarely driven by love.
B. Love is a universal subject.
C. Young love ends badly.
D. Love stories have happy endings.
3. Which of the following does not
describe a tragic hero?
A. He or she is born into nobility.
B. A tragic hero has a tragic flaw.
C. He or she has potential for
greatness.
D. A tragic hero faces death in great
fear.
4.______ is a form of spectacle.
A. A verse of iambic pentameter
B. A soliloquy by a central character
C. A sword fight
D. An aside to the audience
How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas or literary elements that are featured in this part. As you learn more about the
ideas in the part, add to your notes.
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THE P OW E R OF LOV E
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Informational Text
Literary History: Shakespearean Drama
(p. 692)
Preview
• How was a Shakespearean
drama performed?
• How did the Globe
Theatre become into
existence?
• Who was the audience of
a Shakespearean drama?
Reduce
TO THE POINT Note key words.
For example:
Globe Theatre
This article presents a literary history of Shakespearean
Drama. This type of drama is named for one of the most
famous playwrights in history: William Shakespeare. It was
perfected during Shakespeare’s lifetime: (1564–1616). This
Literary History will help you better understand the dramatic
literature you will read in your textbook.
As you read the article, use the Cornell Note Taking System to
record important points and to remember what you have read.
Record
➥
Ask yourself questions about these paragraphs. then answer the
questions. One question and answer has been written for you.
Q: What is the Globe Theatre?
A: a playhouse where the dramas of William
Shakespeare were performed
ANY QUESTIONS? Write any
questions you have.
The Age of Shakespeare
➥
Complete this sentence: These paragraphs describe how…
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SHAK ESPEAREA N DRA MA
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Informational Text
Literary History: Shakespearean Drama
Reduce
(p. 693)
Record
MY VIEW Why do you think
performances took place in the
afternoon?
Shakespeare’s Stagecraft
➥
Describe different parts of the stage set-up of a Shakespearean
drama. Two samples have been written for you.
trapdoors for entrance and exit of actors
small, curtained inner stage
TO THE POINT Note key words
and unfamiliar names. For
example:
stagecraft
Ben Jonson
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➥
Describe the function of boy actors in Shakespearean drama.
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Un i t 4 , Pa r t 1
Informational Text
Literary History: Shakespearean Drama
Summarize
➥
Review your notes on this article. Then complete the classification notes
on the chart of the Globe Theatre below. Two examples have been given.
Audience
up to 3,000
people; mix
of social
classes
Theater
Setting
Actors
young boys
played the
parts of
females
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Costumes
SHAK ESPEAREA N DRA MA
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Informational Text
Literary History: Shakespearean Drama
Apply
Multiple Choice
Matching
Circle the letter of the best choice for the
following questions.
Write the letter of the choice in the second
column that best matches each item in the
first column.
1. How did the audience know that the
play being performed was a tragedy?
A. a curtain was closed
B. a black cross in front of the theater
C. a black flag above the theater
D. the audience was asked to be quiet
2. What is a groundling?
A. the flat, circular panel around the
stage
B. the audience members standing in
the courtyard
C. an audience member who has
entered without paying admission
D. the beam connecting the stage to
the ground
3. In the 1500s, professional actors often
met with hostility because______
A. they traveled from town to town.
5. name of the theater that
Shakespeare’s acting company built
_____
6. term used for professional actors
_____
7. Shakespeare’s acting company _____
8. actor who built England’s first
permanent playhouse _____
9. a contemporary of Shakespeare?
_____
10. location of Shakespeare’s playhouse
_____
A. The Globe Theatre
B. Lord Chamberlain’s Men
C. James Burbage
D. Southwark
E. players
F. Ben Jonson
B. they set up makeshift stages.
C. they performed in England for
centuries.
D. crowds of playgoers attracted crime.
4. What were an Elizabethan theater
company’s biggest expenses?
A. costumes
B. scenery
C. sound effects
D. music
How can you better remember and understand the material in this Literary History? Recite
your notes, Reflect on them, and Review them. You can also use your notes to help you read
the literature in this unit.
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Informational Text
B E FO R E YO U R E A D
A LO N G - OV E R D U E E N C O R E
Building Background
In 1599 Shakespeare worked in the original Globe
Theatre. Located in London, its stage was the setting
for many of his most famous plays. The theater caught
fire in 1613 and burned to the ground. It was rebuilt
soon after, but in 1642 the Puritans closed down all
theaters. Two years later it was torn down. In 1970,
after three centuries, American actor Sam Wanamaker
began a long campaign to rebuild the Globe. In 1997
a faithfully restored Globe finally reopened its doors.
Setting Purposes for Reading
When you investigate history, you can reach
conclusions that are enlightening, surprising, and even
upsetting. Before you read, discuss the following
questions with a partner:
•
•
Have you ever learned a new historical fact that
revealed that something about your earlier
understanding was incorrect? How did that make
you feel?
What is difficult about accepting new information?
Read to learn how workers rebuilt the Globe Theatre
in London to look exactly like the original. Find out
about the modern audiences who attend plays there
today.
Reading Strategy
Identifying Sequence
Identifying sequence means finding the order in
which events happened. When you understand the
sequence of events in nonfiction, it can help you
better remember the ideas of the selection.
Active Reading Focus
Identifying
Assumptions
When you identify assumptions, you find information
that is accepted as true without proof. As you read “A
Long-Overdue Encore,” try to identify assumptions
made by the author and assumptions made by the
people who are discussed or quoted in the selection.
Literary Element
Tone
A writer’s attitude toward the audience or subject is
called tone. A writer creates tone by using the
following elements.
word choice (words the writer chooses)
punctuation
sentence structure (way sentences are constructed)
figures of speech (similes, metaphors,
personification)
•
•
•
•
Big Idea
The Power of Love
People often pledge that their love will last forever against
all odds. The following article is about a different kind of
love—a labor of love—that pays respect to Shakespeare, his
drama, and the stage for which he wrote.
Vocabulary
Read the definitions of these words from “A Long-Overdue
Encore.” As you read the selection, use your knowledge of
synonyms—words with the same or nearly the same
meaning—to figure out the meanings of unfamiliar words.
relevant (rel ə vent) adj. connected to a subject;
important; p. 132 The judge asked the lawyer to present
only evidence that was relevant to the case.
accurate (ak yər it) adj. matching fact exactly; careful
and precise; p. 132 The actors’ costumes were accurate
recreations of the original Civil War uniforms, down to the
last detail.
relied (ri l¯d) v. trusted; depended; p. 133 To test the
safety of the bridge, the town relied on a team of engineers.
controversy (kon trə vur´ sē) n. a strong public
disagreement; a debate; p. 133 In the controversy over the
spotted owl, the loggers are on one side and the people for
the environment are on the other.
intimacy (in tə mə sē) n. a friendly feeling; close or
warm relationship; p. 133 The grand ballroom is
beautifully decorated but lacks a feeling of intimacy.
English Language Coach
These notes help you apply word attack skills to
understand unfamiliar words or expression.
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A LON G-OV ERD U E ENCO R E
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Informational Text
A Long-Overdue Encore
Reading Strategy
Identifying Sequence Remember
that identifying sequence involves
finding the order of events in which
they happened. Look back at the
paragraph in the selection, and then
figure out the sequence of events.
✒ Place numbers next to each
event based on the order in which
the events happened. Then list the
events below from earliest to most
recent.
Active Reading Focus
Identifying Assumptions What
assumption does Hillenbrand make
about British theater fans who are
“tradition-minded”? What
assumptions might these fans make
about Wanamaker?
Vocabulary
relevant (rel ə vənt) adj. connected
to a subject; important
accurate (ak yər it) adj. matching
fact exactly; careful and precise
132
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By Barry Hillenbrand
In a reproduction of the theater where Shakespeare’s plays were
first performed, actors put on shows the way they were done in the
Bard’s day.
The opening lines of William Shakespeare’s Henry V have a
seductive charm. Using the humble voice of the narrator, the
playwright asks the audience to suspend disbelief. It is a bit much
to ask, he admits, but might the audience transform “this unworthy
scaffold” of the stage into the “vasty fields of France? Or may we
cram / Within this wooden O the very casques / That did affright
the air at Agincourt?” For nearly four centuries, audiences have
readily joined in this theatrical pretense. After all, who can refuse
the Bard a favor?
When those famous lines were spoken at the opening of a
contemporary London production of Henry V, they were more
irresistible—and relevant—than ever before. For they were
delivered from the stage of Shakespeare’s Globe Theatre, a
remarkably faithful reconstruction of Shakespeare’s original
“wooden O.” The first Globe, which Shakespeare called a “wooden
O” because it was an open-air, round building, was built in 1599.
Shakespeare worked there for many years, and wrote many of his
greatest plays for its company of actors. In 1613, a cannon used in a
production of Henry VIII set the thatched roof on fire, and the
theater burned to the ground. A new playhouse was built on the
original foundation and continued to operate until 1642, when the
Puritans closed down all theaters. Two years later, the Globe was
torn down, and more than 350 years passed before the new Globe
opened its doors in 1997.
Located on the south bank of the River Thames and only a
stone’s throw from where the original once stood, the new Globe
Theatre is an accurate replica of Shakespeare’s playhouse. The
structure has a brick foundation and oak beams, and its roof is
open to the sky in the center, letting in sunshine or rain just as the
original Globe did. But the new Globe is more than the ultimate
theme park for Shakespeare fanatics: It is also the arena for a fresh
and fascinating style of Shakespearean performances.
To Build or Not To Build
Much to the dismay of some tradition-minded British theater fans,
the new Globe owes its existence to a U.S. actor named Sam
Wanamaker, who came to England in 1949 to shoot a movie.
During his stay, he learned that a government committee led by
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Informational Text
U.S. Senator Joseph McCarthy was investigating him for his leftist
political views. Like many others in the movie industry,
Wanamaker was blacklisted. No longer able to work in Hollywood,
he decided to pursue a stage career in England. It would be years
before his film career took off again.
When Wanamaker first arrived in London, he searched for the
site of Shakespeare’s playhouse. He was shocked to discover that
the only acknowledgment of the original Globe was a plaque
attached to the front of a brewery. In 1970, he began a long and
difficult campaign to build a modern version of the theater.
There were many ups and downs along the way, and sometimes it
seemed as if the new Globe would never get built. But Wanamaker
was a determined man, and by 1993, after 23 years of fund-raising,
he had squeezed enough money ($20.5 million) from corporations
and individual donors to start construction. First, however, he and
his building team had to struggle to come up with the right design.
Few details about the original theater had survived, but the
team found designs for two other theaters, the Rose and the
Fortune, that had stood near the old Globe. Since both theaters
were built by the same master carpenter who constructed the
Globe, the building team relied on those designs to guide them.
But many of the most basic questions remained unanswered. For
example, no one could agree on how many sides the polygon
structure should have. In 1992, a group of experts met to settle the
controversy. The scholars voted—14 to 6—for 20 sides.
Workmen used traditional building methods and materials. “I am
proud that the general way we constructed the whole structure is
entirely consistent with the practices of 1595,” says Peter McCurdy,
the meticulous master carpenter who directed the construction
project. Still, some compromises had to be made. For example, goat
hair had to be used to give body to the plaster because no cow hair
of the proper—and authentic—length could be found.
Close to the Action
Wanamaker died in 1993, too soon to see the completion of his
grand project. He would not have been surprised that the Globe’s
productions reveal a style of Shakespearean performances different
from what is offered in the darkened theaters of the modern world.
For one thing, performances take place during the day, in natural
light. Sometimes women’s roles are played by men, as they were in
Shakespeare’s day. And because the 900 seats curve around the
stage in tiered galleries, everyone in the audience sees the action
from a different angle. Some views are blocked by pillars, but the
sense of intimacy makes up for any obstructions. No audience
member is farther than 50 feet from the stage. In fact, some of the
hundreds of people who stand in the central yard, where the
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English Language Coach
Understanding Idioms An idiom is
an expression whose meaning is
different from the dictionary meaning
of the words that make it up. For
example, on the fly means “in a
hurry,” not “standing on an insect.” If
you read an expression that does not
make sense, examine the words that
surround it. What do you think the
idiom ups and downs means?
✒ Underline the clues that help you
understand the idiom.
Big Idea
The Power of Love What
information in the passage suggests
that Wanamaker’s Globe reconstruction
efforts were a “labor of love”?
Vocabulary
relied (ri l¯d) intr. v. trusted;
depended
controversy (kontrə vur´ sē) n. a
strong public disagreement
intimacy (in tə mə sē) n. a friendly
feeling; close or warm relationship
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English Language Coach
Understanding the Implied
Meaning of a Word The denotation
of a word is its literal meaning, or
dictionary definition. The connotation
of a word is its implied meaning, or
the images and ideas the word brings
to mind. The word patriot in the
passage means “someone who loves
his or her country,” which is its
denotation. Now give the word’s
connotation: list three images or
ideas that patriot brings to mind.
Literary Element
Tone What is the tone of the quoted
woman’s comment? What is the tone
of Hillenbrand’s response?
“groundlings” stood in Shakespeare’s day, even rest their arms on
the edge of the stage. They may have to stand, but many of these
modern-day groundlings say they have the best “seats” in the
house. They’re close to the stage, and the atmosphere in the yard is
casual and fun.
“I was so close I felt I was part of the action,” says Katie
Marshall, a U.S. college student who stood during a performance of
The Winter’s Tale. As in Elizabethan times, audience members tend
to be vocal, and some even join in the proceedings. Mentions of the
French are often hissed, and when a French officer in Henry V
proclaimed that “England shall couch down in fear and yield,”
an English patriot in the audience shouted back, “Never!”
Still, performances of Shakespeare’s plays at the Globe are not
for everyone. Purists are annoyed by the distractions during
performances: small children who sometimes roam around in the
central yard, vendors who circulate selling drinks and sandwiches,
and elderly tourists defeated by the hard seats who flee in the
middle of an act. “This is nothing like the film [starring Kenneth
Branagh],” complained a disappointed woman from New York City
after viewing a performance of Henry V. But that, of course, is
exactly the point. Seeing Shakespeare’s works at the Globe is not
like seeing it anywhere else in the world.
—Updated 2005, from TIME,
June 23, 1997,
✔ Reading Check
How are modern Globe Shakespeare
productions different from
contemporary Shakespeare
productions put on in other theaters?
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A F TE R YO U R E A D
Graphic Organizer
Create a timeline to keep track of the sequence of
events in a selection. After you read, record events and
their dates in the order in which they happened. Start
with the earliest event on the left. Complete the
timeline below by filling in the important events of the
Globe Theatre. If you prefer, construct a foldable to
display the information.
1599
First Globe
Theatre burns
to the ground.
1642
Puritans close
down all
theaters,
including the
Globe.
1949
dies
Active Reading Focus
Identifying Assumptions Keep in mind that when
you identify assumptions, you find information that is
accepted as true without proof. As Hillenbrand points
out, even though many people have a positive
reaction to performances at the new Globe, some do
not. For those that do not enjoy the experience,
explain how their dissatisfaction may be connected to
their assumptions about how Shakespearean theater
should be performed.
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Vocabulary Practice
Reading Strategy
Identifying Sequence Identify the general sequence
Hillenbrand uses in the article. Why might he order
events this way? Explain how Hillenbrand’s sequence
strengthens the article.
Using Synonyms Remember that synonyms are
words with the same or nearly the same meaning.
Figure out each word’s synonym from the choices
below.
1. Did the witness give an accurate description of
what happened?
(a) factual
(b) interesting
Literary Element
(c) biased
Tone Based on Hillenbrand’s tone throughout the
article, what do you think is his attitude toward critics
of the reconstructed Globe Theatre? Use examples
from the text in your response.
2. His comments are not relevant to this discussion.
(a) sensitive
(b) complicated
(c) connected
3. Because we relied on an old schedule, we missed
the bus.
(a) overlooked
(b) depended
(c) ignored
4. We enjoyed the intimacy of the small theater.
(a) friendliness
(b) spaciousness
(c) coldness
5. Our school is engaged in a controversy about a
proposed dress code.
(a) indifference
(b) debate
(c) rivalry
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Informational Text
Introductory Text: Awkward Encounters
Big Idea
(p. 819)
Preview
• What does the theme of
Awkward Encounters
mean?
• How is the theme shown
in drama?
• Which literary elements
are new to me?
Reduce
ANY QUESTIONS? Remember to
ask yourself about images as
well as text on a page. For
example: “How does this
painting show the theme of
awkward encounters?”
This introduction prepares you for the dramas you will read in
a part of a unit of your textbook. It introduces the theme of
those dramas, and it reviews the literary elements that
playwrights use to create drama. These elements will be a
focus in this part of your textbook.
As you read the introduction, use the Cornell Note Taking
System to record important points and to remember what
you have read.
Record
Big Idea
➥
Notice the words and phrases used to describe the different
features of the Big Idea. You can chart them in your notes, as shown.
Can you add other words or phrases that describe the theme?
Awkward Encounters
being asked a question you don’t know the answer to
slipping and falling in front of a group of friends
having to lead your class in a song
➥
What should you be thinking of when you read this unit?
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Informational Text
Introductory Text: Awkward Encounters
Literary Focus
(p. 820)
Reduce
Record
TO THE POINT Note the names
of the characters in the play on
this page.
How can you use the elements of drama to help you
read a play?
➥
What is the title of this play and the name of the playwright?
➥
What happens in this play selection?
TO THE POINT Note the city
where this play occurs and the
location where the action takes
place.
➥
What can you figure out about Marty’s character from the
dialogue on this page?
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Informational Text
Introductory Text: Awkward Encounters
Literary Focus
(p. 821)
Reduce
TO THE POINT Note the
boldfaced terms.
Irony
Situational Irony
Record
Elements of Drama
➥
What are acts and scenes?
Elements of Comedy
➥
What are some characteristics of comedies?
TO THE POINT Note words that
are unfamiliar.
Irony
➥
Note the three types of irony and their definitions.
Use your own words if you like.
Tone
➥
What is tone in a literary work?
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Informational Text
Introductory Text: Awkward Encounters
Summarize
➥
Review your notes on this introduction. Can you complete these
classification notes about the terms you learned? Examples have been given.
Elements of
Drama
Acts
Elements of
Comedy
Irony
Tone
Light and
amusing subjects
Apply
Multiple Choice
Circle the letter of the best choice for each of
the following items.
1. Which of the following does not
describe the Big Idea?
A. falling in front of a group of friends
B. not knowing the answer to a
question you are asked
C. walking in front of a group of
friends
D. leading your class in an unfamiliar
song
2. ______ advances the plot of a play.
A. Humor
3. Comedy mostly uses ______ to
entertain audiences.
A. dramatic dialogue
B. set changes
C. ridicule and irony
D. lighting
4. Which of the following is a form of
verbal irony?
A. an unexpected outcome
B. hyperbole
C. author’s attitude toward a subject
D. conversation between characters
B. Understatement
C. Sarcasm
D. Dialogue
How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas or literary elements that are featured in this part. As you learn more about the
ideas in the part, add these ideas to your notes.
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B E FO R E YO U R E A D
H OW I C A M E T O T H E T H E AT E R
Building Background
The plays of Eugène Ionesco are about hopeless
human situations. His dramas are part of the Theater
of the Absurd. Writers of Absurdist plays use dialogue
that includes repetition, nonsense, and plays on words
to show the lack of purpose in characters’ lives. In
How I Came to the Theater, Claude Bonnefoy
interviews Ionesco about his writing, how he became a
writer, and how other people view his work.
Setting Purposes for Reading
Writers often feel that their work is misunderstood or
twisted for someone else’s gain. Before you read,
discuss the following questions with a partner:
•
•
Have you ever felt misunderstood? How did you try
to solve the problem?
Have you ever felt that people focused on the
details of something you created, rather than on the
parts that were truly important? Explain.
As you read the selection, discover the different views
people have about Eugène Ionesco and his plays.
Reading Strategy
Identifying Assumptions
and Ambiguities
When you identify assumptions, you find information
that is accepted as true without proof. When you
identify ambiguities, you find parts of the text that
have more than one meaning.
Active Reading Focus
Drawing Conclusions
When you draw conclusions, you use different pieces
of information to form an opinion about people,
places, events, and ideas. For example, in a mystery
story, you might draw conclusions about characters
based on what they say and do. These conclusions
can help you form an opinion about their personalities.
As you read, notice details that help you draw
conclusions about the selection.
Literary Element
Humor
Humor is the quality of a literary work that makes the
characters and their situations seem funny, amusing, or
silly. Humor often points out human weaknesses and
the irony, or surprising outcome, found in many
situations. Humorous language includes:
•
•
•
•
•
sarcasm (to mock something)
exaggeration (to overstate something)
pun (a humorous play on words)
verbal irony (a character says one thing but means
another)
situational irony (a character does one thing but
means another)
Big Idea
Awkward Encounters
Everyone experiences awkward moments and
uncomfortable situations. While awkward encounters
may seem humorous, they can be embarrassing or
even painful. These experiences are a big part of
drama because they can reveal a lot about a person
and how he or she acts in the world.
Vocabulary
Read the definitions of these words from How I Came
to the Theater. As you read, use context clues in the
sample sentences to help unlock the meaning of
these and other words you do not know.
criticism (kritə siz´əm) n. the art of making skilled
and detailed comments on literary or artistic works;
p. 142 The literary criticism in book reviews helps readers
better understand what they read.
exposing (iks pōzin) v. revealing something;
unmasking; p. 144 Jill told her parents the truth about her
grades, exposing the fact that she had lied to them.
ferrets (feritz) v. hunts; searches; seeks out; p. 144
The secret agent ferrets out the spies in the crowd.
alter ego (o ltər ēō) n. another side of oneself; a
second self or personality; p. 144 Superman’s alter ego is
Clark Kent.
distorting (dis tortin) adj. twisting out of a normal
condition; causing to be perceived unnaturally; p. 145
The garish lights had distorting effects on the water in the
fountain.
English Language Coach
These notes help you apply word attack skills to
understand unfamiliar words or expression.
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English Language Coach
Understanding Roots, Prefixes,
and Suffixes A prefix is a word
part added to the beginning of a root
or base word to change its meaning.
A suffix is a word part added to the
end of a root or base word. The word
unlivable in the passage is made up
of the prefix un-, which means “not,”
the base word live, which means “to
have life,” and the suffix -able, which
means “inclined to.” (Note that the
silent e in live is dropped.) What is
the meaning of unlivable?
How I Came to the Theater
By Claude Bonnefoy
CLAUDE BONNEFOY. I can’t help wondering how and why you
happened to become a playwright.
It puzzles me as well. You’d do better to ask a
psychologist about it. Why did I write my first play? Perhaps it
was to prove that nothing had any real importance, that everything was unlivable—literature, drama, life, human values, they
were all unlivable.
EUGÈNE IONESCO.
C.B. But you could have chosen to express this in another literary
form—a poem, a novel, or an essay. Certain of your plays like The
Killer, Victims of Duty, Rhinoceros, and A Stroll in the Air were originally
short stories that you’ve now published in a single volume called
The Colonel’s Photograph. Wasn’t your vocation originally more that
of a storyteller?
E.I. I started by writing literary criticism. And poems, very bad
poems.
C.B. Should I contradict you?
Active Reading Focus
Drawing Conclusions When you
draw conclusions, you use different
pieces of information to make a
general statement. What general
statement can you make about
Ionesco’s writing profession based on
the passage?
E.I. Oh, they’re really pitiful, full of a primitive anthropomorphism:1 flowers weeping and bleeding and dreaming of meadows
and springtime and heaven knows what else. I was only seventeen.
It wasn’t all my fault, Maeterlinck2 and Francis Jammes3 were
partly to blame. Anyway, after I’d written some very bad poems, I
started writing extremely harsh criticism, as though I was trying to
punish myself by punishing other people. After that, I tried to write
a novel. It was all a long, long time ago.
C.B. What was the novel about?
E.I. About me, of course.
C.B. So you started out in the classic adolescent way by writing
poems?
E.I. No, I’d already written some plays before that.
C.B. Already?
E.I. Well, let me see . . . first of all, when I was about ten or
eleven, I started to write my Memoirs. I wrote two pages, but I’ve
Vocabulary
criticism (kritə siz´əm) n. the art of
making skilled and detailed comments
on literary or artistic works
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1. Anthropomorphism means “the assigning of human characteristics or behavior to inanimate
objects, animals, or nature.”
2. Maurice Maeterlinck (1862–1949) was a Belgian poet, playwright, and essayist who was
awarded the 1911 Nobel Prize for Literature. His work, written in French, was considered part
of the symbolist movement, which used symbols and myth to convey universal truths.
3. Francis Jammes (1868–1938) was a French poet and novelist. His work was categorized as
Naturism, which emphasized nature and simplicity.
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Informational Text
now lost them both. I can still remember the first page, the first
sentences. I described how I’d had my photograph taken at the age
of three. Now, of course, I’ve forgotten what it was like having my
photo taken at the age of three. I can only remember being ten and
writing down what it was like. And when I was eleven, I wrote
poetry and some patriotic plays. French patriotic plays. When I was
thirteen, I moved to Romania and learned Romanian, and when I
was fourteen, I translated my patriotic play and turned it into a
Romanian patriotic play.
Literary Element
Humor What makes the passage
humorous? What type of humor is
Ionesco using here?
C.B. One could say you were doubly patriotic.
E.I. Actually, I was very confused as a child. At primary school, in
France, I’d been taught that French—which was my language—was
the most beautiful language in the world, that the French were the
bravest people in the world, that they’d always defeated their enemies, that if they had on occasion been defeated themselves, it was
because the odds had been ten-to-one against them or because of a
few individuals like Grouchy at Waterloo4 and Bazaine in the
Franco-Prussian War.5 When I got to Bucharest, my teachers
explained that my language was Romanian, that the most beautiful
language in the world was not French but Romanian, that the
Romanians had always defeated their enemies, that if they hadn’t
always been victorious it was because they’d had people like
Grouchy and Bazaine—I can’t even remember their names—on their
side. So I learned that it was not the French but the Romanians who
were the best people, superior to everyone else. It’s a good thing I
didn’t move to Japan the year after that. . . . So, I began by writing a
patriotic play. And I also wrote a comic play at the same time.
Reading Strategy
Identifying Assumptions and
Ambiguities Remember that when
you identify assumptions, you find
information that is accepted as true
without proof. Based on the passage,
what does Ionesco assume would
have happened if he had moved to
Japan? What might he have done?
C.B. You were always drawn towards comedy, then?
E.I. Yes. But my memory of the play is very hazy. I was eleven or
twelve years old at the time and it was set in Paris, on the Rue de
l’Avre. A child, one of my schoolfriends, had told me that he could
make a film because he had a camera, which in fact wasn’t true. He
was a little mythomaniac. He’s asked me to write a script for him.
What I do remember is that it ended with the characters smashing
everything in the house. Seven or eight children were sitting having their tea together, and afterwards they smashed their cups, they
smashed all the crockery, they smashed up all the furniture, and
threw their parents out of the windows.
Vocabulary
Context Clues What is the meaning
of mythomaniac, based on the
context clues in the passage?
4. Grouchy at Waterloo refers to Emmanuel Grouchy, one of Napoléon’s marshals during the
Battle of Waterloo in 1815. Grouchy’s leadership was considered weak.
5. Bazaine in the Franco-Prussian War refers to Achille Bazaine (1811–1888), a French marshal
sentenced to death for withdrawing his forces in battle on October 27, 1870, during the
Franco-Prussian War. His sentence was reduced to twenty years of imprisonment.
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Big Idea
Awkward Encounters What made
the experience of writing that Ionesco
describes so awkward? How do
assumptions figure into that
awkwardness?
C.B. I suppose it couldn’t have ended with an atom bomb, like
Anger.6 But it’s curious to discover in this childhood script the
same patterns and themes that one finds in Anger: acceleration,
proliferation, and destruction.
E.I. Perhaps I’ve always thought along the same lines. You get the
same thing in Feydeau7 too, the same acceleration and
proliferation; maybe it goes back to his childhood as well.
Acceleration and proliferation are probably a part of my personal
rhythm, of the way I see things.
C.B. Were they also present in the novel that you’d started?
E.I.
No. Definitely not.
C.B. Was it a fear of exposing yourself, a fear of being recognized
that made you stop work on this novel, whose subject, you say, was
yourself?
Active Reading Focus
E.I.
Drawing Conclusions Based on
Ionesco’s comments, what is the
connection between Ionesco and his
characters? How is he different from
his characters? What is he grateful
for?
Vocabulary
exposing (iks pōzin) v. revealing
something; unmasking
ferrets (feritz) v. hunts; searches;
seeks out
alter ego (o ltər ēō) n. another
side of oneself; a second self or
personality
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Possibly.
C.B. In the theater, on the other hand, because of the characters,
you can wear a mask even when you’re talking about yourself.
E.I. What irritates me is that, increasingly, when I write anything
new, everyone—academics, psychologists and so on—ferrets about
to find evidence that it’s me who’s talking. Every day it’s brought
home to me more and more clearly that my plays can be seen as a
series of confessions in which I give voice to my most unspeakable
thoughts. People send me doctoral theses,8 they send me unpublished books about myself and I am absolutely terrified. Did I
really have all these hidden meanings? Did I really hope that
people wouldn’t understand or that they’d put all the blame on
my characters? I also realize that I’ve said certain things without
intending to. And it’s other people who discover all the things that I
wasn’t really aware of: it’s insane. For the sake of clarity, I ought to
say that my characters are not always “alter-egos”; they’re other
people, as well, imaginary people; they’re also caricatures of myself,
of what I’ve been frightened of becoming, of what I could have—
but fortunately didn’t—become; or else they’re simply enlargements
of different facets of myself; or else—and I’m repeating myself deliberately—they’re other people, people I pity, people I laugh at, people
I hate or love; sometimes, but more rarely, they are people I should
have liked to be. They are also the personifications of a kind of
anguish. And quite often, too, they are characters from my dreams.
6. Ionesco’s play Anger, published in 1963, casts a scene of an ordinary day with three happy
couples sitting down to eat dinner. Tension ensues, and the husbands and wives attack one
another.
7. Georges Feydeau (1862–1921) was a French playwright of popular farces during World War
I, many of which are still performed today.
8. Doctoral theses are lengthy and formal treatises written by graduate students at a university.
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Informational Text
C.B. If writing was a way of liberating yourself from certain
things, didn’t it upset you to rediscover these things in the
distorting mirrors of other people’s criticism?
E.I.
English Language Coach
Yes, it did.
C.B. So there’s the danger that what starts out as a liberation can
cease to be one as a result of this mirror of criticism.
E.I. Yes, in fact, you could say that everything shared this danger,
but only if everyone were a poet or an artist, or else a psychiatrist
or a priest. But as most people have the mentality of a concierge,9
or else are society people, which is to say, simply concierges further
up the social ladder, literature is constantly being undressed. The
whole of literary history as we know it is just back-stairs snooping.
Journalists and readers don’t understand what a man says in the
same way an artist would, or a priest, or a doctor or a psychologist.
They don’t see the meaning of these confessions, they don’t understand the deepest or most universal truth of an individual confession. What interests them isn’t the universal truth but the personal
confession—looking through the keyhole, in other words. What
interests people is not what’s universal or general in a writer’s
work, but knowing about his private life. In other words, everything but the work itself. Of course, it’s interesting to study sources,
but it’s more interesting to study the work itself. A work is more
than the sum of its causes, it goes beyond them.
Figurative Use of Language
Writers use figurative language to
describe and communicate ideas or
emotions. Figurative expressions, like
idioms, are not literally true. One kind
of figurative language is metaphor. A
metaphor is a figure of speech that
compares unlike things, as in the line
“Her tears were a flowing river.”
✒ Underline the metaphor in the
passage. What two things are
compared? How are they alike? How
are they different?
C.B. What I find interesting is the reverse—I want to find out
how and why you came to put on the mask of playwright.
E.I.
How I came to the theater? Quite simply, I don’t know.
Vocabulary
9. Here, concierge means “a person who lives in a building and acts as its janitor, especially in
France.”
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distorting (dis tortin) v. misleading
someone or something; faking
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Informational Text
A F TE R YO U R E A D
Active Reading Focus
Graphic Organizer
Use a chart to summarize the most important parts of
a selection. A summary chart can help you identify
and remember the major parts of a selection. In the
chart below, list the topic of the selection, the main
point, and three or four supporting points. If you
prefer, construct a foldable to display the information.
Drawing Conclusions In the selection, Bonnefoy
questions Ionesco about how he came to “put on the
mask of playwright.” Based on Ionesco’s comments
throughout the interview, draw conclusions about how
he might explain this expression. Do you think Ionesco
would agree that being a playwright involves putting
on a mask? Explain.
Selection Topic:
Claude Bonnefoy interviews Eugène
Ionesco about his decision to become a
playwright.
Main Point:
Supporting Points:
1. Ionesco wrote stories and bad poetry
as a youth with little success.
2.
3.
4.
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H OW I C AME TO THE THEATER
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Informational Text
Reading Strategy
Identifying Assumptions and Ambiguities At the
end of the selection, Bonnefoy comments, “I want to
find out how and why you came to put on the mask
of playwright,” to which Ionesco responds: “How I
came to the theater? Quite simply, I don’t know.” What
is ambiguous about the exchange? What assumptions
does Bonnefoy seem to have about playwrights that
Ionesco does not?
Vocabulary Practice
Using Context Clues
When using difficult words, writers often provide
context clues to the meanings of those words. Some
common context clues include the following:
•
•
•
•
•
giving definitions or synonyms
giving concrete examples
giving contrast clues (opposite meanings)
giving descriptions
using modifying words or phrases
For each passage from the text, study the underlined
parts, and tell how that information gives a clue to the
word’s meaning.
1. “. . . my characters are not always ‘alter-egos’;
they’re other people, as well, imaginary people;
they’re also caricatures of myself, of what I’ve been
frightened of becoming . . . .“
2. “. . . when I write about anything new, everyone—
academics, psychologists and so on—ferrets about
to find evidence that it’s me who’s talking.”
Literary Element
Humor Find an example of humor that stands out in
the selection and explain what makes it humorous.
Then tell what kind of humorous language is used.
3. “Anyway, after I’d written some very bad poems, I
started writing extremely harsh criticism . . . .”
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Un it 5
Informational Text
Introductory Text: Epic and Myth
Looking Ahead
(p. 945)
Preview
• What is an epic?
• What is a myth?
• What are some literary
elements used in epics
and myths?
Reduce
TO THE POINT Note key words.
Key words are the most
important ones. They will help
you remember what you have
read. For example:
This introduction prepares you for the epics and myths you
will read in a part of a unit of your textbook. It describes epics
and myths as unique literary genres and explains their
importance. It describes the features within epics and myths
that create meaning. It also offers tips on how to read them.
As you read the introduction, use the Cornell Note Taking
System to record important points and to remember what you
have read.
Record
Looking Ahead
➥
How do epics and myths compare with other literature? One
example has been given.
Epics and myths are the earliest stories told.
epic
myth
loyalty
Preview
148
➥
What are the Big Ideas of this unit?
➥
What are the literary elements you will learn in this unit?
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Un i t 5
Informational Text
Introductory Text: Epic and Myth
Genre Focus
(p. 946)
Reduce
Record
TO THE POINT Note the
boldfaced terms. For example:
What is unique about epics and myths?
ANY QUESTIONS? Write them
now. Then answer them as you
reread your notes.
Epic
epic
epic hero
➥
What did Carl Jung, the psychologist and psychiatrist, believe
about myths and epics?
➥
What is an epic?
➥
What is the role of gods in epic tales?
Structure
➥
Write the definitions of the boldfaced terms under this
heading. Use your own words if you like.
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EP IC A ND MYTH
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Un it 5
Informational Text
Introductory Text: Epic and Myth
Genre Focus
(p. 947)
Reduce
Record
TO THE POINT Note unfamiliar
names or kinds of myths.
Myth
➥
What is a myth? What are some qualities of myths? One
example of a quality has been given.
A myth is a traditional story of anonymous origin.
Archetype
➥
What is an archetype?
Symbol
➥
What is a symbol?
Recap
➥
Review your notes on the Genre Focus. Record characteristics under the different headings, using the
classification notes given below. A few have been given for you.
Epic
Structure
An epic centers on
an epic hero.
150
UNIT 5
Myth
Archetype
Symbol
Something that
has literal and
figurative
meaning
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Un i t 5
Informational Text
Introductory Text: Epic and Myth
Literary Analysis
Reduce
TO THE POINT Note the name of
the author of the Ramayana
and the name of its translator.
TO THE POINT As you read the
selection from the Ramayana
on this page, note the different
characters. For example:
(p. 948)
Record
“The Wedding” from the Ramayana
➥
If the opening paragraph in this excerpt had a heading, what
might it be?
➥
What is the meaning of the symbol of the bow?
➥
What is the style of writing in the Ramayana?
King Janaka
Shiva
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Un it 5
Informational Text
Introductory Text: Epic and Myth
Literary Analysis
(pp. 948–949)
Reduce
Record
TO THE POINT Note the literary
elements of the Ramayana that
are featured on these pages.
➥
What new character is introduced on the second page from the
epic the Ramayana?
➥
What is the archetypal theme in this epic?
➥ What characteristics of the epic are present in “The Wedding”
from The Ramayana? One example is given.
Its action centers on an epic hero.
Recap
➥
Review your notes on “The Wedding” from the Ramayana. Then find sentences, events, or objects in
the tale that are characteristic of an epic. Write the sentence, event, or object in the left column. Use the
right column to describe its characteristic. Two examples are given.
“The Wedding” from the Ramayana
Characteristic of the Epic
a symbol of war and vengeance
the bow
formal style, extensive description
“The bow was placed in a carriage on eight
pairs of wheels and arrived by a vast number
of men.”
152
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Un i t 5
Informational Text
Introductory Text: Epic and Myth
Writers on Reading
Reduce
TO THE POINT Note the key
topic of this page.
(p. 950)
Record
Homer’s Naturalness
➥
What are qualities of Homer’s naturalness? One example is
given.
One quality is his use of love and hate.
Homer’s Authenticity
➥
TO THE POINT Note words that
are unfamiliar to you.
Why is Homer described as authentic?
Homer’s Style
➥
Complete this sentence. A characteristic of Homer’s style is . . .
Odysseus’s Realism
➥
What are some characteristics of Odysseus?
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Informational Text
Introductory Text: Epic and Myth
Writers on Reading
Reduce
(p. 951)
Record
ANY QUESTIONS? As you read
about Odysseus, try to predict
what might occur in the epic
tale of the Odyssey. Ask
yourself: “What should I expect
to read about?”
Odysseus’s Cunning
➥
What does this quotation tell you about what occurs at the
beginning of the Odyssey?
Odysseus’s Humanity
➥
What are some qualities of Odysseus? One example has been
given.
Odysseus has the quality of coolness.
Recap
➥
Review your notes on Writers on Reading. Then sum up ideas about Homer
and his epic tale the Odyssey. Use the two-column chart below.
Homer
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the Odyssey
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Un i t 5
Informational Text
Introductory Text: Epic and Myth
Wrap-Up
(p. 952)
Reduce
Record
TO THE POINT Note the key
topics of this page.
Guide to Reading Epics and Myths
TO THE POINT Note the
boldfaced terms. For example:
Elements of Epics and Myths
epic
➥
Write the key ideas.
➥
Write the definitions of the boldfaced terms. Use your own
words if you like.
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Informational Text
Introductory Text: Epic and Myth
Summarize
➥
Review your notes on this introduction. Then use the classification chart to
summarize information about the key literary elements of epics and myths. Use
boxes in the center row to identify elements that are used in both genres. The
chart has been started for you.
Epic
epic hero
156
UNIT 5
Myth
symbols
traditional story
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Informational Text
Introductory Text: Epic and Myth
Apply
Multiple Choice
Matching
Choose the letter of the best choice for each
of the following items.
Write the letter of the choice that best
matches each item description.
1. Myths are traditional stories of
_____
A. epic proportions.
B. invocations.
C. only archetypes.
D. anonymous origin.
2. The action of an epic centers
on _____
A. an archetype.
B. an epic hero.
C. a myth.
D. a symbol.
3. The muses are _____
A. nine goddesses who inspire.
5. object, person, place, or event that has a
literal and figurative meaning _____
6. traditional story of anonymous origin
_____
7. long narrative poem about serious
subject _____
8. way an author organizes images, ideas,
words, and lines _____
9. character who is driven to save his
nation or people during a time of crisis
_____
10. thing, person, pattern, or circumstances
that appears repeatedly in literature
_____
A. epic
B. structure
C. archetype
B. gods who take part in the action.
D. symbol
C. people who succeed against odds.
E. myth
D. epic heroes.
F. epic hero
4. Which of the following does not
describe the style of an epic?
A. grand or elevated
B. formal language
C. light and amusing
D. extensive descriptions
How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas and literary elements of this unit. As you learn more about the ideas in the unit,
add to your notes.
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Informational Text
Introductory Text: Journeys
Big Idea
(p. 953)
Preview
• What do I know about the
theme of journeys?
• How is the theme of
journeys shown in the
epic tale?
• What literary elements are
used in epic tales?
Reduce
This introduction prepares you for the epic tale you will read
in a part of a unit of your textbook. It introduces the theme of
the epic you will read in that part. It also reviews the literary
elements of epic tales. These elements will be a focus in this
part of your textbook.
As you read the introduction, use the Cornell Note Taking
System to record important points and to remember what
you have read.
Record
TO THE POINT Note key words.
Key words are the most
important ones. They will help
you remember what you have
read. For example:
journeys
epic tale
Big Idea
➥
Notice the words used to describe different features of the theme.
You can chart them in your notes, as shown. Two have been listed for
you. Can you add other words that describe the theme?
travelers
cultures
Journeys
➥
What should you be thinking of when you read the epic tale in
this part?
158
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JOUR NE YS
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Un i t 5 , Pa r t 1
Informational Text
Introductory Text: Journeys
Literary Focus
(p. 954)
Reduce
TO THE POINT Note the key
topic of this page.
Record
What qualities make a hero?
➥
Complete this sentence: These paragraphs are about . . .
Heroes
ANY QUESTIONS? Ask yourself
questions to reflect on what
you are learning. For example:
“Who are heroes that I have
met?”
➥
What kind of qualities make a hero?
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Informational Text
Introductory Text: Journeys
Literary Focus
(p. 955)
Record
Reduce
TO THE POINT Review the
headings on this page. Note key
words.
The Tragic Hero
TO THE POINT Note a few key
words about the characteristics
of an epic.
The Epic Hero
➥
Define tragic hero and tragic flaw. Use your own words if you
like.
➥
Define epic and epic hero. Use your own words if you like.
➥
What are some traditional qualities of an epic hero? One
example has been given.
A traditional epic hero is strong and courageous.
Gods and Monsters
➥
160
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What are traditional roles of gods and monsters in an epic?
JOUR NE YS
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Un i t 5 , Pa r t 1
Informational Text
Introductory Text: Journeys
Summarize
➥
Review your notes on this introduction to Part 1. Record the characteristics of epics you
learned in the introduction, using this concept web. It has been started for you.
epics
Apply
Multiple Choice
Circle the letter of the best choice for each of
the following questions.
1. Which of the following is the main
theme of the Big Idea?
A. grave dangers
B. new cultures
C. new experiences
D. long journeys
2. Which of the following is not a
characteristic of an epic?
A. long poem
3. A tragic hero is most known for
having _____
A. a thirst for glory.
B. a tragic flaw.
C. an intelligent mind.
D. supernatural powers.
4. It is the task of the epic hero to _____
A. appease the gods.
B. read poems.
C. become a muse.
D. avoid challenges.
B. humorous mood
C. lofty language
D. extended similes
How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas and literary elements that are featured in this part. As you learn more about the
ideas in the part, add these ideas to your notes.
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Informational Text
Literary History: Homer and the Epic (p. 956)
Preview
• What is epic poetry?
• How did Homer compose
his poems?
This article presents a literary history of Homer and the epic.
This literary history will help you better understand the
stories and poetry you will read in your textbook.
As you read the article, use the Cornell Note Taking System to
record important points and to remember what you have read.
• How is epic poetry
narrated?
Reduce
Record
TO THE POINT Note key words.
For example:
bard
➥
Many opening paragraphs don’t have headings. What heading
might you give to the first paragraph? Write the main ideas of that
paragraph under your heading. One main idea has been written for
you.
Homer composed great epic poetry.
ANY QUESTIONS? Ask yourself
questions as you read. For
example: “What are some
qualities of epic poetry?”
The Art of the Bard
➥
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Describe the purpose of repetition in Homer’s poetry.
H OME R AND T H E EP IC
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Informational Text
Literary History: Homer and the Epic (pp. 956–957)
Reduce
TO THE POINT Note and define
the boldfaced term.
Record
Epic Poetry
➥
Complete the web below with details from this section. It has
been started for you.
Epic Poetry
expansive
setting
ANY QUESTIONS? Write them
now; answer them as you
reread your notes.
Epic Narration
➥
Summarize the main ideas of this section.
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Informational Text
Literary History: Homer and the Epic
Summarize
➥
Review your notes on the article. Then summarize the article using the
thinking tree below. Some of it has been filled in for you.
Epic Poetry
a long narrative poem
Epic Narration
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Informational Text
Literary History: Homer and the Epic
Apply
Multiple Choice
Matching
Circle the letter of the best choice for the
following items.
Write the letter of the choice that best
matches each numbered item.
1. Homer was like ____
A. an epic hero.
B. a “gray-eyed Athena.”
C. a jazz musician.
D. the chorus of a song.
2. Which of the following served as
“handles” for Homer?
A. audiences
B. repeated phrases
C. long and short syllables
D. different variations
3. Which of the following is not a trait of
epic poetry?
A. long and narrative
5. takes interest in action of epic poetry
_____
6. long, narrative poem _____
7. formal rather than conversational
_____
8. literary device that makes an epic
narrative vivid and exciting _____
9. starts in the middle of things _____
10. main character _____
A. epic poetry
B. epic hero
C. epic narration
D. narrative tone and style
E. gods or supernatural beings
F. figurative language
B. involves an epic hero
C. action includes extraordinary deeds
D. must rhyme
4. Which of the following characteristics
describe an epic hero?
A. embarks on a long journey
B. main character of the story
C. bravery and wits are tested
D. falls in love
How can you better remember and understand the material in this Literary History? Recite
your notes, Reflect on them, and Review them. You can also use your notes to help you read
the literature in this unit.
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Informational Text
B E FO R E YO U R E A D
LE AV I NG IT ALL BE H I N D
Building Background
In “Leaving It All Behind,” Susan Jakes, a journalist,
tracks Mo Yunxiu, a seventeen-year-old girl from rural
China. Mo hopes to build a new life in the large city of
Shenzhen. Mo, who has never been more than three
miles away from her home, sets out on a journey that
takes her four hundred miles from her home in
Yangshuo. She is unaware of the dangers and difficulties
that await her in an unfamiliar city.
Setting Purposes for Reading
As people grow up, they often move away from home
to make a life of their own. With a classmate, discuss
the following questions:
•
•
Have you ever moved from one city to another, or
from a rural area to an urban one?
What do you think it is like to move away from your
home?
Read to discover the purpose and outcome of Mo’s
journey to Shenzhen.
Reading Strategy
Responding to Events
Responding to events involves telling what you like,
dislike, or find interesting or surprising about the
events in a selection.
Active Reading Focus
Recognizing Author’s
Purpose
An author’s purpose is an author’s aim in writing a
literary work. Authors often write for one or a
combination of the following reasons: to persuade, to
inform, to explain, to entertain, or to describe. To
recognize author’s purpose pay attention to the tone,
or the attitude that the author expresses toward his or
her subject, as well as the language, structure, and
content of the selection.
Literary Element
Setting
The setting is the time and place in which the events
of a literary work happen. Setting includes not only
physical surroundings, but also the following elements:
•
•
•
•
ideas
customs
values
beliefs of the people who live there
Big Idea
Journeys
The journeys that characters undertake in literary works
are often filled with danger and conflict, but they are
also often filled with adventure, new sights and
sounds, and exciting experiences.
Vocabulary
Read the definitions of these words from “Leaving It All
Behind.” The dictionary definition of a word is its
denotation. As you read the selection, use the word’s
denotation and its context to help figure out its
connotation, or suggested meaning. A word’s
connotation can be positive, negative, or neutral.
fraught (frot) adj. full of something bad or unpleasant
emotions; uneasy; p. 167 As the jury read the verdict, the
courtroom was fraught with tension.
intercede (in´tər sēd) intr. v. to speak in support of
another person; aid; p. 168 Emil decided to intercede in
the schoolyard fight, before someone got hurt.
bereft (bi reft) tr. v. left alone without a relative or
friend, often by force or death; p. 169 Thomas was
excited to graduate but felt bereft of his high school friends.
discern (di surn) v. to detect with the eyes or senses;
to tell apart; p. 170 Maria could not discern her sister’s
face in the large crowd at the festival.
giddy (idē) adj. not serious; silly; p. 171 The giddy
teenager was not in the mood to do his homework.
English Language Coach
These notes help you apply word attack skills to
understand unfamiliar words or expression.
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Informational Text
Literary Element
Leaving It All Behind
By Susan Jakes
With $100 in her pocket, a teenage girl bids farewell to life in
rural China and heads to the big city in search of work.
Setting Remember that the setting
is the time and place in which the
events of a literary work happen.
Briefly describe the setting in the
selection so far.
✒ Underline the words in this
For the first 20 minutes of her life in Shenzhen, Mo Yunxiu stood
perfectly still. Behind her, sleeper coaches rolled, groaning into the
city’s crowded bus depot. Ahead stretched a tangle of freeways,
already teeming at 10 a.m. on a Sunday. A plastic bag containing a
package of sour plums, a water bottle, and the remains of a loaf of
sliced bread—snacks left over from the overnight ride—hung from
her left wrist. Her right hand gripped the handle of a small suitcase
on wheels, and she leaned against it stiffly, as if for support.
The Promise of the City
Mo said nothing, but it was clear that she had a lot on her mind.
She was 17 years old, and farther from her farm in Guangxi
province than she’d ever been. She knew no one in Shenzhen, and
had nowhere specific to go. This was a place she’d dreamed about.
She had seen pictures of Shenzhen’s high-tech factories on
television, and she pictured herself working in one, wearing a
smart uniform and making a good salary. But her dream had left
out the scenes between the arrival of her bus and her arrival in
paradise.
At last, for no discernible reason, Mo moved. She walked
uncertainly, and very quietly asked a policeman for directions to the
nearest bus stop. There, she stood silently again for 20 minutes,
looking at the buses come and go. Finally, she asked a stranger
where to find a cheap place to stay. Within minutes Mo was back on
a bus, pressing her face to the window, watching the sprawl of her
new home slip by. Our arrival in Shenzhen had been fraught with
anticipation: for Mo because she had so much riding on this journey;
for me because I was writing about what would happen to her.
I’d told Chinese friends that I wanted to find a country girl
lured from her home by the promise of the city. Mo had been
introduced to me by her cousin, a tour guide in Yangshuo, a
vacation spot on the Li River about 400 hundred miles from
Shenzhen. When I met Mo, I thought she was all wrong. I wanted a
typical migrant—whatever that meant—and Mo had tinted hair
and stylish, bleach-striped jeans. After a three-month stay with her
cousin, she already seemed a bit worldly.
Mo had been one of the best students in her middle school, but
high school cost $500 a year—nearly seven times her farmer
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passage that help to reveal the
setting of this selection.
English Language Coach
Understanding Multiple-Meaning
Words There are many words in the
English language that have more than
one meaning. For example, the word
light may mean “a lamp” but it could
also mean “not heavy.” In this
passage, the word spot means “a
place or a location.” What are two
other meanings for spot?
Vocabulary
fraught (frot) adj. full of something
bad or unpleasant emotions; uneasy
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English Language Coach
Context Clues The context of a word
refers to the other words and
sentences that surround a word.
Context clues may provide an
example of what an unknown word
means.
✒ What does skill mean? Underline
the words that give you a clue to the
meaning of the word skill in the
passage.
Active Reading Focus
Recognizing Author’s
Purpose What does Jakes’s plan to
avoid interfering with Mo suggest
about her purpose for writing? How
does her plan affect the tone and
content of the selection?
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family’s annual income. If she got a decent job in Shenzhen, she
figured, she could save enough money in a year or two to attend a
vocational school and learn a skill, like computer programming or
English, which in turn could get her a better job. She wanted to
build a new house for her parents and treat herself to “one of those
tape recorders, the kind with the earphones that you can listen to in
bed before you fall asleep.” She believed Shenzhen had the power
to change her life.
I was impressed by Mo’s determination—and by her courage.
She had only $100 when she boarded the bus in Yangshuo. It
seemed to me an incredibly risky proposition, but when I’d pressed
her to tell me how she would manage, she just shrugged her
shoulders. She’d work it out when she got there. “Bu yaojin,” Mo
would often say: “It’s not serious.”
But now that she’d arrived in Shenzhen, it all felt very serious. I
started to worry that the trip had been a mistake. Mark Leong, the
photographer, and I had agreed to try our best to observe Mo
without interfering in her decisions; we’d agreed to intercede only
if we thought she was putting herself in danger. Now we
wondered if we’d been irresponsible to put so much faith in the
dreams of a 17-year-old who’d never been more than three hours
away from home.
Saying Good-bye
Two days before leaving Yangshuo for Shenzhen, Mo had returned
to her parents’ farm to say good-bye. Mo’s father, Li Simin, had
come to the village of Matou in 1972 to marry. His wife’s family
had lived in Matou, a village of about 50 households, for
generations. Neither of Mo’s parents had ever traveled outside
Guangxi province. “Being a farmer is relatively difficult,” Li told
me, but he sounded modestly satisfied with what he’d achieved.
The family ate the rice he grew, raised pigs, and grew oranges and
pomelos for cash—about $75 most years—and could now afford to
eat meat a few times a month.
The mud-brick house was comfortably cool and airy. Its four
rooms were clean and furnished with the barest of necessities. The
only decorations were some calendars tacked to one wall, and a
row of Mo’s certificates of academic merit hung neatly on another.
In the corner sat a television the family bought for about $120 in
2000, its edges still cushioned in blocks of Styrofoam.
Li clearly had a soft spot for his only daughter. But he had no
reservations about her decision to move to Shenzhen. “I couldn’t
leave,” he explained, “I didn’t have the right requirements. But
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Informational Text
now things are better. If kids want to go, they can just go.” Besides,
he added with a small laugh, Mo was stubborn. When she was
little she’d once refused to go to school for a whole year.
In the afternoon, Mo took a walk through the fields, showing off
the rosebush and the two geraniums she had planted when she
was a student. Ever since she could remember, Mo said, she had
been told that she lived in one of the world’s most beautiful places.
Not having ever seen other places, she had been skeptical. But the
grandeur of the landscape was unmistakable. The expanse of
limestone hills and rice fields made me wonder if she would feel
bereft when she left it behind.
Now it was time to leave. I expected an emotional farewell.
Instead, Mo simply told her parents that she was leaving, tousled
her young niece’s hair, and walked toward the road without
looking back.
The Job Search
The local Shenzhen bus dropped us off close to the center of
downtown. The buildings were more than 20 stories high. When an
alley plastered with signs for boardinghouses came into view, I
heaved a sigh of relief. The neighborhood looked promising:
crowded and poor, but not seedy. Mo’s eyes were fixed on the
ground. There were people all around, but Mo didn’t ask anyone
for advice. Once or twice I asked her where she was going: she said
she didn’t know. Eventually we wound up where we had begun.
Mo slipped into the first boardinghouse we’d seen and emerged a
few minutes later with her first smile of the day. She’d found a
room. It was just big enough to hold a single bed, an electric fan,
and a plastic basin for washing clothes. It looked safe. It cost $3 a
night.
After lunch, Mo started to look for work. We walked all
afternoon along wide roads lined with skyscrapers. I recognized
them as luxury apartments, and could tell that we wouldn’t find
Literary Element
Setting Briefly contrast the setting of
Shenzhen and that of Matou. How
might Mo’s childhood home reflect
Matou’s general character?
✔ Reading Check
Briefly describe Shenzhen.
Vocabulary
Denotation and
Connotation Grandeur means
“having qualities of greatness.” Do
you think the connotation of this
word is positive, negative, or neutral?
Vocabulary
intercede (in´tər sēd) intr. v. to
speak in support of another person; aid
bereft (bi reft) tr. v. left alone
without a relative or friend, often by
force or death
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Vocabulary
Denotation and Connotation
Ordinary means “not exceptional in
ability.” Do you think the connotation
of this word is positive, negative, or
neutral? Explain.
Active Reading Focus
Recognizing Author’s Purpose
Jakes is very specific in her
descriptions of the troubles that Mo
encounters while searching for work.
In your opinion, how might this relate
to her purpose for writing?
Vocabulary
discern (di surn) v. to detect with
the eyes or senses; to tell apart
factories in this neighborhood. But Mo couldn’t discern this, and I
reminded myself that people aren’t born with an understanding of
how cities work.
Even here, though, Shenzhen revealed itself as a city thriving on
migrant labor. At one intersection, we came across a bulletin board
full of job announcements, mostly for hotel workers and security
guards. The salaries were high—up to $200 per month—and most
employers wanted applicants under the age of 30. While Mo
studied the board, a couple of men walked up and offered
unsolicited advice. “Don’t believe these ads,” they told her.
“They’re fakes. They trick you into paying deposits, and then they
disappear.”
That night, Mo washed one of her three sets of clothes and hung
them in my room to dry—hers was too small. “Tomorrow,” she said,
spreading a Shenzhen map on my bed, “we’ll go to Longhua.” Earlier
this year, a woman from her village had come home and said that she’d
worked in a factory in this industrial, Shenzhen satellite town, but that
was all Mo knew. “I think Longhua has a lot of factories,” said Mo, “but
I guess they don’t put them on the map.” She was wearing a nightgown
with a teddy bear on it, and she looked exhausted and very young.
The next morning, Mo got on the wrong bus and found herself
heading in the opposite direction from Longhua. She had wasted a
3-yuan fare, about 40¢. We crossed the street, paid another fare, and
Mo spent the hour-long ride with her head in her hands, feeling
carsick. At the Longhua stop, Mo squatted on the sidewalk for
nearly half an hour. Behind her was a giant sign for the Star River
Talent Market, an employment agency. For a long time she seemed
not to see it.
The Star River office had a giant bulletin board cluttered with
hand-painted and computer-printed job listings. Mo wrote down
the address of a factory looking for “ordinary workers,” and we
tried to find it. The search for the Meiyu Electric Works ate up the
rest of the day. First we walked, passing factory upon factory with
signs on their doors advertising vacancies. Then we took a bus in
the wrong direction. We reached Meiyu four hours later on
motorcycle taxis. By the time we arrived, the job Mo wanted had
been filled.
Looking for the bus stop to get back to Shenzhen, Mo got lost
again. Eventually, in desperation, she overcame her aversion to
asking directions, and we boarded our last bus of the day. By then
Mo had spent more than $2 on bus fares. She hadn’t had lunch.
“Longhua isn’t what I’d expected,” she said. “I thought it would be
smaller and the factories would be easier to find. It’s a bad place.”
giddy (idē) adj. not serious; silly
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Tomorrow, she said, she would stay closer to her base. “There was
a moment today,” she whispered, “when I didn’t think I’d find my
way back.”
That night, I left Mo and went to find an Internet café. When I
called the boardinghouse to say I was on my way back, Mo sounded
giddy: “Can I tell you something? While you were out, I found a
job.” The next morning, she bounced in her chair as she related the
story. On the bus back from Longhua, she had spotted a restaurant
with a “Help Wanted” sign in the window. Later, she retraced the
route, found the restaurant, and waited an hour for the manager. He
offered her a waitressing job on the spot. The salary was only 500
yuan, or $60, a month, but the job came with free room and board.
“I was so happy last night,” said Mo, “I thought I was going to die.”
Working Girl
I walked with her to the restaurant, which was on a bustling, treelined street. While Mo went inside to put down a 260-yuan ($30)
deposit for her uniform, I noticed that the restaurant was open 24
hours a day. There were grandparents playing with babies right
outside, and the neighborhood seemed safe. A cab driver said the
restaurant was known for 24-hour dim sum, a brunch or light meal.
Mo emerged a few hours later with a shiny tag stamped with
her employee number—and an enormous smile. That afternoon,
we shopped for necessities. Mo weighed each purchase heavily. She
bought a ceramic mug for 3 yuan instead of a 5-yuan plastic mug
with a cartoon character. After buying a towel to use as a blanket
(22 yuan), she decided she could live without a pillow. A blue
plastic bowl to wash her clothes cost 4 yuan—twice as much as it
would have been at home, she said. Her one extravagance was a
fork. It cost more than a pair of chopsticks, but for some reason she
wanted it badly. Her bill for the day came to $5—the most money
Mo had ever spent.
After her first day at the restaurant, Mo and I parted ways. A week
later, I returned to watch her on the job. She was working up to 11
hours a day, seven days a week. Her feet were sore from standing in
the flimsy cloth shoes she had to wear with her uniform; her wrists
ached from carrying heavy trays. The older waitresses didn’t talk to
her except to order her around. She was tired, but it wasn’t serious,
she said.
As the weeks wore on, her stamina grew but her enthusiasm
dimmed. After a solid month of work, she still hadn’t received a cent
of her salary. She’d decided she wanted to work elsewhere, or just
head back to Yangshuo. But, to prevent her leaving, her boss wouldn’t
pay her and refused to refund the 260-yuan deposit she’d paid him for
her uniform. She had no contract. She was trapped.
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Literary Element
Setting What characteristic seems to
stand out the most in this setting?
✒ Underline the words or phrases
in this passage that suggest this
characteristic to you.
Vocabulary
Denotation and Connotation
Which of the following three choices
gives the correct connotation of the
word heavily in the sentence?
•
•
•
in a heavy-footed way
with great force
slowly as if burdened by much
importance
✔ Reading Check
1. Where did Mo eventually find
work? How was she treated at this
job?
2. What plan did Mo finally settle on?
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Reading Strategy
Responding to Events What do
you think about Mo’s plan to stay
until her boss finds someone to
replace her? What do you think of
Mo’s boss?
Big Idea
Journeys What was the ultimate
purpose of Mo’s journey?
Just before the end of her second month, we met again. I was
shocked at how different Mo looked. Her smile was just as broad,
but the ruddiness in her cheeks had gone. She was so pale that her
skin had an almost greenish cast. She was now on the night shift,
walking the empty streets with a friend after she finished work at
2:30 a.m., then sleeping during the day. But she had a new plan.
Her boss—who still had yet to pay her salary—told her he wasn’t
letting her quit because she was a hard worker. Flattered, Mo
reckoned she could take it a little longer until he found someone to
replace her. With her usual optimism, she assured me the money
would come eventually and that for now she was fine without it.
As soon as she was paid, she’d decided, she would head home.
No Place Like Home
“I’ve figured it out,” she told me exuberantly. “I’ll go back to
Yangshuo and work two jobs. At night I’ll waitress at a café and
practice speaking English with the customers, and during the day
I’ll try to find people to let me be their tour guide.” The money, she
admitted, might not be as good but at least she would be near her
family. She could always return to Shenzhen if she changed her
mind, knowing now that she could make it on her own. “Shenzhen
was fine,” she said, “but home will be better.”
—Updated 2005, from
TIME Asia, July 26/August 2, 2004
Active Reading Focus
Recognizing Author’s Purpose
What does this conclusion add to the
selection? Does it influence your view
of the author’s purpose? Explain.
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A F TE R YO U R E A D
Graphic Organizer
A cause-effect organizer can help you understand the
relationship between causes and their effects. The box
below on the left is the cause. The boxes on the right
contain the effects of that cause. Complete the
organizer by filling in the remaining boxes. If you
prefer, construct a Foldable™ to display the
information.
Active Reading Focus
Recognizing Author’s Purpose Keep in mind that an
author may write for one or more of the following
reasons: to persuade, to inform, to explain, to entertain,
or to describe. Remember to pay attention to Jakes’s
tone, or the attitude that she expresses toward her
subject, as well as the language, structure, and content
of the selection. In your opinion, what was Jakes’s main
purpose for writing this article? Explain.
Effect
Mo must find housing; stays in small
room in boarding house in poor
neighborhood
Cause
Mo leaves rural hometown in
search of better life.
Effect
Effect
Effect
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Vocabulary Practice
Reading Strategy
Responding to Events In this selection, you may
have read about events that you found exciting and
others that you found unsettling. What event in this
selection did you respond to most negatively? Which
did you respond to most positively? Write a brief
paragraph describing these events, and the reasons for
your feelings about them.
Using Connotation and Denotation Remember
that the denotation of a word is its dictionary
definition. Its connotation is its suggested meaning, or
the feelings, ideas, and attitudes associated with it.
Choose the connotation of each boldfaced word
based on its context in the sentence.
1. “The expanse of limestone hills and rice fields
made me wonder if she should feel bereft when
she left it behind.”
(a) positive
(b) negative
(c) neutral
Literary Element
Setting Remember that in addition to the physical
surroundings, setting can include ideas, customs, values,
and beliefs of the people who live there. Briefly describe
what you believe to be the most important characteristic
of Shenzhen as it is portrayed in this selection. Provide
evidence from the selection in support of your claim.
2. “Our arrival in Shenzhen had been fraught with
anticipation: for Mo because she had so much
riding on this journey; for me because I was writing
about what would happen to her.”
(a) positive
(b) negative
(c) neutral
3. “When I called the boardinghouse to say I was on
my way back, Mo sounded giddy: ‘Can I tell you
something? While you were out, I found a job.’”
(a) positive
(b) negative
(c) neutral
4. “But Mo couldn’t discern this, and I reminded
myself that people aren’t born with an
understanding of how cities work.”
(a) positive
(b) negative
(c) neutral
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Introductory Text: Courage and Cleverness
Big Idea
(p. 1053)
Preview
• What do I know about
myths?
• How is the theme of
courage and cleverness
shown in myths?
• What literary elements are
used in myths?
Reduce
TO THE POINT Note a few key
words. For example:
courage
cleverness
This introduction prepares you for the myths you will read in
a part of a unit of your textbook. It introduces the theme of the
myths you will read in that part. It also reviews the literary
elements of myths. These elements will be a focus in this part
of your textbook.
As you read the introduction, use the Cornell Note Taking
System to record important points and to remember what you
have read.
Record
Big Idea
➥
Notice the words used to describe the different features of the
theme. You can chart them in your notes. Two have been listed for
you. Can you add other words that describe the theme?
triumph
Courage and Cleverness
fate
➥
What should you be thinking of when you read the myths in
this part?
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Introductory Text: Courage and Cleverness
Literary Focus
(p. 1054)
Reduce
Record
TO THE POINT Note the key
topic of this page.
What kinds of stories endure over thousands of years?
➥
Complete the graphic organizer below. It outlines the characters
of the two family trees in the myth of Perseus. It has been started
for you.
King Acrisus of Argos
(father)
Danaë
(mother)
ANY QUESTIONS? Remember to
read both the comments and the
literature passage on the page.
Ask yourself: “Who is this
passage about?”
(brothers)
Archetypes
➥
What is an archetype? Note some archetypes in the myth of
Perseus. One archetype has been given.
Characters: The brave young hero,
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Informational Text
Introductory Text: Courage and Cleverness
Literary Focus
(p. 1055)
Reduce
TO THE POINT Note the key
topics of this page.
Record
➥
Define the key terms under their headings.
Stock Characters
Symbol
TO THE POINT Note the origin
of the word myth here.
Myth
➥
Write the elements of myths here. Use your own words if
you like.
Ballad
➥
What are the characteristics of a ballad? One has been given.
A ballad is a song or poem that tells a story.
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Introductory Text: Courage and Cleverness
Summarize
➥
Review your notes on this introduction. Sum up what you have learned
about myths using this classification chart. It has been started for you.
Archetype
Stock
Character
A character,
thing, or
pattern of
events that
appears
repeatedly in
myth, folk
tales, and
literature
Symbol
Myth
Ballad
Apply
Multiple Choice
Circle the letter of the best choice for each of
the following questions.
1. Which of the following attributes
describe the Big Idea?
A. great strength
B. courage and cleverness
C. natural disasters
D. popular stories
2. What is a character that repeats in
myths and folk tales?
A. stock character
3. Another word for the Greek word myth
is ____
A. culture.
B. fairy tale.
C. supernatural.
D. story.
4. Which of the following is an
archetype?
A. a child
B. folk ballad
C. villainous king
D. stock character
B. faithful friend of hero
C. archetype
D. tough-guy detective
How can you better remember and understand the material in this introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas and literary elements that are featured in this part. As you learn more about the
ideas in the part, add these ideas to your notes.
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Un i t 6
Informational Text
Introductory Text: Genre Fiction
Looking Ahead
(p. 1113)
Preview
• What is unique about
genre fiction?
• What are a few kinds of
genre fiction?
• What literary elements
create meaning in genre
fiction?
Reduce
TO THE POINT Note key words
and phrases. For example:
Similar characters,
plots, or settings
This introduction prepares you for the genre fiction you will
read in a unit of your textbook. It describes genre fiction as a
literary form and explains its importance. It describes the
different kinds of genre fiction. It also offers tips on how to
read genre fiction.
As you read the introduction, use the Cornell Note Taking
System to record important points and to remember what you
have read.
Record
Looking Ahead
➥
How does genre fiction compare to other literature?
Preview
➥
What are the Big Ideas of this unit? What types of genre fiction
might you find in each Big Idea?
➥
What literary elements will you learn about in this unit?
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Introductory Text: Genre Fiction
Genre Focus
(p. 1114)
Reduce
Record
TO THE POINT Note the
boldfaced terms and other key
ideas here. For example:
science fiction
fantasy
fable
Science Fiction, Fantasy, and Fable
Science Fiction
➥
What is science fiction? What do critics believe the best science
fiction reveals?
Fantasy
➥
What is fantasy? How is it similar to and different from science
fiction?
Modern Fable
➥
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What is a fable? What characteristics do modern fables have?
GE NRE F IC T ION
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Introductory Text: Genre Fiction
Genre Focus
Reduce
TO THE POINT Write key
phrases. For example:
word pictures
(p. 1115)
Record
Description and Imagery
➥
Define description and imagery. Use your own words if you
like.
Mystery
➥
Which elements of a mystery make it genre fiction?
Style and Tone
➥
What are style and tone? Use your own words if you like.
Recap
➥
Summarize the types of genre fiction and literary elements in this section.
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Introductory Text: Genre Fiction
Literary Analysis
(p. 1116)
Reduce
Record
TO THE POINT Note the key
literary elements on this page.
➥
Who is the author? What type of genre fiction is the following
story?
From “Buy Jupiter”
➥
Which literary elements does the analysis point out on this
page? How do they create meaning in the story?
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Informational Text
Introductory Text: Genre Fiction
Literary Analysis
Reduce
TO THE POINT Note the key
literary elements on this page.
tone
style
description
(p. 1117)
Record
➥
Which literary elements does the analysis point out on this
page? Can you find examples of those elements in the text? Use your
own words if you like.
Recap
➥
Summarize the literary elements in this selection. According to the analysis,
how do they create meaning in “Buy Jupiter”?
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Introductory Text: Genre Fiction
Writers On Reading
Reduce
(p. 1118)
Record
TO THE POINT Note the key
topic of this page.
Realizing a Fantasy World
➥
Complete this sentence: The main idea of this section is . . .
➥
Review the main idea you provided above. What details does
Tolkien use to support this idea? One sample has been given.
The writer must use special skill to craft each detail to
make the reader believe.
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Introductory Text: Genre Fiction
Writers On Reading
Reduce
ANY QUESTIONS? Use them to
organize your notes.
(pp. 1118–1119)
Record
On Messages
➥
Summarize Le Guin’s selection in a brief paragraph.
The Triumph of the Mystery Story
➥
What does the author identify as the “beauty” of the mystery
story? What is his support?
Recap
➥
Summarize the key topics of Writers on Reading.
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GENRE FI CTI O N
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Introductory Text: Genre Fiction
Wrap-Up
(p. 1120)
Record
Reduce
TO THE POINT Note the
boldfaced terms. Two have been
given for you.
mystery
fables
Guide to Genre Fiction
➥
Ask yourself questions about each bullet point. Then note your
answers to those questions below.
Elements of Genre Fiction
➥
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Write a bulleted list of the key terms.
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Introductory Text: Genre Fiction
Summarize
➥
Review your notes on genre fiction. Then sum up the definitions and
literary elements of the different genres you learned in this introduction. Some
of the points have been filled in for you. Add as many points as you think you
need.
I. Science Fiction
II. Fantasy
III. Fables
A. Set in the future A. Set in unfamiliar A. Brief, simple
story that teaches
or away from Earth worlds
a lesson
B. Uses description
and imagery
IV. Mysteries
A. Follows a plot
pattern that
involves some kind
of crime
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Introductory Text: Genre Fiction
Apply
Multiple Choice
Matching
Circle the letter of the best choice for the
following questions.
Write the letter of the best choice for each
item.
1. Writers of _____ often use a world set
in the future to reveal a truth about our
own.
A. Westerns
_____
5. makes readers feel they are part
of action
_____
6. a brief, simple story that teaches
a lesson, or moral, about human
behavior
_____
7. word pictures that appeal to five
senses
_____
8. a story set in an unfamiliar
world that often includes magic
_____
9. the way an author uses
language
B. fables
C. science fiction
D. fantasy
2. The familiar plot of _____ follows a
common pattern, starting with a
crime.
A. romance
B. science fiction
C. fables
D. mysteries
3. _____ is a literary element that
heightens a reader’s interest in a
story.
A. diction
_____ 10. the writer’s attitude toward the
audience or subject of work
A. tone
B. style
C. fable
D. fantasy
B. suspense
E. description
C. word choice
F. imagery
D. setting
4. The purpose of genre fiction is
to _____
A. create dialogue.
B. set a tone.
C. teach and entertain.
D. plot a course of action.
How can you better remember and understand the material in this Introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas and literary elements of this unit. As you learn more about the ideas in the unit,
add to your notes.
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Introductory Text: Our World and Beyond
Big Idea
(p. 1121)
Preview
• What do I know about
Our World and Beyond?
• How might genre fiction
express the theme?
This introduction prepares you for the genre fiction you will
read in a part of a unit in your textbook. It introduces the
theme of the fiction you will read in that part. It also reviews
the literary elements of genre fiction. These elements will be a
focus in this part of your textbook.
As you read the introduction, use the Cornell Note Taking
System to record important points and to remember what you
have read.
Reduce
TO THE POINT Note key words.
For example:
dimensions
Record
Big Idea
➥
What is the Big Idea of this part?
➥
What should you be thinking about as you read this part?
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Introductory Text: Our World and Beyond
Literary Focus
(p. 1122)
Reduce
Record
ANY QUESTIONS? Why is
description important in genre
fiction?
How do writers describe fantastic places and
creatures?
➥
What are some ways that writers describe fantastic places and
creatures? Use your own words if you like.
TO THE POINT Identify the genre
of this story.
From “The Sentinel”
➥
What are some examples of description in this passage? One
example has been given.
incredible mountains . . . much more rugged than the
gentle hills of Earth
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Introductory Text: Our World and Beyond
Literary Focus
(p. 1123)
Reduce
TO THE POINT List the boldfaced
phrase and words.
figure of speech
simile
metaphor
personification
ANY QUESTIONS? Have you
found these elements before in
your textbook? Where?
Record
Figurative Language
➥
Write notes on the key ideas of this page. One sample note has
been given.
Figurative Language: implies ideas indirectly.
Figurative expressions: express truth beyond the
literal level.
Imagery
➥
What is imagery?
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Introductory Text: Our World and Beyond
Summarize
➥
Review your notes on this introduction. Then sum up using the outline
below. Some of it has been filled in for you.
I. Figurative Language
A. implies ideas indirectly
B. figures of speech
1. simile: compares unlike
things using “like” or “as”
II. Imagery
Apply
Multiple Choice
Circle the letter of the best choice for each of the following questions.
1. Which of the following literary devices
compares things in common?
A. simile
3. A figure of speech that gives human
qualities to objects is _____
A. description.
B. figure of speech
B. metaphor.
C. imagery
C. personification.
D. metaphor
D. simile.
2. Which of the following helps a reader
feel a character?
A. good description
B. personification
C. fantasy
4. Writers use _____ to create imagery.
A. fantasies
B. vivid details
C. figures of speech
D. fantastic creatures
D. figurative expressions
How can you better remember and understand the material in this Introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas and literary elements of this part. As you learn more about the ideas in the part,
add to your notes.
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B E FO R E YO U R E A D
20 01: A SPAC E ODYSSE Y
Building Background
The film director, Stanley Kubrick, began his career as a
photographer. In 1953, he started making feature films.
Kubrick directed films such as Paths of Glory,
Dr. Strangelove, Lolita, The Shining, and Full Metal
Jacket. He based these and many of his films on literary
works, including the screenplay for 2001: A Space
Odyssey. The film, 2001, was a collaboration between
Kubrick and science fiction author Arthur C. Clarke. It was
based on Clarke’s short story “The Sentinel.” This
selection is a review of the film, written by critic Roger
Ebert in 1968.
Setting Purposes for Reading
Since the beginning of time, humans have been
fascinated by space and the cosmos. Before you read,
discuss the following questions with a partner:
•
•
Why are humans drawn to space?
What can learning about space and our interactions
with space reveal about human nature?
Read to learn about Kubrick’s film 2001: A Space
Odyssey and Ebert’s review of the aims,
accomplishments, and failures of the film.
Reading Strategy
Evaluating Argument
Evaluating argument requires you to make a
judgment about an author’s viewpoint and how he or
she supports that viewpoint. Think about the reasons
an author gives in support of his or her opinion. This
will help you figure out whether those reasons are fair
and logical, or make sense.
Active Reading Focus
Clarifying Meaning
When you clarify meaning, you look at difficult parts
of the text in order to clear up anything that is unclear
or confusing. As you read, go back and reread any
confusing passages. Read text before and after the
passage to see if that information helps you. Also, look
up words and ask questions to help you clarify
meaning.
Literary Element
Persuasion
Persuasion is writing—usually nonfiction—that attempts
to convince readers to think or act in a certain way.
Writers of persuasive literary works use appeals to logic
or emotion, as well as other techniques, to influence
their readers.
Big Idea
Our World and Beyond
Outer space has puzzled and inspired people for ages.
By studying the challenges of space, we have gained
new ways to approach the questions and problems of
our own world.
Vocabulary
Read the definitions of these words from 2001: A
Space Odyssey. When you come across an unfamiliar
word, you can often break it down into parts—prefix,
root, and suffix—for clues to its meaning.
impersonal (im pur sən əl) adj. having no human
qualities; p. 194 George has an impersonal way of
speaking, almost like a robot.
monolith (mon ə lith´) n. a very large block of stone,
often in the shape of a column; p. 194 The mountain
stood before us like a giant monolith, daring us to climb to the
top.
warily (wā r ə lē) adv. in a wary way; cautiously;
p. 194 The fishermen watched warily as the black clouds
approached their boat.
suspicious (sə spish əs) adj. being or feeling doubtful;
suspect; p. 194 There was something suspicious about the
way Janet said the accident happened.
agonizing (a ə n¯z´ in) intr. v. using great effort,
often with anxiety; p. 195 Vincent had to wait three
agonizing months before he learned the results of his exams.
English Language Coach
These notes help you apply word attack skills to
understand unfamiliar words or expressions.
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2001: A Space Odyssey
Active Reading Focus
Clarifying Meaning When you
clarify meaning, you look at difficult
parts of the text to clear up anything
that is confusing. Reread this
paragraph. What is the viewpoint that
Ebert will argue in this review?
Reread the statement made by
cummings before the passage to see
if that information helps you.
Reading Strategy
Evaluating Argument Recall that
evaluating argument requires you to
make a judgment about an author’s
viewpoint and its support.
•
•
Is the passage a supporting detail
or the main point?
Evaluate whether or not it is an
effective part of the argument.
Vocabulary
impersonal (im pur sən əl) adj.
having no human qualities
monolith (mon ə lith´) n. a very
large block of stone, often in the shape
of a column
By Roger Ebert
April 12, 1968
It was e. e. cummings, the poet, who said he’d rather learn from
one bird how to sing than teach 10,000 stars how not to dance.
I imagine cummings would not have enjoyed Stanley Kubrick’s
2001: A Space Odyssey, in which stars dance but birds do not sing.
The fascinating thing about this film is that it fails on the human
level but succeeds magnificently on a cosmic scale.
Kubrick’s universe, and the space ships he constructed to
explore it, are simply out of scale with human concerns. The ships
are perfect, impersonal machines which venture from one planet to
another, and if men are tucked away somewhere inside them, then
they get there too.
But the achievement belongs to the machine. And Kubrick’s
actors seem to sense this; they are lifelike but without emotion, like
figures in a wax museum. Yet the machines are necessary because
man himself is so helpless in the face of the universe.
Kubrick begins his film with a sequence in which one tribe of
apes discovers how splendid it is to be able to hit the members of
another tribe over the head. Thus do man’s ancestors become toolusing animals.
At the same time, a strange monolith appears on Earth. Until
this moment in the film, we have seen only natural shapes: earth
and sky and arms and legs. The shock of the monolith’s straight
edges and square corners among the weathered rocks is one of the
most effective moments in the film. Here, you see, is perfection.
The apes circle it warily, reaching out to touch, then jerking away.
In a million years, man will reach for the stars with the same
tentative motion.
Who put the monolith there? Kubrick never answers, for which
I suppose we must be thankful. The action advances to the year
2001, when explorers on the moon find another of the monoliths.
This one beams signals toward Jupiter. And man, confident of his
machines, brashly follows the trail.
Only at this point does a plot develop. The ship is manned by
two pilots, Keir Dullea and Gary Lockwood. Three scientists are
put on board in suspended animation to conserve supplies. The
pilots grow suspicious of the computer, “Hal,” which runs the
ship.
warily (wā r ə lē) adv. in a wary way;
cautiously
suspicious (sə spish əs) adj. being or
feeling doubtful; suspect
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But they behave so strangely—talking in monotones like
characters from Dragnet1—that we’re hardly interested.
There is hardly any character development in the plot, then, and
as a result little suspense. What remains fascinating is the fanatic
care with which Kubrick has built his machines and achieved his
special effects. There is not a single moment, in this long film, when
the audience can see through the props. The stars look like stars
and outer space is bold and bleak.
Some of Kubrick’s effects have been criticized as tedious.
Perhaps they are, but I can understand his motives. If his space
vehicles move with agonizing precision, wouldn’t we have
laughed if they’d zipped around like props on Captain Video2?
This is how it would really be, you find yourself believing.
In any event, all the machines and computers are forgotten in
the astonishing last half-hour of this film, and man somehow
comes back into his own. Another monolith is found beyond
Jupiter, pointing to the stars. It apparently draws the spaceship into
a universe where time and space are twisted.
What Kubrick is saying, in the final sequence, apparently, is that
man will eventually outgrow his machines, or be drawn beyond
them by some cosmic awareness. He will then become a child
again, but a child of an infinitely more advanced, more ancient
race, just as apes once became, to their own dismay, the infant stage
of man.
And the monoliths? Just road markers, I suppose, each one
pointing to a destination so awesome that the traveler cannot
imagine it without being transfigured. Or as cummings wrote on
another occasion, “listen—there’s a good universe next door;
let’s go.”
Big Idea
Our World and Beyond Based on
the passage, how do the particular
challenges of space offer insight into
a problem humans face on Earth?
Literary Element
Persuasion Recall that writers of
persuasion use appeals to logic to
influence their readers. What appeals
to logic does Ebert use to influence
his readers? How does the passage
relate to his viewpoint?
English Language Coach
Understanding Compound Words
The meanings of many compound
words can be understood from the
words they are made of. What words
form the compound word spaceship?
What is the meaning of spaceship?
1. Dragnet was a television police drama that aired from 1952 to 1959, and received high
television ratings. The actors read from a teleprompter, contributing to their terse speech.
2. Captian Video is credited with being the first science fiction program aired on television. The
series aired from 1949 to 1955.
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Vocabulary
agonizing (a ə n¯z´ in) intr. v.
using great effort, often with anxiety
2001: A SPACE O DYSSEY
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Informational Text
A F TE R YO U R E A D
Graphic Organizer
Create a point-supporting points organizer to help
you track the author’s viewpoint and supporting points
in a piece of persuasive writing. Review the selection
to find the main parts of Ebert’s argument. Then fill in
the organizer below. Add additional boxes if necessary.
If you prefer, construct a Foldable™ to display the
information.
Viewpoint:
Supporting Point:
Supporting Point:
Supporting Point:
There is little character
development in the film.
Active Reading Focus
Clarifying Meaning Read the following passage from
Ebert’s review. Then, reread the parts before and after
the passage in the selection to better determine the
meaning of the passage, and look up any unfamiliar
words. Explain the meaning of the passage in your
own words.
“The shock of the monolith’s straight edges and
square corners among the weathered rocks is one of
the most effective moments in the film. Here, you see,
is perfection.”
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Reading Strategy
Evaluating Argument Look back at the film review.
In the first paragraph, Ebert claims that Kubrick’s film
“fails on the human level but succeeds magnificently
on a cosmic scale.” Evaluate how well he supports
both parts of his viewpoint in the review.
Vocabulary Practice
Understanding Word Parts Words are made up of
different parts. There are three main word parts:
prefixes, roots, and suffixes.
•
✒ Underline the words or phrases in the review that
support both parts of his viewpoint.
•
•
A root is the most basic part of a word. For
example, the word suspend is the root of the word
suspended.
A prefix is a word part that can be added to the
beginnings of other words. The prefix re- can mean
“again.” When added to the word tell, the word
becomes retell and means to “tell again.”
A suffix is a word part that can be added to the
ends of other words. The suffix -ness, for example,
can be added to the ends of some words to turn
them into nouns. When -ness is added to the
adjective bold, it becomes the noun boldness.
Use your knowledge of word parts to answer the
following questions.
1. Which of the following words has no prefix?
(a) impersonal
(b) monolith
(c) suspicious
Literary Element
Persuasion Throughout the review, are Ebert’s
appeals mainly to logic, emotion, or both? Mention
two of Ebert’s main points, and show how each
appeals to the reader’s sense of logic and/or emotion.
2. Which of the following words has a suffix that
turns a verb into an adverb?
(a) warily
(b) suspicious
(c) agonizing
3. Which of the following words has a prefix meaning
“one” or “single”?
(a) monolith
(b) agonizing
(c) impersonal
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Introductory Text: Revealing the Concealed
Big Idea
(p. 1187)
Preview
• What do I predict is the
meaning of the theme of
Revealing the Concealed?
• How might genre fiction
express the theme?
This introduction prepares you for the genre fiction you will
read in a part of a unit of your textbook. It introduces the
theme of the fiction you will read in that part. It also reviews
the literary elements of genre fiction. These elements will be a
focus in this part of your textbook.
As you read the introduction, use the Cornell Note Taking
System to record important points and to remember what you
have read.
Reduce
Record
TO THE POINT What type of
genre fiction might I find in
this part?
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Big Idea
➥
What is the Big Idea of this part?
➥
What should you be thinking about as you read this part?
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Introductory Text: Revealing the Concealed
Literary Focus
(p. 1188)
Reduce
ANY QUESTIONS? Why are style
and tone important in genre
fiction? Use your own words to
answer your questions.
Record
How do style and tone contribute to a sense of
mystery?
➥
Read the first paragraph and answer this question: How do
style and tone contribute to a sense of mystery?
From “The Red-Headed League”
➥
Write down phrases that show the author’s style and tone. One
sample has been given.
“I did not gain very much. ” The writer doesn’t use
contractions. This makes his writing more formal.
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Introductory Text: Revealing the Concealed
Literary Focus
(p. 1189)
Reduce
Record
ANY QUESTIONS? Remember to
apply what you already know
to the new information you are
learning. For example ask
yourself:
Style
➥
Define the boldfaced terms. How does each element help the
author create a distinctive voice? One sample has been given.
Diction: words a writer chooses, and the arrangement
of those words into phrases and sentences.
Diction gives the writing a specific kind of style.
“What else have I
learned about style
and tone?”
Tone
➥
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How do tone and suspense engage the reader in a story?
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Introductory Text: Revealing the Concealed
Summarize
➥
Review your notes on this introduction to Part 2. To summarize them, write a paragraph on
style and a paragraph on tone.
Apply
Multiple Choice
Circle the letter of the best choice for the following questions.
1. Which of the following does not
describe style?
A. use of literary devices
3. A mystery writer creates _____ to stir
emotions in the reader.
A. tone
B. use of word choice and diction
B. danger
C. use of clues
C. detectives
D. use of tone
D. suspects
2. To create mood, an author often
uses _____
A. diction
4. Which of the following builds
suspense?
A. excitement
B. setting
B. sympathetic characters
C. word choice
C. style
D. tone
D. foreshadowing
How can you better remember and understand the material in this Introduction? Recite your
notes, Reflect on them, and Review them. You can also use your notes for a quick review of
the Big Ideas and literary elements of this part. As you learn more about the ideas in the part,
add to your notes.
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B E FO R E YO U R E A D
LOST A PES O F T H E CO NGO
better understand the events in which they are
involved.
Building Background
•
•
•
•
In “Lost Apes of the Congo,” Stephan Faris describes
the mystery of an unusual primate in the jungles of the
Bili region of the Democratic Republic of the Congo.
This animal looks and behaves differently from what
is typical of its species.
In 2002, Shelly Williams, a gorilla expert, became
the first scientist to see and document the unusual
primate which she calls the “mystery ape.”
Other researchers, however, strongly debate
Williams’ ideas about the Bili apes. Some scientists
wonder if there is even any mystery at all.
Setting Purposes for Reading
Though humans have spread across the entire globe,
many of Earth’s mysteries are yet to be solved. With a
classmate discuss the following questions:
•
•
Are there any mysteries about the planet that you
find compelling? What are they?
Do you think every mystery has a solution? Explain.
Read to learn about the debate over a primate species
in the jungles of the Democratic Republic of Congo.
Reading Strategy
Evaluating Credibility
To evaluate the credibility of sources in a nonfiction
selection, examine the author’s attitude toward these
sources and the evidence presented by them in
support of their arguments. Then examine any
arguments that disagree with the sources.
Active Reading Focus
Making and
Verifying Predictions
When you make a prediction, you make an educated
guess about what will happen in a selection. As you read,
make predictions about how information in this article will
develop. Then verify, or confirm, the accuracy of your
predictions, and adjust your predictions accordingly.
Literary Element
Big Idea
Revealing the Concealed
Solving mysteries in literary works can provide a great
deal of satisfaction. To find the right solution, or simply
to form your own opinion about a selection, pay close
attention to the arguments, and the supporting
evidence as it is presented.
Vocabulary
Read the definitions of these words from “Lost Apes of
the Congo.” As you read the selection, use your
knowledge of antonyms—or words with opposite or
nearly opposite meanings—to figure out the meanings
of unfamiliar words.
primate (pr¯ māt) n. a category of mammals made up of
humans, monkeys, and apes; p. 203 The gorilla is the
largest primate in Africa, weighing up to 400 pounds.
distinct (dis tinkt) adj. easy to perceive using the
senses; clearly different or set apart; p. 204 There is a
distinct difference in how Taylor looked before he joined the
gym three months ago, and how he looks today.
genetic (jə net ik) n. concerning the science of
heredity, or inherited traits; p. 204 Humans and
chimpanzees may look very different, but they share 99% of
their genetic makeup.
variation (var´ ē ā shən) n. the amount of change or
difference; p. 205 Joanna observed a lot of variation in the
weather during her long stay on the island.
presence (prez əns) n. something present that is
visible; the condition of being close or near;
p. 205 Unfortunately for the antelope, it did not detect the
presence of the leopard in the tree above its head.
English Language Coach
These notes help you apply word attack skills to
understand unfamiliar words or expressions.
Motivation
Motivation is a character’s reason for acting, thinking,
or feeling a certain way. Motivation may be stated or
suggested. When reading nonfiction, try to understand
the motivation of the people described in order to
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Lost Apes of the Congo
Reading Strategy
By Stephan Faris
A TIME reporter travels deep into the African jungle in search of
a mysterious chimp called “the lion killer.”
Ron Pontier was flying light and low above the northern wilds
of the Democratic Republic of the Congo when he saw a dark
shape racing between two patches of tropical forest. “It was huge,”
says Pontier, a pilot. “It was black. The skin was kind of bouncing
up and down on it.” From its bulk and color, Pontier thought it was
a buffalo until he circled down for another look. “I saw it again just
before it went into the forest,” he says. “It was an ape—and a big
one.” Not buffalo size, but big.
What Pontier saw is a piece of a primate puzzle; it is another
splinter of evidence for a mysterious ape with characteristics of
gorillas and chimpanzees. It is an animal that has scientists in
a furious debate over what it might be.
Bili is a geographic region in Congo’s far north, where deep
tropical forests break up into patches of savanna, or flat, treeless
grasslands. Civil war and neglect have left the region nearly
untouched by humans. Overgrown dirt roads with bridges of
roughly-cut logs string together thatched-roofed villages. Nearly all
goods are carried in by bicycle. Local residents hunt with homemade
shotguns and crossbows that seem to be based on 16th-century Portuguese designs. “This area is the last part of Africa where there are still
wild animals,” says Pontier, who grew up in the region. “It’s not a
game park. It’s not a reserve. The animals are really wild.”
A Surprising Animal
When Karl Ammann, a Swiss photographer who works to stop the
killing of wild animals for meat, first visited the region in 1996, he
was looking for gorillas. He had hoped that the great apes still
roamed its jungles. What he found surprised him. Locals had two
names for the apes in their forests: the “tree beaters” and the “lion
killers.” The tree beaters stayed safe in the tree branches. The lion
killers were bigger, darker, and so strong that they were unaffected
by the poison arrows used by local hunters.
Ammann discovered a strange skull with the dimensions of a
chimpanzee’s but with an odd, prominent crest like a gorilla’s.
Motion-detecting cameras in the forest caught images of what
looked like huge chimpanzees, and a photograph bought from
hunters showed the men posing with an animal estimated to be
twice the size of an ordinary chimp. Ammann measured an animal
dropping three times as large as a chimp’s and footprints as large
as, or larger than, a gorilla’s.
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Evaluating Credibility Recall that
to evaluate the credibility of sources
in a nonfiction selection you must
make judgments about the evidence
presented by these sources. What
makes Pontier’s statement only
somewhat dependable?
Active Reading Focus
Making and Verifying
Predictions When you make a
prediction, you make an educated
guess about what will happen in a
selection. Based on this passage
what do you think will be the focus
of this article?
✒ Underline the words and phrases
that give evidence to support your
prediction.
Vocabulary
primate (pr¯ māt) n. a category of
mammals made up of humans,
monkeys, and apes
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English Language Coach
Understanding the Implied
Meaning of a Word The
denotation of a word is its literal
meaning, or dictionary definition. The
connotation of a word is its implied
meaning, or the images and ideas
the word brings to mind. The word
mystery in the passage means
“something that is difficult to
understand or explain,” which is its
denotation. Now give the word’s
connotation: list three images or
ideas that mystery brings to mind.
Literary Element
Motivation A character’s reason for
acting, thinking, or feeling a certain
way is referred to as motivation.
What do you think is Williams’s main
motivation for returning and setting
up her own project?
Vocabulary
distinct (dis tinkt) adj. easy to
perceive using the senses; clearly
different or set apart
genetic (jə net ik) n. concerning the
science of heredity, or inherited traits
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Most unusual were the gorilla-like ground nests found in the
swamps. Chimps normally make their nests in the high safety of
trees. Why would they build their beds of branches and shoots on
the ground? And why here, of all places? At night Cleve Hicks, 32,
a graduate student who observes the animals, regularly hears the
laughs of hyenas and the low, throaty cries of leopards. Recently,
his trackers filmed the footprints of a lion crossing a river. But the
apes here—at least some of them—pulled together branches and
shoots to make beds on the ground. “We know [the apes] are a
perfect target for leopards,” says Hicks. “So how can they get away
with that?”
A New Species?
The first scientist to see the Bili apes was Shelly Williams, a gorilla
expert who visited the region in the summers of 2002 and 2003. She
says that she documented separate groups of relatives of East and
West African chimpanzees and what she calls the “mystery ape.”
The larger animal turned gray early in life and had a much flatter
face and a straight-across brow like a gorilla. Two or three would
nest on the ground, with others low in nearby branches. They made
a distinct sound like a howl and were louder when the full moon
rose and set. “The unique characteristics they exhibit just don’t fit
into the other groups of great apes,” says Williams. The apes, she
argues, could be a new species unknown to science. They might be
a new close relative of the chimpanzee, or a cross between the
gorilla and the chimp. “At the very least, we have a unique,
isolated chimp culture that’s unlike any that’s been studied,” she
says.
That last, least dramatic theory is the one which most scientists
who have visited the region believe, including Harvard ape expert
Richard Wrangham. He thinks that the ground nests are built by
chimps looking to escape dampness during the day.
When Hicks and Ammann describe the animal that they are
studying, they use the term “mystery ape” only with irony
Ammann is worried that Williams’s incredible ideas have brought
ridicule to his project. “If there’s scientific data, that’s one thing,”
he says. But he believes that there isn’t enough proof yet. Recently,
Ammann was emailed pictures of a chimp with a pug-dog’s head
and a seal with a gorilla’s face. “Clearly, someone thinks we’re a
joke,” he says. A study of hairs found in the ground nests identified
their mitochondrial DNA (mtDNA) as that of the East African
chimpanzee. Williams has three arguments concerning that finding:
the DNA could have been contaminated, the use of human genetic
markers might hide differences, and mtDNA would not show
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variation in the paternal line. “Until we know the father’s lineage,
we can’t say if it’s a new species or not,” Williams insists. Williams
says she will return to the area in March to set up her own project.
What’s in the Forest?
“I think people are going to be disappointed with the yeti in
the forest,” warns Hicks, referring to the rumored oversize mix of
human and ape. Hicks says that the apes that he has seen are
clearly chimps, although some are strangely oversize. “The
evidence doesn’t point to [a new species].” Hicks thinks that more
attention has to be paid to the differences in how the apes and
chimps live. In addition to building ground nests, the apes fish for
ants with tools that are several times longer than those used by
other chimps. For now, Hicks is concentrating on living near the
animals, getting them used to the noisy, nosy presence of
researchers. The science—and the videotapes—will come later.
“Genetically, they’re not even a subspecies,” says Hicks. But he
thinks that behaviorally, they may be different. “We could actually
be catching evolution in the act. That is, if they’re allowed to
survive.”
That’s an open question. The forests here have been hit hard by
commercial hunting. Machine gun-carrying hunters stage raids
from the Central African Republic and central Congo. Pontier, the
pilot, used to see herds of a hundred elephants when he first flew
over the region in 1983. Now seeing three together is a rare
sighting. And with the big animals disappearing, Ammann, who
has set up a conservation project in the area, says that the illegal
hunters are turning to hogs, antelopes, monkeys, and chimpanzees.
“The pressure on smaller game is increasing now that the elephants
are gone,” he says.
If there’s one thing that all the scientists can agree on, it’s that if
this part of the Congo goes the way of other African wild lands, the
great apes could soon disappear. All that will be left of the Bili ape
will be the mystery.
Big Idea
Revealing the Concealed What
does Hick’s statement suggest about
his feelings concerning the mystery
of the Bili apes?
English Language Coach
Understanding Multiple-Meaning
Words There are many words in the
English language that have more than
one meaning. For example, the word
root may mean “to search for” but it
could also mean “to show support.”
In this passage, the words game
means “wild animals, including birds,
that are hunted for sport and food.”
What is another meaning for game?
✔ Reading Check
What does Hicks claim scientists
might be witnessing?
—From TIME, January 17, 2005
Vocabulary
variation (vār´ ē ā shən) n. the
amount of change or difference
presence (prez əns) n. something
present that is easily visible; the
condition of being close or near
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A F TE R YO U R E A D
Graphic Organizer
To understand and evaluate the viewpoints and
supporting details from a selection, use a pointsupporting points organizer to record the most
important parts of the viewpoints expressed. Record
Viewpoint
one viewpoint in the top row of the left box. Then list
the details that support this viewpoint in the box below
it. Do the same for an opposing viewpoint in the
boxes to the right. Then write your evaluation of these
viewpoints in the bottom row. If you prefer, construct a
FoldableTM to display the information.
Opposing Viewpoint
The Bili apes could be a new species.
Supporting Details
Supporting Details
“Mystery ape” larger than a chimpanzee
Strange skull discovered, like a mix
between a chimpanzee and a gorilla
Evaluation
Active Reading Focus
Making and Verifying Predictions Making
predictions can help you maintain interest in a
selection and help you think critically about it as you
read. Were you correct in your prediction about the
focus of this article (page 203)? What parts of the
selection helped you to successfully make this
prediction? What parts of the selection made it difficult
for you to make predictions?
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Reading Strategy
Evaluating Credibility Which researcher did you find
the most credible in this selection? Explain.
Vocabulary Practice
Understanding Antonyms Recall that antonyms are
words with opposite or nearly opposite meanings. The
sentences below do not make sense. Choose the
antonym of the boldfaced word to correct each
sentence.
1. He was excited by the sameness among the
flowers in the shop.
(a) primate
(b) distinct
Literary Element
Motivation The researchers are motivated by an urge
to solve the mystery of the Bili apes. What other
factors might be motivating their interest in this
particular mystery?
(c) variation
(d) presence
2. The color of her eyes was a learned trait.
(a) variation
(b) genetic
(c) presence
(d) distinct
3. Her hsuband’s absence filled the newlywed with
delight.
(a) distinct
(b) genetic
(c) presence
(d) primate
4. He could clearly see a faint footprint in the sand.
(a) genetic
(b) distinct
(c) variation
(d) presence
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