0ENG 243 DISCUSSION QUESTIONS ON
“APPENDIX ONE, TWO, AND THREE”
Directions: You will be responding to each assigned reading from the writing by answering the questions and citing passages or
specific examples from the reading as supporting evidence. The responses should be typed, double-spaced with one inch margins
and be approximately a page (350 words is the minimum, so you will most likely exceed/go beyond this amount.) for each week’s
stories/readings when you use a 12 size font. Of course, you can exceed the one page, but you should always include your name,
class name and section, the title of the reading, the date, and word count as your heading at the top. (Note: Hand-written responses
will not be accepted, and you must respond to all sets of questions assigned to you or your response will not be accepted. Therefore,
do not say: I don’t know the answer, but apply those critical thinking skills when answering the questions.)
“Appendix One, Two, and Three” from
The Story and Its Writer: An Introduction to Short Fiction by Ann Charters
1.
In “Appendix One: Reading Short Stories,” summarize the plot of the short story “Samuel” by Grace Paley in three
sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict resolved or how does it affect
everyone in the story?) Also, identify the chief characters, their traits, and the role that they play, and what you think is the
central idea or theme of this story.
2.
In “Appendix One: Reading Short Stories,” Grace Paley wrote “Samuel” to set you up for the “shiver of recognition” in her
final sentence (Reread that sentence). What emotional impact does it leave the reader feeling? We will be considering
many short stories throughout the semester, and how an author’s intricate use of language creates a fictional world.
Therefore, when reading a story, you will want to consider: a) what significant, concrete details are they using “to show, not
just tell” me about a character, their emotions, or even the setting? b) How do they use the direct methods of character
presentation with dialogue, appearance, and action that expresses emotion without just telling us but showing us? c) What
elements of fiction (i.e. plot, setting, irony, point of view, etc.) are being used to create a believable, original, and engaging
story? Answer these questions by considering Paley’s “Samuel” and how is this short story or any narrative prose fiction
different from a report about an accident in a newspaper?
3.
In “Appendix Two: The Elements of Fiction,” you will summarize in your own words the following terms:
a) Plot (exposition, rising action, turning point/climax, falling action, & conclusion/resolution/denouement);
b) Character (protagonist vs. antagonist and static, dynamic, round & flat); c) Setting; d) Point of view (first-person narration
and third-person narration: omniscient narrator, limited-omniscient. Impartial omniscience, & objective narration); e) Style
(voice, tone, irony, symbol, & allegory); f) Theme. [NOTE: Do not generalize the definitions and do not skip any of the words
in parenthesis. You need to clarify the terms, so you understand each one when we discuss stories and refer to these
elements of fiction.]
4.
In “Appendix Three: A Brief History,” the history of storytelling draws from the oral tradition before the invention of
alphabet and the printing press, so what are some of the earliest forms of story? Imaginative stories were distrusted, so
why was prose usually reserved for devotional and instructive pieces until the fourteenth century?
5.
In “Appendix Three: A Brief History,” it wasn’t until the eighteenth century, after the secularization had gathered in Europe,
that fictional narratives were given the opportunity to evolve. New periodicals began printing a variety of prose – character
sketches, satires, gothic tales, rogue stories, simply adventure stories, and sentimental sketches with predictable moral
outcomes in which the hero or heroine is rewarded and the villain is punished. However, most historians of this genre will
agree that the short story did not appear until the nineteenth century, almost a hundred years after the novel began to
flourish as a literary form. What is the different kind of short fictional narrative that emerged as an original prose work in
which every word chosen in the structure of the plot, and how did every detail of description and characterization
contribute to a unified impression? Identify at least three of the successful short stories discussed in the reading and
what innovations emerged.
ENG 243 DISCUSSION QUESTIONS ON
“THE FALL OF HOUSE OF USHER,” “THE TELL-TALE HEART,”
AND “THE CASK OF AMONTILLADO”
Directions: You will be responding to each assigned reading from the writing by answering the questions and citing passages or
specific examples from the reading as supporting evidence. The responses should be typed, double-spaced with one inch margins
and be approximately a page (350 words is the minimum, so you will most likely exceed/go beyond this amount.) for each week’s
stories/readings when you use a 12 size font. Of course, you can exceed the one page, but you should always include your name,
class name and section, the title of the reading, the date, and word count as your heading at the top. (Note: Hand-written responses
will not be accepted, and you must respond to all sets of questions assigned to you or your response will not be accepted. Therefore,
do not say: I don’t know the answer, but apply those critical thinking skills when answering the questions.)
“THE FALL OF THE HOUSE OF USHER” BY EDGAR ALLAN POE
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Edgar Allen Poe’s background/life and how it might have influenced his writing? (Note: You may consult
the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use the
internet to learn something about the author.)
2.
What feelings does the narrator have when he looks at the House of Usher? Can he explain what causes these feelings?
Why has the narrator come to visit this house? What opinion does Roderick express about the "sentience" of his family’s
mansion? What is the evidence of this sentience and what is its possible cause? What is his relationship to its proprietor,
Roderick Usher? What does the narrator notice about the air surrounding the house? Does he trust his observation? What
does he notice about the stones in the walls?
3.
What is unusual about the history of the Usher family? What kind of illness does Roderick suffer from? What are his
symptoms? What kind of illness does his sister Madeline Usher have? What are her symptoms? In Roderick's song "The
Haunted Palace," the narrator says he first perceived Roderick's awareness of "the tottering of his lofty reason upon her
throne." What does the narrator mean? What story does the song tell? What is the meaning of this story and what does it
suggest about Roderick's mental state? What are the qualities of Roderick's paintings? What example does the narrator
describe? What do you think it means?
4.
After Madeline's death, why does Roderick decide to keep her body temporarily in one of the walls of the house? What fact
is revealed about the relationship between Madeline and Roderick, when the narrator and Roderick place Madeline in this
temporary tomb? What behavior does Roderick exhibit in the days following this temporary burial? What effect does
his behavior have on the narrator?
5.
On the stormy night about a week later, what does Roderick see out the window that terrifies him? How does the narrator
explain this phenomenon rationally? Why does the narrator read a book to Roderick? What book does he choose and
why? What kind of story does it tell? What correspondences take place between the plot of the story the narrator reads
and sounds in Usher's house? What are the causes of these sounds?
6.
If Roderick knew that his sister was alive in the tomb, why didn't he release her? In what ways does the conclusion of Poe's
story relate to the title "The Fall of the House of Usher"? What is the light that the narrator sees shining though the crack in
the mansion? How does this crack recall the description of the mansion at the beginning of the story?
“THE TELL-TALE HEART” BY EDGAR ALLAN POE
1.
Summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict resolved
or how does it affect everyone in the story?) Also, identify the chief characters, their traits, and the role that they play, and
what you think is the central idea or theme of this story.
2.
What does the story's title mean? Is the narrator insane, simply guilty or both? He claims that he is not mad. How is this
ironic and is there evidence in the story that he is or isn’t? The narrator visits the old man's bedroom every night for seven
nights before killing him on the eighth night. What finally causes him to commit the act/murder of the old man? What does
the man do with the dead man’s body?
3.
The two controlling symbols in the story are the eye and the heart. What might these two symbols represent? Whose heart
does the narrator actually hear? What is the narrator’s reaction to the police? How did the narrator feel about the old man?
Where does the narrator place the chair while talking to the police? Why does he do that? Why does he confess to
murdering the old man?
4.
Why is the setting of the story so vague? Which is more important to Poe’s purpose: the murder of the old man or the
description of the narrator’s mental state? Give evidence from the story to support your analysis. Finally, give examples of
how Poe creates suspense in the story through foreshadowing, repetition/pacing, and a dangerous action like inviting the
police?
“THE CASK OF AMONTILLADO” BY EDGAR ALLAN POE
1.
Summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict resolved
or how does it affect everyone in the story?) Also, identify the chief characters, their traits, and the role that they play, and
what you think is the central idea or theme of this story.
2.
Montressor cites a “thousand injuries” and an “insult” as his motivation for murdering Fortunato. Given what you learn
about the two men during the course of the story, what do you suppose the “injuries” and “insult” might be? What is
Montressor’s concept of personal honor? What is the significance of Montressor’s family coat of arms and motto? What is
the significance of Fortunato’s costume?
3.
Does Fortunato ever understand why Montressor hates him? What is Fortunato’s attitude toward Montressor? In what
ways does Montressor manipulate Fortunato? What weaknesses does Montressor exploit? Why does Montressor wait for a
reply before he puts the last stone in position? What do you think he wants Fortunato to say? Do you find Montressor to be
a reliable narrator? If not, what makes you distrust his version of events? Why does Montressor wait fifty years to tell his
story? How would the story be different if he had told it the next morning?
4.
What is the significance of the setting when Montressor and Fortunato meet and then where Montressor take Fortunato to
avenge himself? Also, identify examples of irony and foreshadowing in this story, and why it helps to understand the
theme/central idea that Poe conveys in this story.
ENG 243 DISCUSSION QUESTIONS ON
“YOUNG GOODMAN BROWN,” “RAPPACCINI’S DAUGHTER,”
AND “BARTLEBY, THE SCRIVENER”
Directions: You will be responding to each assigned reading from the writing by answering the questions and citing passages or
specific examples from the reading as supporting evidence. The responses should be typed, double-spaced with one inch margins
and be approximately a page (350 words is the minimum, so you will most likely exceed/go beyond this amount.) for each week’s
stories/readings when you use a 12 size font. Of course, you can exceed the one page, but you should always include your name,
class name and section, the title of the reading, the date, and word count as your heading at the top. (Note: Hand-written responses
will not be accepted, and you must respond to all sets of questions assigned to you or your response will not be accepted. Therefore,
do not say: I don’t know the answer, but apply those critical thinking skills when answering the questions.)
“YOUNG GOODMAN BROWN” BY NATHANIEL HAWTHORNE
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you learned about Nathaniel Hawthorne’s background/life and how it might have influenced his writing? (Note: You may
consult the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use
the internet to learn something about the author.)
2.
Though the main action of “Young Goodman Brown” takes place in the woods outside Salem, the story begins and ends
inside Salem village. What is gained by the story in this way? In the opening scene, we might particularly notice the
introduction of Goodman Brown’s wife, Faith. Why does the narrator say she is “aptly named”? How do Faith’s talk of her
“fears” and Brown’s emphasis on the newness of their marriage set the stage for the story that follows?
3.
How does the narrator’s description of the forest and of Brown’s thoughts (first two pages) establish the atmosphere of the
story? How would you describe the atmosphere thus created? Another way to read the story, already hinted at by the
narrator in the opening scene, is as an allegory, a tale that has not only a literal but also a metaphorical meaning. The central
figure in an allegory most often represents any or every person, while the action usually presents a struggle between good
and evil forces anxious to save or damn the central character. Since the battleground for his struggle is the mind or soul of
the disputed character, this type of allegory is called a psychomachia, or soul-battle (conflict of the soul between the spirit
and the flesh). How would you interpret “Young Goodman Brown” as an allegory? If it is a battle, who has won?
4.
What sort of argument is going on within young Goodman Brown, or between him and his companion? What people does he
encounter during his time? What significance do these people have for him? What do you notice about the order in which he
meets them? At one point, the narrator remarks that “the fiend in his own shape is less hideous, than when he rages in the
breast of man.” Why does he place such a comment at this point in the story? Then, during the scene when a voice cried,
“Bring the converts,” with what is the fiend tempting Faith and Goodman Brown? What sort of faith is he trying to get them
to renounce? With what would he replace it?
5.
At the very end of the story, the narrator enters the story again to raise (and dismiss) the question of whether Brown’s
experience had been real or only a dream. Why should he raise the question if he does not intend to answer it? What is your
reaction to the passage? (Had the notion that Brown’s adventures might be a dream already entered your mind? If it had,
what clues had put it there?) Is there one reading of the story--either as the tale of an actual happening, as a tale of a dream,
or as an allegory--that seems most satisfactory to you? (If so, what reading is it, and why? If not, what is there in the story
that keeps you from deciding?) How does the narrator seem to regard the story? How do his attempts to interpret it and the
choice of interpretations he forces on you affect your response to the tale?
“RAPPACINI’S DAUGHTER” BY NATHANIEL HAWTHORNE
1.
Summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict resolved
or how does it affect everyone in the story?) Also, identify the chief characters, their traits, and the role that they play, and
what you think is the central idea or theme of this story.
2.
Giovanni notices a garden. Who does Lisabetta say it belongs to? What is said about what the doctor does with the plants?
Identify three significant details about the garden. What are the characteristics of the one particular shrub? Which other
luxurious garden does Hawthorne compare this one to? What happened there that is significant?
3.
Hawthorne describes Rappaccini. What is your first impression of him and why? Do you think Rappaccini is a good botanist?
Why or why not? When Dr. Rappaccini works with many of the plants in his garden, he protects his hands with gloves. What
does he need for the plant with the purple flowers? Why does Dr. Rappaccini require his daughter’s help? What is
Beatrice’s social life like? As we get to know Beatrice more, in what other ways is she a sister, even a twin to the purple
blossomed plant?
4.
Giovanni thinks that Baglioni must know and be friends with Dr. Rappaccini. What does Baglioni say about him? Describe
the singular (which means odd or peculiar) incident that Giovanni witnesses. What is Beatrice’s reaction to the event? What
can you infer from her reaction? What is Giovanni’s reaction to what he is seeing? What happens to the bouquet Giovanni
gives to Beatrice? How does Giovanni now feel about his beautiful neighbor?
5.
How has Giovanni changed? What is Baglioni’s suspicion about what has happened to Giovanni? What does Baglioni mean
when he says, “I may foil you” regarding Dr. Rappaccini? What do you think he is planning to do? Is Giovanni in love with
Beatrice? How do you know? One of the qualities of a romantic story is an interest in the supernatural. How does
Giovanni’s assessment of the plants in the garden, now that he’s standing in it, suggest the supernatural? Beatrice says,
“This garden is his world,” referring to her father’s garden. What two ways can we take this statement? Beatrice asks
Giovanni to believe nothing of her save (except) what he sees with his own eyes. If you were Giovanni, what would you
believe based on what you have seen?
6.
Why doesn’t Beatrice want Giovanni to touch the special plant? Why does she protect him? What does Baglioni’s story
reveal about his suspicions about what might be happening to Giovanni? How does Giovanni characterize the story? What
does this show about his judgment? What does Baglioni give Giovanni? How does Giovanni plan to test Beatrice? Giovanni
thinks, “I am no flower to perish in her grasp.” Do you agree with him? Explain. What makes the bouquet of flowers wither?
What does this mean? Giovanni finds out the origin of the shrub with the purple flowers. How is that particular detail an
example of the supernatural?
7.
If Rappaccini’s garden were like the garden of Eden, who would Giovanni and Beatrice be? What kind of life could they live
in such a garden if they loved each other? Giovanni thinks she poisoned him on purpose. Do you think she did? Explain.
Beatrice is going to drink the antidote. What do antidotes do? What will it do to her? What was Dr. Rappaccini’s dream for
his daughter? At the end, what does one learn Beatrice wants more than anything? Who is more responsible for Beatrice’s
death and why? What is the moral lesson of this story?
“BARTLEBY, THE SCRIVENER” BY HERMAN MELVILLE
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Herman Melville’s background/life and how it might have influenced his writing? (Note: You may consult
the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use the
internet to learn something about the author.)
2.
The narrator is a character in his own right; in fact, this story tells as much about him as it does about Bartleby. What do we
learn about him in the first few paragraphs? What does his language (including the use of terms like "imprimis" and
constructions like "not insensible" and "hath") tell us about him? Are there any contradictions involved in being an
"unambitious lawyer" who admires John Jacob Astor? Before introducing Bartleby, the narrator introduces us to three other
workers: Turkey, Nippers, and Ginger Nut. What are they like? What is the purpose of introducing them first? How does the
narrator's response to them (and his forbearance with their faults) shape the reader's reactions to what follows?
3.
What part do the setting and the subtitle ("A Story of Wall Street") play in the story? Why does the narrator so frequently
mention walls, screens, windows, and views? Why does Bartleby stare out the window or lurk behind a screen? In what ways
does the narrator's characterization of him as a "fixture," a "pillar of salt," or "the last column of a ruined temple" help the
reader to see him as a structural object-a piece of furniture or of architecture-rather than as a human being? What kind of
person is Bartleby? Why might he say, "I would prefer not to" instead of "I will not"? What kinds of appeals does the narrator
make to Bartleby, and how does Bartleby deflect them?
4.
As the story progresses, the narrator's views about Bartleby undergo several transformations, and Bartleby begins to have a
kind of power over him. How does Bartleby's influence over the office manifest itself? Discuss why and how this occurs. At
one point, when the narrator asks Bartleby why he will not write, Bartleby responds, "Do you not see the reason for
yourself." What is it that the narrator is supposed to see, and what does he fail to see? Why is Bartleby said to be the one
with weak eyesight? In what ways do the ideas of seeing, vision, and understanding work in this story? As a lawyer, the
narrator might be expected to use logic to rid himself of Bartleby. Does he? How successful is his attempt? What other kinds
of appeals does he use, and how successful are they?
5.
The narrator attempts to grapple with the problem of Bartleby through the tenets of religion and philosophy, and the
narrator feels he must choose between justice and mercy. Explain the allusions in this part of the story and the contradictory
ideas that they represent. One idea that's implicit in the story is that of the social contract: what does Bartleby owe to
society, and what does society owe to him in return? To what extent must this social contract be "amended" to allow for
what the narrator sees as the Christian tenets of mercy and brotherhood?
6.
In the last sections of the story, the "real law" enters the eccentric law office of the narrator-lawyers unmoved by Bartleby's
strangeness move in, the police are summoned, and Bartleby is taken to the Tombs. Does the narrator prove himself a true
lawyer at the end? Why does Bartleby say, "I know you, and I want nothing to say to you" when the narrator visits him in
prison? Shouldn't he be grateful that the narrator is taking an interest in what happens to him?
7.
Does the Dead Letter office really explain Bartleby's actions? Or is it simply a device so that the narrator can close the
incident in a sentimental, picturesque manner? Critical opinion is divided about the narrator: one side sees him as an
appealing eccentric who tries but fails to save a man who has doomed himself; another sees him as a man who, despite his
genial manner, is so devoted to the values of Wall Street that he cannot rise to the injunction of loving his neighbor as
himself. What's your opinion?
8.
Eating and food imagery is prominent in this story; it might be more accurate to say dysfunctional eating (Nippers's
dyspepsia, for example) and the absence of nourishment is prominent. In what ways does this set of images symbolically
reinforce the story's themes? Do you sympathize more with Bartleby or the narrator? What would you have done with
Bartleby?
ENG 243 DISCUSSION QUESTIONS ON
THE DEATH OF IVAN ILYCH, “THE YELLOW WALLPAPER,”
AND “THE STORY OF AN HOUR”
Directions: You will be responding to each assigned reading from the writing by answering the questions and citing passages or
specific examples from the reading as supporting evidence. The responses should be typed, double-spaced with one inch margins
and be approximately a page (350 words is the minimum, so you will most likely exceed/go beyond this amount.) for each week’s
stories/readings when you use a 12 size font. Of course, you can exceed the one page, but you should always include your name,
class name and section, the title of the reading, the date, and word count as your heading at the top. (Note: Hand-written responses
will not be accepted, and you must respond to all sets of questions assigned to you or your response will not be accepted. Therefore,
do not say: I don’t know the answer, but apply those critical thinking skills when answering the questions.)
THE DEATH OF IVAN ILYCH BY LEO TOLSTOY
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Leo Tolstoy’s background/life and how it might have influenced his writing? (Note: You may consult the
textbook, read the free author bio links/study guides on my website, do your own research at the library, or use the internet
to learn something about the author.)
2.
How do those “left behind” respond? (i.e. co-workers, friends, widow, children, etc.) What emotions are demonstrated?
What gaps exist between internal and external expressions of emotion? Why do you think such gaps exist? What is done
to/with the body? How is it laid out? What actions are expected of the various mourners?
3.
What are the character qualities of Ivan Ilych as a child and school boy? What characteristics emerge in the young man? How
do these traits shape his adult life and behavior? Describe Ivan Ilych’s experiences as a young husband and father? How does
his personal life affect his professional life and vice versa? What motivates him in making certain decisions about his
personal life and about his professional life?
4.
How does the change in Ivan Ilych’s professional status in midlife (first in terms of being passed over for promotion and then
in terms of being granted a new higher position with better pay) affect his sense of self and happiness? How does his
personal life alter? How do we as readers react to Ivan Ilych’s “bruise?” How does Ivan Ilych? Praskovya Fedorovna? Tolstoy
has made a deliberate decision to tell us about the post-death period before he takes us back to Ivan Ilych’s earlier life and
to the original moment when his injury occurred which will ultimately lead to his death. How does that shape our reaction?
How does it help us assess the reaction of the various characters?
5.
What are the relatively early symptoms of Ivan Ilych’s disorder? How does it affect his personal life and professional life in
these early days? What is the attitude of Praskovya Fedorovna to Ivan Ilych’s behavior, temper, illness? What emotion does
Ivan Ilych experience/exhibit in this period? How does his wife interact with him? How does she feel about his worsening
state?
6.
How does Ivan Ilych’s experience with the medical profession? What kind of information and involvement in his condition is
Ivan Ilych permitted? How does Ivan Ilych feel about the medical profession and the treatment of his case? What is the
family’s reaction to Ivan Ilych’s medical news? What role does the brother-in-law play? How do colleagues and friends
perceive/react to his condition? At what point does Ivan Ilych acknowledge that he is dying and what is his emotional
reaction to that realization?
7.
What kinds of medical/physical experiences do we see as Ivan Ilych’s condition in these final weeks of Ivan’s life? What kinds
of emotions does he experience as his suffering increases? What is the response and actions of Ivan Ilych’s family
(particularly the wife and the daughter) and how does Ivan react to them?
8.
What is Geriasim’s role and how does he interact with Ivan Ilych? What is the response and actions of Ivan Ilych’s family?
What role does religion/belief play? Does Ivan Ilych “learn” from his suffering? Grow through it? Transcend it? How does the
account of these final weeks, days, and hours shape how we think about what we had read in Chapter 1? How do we see
things differently when we reread Ch.1 having finished the text?
“THE YELLOW WALLPAPER” BY CHARLOTTE PERKIINS GILMAN
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Charlotte Perkin Gilman’s background/life and how it might have influenced her writing? (Note: You may
consult the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use
the internet to learn something about the author.)
2.
Why are they living in this colonial mansion? What is its history? Does the heroine feel comfortable in the house? What's
the narrator's initial reaction and description of the wallpaper? How does her description of the wallpaper change?
3.
How about John? Why does the narrator say his profession is "perhaps . . . one reason I do not get well faster”? Who else
supports John's diagnosis? What clue does the narrator's repeated lament, "what can one do?" give us about her
personality? What conflicting emotions is she having toward her husband, her condition, and the mansion? Who is Jennie?
What's her function?
4.
By the Fourth of July, what does the narrator admit about the wallpaper? What clues does Gilman give about the narrator's
state? How does the narrator try to reach out to her husband? Is this her last contact with sanity? Do you think John has no
st
nd
comprehension of the seriousness of her illness? Why change the point of view from 1 person to 2 person? By the final
section of the story, what is the narrator's relationship to her husband? To Jennie? To the wallpaper? What is the central
irony of the story?
“THE STORY OF AN HOUR” BY KATE CHOPIN
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Kate Chopin’s background/life and how it might have influenced her writing? (Note: You may consult the
textbook, read the free author bio links/study guides on my website, do your own research at the library, or use the internet
to learn something about the author.)
2.
The story’s basic exposition is presented in its first two paragraphs. What additional information about character or setting
would you like to know? Why do you suppose the writer does not supply this information? It is a very economical story, with
little action or dialogue. Is this a strength or weakness? Explain. Was the story’s ending unexpected, or were you prepared
for it? What elements foreshadowed this ending? Do you find the story’s ending satisfying? Believable? Contrived? Then,
define the meaning or the significance of the reference to the following terms and phrases from “The Story of an Hour” by
Kate Chopin: ELIXIR OF LIFE, JOY THAT KILLS, MALLARD, and “FREE, FREE, FREE.” What do they mean or symbolize?
3.
When “The Story of an Hour” was first published in Vogue magazine in 1894, the magazine’s editors titled it “The Dream of
an Hour.” A film version, echoing the last words of the story, is called The Joy That Kills. Which of the three titles do you
believe most accurately represents what happens in the story? What emotions does Mrs. Mallard experience during the
hour she spends alone in her room? What events do you imagine take place during this same period outside her room?
Outside her house?
4.
What do you make of Mrs. Mallard’s thoughts in paragraph 14? (What sort of relationship did Mrs. Mallard have with her
husband? Did she love him? Did he abuse her? Why exactly was she relieved to be rid of him? What sort of man was he?
What in the story gives you that impression? What sort of life did she feel she would have with the news of his death? What
in the story gives you that impression?) Can you answer any of these questions with certainty?
ENG 243 DISCUSSION QUESTIONS ON
HEART OF DARKNESS
Directions: You will be responding to each assigned reading from the writing by answering the questions and citing passages or
specific examples from the reading as supporting evidence. The responses should be typed, double-spaced with one inch margins
and be approximately a page (350 words is the minimum, so you will most likely exceed/go beyond this amount.) for each week’s
stories/readings when you use a 12 size font. Of course, you can exceed the one page, but you should always include your name,
class name and section, the title of the reading, the date, and word count as your heading at the top. (Note: Hand-written responses
will not be accepted, and you must respond to all sets of questions assigned to you or your response will not be accepted. Therefore,
do not say: I don’t know the answer, but apply those critical thinking skills when answering the questions.)
HEART OF DARKNESS BY JOSEPH CONRAD
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Joseph Conrad’s background/life and how it might have influenced his writing? (Note: You may consult
the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use the
internet to learn something about the author.)
2.
What is Marlow’s purpose in telling this story to the others? What might he hope to gain? What are the consequences of
Marlow’s insatiable curiosity? About the jungle? About Kurtz? What is the nature of madness in Heart of Darkness? What
brings it on? Is it something that every man can fall into or is it simply the environment that instigates it? What is the nature
of obsession and ambition? What are some specific examples of certain characters being obsessed with something or
having too much ambition? What consequences does it have?
3.
The Nigerian writer Chinua Achebe has claimed that Heart of Darkness is an "offensive and deplorable book" that "set[s]
Africa up as a foil to Europe, as a place of negations at once remote and vaguely familiar, in comparison with which
Europe's own state of spiritual grace will be manifest." Achebe says that Conrad does not provide enough of an outside
frame of reference to enable the book to be read as ironic or critical of imperialism. Based on the evidence in the text,
argue for or against Achebe's assertion. Is Chinua Achebe correct in accusing Heart of Darkness of being a racist novel? Does
the book present a simple and degrading view of the native Africans? Or are the views of race more complex? How does
Conrad depict Africans as different from Europeans? Does this characterization degrade them? How does Conrad
complicate the idea of colonization being "good"? What kind of negative effects does it have on both white men and the
black men of Africa? Who suffers more?
4.
As you read the novel, be aware of how Conrad uses repeated "doubling" patterns of opposition and contrast in Heart of
Darkness: light and dark, white and black, "savagery" and "civilization," outer and inner? What does Conrad accomplish by
this contrast, especially of light and dark?
5.
Consider the accountant, the manager, and the brickmaker – all puppets of the Company. What negative concepts or
themes might each one represent? How are they different from one another?
6.
What’s going on with the names, here? The only names we get are "Marlow" and "Kurtz." Everyone else is defined by their
occupation, a physical description, or their relation to a named character. Does this demean their importance? Does it level
the statuses of white and black individuals?
7.
Think about the framing story that structures Heart of Darkness. Why is it important to narrate Marlow in the act of telling
his story? Why is the framing narrator unnamed? What is the effect of the narrative being told by Marlow first-hand? What
is the effect of having this narration as a frame story told by the nameless narrator?
8.
Keep track of references to maps. What significance lies in Marlow's references to maps? How, for example, do they
represent the novella's frequent opposition between “light” and "darkness"? Also, Marlow describes a map image of the
Congo River in Africa as being like a snake. What snake-like qualities does this reference transfer to the River, and how does
the transference set us up for the rest of the novella's events?
9.
What do women represent in Heart of Darkness? There are three significant women in this story: Kurtz's Intended,
Marlow's aunt, and the African woman at Kurtz's station. How are they described? Contrast Kurtz's African mistress with his
Intended. Are both negative portrayals of women? Describe how each functions in the narrative. Does it make any
difference in your interpretation to know that Conrad supported the women's suffrage movement? What does Marlow
mean early in Part 1 when he suggests that women are "out of touch with truth" and live in a beautiful world of their own?
Marlow meets a pair of women weaving -- to what Classical myths does this scene appeal, and why would such an appeal
be significant in the context of the story as a whole?
10.
Marlow says that he came to an important realization as he neared Kurtz's Station. What is the realization, and to what
extent does it influence or explain his behavior in the rest of the story? Later, Marlow sees the "symbolic" skulls lining
Kurtz's hut? What reflections do those skulls lead Marlow to make regarding the nature of Kurtz' downfall in the
wilderness?
11.
Much of our information of Kurtz comes secondhand or through the grapevine. How does that affect our vision of him
when we finally see him in person? Does Kurtz live up to our expectations? How does physical illness relate to madness?
How does one's environment relate to one's mental state in this book? Why does Heart of Darkness have two competing
heroes? Make the case for either Marlow or Kurtz as the true "hero" of the book. How do you define "hero" for this book?
Why doesn't Marlow kill Kurtz?
12.
What does Kurtz say in his final illness? What, if anything, does Marlow learn from Kurtz? How does he interpret Kurtz's
phrase "the horror, the horror"? Kurtz finally passes away, and, at the text's conclusion, Marlow decides to visit Kurtz's
"Intended," or fiancée. Why does Marlow lie to her about Kurtz's last words? Does his lie reflect any insight he has gained
from his trip up the Congo and to "the Heart of Darkness"? Explain.
ENG 243 DISCUSSION QUESTIONS ON
“ARABY,” THE DEAD, AND “HILLS LIKE WHITE ELEPHANTS”
Directions: You will be responding to each assigned reading from the writing by answering the questions and citing passages or
specific examples from the reading as supporting evidence. The responses should be typed, double-spaced with one inch margins
and be approximately a page (350 words is the minimum, so you will most likely exceed/go beyond this amount.) for each week’s
stories/readings when you use a 12 size font. Of course, you can exceed the one page, but you should always include your name,
class name and section, the title of the reading, the date, and word count as your heading at the top. (Note: Hand-written responses
will not be accepted, and you must respond to all sets of questions assigned to you or your response will not be accepted. Therefore,
do not say: I don’t know the answer, but apply those critical thinking skills when answering the questions.)
“Araby” by James Joyce
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about James Joyce’s background/life and how it might have influenced his writing? (Note: You may consult the
textbook, read the free author bio links/study guides on my website, do your own research at the library, or use the
internet to learn something about the author.)
2.
The language of “Araby” by James Joyce, reveals both the narrator’s conception of himself as a boy and his adult
understanding of his boyhood. Note carefully the descriptions of Mangan’s sister, especially their mixture of erotic and
religious details. Consider also the connotations of the first and last paragraphs and the implications of the religious
imagery throughout. For example, note the religious language of the fifth paragraph, especially the words “litanies,”
“chalice,” “prayers and praises,” and “confused adoration.” What does this language reveal about the boy, about how he
sees himself, about how he envisions what he is doing and thinking? Explain how the following sentence from this
paragraph is related to the image invoked by his religious language: “But my body was like a harp and her words and
gestures were like fingers running upon the wires.”
3.
Like an adult on a quest, the boy imagines he carries his love as if it was a sacred object, a chalice (paragraph 5) but is his
love pure? What indicates that his attraction is physical rather than spiritual (paragraphs 3 & 9)? Araby to the adolescent
represents excitement, a chance to prove the purity of his love, and more abstractly, his hope; however, does Araby fulfill
these expectations? Why?
4.
“Araby” tells the story of an adolescent boy’s initiation into adulthood. The story is narrated by a mature man reflecting
upon his adolescence and the events that forced him to face the disillusioning realities of adulthood. The minor characters
play a pivotal role in this initiation process. The boy observes the hypocrisy of the adults in his life. Cite examples of how the
priest, Mrs. Mercer, and his uncle are “hypocritical adults.” What fundamental truths does he really learn about adults? In
observing the adults and realizing he has been deluding himself, what does he realize has been hypocritical and vain like the
adults in his life about himself?
5.
Read the dialogue near the end of the story aloud, if possible with a friend or another student. What do you hear? How can
you characterize the conversation? What effect does it have on the boy? Why? Reread the first and last paragraphs. Note
repetitions and similarities in the language. Relate the use of the word “blind” for a dead-end street to the boy’s situation
as expressed at the end of the story. Why do the boy’s “eyes” burn with “anguish” and “anger”? Most people interpret the
ending as a moment of profound insight, and the language certainly seems to support this interpretation: “Gazing up into
the darkness I saw myself as a creature driven and derided by vanity; and my eyes burned with anguish and anger”
(paragraph 37). However, the narrator uses inflated language that suggests an ironic stance. So even in the moment of
apparent insight, the boy is still playing a heroic role. Has he discovered his true self or is he just as self-absorbed and blind
in the end as he was at the beginning?
The Dead by James Joyce
1.
Summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict resolved
or how does it affect everyone in the story?) Also, identify the chief characters, their traits, and the role that they play, and
what you think is the central idea or theme of this story.
2.
Identify the significant role of the following in James Joyce’s The Dead: Gabriel Conroy, Freddy Malins, Gretta Conroy, Lily,
Mary Jane Morkan, Julia Morkan, Kate Morkan, Ms. Molly Ivors, Mr. Browne, Mr D'Arcy, Michael Furey, snow falling in a
churchyard, and a horse-cart circling the statue of an English king.
3.
Lily is the first character to be introduced to us. What is her position in the text -- her social class, etc? How important will
she be in the rest of the story? Why does Gabriel "color" as if he has made a mistake when Lily becomes upset about the
subject of men? What might his reaction reveal about his ability to relate to women and to people of other social classes?
4.
Why is Gabriel anxious about the after-dinner speech he must make? How does he see himself in relation to his hosts,
Aunts Kate and Julia? Does the narrative voice offer any enlightenment about Gabriel's thoughts here -- or elsewhere in the
story? Gretta explains why she is wearing galoshes. What picture of her marriage with Gabriel emerges from the
interchange (spoken and unspoken) between Gretta, Gabriel, and Aunts Kate and Julia?
5.
What mistake does Mr. Browne make? How does his conduct hint at the rift that is beginning to open up between the men
and the women in Joyce's story? Why is Miss Ivors successful in getting under Gabriel's skin? What things has she implied
about him that he finds unpleasant? What is revealed about Julia's abortive singing career? Is she a good singer? What kept
her from going further with her singing? Why is the subject of Julia dropped or diverted so quickly?
6.
Why is Mr. Browne unable to understand what he is told about the Monks' habits? More generally, what contrast does Mr.
Browne provide in the story? What effect does the narrative's mention of snow have upon your perception of events and of
the characters' thoughts? Why is Miss Ivors successful in getting under Gabriel's skin? What things has she implied about
him that he finds unpleasant? What is revealed about Julia's abortive singing career? Is she a good singer? What kept her
from going further with her singing? Why is the subject of Julia dropped or diverted so quickly?
7.
Why is Mr. Browne unable to understand what he is told about the Monks' habits? More generally, what contrast does Mr.
Browne provide in the story? What effect does the narrative's mention of snow have upon your perception of events and of
the characters' thoughts?
8.
When Gabriel makes his speech, what themes does he offer his guests, and how sincerely do you suppose his words reflect
his real views about Kate and Julia, his own self-image, Irish hospitality, and possibly other things? What effect does
Gabriel's anecdote about Patrick Morkan ("the Old Gentleman) have upon the speech he has just made at the dinner table?
Explain the political symbolism about Patrick Morkan's horse Johnny walking in endless circles around the statue of King
Billy (English King William).
9.
What does the text reveal about Gabriel's understanding of his wife as an individual with thoughts beyond her marriage
relations with him? Describe the advancing stages of Gabriel's desire for his wife -- what makes him remember their "secret
life together," and what further excites him? How does Gabriel's long-time misunderstanding of his wife play out?
10.
To what extent is Gabriel able to reflect accurately upon his own motivations, desires, and actions? To what extent does he
seem sincere or accurate in his reflections upon himself and Gretta? By the story's end, we hear that the snow is falling all
over Ireland, on both the living and the dead. What symbolic and predictive value does the snowfall have by this point?
“Hills Like White Elephants” by Ernest Hemingway
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Ernest Hemingway’s background/life and how it might have influenced his writing? (Note: You may
consult the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use
the internet to learn something about the author.)
2.
Is the male character admirable? What does he want? How do you know? Is the female character admirable? What does
she have going for her? Explain with textual evidence. What is the nature of their relationship? Use examples from the text
to justify your response. Hemingway once suggested that his purpose in such a story is to tell the reader as little as possible
directly yet to reveal characters' motives and their conflict. How does this principle operate in this story? Where would you
like to have more information (besides "he said" and "she said")?
3.
What is important about what is not being said in the story? What clues/hints are given about the type of procedure/
operation that the girl is encouraged to have? Looking back on the story, list the evidence that tells what kind of operation
Jig is confronting. How risky is it physically and emotionally? How do the hills in the story spotlight Jig's decision? How does
Jig see the setting as symbolic of her choices?
4.
Why does she look with fascination at the fields and trees across the plain? Is her comment about the hills being like white
elephants silly or profound? Explain. How does the fact that Jig sees the setting symbolically get us to identify with her
more readily than if the author had suggested the symbolism to us directly? Note the symbolism of the two different
landscapes on either side of the Zaragosa train station, plus the possible symbolism of the curtain, as suggested in the
commentary beside the story.
5.
The discussion of their relationship brings back the observation that the man can speak Spanish but the "girl" cannot, which
leads to further conclusions about the nature of the relationship. Who do you sympathize with more, the boy or the girl?
Explain.
ENG 243 DISCUSSION QUESTIONS ON
THE METAMORPHOSIS AND “THE HUNGER ARTIST”
Directions: You will be responding to each assigned reading from the writing by answering the questions and citing passages or
specific examples from the reading as supporting evidence. The responses should be typed, double-spaced with one inch margins
and be approximately a page (350 words is the minimum, so you will most likely exceed/go beyond this amount.) for each week’s
stories/readings when you use a 12 size font. Of course, you can exceed the one page, but you should always include your name,
class name and section, the title of the reading, the date, and word count as your heading at the top. (Note: Hand-written responses
will not be accepted, and you must respond to all sets of questions assigned to you or your response will not be accepted. Therefore,
do not say: I don’t know the answer, but apply those critical thinking skills when answering the questions.)
THE METAMORPHOSIS BY FRANZ KAFKA
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Franz Kafka’s background/life and how it might have influenced his writing? (Note: You may consult the
textbook, read the free author bio links/study guides on my website, do your own research at the library, or use the
internet to learn something about the author.)
2.
Consider Gregor as a person. What was life like for him before his metamorphosis, at home and on the job? In what ways
do you think Gregor was like a “bug” even before his metamorphosis? What do you think of Gregor Samsa’s family? How
would you describe his father, mother, and sister, and their relationships to Gregor?
3.
When Gregor is trying to get out of bed, he considers calling for help but then dismisses the idea. Why? Describe the
reaction of Gregor’s parents to their first view of the metamorphosed Gregor. What sort of changes do Gregor and his
family endure after Gregor’s transformation? The Metamorphosis is an allegorical tale, which means that the events
symbolize a more general human condition in modern society. What do you think Gregor’s transformation represents?
Please explain your answer.
4.
Discuss the conflicting feelings Gregor has about the furniture’s being taken out of his room. Why does he try to save the
picture? What might Kafka’s intention be in stressing that it is on this occasion that Grete calls Gregor by his name for the
first time since his metamorphosis?
5.
Describe the view from Gregor’s window. Contrast it to his living environment inside his home. In what ways do the
satisfactions of his life as an insect differ from the satisfactions of his life as a traveling salesman? When Gregor’s father
pushes him back into his room at the end of section 1, Kafka calls it “literally a deliverance.” Comment on the possible
implications of that description. Describe Grete’s treatment of Gregor in section II. Is Gregor ill? What are Gregor’s hopes
for the future? Is there anything wrong with those hopes?
6.
For a time, Gregor is ashamed of his condition and tries to hide from everyone. In what way might this be called a step
forward for him? When “Gregor’s broken loose,” what does Gregor’s father do? Why? Explain the situation that has
developed by the end of section II.
7.
How does the charwoman relate to Gregor? Why is she the one who presides over his “funeral”? Compare the role of the
lodgers in the family with that of Gregor. Have they supplanted him? Why does Gregor’s father send them away in the
morning?
8.
Why does Gregor, who previously did not like music, feel so attracted to his sister’s playing? Why change has taken place in
his attitude toward himself? What might Kafka mean by “the unknown nourishment he craved”? Does the story end on an
optimistic note or pessimistic? Why or why not? Explain.
“THE HUNGER ARTIST” BY FRANZ KAFKA
1.
Summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict resolved
or how does it affect everyone in the story?) Also, identify the chief characters, their traits, and the role that they play, and
what you think is the central idea or theme of this story.
2.
What’s interesting about Kafka using fasting as an art form? What effect does the Impresario (manager) have on the hunger
artist’s fasting? Explain the attitudes of the hunger artist toward his art, toward “the permanent watchers,” toward the
impressario, toward his audience. What is the principal motivation of the impressario, and how does it differ from the
hunger artist’s?
3.
What is the hunger artist’s relationship to his audiences? Even though his greatest achievements involve a deep inwardness
and withdrawal, why does he nevertheless seem to need the audiences? What is the duty of the people who act as the
hunger artist’s audience? Do they fulfill it or not? What does the contrast between the hunger artist and panther tell us?
4.
The hunger artist in this story has been variously interpreted as a symbol for (a) the artist in the modern world—poet,
painter, or musician; (b) a religious mystic, priest, or holy man; (c) spirit—i.e., the spiritual element in man.
What evidence or details can be found in the story to support one or the other of these readings? Why would Kafka select
an expert in fasting rather than someone (say, a singer or a priest) whose profession would make the author’s intent
clearer?
ENG 243 DISCUSSION QUESTIONS ON
“A ROSE FOR EMILY,” “THE USE OF FORCE,” “BATTLE ROYAL,”
AND “AUGUST 2026: THERE WILL COME SOFT RAINS”
Directions: You will be responding to each assigned reading from the writing by answering the questions and citing passages or
specific examples from the reading as supporting evidence. The responses should be typed, double-spaced with one inch margins
and be approximately a page (350 words is the minimum, so you will most likely exceed/go beyond this amount.) for each week’s
stories/readings when you use a 12 size font. Of course, you can exceed the one page, but you should always include your name,
class name and section, the title of the reading, the date, and word count as your heading at the top. (Note: Hand-written responses
will not be accepted, and you must respond to all sets of questions assigned to you or your response will not be accepted. Therefore,
do not say: I don’t know the answer, but apply those critical thinking skills when answering the questions.)
“A ROSE FOR EMILY” BY WILLIAM FAULKNER
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about William Faulkner’s background/life and how it might have influenced his writing? (Note: You may
consult the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use
the internet to learn something about the author.)
2.
Although “A Rose for Emily” is narrated in the first person, the narrator is not “I” but “we.” The narrator thus represents a
communal rather than an individual point of view. How do the narrator and the townsfolk view the young Miss Emily? How
does Miss Emily change with time? How does the town? How does the narrator’s view of Miss Emily change? How does
yours? Find passages that represent more than one view of her, and explain their significance. How does the perception we
gain of her through observing her in dialogue and with other characters in action compare with the narrator’s view?
3.
The way a writer chooses words, arranges them in sentences and longer units of discourse, and exploits their significance
determines his or her style. Style is the verbal identity of a writer, and reflecting this individuality, the writers’ styles convey
their unique way of seeing the world. Faulkner’s dense, richly textured prose contrasts with the different styles we will be
reading during our fiction section, and if you were to look at the third paragraph as one example or other words and
phrases such as “jalousies,” “virulent,” “noblesse oblige,” “valance,” “cuckolded,” “sibilant,” “macabre,” “bier,” and “acrid
pall,” what do you think his artfully controlled rhythms and constructions create through balanced phrasing and eloquence?
How does is contribute to his tone when he uses repetition of words (ex: “Had loaned money to the town, which the town”)
or the heavy reliance on pauses within the first and third sentences of the third paragraph, or finally, how does the play of
sound, alliteration and assonance, especially in “dating from that day” and “dispensation dating from the death,” effect
your appreciation of language and style as well as understanding of its significance to the story?
4.
Part of the effectiveness of “A Rose for Emily” comes from its surprise ending. How effective do you find the ending? Why?
What examples of foreshadowing can you cite that hinted at the ending?
“THE USE OF FORCE” BY WILLIAM CARLOS WILLIAMS
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about William Carlos William’s background/life and how it might have influenced his writing? (Note: You may
consult the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use
the internet to learn something about the author.)
2.
If the parents summoned the doctor to help their daughter, why did they eye him "up and down distrustfully"? What does
the doctor mean when he refers to "such cases"? Why does the doctor tell us in the same breath that he had fallen in love
with "the savage brat," while the parents, who are trying to help their daughter, are contemptible to him? Who is
responsible for escalating the battle between Mathilda and the doctor? Why does the doctor go "beyond reason" in his
vehement attempt to get Mathilda to cooperate?
3.
Why aren't the usual reasons for wanting to help a patient and protect others from infection the "operatives" that drive the
doctor to use force on Mathilda? What is the "adult shame" that makes him go "on to the end"? Why does the girl fight the
doctor every step of the way? What is she hiding from him? How does the author build tension and escalate the power
struggle between them?
4.
Who should have the authority to determine when is it justifiable to use force against another to protect someone from his
or her "own idiocy"? Who should have the authority to justify the use of force as a case of "social necessity"? How can we
reconcile the use of force with the effort to provide help? Who wins at the end? Why?
“BATTLE ROYAL” BY RALPH ELLISON
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Ralph Ellison’s background/life and how it might have influenced his writing? (Note: You may consult
the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use the
internet to learn something about the author.)
2.
What does the narrator mean when he declares at the end of the opening paragraph, “I am an invisible man?” Explain how
the events described in the story taught him this painful truth. This story is a powerful, indeed shocking study of racism, but
in essays and interviews, Ellison often noted that he intended his stories and his novel Invisible Man to illuminate “universal
truths” about human experience as well. In your view, does “Battle Royal” achieve this goal? What insights does it offer
about the nature of self-knowledge and human identity?
3.
What is the significance of the scene involving the naked blonde woman? How is this scene related to the narrator’s
discovery that he is invisible? What does the naked blonde woman symbolize? What other symbols can you identify and
what do they mean? (i.e. animal and circus imagery)
4.
The narrator says of his grandfather’s dying speech, “I could never be sure of what he meant.” What do you think the
grandfather meant by calling himself a traitor and a spy in the enemy’s territory? Does he follow his grandfather’s advice to
be a traitor? Why or why not? Explain. Also, at the end, he has a dream about his grandfather: What does the dream
represent and what does his grandfather’s message in the dream mean for the narrator? Explain.
“AUGUST 2026: THERE WILL COME SOFT RAINS” BY RAY BRADBURY
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Ray Bradbury’s background/life and how it might have influenced his writing? (Note: You may consult
the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use the
internet to learn something about the author.)
2.
What seems to have happened in Allendale, California, before this story takes place? What has happened to the human
beings? Support your answer with evidence from the text. Describe four ways in which the house is programmed for
automated functions. What can you infer about the family based on the way their house is programmed? How does
Bradbury use this story to question society’s reliance on technology?
3.
What poem does the voice in the house read? Summarize the poem. What is different about the poem and what is
happening in Bradbury’s story? Choose an image or scene that was particularly interesting to you. Why did this scene catch
your attention? How did this scene show humanity’s complete dependence on technology and how cold, robotic, and/or
lacking in humanity is the house?
4.
It is often interesting to think about what the future holds. For instance, consider that Bradbury wrote this short story in
1951. The year he chose for this futuristic society was 2026, which is only years away. Now, consider what life would be
like at that time. What would a typical day be like in your life in 2026? For example, what kind of gadgets would be
available for preparing breakfast and what kinds of transportation would take you to school or work? What would school
look like? What would your clothing look like? What kinds of gadgets would you carry with you all the time? What would
your room look like? Then, consider what the possible negatives could be of the new technologies you are suggesting.
ENG 243 DISCUSSION QUESTIONS ON
“A VERY OLD MAN WITH ENORMOUS WINGS,”
“A GOOD MAN IS HARD TO FIND,” “SONNY’S BLUES,”
AND “HARRISON BERGERON”
Directions: You will be responding to each assigned reading from the writing by answering the questions and citing passages or
specific examples from the reading as supporting evidence. The responses should be typed, double-spaced with one inch margins
and be approximately a page (350 words is the minimum, so you will most likely exceed/go beyond this amount.) for each week’s
stories/readings when you use a 12 size font. Of course, you can exceed the one page, but you should always include your name,
class name and section, the title of the reading, the date, and word count as your heading at the top. (Note: Hand-written responses
will not be accepted, and you must respond to all sets of questions assigned to you or your response will not be accepted. Therefore,
do not say: I don’t know the answer, but apply those critical thinking skills when answering the questions.)
“A VERY OLD MAN WITH ENORMOUS WINGS” BY GABRIEL GARCIA MARQUEZ
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Gabriel Garcia Marquez’s background/life and how it might have influenced his writing? (Note: You may
consult the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use
the internet to learn something about the author.)
2.
How do the various characters respond to the events of the story? What does their response suggest about human nature
and about organized society? Who is the story’s narrator and what role or function does he or she serve? What elements of
irony and humor does the story contain? What is their purpose? How can the story best be read and understood? as an
allegory? as a folk tale or parable? symbolically? as fantasy? Does the story contain an identifiable theme?
3.
What do Elisenda and Pelaya decide that the old man is? What does the neighbor woman think he is? What did the
neighbor woman think about angels? List the characters in the story. Write one to two sentences on the defining
characteristics of each one, providing at least one citation to illustrate your comments. What does Elisenda decide to do
with the old man initially? What did they do to the old man when they thought he might be dead? What did Pelayo and
Elisenda do with their new money as a result of the Old Man?
4.
Why do you think the story is called "A Very Old Man with Enormous Wings" rather than "An Angel"? Provide at least three
citations to illustrate your argument. Be sure that your citations illustrate your argument: do not simply quote details that
can be summarized. Use your textual evidence to make your argument. How does the priest respond to the man with
wings? What do you think his response symbolizes? Why does Father Gonzaga speak to the man in Latin? What does
Father Conzaga think after learning the man doesn’t speak Latin? Provide at least two citations to illustrate your argument.
Be sure that your citations illustrate your argument: do not simply quote details that can be summarized. Use your textual
evidence to make your argument.
5.
What are 3 miracles the old man performed incorrectly according to the people of the town? What are two superstitions
that Father Gonzaga and the people test to see if the old man is an angel? How do the villagers respond to the spider girl –
the new carnival attraction that takes away from the old man? Why are people more drawn to this new “attraction”? What
do you think their response symbolizes -- how does it relate to the rest of the story? Provide at least two citations to
illustrate your argument.
6.
When reading "A Very Old Man with Enormous Wings," think about what Garcia Marquez is saying about how people
would react to the (second?) coming. Would people know that it happened, or would they pass it off as nothing? How do
the people in the story react when the angel doesn't behave the way they would think an angel would behave? Explain the
lesson the angel’s visit teaches about human nature.
“SONNY’S BLUES” BY JAMES BALDWIN
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about James Baldwin’s background/life and how it might have influenced his writing? (Note: You may consult
the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use the
internet to learn something about the author.)
2.
Who is the main character in "Sonny's Blues," Sonny or the narrator? Or are they equally important? What are the
differences in their points of view? How would the style of narration be different if Sonny told the story? How do the
challenges that the two face complement each other? When Sonny insists that "people ought to do what they want to do"
and the narrator says that isn't always possible, what contrast between the brothers is revealed? Does the story suggest
that one is more right than the other?
3.
The narrator describes his shock at his brother's arrest as "a great block of ice" that settled in his belly and "kept melting
there slowly all day long." Does the process of melting apply to the narrator's transformation through the story? What
other images of water appear? What is the function of the imagery of fire and water in the last scene?
4.
What do the references to different types of music mean throughout the story? How do they prepare us for the final scene?
What does the word "blues" mean in the title? How does his meeting with Sonny's old school friend affect the narrator?
What issues does it raise that are developed later in the story? However, in his letter early in the story, Sonny mentions the
death of the narrator's daughter Gracie, but we do not learn the details until much later. What is the function of this
episode? What is the purpose of Mama's telling of the death of "Daddy's brother"?
5.
How is the mother's relationship with her husband like the narrator's with Sonny? How does the story trace the narrator's
growing understanding of his mother's warning that he "may not be able to stop nothing from happening" to Sonny despite
his intentions to watch over Sonny? What other ways of coping with pain are illustrated in this story besides Sonny's use of
heroin? What do you think of Sonny's explanation for drug use?
6.
Isobel's family tolerates Sonny only because he is the narrator's brother, but in the jazz club, the narrator is welcome only
because he is Sonny's brother. How do they each react to these situations? Does the narrator want to "belong" in the club?
The bass player Creole has an important role in the final scene, as almost a spiritual teacher. How is he a foil or contrast to
the narrator? What is the connection between biblical allusion to the "cup of trembling" in the last line and the glass of
Scotch and milk?
“A GOOD MAN IS HARD TO FIND” BY FLANNERY O’CONNOR
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Flannery O’Connor’s background/life and how it might have influenced his writing? (Note: You may
consult the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use
the internet to learn something about the author.)
2.
The grandmother thinks of herself as a lady, and a good Christian woman. Is she? How does the grandmother get the family
into trouble? Is the Misfit polite? Is he evil? Why does he do the things he does? (Note: Pay close attention to the last
paragraph of the introduction to this story; how would those ideas apply to the Misfit and the grandmother?) What
conflicting values or concepts become apparent in the contrast between the Misfit and the grandmother?
3.
What are the grandmother's main characteristics? What do you think the author is pointing out in her characterization?
Why do we see much of the action through her eyes? What might the grandmother represent?
4.
Is there any foreshadowing of the ending? Look closely at paragraph 136: Can you explain why the Misfit was suddenly so
afraid of the grandmother that he had to shoot her? That is, are there any hints earlier in the story about what might
happen to them at the end? How is the line in paragraph 140, ironic? What other aspects of the story are ironic?
5.
What values and attitudes does the Misfit have? How does he justify his actions? What is the purpose of the reference to
Jesus? What part does religion play in the story's main theme? What is the Misfit's attitude toward religion? The
grandmother's? What is the role of the Misfit's companions?
6.
What is the tone of this story? How does the dialogue contribute to the overall tone? What sort of symbolism is used? Is it
possible to determine exactly what the author intends? What is the significance of the Misfit's last statement, "It's no
pleasure in life"? How does this relate to the theme?
“HARRISON BERGERON” BY KURT VONNEGUT
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Kurt Vonnegut’s background/life and how it might have influenced his writing? (Note: You may consult
the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use the
internet to learn something about the author.)
2.
What has guaranteed equality in the story? How old is Harrison? What has happened to Harrison and why? How has the
government made George and Hazel equal? What does George have to wear? And what does this do? What does Hazel say
she would do if she were Handicap General? What is the name of the Handicap General?
3.
What is the consequence for lessening the weight of the handicap bag? What reason does George give for not trying to
cheat? Because of this reason, what can we infer about George’s opinion of the current laws? Why wasn’t the news bulletin
clear at first to the George and Hazel and other viewers?
4.
Why did the ballerina apologize about her voice? What is the news bulletin? Describe Harrison Bergeron with all of his
handicaps? What does Harrison declare on television? What happens to Harrison? Be specific.
5.
What is the author satirizing in this story? What ideas or programs in American society do you think Vonnegut might be
ridiculing in "Harrison Bergeron"? In traditional stories, the hero is a superhuman figure, who "saves" people from an
enemy. In what passages is Harrison superhuman? How are the results of Harrison's efforts ironic?
6.
Have you ever been in a situation when you felt the same way as any of the characters in the story? Are there any events
from your personal life or from current events that have affected the way you feel about this story? What do you think of
the approach this society has taken to achieving equality, bringing everyone down to the same low level instead of helping
to build everyone up to higher levels (of intelligence, strength, grace, beauty, etc.)? Is it wrong or right? Why?
ENG 243 DISCUSSION QUESTIONS ON
“THE MAN WHO WAS ALMOST A MAN,” “THE LESSON,” AND “GIRL”
Directions: You will be responding to each assigned reading from the writing by answering the questions and citing passages or
specific examples from the reading as supporting evidence. The responses should be typed, double-spaced with one inch margins
and be approximately a page (350 words is the minimum, so you will most likely exceed/go beyond this amount.) for each week’s
stories/readings when you use a 12 size font. Of course, you can exceed the one page, but you should always include your name,
class name and section, the title of the reading, the date, and word count as your heading at the top. (Note: Hand-written responses
will not be accepted, and you must respond to all sets of questions assigned to you or your response will not be accepted. Therefore,
do not say: I don’t know the answer, but apply those critical thinking skills when answering the questions.)
“THE MAN WHO WAS ALMOST A MAN” BY RICHARD WRIGHT
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Richard Wright’s background/life and how it might have influenced his writing? (Note: You may consult
the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use the
internet to learn something about the author.)
2.
Why does Dave think he's almost a man? Are his actions those of an adult? Why does he think a gun will make him a man?
Explain your answers. Considering the adults' actions in the story, would you consider them respectable role models?
Why/Why not?
3.
Despite Dave's father not having a gun, should his mother have given Dave the money to purchase one? Should Joe have
sold the gun to Dave? Explain your answers.
4.
When Dave lies about buying the gun, what recourse does his mother have? Why do you think his father was left out of the
decision-making process?
5.
What should Dave's immediate reaction have been to shooting the mule? Why is he more concerned for himself than the
mule? What do his actions prove? Does the punishment rendered fit the crime? Why/Why not?
6.
Do you think Dave's running away is a manly act? Do you think he will be considered a man wherever he ends up? Explain
your answers. What adult response to the shooting may have ended in a happier resolution to the story?
“THE LESSON” BY TONI CADE BAMBARA
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Toni Cade Bambara’s background/life and how it might have influenced his writing? (Note: You may
consult the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use
the internet to learn something about the author.)
2.
How does "The Lesson" examine the realization of economic inequity in 1960s America through the eyes of a young girl
named Sylvia? What can you draw from your knowledge of the Civil Rights Movement of the 1950s and 1960s and the
segregation that was going on at the time in helping you understand the central idea of this story?
3.
The story takes place in New York City while the children live in an African−American neighborhood, most likely Harlem and
the store that they visit is on Fifth Avenue in midtown, which is a much more expensive part of New York. What does
Bambara highlight between the children’s neighborhood/living conditions and the setting of the store on Fifth Avenue in
order to show the economic inequity?
4.
What is the lesson that Miss Moore wants to teach the children on their field trip? What sorts of questions does she ask the
children? How do they respond to her? How much do the toys cost? The cab ride, etc.? What are they forced to realize
about the world and does she make a difference in educating them?
5.
What sort of woman is Miss Moore? Why does she take on the responsibility to educate the children? Why doesn’t Sylvia
like her? What impression do you have about Sylvia, Mercedes, Q.T., Sugar, Big Butt, Flyboy, and Junebug and their role in
the group? For instance, how is Sylvia a born leader? What about the others and their role?
6.
What is the policy of resistance against racism inherent in American society that Bambara was advocating through Miss
Moore’s encouragement of the children to question the world around them? When considering the theme of poverty vs.
wealth, do the children understand the value of money by the end of the story?
“GIRL” BY JAMAICA KINCAID
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Jamaica Kincaid’s background/life and how it might have influenced her writing? (Note: You may consult
the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use the
internet to learn something about the author.)
2.
The mother sees herself as the only person who can save her daughter from living a life of disrespect and promiscuity. Why
does she believe that her daughter has already started down this path? What knowledge or advice does she impart on her
daughter to keep her respectable? What do her instructions suggest about what community and social standing within this
community means?
3.
Why do you think there is bitterness in her mother’s voice and why does she seem to take her anger and frustration out on
her daughter? Despite the mother’s caustic remarks, the fact that she knows how to make abortion-inducing elixirs implies
that she has had some illicit relations with men or at least understands that such encounters occur: What does this imply
about her mother’s attitude toward her daughter, about sex, and about her own history/past?
4.
Kincaid’s use of semi-colons to separate the mother’s advice and commands creates a prose poem that vividly captures the
daughter’s conflicting feelings for her advice and commands spoken to one long, unending breath creates a smothering
sense of duty and even oppression that stifles real, two-way conversation. How does this show the daughter’s resentment?
What theme/central idea is implied?
5.
Historically, native Antiguans sang benna to secretly spread scandalous rumors and gossip under the uncomprehending
British people’s noses. Singing benna in Sunday school, therefore, represents not only disobedience and also sinful,
forbidden knowledge that can’t be discussed openly in public, let alone in church. How does benna symbolize sexuality and
its seductive powers?
6.
How is the danger of female sexuality portrayed against the transformative powers of domesticity when you consider the
mother’s lecturers on food, family recipes, and the culinary arts as well as stressing the importance of dress and appearance
in the community? Why does she rebuke her daughter’s question at the end about the baker and bread when she uses
squeezing the bread like a metaphor for sexuality? Is her daughter being insolent and trying to exasperate her mother to
stay away from her personal life or is she trying to communicate and understand her mother? What evidence can you
identify from the reading?
ENG 243 DISCUSSION QUESTIONS ON
“CATHEDRAL,” “WHAT WE TALK ABOUT WHEN WE TALK ABOUT LOVE,”
AND “A SMALL, GOOD THING”
Directions: You will be responding to each assigned reading from the writing by answering the questions and citing passages or
specific examples from the reading as supporting evidence. The responses should be typed, double-spaced with one inch margins
and be approximately a page (350 words is the minimum, so you will most likely exceed/go beyond this amount.) for each week’s
stories/readings when you use a 12 size font. Of course, you can exceed the one page, but you should always include your name,
class name and section, the title of the reading, the date, and word count as your heading at the top. (Note: Hand-written responses
will not be accepted, and you must respond to all sets of questions assigned to you or your response will not be accepted. Therefore,
do not say: I don’t know the answer, but apply those critical thinking skills when answering the questions.)
“CATHEDRAL” BY RAYMOND CARVER
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Raymond Carver’s background/life and how it might have influenced his writing? (Note: You may
consult the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use
the internet to learn something about the author.)
2.
Is the narrator a sympathetic protagonist? Does our opinion of him change as the story progresses? Does the narrator
develop, change, or grow over the course of the evening? What are the primary emotions displayed by the narrator
throughout, and how can we understand them in terms of the life he leads? What are some adjectives you would use to
characterize him? What role does alcohol play in his life?
3.
What is the narrator’s attitude toward his wife? Describe the narrator’s marriage. What kind of marriage do they have, and
what evidence do you find to support your conclusion? Is the narrator’s jealousy of Robert irrational? What is it about
Robert that unsettles the narrator? What does Robert do to put the narrator at ease?
4.
How does Robert shatter the narrator’s preconceived notions of blind people? How does his appearance and bearing resist
every stereotypical image the narrator has about blind people, and why is this so upsetting? What does the narrator learn
from his encounter with Robert? Is the ending convincing? Do you believe that there will be a significant change in his
outlook from this point on?
5.
Contrast the author’s tone and the narrator’s mood at the opening of the story with the tone and mood at the end. How
does the change in style reflect the change that has occurred in the narrator? How or why is the cathedral an important
image or symbol in the story? What is the significance of Carver’s choice of a cathedral as catalyst for the narrator’s learning
experience? What added dimension does this symbol bring to our understanding of the story? Can you tie it to any previous
detail?
6.
What is important about the two flashbacks (the ones about the narrator's wife's past and Robert's past)? In what ways is
this story about communication and connectedness? (Think about the poems, the tapes, the ham radio, etc.) For Carver,
salvation lies in human contact and connection, so what does Robert “see” over the course of the evening? And what is
learned?
“WHAT WE TALK ABOUT WHEN WE TALK ABOUT LOVE” BY RAYMOND CARVER
1.
Summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict resolved
or how does it affect everyone in the story?) Also, identify the chief characters, their traits, and the role that they play, and
what you think is the central idea or theme of this story.
2.
Although we can’t easily define love or always understand love, these four characters agree that we know it when we see it
(or feel it). The story calls to mind just a few of the many forms of love--romantic, intellectual, sensual, and spiritual--and
poses a perplexing question: Which kind of love is the most genuine when considering the examples that the characters
give? Identify what example each character gives and is it spiritual, romantic, etc.? Did this story teach you anything about
love? Why or why not? This story focuses on romantic love, but does it also say anything about platonic love, or friendship?
If so, what?
3.
Are Mel and Laura flirting? If so, how do Nick and Terri react to this? Do any of these characters change over the course of
the story? If so, which ones and how do they change? Do the two couples learn anything from each other about love? If so,
what?
4.
Do you trust Nick as a narrator? Does he have any biases? And what do you think he thinks love is? How would you describe
Laura and Terri's relationship? Are they friends? Frenemies? Is Terri's love for Ed in part motivated by her grief over his
death and the way he died? Again, if he was alive and still threatening her, would she still feel the same way? Is she able to
see him as human because he is no longer a threat to her?
5.
At the beginning of the story, Nick notes that the kitchen is bright and compares the friends to giddy children who have
“agreed on something forbidden.” The talk is light and hopeful, just a friendly conversation on a gin-soaked afternoon.
However, as the conversation about love becomes increasingly dark and complex, the sun in the kitchen slips slowly away.
Nick notes that the sun is “changing, getting thinner,” and, not long after, that the sun is “draining out of the room.” As the
sun disappears completely, the conversation devolves into Mel’s drunken threats against his ex-wife, including a fantasy of
murdering her. At the end of the story, the friends are sitting in complete darkness. The sun has gone, as have their rosy,
hopeful perceptions of love. What do you make of the light vs. dark imagery in the story? What does the sun vs. the
darkness symbolize about their reality/perceptions? Are they more enlightened about love at the beginning (bright/sun) or
more at the end (darkness) in terms of love, friendship, themselves, etc., especially after drinking so much alcohol? Do they
have an epiphany or do they lack clarity and have more confusion by the end? Explain.
6.
What is the irony in this story? For instance, a cardiologist, Mel talks more than anyone else in the story. He and Terri have
been married for four years. Mel has two children with his ex-wife, Marjorie, whom he now hates. Although Mel makes
grand proclamations about knowing what love is, he ultimately reveals that he is confused and even alarmed by the
elusiveness of love and devotion. Do you find it unusual that a doctor of the heart knows so little about the matters of the
heart? Why?
“A SMALL, GOOD THING” BY RAYMOND CARVER
1.
Summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict resolved
or how does it affect everyone in the story?) Also, identify the chief characters, their traits, and the role that they play, and
what you think is the central idea or theme of this story.
2.
How does Carver elicit the reader's sympathy for the characters in this story? How would you describe the baker? Why does
he keep calling? How does your impression of him alter by the end of the story? How would you describe the doctor? Why
does he talk so much?
3.
What was your reaction to learning of the boy's death, and why? What is the state of the relationship between the parents,
and how is this shown? Who do they blame for their son's condition?
4.
What is the function of Franklin's family in the story? Why do the parents go to see the baker? What is the "small, good
thing" referred to in the title?
5.
How does Scotty's death initially affect the parents? How do they manage to transcend their grief and find comfort? How
does Carver use the idea of eating in the story? What does the sharing of the bread near the close of the story represent?
6.
Carver is concerned with the ways in which human beings communicate or fail to communicate with each other and how
that affects people's lives. Discuss how this concern is depicted in "A Small, Good Thing." Finally, discuss why this a
pessimistic or optimistic story.
ENG 243 DISCUSSION QUESTIONS ON
“SHILOH,” “THE RED CONVERTIBLE,”
“HOW TO BECOME A WRITER,” AND “THE THINGS THEY CARRIED”
Directions: You will be responding to each assigned reading from the writing by answering the questions and citing passages or
specific examples from the reading as supporting evidence. The responses should be typed, double-spaced with one inch margins
and be approximately a page (350 words is the minimum, so you will most likely exceed/go beyond this amount.) for each week’s
stories/readings when you use a 12 size font. Of course, you can exceed the one page, but you should always include your name,
class name and section, the title of the reading, the date, and word count as your heading at the top. (Note: Hand-written responses
will not be accepted, and you must respond to all sets of questions assigned to you or your response will not be accepted. Therefore,
do not say: I don’t know the answer, but apply those critical thinking skills when answering the questions.)
“SHILOH” BY BOBBIE ANN MASON
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Bobbie Ann Mason’s background/life and how it might have influenced her writing? (Note: You may
consult the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use
the internet to learn something about the author.)
2.
After reading the story, look back at the first five paragraphs. What do they say about Norma Jean and Leroy's relationship?
Does the rest of the story bear out the opening moment? Also, on the first page we discover that, through building an array
of kits, "Leroy has grown to appreciate how things are put together." How does his fascination with building comment on
Leroy's marriage? What is the impulse behind building the log cabin? How would you compare Leroy's hobby with Norma
Jean's interests?
3.
In this passage Mason introduces the background of the Moffitts' marriage:
"Perhaps he reminds her too much of the early days of their marriage, before he went on the road. They had a child who died as
an infant, years ago. They never speak about their memories of Randy, which have almost faded, but now that Leroy is home all
the time, they sometimes feel awkward around each other, and Leroy wonders if one of them should mention the child. He has
the feeling that they are waking up out of a dream together -- that they must create a new marriage, start afresh. They are lucky
they are still married. Leroy has read that for most people losing a child destroys the marriage."
The figure of a dead child might be expected to haunt the couple in this story. Does the child control their present actions?
We discover later that Randy would be sixteen now, so Leroy has been away from home, basically, for sixteen years. What
difference does his sudden presence make to the marriage?
4.
"When the first movie ended, the baby was dead. . . . A dead baby feels like a sack of flour." Usually, a subject like the death
of infants evokes a particular kind of rhetoric, laden with sentimentality and tragedy. How would you describe these two
sentences? Why doesn't the narrator use some euphemisms for death? What effect do these perceptions create? How do
these sentences influence your assessment of Leroy's character? In addition, Leroy concludes that "the real inner workings
of a marriage, like most of history, have escaped him." This seems like a poignant realization in the face of Norma Jean's
departure. Does Leroy assign blame for the dissolution of his marriage? Does this knowledge imply that he will be able to
forge a new, vital marriage with Norma Jean? Is the final paragraph hopeful? What do you make of Leroy's inability to
distinguish between Norma Jean's exercise and her signals?
5.
Although the title emphasizes the importance of "Shiloh," we don't hear anything about it later in the story, when Mabel
Beasley says, "I still think before you get tied down y'all ought to take a little run to Shiloh." What does Shiloh represent for
Mabel? What does history itself mean to Leroy and Norma Jean? Can they articulate their shared history? Consider the
passage about the baby.
6.
When Norma Jean tells Leroy she's leaving him, he asks her, "Is this one of those women's lib things?" Is this a story about
feminism? Consider the point of view; discuss the ideology apparent in the opening line of the story. What do we know
about Norma Jean's feelings? Consider how a descriptive sentence such as "She is doing goose steps" gives us some access
into her emotional life. How would you describe Mabel Beasley within a feminist framework?
“THE RED CONVERTIBLE” BY LOUISE ERDRICH
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Louise Erdrich’s background/life and how it might have influenced her writing? (Note: You may consult
the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use the
internet to learn something about the author.)
2.
Lyman Lamartine was the first person on his reservation to do what? What unusual talent (for a Chippewa) does Lyman
have? What disaster strikes the Joliet Café? What verb does Lyman use to describe the way the Oldsmobile sits in the yard
when he first sees it? Why is this significant?
3.
What is the symbolism of the name “Blood Reserve” to refer to the Indians’ reservation? When Lyman and his brother pick
up the hitchhiking girl, they offer her a ride home. Where does her home turn out to be? What was intended, implied, or
shown to the reader about these characters and their past, especially through this incident?
4.
What branch of the armed forces recruits Henry for the Vietnam War? When Lyman teases Henry about his nose, he
compares that nose to Red Tomahawk. Explain the historical allusion here, and how it connects with Sitting Bull. (Consult an
encyclopedia or Google if you need to do some research to understand this reference.)
5.
How does Henry’s behavior change after returning to the reservation after the war? What is the “clicking” sound Lyman
hears as Henry is watching television? What does Lyman do to the red convertible to get Henry’s attention? After the car is
repaired, what do the two brothers get into a fight about? Why does Lyman let the car roll into the river after spending so
much time with his brother trying to fix it up?
6.
What does the water of the river symbolize as it runs over the car’s sunken carcass? Why does Erdich say it is “going and
running and going and running and running”? Why does the author use asyndeton (a rhetorical term that refers to a style
that omits conjunctions – and, but, etc. – between words, phrases, and clauses) here?
“HOW TO BECOME A WRITER” BY LORRIE MOORE
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Lorrie Moore’s background/life and how it might have influenced her writing? (Note: You may consult
the textbook, read the free author bio links/study guides on my website, do your own research at the library, or use the
internet to learn something about the author.)
2.
How does the point of view from which this story is told affect the reader’s response to it? Does the story really teach
readers “how to become a writer”? What is it saying about the nature of being a writer? Why does Francie, the narrator,
begin by saying, “First, try to be something, anything, else” (274)? What is she trying to suggest about what it’s like to be a
writer?
3.
The story seems to be structured as a series of random episodes or accidents, but how random are they really? How does
Francie’s response to them help to shape her career? Why does Francie’s mother try to discourage her?
4.
Those who read Francie’s writing keep telling her that she has no sense of plot, and the story at first may seem to bear out
their judgments. However, the story is unified through various incidents and themes. What incidents keep recurring in her
writing and in her life? How do these incidents and her responses to them change over time?
5.
One consistent element in her stories is the idea of couples blowing themselves up or otherwise destroying themselves.
How does this and other features of her writing express what is happening in her own life? In what ways is this a comic
story? What’s the nature of the humor? What elements or events are treated seriously? How seriously does Francie take
the instruction she’s getting in creative writing? What kinds of clichés about writers and a writer’s life does she address or
satirize?
6.
Why does she resist becoming a writer? In her ideas for her writing, Francie initially alludes to works or writers in other
fields such as literature, music, and science. Where do these allusions occur, and how does she try to transform them?
Why does she seem to drop these allusions and contrived plots near the end of the story?
“THE THINGS THEY CARRIED” BY TIM O’BRIEN
1.
First, summarize the plot in three sentences. (a. What happens in the story? b. What’s the conflict? c. How is the conflict
resolved or how does it affect everyone in the story?) Second, identify the chief characters, their traits, and the role that
they play, and what you think is the central idea or theme of this story. Third, describe at least three interesting facts that
you discover about Tim O’Brien’s background/life and how it might have influenced his writing? (Note: You may consult the
textbook, read the free author bio links/study guides on my website, do your own research at the library, or use the
internet to learn something about the author.)
2.
In what sense does Jimmy love Martha? Why does he construct this elaborate (mostly fictional) relationship with her? What
does he get out of it? What significance can be seen in Martha's picture and in the pebble she sends? How might it be
argued that these items are different from the other things the soldiers carry? When is Jimmy most likely to think about
Martha? Why is he thinking about her while one of his platoon members is in the tunnel?
3.
Why did Lieutenant Jimmy Cross feel guilty about Ted Lavender’s death? In what sense is Ted Lavender’s death his fault?
Here is his excuse for allowing his men to be lax: “He was just a kid at war, in love.” Why does Jimmy use this excuse? In
what sense does it excuse him? In what sense, doesn’t it? How do the soldiers react to Ted Lavender’s death?
4.
Why do the soldiers tell jokes about war, about killing? How is the idea of weight used and developed in this story (“Jungle
boots, 2.1 pounds.”)? How do you, as a reader, feel reading those lists of weight? What effect does it have on you? In the
list of all the things the soldiers carried, what item was most surprising? (List each item that the individual soldiers carry.)
Which item did the best job representing the character that it was carried by? What can you identify that they carry
emotionally besides the physical examples? Which items stay with you? Why?
5.
If this is a story about sacrifice, what does Jimmy sacrifice, and why? How has Jimmy changed by the end of the story? How
will he be a different person from this point on? What has he learned about himself? Or, to put it another way, what has he
lost and what has he gained?
6.
Do you think the war will affect him in a different way now that he refuses to think about Martha? How will it be different?
What did “Martha” save him from? What’s the theme or central idea of this story?