Unit 5, Activity 8, Elements of Satire
Satire: Do We Need to Change?
Satire is a literary genre that uses wit, irony, and sarcasm to expose humanity’s vices,
evoking a need to change or reform through ridicule. It differs from comedy in that true
comedy primarily seeks to entertain and amuse. Satire may generate laughter but
essentially has a moral purpose. It is typically directed at correcting instances of misguided
attempts to succeed or error/immorality in humanity. Its goal is not to abuse but to provoke
change and reform.
An important note is that satire is not directed at characteristics that individuals cannot
change, rather at points that can be adapted for a greater good.
Two main categories:
• direct: first-person narrator who addresses a character (adversarius).
Main types of direct:
o Horatian: makes fun of foibles with wit
o Juvenalian: denounces human vice and error in dignified and solemn
tones
• indirect: no direct condemnation; uses presentation such as exaggeration to
achieve purpose
Main types of indirect:
o Menippean: prose; punctuated in verse; framed in a loose narrative.
Literary Examples:
Modern/Real-World Examples:
Characteristics list adapted from: Murfin, Ross and Sypryia M. Ray. “Satire.” The Bedford Glossary of Critical
and Literary Terms. Boston: Bedford/St. Martin’s, 2003.
Blackline Masters, English IV
Page 5-1
Unit 5, Activity 8, Satire Rubric
Category
Content
4
Covers topic indepth with
details and
examples.
Excellent
subject
knowledge.
Satire is well
thought out
and is effective.
3
Includes
essential
knowledge
about the topic.
Subject
knowledge
appears to be
good. Satire
seems well
thought out,
and it works
fairly well.
Three or fewer
misspellings
and/or
mechanical
errors. Word
choice is good,
and writing is
mostly clear.
Mechanics
and writing
style (for
written
project)
No misspellings
or grammatical
errors. Effective
word choice
and clear
writing.
Presentation
(for
multimedia
project)
Makes excellent
use of font,
color, graphics,
layout, effects,
etc., to enhance
the
presentation.
Makes good use
of font, color,
graphics,
layout, effects,
etc., to enhance
the
presentation.
Originality
Product shows
great degree of
original
thought. Ideas
are creative and
inventive.
Product shows
some original
thought. Work
shows new
ideas and
insights.
Score and
Comments:
2
Includes
essential
information
about the topic
but there are
factual errors.
Satire is
planned but
awkward in
places.
1
Content is
minimal OR
there are
several factual
errors. No
attempt at
satire.
Four
misspellings
and/or
grammatical
errors. Some
good word
choice, but
writing is
mostly bland.
Makes use of
font, color,
graphics,
layout, effects,
etc., but
occasionally
these detract
from the
presentation
content.
Uses other
people’s ideas
(giving them
credit), but
there is some
evidence of
original
thinking.
More than 4
errors in
spelling of
grammar.
Ineffective
writing style
and poor word
choice
throughout.
Use of font,
color, graphics,
layout, effects,
etc., but these
often distract
from the
presentation
content.
Shows little or
no evidence of
original thought
or
documentation.
*Rubric Source: Ohio Department of Education
Blackline Masters, English IV
Page 5-2
Unit 5, Activity 9, Pope’s Heroic Couplet
•
What Time would spare from Steel receives its date and Monuments, like Men submit to
Fate!
•
Whoever thinks a faultless piece to see, Thinks what ne'er was, nor is, nor e'er shall be.
•
To observations which ourselves we make, we grow more partial for th' observer's sake.
•
True ease in writing comes from art, not chance, as those who move easiest have
learned to dance.
•
Know then this truth, enough for man to know virtue alone is happiness below.
•
True politeness consists in being easy one's self, and in making every one about one as
easy as one can.
•
Hope springs eternal in the human breast: Man never is, but always To be Blest.
•
Trust not yourself, but your defects to know, make use of every friend and every foe.
•
A little learning is a dangerous thing; drink deep or taste not the Pierian Spring.
•
There shallow draughts intoxicate the brain, and drinking largely sobers us again.
•
'Tis education forms the common mind; just as the twig is bent the tree's inclined.
•
'Tis not enough your counsel still be true; Blunt truths more mischief than nice
falsehoods do.
•
The ruling passion, be it what it will. The ruling passion conquers reason still.
•
For modes of faith let graceless zealots fight, His can't be wrong whose life is in the
right.
•
Be not the first by whom the new are tried, Nor yet the last to lay the old aside.
•
Beauties in vain their pretty eyes may roll; charms strike the sight, but merit wins the
soul.
•
The same ambition can destroy or save, and make a patriot as it makes a knave.
•
The learned is happy, nature to explore; The fool is happy, that he knows no more.
•
Satan is wiser now than before, and tempts by making rich instead of poor.
•
One science only will one genius fit; so vast is art, so narrow human wit.
•
On life's vast ocean diversely we sail. Reasons the card, but passion the gale.
•
Not to go back is somewhat to advance, and men must walk, at least, before they
dance.
•
Oh thoughtless Mortals: Ever blind to Fate; Too soon dejected, and too soon elate.
•
But when to mischief mortals bend their minds, how soon fit instruments of ill they find.
Blackline Masters, English IV
Page 5-3
Unit 5, Activity 10, Split-Page Notetaking
Blackline Masters, English IV
Page 5-4
Unit 5, Activity 11, Vocabulary Card
;alksdjf;akdj;laksjdf;lka
Blackline Masters, English IV
Page 5-5
Unit 5, Activity 12, Personal Prose Rubric
Score Point
4
Central Idea
*sharp focus
*clarity of purpose
*strategy
(preplanning
and foreshadowing)
Elaboration
*selected information
*thorough elaboration
*ideas are developed
(examples)
*necessary information
*specific details
Organization/Unity
*wholeness throughout
*ideas related to
central idea
*beginning, middle, end
*logical order
*transitions
*sense of completion
3
*clear central idea
*clear focus
*ideas are developed
*necessary information
*relevant
*may have uneven
development
*beginning, middle, end
*logical order
*simple transitions
*wholeness (may have a
weak ending)
2
*vague central
idea
*shifts in focus
*listing
*information may be
superficial,
incomplete,
and/or irrelevant
*idea clusters
*little or uneven
development
*weak beginning,
middle, end
*repeats and/or
repetitions
*gaps
*random order
*no ending
1
*unclear central
idea
*confusion
*automatic writing
without selection
*relevant information
missed
*little or no
development
*minimal information
*no beginning or end
*severe gaps
*random order
*too little to
demonstrate
Blackline Masters, English IV
Style
*writer demonstrates
consistent control of
selected vocabulary, selected
information, sentence
diversity, tone and voice—
individual personality;
engages and/or manipulates
audience
*writer demonstrates
reasonable control of
selected vocabulary,
selected information,
sentence diversity,
tone and voice—clear
voice; aware of audience
*writer demonstrates
inconsistent control
of selected vocabulary,
selected information,
sentence diversity, tone and
voice—vague; weak
awareness of audience;
monotonous; inconsistent
tone
*writer demonstrates
little or no control of
selected vocabulary,
selected information,
sentence diversity, tone and
voice—confusing; no
awareness of audience;
unengaged
SF/Usage/Mechanics
*writer demonstrates
consistent, though not
necessarily perfect,
control of almost all of
the dimension's features
*writer demonstrates
reasonable, but not
consistent, control
of most of the
dimension’s features
*writer demonstrates
enough
inconsistent
control of several
features to indicate
significant weakness
in the dimension
*writer demonstrates little
or no control of most of
the dimension’s features
Page 5-6