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Finding Patterns and Contrasts
Foundation Lesson
Close Reading
Skill Focus
Levels of Thinking
Remember
Understand
Close Reading
Reading Strategies
Annotation
Literary Elements
Tone
Apply
Analyze
Grammar
Evaluate
Composition
Phrases
Infinitive
Clauses
Sentences
Structure
periodic (7)
Syntax Techniques
Antithesis (9)
Juxtaposition (9)
Parallelism (8)
Repetition
Analysis of a Text
Meaning and Effect related to
parts of speech, phrases, clauses (7),
sentences (7), and syntax (9)
Rhetorical Analysis Focused on Syntax (10)
Materials and Resources
• Excerpt from “Speech to the Virginia Convention” by Patrick Henry
• “Some Keep the Sabbath” by Emily Dickinson
Lesson Introduction
Students may examine the patterns and contrasts in just one sentence and learn the concepts
for close reading and annotation. This sentence from Patrick Henry’s speech provides a
good example.
“If we wish to be free, if we mean to preserve inviolate those inestimable privileges
for which we have been so long contending, if we mean not basely to abandon the noble
struggle in which we have been so long engaged, and which we have pledged ourselves
never to abandon until the glorious object of our contest shall be obtained – we must fight!”
Patrick Henry, from “Speech to the Virginia Convention”
This highly structured periodic sentence with three-part parallel dependent clauses embedded
with other dependent clauses expresses the reasonableness, tolerance, and control the colonists
had been exercising for years as they tried to avert war. Yet the sentence ends with a ringing
assertion of three words – the conclusion that the fledgling country had been forced to accept,
the only option left to men who value liberty. Henry mentions twice the word “abandon” in
contrast to the “inestimable privileges” and “noble struggle” in which the patriots are engaging.
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This sentence is constructed of a triad (series of three) of dependent clauses followed by the
independent clause “We must fight!” Within two of the three clauses are embedded dependent
clauses. These embedded clauses are underlined.
• “If we wish to be free”
• “if we mean to preserve inviolate those inestimable privileges for which we have been so
long contending”
• “if we mean not basely to abandon the noble struggle in which we have been so long
engaged, and which we have pledged ourselves never to abandon until the glorious
object of our contest shall be obtained.”
• the final assertion, “We must fight!”
The same principle may be applied to poetry, as in Emily Dickinson’s poem about faith.
The force of the poem arises from the contrast between man’s religion and the religion
of the heart.
Some keep the Sabbath going to Church –
I keep it, staying at Home –
With a Bobolink for a Chorister –
And an Orchard, for a Dome –
Some keep the Sabbath in Surplice –
I just wear my Wings –
And instead of tolling the Bell, for Church,
Our little Sexton – sings.
God preaches, a noted Clergyman –
And the sermon is never long,
So instead of getting to Heaven, at last –
I’m going, all along.
by Emily Dickinson
Dickinson juxtaposes two contrasting images of
• “going to Church” with “staying at home”
• human “Chorister” with “Bobolink”
• “Dome” with “Orchard”
• “in Surplice” with wearing “Wings”
• Sexton tolling the bell for church and the bobolink who sings
• clergyman with “God…a noted Clergyman”
• long sermon with a sermon that is “never long”
• “getting to Heaven, at last” with “going, all along”
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Close Reading
Close Reading
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Finding Patterns and Contrasts
Close Reading
Foundation Lesson
One way to find your way to the heart of the meaning of a passage or a work is by discerning
the patterns and contrasts in the words the author uses. You can examine these patterns and
contrasts in just one sentence from any richly-layered text and connect those patterns to theme.
The following sentence is taken from Patrick Henry’s “Speech to the Virginia Convention”:
“If we wish to be free, if we mean to preserve inviolate those inestimable privileges
for which we have been so long contending, if we mean not basely to abandon the
noble struggle in which we have been so long engaged, and which we have pledged
ourselves never to abandon until the glorious object of our contest shall be obtained –
we must fight!”
Patrick Henry, from “Speech to the Virginia Convention”
The sentence is structured around three main dependent clauses, all beginning with the same
subordinating conjunction.
1. Write those clauses which provide the framework for the sentence.
dependent clause #1_______________________________________________________
dependent clause #2_______________________________________________________
dependent clause #3_______________________________________________________
Now look at dependent clause #2. Embedded within that clause is another dependent clause.
Write this clause:
2. dependent clause_______________________________________________________
Now look at the last dependent clause you have written. Embedded within that clause are
three more dependent clauses. Two begin with the same subordinating conjunction, and the third
begins with a different subordinating conjunction.
3. Within the third dependent clause:
dependent clause #1_______________________________________________________
dependent clause #2_______________________________________________________
dependent clause #3_______________________________________________________
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Close Reading
4. The sentence ends with an independent clause.
5. Look at the highly organized and tightly constructed sentence as you have outlined it above.
Write a few sentences explaining how the syntax of this sentence connects to the point
Patrick Henry was trying to make. If you are not familiar with the complete speech, you
will need to find a copy and read it. No doubt you are familiar with his ending words “Give
me liberty or give me death!” Make sure you know the conditions in the fledgling country
America when Henry gave this speech. Also you need to know the conditions forced upon
the colonists by King George.
6. What is the rhetorical effect of placing the independent clause at the end of the sentence,
producing a periodic sentence? Rewrite the sentence to produce a loose/cumulative sentence.
What is the effect of the sentence now?
The same process can be applied to poetry. Read the poem below by Emily Dickinson.
Some keep the Sabbath going to Church –
I keep it, staying at Home –
With a bobolink for a Chorister –
And an Orchard, for a Dome –
Some keep the Sabbath in Surplice –
I just wear my Wings –
And instead of tolling the Bell, for Church,
Our little Sexton – sings.
God preaches, a noted Clergyman –
And the sermon is never long,
So instead of getting to Heaven, at last –
I’m going, all along.
Emily Dickinson, “Some Keep the Sabbath”
A careful reader can discover the theme of this poem by looking at the contrasts Dickinson
employs. Some of the contrasts are implied; others are directly stated. Write the contrasts
in each stanza, using Dickinson’s own words. Be sure to use quotation marks.
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Close Reading
independent clause________________________________________________________
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1. Stanza One
contrast_________________________________________________________________
Close Reading
contrast_________________________________________________________________
contrast_________________________________________________________________
2. Stanza Two
contrast_________________________________________________________________
contrast_________________________________________________________________
3. Stanza Three
contrast_________________________________________________________________
contrast_________________________________________________________________
4. Now write out the theme(s) that Dickinson is expressing in this poem.
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