ELA Unit 6 G8

If there are, you might speak of the renewed activity and all that sort of thing, sensational
in the hay business, you know. It isn't sensational or exciting, but it fills up (sEn-sa'she-n ell adj.
intended to arouse
and looks businesslike." strong curiosity or
interest, especially
I canvassed the city again and found one wrerched old hay-truck dragging through exaggerated
rzo in from the country. But I made affluent use of it. I multiplied it by sixteen, details

brought it into town from sixteen different directions, made sixteen separate o vorcE AND STYLE
items of it, and got up such another sweat about hay as Virginia City had never Do you think Twain
seen in the world before. really responded to the
murder in this way?
This was encouraging. Two nonpareilll columns had to be filled, and I was Explain your answer.
getting along. Presently, when things began to look dismal again, a desperado
killed a man in a saloon and joy returned once more. I never was so glad over rigid lr\fidl adj.
any mere trifle before in my life. I said to the murderer: inflexible; strict

"Sir, you are a stranger to me, but you have done me a kindness this day o vorcE AND STYLE
which I can never forget. If whole years of gratitude can be to you any slight Reread lines t37-t48.
130 compensation, they shall be yours. I was in trouble and you have relieved me What amusing
descriptions does Twa i n
nobly and at a time when all seemed dark and drear. Count me your friend use to explain his article
from this time forth, for I am not a man to forget a favor." @ about the emigrant-
wagons?
If I did not really say that to him I at least felt a sort of itching desire to do it.
I wrote up the murder with a hungry attention to details, and when it was legitimate (le-jYt'o-mYt)
finished experienced but one regret-namely, that they had not hanged my adj. genuine;authentic
benefactor on the spot, so that I could work him up roo.

Next I discovered some emigrant-wagons12 going into camp on the plaza
and found that they had lately come through the hostile Indian country and
had fared rather roughly. I made the best of the item that the circumstances
r<o permitted, and felt that if I were not confined within rigid limits by the
presence of the reporters of the other papers I could add particulars that would
make the article much more interesting. HoweveS I found one wagon that was
going on to California, and made some judicious inquiries of the proprietor.
\7hen I learned, through his short and surly answers to my cross-questioning,
that he was certainly going on and would not be in the city next day to make
trouble, I got ahead of the other papers, for I took down his list of names and

added his party to the killed and wounded. Having more scope here, I put this
wagon through an Indian fight that to this day has no parallel in history. @

My two columns were filled. \il/hen I read them over in the morning I felt that
r:o I had found my legitimate occupation at last. I reasoned within myself that news,

and stirring news, too, was what a paper needed, and I felt that I was peculiarly
endowedr3 with the ability to furnish it. Mr. Goodman said that I was as good a
reporter as Dan. I desired no higher commendation. \7ith encouragement like
that, I felt that I could take my pen and murder all the immigrants on the plains
if need be, and the interests of the paper demanded it. csr

11. nonpareil (n6n'pe 16l'): unequalled; peerless.
12. emigrant-wagons (6m'igrent): wagons in which pioneers rode on their way to settle in the West.
13. peculiarly endowed (pi-kyo-ol'yer-ie En-doud'): specifically supplied with a talent or quality.

RoucHrNG rr 735

After Reading

Comprehension i COMMONCORE

1. Recall why does Mark Twain rose his jobs at the grocery store, bookstore, Rl4 Determine the meaning of
and drugstore? words and phrases as they are
used-in a text, including figurative
2' Recall what does Twain decide about mining as an occupation? [and] connotative meanings;
3. Ctarify How does Twain fill up his two newspaper columns? analyze the impact of specific
word choices.
Text Analysis
ElaryrdiatA
4. Make lnferences Although an exaggeration 'E*gErationtt
J
may be misleading, it often contains a lafutru

grain of truth. Skim the selection for three

examples of exaggeration that provide J J
informationqbout the author. ln a diagram lnfqqd
like the one shown, present the exampies ,, hfqw

and tell what you can infer from each one.

! s. Rnalyze voice and styte Long sentences containing amusing descriptions,
hyperbole, and understatement are typicar of Twain,s unique voice and styre.
rFeinwdritthereeeacshensetenntecenscethiantaymouortehisntkraaigrehtpfaorrtwicaurldarlwy afuy.nnwyhiocrhevffeercstioivne.doTyhoenu,
like better?

! 5. txamine Monitoring Review the list you kept while reading. which
monitoring strategy herped you best understand and enjoy Roughing rt?
Explain, and give examples.

O 7. Draw conclusions About style Reread lines z-ro. Based on what you know
about rwain, why he uses compricated sentences?
do you think such rong,

8' MakeJudgments A memoir is a form of autobiographical nonfiction in which
an author shares part of his or her life story tvtemoirs are assumed to be

based on fact. civen Twain's generous use of exaggeration, do you think
it is fair to label Roughing /t a memoir? Why or wh! no?

Extension and Challenge

9' Speaking and listening with a partner, create a mock interview with Mark
Twain. First, brainstorm of questions a reporter would ask Twain, based
a list

on the information he provides in Roughing /f. Then, with one person acting
as the reporter and one as Twain, conduct the interview in front of the rest
of the class. Try to stay true to the serection, and to Twain,s voice, by adding
humor and exaggeration to Twain,s responses.

Why do we EX.trGGERA,TE?

Now that you have read Twain's exaggerations, how might you change your

retelling of the story that you shared at the beginning ortl,L resson?

736 ur.rrr 6: s'I]ytp,, voICE, AND TONE

Vocabulary in Context ^:r^y .

A vocaeuIARY PRAcncE conspicuous,'

Synonyms have a similar meaning, and antonyms have opposite or contrive
nearly opposite meanings. Decide whether the words in each pair are
synonyms or antonyms. I.grti-"t
l
l. rigid/permissive 6. yield/resist hvelihoSd
rigid
2. tolerable/acceptable 7. arraylvariety sensational

3. conspicuous/noticeable 8. sensationa l/u nderstated

4. livelihood/occupation 9. contrive/invent

5. legitimate/wrong

ACADEMIC VOCABUTARY IN WRlTING

. achieve . income . individual . strategy . trend

Twain tries to earn an income from many difFerent kinds of work before i COMMONCORE
he succeeds as a newspaper editor. Think about his explanations for
his various dismissals. Then, in a paragraph, explain why you think he t4b Use Latin roots as clues to
fails to achieve success in most of these other jobs. Use at least two
Academic Vocabulary words in your paragraph. the meaning of a word.

VOCABUTARY STRATEGY: THE TATIN ROOT IEg L 6 Acquire and use domain-
The vocabulary word legitimate comes from the Latin root leg,which
means "law." Leg (combined with other word parts) appears in a specific words.
number of English words. To understand the meaning of
a word that contains this root, use context clues and your legalized legislate
knowledge of the root's meaning.

PRACTICE Choose the word from the web that best completes legislature legalese
each sentence. Then explain how the root leg helps to give each
word its meaning.

_,1. The document was written in but lfinallyfigured out legislators

what it meant.

_.2. Each region's voters elect one member of our state

_3. Dad e-mailed Representative Lee and asked her to help some o

tough new environmental laws. THINK

_4. Senators are who propose laws in Congress. central

_5. California abolished the death penalty and then it again. Go to thinkcentral.com.

KEYWORD: HMLS-737

ROUGHING IT 737

Language i COMMONCORE

* cxnrnnaAR llu coNTExT: Form eompeund sentences L I Demonstrate command

A main clause is a group of words that contains a subject and a verb and of grammar and usage when
can stand alone as a sentence. A simple sentence contains one main clause. writing. L 2a Use punctuation to
A compound sentence contains two or more main clauses that are joined
either by a comma and a coordinating conjunction, such as ond, but, or, so, indicate a pause or break. L 3 Use
or yet, or by a semicolon.
knowledge of language when
Original: MarkTwain is creative. He's a good writer. (Each simple writing.

sentence contains one main clause.)

Revised: Mark Twain is creative, and he's a good writer. (Ihe
compound sentence contains two main clauses that are
joined by a comma and a coordinating conjunction.)

PRACTICE Create a compound sentence by joining the two simple sentences
with either a comma and a coordinating conjunction or a semicolon.

I. Twain is not interested in hard work. He needs a job to support himself.

2. Twain has an interesting way with words. He tells too many tall tales.
3. Twain will not pass his journalism class. He does notfollowthe rules

of ethicalwriting.
4. Twain should conduct better research. He should not exaggerate his articles

for the sake of selling newspapers.

For more help with main clauses and simple and compound sentences, see

pages R6z and Rfi in the Grammar Handbook.

READI FIG.VI'RITI NC {ON N ECTION

YOUR Broaden your understanding of Roughing /t by responding to this
prompt. Then use the revising tip to improve your writing.
w@

TURiI

Extended Constructed Response: Evaluation Reviewyour evaluation Go to thinkcentral.com.
lmagine that John McCandlish Phillips, author of "The to find simple
Simple Commandments of Journalistic Ethics" on sentences that you KEYWORD: HMLS-738
might combine into
page ooo, is Twain's teacher. How would he evaluate fu compound sentences
to make your writing
Twain's reporting techniques, including his use of more concise.
exaggerationl Write a half-page evaluation of Twain's
news articles from Phillips's point of view.

738 uNrr 6: srYLE, vorcE, AND ToNE

NEWSPAPER ARTIcLE you wouldn't know it from reading about MarkTwain,s

behavior, but most journalists actually follow a code of ethics, or fairness. ln this
article, a former NewYorkTimeswriter explains this code to student journalists.

SECTI{IId A

The Simple Commandments

of Journalistie Ethics

John McCandlish Phillips they were spoken, to 97 percent word

. . . Long after my years in news accuracy. Misquotation or fabricated
quotation is lying in print-a terrible
reporting, I have had repeated occasions
to speak to young or aspiring journalists. disservice to those abused by the license

Y/ith rare exceptions, the matter they taken. It does not help when the act is

have wanted most to hear about is careless rather than deceitful.

reportorial ethics. . . . You will not lie. You will not distort.
Here is the core of what I tell aspiring You will not make things up.

journalists about the question they so You will not embroider your story
reliably pose:
for effect.
In journalistic usage, you shall be as
accurate and balanced and fair, and as Ifyou get into investigative reporting,

faithful to pinned-down facts, as you neyer let your suspicions run one-
possibly can be. The right does not eighth ofan inch ahead ofyour facts-
solid, fully ascertained evidence that
exist to put any'thing whatever between
quotation marks that are not words as conclusively verifies the suspicions that

Students design a school newspaper. promoted the investigation.

Newspapers and broadcast news
mu5s-snd they do-report accusations

made by public figures against other

such figures. tJThen the newspaper

itself levels the accusation, and presenrs

its supporting case, it is much more

deeply hurtful to the accused than the

former is.

Always remember that, in public

accusation, the irreducible, primary,

essential requirement is that it be

factually accurate. If it truly is, you have

every right to take it to print or on air,

and things will likely be better for it.

READTNG FoR TNFoRMATToN 739

Before Reoding

Us and Them

Personal Essay by David Sedaris

kFhmtb r#eE3y

NORMAL?

i COMMONCORE lmagine a town where everyone dyes his or her hair purple and spends
free time either at puppet shows or raising ferrets. lf someone moves
Rl4 Analyze the impact of in who has brown hair and loves video games and soccer, would he or
specific word choices on meaning she be considered normal? What we mean by that word often depends
and tone. [ 5a lnterpret figures
ofspeech (e.g.verbal irony) in on where we are and who we're with. ln the selection you are about to
context. read, a young boy is fascinated by a family that doesn't seem normal.

DLSCUSS How do you define normalT Think about things like the
way you and your friends and family dress, the music you listen to,
and the activities you participate in. Create a definition for the word
normalbased on these observations, and compare it with classmates'
definitions. ls everyone's view of normalthe same?

O rexr ANArysts: tRoNy David Sedaris

Have you ever stayed up late to study for a test, only to find out bornrg5T
that the test was postponed? Many people would call this turn
of events ironic. lrony is a contrast between what is expected A Man of Many Jobs
and what actually exists or happens. lrony can make a piece David Sedaris has had several odd jobs over
of literature tragic, thoughtful, or funny, depending upon the the years, including apple picking, house
writer's goal. Types of irony include painting, performance art, and apartment
cleaning. But a humorous essay he wrote
. situational irony, which is a contrast between what is about his experiences working as an elf
in a department store's holiday display
expected to happen and what actually does happen launched his writing career. After reading
"The SantaLand Diaries"on National public
. verbal irony, which occurs when someone states one thing Radio, Sedaris became an instant hit, and
since then his books have sold millions of
and means another copies. His inspiration comes from the diaries
he has kept for over 30 years, in which he
. dramatic irony, which happens when readers know more about records his intelligent,funny, and emotional
observations on everyday life.
a situation or a character in a story than the characters do
Literary Rock Star
As you read, record examples of irony in a chart as shown. Sedaris frequently tours the U.S. and Europe,
reading his essays and short stories to
Exauple Tqpe of honl - : itqi;iini--- : sold-out concert halls. These appearances
give Sedaris a chance to meet his fans and
Review:Tone also to improve his writing. He often reads
unpublished essays, revising them based on
! npnotNc sKl[L: EVAI UATE the crowd's reaction.

When you evaluate, you make judgments about the author's Family Secrets
opinions, actions, or statements. Asking evaluative questions Many of Sedaris's essays are about the
as you read makes you think about what's right and wrong, people in his life. His book DressYour Family
and why. Asyou read, askyourself whethertheyoung David in Corduroy and Denim, from which this
Sedaris's thoughts and actions seem sensible, fair, and accurate. essay was taken, contains thoughts on
his family and childhood. ln one essay, he
A vocaeuLARy tN coNTExr writes that his family is afraid to tell him
anything important for fear that their stories
The way Sedaris uses the following boldfaced words helps
create the ironic tone of his story. Use context clues in each willend up in his next book. Most of their
sentence to figure out the meaning of the boldfaced terms. conversations, he says, begin with the words
"You have to swear you will never repeat
1. Lucy doesn't merit an invitation to my party. this." Fortunately for his readers, Sedaris
2. Don't imply that you believe me if you really don't. doesn't make those promises.
3. Carmen, don't inflict your terrible music on mel
4. Although I disagree, I won't interfere with your decision.
5. I attribute John's grades to hard work and dedication.
5. Taylor tosses her papers indiscriminately into her bag.
7. There's no way Mom can accommodate all of us in

her tiny car.
8. lf you provoke me, I will likely argue with you.

ffi
i;p Complete the activitles in your Reader/Writer Notebook.

David Seda ris

hen my family first moved to North Carolina, we lived in a rented merit (m6r'Yt)v.
house three blocks from the schoolwhere I would begin the third to deserve

grade. My mother made friends with one of the neighbors, but one seemed o rRoNY
enough for her. \Tithin ayear we would move again and, as she explained, Reread lines 6-to.
there wasn't much point in getting too close to people we would have to say When Sedaris says he
good-bye to. Our next house was less than a mile away, and the short journey could make friends if he
would hardly merit tears or even good-byes, for that matter. It was more of a wanted to, what does
"see you later" situation, but still I adopted my mother's attitude, as it allowed he actually mean?
me to pretend that not making friends was a consciousl choice. I could if I
ro wanted to. It just wasn't the right time. @ '*"$lli3,"

Back in New York State, we had lived in the country, with no sidewalks or Note the colors used
streetlights; you could leave the house and still be alone. But here, when you in this painting. Why
doyou think the artist
looked out the window, you saw other houses, and people inside those houses. chose to contrast the
inside and outside of the
I hoped that in walking around after dark I might witness a murder, but house in this way?
for the most part our neighbors just sat in their living rooms, watching TV.
The only place that seemed truly different was owned by a man named Mr.

Tomkey, who did not believe in television. This was told to us by our mother's
friend, who dropped by one afternoon with a basketful of okra.2 The woman
did not editorialize3-rather, she just presented her information, leaving her
zo listener to make of it what she might. Had my mother said, "Thatt the craziest
thing I ve ever heard in my life," I assume that the friend would have agreed,
and had she said, "Three cheers for Mr. Tomkey," the friend likely would have

agreed as well. It was a kind of test, as was the okra.

'1. conscious: deliberate. Detarl of Outside In (2004), Ryan Kapp. Oil on
canvas on panel, I 8" x 24" . @ Ryan Kapp.
2. okra (o'kre): edible pods used in soups and as a vegetable.
3. editorialize (Ed'Y{6r'e-al-lz'): to give one's own opinions on a topic.

742 uNIr 6: srYLE, volcE, AND ToNE



To say thar you did not believe in television was different from saying that you imply (Ym-pli') v. to
did not care for it. Belief implied that television had a master plan and that you express indirectly
were against it. It also suggested that you thought too much. \When my mother
reported that Mr. Tomkey did not believe in television, my father said, "\7ell, o rRoNY
good for him. I don't know that I believe in it, either." Reread lines z9-3o.
What's the difference
"That's exactly how I feel," my mother said, and then my parents watched between what the
mother says and what
30 the news, and whatever came on after the news. @ she does?

ord spread that Mr. Tomkey did not own a television, and you began inflict (YnJlYkt') v.
hearing that while this was all very well and good, it was unfair of him to deal out something
unpleasant or
to inflict his beliefs upon others, specifically his innocent wife and children. burdensome; to
impose
It was speculated that just as the blind man develops a keener sense of hearing,
the family must somehow compensate for their loss. "Maybe they read," my
mother's friend said. "Maybe they listen to the radio, but you can bet your

boots they're doing something."

I wanted to know what this something was, and so I began peering through
the Tomkeys'windows. During the day I'd stand across the street from their
4o house, acting as though I were waiting for someone, and at night, when the
view was better and I had less chance of being discovered, I would creep into
their yard and hide in the bushes beside their fence.

Because they had no TV the Tomkeys were

forced to talk during dinner. They had no idea
how puny their lives were, and so they were
not ashamed that a camera would have found
them uninteresting. They did not know what
attractive was or what dinner was supposed
to look like or even what time people were
:o supposed to eat. Sometimes they wouldn't sit
down until eight otlock, long after everyone
else had finished doing the dishes. During
the meal, Mr. Tomkey would occasionally
pound the table and point at his children with
a fork, but the moment he finished, everyone
would start laughing. I got the idea that he

was imitating someone else, and wondered if

he spied on us while we were eating.
\7hen fall arrived and school began, I saw

60 the Tomkey children marching up the hillwith

paper sacks in their hands. The son was one

grade lower than me, and the daughter was one
grade higher. \7e never spoke, but I'd pass them
in the halls from time to time and attempt to
view the world through their eyes. \7hat must
it be like to be so ignorant and alone? Could a
normal person even imagine it? Staring at an

744 uNrr 6: srYLE, voICE, AND roNE

Elmer Fudda lunch box, I tried to divorce myself from5 everything I already o TONE
knew: Elmer's inability to pronounce the letter r, his constant pursuit of an
zo intelligent and considerably more famous rabbit. I tried to think of him as just Reread lines 43-7r.
a drawing, but it was impossible to separate him from his celebrity. @ What words and images
revea I Sedaris's attitude
One day in class a boy named \Tilliam began to write the wrong answer toward the Tomkeys?
on the blackboard, and our teacher flailed her arms, saying, "\Warning, \il/ill.
interfere (Yn'ter-fir') v.
Danger, danger." Her voice was synthetic and void of emotion, and we laughed, to create an obstacle
knowing that she was imitating the robot in a weekly show about a family who
O EVALUATE
lived in outer space. The Tomkeys, though, would have thought she was having Do you think Sedaris
a heart attack. It occurred to me that they needed a guide, someone who could is right to keep his
accompany them through the course of an average day and point out all the distance? Explain.
things they were unable to understand. I could have done it on weekends, but
so friendship would have taken away their mystery and interfered with the good LanguageGoach

feeling I got from pitying them. So I kept my distance.6 6 Word Definitions The
word evidence is
ffi n early October the Tomkeys bought a boat, and everyone seemed gready usually used as a noun
'E relieved, especially my mother's friend, who noted that the motor was to refer to objects
definitely secondhand. It was reported that Mr. Tomkeyt father-inJaw owned or information that
a house on the lake and had invited the family to use it whenever they liked. proves something. ln
line 94, Sedaris uses
This explained why they were gone allweekend, but it did not make their the word as a verb to
absences any easier to bear. I felt as if my favorite show had been canceled. mean "demonstrated"
or"proved," Reread
Halloween fell on a Saturday that year, and by the time my mother took lines 93-95. What
us ro rhe store, all the good costumes were gone. My sisters dressed as witches was "evidenced" by
so and I went as a hobo. I'd looked forward to going in disguise to the Tomkeys' "the large number of
door, but they were off at the lake, and their house was dark. Before leaving, [gumdrops]floating in
an adjacent dog bowl"?
they had left a coffee can full of gumdrops on the front porch, alongside
a sign reading DoN'T BE GREEDv. In terms of Halloween candy, individual

gumdrops were just about as low as you could get. This was evidenced by the
large number of them floating in an adjacent dog bowl. It was disgusting to

think that this was what a gumdrop might look like in your stomach, and it

was insulting to be told not to take too much of something you didn't really
want in the first place. "\7ho do these Tomkeys think they are?" my sister

Lisa said.

100 The night after Halloween, we were sitting around watching TV when the

doorbell rang. Visitors were infrequent at our house, so while my father stayed

behind, my mother, sisters, and I ran downstairs in a group, opening the door

to discover the entire Tomkey family on our front stoop. The parents looked
as they always had, but the son and daughter were dressed in costumes-she
as a ballerina and he as some kind of a rodent with terry-cloth ears and a tail

made from what looked to be an extension cord. It seemed they had spent
the previous evening isolated at the lake and had missed the opportunity

Elmer Fudd (El'mer f Ud): a cartoon character who is always chasing after Bugs Bunny; Fudd
mispronounces the r sound as w, as in "wascally wabbit."
( divorce myself from: separate myself from.

6. kept my distance: kept myself emotionally distant.

us AND THEM 745

to observeT Halloween. "So, well, I guess weie trick-or-treating now, if that's attri bute (e-trYb'yo-t)
y. to relate to a certain
okay," Mr. Tomkey said. cause

110 I attributed their behavior to the fact that they didn't have a TV but B EVALUATE

television didn't teach you everything. Asking for candy on Halloween was ls Sedaris's reaction to
called trick-or-treating, but asking for candy on November first was called the late trick-or-treaters
begging, and it made people uncomfortable. This was one of the things you appropriate?
were supposed to learn simply by being alive, and it angered me that the
Tomkeys didn't understand it. @

"*Why, of course it's not too late," my mother said. "Kids, why dont you . . .

run and get . . . the candy."
"But the candy is gone," my sister Gretchen said. "You gave it away last night."

"Not that candy," my mother said. "The other candy. \fhy dont you run and

120 go get it?"
"You mean our candy?" Lisa said. "The candy that we earned?"

This was exacdy what our mother was talking about, but she didnt want

to say this in front of the Tomkeys. In order to spare their feelings, she wanted

them to believe that we always kept a bucket of candy lying around the house,
just waiting for someone to knock on the door and ask for it. "Go on, now," she
said. "Hurry up."

My room was situated right off the foy.r, if the Tomkeys had looked in

that direction, they could have seen my bed a"rnrdd the brown paper bag marked

My cANDy. KEEr our. I didn't want them to know how much I had, and so I
130 went into my room and shut the door behind me. Then i closed the curtains

and emptied my bag onto the bed, searching for whatever was the crummiest.

All my life chocolate has made me ill. I don't know if I'm allergic or what,
but even the smallest amount leaves me with a blinding headache. Eventually,
I learned to stay away from it, but as a child I refused to be left out. The

brownies were eaten, and when the pounding began I would blame the grape
juice or my mothert cigarette smoke or the tightness of my glasses-anything
but the chocolate. My candy bars were poison but they were brand-name, and
so I put them in pile no. 1, which definitely would not go to the Tomkeys.

Out in the hallway I could hear my mother straining for something to talk
t<o about. 'A boat!" she said. "That sounds marvelous. Can you just drive it right

into the water?"
'Actually, we have a trailer," Mr. Tomkey said. "So what we do is back it into

the lake."
"Oh, a trailer. \Mhat kind is it?"

"\fell, it's a boat trailer," Mr. Tomkey said.
"Right, but is it wooden or, you know . . . I guess what I'm asking iswhat xyle

trailer do you have?"

Behind my mother's words were rwo messages. The first and most obvious
was "Yes, I am talking about boat trailers, but also I am dying." The second,
r50 meant only for my sisters and me, was "If you do not immediately step forward

7. observe: to celebrate.

746 uNrr 6: srYLE, yoICE, AND ToNE

'*-ilg;:r"

What's the first thing
you notice in this
photograph? Now look
at the photo more
carefully and tellwhat
new details you see.

with that candy, you will never again experience freedom, happiness, or the indiscriminately
(Yn'dY-skrYm'e -n\ l-ld a dv.
possibility of my warm embrace." without making careful
I knew that it was just a matter of time before she came into my room and distinctions or choices

started collecting the candy herself, grabbing indiscriminately, with no regard accommodate
to my rating system. Had I been thinking straight, I would have hidden the (e-k6m'e-dat) v. to make
most valuable items in my dresser drawer, but instead, panicked by the thought room for
of her hand on my doorknob, I tore off the wrappers and began cramming the
candy bars into my mouth, desperately, like someone in a contest. Most were i comnOx cORE Rl 4
miniature, which made them easier to accommodate, but still there was only
so much room, and it was hard to chew and fit more in at the same time. The o IRONY
headache began immediately, and I chalked it up tos tension. @ What did Sedaris think
caused his headache?
My mother told the Tomkeys she needed to check on something, and then she Remember, dramatic
opened the door and stuck her head inside my room. "\7hat . . . are you doing?" irony occurs when
readers know more
she whispered, but my mouth was too full to answer. "I'll just be a moment," she about a situation or
called, and as she closed the door behind her and moved toward my bed, I began character than the
characters do. Tell why
breaking the wax lips and candy necklaces pulled from pile no. 2. These were this is a good example of
the second-best things I had received, and while it hurt to destroy them, it would dramatic irony.
have hurt even more to give them away. I had just started to mutilate a miniature

box of Red Hots when my mother pried them from my hands, accidentally

170 finishing the job for me. BB-size pellets clattered onto the floor, and as I
followed them with my eyes, she snatched up a roll of Necco wafers.

8. chalked it up to: identified its cause or source as

rrs AND THEM 747

"Not those," I pleaded, but rather than words, my mouth expelled O EVALUATE

chocolate, chewed chocolate, which fell onto the sleeve of her sweater. What positive or
"Not those. Not those."
negative qualities is
She shook her arm, and the mound of chocolate dropped . . . upon my
Sedaris displaying?
bedspread. "You should look at yourself,," she said. "I mean, really look at

gyourself."

Along with the Necco wafers she took several Tootsie Pops and half a dozen
caramels wrapped in cellophane. I heard her apologize to the Tomkeys for her
rso absence, and then I heard my candy hitting the bottom of their bags.

"\7hat do you say?" Mrs. Tomkey asked.
And the children answered, "Thank you."

hile I was in trouble for not bringing my candy sooner, my sisters were c GRAfieMAR !N
in more trouble for not bringing theirs at all. \We spent the early part CGNTEXT
of the evening in our rooms, then one by one we eased our way back upstairs, ln lines r83-r84, Sedaris
and joined our parents in front of the TV. I was the last to arrive, and took a uses a complex sentence
seat on the floor beside the sofa. The show was a \7estern, and even if my head to express how much
had not been throbbing, I doubt I would have had the wherewithale to follow more trouble his sisters
it. A posse of outlaws crested a rocky hilltop, squinting at a flurry of dust were in than he was.
rso advancing from the horizon, and I thought again of the Tomkeys and of how
alone and out of place they had looked in their dopey costumes. "\7hat was provoke (pre-vok') v.
to cause; to bring up
$up with that kid's tail?" I asked.
o rRoNY
'Shhhh," my family said. Reread lines r98-zro.
For months I had protected and watched orrer these people, but now, with Why is it ironic for
Sedaris to say he felt
one stupid act, they had turned my pity into something hard and ugly. The generous toward the
Tomkeys?
shift wasn't gradual, but immediate, and it provoked an uncomfortable feeling
of loss. \7e hadnt been friends, the Tomkeys and I, but still I had given them
the gift of my curiosity. \Wondering about the Tomkey family had made me feel
generous, but now I would have to shift gears and find pleasure in hating them.
zoo The only alternative was to do as my mother had instructed and take a good
look at myselfl This was an old trick, designed to turn onet hatred inward, and
while I was determined not to fall for it, it was hard to shake the mental picture

snappedlo by her suggestion: here is a boy sitting on a bed, his mouth smeared
with chocolate. He's a human being, but also he's a pig, surrounded by trash and

gorging himself so that others may be denied. \7ere this the only image in the
world, you'd be forced to give it your full attention, but fortunately there were
others. This stagecoach, for instance, coming round the bend with a cargo of
gold. This shiny new Mustang convertible. This teenage girl, her hair a beatiful
mane, sipping Pepsi through a straw, one picture after another, on and on until
210 the news, and whatever came on after the news. Cts,r @

9. wherewithal (w6r'wYth-61'): ability.
1o. mental picture snapped: an imagined picture brought quickly to mind, like a snapshot, a quickly taken

photograph.

748 UNTI 6: STYLE, VoICE, AND ToNE

After Reoding

Comprehension i COMMONCORE

1. Recall Why did the young Sedaris begin spying on the Tomkeys? Rl 4 Analyze the impact of

2. Recall Why were the Tomkeys unable to trick-or-treat on Halloween? specific word choices on meaning
and tone. [ 5a Interpret figures
3. Clarify Why did Mrs. Sedaris want to give her children's candy to the ofspeech (e.g.verbal irony) in
context.
Tomkey children?

Text Analysis

O+. ldentify Judgments The young Sedaris had strong opinions about many

things that the Tomkeys did or said. Look through the essay and find at least
three places where he makes a positive or negative statement about the
family. What do you learn about Sedaris from the judgments he makes?
ls his behavior toward the Tomkeys fair? Explain your answer using examples
from the selection.

Os. Analyze lrony This essay was written by an adult looking back on his

childhood. Review the chart you made while reading. Which examples of
irony show that Sedaris is making fun of himself and his family? Explain.

Draw Conclusions Reread lines $4-t68. Why is it so difficult for Sedaris to

share his candy with the Tomkeys? What might have happened if he had
chosen to share?

Ot. Evaluate Attitudes Review the passages in which Sedaris mentions television.
What are the good and bad things about the role it plays in his and his
family's lives? Note them on a scale like the one shown. Then explain
whether you think there's anything wrong with the way the Sedarises use TV.

9.

Z

t.

Extension and Challenge

8. Readers'Circle Comedian Joe Ancis once said,"The only normal people are
the ones you don't know very well." Do you think that Sedaris would agree
with this quote? Do you agree? Share your conclusions with the class.

lfhat's really NORMIIL?

Do you think your notion of what's normal might change as you grow up?
Why or why not?

us AND THEM 749

Vocabulary in Context lccommodate
A vocasuIARY PRAcncE attribute

Show that you understand the meaning of each boldfaced word by deciding imply
true or false for each statement. indiscriminately

1. A small car can easily accommodate six passengers. inflict
2. Moving away can provoke homesickness. interfere
3. Winning a competition does not merit congratulations.
4. lf someone looks tired, we might attribute this to lack of sleep. r
5. To imply that someone is wrong means to tell that person,"You are wrong."
6. Work experience and confidence usually interfere with a successfuljob merit
provoke
sea rch.
i COMMONCORE
7. Someone who buys shoes indiscriminately may not try them on first.
8. lf you inflict your views on others,you are forcing people to listen to you. L6 Gathervocabulary

ACADEMIC VOCABUTARY IN WRITING knowledge when considering
a word or phrase important to
. achieve . income . individual . strategy . trend comprehension or expression.

lmagine a future trend in fashion or lifestyle. Then write a paragraph to explain Go to thinkcentral.com.
why this new trend should become the standard way most people should dress
or live. Use at least one Academic Vocabulary word in your explanation. KEYWORD: HMLS-750

VOCABUTARY STRATEGY: FOREIGN WORDS IN ENGIISH

When you encounter something neq you probably ask what it's called. Then
you use the word you've been given to refer to the item. English speakers have
done that for centuries as they have encountered new foods, clothi ng styles,
and other items from foreign cultures. As a result, English now includes many
words that were once foreign. For example, silk and tea were originally Chinese;
kangaroo and koala were Australian Aboriginal words; and cookies,skates,and
sleds camefrom the Dutch language. The English use the term clichd to identify
overused phrases, but the French came up with it. Similarly, zero and algebro
were origina lly Arabic.

PRACTICE Use your knowledge of other cultures and the options provided in
parentheses to figure out the origins of the boldfaced words. lf you need help,
you can look up the words in a dictionary

1. lf the curry is too spicy, have some yogurt with it. (lndian, German)
2. Chimpanzees always make me laugh. (French, African)
3. The delicatessen serves huge sandwiches and delicious strudel. (Creek,

Cerman)

4. This soft cashmere shawl always keeps me warm. (Creek, lndian)
5. The bizarre new fashions cost a fortune. (French, Arabic)

750 uNrr 6: srYLE, voICE, AND ToNE

Language i COMMONCORE
* cnailrlMAR lN CoNTEXT: Form tomplex Sentences
L 1 Demonstrate command
A complex sentence contains one main clause and one or more subordinate of grammar and usage when
clauses. A main clause can stand alone as a sentence. A subordinate clause is a writing. [ 3 Use knowledge of
group of words that contains a subject and a.verb but cannot stand alone as a language when writing.
sentence. Subordinate clauses begin with subordinating conjunctions such as
after, because, even though, since, until, where, and who. By adding one of these
words or phrases to a main clause,you make it subordinate. The subordinate
clause can then be combined with a main clause to form a complex sentence.

Original: We don't own a television. My family still has fun together.

Revised: Even though we don't own a television, my family still has
fun together. (This is now one complex sentence.)

PRACTICE ln each item, change one main clause to a subordinate clause. Then
combine the clauses to form a complex sentence.

1. My family doesn't have a TV. We spend more time talking to each other.
2. We also spend time at the lake house. My brother catches a lot of fish.
3. Sometimes I wish we had a TV. The kids at school make fun of us.
4. We moved to this neighborhood last year. l've made a few friends.

For more help with subordinate clauses and complex sentences, see page R64
in the Grammar Handbook.

EEADINC-WRITI NG COH NECTTON
YOUR Continue exploring "Us and Them" by responding to the prompt.

@ Then use the revising tip to improve your writing.

TURI{

Short Constructed Response: Iournal Entry Review your journal entry Go to thinkcentral.rom.
Sedaris often wondered what life must have to find sentences that
been like for the Tomkeys. What did they do you might combine into KEYWORD: HMLS-751
since they didn't watch TV? Write a one-
pasagraph journal entry from the perspective F- complex sentences by

of one of the Tomkey children, describing a adding a subordinating
normal day in your household. conjunction to one ofthe

main clauses.

US AND THEM 751

Before Reading

O Captainl My Captain! r# Y;*zul,:L*

I Saw OId General at Bay

Poems by Walt Whitrnan

Wfumfu B,#-fufuw

COSTqF# we*tun=H-ffiP

i COMMONCORE Triumph often comes with consequences. For example, the Union
victory in the Civil War preserved the United States and ended slavery,
RL 2 Determine a central idea of a but these outcomes came at a cost. Almost Too,ooo people died,
text and analyze its development countless others suffered, and enormous amounts of property were
over the course ofthe text. destroyed. ln the two poems you are about to read, Walt Whitman
RL 4 Analyze the impact of reflects on the great cost of victory in the CivilWar.

specific word choices on meaning QUICKWRITE Wars are not the only events in which winning takes
and tone. RL5 Analyze howthe
structure of [a] text contributes to a toll. We all have had personal victories that cost us in one way or
its meaning and style.
another. For example, suppose you and your best friend have an
argument over an issue that is very important to both of you. You
might win the argument, but lose your friend in the process. ln your
journal, write about a time in your life when victory had a price. Was
what you won worth the cost? Explain.

a TEXT ANATYSIS: STYTE IN POETRY Walt Whitman

Walt Whitman is known for his uniquely American style, r819-r892
or way of using language to express ideas. One thing that
makes Whitman's style stand out is his unconventional use of An American Voice
language. He often didn't follow traditional rules of line length Poet Walt Whitman is considered one of
and rhyme as other poets of his time did. ln addition, Whitman America's most beloved and original writers.
often wrote about politics and current events, topics the poets The poems in his collection Leoves of Grass
who came before him tended to avoid. The following elements were the first to be written in free verse,
are also part of Whitman's style: which means they did not contain regular
patterns of rhythm and rhyme. Whitman's
. strong imagery, or words and phrases that appeal to the poetry was praised by a few critics in his
lifetime, but many others did not like it. As a
reader's five senses result, his work did not become popular until
after his death.
. repetition of a sound, word, phrase, or line for emphasis
. irony, or a contrast between what is expected and what BACKGROUND TO THE POEMS

actually happens The "Good Gray Poet"
When his brother Ceorge, a Union soldiet
As you read "O Captain! My Captain!" and "l Saw Old General at was injured in battle in t86z,Whitman went
Bay," use a chart like the one shown to help you identify these to Virginia to care for him. Whitman was
elements of the legendary poet's style. moved by the sight of the injured soldiers
and decided to stay in Washington, D.C.,
"O Captail. tfla Cap+atil' "l Saw lla Oetqal otbri' volunteering in army hospitals. Friends often
lw4en1 | referred to Whitman as the "Good Gray Poet"
because of his charity toward the troops.
Repetrtion
A Poet in Mourning
lronl On April 4,t865, only five days after the
end of the CivilWar, President Abraham
a READING SKILL: UNDERSTAND HISTORICAL CONTEXT Lincoln was assassinated because of his
antislavery beliefs. Whitman was a great
As with other works of literature, Whitman's poems become admirer of Lincoln's. He wrote "O Captain!
easier to understand once you know their historical context, the My Captain!" to capture the sense of tragedy
real events and people that influenced them. ln "O Captain! that overwhelmed the nation upon Lincoln's
My Captain!" Whitman uses an extended metaphor that you death. The poem"l SawOld Ceneral at Bay"
can only understand if you are aware of the poem's historical was published in a collection called Drum
context. An extended metaphor is a comparison of two Taps,which included many poems expressing
seemingly unlike things that develops, or extends, throughout Whitman's feelings about the war.
several lines or stanzas, or an entire poem. Whitman wrote
"O Captain! My Captain!" and"lSaw Old Ceneral atBay" as a
way of expressing his thoughts and feelings about the Civil War.
Before you begin the two poems, read the Background to the
Poems on this page. Then use the information to identify the
extended metaphor in "O Captain! My Captain!"

Se.

(;p, Complete the activities in your Reader/Writer Notebook.

I

a

CeFtftln!

\Malt'Whitman

O Captain! my Captain! our fearful trip is done, 6 HISTORICAL
The ship has weather'd every rack,r the prize we sought2 is won, @ CONTEXT
Given what you read
The port is near, the bells I hear, the people all exulting, in the Background on
\7hile follow eyes the steady keel,3 the vessel grim and daring: pageT1),who do you
think is the captain, and
I But O heart! heart! heart! what is his ship?

O the bleeding drops of red, o STYLE IN POETRY
\flhere on the deck my Captain lies,
Reread lines r-8. ln what
IFallen cold and dead.
way does the description
O Captain! my Captain! rise up and hear the bells; of the rejoicing crowds
help emphasize the
ro Rise up-for you the flag is flunga-for you the bugle trills,
tragedy and irony of
For you bouquets and ribbon'd wreaths-for you the shores the captain's death?

a-crowding, o sTYrE rN POETRY
For you they call, the swaying mass, their eager faces turning; Reread lines 9-t6. What
imagery does Whitman
Here Captain! dear father! use to convey the
people's adoration of
15 This arm beneath your head! their leader? Add these
images toyour chart.
It is some dream that on the deck,
ro$Iiir",
You've fallen cold and dead. @
What words would
My Captain does not answer, his lips are pale and sdll, you use to describe the
My father does not feel my arm, he has no pulse nor will, mood of this painting?
zo The ship is anchor'd safe and sound, its voyage closed and done,
From fearful trip the victor ship comes in with object won;

Exult O shores, and ring O bells!
But I with mournfrrl tread,5
\(alk the deck my Captain lies,

25 Fallen cold and dead.

1. rack: a mass of wind-driven clouds.
2. sought (s6t): searched for; tried to gain.
3. keel:the main partof a ship's structure.
4. flung: suddenly put out.
5. tread (trEd): footsteps.

754 uNtr 6: srYLE, voICE, AND ToNE Lincoln 2, \(endy Allen. Oil on canvas. @ lWendy Allen.





ts*'r8$era lx B*y

'Walt'$Thitman

I saw old General at bay, o STYLE IN POETRY
Reread line z. What
6(Old as he was, his gray eyes yet shone out in battle like stars,) descriptive words
and details help you
His small force was now completely hemm'dl in, in his works, understand what the
He calld for volunteers to run the enemys lines, a desperate general looks like?

emergency, B HISTORICAL

; I saw a hundred and more step forth from the ranks, but two CONTEXT
Reread the last line.
or three were selected, Which of Whitman's
I saw them receive their orders aside, they listen'd with care, experiences best helps
you interpret it?
the adjutant2 was very grave,

I saw them depart with cheerfulness, freely risking their lives. @

l. hemm'd: hemmed; surrounded or enclosed.

2. adjutant (51'etant): a staff officer who helps a commanding officer with

administrative affairs.

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',1
r{\,Y
|\rk'1.{ :-t(,\tL

/).,t1/",',Jl,/,/'' n:lr\ { '',,I

\r/

',

,t-@\=

After Reading

Comprehension i COMMONCORE

1. Recall What does the speaker of "O Captain! My Captain!" see on the RL 2 Determine a central idea of a
deck ofthe ship?
text and analyze its development
2. Clarify What "desperate emergency" did the old general face?
overthe course ofthe text.
3. Clarify For what did the general need volunteers? RL 4 Analyze the impact of

specific word choices on meaning
and tone. R[5 Analyze howthe
structure of [a] text contributes to
its meaning and style.

Text Analysis

! . Apply Historical Context. How does knowing fearful trrp I
l
about Whitman's life and times help you I
identify the extended metaphor in "O Captain! I
My Captain!"? Create a chart to list the ..4.....-.... .....................
elements of the metaphor and what each
element represents. i

5. Make lnferences Reread the last line of "l Saw l
Old General at Bay." What do the volunteers'
attitudes say about the general? storu

) arrual of the ship at port '1

6. Understand Elegy An elegy is a poem that is
typically written for the purpose of paying tribute to a person who has died
recently or to share reflections upon an equally serious subject. Most elegies
possess the following characteristics: they are long, thoughtful, and solemn
in tone. Of the two poems you just read, which best fits this description?
Support your answer with examples from the poem. Then, speculate on why
a poem with this purpose might have such characteristics.

Ct. Analyze Style Review the chart you made while reading. Note the places

Whitman uses imagery, repetition, and irony. How do these elements
emphasize both the cost of the war and the greatness of those who led

the Union to victory?

Extension and Challenge
O8. SoctAL STUDtrs coNNECTtoN Find out more about the civil war.
X Create a poster showing the causes, benefits, and cost of the war.

$rhat is the COST of victory?

Look back at the Big Question activity you did at the start of this lesson.
Then write a journal entry about another time when winning cost you
something. lf you d like, you can write your entry as an elegy or another
type of poem.

o cepterN! uv ceprelrt! / t se.urr oLD GENERAL AT BAY 757

Literary Analysis

ln this unit, you looked closely at style, voice, and other literary elements that
make writing distinctive. ln this workshop,you willexamine literary elements
that make a particular text meaningful or enjoyable for you. You'll share your
perspective on the text with other readers by writing a literary analysis.

/ru

{# Complete the workshop activities in your Reader/Writer Notebook.

yyFIf'NG IASK l. oevrtoPtlEur oF tDEAs
. presents an engaging
Write a literary analysis in which you analyze a literary text that
you have enjoyed. Assume that your audience includes people who introduction that identifies the
have and have not read the text. title and author of the literary
text
ldea Starters
. develops a controlling idea that
. a selection from this unit or others in the textbook
. a favorite novel, short story, or play offers an analysis of one or two
. a classic fairy tale, fable, or myth literary elements
. a children's story
. a biography or an autobiography . supports main points of analysis

fHE ES'ET{TIAI'' with relevant concrete details
and quotations from the text
Here are some common purposes, audielces, and formats for
literary analyses. . provides a concluding section

to provide classmates essay for class that supports the analysis
information and teacher review for a
about a literary newspaper or 2. oneaattzArtou oF IDEAI
text newspaPer magazine . organizes ideas in a logicalway
readers study guide . uses appropriate transitions
to share an in- oral presentation
depth analysis readers of blog posting to create cohesion and clarify
of a literary text a literary relationships among ideas

magazine 3. taruauacE FActL,rY

Web users AND CONVENfIONS

. establishes and maintains a

formalstyle

. includes precise language to

explain the analysis

. varies sentence structure
. employs correct grammar,

capitalization, a nd spelling

. .;#'"'r;i'iii : ' Go to thinkcentral.com.
,,;,rr1.r.
KEYWORD: HMLSN-758
. . t:]t", .:

758 uNrr 6: stvrB, VOICE, AND TONE

Planning/Prewriting W 2a-f Write informative/explanatory texts to examine a

:. CORE;. COmmOX topic through the selection, organization, and analysis of

relevant content. W 5 Develop and strengthen writing by

planning,

CHAOSE A LIrERARY TEXr ?ossible efijuts

Which literary text will you write about? Skim "Us wtd Thewi' bt1 David Seaaris
through your textbook's table of contents, use the
ldea Starters on page 758, or meet with a partner The Dian of Anne Fra* bu Frutczs Ooodrrch
to discuss possibilities. Make a list, and then
circle the selections you know the best. Place a and Albert Hatkett
star next to the circled choice that you feel most
strongly about.

After choosing a text, think about your overall ASK YOURSETF!

reaction to it. Then consider the literary . How did I react when I read this text? Did I

veileewm,etnhtesm-es,uocrhpalos tc-hathraacttemrsa,ksetythlee, point of laugh, cry, or have some other reaction?
text
. How did the text surprise me?
especial ly interesting or memorable. . Which literary elements made this text

Before you begin writing, think about who will be unique-for example, characters, style, point
reading your response and what they will need
to know. Also, identify your purpose for writing of view, theme, or plot?
and how you want your writing to affect your
. Why might this text interest my audience?
audience.
A5K YOURSEtFs

. Who is my audience? What do I want them to

know about this literary text?

. What.domain-specific, or specialized, vocabulary

will my audience need to know to understand my

analysis?

. What examples from the text can I use to help my

audience better comprehend the literary text and

my analysis?

OEVELOP A CON7ROLLING IDEA ) wxar DoEs rr toox UKE?

Write a controlling idea, or thesis statement, that bntrolliag ldu.' Twain exa.ggerates a lot ud uses
tells what your essay is about. Your controlling irontl to describe what happued to him, ud that
idea should name one or two important literary
elements in the text. Developing a controlling uakes his raeaoir a funn4 storq,
idea will help you organizeyour writing, even if
you decide later to try a different approach. ,.",",,,...,1

'OTRITING WORKSHOP 759

Pla n n i n g/Prewriti n g conti n ued

GA7HER EVIDENCE i - --)!:::::Y-!t:?---""-"--.:',,iexaggeratioil r

For each literary element you plan to discuss, ;,
you need to provide relevant facts, concrete
details, quotations, and other examples from
the text. Gather this evidence in a chart before
you begin drafting your analysis.

i, sa4s he was kna,^tn t'n the printrng

1] ;! vbvu)stfinteers)s ftvotr tta6tkrtn7g awrlnfwor.st ak Iqwear ,,

: to set one batch of trlpe i

i,**-*-."".*.*,.*.**,,*.--,-*--*,#,"*..,,,"**

Your essay should include several paragraphs WHAT DOES IT LOOK IIKE?
organized into an introduction, a body, and
lftroduction
a concluding section. Sketch out a plan that
includes all of these parts to keep yourself on EaWrg opuiag, ") let fanq get the upper hand of
fatt too oftet,"
track as you draft your analysis. Work Rouaht'na lt bu llarkTwaln (wuor)
bftrolling 14a: Using ironq atd exa4geratton,Twaln i
. Introduction: Start with an engaging opening,
wa4,describes his work experiences fu a. funnq
such as an interesting quotation or question. ,
Make sure to identify the type of text you are bodtl
discussing, the title, and the author. State
your controlling idea about the work. h<anples of irory, lostl'ob in a bookstore because
:
. Body: Note your analyses and judgments.
the custouers disturbed his realing; ruade customers
Back up your opinions by using well-chosen sick whr/e workrng t'n a drug store
examples from the text and short quotations.
Etanples of et<algeratiol' could take up to a tlear to
. Concluding section: Restate your controlling
set one batch o{ trqpei described one ha4 wagofi as lf tt
idea, but use different words than you did in
your introduction. Explain to your readers were sixteen
why you think the literary text is worth
reading. baclusioa

exaggeration, and huuor a4ain :

W\ work is worttwhile, not onlq funnq but also

teaches a. lessol about not gtvrtttg up

@N, Share your writing plan with a partner who has also read the literary text. Then ask: Have
I provided enough evidence for my controlling idea? What other examples would help
convince readers that my analysis is valid?

YOUR ln your Reader/Writer Notebook, brainstorm a list of texts that might make a
good topic, and then select the one that you feel most strongly about. Develop a
@ controlling idea and gather evidence. Then develop an outline for your introduction,
body, and concluding section.
TUR[I

uNrr 6: srYLE, voICE, AND ToNE

W 4 Produce clear and coherent writing W 9b (Rl 1) Cite
textual evidence that most strongly supports an analysis'
Drafting .j' C- OCMOMROiN
Ll Demonstrate command of English grammar and usage'
i

The following chart shows how to organize a clear and effective literary analysis'

INTRODUCT'ON

. Begin with an engaging opening. A quotation or a question can draw readers in'
. ldentify the title and author of the text as well as its genre'
. provide a controlling idea that states the literary element(s)you will discuss'
. provide necessary ulckground information for readers not familiar with the work'

V

BODY

. lnclude relevant facts, concrete details, quotations, and other examples to support each key
. opifrogthainenti.zwelfornykoecuisersaessansrayar,yraditneivfeain,leoygoaicunaymldsiogemhqutaeuinns-ceseppeahcnraidfsiceussveosutcrcaahbnusalisatiorwynh'sentothceresatoterycobheegsiniosna' nFdolraetexraminple'

the storY.

. Maintain a formal style by avoiding contractions and using unbiased, clear Ianguage'

V

CONELUD'NG SECTION

. Restate your controlling idea, but not in the same words you used in the introduction'

.Explaintoyouraudiencewhythetextismeaningfulandworthreading.

Wheneveryou use a Pronoun (such as he,she,they'o1l*)'.T:kl sure that its antecedent is
clear. The antecedent is the noun (person, place, or thing) that the pronoun refers to'

Unclear antecedent for "TheY" tit!l: At the drug store,Twartn uade prescriptions
(Were the prescriptions unlucky, for uanq custoners Thq were unluckt1

or the customers?)

Clear antecedent !y: At the drug store,Twat'h made prescriptions'

(The prescriPtions were unluckY Thaq were'unluck4 and r'tade uanU. s
because they made customers sick')
lustom,er; -c-k

Develop a draft of your analysis by following the plan outlined above'

YOUR

ffi lncludeexamplesandquotationsfromthetexttosupportyouranalysis.
Check to be sure that all ofyour pronouns have clear antecedents'

TURH

ITRITING \TORKSHOP 761

Revising

When you revise, you evaluate the content, organization, and style of your literary
analysis. The questions, tips, and strategies in the following chart can help you
revise, rewrite, and improve your draft.They can also help you identify when it
might be necessary to consider a different approach.

)1. Does the introduction identify Circle the title and the
therethe title and author? !s the author's name and the title of the
author's name. Underline work. Add a controlling idea.

a strong controlling idea? the controlling idea.

2. Have lincluded necessary provide background Add details about the selection that
background information? information about the text. will help the audience understand the
writer's analysis.

3. Do transitionalwords and appropriate transitional Skim the essay to find places where new
phrases create cohesion and word or phrase. ideas are introduced. Add transitions to
clarify relationships among show how each idea fits in with the rest
ofthe essay.
ideas?

casual slang, or informal Reword contractions and replace
language. informa I language with precise, formal
vocabulary.

by relevant facts, concrete examples from the text Add examples from the text to support
details, quotations, and other that support key points and your analysis.
examples? the controlling idea.
Expand upon the controlling idea.
a )5. Does the essay end with Explain whythe work is recommended
to other readers.
satisfying concluding section? conclusion.

YOUN @H, Use these suggestions as you revise with a partner:

@ . Direct your partner's attention to sections of your draft that you think

TURI{ might need clarification. Discuss what you might add.

. Ask your partner to identify places where it would be helpful to say

more about a key point or to add more examples.

. Discuss the questions above, and identify areas where you might try a

new approach.

762 uNIt 6: srYLE, voICE, AND ToNE

ANALYZE A STUDENT DRAFT W 2b Develop the topic with relevant

Read this student's draft and the comments about it as a model for i COMMON examples. W5 Strengthenwritingby
revising your own literary analysis. :.. CORE revising, editing, rewriting, or trying a

new approach. W 9b (Rl 0 Cite textual

evidence that supports analysis.

F*.y Is Funnier Than Fact

by Ram6n Cepero, Oxford Charter School

O "I let fancy get the upper hand of fact too often," MarkThain explains Ram6n interests his
audience by starting
in Roughing lt.What he means is that he likes to tell a few tall tales. He also with a quotation.

likes to skip over or change some of the facts, which makes his writing sryle Ram6n ends his
introduction with a
surprising and funny. The excerpt from his memoir Roughing It tells of a strong controlling idea.

well.period in his life when he was struggling to find a job that he could do Ram6n's first key point
-1-In this work, Twain uses irony and exaggeration to create a humorous view is about Twain's Lrse
ofirony. He needs to
of a time when he was "down and out." --] support it with rei=v*=t
eo=rre?e d*ta1ls,
A The beginning of the excerpt lists the jobs Twain has already tried and qu+tations, as:d cther
exarnpies.
lost. Each failure is funny because he uses irony to describe what happened.

He worked in a bookstore. He says he spent all his dme there reading.

He also was a clerk in a drug store. That didnt work out very well for the

customers who got sick.

gEreffi Supp*rt l{ey Pcints ln his second paragraph, Ram6n says that Twain

uses irony to describe his failures in a humorous way. However, he gives no specific
examples to support this idea. His audience-especially those who have not read
Twain's memoir-may not understand his meaning. When Ram6n revised this
paragraph, he inserted specific details and direct quotations to support his point.

RAm6Iu,S REvISIOI\I TO PARAGRAPH O

The beginning of the excerpt lists the jobs Twain has already tried and

lost. Each failure is funny because he uses irony to describe what happened.

For /rlsta.lce, , not sel I ug, the books. He adds that the customers " bothered"
hr'M so that he"could not read wfth ant1 cou{ort,"

fre worked in a bookstore. He says he spent all his time there readinbPn

He also was a clerk in a drug store.

He sarls that hls "prescrlptrons were unlucktl." He saqs that "we
appeared to sell More stomach puups tha-n soda-water." 1bvrouslq,

hls cures uade the custouers srcker than theq alreadr4 were.

\r'RITING \TORKSHOP 763

ANALYZE A STUDENT DRAFT CONtiNUEd

o Another of Twains job failures was in the printing business. He uses Ramon's use of
quotations and
exaggeration to describe just how slow a typesetter he was. He claims that examples supports his
whenever he began setting a batch of type, his bosses would remind him analysis and shows his
that "it would be wanted 'some time during the year."' Later in the memoir, understanding of
Twain uses exaggeration to describe how he kept his job as a reporter. He the text.
says that even though only one hay-wagon arrived in the ciry, he "multiplied
[id by sixteen, brought it into town from sixteen different directions, made To make his eencluding
sixteen separate items of it, and got up such another sweat about hay as sectiam stronger, Ram6n
needs to show the
Virginia City had never seen in the world before." significance of the ideas
he has presented.
O Twain turns his experiences with work into a humorous narrative

about failing at jobs, getting fired, inventing "news," and finally finding
a "legitimate occupation" as a writer. He uses irony and exaggeration to

entertain his readers.

@IEffi Write an Hffective Conciudlr'rg Serticn A good concluding section

shows the audience why the ideas presented in the essay are important. When
Ram6n returned to his last paragraph, he realized that he needed to explain why
Twain's narrative was more than just a fun read.

RAM6N'5 REvtSIoN To PARAGRAPH O

Twain turns his experiences with work into a humorous narrative
about failing at jobs, getting fired, inventing "news," and finally finding
a "legitimate occupation" as a writer. He uses irony and exaggeration to

trans{orm a difftcult true in his lr{e tnto a stortl that is not onlt1 entertalnt'ng
but also a va/uable lesson for readers,Twain shows us that we should never gtve

up or becoue too dttscouraged bq fallure. Havrng a sense o{ hurnor qr'ves us the
strength to keep gorng unt/l better datls come along.

YOUR Use feedback from your peers and your teacher as well as the two "Learn
How" lessons to revise your essay. Evaluate how well you have conveyed
@ your analysis and your evaluation of the literary work to your audience.

TURI{

764 uNtr 6: srYLE, voICE, AND ToNE

Editing and Publishing W 5 Strengthen writing by revising and
editing. L3 Use knowledge of language
ln the editing stage,you proofread your literary analysis to make sure it is and its conventions when writing.
free of grammar, usage, spelling, and punctuation errors. You don't want
mistakes to distract readers f rom your analysis.

Be careful not to use the same sentence structure over and over again.
Varying the wayyou start your sentences can help keep your audience
interested. As Ram6n reviewed his first draft and the revisions he had
already made, he noticed that in the second paragraph,he began several
sentences in a similar way, To fix this situation, he rephrased his first
sentence and combined the other two.

As , he was equalhT unsuccessful,

4-C*-*/^^ clerk lrr a drug store,Haaa7lH$hhiss"" prescrlptrons were
A=
'\ and the store

unlucklql to sell uore storrrach puups thatr

^U*q*++*+:wY"Affieared

soda-water."

::

PUBLISH YOUR WRITING

Share your literary analysis with an audience.

. Submit your essay to your school newspaper.
. E-mail your essay to a friend who you think would enjoy the literary text that

you wrote about.

. Develop your literary analysis into an oral presentation that you deliver to your

audience.

. Post you r work on you r persona I Web page or submit it to an online journal.

YOUR Correct any errors in your essay by carefully proofreading it. Check to see
if you have too many sentences in a row with the same structure. lf so,
@ add introductory phrases or rearrange word order to make your sentence
structures more varied. Then publish your final essay where it is most
TURN likely to reach your audience.

\TRITING \roRKsHoP 765

Scoring Rubric

Use the rubric below to evaluate your literary analysis from the Writing Workshop
or your response to the on-demand writing task on the next page.

Development Has an engaging introduction;includes a controlling idea with an
insightful analysis of elements of a literary text; supports main points with relevant
evidence; ends powerfully
Organization Arranges ideas in an effective, logical order; uses appropriate transitions
to create cohesion and link ideas
Language Consistently maintains a formal style; uses precise language; shows a
strong command of conventions

Development Has an effective introduction; provides a controlling idea that offers an
original analysis; supports main points with evidence; has a strong concluding section
Organization Arranges ideas logically; uses appropriate transitions to link ideas
a Language Maintains a formal style; uses precise language; has a few errors in
conventions

Development Has an introduction that could be more engaging; includes a controlling
idea that states an analysis of literary elements; could use some more evidence; has an
adequate concluding section
a Organization Arranges ideas logically; could vary transitions more
o Language Mostly maintains a formal style; needs more precise language at times; has
a few distracting errors in conventions

Development Has an adequate, though not memorable, introduction; has a
controlling idea that makes an obvious statement about literary elements; Iacks
enough support; has an ordinary concluding section
a Organization Has some flaws in organization; needs more transitions to link ideas
Language Often lapses into an informal style; has some major errors in conventions

Development Has a weak introduction and a controlling idea that does not relate to
the task; lacks specific, relevant evidence; has a weak concluding section
a Organization Has organizational flaws; lacks transitions throughout
t Language Uses an informal style and vague words; has many errors in conventions

Development Has no introduction or controlling idea;lacks support; ends abruptly
Organization Has no organization or transitions
Language Uses an inappropriate style and vague words; has major problems with
grammar, mechanics, and spelling

766 uNIr 6: srYLE, vorcE, AND ToNE

Preparing tor Timed Writing W 10 Write routinely
over shorter time
frames for a range of
tasks, purposes, and
a udiences.

Read the task carefully. Then read it again, underlining the words that tell the type
of writing, the topic, and the purpose. Circle the audience.

wRlTlNG TASK fqpe o{ wrfting

\Mrite a literary analyiis in which you anal litera that you know
well. Your response should encou

or not read the rexr. Use details from the text to support y{ur ideas. Rprrprrn
t
Aral,nnru

First, think of some books, stories, or poems that Ka4?oifts Evidence
you have read recently. Then choose the piece
of literature that you know best. Once you have
settled on your subject, list some of the key
points you want to make about it. For each point,
record evidence from the text that supports it.

Using the notes you have just made, draft your anarysis. lt may help to follow
these guidelines:

' ln the introduction, get your readers' attention with an engaging opening.

Provide the title, the author, and the genre (such as short story or poem); a brief
description of what the work is about; and a clear controiling idea.

' ln the body of your response, use examples and short quotations from the

work to support your analysis.

' ln the conclusion, tell readers whether you recommend the text and why.

Revising Review your essay to make sure you've done everything the writing
task asks. Did you identify the work? Do you have a clear controlling idea? Did
you provide evidence to support your key points?
Proofreading Take a few minutes to correct errors in grammar, mechanics, and
spelling. Make sure allyour edits are neat, and erase any stray marks.
checking Your Final copy Before you turn in your response, read it one more time
to catch any errors you may have missed.

'\irRrrrNc woRKsHop 767

lllllllill,lllilriill]il..ll,llililli{jllli;]lr;lii];lii,ti-i]

:= Presentin g a Response to Literatu re

Throughout life, people will ask for your opinions on various subjects-such as a
musician's latest album or a new business strategy at work. When you present an
oral response to literature, you share your opinion of a literary text with listeners.

|, !.9

i\z-".rflp' Complete the workshop activities in your Reader/Writer Notebook.

TASK A STRONG ORAL RE'POA'sE. . .

Adapt your literary analysis into an oral . offers a clear analysis of the literary text
response. Afteryou have rehearsed it, . organizes key points and relevant evidence in a way
present it to your class.
that is easy to follow

. explains how the text affects its audience
. uses formal English to deliver the message
. uses effective verbal and nonverbal techniques to

engage the audience

i COMMONCORE Adapt Your Literary Analysis

SL4 Present claims and Remember that your audience will be listening to your literary analysis instead of
findings, emphasizing salient reading it. Your presentation needs to be especially clear, because your listeners
points in a focused, coherent can't go back and reread something if they feel confused. Keep these ideas in
manner; use eye contact, mind as you adapt your essay for oral presentation:
adequate volume, and clear
pronunciation. SL 5 Adapt . Audience Use correct formal English, and avoid words that may be unfamiliar
speech, demonstrating
command of formal English to your audience-your classmates. Since this is a formal speech, make sure you
when appropriate. maintain the formal tone you used in your essay.

Go to thinkcentral.coe. . lntroduction Crab your audience's attention from the start. For example, you

KEYWORD: HML8-768 might share an anecdote (a brief story) that captures what you like most about
the literary text. Then introduce the text by title and author, and preview your
main points. State your controlling idea clearly.

. Evidence Supportyour controlling idea with relevant, well-chosen evidence

from the text. Write key points and evidence on note cards to help you present

your analysis in a focused, coherent way.

. Literary Elements Describe literary elements that the author uses especially

well (or not so well). Use direct quotations to support your most salient, or
important, points.

. Concluding Section Restate your controlling idea and expand upon it with

additional insights. Tell your audience how you believe this text will affect
them as readers.

768 uNIr 6: srYLE, vorcE, AND ToNE

I,i:_: lr,,,iltrlt'_|i :, L i.,

Deliver Your Speech

U5E VE RBAI. TECFI N IQU E5

As you are speaking,you want to make sure that your audience stays engaged
and interested in your presentation. These verbal techniques can help you use
you r voice effectively:

. Enunciation Say your words clearly and distinctly so that all your listeners can

understand what you are saying.

. Tempo, or Speaking Rate lf you're nervous about speaking in front of an

audience, you might start talking too fast, and your audience will have trouble
understanding you. Be sure to practice delivering your response at a natural
and unhurried rate. You may want to vary your tempo occasionally to keep your

audience engaged.

. Volume Speak loudly enough that your voice reaches the back of the room.

Add emphasis to important parts of your speech with greater volume.

U5E NONVERBAT TECHNIQUES

These nonverbaltechniques will also enhance your presentation:

. Gestures Use natural hand and arm movementsthat match whatyou are

saying.

. Expressions Use facial expressions (raised eyebrows, grimaces, smiles) that help

illustrate and emphasize your points.

. Eye Contact Be sure to make eye contact with your audience. Try to let your

eyes rest on each member of the audience at least once.

. Posture Stand up tall, but try not to look stiff or awkward, lf you are relaxed,

your audience will be, too.

YOUft As a Speaker Deliver your response to a partner, making sure to
It'-/ incorporate the techniques described on this page. Use your partner's
TU RN feedback to rework your presentation as necessary.

As a listener Listen ca refu lly to you r pa rtner's
oral response to assess how clearly the ideas
are organized and presented. Note whether your

partner's verbal and nonverbal techniques enhance
the presentation and are effective for the audience
and purpose.

Assessment Practice

ASSE55 DIRECTIONS Read the two selections and the viewing and representing
Taking this practice test piece. Then answer the questions that follow.
will help you assess your
knowledge of these skills Sam Leuenson3 narratiue is based on his childhood. in New Yorh City in the 1920s.
and determine your
readiness for the Unit Test. A Hike in NewYork gitYotsamLeuenson

R EVI EW At least once each summer we kids went off on a hike, but never without
After you take the practice sffong opposition from Mama. \)7hen it came to the open road, Mama had
test, your teacher can help a closed mind.
you identify any standards
you need to review Her method of discouraging us from venturing into the unknown was to
make the entire project appear ridiculous:
i commoxcone 3 "You're going on what?"
4 "\7e're going on a hike."
RL 4 Analyze the impact of 5 "\7hat's a hike?" Mama would ask.
6 \Vhen wb started to explain it, the whole idea did in fact become ridiculous.
specific word choices on tone. 7 "\7e go walking, Ma."
RL 5 Analyze howthe structure 8 "\Walking? For that you have to leave home? \tr(hat's the matter with walking
of [a] text contributes to its right here? You walk; I'll watch."
9 "You dont understand, Ma. \7e take lunch along."
meaning and style. Rll Cite 10 "I'll give you lunch here, and you can march right around the table,"
and she would start singing a march, clapping her hands rhythmically.
textual evidence to support 11 "Ma, we climb mountains in the woods."
inferences drawn from the t2 She couldnt understand why it was so much more en.ioyable to fall off
a mountain than off a fire escape.
text. Rl4 Determinethe r3 'And how about the wild animals in the woods?"
t4 "\trild animals?'i7hat kind of wild animals?"
meaning of words and phrases t5 'A bear, for instance. A bear could eat you up."
as they are used in a text, 16 "Ma, bears dont eat little children."
including figurative [and] l7 "Okay. So he wont eat you, but he could take a bite and spit it out! I'm
connotative meanings; ana lyze telling you now, if a wild animal eats you up dont come running to me. And
the impact of specific word who's going with you?"
18 "\fell, theret Georgie-"
choices. Ll Demonstrate I9 "Georgie! Not himl He's a real wild animal!" She then went on to list all the
conditions for the trip. "And remember one thing, don't tear your pants, and
command of grammar and remember one thing, don't eat wild berries and bring me home the cramps,
usage when writing. L 4b Use and remember one thing, dont tell me tomorrow morning that you're too
Latin roots as clues to the tired to go to school, and remember one thing, wear boots, a sweater, warm
meaning of a word. underwear, and an umbrella, and a hat, and remember one thing, if you should
t 5a lnterpret figures of speech get lost in the jungle, call up so I'll know youte all right. And dont dare come
(e.g.,verbal irony) in context.

[5 Gathervocabulary

knowledge when considering
a word or phrase important to
comprehension or expression.

77O uNrr 6: srYLE, volcE, AND ToNE

home without color in your cheeks. I wish I was young and free like you.

Thke soap."

20 since the consent was specifically granted for the next day only, that

night none of us slept. There was always a chance that it might rain. Brother

Albert stayed at the crystal setl all night like a ship's radio operator with his

earphones on, listening to the weather bulletins and repeating them aloud for

the rest of us. "Itt clearing in Nebraska. Hot air *rrr.i coming up from the
Gulf.-They say itt good for planting alfalfa. Storm warning off th. coast of

Newfoundland. It's drizzling in Monrreal. "

2t At 6:00 A.M. we were ready for operation Hike, rain or shine, but we had to

wait for Papa to get up. \We didnt need his permission, but we did need his blanket.
zz _ rnto the valley of central Park we marched, bowed down with knapsacks,

flashlights, a compass-mirror (so you could tell not only where you *ere lost,

but who was lost), a thermos bottle (semi-automatic-you had to fill it but ir
emptied by itself), and an ax. Onward! Forwardl Upward! philip was always

the leader. He was the one to ger lost first. Jerry was the lookoui. He *ouid

yell, "Look outl" and fall off the cliff, None of us knew how long we were

supposed to march. \(/e wenr on because we didnt know what to do if we

stopped. one brave coward finally spoke up. "I cant go on anymore. The

heat is killing me. Let's start the fire here."

23 No hike was complete without Georgie and his Uncle Berniet \World \War I

bugle. This kid had lungs like a vacuum cleaner. \With him outside the walls of

Jericho, they could have senr the rest of the army home. He used ro stand on a
hill and let go a blast that had the Staten Island ferries running into each other.

24 Lunch, naturally, had been packed in a shoe box-sandwiches, fruit, cheese,

and napkins all squashed together neatly. The lid would open by itself every

twenry minutes for air.

25 It happened every time, the Miracle of the Sandwiches. one kid always

got a "brillianr idea." "Hey, I got a brilliant idea. I'm tired of my mothert

sandwiches. Let's everybody trade sandwiches." All the kids exchanged

sandwiches and miraculously we all ended up with salami.

26 Albert was the true nature lover. "You know, you can learn a lot about

human narure from the ants," he always said as he lifted up rock after rock

to study his favorite insects. And he was right. \7hile he was studying rhe anrs,

someone swiped his apple.

27 \7e came home with color in our cheeks-green. To make sure we could go

again, we didnt forget Mama. \we brought her a bouquet. She took one whiff

and broke out in red blotches. +i

t. crystal set: a radio.

,

i:

1:

ASSESSMENT PRACTICE 771

The Heckscher Playground

fromfhe Park and the People: A History of Central Park

b Roy Rosenzweig and Elizabeth Blachrnan

The shortage of public space in Manhattan increased the demands placed
on Central Park in the twentieth century, especially since new generations
did not go to the park just to enjoy its beautiful natural landscape. More and
more visitors came to Central Park hoping to play, to be entertained, to see
something-a show or spectacle-just as those who could afford it did at
Coney Island or the movie house. And park administrators, politicians, and
reformers all sought to meet these expectations, to demonstrate that the cityt
grandest public park had kept pace with the times.

Although most progressive reformers regarded playing fields, field houses,
and gymnastic equipment as essendal park features, before the 1920s, the
playground movement had only a limited physical impact on Central Park.
In the 1890s reformers had successfully introduced a small sand garden in

the shadow of Umpire Rock on the southwest Playground. By l9l2 play

supervisors ran five summer programs for children in the park, but without
equipment. In the spirit of the playground movement, park officials did now
permit a number of competitive sports-including soccer, field hockey, and
football, as well as the raditional baseball and croquet-on the meadows.
Commissioners made only tentative gestures, however, toward building new
facilities. As late as the 1920s, only about 9 percent of the park's terrain was
devoted to playfields or special programmed events.

The Heckscher Playground at 61st Street and Seventh Avenue, added

only in 1926,became the sole equipped playground within the park. It was

bitterly opposed by several real estate and civic groups, including the League
of -Women Voters and the Federation of -Women's Clubs. The Central Park
'West and Columbus Avenue Association, which represented \West Side
property owners, argued that "Central Park was designed as a park where
people could go and rest and walk and drive and that it was intended to be
maintained with grass and trees." But the area at 61st and Seventh Avenue
was designated as a playground in the original Greensward plan of 1858
and had long been in use for childrent play and sports. In a political climate
sympathetic to the reformers' playground movement, philanthropist August
Heckscher used his personal prestige to persuade park officials to ignore the
opposition and accept his gift of an equipped playground,4.5 acres, including
swings, merry-go-rounds, spiral slides, jungle glms, a field house, and a
wading pool just south of Umpire Rock.

772

O Miko Baldwin / Comercd

.'',: ,,.,,,',,",', U

It's great to get away from it all, except for the crowda.

773

Reading Comprehension

Use "A Hike in NewYork Ciqy'' .7 In paragraph 19, Mama says "if you should
(pp.770-771) to answer questions 1-15. get lost in the jungle, call up so I'11 know
youre all right." This statement is ironic
1. \,X/hen do the children set out on their hike?
-[ssxg5s
A. Before Albert hears the weather report
B. At six o'clock in the morning A. it is easy to get lost in a big city park
C. After they get Papa's blanket B. Mama is afraid that the children will
D. As soon as they eat lunch
get lost
2. \Mhich words and phrases from the passage
help the reader follow the order of events? C. the children are not all right if they are lost
D. the New York Ciry park is not a jungle
A. At least, in the woods
B. On a hike, right here 8. The phrases "Operation Hike" and "the
C. That night, at 6:00 e.v. Miracle of the Sandwiches" are funny
D. Open road, rain or shine because they

3. The Latin wordpznere means "to put." \f,rhat ,d -express a child's innocent point of view

does the word oppositizn mean in paragraph l? B. show Mama's concern for her children
C. can be interpreted in different ways
A. Punishment C. Influence D. make everyday events seem important

B. Resistance D. Approval 9. \Vhich words in the passage help to create
an informal style?
4. The Latin word ridere means "to laugh."
A. Opposition, ridiculous, rh1'thmically
'What does the word ridiculous mean in B. Kids, swiped, squashed
C. Hike, walk, marched
paragraph2? D. Coward, insects, bouquet

A. Enjoyable C. Realistic 10. \7ith the exclamations "Onward! Forward!

B. Silly D. Unusual Upward!" in paragraph 22, the author

5. Reread the first four sentences in the passage. emphasizes the boys'-
$(hich sentence tells you this will be a funny A. excitement about the hike
B. fear of getting lost
story? C. need for their mother
D. interest in climbing a hill
A. Sentence 1 C. Sentence 3
11. In paragraph 23, the image that compares
B. Sentence 2 D. Sentence 4 Georgie's lungs to a yacuum cleaner shows

I -6. The author sets the tone by using -that he

A. Iong sentences A. has strong lungs
B. ironic comments B. speaks very loudly
C. specializedvocabulary C. Iikes to play the bugle
D. detaileddescriptions D. has dirt in his lungs

774 I

)

|

12. In paragraph 25, the quorarion marks around Use "The Heckscher Playground" (p.772) I
"brilliant idea" suggest that this phrase is an to answer questions 16-20.
$
-example of 16. \7hich happened first in the development $
of Central Park? lr
A. understatemenr
B. verbal irony A. A philanthropist paid for a playground

C. vivid imagery with equipment.

D. symbolism B. Reformers built a small sand garden for

13. Reread the last paragraph. lVhat is ironic children.
about the childrent gift to Mama?
C. Play supervisors ran five summer
A. The children bring Mama a gift so that
programs for children without equipment.
she will let them go hiking again.
D. Sports such as soccer were allowed on the
B. The children find flowers in Central Park
meadows.
to bring to Mama.
17. One element of the authors' style is the
C. Mama has an allergic reaction to the
use of-
bouquet.
A. mostly short senrences
D. Mama is surprised by the children's gift. B. mostly long sentences
C. all short senrences
14. The word salami appears in paragraph 25. Use D. a mix of long and short sentences
clues in the following sentence to choose the
foreign origin of salami.

Maria often serves cubed salami, crusfy bread, 18. \Mhich phrases from the passage help the
reader follow the order ofevents?
and pasta for lunch.
A. More and more, had kept pace
A. French C. Italian B. Before the 1920s, as late as
C. In the park, in the spirit of
B. German D. English D. In the shadow, on rhe meadows

15. The word bouquetappears in paragraph 27. 19. The word croque, appears in paragraph 2.
Use clues in the following sentence to choose
Use clues in the following'sentence to choose
the foreign origin of bouquet. the foreign origin of croquet.

The artisans at a shop near the Eiffel Tower

in Paris fashion flowers into elegant bouquets,

A. French C. Arabic A crude version of what is now unquetwas

B. Greek D. German first played over a thousand years ago by

lonely shepherds in the south of France.

A. English C. French

B. Greek D. German

ll 775

-__"_-"_-" __.*i

20. The Latin root centrurn means "center." \flhat 23. \Mhich statement from "A Hike in New York
does Central mean in the phrase Central Parh City'' reflects the reformers' attitude in "The
in paragraph 1?
Heckscher Playground" ?
A. Very large part
B. A colorful thing A. There was always a chance that it might rain.
C. Near the middle B. We went 0n because we didn! know wbat
D. Circular in shape
to do if we stopped,
Use "A Hike in NewYork Ciqy'' and "The
Heckscher Playground" to answef questions C. I wish I was young andfree like you.
2t-23. D. . . , it was so much more enjoyable to fall

21. Reflect on an adult's attitude about children offa mountain than offo fio escdpe.
using Central Park in the 1920s in 'A Hike
in NewYork Ciry." How is that attitude Use the visual representation on ptge773 to
reflected in "The Heckscher Playground"? answer questions 24 and,25.

A. Children were not generally welcome -24. The cartoonist creates humor by

in the park in the 1920s. A. placing a crowd where it does not belong
B. showing typical behavior in a park
B. The park was designed for adults and C. illustrating tall uees
D. including both men and women
children to share.
25, The cartoonist makes the caption humorous
C. A philanthropist wanted to provide a
by-
playground in the park. ,d writing about how much fun it would

D. The original plan for the park included be to be in a crowd in the woods

a playground. B. claiming that he "gets away''from crowds

22. Think about the childrent desires in 'A Hike while being in a crowd at the same time
in New York City." How did their desires
relate to the changes that took place in "The C. stating that he wants to get away from

Heckscher Playground" ? crowds

A. People stayed away from the park. D. explaining that he really wants to be in
B. Organizations added children's activities
a crowd of people
and equipment to the park.
SHORT CONSTRUCTED RESPONSE
C. The city decided that the park should Write a short response to each question, using
text evidence to support your response.
remain the same.
26. Find mo examples of irony in'A Hike in the
D. More organizations began to oppose
Park" and identify each as situational, verbal,
changes to the park. or dramatic irony.

27. Find mo examples of Sam Levenson's humor,

and explain how the words, images, or
sentences contribute to the humor.

776

Revising and Editing

DIRECTIONS Read this passage and answer the questions that follow.

(1) central Park occupies 843 acres of land in New York city. (2) It is the most
visited park in the nadon. (3) When the ciry bought the land in the mid 1800s, it had

to be cleared of farms, livestock, and open sewers. (4) The ciry held a competition
for the new parkt design. (5) officials chose a plan. (6) The completed park looked
natural. (7) It consisted of artificial lakes and imported trees and shrubs. (8) Now the

park is a popular spot for bird watching. (9) k is an oasis for migrating birds.

1. How might you use an appositive phrase to 3. How might you combine sentences 6 andZ
combine sentences 1 and2? to form one complex senrence?

,d Central Park is the most visited park in A. The completed park looked natural, but

the nation and occupies 843 acres ofland it consisted of artificial lakes and
in NewYork Ciry. imported trees and shrubs.

B. The most visited park in the nation is B. Though the completed park looked

Central Park, and it occupies 843 acres natural, it consisted ofartificial lakes
of land in New York City. and imported trees and shrubs.

C. Central Park, the most visited park in the C. The completed park looked natural but

nation, occupies 843 acres of land in New consisted of artificial lakes and imported
York Ciry. trees and shrubs.

D. OccupyingS43 acres of land in NewYork D. The completed park looked natural,

Ciry Central Park is the most visited park consisting of artificial lakes and imported
in the nation. trees and shrubs.

2, How might you combine sentences 4 and 5 4, How might you use an appositive phrase
to combine sentences 8 and 9?
to form one compound sentence?
,d Migrating birds now make the park an
A. The ciry held a competition for the new
oasis and a popular spot for bird
park's design, choosing a plan. watching.

B. The ciry held a competition for the new B. Because it is an oasis for migrating birds,

park's design, and officials chose a plan. the park is now a popular spot for bird
watching.
C. After the ciry held a competition for the
C. The park, an oasis for migrating birds,
new parkt design, officials chose a plan.
is now a popular spot for bird watching.
D. The ciry held a competition for the new
D. The park is an oasis for migrating birds,
parks design and chose a plan.
so now it is a popular spot for bird

watching.

777

ldeas for lndependent Reading

Which questions from Unit 6 made an impression on you?
Continue exploring them with these books.

How do you make decisions?

i cotr,ttr,tox coRf Cheating Lessons Good Brother, Bad Princess Academy
by Nan Willard Brother: The Story of
"' ":"' Edwin Booth and John by Shannon Hale
Wickham High will finally Wilkes Booth
RLlO Read and comprehend com pete aga i nst fa ncy The king's priests have
literature. Rl 10 Read and Pinehurst at the State O_uiz by lames Cross Giblin decreed that the next
Bowl. Bernadette can't wait princess will come from tiny
comprehend literary nonflction. to crush the otherteam until Two brothers grow up Mount Eskel. Suddenly, allthe
she realizes there's no way her together. Both become girls in the village have to go
school honestly aced the test. wetl-known actors like rheir to school. Miri decides she
She has to declde between father, but one goes on to kill has to be the best student.
telling a lie or hurting friends. the President of the United But what will Miri do if the
States. What happened? prince chooses her?

What's reolly normol?

KG Act !, Act ll, Act Normal Sweetgrass Basket Hans Christian Andersen:
by Martha Weston by Marlene Carvell His Fairy Tale Life
by Hjordis Varmer and
Topher has been wa;ting for ln the early r9oos, Mattie Lilian Brogger
three years to be the lead and Sarah are forced to go to
in the 8th grade play. Too a boarding school for Native Everyone knows Andersen's
bad this year's production is American children. They're fairy tales, but did you know
Rumpelsti'tskir, the M;sicar, told it's their best chance for he was obsessed with fame?
written by geeky Samantha. a "normal" life. Now far from He begged rich men, a
Topher takes the roie, but wiil home, the two girls have to princess, and even the king.
the school bully and the touchy figure out how to survive and until someone would support
leadlng lady ruin it for him? keep their traditions. his dream to write and act.

What makes a pioneer?

China's Son: Growing Up Guinea Pig Scientists O Pioneers!
in the Cultural Revolution by Leslie Dendy and by Willa Cather
MelBoring
by Da Chen Aiexandra is only r6 when
Scientists who experiment her father dres and ,eaves
Da Chen suffers in t96os on themselves are brave her in charge of their failing
China, which is run by and sometimes foolhardy. homestead on the Nebraska
com.nunists. His fathe, is We wouldn't know how the prairies. Her brothers agree
often in labor camps and his digestive system worked, to listen to her advice, but
brothers and siste.s work in what animal spread yellow willthey let her put the farm
the fields. Then Da gets the fever, or how to build safer deeper in debt to chase her
chance to apply f or col lege. cars without these people. father's dream?
Will life finally get better?