Homeschool · Diploma track · Grade 11

English 11

A full year of American literature for grade 11, built to be the student's whole course in the subject rather than a supplement. Fifty-two lessons covering the California ELA standards for the grades 11 to 12 band, running in chronological order from the Puritans to the Harlem Renaissance, because the arguments American writers have with each other only make sense in order. Two novels read whole, two poets read in depth, and a documented research paper to close. Every text is public domain, so the whole reading list is free, and a week-by-week schedule shows exactly what to read when.

DIPLOMA TRACK CA CCSS ELA 11-12 GRADE 11 36-WEEK SCHEDULE MODEL ANSWERS 52 LESSONS 580 PRACTICE QUESTIONS 6 ESSAY PROMPTS English 10 or equivalent. This is a complete course and does not assume other instruction.

Course overview

What this year covers, and when to read what

Eleventh grade is the American literature year, and it is taught here in order because the order is the argument. Emerson is answering the Puritans, Whitman is answering Emerson, the realists are answering Whitman, and Fitzgerald is answering all of them at once. Reading chronologically lets a student watch a national literature argue with itself for three hundred years instead of meeting a dozen unrelated authors. California's ELA standards run in two-year bands, and grade 11 belongs to the 11 to 12 band, which raises the demand on evidence, on the analysis of foundational documents, and on sustained research. The writing runs alongside the reading and ends with a full documented paper. THE READING SCHEDULE. Weeks 1 to 3, the colonial and revolutionary unit: Bradstreet, Edwards, Equiano, Franklin, Paine and the Declaration. Weeks 4 to 7, the Romantics: Emerson's Self-Reliance, Walden in selections, Civil Disobedience, Fuller, one Hawthorne tale, one Poe tale and Bartleby. Weeks 8 and 9, the literary analysis essay. Weeks 10 to 14, the Civil War unit: Whitman, Dickinson, Jacobs, Lincoln, Bierce and the war poetry. Weeks 15 and 16, the synthesis essay. Weeks 17 to 22, realism and naturalism, with The Awakening read whole in weeks 19 and 20. Weeks 23 and 24, the argument essay. Weeks 25 to 31, modernism and the Harlem Renaissance, with The Great Gatsby read whole in weeks 26 to 28. Weeks 32 to 36, the research unit and the documented paper, which should be started in week 28 rather than begun from nothing at the end. Every text is in the public domain and none of them has to be bought.

  • U1Unit 1: Origins and Revolution8 lessons
  • U2Unit 2: Romanticism and Transcendentalism9 lessons
  • U3Unit 3: The Civil War and the American Voice9 lessons
  • U4Unit 4: Realism, Regionalism and Naturalism9 lessons
  • U5Unit 5: Modernism and the Harlem Renaissance9 lessons
  • U6Unit 6: Research and the Documented Paper8 lessons

All six units are open, 52 lessons in all. Every lesson opens with the method, one extended worked example, and ten practice problems. Every problem has a full worked solution, so you can find the step where yours went wrong. Each unit closes with a ten-problem mixed review.

Free preview: open any 5 lessons without an account. The counter on the left keeps track.

Lesson 1.1 · Unit 1 · RL.11-12.9, RI.11-12.9

Why a literature is read in order

This course runs chronologically, and the reason is not tidiness. American writers spend three centuries answering each other, and a student who meets them out of order sees a dozen unconnected authors instead of one long argument.

The key ideas
  1. A national literature is a conversation, and later writers respond to earlier ones whether or not they say so.
  2. Emerson is answering the Puritans, replacing a doctrine of human depravity with one of individual sufficiency.
  3. Whitman is answering Emerson, who had publicly asked for an American poet and then received one.
  4. The realists are answering Whitman, replacing the expansive self with observed and limited lives.
  5. Fitzgerald is answering all of them, writing a novel about a self-made man whose self-invention destroys him.
  6. An allusion is a deliberate reference to an earlier text, and it assumes the reader knows the earlier one.
  7. Influence is not always agreement, and the strongest responses are usually refusals.
  8. Standard RL.11-12.9 requires exactly this, asking students to read foundational American works and compare their treatment of shared themes.

Where students lose marks: treating a chronology as a list of dates. The dates matter only because they establish who could have read whom, which is what makes a comparison an argument rather than a coincidence.

Worked example

The texts. Jonathan Edwards, "Sinners in the Hands of an Angry God", 1741; Ralph Waldo Emerson, "Self-Reliance", 1841. Both public domain.

Your wickedness makes you as it were heavy as lead, and to tend downwards with great weight and pressure towards hell... There is nothing that keeps wicked men at any one moment out of hell, but the mere pleasure of God.

Edwards, 1741

Trust thyself: every heart vibrates to that iron string... Whoso would be a man must be a nonconformist. He who would gather immortal palms must not be hindered by the name of goodness, but must explore if it be goodness.

Emerson, 1841

Step one: establish the interval. Exactly one hundred years, in the same region, addressed to congregations and audiences descended from the same people. Emerson was himself a minister before he resigned.

Step two: state Edwards's claim about the self. That it is heavy with its own wickedness and tends downward, that nothing within it can arrest the fall, and that only an external power holds it up. The self is the problem.

Step three: state Emerson's claim about the self. That it should be trusted, that every heart vibrates to the same true note, and that a person must test received goodness against their own judgment. The self is the instrument.

Step four: notice that these are not merely different. They are the same question answered oppositely. Both ask what a person's own nature is worth, and one answers nothing and the other answers everything.

Step five: check whether the response is deliberate. Emerson was raised in this tradition, trained for its ministry, and left it. The reversal is not a coincidence of temperament; it is a position taken against a specific inheritance he knew from the inside.

Step six: notice the shared vocabulary. Both passages speak of weight and of what holds a person up. Edwards has lead and pressure; Emerson has an iron string. Emerson keeps the metal and reverses its function, which is what a deliberate answer looks like.

Step seven: state what reading out of order would cost. A student meeting Emerson alone reads an essay about confidence. A student who has read Edwards first reads a repudiation, and the essay's insistence becomes legible as the pressure of the thing it is pushing against.

Step eight: state the method for the year. For every writer, ask what they had read and what they are refusing. That question turns a reading list into an argument, and it is what standard RL.11-12.9 is asking for when it says to compare how foundational works treat related themes.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. Why is this course taught chronologically?
    Show the full solution

    Because American writers answer each other, and out of order they look unconnected

  2. Who is Emerson answering, and who answers Emerson?
    Show the full solution

    He answers the Puritans; Whitman answers him

  3. Define allusion.
    Show the full solution

    A deliberate reference to an earlier text, assuming the reader knows it

  4. What does Edwards say holds a person out of hell?
    Show the full solution

    Nothing but the mere pleasure of God

  5. What does Emerson tell the reader to do with received goodness?
    Show the full solution

    Explore whether it is goodness rather than be hindered by the name

  6. Show that Edwards and Emerson answer the same question.
    Show the full solution

    Both ask what a person's own nature is worth. Edwards answers that it is heavy with wickedness, tends downward, and can do nothing to arrest its own fall, so only an external power sustains it. Emerson answers that it should be trusted absolutely and that every heart vibrates to the same true note. One says nothing and the other says everything, which makes them a disagreement rather than two topics. Both ask what a person's own nature is worth, and answer oppositely

  7. What evidence is there that Emerson's reversal is deliberate?
    Show the full solution

    He was raised in the New England Calvinist tradition, trained for its ministry, ordained, and resigned. The position he takes is against an inheritance he knew from the inside rather than one he encountered as an outsider. That biography converts an apparent difference of temperament into a considered refusal, which is what makes it a response rather than a contrast. He was trained in the tradition he is repudiating and left it

  8. What do the two metal images accomplish?
    Show the full solution

    Edwards makes wickedness "heavy as lead", pulling the self downward. Emerson makes the trustworthy self "that iron string", the thing every heart resonates to. Emerson keeps the metal and reverses its function, from dead weight to a vibrating instrument. Shared vocabulary turned to opposite ends is one of the clearest signs that a writer is answering rather than merely differing. Emerson keeps Edwards's metal and turns it from weight into an instrument

  9. What does a reader lose by meeting Emerson without Edwards?
    Show the full solution

    They read an essay about confidence. A reader who has met Edwards first reads a repudiation, and the insistence of Emerson's prose becomes legible as the pressure of what it is pushing against. The essay's most famous sentences are answers, and an answer read without its question sounds like an assertion nobody needed. The essay reads as assertion rather than as repudiation

  10. State the method this course will use all year.
    Show the full solution

    For every writer, ask what they had read and what they are refusing. That question converts a reading list into a conversation and makes comparison an argument rather than an observed coincidence. It is also exactly what standard RL.11-12.9 requires, since comparing how foundational works treat related themes means establishing that one could have known the other. Ask what each writer had read and what they are refusing

Lesson 1.2 · Unit 1 · RI.11-12.4, RL.11-12.5

Plain style and typology

Puritan writing looks austere and is not simple. It operates on two explicit principles, and once you know both, a plain paragraph turns out to be doing several things at once.

The key ideas
  1. The plain style was a doctrine, not a limitation, since ornament was held to draw attention to the writer rather than the truth.
  2. It favors short words, concrete nouns and direct syntax, and it distrusts rhetorical display.
  3. Typology reads earlier events as foreshadowings of later ones, so an Old Testament episode prefigures a New Testament one.
  4. The Puritans extended typology to themselves, reading their own crossing and settlement as a new Exodus.
  5. Providence means that nothing is accidental, so every event is interpretable and a burned house has a meaning.
  6. The journal and the sermon are the central forms, and both are documents of self-examination.
  7. Bradstreet, Edwards and Winthrop are the writers this course uses, and all are in the public domain.
  8. The habit of reading events for meaning persisted long after the theology did, which is why this unit matters to the rest of the year.

Where students lose marks: calling Puritan prose simple. Plain style is a deliberate rhetorical choice with a theological justification, and describing it as unsophisticated misses that it was argued for.

Worked example

The text. John Winthrop, "A Model of Christian Charity", 1630. Public domain.

For we must consider that we shall be as a city upon a hill. The eyes of all people are upon us. So that if we shall deal falsely with our God in this work we have undertaken, and so cause Him to withdraw His present help from us, we shall be made a story and a by-word through the world.

Step one: examine the vocabulary. Consider, city, hill, eyes, people, deal, work, story, by-word. Almost every word is one syllable and concrete. Nothing here is difficult and nothing is decorative.

Step two: state what the plain style is for. The doctrine held that ornament draws attention to the preacher's skill rather than to the truth being conveyed. Simplicity is therefore a form of honesty, and the style is an argument about the speaker's relationship to his subject.

Step three: identify the typology. "A city upon a hill" is from the Sermon on the Mount. Winthrop applies a scriptural image to a colony of English settlers on a ship, which claims that their voyage is an instance of a scriptural pattern.

Step four: state what that claim does. It makes the settlement significant. A few hundred people crossing an ocean is an event; a few hundred people fulfilling a type is history. Typology converts a migration into a meaning.

Step five: notice the conditional. "If we shall deal falsely." The passage is not a boast. It is a warning that visibility works both ways, and that failure will be as public as success.

Step six: work the providential logic. If nothing is accidental, then a failed colony would not be bad luck; it would be a judgment, and it would be legible to everyone as a judgment. That is why the stakes in the sentence are reputational as well as spiritual.

Step seven: trace the phrase forward. "A city upon a hill" has been used by American politicians for four centuries, almost always as a compliment to the country. Winthrop used it as a condition and a threat, and the drift from warning to boast is itself an argument about how national self-images form.

Step eight: state what survives the theology. Few Americans now hold Winthrop's beliefs, and the habit he modeled has outlasted them: reading national events as meaningful, treating the country as watched, and understanding failure as disgrace rather than misfortune. That habit runs through every unit of this course.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. Define the plain style and give its justification.
    Show the full solution

    Short words, concrete nouns and direct syntax, because ornament draws attention to the writer rather than the truth

  2. Define typology.
    Show the full solution

    Reading earlier events as foreshadowings of later ones

  3. What does providence mean in this context?
    Show the full solution

    That nothing is accidental, so every event is interpretable

  4. Where does "a city upon a hill" come from?
    Show the full solution

    The Sermon on the Mount

  5. What does Winthrop say will happen if they deal falsely?
    Show the full solution

    They will be made a story and a by-word through the world

  6. Why is calling Puritan prose "simple" a mistake?
    Show the full solution

    Because the plainness is a doctrine with a theological justification rather than a limit of skill. Ornament was held to direct attention to the preacher rather than the truth, so simplicity is a claim about the speaker's honesty and his relationship to his subject. The style was argued for, which makes it a rhetorical position rather than an absence of one. It is a doctrine with a justification, not a lack of skill

  7. What does typology do to a migration?
    Show the full solution

    It converts it into a meaning. A few hundred people crossing an ocean is an event; a few hundred people fulfilling a scriptural type is history with a direction. Applying the Sermon on the Mount to a shipload of English settlers claims that their voyage belongs to a pattern God established, which makes everything that follows interpretable rather than merely eventful. It converts an event into an instance of a divine pattern

  8. Why is the conditional in the passage important?
    Show the full solution

    "If we shall deal falsely" makes the sentence a warning rather than a boast. Visibility works both ways: a city on a hill can be seen failing as easily as succeeding. Winthrop is telling people who have not yet landed that their errors will be as public as their achievements, which is a very different speech from the one the phrase is usually quoted to support. It makes the passage a warning about visible failure, not a boast

  9. How does providential logic raise the stakes?
    Show the full solution

    If nothing is accidental, a failed colony cannot be bad luck; it must be a judgment, and it will be legible to everyone as one. The consequence of failure is therefore not hardship but disgrace, visible to the whole world and correctly interpreted by it. That is why the sentence ends on being made a story and a by-word rather than on any material loss. Failure becomes a legible judgment rather than misfortune

  10. What does the later career of "a city upon a hill" show?
    Show the full solution

    American politicians have used it for four centuries, almost always as a compliment to the country. Winthrop used it as a condition attached to a threat. The drift from warning to boast is itself evidence about how national self-images form: a phrase survives its context, keeps its prestige, and loses the clause that made it demanding. A warning became a boast, which shows how self-images form

Lesson 1.3 · Unit 1 · RL.11-12.4, RL.11-12.2

A private poem inside a public theology

Bradstreet was the first published poet in the American colonies, and her best poems are about grief, marriage and possessions. Watching a doctrine and a feeling disagree inside one poem is the most interesting thing in early American writing.

The key ideas
  1. Anne Bradstreet lived from about 1612 to 1672 and emigrated to Massachusetts in 1630 on the same fleet as Winthrop.
  2. Her first book was published in London in 1650 without her consent, arranged by her brother-in-law.
  3. The best poems were published after her death in 1678 and are the private ones about her family and house.
  4. Puritan doctrine required detachment from worldly things, which is what makes her attachments interesting.
  5. The poems perform submission and let the reader see what the submission costs.
  6. Her line is usually iambic, often in couplets, and the plainness is deliberate.
  7. "Upon the Burning of Our House" is the clearest example of doctrine and feeling working against each other in one text.
  8. Reading the conflict rather than the conclusion is the analytical task, since the conclusion is what doctrine required.

Where students lose marks: summarizing the poem's pious ending as its meaning. The poem's ending is what a Puritan poem had to say. What it does on the way there is the part that required a poet.

Worked example

The text. Anne Bradstreet, "Here Follow Some Verses upon the Burning of Our House, July 10th, 1666", published 1678. Public domain.

And when I could no longer look,
I blest His name that gave and took,
That laid my goods now in the dust.
Yea, so it was, and so 'twas just.
It was his own, it was not mine,
Far be it that I should repine.

Here stood that trunk, and there that chest,
There lay that store I counted best.
My pleasant things in ashes lie,
And them behold no more shall I.
Under thy roof no guest shall sit,
Nor at thy table eat a bit.

Step one: read the first passage as doctrine. It contains the required response entire: God gave, God took, the loss was just, the goods were never hers, and complaint would be wrong. Nothing in it is unorthodox.

Step two: notice the opening clause. "And when I could no longer look." The submission begins only at the point where looking becomes impossible. She blesses God's name after she stops being able to watch, which dates the piety precisely.

Step three: read the second passage. Here stood that trunk, there that chest, there lay that store. She is walking through a house that no longer exists and naming furniture.

Step four: state what the demonstratives do. "That trunk", "that chest", "that store" are pointing words. They require a location, and the location is gone, so the grammar of the passage is reaching for objects that are not there.

Step five: notice the shift in address. "Under thy roof no guest shall sit." She stops describing the house and starts speaking to it. The house has become a person being told what it will no longer do.

Step six: state the conflict. Doctrine says the goods were never hers and that attachment is error. The second passage is an inventory of attachment, written in detail, by someone who remembers exactly where each thing stood. The poem holds both and resolves neither until it is obliged to.

Step seven: state why the ending is not the meaning. The poem closes by turning to a house above, which is what a Puritan poem had to do. Reading that conclusion as the poem's content ignores that the conclusion was mandatory and the middle was not.

Step eight: write the analysis sentence. "Bradstreet supplies the doctrinal response immediately and then spends the center of the poem pointing at furniture that is no longer there, so the orthodoxy is stated once and the loss is enacted at length, which lets a reader see what the submission cost without the poet ever saying that it cost anything."

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. When did Bradstreet emigrate, and with whom?
    Show the full solution

    1630, on the same fleet as John Winthrop

  2. How was her first book published?
    Show the full solution

    In London in 1650, without her consent, arranged by her brother-in-law

  3. What does Puritan doctrine require regarding worldly things?
    Show the full solution

    Detachment from them

  4. What does Bradstreet say about the goods in the first passage?
    Show the full solution

    That they were God's own and never hers, and that the loss was just

  5. Name three objects she points at in the second passage.
    Show the full solution

    A trunk, a chest, and the store she counted best

  6. What does the clause "when I could no longer look" reveal?
    Show the full solution

    It dates the submission. She blesses God's name at the point where watching becomes impossible, not before, so the piety arrives when looking runs out rather than when conviction arrives. One subordinate clause tells the reader how long she stood there, and the poem never says anything further about it. The piety begins where watching becomes impossible

  7. What are the demonstratives doing in the second passage?
    Show the full solution

    "That trunk", "that chest" and "that store" are pointing words, and pointing requires something to point at. She is walking through a house that no longer exists and using grammar that reaches for objects that are not there. The syntax enacts the absence, which is a more exact representation of loss than any adjective would be. Pointing words reaching for objects that no longer exist

  8. What changes when she says "under thy roof"?
    Show the full solution

    She stops describing the house and begins addressing it. The building becomes a second person being told what it will never do again, which is the poem's only moment of direct address and is spent on a thing rather than on God. For a poem whose doctrine requires attachment to be directed elsewhere, that is a significant place to put it. She addresses the house directly, spending her only direct address on a thing

  9. State the conflict the poem contains.
    Show the full solution

    Doctrine holds that the goods were never hers and that attachment to them is error. The center of the poem is a detailed inventory of attachment, written by someone who remembers exactly where every object stood. The poem contains both and does not reconcile them until the closing lines oblige it to, which is what makes it a poem rather than a statement of belief. Required detachment against a detailed inventory of attachment

  10. Why is the pious ending not the poem's meaning?
    Show the full solution

    Because it was mandatory. A Puritan poem about loss had to close by turning to the house above, and any competent believer could have supplied that ending. The middle was not required: nothing obliged her to walk through the rooms naming furniture. Reading the conclusion as the content credits the poet with the one part she had no choice about. The ending was required and the middle was not

Lesson 1.4 · Unit 1 · RI.11-12.6, RI.11-12.4

The sermon as a made object

"Sinners in the Hands of an Angry God" is the most famous sermon in American history and it is usually remembered as shouting. Edwards reportedly delivered it in a level voice, which makes the question of how it works a question about construction.

The key ideas
  1. Jonathan Edwards preached the sermon at Enfield, Connecticut, in 1741, during the revival known as the Great Awakening.
  2. He read from a manuscript in a level voice, by contemporary accounts, and the congregation's reaction interrupted him.
  3. The sermon's method is sustained figurative language, not volume.
  4. Its governing images are weight, thinness and holding: lead, a spider's thread, a hand.
  5. The second person is used relentlessly, so the danger is always the listener's own.
  6. The present tense makes the threat current, since nothing is described as future.
  7. Puritan sermon structure runs text, doctrine, and application, and the application is the longest part.
  8. The famous passage is one image sustained, which is a technique rather than an outburst.

Where students lose marks: describing the sermon as emotional and stopping. The effect is produced by specific and identifiable choices, and an analysis has to name them.

Worked example

The text. Jonathan Edwards, "Sinners in the Hands of an Angry God", 1741. Public domain.

The God that holds you over the pit of hell, much as one holds a spider, or some loathsome insect over the fire, abhors you, and is dreadfully provoked: his wrath towards you burns like fire; he looks upon you as worthy of nothing else, but to be cast into the fire.

You hang by a slender thread, with the flames of divine wrath flashing about it, and ready every moment to singe it, and burn it asunder.

Step one: count the second persons. "Holds you", "abhors you", "towards you", "upon you", "you hang". Five in two short passages. The listener is never allowed to hear this as a description of someone else.

Step two: examine the tense. Holds, abhors, burns, looks, hang. Every verb is present. Nothing is predicted; everything is reported as already the case, which removes the interval in which a listener might postpone the problem.

Step three: identify the central figure. A person holding an insect over a flame. It is a domestic image, available to everybody, and it establishes an enormous disparity of power in one clause.

Step four: state what the figure imports. Casual indifference. Nobody holding a spider over a fire is engaged in a struggle, and the loathsomeness is not the spider's crime but the holder's opinion. The listener's position is not being punished so much as considered.

Step five: work the second image. A thread that could be singed at any moment. Weight is doing the work here, since a hanging body has weight and a thread has almost none, and the whole passage depends on the reader's physical sense of that imbalance.

Step six: state why the level delivery matters. A shouted sermon gives the listener something to react against, and reaction is a defense. A man reading terrible things calmly from a page offers nothing to resist. Contemporary accounts say the congregation interrupted him, which is the design working.

Step seven: place the passage in the structure. Puritan sermons ran text, doctrine, application, and the application was longest. The famous passages are application, which means they arrive after a doctrinal case has already been made and are addressed to people who have agreed to the premises.

Step eight: write the analysis sentence. "Edwards produces terror without raising his voice by keeping every verb in the present tense and every pronoun in the second person, so that a congregation hearing a calm man read from a page is told not what will happen to sinners but what is happening to them, now, while he reads."

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. When and where was the sermon preached?
    Show the full solution

    Enfield, Connecticut, 1741, during the Great Awakening

  2. How did Edwards deliver it?
    Show the full solution

    Reading from a manuscript in a level voice

  3. Name the three parts of a Puritan sermon.
    Show the full solution

    Text, doctrine, application

  4. What is the sermon's central figure?
    Show the full solution

    A person holding a spider or insect over a fire

  5. What does the listener hang by?
    Show the full solution

    A slender thread, with flames flashing about it

  6. What does the relentless second person accomplish?
    Show the full solution

    It denies the listener any position outside the danger. Five second-person pronouns in two short passages mean the sermon can never be heard as a description of sinners in general, which is the way a congregation would naturally prefer to hear it. The grammar removes the escape route before the images arrive. It prevents the listener from hearing it as being about someone else

  7. Why is every verb in the present tense?
    Show the full solution

    Because a future threat can be postponed and a present one cannot. Holds, abhors, burns, looks and hang report the situation as already the case rather than predicting it, which removes the interval in which a listener might resolve to deal with the problem later. The tense is doing the work that urgency usually requires volume for. A present threat cannot be postponed the way a future one can

  8. What quality does the spider image import?
    Show the full solution

    Casual indifference. Nobody holding a spider over a fire is engaged in a struggle or exerting effort, and the loathsomeness belongs to the holder's opinion rather than to anything the spider has done. The listener's position is not one of being punished after a contest; it is one of being considered, briefly, by something enormously larger. Effortless indifference rather than struggle or punishment

  9. Why does the level delivery increase the effect?
    Show the full solution

    A shouted sermon gives a listener something to react against, and reaction is a form of defense: one can find the preacher excessive and stop listening. A man reading terrible things calmly from a page offers nothing to resist, so the content arrives undiluted. Contemporary accounts report that the congregation interrupted him, which is the design working rather than failing. Calm delivery gives a listener nothing to react against

  10. What does the sermon's structure tell you about the famous passages?
    Show the full solution

    They are application, the last and longest of the three parts. That means they arrive after a doctrinal case has been laid out and are addressed to listeners who have already accepted the premises. The terror is not an opening gambit but a conclusion drawn from propositions the congregation had agreed to, which is why it could not be dismissed as mere frightening. They are the application, drawn from premises the congregation had already accepted

Lesson 1.5 · Unit 1 · RI.11-12.6, RI.11-12.5

The narrative that argued to a reading public

Equiano's autobiography was published in 1789, went through nine editions in his lifetime, and was written to change a specific law. It is the first major slave narrative in English and it is constructed as an argument throughout.

The key ideas
  1. Olaudah Equiano published The Interesting Narrative in 1789, in London, and it is in the public domain.
  2. He sold it by subscription and toured Britain promoting it, which makes it a commercial as well as a political act.
  3. His purpose was the abolition of the slave trade, which Parliament voted on repeatedly during the book's life.
  4. The book is addressed to a reading public with power, namely people who could petition and vote.
  5. He establishes ethos before he accuses, presenting himself as a Christian, a merchant and a British subject.
  6. The Middle Passage chapter is the book's evidentiary center and is written with deliberate restraint.
  7. The slave narrative as a genre begins here, and Douglass and Jacobs inherit its conventions.
  8. Its commercial success was part of the argument, since a bestselling book by a formerly enslaved man refuted a premise of the trade it opposed.

Where students lose marks: reading the book as a memoir that happens to be political. It was written to move votes, and every structural choice in it serves that purpose.

Worked example

The text. Olaudah Equiano, The Interesting Narrative of the Life of Olaudah Equiano, 1789. Public domain.

The closeness of the place, and the heat of the climate, added to the number in the ship, which was so crowded that each had scarcely room to turn himself, almost suffocated us. This produced copious perspirations, so that the air soon became unfit for respiration, from a variety of loathsome smells, and brought on a sickness among the slaves, of which many died.

O, ye nominal Christians! might not an African ask you, learned you this from your God, who says unto you, Do unto all men as you would men should do unto you?

Step one: examine the register of the first passage. Closeness, heat, number, crowded, perspirations, respiration, smells, sickness. The vocabulary is clinical and the syntax is causal: this produced that, which brought on the other.

Step two: state why he writes it this way. He is presenting evidence to readers disposed to suspect exaggeration from an interested witness. Clinical description cannot be dismissed as sensationalism, and a chain of physical causes reads as testimony rather than as complaint.

Step three: notice the one emotional word. "Loathsome" is the only judgment in the passage, and it is applied to smells rather than to people. Everything else is reported.

Step four: state the rhetorical economy. The reader supplies the horror. Equiano gives the conditions, the mechanism and the mortality and lets the conclusion form in the reader's own mind, where it is more durable than an accusation would be.

Step five: turn to the second passage. "O, ye nominal Christians!" The register changes completely, from clinical report to direct address in the language of a sermon.

Step six: identify the argument in it. He quotes the Golden Rule to people who profess it and asks whether they learned the trade from it. The argument is made entirely from the audience's own stated beliefs, which is the strongest available position.

Step seven: notice the word "nominal". He does not say they are not Christians. He says they are Christians in name, which is a narrower and more defensible charge and one they cannot answer without demonstrating otherwise.

Step eight: state what the structure accomplishes. Chapters of restrained evidence, punctuated by direct appeals grounded in the reader's own religion. The evidence earns the right to the appeal, and the appeal converts the evidence into an obligation. That combination is the slave narrative's basic form, and Douglass inherits it sixty years later.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. When and where was the Narrative published?
    Show the full solution

    London, 1789

  2. How did Equiano sell it?
    Show the full solution

    By subscription, touring Britain to promote it

  3. What was his purpose?
    Show the full solution

    The abolition of the slave trade

  4. What does he quote in the second passage?
    Show the full solution

    The Golden Rule

  5. Which writers inherit this genre?
    Show the full solution

    Douglass and Jacobs

  6. Why is the Middle Passage passage written clinically?
    Show the full solution

    Because it is evidence presented to readers disposed to suspect exaggeration from an interested witness. Clinical description of closeness, heat, crowding and the resulting sickness cannot be dismissed as sensationalism, and a chain of physical causes reads as testimony. The restraint is a response to a specific anticipated objection rather than a temperamental preference. Clinical evidence cannot be dismissed as sensationalism

  7. What does leaving the horror to the reader accomplish?
    Show the full solution

    A conclusion a reader forms is more durable than one they are handed, and it also cannot be attributed to the writer's bias. Equiano supplies the conditions, the mechanism and the mortality, and the only judgment in the passage is the word "loathsome" applied to smells. Everything the reader concludes about the trade they concluded themselves. A conclusion the reader forms cannot be blamed on the writer's bias

  8. Why is arguing from the Golden Rule the strongest available position?
    Show the full solution

    Because it makes the case entirely from the audience's own stated beliefs. A reader who professes Christianity cannot reject the premise without abandoning something they claim, and cannot accept it without confronting the question Equiano asks. Arguments built from an opponent's commitments leave them nowhere neutral to stand. It argues from the audience's own professed commitments

  9. Why is "nominal" the right word?
    Show the full solution

    It makes a narrower and more defensible charge. He does not say his readers are not Christians, which would be an accusation about their souls and easily rejected. He says they are Christians in name, which is a claim about the gap between profession and conduct and can only be answered by changing the conduct. It charges a gap between profession and conduct, not unbelief

  10. Describe the book's basic structure and what it accomplishes.
    Show the full solution

    Chapters of restrained evidence punctuated by direct appeals grounded in the reader's own religion. The evidence earns the right to make the appeal, and the appeal converts the evidence from information into an obligation. That alternation is the slave narrative's founding form, and Douglass is still using it sixty years later. Restrained evidence alternating with appeals from the reader's own beliefs

Lesson 1.6 · Unit 1 · RI.11-12.6, RI.11-12.3

The autobiography that invents the self-made man

Franklin's Autobiography is the origin of a figure who runs through the rest of this course and out the other side into American life. Gatsby has a version of Franklin's schedule in his pocket, and the novel says so.

The key ideas
  1. Franklin wrote the Autobiography in four parts between 1771 and 1790, and it was published after his death.
  2. It is addressed to his son in the first part and to a general public thereafter, and the shift changes the book.
  3. The self-made man is its invention: a person whose worth comes from effort rather than from birth.
  4. Franklin presents character as a project, with a list of thirteen virtues and a chart for tracking them.
  5. Appearance is treated as a legitimate tool, and he describes arranging to be seen working.
  6. The prose is plain and ironic, and the irony is usually at his own expense.
  7. The Puritan self-examination survives the theology, since the chart is a spiritual diary with the salvation removed.
  8. Fitzgerald quotes the structure directly in The Great Gatsby, which this course reaches in unit 5.

Where students lose marks: treating the book as sincere self-improvement writing. Franklin is often laughing, and an analysis that misses the irony reads a comedian as an earnest man with a chart.

Worked example

The text. Benjamin Franklin, The Autobiography, written 1771 to 1790. Public domain.

In order to secure my credit and character as a tradesman, I took care not only to be in reality industrious and frugal, but to avoid all appearances to the contrary. I drest plainly; I was seen at no places of idle diversion... and to show that I was not above my business, I sometimes brought home the paper I purchas'd at the stores thro' the streets on a wheelbarrow.

In reality, there is, perhaps, no one of our natural passions so hard to subdue as pride, disguise it, struggle with it, beat it down, stifle it, mortify it as much as one pleases, it is still alive, and will every now and then peep out and show itself; you will see it, perhaps, often in this history; for, even if I could conceive that I had compleatly overcome it, I should probably be proud of my humility.

Step one: read the first passage for its two halves. He was industrious in reality, and he avoided all appearances to the contrary. Those are different claims and he makes both.

Step two: examine the wheelbarrow. He carried paper through the streets in order to be seen doing it. The work was real and the visibility was arranged, and Franklin records the arrangement without embarrassment.

Step three: state what the passage argues. That reputation is a thing a person builds deliberately, like a business. This is a genuinely new idea in a culture that had understood character as given by God and confirmed by conduct.

Step four: connect it to the Puritans. Winthrop's colony was watched and judged by God; Franklin's tradesman is watched and judged by customers. The habit of living under observation survives, with the observer changed.

Step five: read the second passage carefully. He describes pride as unkillable, admits the reader will see it in the book, and then closes by observing that overcoming it would make him proud of his humility.

Step six: name the technique. A joke that concedes the charge. The sentence is funny and it is also an accurate account of a real difficulty, and Franklin gets the benefit of both.

Step seven: state why the irony matters to reading him. A reader who takes the thirteen virtues straight finds a priggish man with a chart. A reader who notices the jokes finds a man who knows exactly how the project looks and does it anyway, which is a more interesting and more American figure.

Step eight: point forward. Gatsby's father produces a boyhood schedule from his son's book: rise, dumbbell exercise, study electricity, practice elocution. Fitzgerald is quoting Franklin, and the novel's judgment of Gatsby is partly a judgment of this book. Unit 5 returns to it.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. When was the Autobiography written, and when published?
    Show the full solution

    Written between 1771 and 1790; published after Franklin's death

  2. What figure does the book invent?
    Show the full solution

    The self-made man, whose worth comes from effort rather than birth

  3. How does Franklin track his character?
    Show the full solution

    With a list of thirteen virtues and a chart

  4. What does he do with a wheelbarrow, and why?
    Show the full solution

    Carries paper through the streets so as to be seen not being above his business

  5. What does he say he would be proud of?
    Show the full solution

    His humility, if he ever overcame his pride

  6. What are the two separate claims in the first passage?
    Show the full solution

    That he was industrious and frugal in reality, and that he avoided all appearances to the contrary. Those are different things, and Franklin asserts both without pretending the second follows from the first. He is describing a reputation as something built deliberately alongside the conduct it reports, which is the passage's real subject. Actual industry, and the deliberate management of its appearance

  7. Why is the idea in that passage new?
    Show the full solution

    Because the culture it emerged from understood character as given by God and merely confirmed by conduct. Franklin treats reputation as a thing a person constructs on purpose, like a business, and records arranging his own visibility without embarrassment. That is a different theory of the self, and the rest of American literature argues with it. It treats character as constructed rather than given

  8. How does Franklin inherit the Puritans without their theology?
    Show the full solution

    Winthrop's colony lived under observation and judgment by God; Franklin's tradesman lives under observation and judgment by customers. The chart of thirteen virtues is a spiritual diary with the salvation removed. The habit of continuous self-examination survives entirely intact while the thing being examined for changes from grace to reputation. The habit of living under observation survives with the observer changed

  9. Analyze the sentence about pride.
    Show the full solution

    It concedes the charge in the form of a joke. He describes pride as unkillable, warns that the reader will see it throughout the book, and closes by noting that conquering it would make him proud of his humility. The sentence is funny and it is also an accurate account of a real difficulty, and Franklin collects the credit for both at once. It concedes the charge as a joke and is accurate at the same time

  10. What does missing the irony cost a reader?
    Show the full solution

    They find a priggish man with a chart, which is the standard complaint about the book. A reader who notices the jokes finds someone who knows exactly how the project looks from outside and undertakes it anyway, which is both funnier and more interesting. It also matters for unit 5, since Fitzgerald is answering the ironic Franklin and not the earnest one. A comedian read as an earnest man with a chart

Lesson 1.7 · Unit 1 · RI.11-12.6, RI.11-12.5

Persuasion written for everybody

Common Sense sold in numbers that are still extraordinary relative to the colonial population, and it did so because Paine made a deliberate decision about who he was writing for. The style is the argument.

The key ideas
  1. Thomas Paine published Common Sense anonymously in January 1776, and it is in the public domain.
  2. It sold in the hundreds of thousands in a colonial population of roughly two and a half million.
  3. Paine wrote for readers without classical education, avoiding Latin tags and legal citation on purpose.
  4. His images are domestic and biblical, since those were the two bodies of reference his audience shared.
  5. He attacks monarchy as an institution, not merely George III, which was a far more radical position than most colonists held.
  6. The pamphlet was designed to be read aloud, in taverns and to groups, which explains its rhythms.
  7. The American Crisis of December 1776 was written for the same purpose in worse circumstances.
  8. Accessibility was a political position, since writing so that ordinary people could judge the question assumed they were entitled to.

Where students lose marks: praising the prose as "simple" without connecting it to the argument. The plainness asserts that ordinary readers can decide the question, which is the pamphlet's most radical claim.

Worked example

The texts. Thomas Paine, Common Sense, January 1776, and The American Crisis, December 1776. Both public domain.

Small islands not capable of protecting themselves, are the proper objects for kingdoms to take under their care; but there is something very absurd, in supposing a continent to be perpetually governed by an island. In no instance hath nature made the satellite larger than its primary planet.

These are the times that try men's souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands it now, deserves the love and thanks of man and woman.

Step one: examine the first argument's form. It is an argument from scale and from nature. An island governing a continent is absurd in the way a satellite larger than its planet would be absurd.

Step two: state what that avoids. Legal argument entirely. There is no appeal to charters, to precedent, to the rights of Englishmen or to any document. A reader with no education can evaluate the claim, because it is about size.

Step three: state why that is the radical move. Colonial argument up to 1776 was largely legal and conducted by lawyers. Paine relocates the question into a domain where ordinary readers are competent judges, which asserts that they are entitled to judge.

Step four: identify the analogy's weakness. Nature has nothing to say about government, and the fact that planets are larger than moons is not evidence about constitutions. It is a strong figure and a weak argument, and a reader should be able to say both.

Step five: work the second passage's sound. "The summer soldier and the sunshine patriot." Alliteration on s, two parallel noun phrases, both coined for the occasion. The phrase is built to be repeated by people who heard it once.

Step six: state the circumstances. December 1776, after a string of defeats, with the army disintegrating. Washington had it read aloud to the troops. The prose is designed for the ear because it was going to be used that way.

Step seven: notice the concession. "These are the times that try men's souls" concedes that the situation is bad before asking anything. Paine does not open by denying the defeats, which is what makes the appeal credible.

Step eight: state the overall principle. Paine's accessibility is not a simplification of an argument made elsewhere in harder words. It is the argument: that this question belongs to everyone, and therefore must be written so that everyone can settle it.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. When was Common Sense published, and under what name?
    Show the full solution

    January 1776, anonymously

  2. Who did Paine write for?
    Show the full solution

    Readers without classical education

  3. What does he attack, beyond George III?
    Show the full solution

    Monarchy as an institution

  4. What is the satellite analogy?
    Show the full solution

    That nature never makes the satellite larger than its primary planet

  5. What happened to The American Crisis in December 1776?
    Show the full solution

    Washington had it read aloud to the troops

  6. Why is relocating the argument away from law the radical move?
    Show the full solution

    Colonial argument up to 1776 was largely legal, conducted by lawyers in terms of charters, precedent and the rights of Englishmen. Paine moves the question into a domain, relative size, where any reader is a competent judge. Doing so asserts that ordinary people are entitled to settle the question, which is a more radical claim than anything he says about monarchy. It asserts that ordinary readers are entitled to judge the question

  7. Assess the satellite analogy as an argument.
    Show the full solution

    It is a strong figure and a weak argument. Nature has nothing to say about government, and the relative sizes of planets and moons are not evidence about constitutions. A reader should be able to admire how memorable it is and still notice that it establishes nothing, which is the discipline this course has applied to Henry and to Thoreau as well. Memorable and rhetorically strong, but it proves nothing

  8. Analyze "the summer soldier and the sunshine patriot".
    Show the full solution

    Two parallel noun phrases, both alliterating on s, both coined for the occasion and neither requiring explanation. The phrase is built to survive a single hearing and be repeated, which matters because the text was read aloud to soldiers rather than distributed for study. The construction follows from how it was going to be used. Built for the ear, to survive one hearing and be repeated

  9. Why does Paine open the Crisis by conceding?
    Show the full solution

    Because the audience had just been defeated repeatedly and knew it. Opening with denial or encouragement would have been transparently false to men who had been retreating for months. "These are the times that try men's souls" grants the situation before asking anything, which is what makes everything after it credible. Denying the defeats would be obviously false to the men who lived them

  10. State the relationship between Paine's style and his argument.
    Show the full solution

    The accessibility is not a simplification of a case made elsewhere in harder words. It is the case. Writing so that a farmer can settle the question asserts that the question belongs to farmers, and the choice of domestic and biblical images over Latin and legal citation is therefore a political act performed at the level of vocabulary. The plainness asserts that the question belongs to everyone

Lesson 1.8 · Unit 1 · RI.11-12.5, RI.11-12.8

The Declaration as a piece of logical structure

The Declaration of Independence is usually read as a statement of ideals. It is actually a legal brief, structured as a syllogism, and reading it as an argument shows why it has been usable by people its authors did not have in mind.

The key ideas
  1. The Declaration was adopted on 4 July 1776, drafted chiefly by Jefferson and revised by Congress.
  2. It has four parts: a preamble, a statement of principles, a list of grievances, and a conclusion declaring independence.
  3. The structure is deductive. Major premise about when government may be altered, minor premise from the grievances, then the conclusion.
  4. The grievance list is the longest section by far, which tells you what the document thought needed proving.
  5. It is addressed to a candid world, meaning foreign powers whose recognition and aid were needed.
  6. Congress removed Jefferson's passage on the slave trade, and the deletion is part of the document's history.
  7. The phrase "all men are created equal" was stated more broadly than its authors' practice, which is what later reformers used.
  8. Douglass, Stanton and Lincoln all argue from it, which this course meets in units 3 and 5.

Where students lose marks: quoting the second paragraph and ignoring the other ninety percent. The grievances are the evidence, and an analysis that skips them has skipped the argument.

Worked example

The text. The Declaration of Independence, 1776. A founding document of the United States and in the public domain.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it.

To prove this, let Facts be submitted to a candid world.

He has refused his Assent to Laws, the most wholesome and necessary for the public good... He has dissolved Representative Houses repeatedly... He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.

Step one: lay out the deduction. Major premise: a government destructive of these ends may be altered or abolished by the people. Minor premise: this government has been destructive of these ends. Conclusion: it may be abolished, and these colonies are therefore independent.

Step two: locate each part in the text. The major premise is the second paragraph. The minor premise is the entire grievance list. The conclusion is the final paragraph. The document is a syllogism with the middle term documented.

Step three: count the proportions. The famous passage is one paragraph. The grievances run to twenty-seven specific charges. Four fifths of the document is evidence, which tells you what its authors expected to be challenged.

Step four: read "let Facts be submitted to a candid world". This is courtroom language. A candid world means impartial observers, and the audience being invited to judge is not Britain but France, Spain and the Netherlands, whose recognition and money the colonies needed.

Step five: notice the grammatical subject of the grievances. "He has refused", "He has dissolved", "He has kept". Twenty-seven sentences beginning with a single pronoun referring to the king.

Step six: state what that accomplishes. It personalizes the case against a man rather than a nation, which is diplomatically useful: France could support a quarrel with George III more comfortably than a quarrel with Britain, and the anaphora makes the pattern read as a design rather than a series of disputes.

Step seven: note the deletion. Jefferson's draft contained a passage blaming the king for the slave trade, and Congress removed it. A document asserting that all men are created equal, with its passage on slavery struck by the body adopting it, is a historical fact worth stating plainly.

Step eight: state why the overreach mattered. "All men are created equal" was stated far more broadly than its authors' practice. That gap is what Douglass, Stanton and Lincoln all use, and a document that had described its principle narrowly enough to match its conduct would have given them nothing.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. Name the four parts of the Declaration.
    Show the full solution

    Preamble, statement of principles, grievances, conclusion declaring independence

  2. How many grievances are listed?
    Show the full solution

    Twenty-seven

  3. Who is the "candid world"?
    Show the full solution

    Impartial foreign observers, particularly France, Spain and the Netherlands

  4. What did Congress remove from Jefferson's draft?
    Show the full solution

    A passage blaming the king for the slave trade

  5. Which later figures argue from the Declaration?
    Show the full solution

    Douglass, Stanton and Lincoln

  6. Set out the document as a syllogism and locate each part.
    Show the full solution

    Major premise: a government destructive of these ends may be altered or abolished, which is the second paragraph. Minor premise: this government has been destructive of these ends, which is the entire grievance list. Conclusion: these colonies are therefore independent, which is the final paragraph. The Declaration is a syllogism with its middle term documented at length. Principles, grievances and conclusion are the three parts of one deduction

  7. What do the proportions tell you?
    Show the full solution

    The famous passage is one paragraph and the grievances run to twenty-seven specific charges, so roughly four fifths of the document is evidence. Its authors evidently expected the principles to be granted and the factual case to be challenged. An analysis that quotes the second paragraph and ignores the rest has skipped what the document thought it had to prove. Four fifths is evidence, so the facts were what needed proving

  8. Why does every grievance begin with "He"?
    Show the full solution

    It personalizes the case against a man rather than a nation, which was diplomatically useful: France could support a quarrel with George III more comfortably than a quarrel with Britain. The anaphora also makes twenty-seven separate complaints read as a single design rather than a series of disputes, which is what the minor premise needs them to be. It personalizes the case and makes the grievances read as one design

  9. What does "let Facts be submitted to a candid world" reveal about the audience?
    Show the full solution

    It is courtroom language, and a candid world means impartial observers rather than the opposing party. The audience being invited to judge is not Britain but the European powers whose recognition, money and navies the colonies needed. The document is a brief submitted to potential allies, which explains why it argues rather than merely announces. It addresses foreign powers whose recognition was needed

  10. Why did the overreach of "all men are created equal" matter?
    Show the full solution

    The principle was stated far more broadly than its authors' practice, in a document whose passage on the slave trade was struck by the body adopting it. That gap is exactly what Douglass, Stanton and Lincoln later use. A declaration that had described its principle narrowly enough to match its conduct would have been useless to every reformer who came after. A principle broader than its practice is what later reformers could use

Unit 1 review · Origins and Revolution

Ten questions across the whole unit

Questions 1 to 5 check that you hold the terms. Questions 6 to 10 require you to reason across the eight lessons.

  1. Why did the Puritans favor plain style?
    Show the full solution

    Ornament draws attention to the preacher's skill rather than to the message, so simplicity was a theological commitment rather than a limitation. To keep attention on the message

  2. What are the four parts of the Puritan sermon?
    Show the full solution

    Text, doctrine, reasons, uses

  3. When did Anne Bradstreet's first collection appear, and how?
    Show the full solution

    1650, taken to London and published by her brother in law

  4. What does Franklin substitute for the Puritan question about pleasing God?
    Show the full solution

    Whether an action is useful

  5. What is the minor premise of the Declaration's argument?
    Show the full solution

    That this particular government has become destructive of these ends, proved by the grievance list

  6. Explain how Edwards' single sustained image does the work of a paragraph of doctrine.
    Show the full solution

    The spider held over a fire supplies scale, disgust and contingency at once. A congregation does not have to follow an argument about divine forbearance to feel the thread about to give way, and the image delivers in one sentence what exposition would need several paragraphs to establish. It makes the doctrine physical, so no argument is needed

  7. How does Bradstreet write private feeling inside a public theology?
    Show the full solution

    By stating the orthodox conclusion and letting the poem's weight fall elsewhere. The grief over the burned house or the dead grandchild is given many more lines than the submission that closes it, and a reader counting lines learns something the doctrine does not say. Orthodox conclusions, with the poem's weight on the grief

  8. Why does Equiano's narrative describe the ship rather than denounce it?
    Show the full solution

    Because description cannot be argued with. An eighteenth century reader could dismiss an abolitionist argument as partisan, and could not dismiss an account of the hold's air, the chains and the sounds, delivered by a man who was there. The restraint is strategic rather than emotional. Description resists the objections an argument would meet

  9. State what Franklin invented, and what it cost.
    Show the full solution

    The self-made man, and the idea that character is a project with a method. What it cost appears in unit 5, where Gatsby follows the schedule exactly and it kills him. Fitzgerald delivers the verdict by quoting the founding document into a dead boy's notebook. Character as a project; unit 5 shows what it costs

  10. Why does the Declaration's grievance list come after the preamble rather than before?
    Show the full solution

    Because the preamble supplies the major premise, that governments exist to secure certain rights and may be altered when they fail. Without it the grievances are complaints; after it they are the minor premise of a syllogism whose conclusion is already agreed. Order is the argument. The preamble supplies the premise that makes the grievances proof

Lesson 2.1 · Unit 2 · RL.11-12.9, RI.11-12.9

What the Romantics were reacting against

Romanticism is easiest to define by what it refused. It arrived in America about 1830 into a culture with two established positions about the self, and it rejected both, which is why it felt like liberation rather than a new doctrine.

The key ideas
  1. American Romanticism runs roughly from 1830 to 1865, beginning with Emerson and ending with the Civil War.
  2. It rejected the Puritan account of the self as depraved and dependent on grace for any worth.
  3. It also rejected the Enlightenment account, in which reason is the highest faculty and nature is a mechanism to be measured.
  4. Intuition is the central claim: that direct perception reaches truths reason cannot.
  5. Nature becomes a source of instruction rather than a resource or a danger.
  6. The individual outranks the institution, including the church, the state and social opinion.
  7. Transcendentalism is the American branch, centered in Concord, Massachusetts, around Emerson.
  8. Dark Romanticism is the countercurrent, in Hawthorne, Poe and Melville, which accepted the emphasis on the interior and denied that what is inside is good.

Where students lose marks: defining Romanticism as "about nature and feelings". Every one of its claims is a position taken against a specific earlier position, and naming what is being refused is the analysis.

Worked example

The text. Ralph Waldo Emerson, "Nature", 1836. Public domain.

Our age is retrospective. It builds the sepulchres of the fathers. It writes biographies, histories, and criticism. The foregoing generations beheld God and nature face to face; we, through their eyes. Why should not we also enjoy an original relation to the universe?

Standing on the bare ground, my head bathed by the blithe air, and uplifted into infinite space, all mean egotism vanishes. I become a transparent eye-ball; I am nothing; I see all; the currents of the Universal Being circulate through me; I am part or particle of God.

Step one: identify the target of the first passage. "It builds the sepulchres of the fathers." He is describing a culture that reveres its ancestors and reads about God instead of encountering anything.

Step two: state what he proposes instead. "An original relation to the universe." Original here means first-hand rather than novel. He is asking for direct experience where the culture offers commentary.

Step three: connect this to the Puritans. Unit 1 showed a tradition in which the self is worthless and truth comes through scripture and ministry. Emerson is asking whether a person might reach God without those intermediaries, which for a former minister is a specific and costly claim.

Step four: connect it to the Enlightenment. The passage rejects biographies, histories and criticism, which are the products of rational scholarly method. He is refusing measured knowledge as well as revealed knowledge, and the refusal is even handed.

Step five: work the transparent eyeball. It is a famous and much-mocked image, and it is precise. Transparent means nothing of the self obstructs; an eyeball is nothing but receptivity. The figure describes a person reduced entirely to perception.

Step six: notice the contradiction in it. "I am nothing; I see all." The sentence makes self-annihilation and total comprehension the same event. That paradox is Transcendentalism's whole claim compressed into six words, and it is either profound or unfalsifiable depending on the reader.

Step seven: state the objection fairly. Nothing in this can be tested. Intuition that reaches truths reason cannot is, by construction, not answerable to reason. Hawthorne, Poe and Melville made exactly this objection, which is why unit 2 ends with them.

Step eight: state the method. For every Romantic text in this unit, ask what it refuses. Emerson refuses inherited authority; Thoreau refuses inherited economy; Fuller refuses an inherited limit on who the argument covers; Hawthorne and Melville refuse the optimism. Each is a response, not a mood.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. What period does American Romanticism cover?
    Show the full solution

    Roughly 1830 to 1865

  2. Name the two accounts of the self it rejected.
    Show the full solution

    The Puritan account of depravity and the Enlightenment account of reason as highest

  3. What is Transcendentalism, and where was it centered?
    Show the full solution

    The American branch of Romanticism, centered in Concord, Massachusetts

  4. What is Dark Romanticism?
    Show the full solution

    The countercurrent in Hawthorne, Poe and Melville, which denied that what is inside is good

  5. What does Emerson ask for in the first passage?
    Show the full solution

    An original relation to the universe

  6. What does "original" mean in Emerson's demand?
    Show the full solution

    First-hand rather than novel. He is not asking for a new relation nobody has had; he is asking to encounter God and nature directly rather than through the accounts of earlier generations. The complaint is that his age builds sepulchres and writes criticism, which means it reads about experience instead of having any. First-hand rather than novel

  7. Show that the passage refuses both earlier positions.
    Show the full solution

    Against the Puritans, it proposes that a person might reach God without scripture or ministry, which is a costly claim for a former minister to make. Against the Enlightenment, it dismisses biographies, histories and criticism, the products of rational scholarly method. The refusal is even handed: neither revealed nor measured knowledge satisfies the demand for direct encounter. It bypasses both revealed and measured knowledge

  8. Explain why the transparent eyeball image is precise.
    Show the full solution

    Transparent means nothing of the self obstructs the view, and an eyeball is nothing but receptivity, an organ with no purpose except to take in. The figure therefore describes a person reduced entirely to perception with the personality subtracted. It is mocked because it sounds absurd when visualized, and it is exact about the state Emerson is claiming. It describes a person reduced entirely to receptivity

  9. Analyze "I am nothing; I see all."
    Show the full solution

    It makes self-annihilation and total comprehension the same event, joined by a semicolon that asserts the connection without explaining it. Six words carry the whole Transcendentalist claim: that losing the ordinary self is the condition of seeing everything. Whether that is profound or unfalsifiable depends on the reader, which is precisely the problem the next lessons will pursue. Self-annihilation and total vision are asserted as one event

  10. State the objection Hawthorne, Poe and Melville make.
    Show the full solution

    That nothing in the claim can be tested. An intuition reaching truths reason cannot is by construction not answerable to reason, so there is no way to distinguish insight from conviction. The Dark Romantics accept Emerson's emphasis on the interior and deny his assumption that what is found there is good, which is why this unit ends with them. Untestable intuition, and no guarantee that the interior is good

Lesson 2.2 · Unit 2 · RI.11-12.5, RI.11-12.6

The essay as an instrument of thought

Emerson's essays do not argue in the way unit 1's documents do. They accumulate, circle and assert, and students trained on thesis-and-evidence often conclude that they are badly organized. It is worth asking what they are organized for instead.

The key ideas
  1. Emerson lived from 1803 to 1882, was ordained as a Unitarian minister, and resigned in 1832.
  2. "Self-Reliance" was published in 1841 and is in the public domain.
  3. The essays came from journals and lectures, which explains their construction: they are assembled from separate insights.
  4. They proceed by assertion rather than by demonstration, which is a method rather than a failure.
  5. The unit of thought is the sentence, and many sentences could be removed without damaging the paragraph.
  6. The intended effect is provocation, not conviction, since the reader is meant to test each claim against their own experience.
  7. That method follows from the doctrine, because an essay arguing for self-reliance cannot consistently demand that a reader accept its conclusions.
  8. Reading him means arguing back, which is the only reading the essays make room for.

Where students lose marks: complaining that Emerson never proves anything. He does not, deliberately, and the analysis is to explain why an essay about self-reliance would be self-defeating if it did.

Worked example

The text. Ralph Waldo Emerson, "Self-Reliance", 1841. Public domain.

There is a time in every man's education when he arrives at the conviction that envy is ignorance; that imitation is suicide; that he must take himself for better, for worse, as his portion; that though the wide universe is full of good, no kernel of nourishing corn can come to him but through his toil bestowed on that plot of ground which is given to him to till.

Society everywhere is in conspiracy against the manhood of every one of its members. Society is a joint-stock company, in which the members agree, for the better securing of his bread to each shareholder, to surrender the liberty and culture of the eater.

Step one: count the propositions in the first passage. Envy is ignorance. Imitation is suicide. A person must accept themselves as their portion. Nothing nourishing arrives except through one's own labor on one's own ground. Four claims in one sentence.

Step two: look for the support. There is none. No example, no evidence, no intermediate reasoning connects any claim to any other. They are placed in a series and joined by semicolons.

Step three: state what the semicolons do. They assert connection without specifying it. The reader is given four propositions that feel related and is left to work out how, which is a genuine intellectual task rather than a gap.

Step four: test the removability of a sentence. Take out "envy is ignorance" and the passage still works. Take out any paragraph of "Self-Reliance" and the essay still works. The structure is additive rather than sequential.

Step five: connect the method to the doctrine. An essay demanding self-reliance cannot consistently prove its case, because proof would make the reader rely on Emerson. The form has to leave the work undone or it contradicts its content.

Step six: work the joint-stock company image. Society is a corporation in which members trade liberty for bread, and Emerson names the trade precisely: the shareholder gets security and the eater loses culture. It is a commercial metaphor applied to a spiritual claim, which is characteristic of him.

Step seven: identify what makes the image work. A joint-stock company is voluntary, and so, Emerson implies, is the surrender. Nobody is being oppressed in this figure; everyone has agreed. That is a harder charge than tyranny would be.

Step eight: state how to read him. Take each sentence as a proposal and test it against something you know. "Imitation is suicide" is either true of your own experience or it is not, and Emerson supplies nothing to settle it. Reading him passively produces either irritation or a collection of slogans, which is why arguing back is the only reading the essays allow.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. When was "Self-Reliance" published?
    Show the full solution

    1841

  2. Where did the essays come from?
    Show the full solution

    Journals and lectures

  3. What is the unit of thought in an Emerson essay?
    Show the full solution

    The sentence

  4. What does he compare society to?
    Show the full solution

    A joint-stock company

  5. Name two of the four propositions in the first passage.
    Show the full solution

    Envy is ignorance; imitation is suicide; one must accept oneself as one's portion; nothing nourishing comes but through one's own toil

  6. What do the semicolons in the first passage accomplish?
    Show the full solution

    They assert connection without specifying it. Four separate propositions are placed in a series and joined by punctuation that implies they belong together, with no reasoning supplied to show how. The reader is handed a genuine intellectual task rather than a gap in the argument, and whether they perform it determines what the sentence is worth to them. They assert a connection and leave the reader to construct it

  7. Demonstrate that the structure is additive rather than sequential.
    Show the full solution

    Remove "envy is ignorance" and the passage still works. Remove any paragraph of "Self-Reliance" and the essay still works, because no paragraph depends on a previous one having established something. The parts accumulate rather than build, which is what you would expect from a text assembled out of journal entries and delivered as lectures. Any sentence or paragraph can be removed without damage

  8. Why would proving the case be self-defeating?
    Show the full solution

    An essay demanding self-reliance cannot consistently ask a reader to rely on it. If Emerson supplied a complete argument, accepting his conclusion would be an act of deference to Emerson, which is precisely what the essay is against. The form has to leave the work undone or the content contradicts itself, so the method follows from the doctrine. Proof would require the reader to rely on Emerson

  9. What makes the joint-stock company image effective?
    Show the full solution

    A joint-stock company is voluntary. Nobody in the figure is oppressed; everyone has agreed, in exchange for the better securing of bread. That makes the charge harder than tyranny would be, because it locates the loss of liberty in a bargain people accepted rather than in a force imposed on them, and it leaves no villain to blame. It makes the surrender voluntary, which is a harder charge than tyranny

  10. How should a student read Emerson?
    Show the full solution

    By taking each sentence as a proposal and testing it against something they know. "Imitation is suicide" is either true of their experience or it is not, and Emerson supplies nothing to settle it. Reading passively produces either irritation at the lack of proof or a collection of slogans, and arguing back is the only reading the essays make room for. Test each sentence against your own experience

Lesson 2.3 · Unit 2 · RI.11-12.4, RI.11-12.8

The aphorism, and the problem of consistency

Emerson's most famous sentences are aphorisms, which are designed to be detachable. That is their strength and the source of nearly every misuse of him, including the most quoted sentence he ever wrote.

The key ideas
  1. An aphorism is a short, self-contained statement that claims a general truth.
  2. Its power comes from compression, which is also why it survives separation from its context.
  3. Emerson wrote for detachability, since he assembled essays from journal sentences and expected them to be quoted.
  4. "A foolish consistency is the hobgoblin of little minds" is his most quoted sentence and is routinely quoted without the adjective that governs it.
  5. "Foolish" is doing all the work, and removing it converts a defensible claim into an indefensible one.
  6. The essays contradict each other, and Emerson says openly that he does not mind.
  7. That refusal is a position about how thinking works, not carelessness.
  8. Analyzing an aphorism means restoring its context and then asking whether it survives the restoration.

Where students lose marks: quoting Emerson's aphorisms approvingly without examining them. Each one is a claim, and the exercise is to test it, not to display it.

Worked example

The text. Ralph Waldo Emerson, "Self-Reliance", 1841. Public domain.

A foolish consistency is the hobgoblin of little minds, adored by little statesmen and philosophers and divines. With consistency a great soul has simply nothing to do. He may as well concern himself with his shadow on the wall. Speak what you think now in hard words, and to-morrow speak what to-morrow thinks in hard words again, though it contradict every thing you said to-day.

To be great is to be misunderstood.

Step one: restore the adjective. The sentence is almost always quoted as "consistency is the hobgoblin of little minds". Emerson wrote "a foolish consistency", and the adjective limits the claim to one kind.

Step two: state the difference. Without "foolish", the sentence says that holding a position from one day to the next is a mark of stupidity, which nobody can defend. With it, the sentence says that consistency maintained for its own sake, against new evidence, is a failing. That is arguable and probably true.

Step three: notice who is named. Statesmen, philosophers and divines: the three professions whose authority rests on having held a position publicly. The insult is aimed at exactly the people for whom changing one's mind is expensive.

Step four: work the instruction that follows. Speak what you think now in hard words, and tomorrow speak what tomorrow thinks. "Hard" means firm and unequivocal, so he is not recommending hedging. He wants full commitment now and full revision later.

Step five: state the objection. A person who follows this instruction is unreliable in any practical matter. Contracts, promises and institutions all depend on people saying tomorrow what they said today. Emerson has no answer to this and does not offer one.

Step six: examine the second aphorism. "To be great is to be misunderstood." It is memorable, quotable, and logically invalid in the direction it is usually used.

Step seven: name the fallacy. Emerson asserts that greatness implies being misunderstood. The sentence is almost always deployed to mean the reverse, that being misunderstood implies greatness, which is affirming the consequent and is false. Every crank in history has used it.

Step eight: state the procedure for any aphorism. Restore the full sentence, identify the qualifying words, state the claim in plain prose, and then ask whether it is true. An aphorism that survives that treatment is worth quoting, and most do not survive it intact, including two of Emerson's most famous.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. Define an aphorism.
    Show the full solution

    A short self-contained statement claiming a general truth

  2. Quote Emerson's most famous sentence in full.
    Show the full solution

    "A foolish consistency is the hobgoblin of little minds, adored by little statesmen and philosophers and divines."

  3. Which three professions does he name?
    Show the full solution

    Statesmen, philosophers and divines

  4. What does he instruct the reader to do tomorrow?
    Show the full solution

    Speak what tomorrow thinks in hard words, though it contradict everything said today

  5. What is the other aphorism examined here?
    Show the full solution

    "To be great is to be misunderstood"

  6. What does dropping "foolish" do to the claim?
    Show the full solution

    It converts a defensible claim into an indefensible one. Without the adjective, the sentence says that holding a position from one day to the next marks a small mind, which nobody can defend. With it, the claim is that consistency maintained for its own sake against new evidence is a failing, which is arguable and probably true. One word carries the entire difference. It turns an arguable claim into one nobody could defend

  7. Why are statesmen, philosophers and divines the right targets?
    Show the full solution

    Their authority rests on having held positions publicly, so changing their minds is expensive in a way it is not for other people. Emerson aims the insult precisely at those with a professional incentive to remain consistent regardless of evidence, which makes the charge specific rather than general grumbling about stubbornness. Their authority depends on having held positions publicly

  8. What is the strongest objection to the instruction that follows?
    Show the full solution

    A person who speaks in hard words today and contradicts it tomorrow is unreliable in every practical matter. Contracts, promises, institutions and friendships all depend on people saying tomorrow what they said today. Emerson offers no answer to this and does not appear to think one is needed, which is a real limitation in the essay. It makes a person unreliable in every practical matter

  9. Name the fallacy in how "to be great is to be misunderstood" is used.
    Show the full solution

    Emerson asserts that greatness implies being misunderstood. The sentence is almost always deployed to mean that being misunderstood implies greatness, which is affirming the consequent and is invalid. The reversal is what makes it useful to every crank in history, and noticing the direction of the implication is the whole of the analysis. Affirming the consequent: misunderstood does not imply great

  10. State the procedure for analyzing any aphorism.
    Show the full solution

    Restore the full sentence, identify the qualifying words, state the claim in plain prose, and ask whether it is true. An aphorism that survives that treatment is worth quoting. Most do not survive it intact, including two of Emerson's most famous, and finding that out is a more useful exercise than collecting quotations. Restore, identify qualifiers, restate plainly, then test

Lesson 2.4 · Unit 2 · RI.11-12.3, RI.11-12.6

Walden, and the terms of the experiment

Thoreau describes Walden as an experiment, and the word is worth taking literally. He states a hypothesis, sets conditions, keeps accounts, and reports results, which makes the book testable in a way Emerson's essays are not.

The key ideas
  1. Thoreau lived at Walden Pond from July 1845 to September 1847, two years and two months.
  2. Walden was published in 1854 and is in the public domain.
  3. The book compresses two years into one, running from summer to spring, which is a structural choice rather than a record.
  4. The hypothesis is that most labor is unnecessary, because most of what it purchases is not needed.
  5. The first chapter, "Economy", is the longest and contains itemized accounts of what the house and the food cost.
  6. The land was Emerson's and the pond is about a mile and a half from Concord center, which critics have always noted.
  7. "Simplify, simplify" is the book's instruction, and the repetition is deliberate and slightly funny.
  8. The ending insists the experiment is not a recommendation, since he left and advises nobody to copy him.

Where students lose marks: either mocking Thoreau for taking his laundry to town or accepting the book uncritically. The useful reading tests the experiment on its own stated terms.

Worked example

The text. Henry David Thoreau, Walden, 1854. Public domain.

I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived.

Boards ............ 8 03 1/2, mostly shanty boards.
Refuse shingles for roof and sides ... 4 00
Laths ............ 1 25
In all ........... 28 12 1/2

I left the woods for as good a reason as I went there. Perhaps it seemed to me that I had several more lives to live, and could not spare any more time for that one.

Step one: identify the hypothesis. That a person can live deliberately by confronting only essential facts, and that most of what fills a life is not essential. The sentence states a claim and a method.

Step two: notice the conditional. "See if I could not learn what it had to teach." He does not assert that the woods teach anything. He proposes to find out, which is the grammar of an experiment rather than a sermon.

Step three: examine the accounts. Boards at eight dollars three and a half cents, refuse shingles at four dollars, laths at one dollar twenty-five. The total house cost twenty-eight dollars twelve and a half cents, itemized to the half cent.

Step four: state why the accounts matter. They make the claim checkable. A reader who thinks a person cannot live on very little is given the figures and invited to dispute them. No Emerson essay offers anything a reader could audit, and this one does.

Step five: state the standard objection. The land was Emerson's, the pond is a mile and a half from town, he had dinner at the Emersons' and took laundry home. The experiment was not isolation and Thoreau never claimed it was.

Step six: assess the objection. It is accurate and it does not touch the hypothesis. The claim was that most labor is unnecessary, not that a person can survive without society. Walking to town does not falsify a thesis about expenditure.

Step seven: work the repetition. "Simplify, simplify." He could have written it once, and he says so elsewhere in a joke about the same problem. The doubled word enacts exactly the excess it recommends against, and Thoreau is a funnier writer than his reputation allows.

Step eight: read the departure. He left for as good a reason as he went, because he had more lives to live. The book therefore refuses to be a program: the experiment is reported, the results are given, and the reader is not told to repeat it. That refusal is what distinguishes Walden from a manifesto.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. How long did Thoreau live at Walden, and when was the book published?
    Show the full solution

    Two years and two months, from 1845; published 1854

  2. What structural change does the book make to the chronology?
    Show the full solution

    It compresses two years into one, running summer to spring

  3. What did the house cost?
    Show the full solution

    Twenty-eight dollars, twelve and a half cents

  4. Whose land was the cabin on?
    Show the full solution

    Emerson's

  5. Why does he say he left?
    Show the full solution

    He had several more lives to live and could not spare more time for that one

  6. Why does the conditional in the first passage matter?
    Show the full solution

    "See if I could not learn what it had to teach" does not assert that the woods teach anything. It proposes to find out. That is the grammar of an experiment rather than a sermon, and it distinguishes Thoreau from Emerson, who asserts. The difference is visible in a single clause and it runs through both books. It proposes to find out rather than asserting a result

  7. What do the itemized accounts accomplish?
    Show the full solution

    They make the claim checkable. A reader who doubts that a person can live on very little is handed the figures, to the half cent, and invited to dispute them. No Emerson essay offers anything a reader could audit. Thoreau converts a Transcendentalist claim into something with evidence attached, which is the book's methodological innovation. They make a Transcendentalist claim auditable

  8. State the standard objection and assess it.
    Show the full solution

    The land was Emerson's, the pond is a mile and a half from Concord, he dined with the Emersons and took laundry home. All of that is accurate and none of it touches the hypothesis, which was that most labor is unnecessary rather than that a person can survive without society. Walking to town does not falsify a thesis about expenditure. Accurate, and it refutes a claim Thoreau never made

  9. What is doing the work in "Simplify, simplify"?
    Show the full solution

    The repetition enacts exactly the excess it recommends against. Saying it once would have been sufficient, and Thoreau knows that, which is why the doubled word is a joke as well as an instruction. He is a funnier writer than his reputation allows, and noticing the humor changes how the whole book reads. The repetition performs the excess it warns against, as a joke

  10. Why does the ending matter to how the book should be read?
    Show the full solution

    He leaves, and says he left for as good a reason as he went. The book therefore refuses to be a program: it reports an experiment, gives the results, and declines to instruct anyone to repeat it. That refusal is what separates Walden from a manifesto and is the part most often ignored by both its admirers and its mockers. It reports an experiment and refuses to prescribe it

Lesson 2.5 · Unit 2 · RI.11-12.8, RI.11-12.6

Civil Disobedience as an argument

"Resistance to Civil Government" is a piece of political philosophy with a specific occasion and a specific proposal. Reading it as an argument, rather than as an inspirational text, shows both how strong and how uneven it is.

The key ideas
  1. Thoreau published the essay in 1849, originally as "Resistance to Civil Government", and it is in the public domain.
  2. The occasion was his arrest in 1846 for refusing to pay a poll tax, in protest against slavery and the Mexican War.
  3. He spent one night in jail, because someone paid the tax for him against his wishes.
  4. The central claim is that a citizen's first obligation is to conscience, and that obedience to unjust law makes one an agent of it.
  5. The proposal is specific: withdraw practical support, chiefly by refusing taxes, and accept the consequences.
  6. The argument's strongest section concerns complicity, and it is supported by a concrete example.
  7. Its weakest sentences are unsupported universals, as lesson 5.4 of English 9 examined in detail.
  8. The essay's influence on later movements is historically documented and is a separate matter from whether its reasoning holds.

Where students lose marks: treating influence as proof. That an argument changed history says nothing about whether its premises were sound, and a strong essay assesses the two separately.

Worked example

The text. Henry David Thoreau, "Resistance to Civil Government", 1849. Public domain.

Law never made men a whit more just; and, by means of their respect for it, even the well-disposed are daily made the agents of injustice.

Unjust laws exist: shall we be content to obey them, or shall we endeavor to amend them, and obey them until we have succeeded, or shall we transgress them at once?

Under a government which imprisons any unjustly, the true place for a just man is also a prison.

Step one: split the first sentence. "Law never made men a whit more just" is a universal negative about all law at all times. "The well-disposed are daily made the agents of injustice" is a specific claim about complicity. They are joined by a semicolon and are not the same kind of statement.

Step two: assess each. The first is asserted with no evidence anywhere in the essay and a single counterexample defeats it. The second is supported, by the example of citizens funding a war and an institution through their taxes, and it is the essay's real contribution.

Step three: state why the distinction matters. A reader who accepts the sentence whole has accepted an indefensible claim alongside a defensible one. Evaluation means separating them, which is a more useful skill than agreeing or disagreeing with Thoreau.

Step four: examine the second passage's structure. Three options: obey, amend while obeying, or transgress at once. Thoreau states all three fairly before choosing, which is an honest presentation of the alternatives.

Step five: identify what he does with option two. He rejects amendment while obeying on the grounds that the machine of injustice keeps running during the delay. That is a real argument with a real cost, and the reader is given enough to disagree.

Step six: locate the warrant in the third passage. The conclusion that a just person belongs in prison rests on the unstated assumption that a just person must share the condition of those wronged. An opponent would contest exactly there, arguing that a free person is more useful.

Step seven: state the practical objection. The proposal requires that the state notice. Thoreau's night in jail ended because a relative paid the tax, which is precisely the failure mode: a protest that others can quietly cancel does not impose the cost it needs to impose.

Step eight: separate influence from soundness. The essay demonstrably shaped later movements. That is a fact about its reception and not evidence about its reasoning, and an essay that cites influence as proof has committed the same error as one that cites popularity. Both questions are worth answering and they are different questions.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. What was the essay originally called, and when was it published?
    Show the full solution

    "Resistance to Civil Government", 1849

  2. What was the occasion?
    Show the full solution

    His 1846 arrest for refusing a poll tax, protesting slavery and the Mexican War

  3. How long was he in jail, and why did it end?
    Show the full solution

    One night; someone paid the tax against his wishes

  4. What three options does he set out?
    Show the full solution

    Obey, amend while obeying, or transgress at once

  5. What is his practical proposal?
    Show the full solution

    Withdraw practical support, chiefly by refusing taxes, and accept the consequences

  6. Split the first sentence and assess each half.
    Show the full solution

    "Law never made men a whit more just" is a universal negative about all law at all times, asserted with no evidence anywhere in the essay and defeated by a single counterexample. "The well-disposed are daily made the agents of injustice" is a specific claim about complicity, supported by citizens funding a war and slavery through taxes, and it is the essay's real contribution. An unsupported universal joined to a supported particular

  7. What does fair presentation of the three options accomplish?
    Show the full solution

    It makes the choice an argument rather than an assertion. Thoreau states obedience, amendment while obeying, and immediate transgression without weakening any of them, then rejects the second on the ground that the machine keeps running during the delay. A reader is given enough to disagree, which is what distinguishes this passage from the unsupported universal. It gives the reader enough to disagree with the choice

  8. Identify the warrant in the prison sentence.
    Show the full solution

    That a just person must share the condition of those unjustly treated. Nothing in the sentence argues for it, and an opponent would contest exactly there, holding that a just person is more useful at liberty working for change. Locating the warrant identifies the real point of disagreement, which the memorable phrasing conceals. That a just person must share the condition of the wronged

  9. What does the night in jail reveal about the proposal?
    Show the full solution

    It ended because a relative paid the tax against his wishes, which is precisely the failure mode of the method. A protest that consists of withholding money can be quietly canceled by anyone willing to supply the money, so the cost Thoreau needed to impose on the state was never imposed. The essay does not address this. A withheld payment can be quietly supplied by someone else

  10. Why must influence and soundness be assessed separately?
    Show the full solution

    That an argument changed history is a fact about its reception, not evidence about its premises. Citing influence as proof commits the same error as citing popularity, and plenty of unsound arguments have been enormously influential. Both questions are worth answering, and an essay that runs them together has answered neither. Influence is a fact about reception, not about reasoning

Lesson 2.6 · Unit 2 · RI.11-12.6, RI.11-12.9

The argument extended to a question it had avoided

Fuller was the most learned of the Transcendentalists and the first to notice that the movement's central claim had an obvious application nobody was making. Her book makes it, and it makes it from inside the group's own premises.

The key ideas
  1. Margaret Fuller lived from 1810 to 1850 and edited The Dial, the Transcendentalist journal, from 1840.
  2. Woman in the Nineteenth Century was published in 1845 and is in the public domain.
  3. It grew out of an essay published in The Dial in 1843 under a longer title.
  4. The argument is from Transcendentalist premises: if every soul has a direct relation to truth, the claim cannot be restricted by sex.
  5. She argues from within the movement, which means her opponents cannot reject her premises without rejecting their own.
  6. Her method is comparative and historical, drawing on Greek, Roman and European examples across the whole book.
  7. She was the first American woman to work as a foreign correspondent, reporting from Italy for the New-York Tribune.
  8. The book preceded Seneca Falls by three years and influenced the organizers directly.

Where students lose marks: treating Fuller as an appendix to Emerson. Her argument is stronger than his because it is deductive: she takes a premise the movement holds and shows where it leads.

Worked example

The text. Margaret Fuller, Woman in the Nineteenth Century, 1845. Public domain.

What woman needs is not as a woman to act or rule, but as a nature to grow, as an intellect to discern, as a soul to live freely and unimpeded, to unfold such powers as were given her when we left our common home.

Let them be sea-captains, if you will. I do not doubt there are women well fitted for such an office.

Step one: identify the premise she is using. That a soul has a direct relation to truth and must unfold its own powers. That is Emerson's claim, stated in Emerson's vocabulary, and Fuller does not argue for it.

Step two: state the deduction. If a soul must unfold freely, and women have souls, then women must unfold freely. She does not need to prove anything the movement has not already asserted.

Step three: notice the rhetorical position this creates. Her opponents in Concord cannot reject the premise without rejecting their own central doctrine. The argument is designed so that agreement with Emerson entails agreement with Fuller.

Step four: work the first passage's distinction. "Not as a woman to act or rule, but as a nature to grow." She declines to argue about female qualities entirely and relocates the question to what any soul requires, which removes the ground every opposing argument stood on.

Step five: state what that avoids. Any claim about women's special capacities invites a dispute about whether those capacities exist. Fuller's formulation cannot be met that way, because it makes no claim about women except that they are souls.

Step six: work the sea-captains sentence. It is the most quoted line in the book and it is deliberately extreme. She picks the occupation her readers would find most absurd and grants it without hesitation.

Step seven: state what the extremity accomplishes. It tests the principle at its limit. A reader who accepts that souls must unfold freely and then balks at sea captains has to explain where the line falls and why, and there is no answer available from the premise they have accepted.

Step eight: write the analysis sentence. "Fuller builds her case entirely out of Transcendentalist premises rather than feminist ones, so that a reader who has accepted Emerson's account of the soul is already committed to her conclusion, and her one famous concrete example is chosen to be extreme precisely because the principle has to be tested where it costs something."

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. What did Fuller edit, and from when?
    Show the full solution

    The Dial, the Transcendentalist journal, from 1840

  2. When was Woman in the Nineteenth Century published?
    Show the full solution

    1845

  3. What does Fuller say woman needs?
    Show the full solution

    Not to act or rule as a woman, but as a nature to grow and a soul to live freely

  4. What occupation does she name?
    Show the full solution

    Sea-captains

  5. What event did the book precede, and by how long?
    Show the full solution

    Seneca Falls, by three years

  6. Why is arguing from Transcendentalist premises so effective here?
    Show the full solution

    Her opponents in Concord cannot reject the premise without rejecting their own central doctrine. Fuller does not argue that a soul has a direct relation to truth; she takes it from Emerson, in Emerson's vocabulary, and draws the inference. The argument is constructed so that agreeing with Emerson entails agreeing with her. Rejecting her premise means rejecting the movement's own doctrine

  7. What does relocating the question away from female qualities avoid?
    Show the full solution

    Any claim about women's special capacities invites a dispute about whether those capacities exist, which is a debate her opponents would have been happy to conduct. Fuller makes no claim about women except that they are souls, so the only way to meet her is to deny that, and nobody in her audience was willing to. It removes the ground every opposing argument stood on

  8. Why is the sea-captains example chosen?
    Show the full solution

    Because it is the occupation her readers would find most absurd, and she grants it without hesitation. Testing a principle at its most comfortable point proves nothing; testing it where it costs something is the only test that counts. The example is extreme on purpose, and the casualness of "if you will" is part of the effect. It tests the principle at its most expensive point

  9. What must a reader who balks at the sea-captains line explain?
    Show the full solution

    Where the line falls and why. Having accepted that a soul must unfold its own powers freely, they need a principled reason for stopping short of one occupation, and the premise they have accepted supplies none. The example is constructed so that refusing it requires abandoning something already granted. Where the limit falls, and on what principle

  10. Why is Fuller's argument stronger than Emerson's?
    Show the full solution

    Because it is deductive. Emerson asserts and leaves the reader to test the assertion against experience, which is a method with no way of settling anything. Fuller takes a premise the movement has already granted and shows where it leads, which produces a conclusion the reader is committed to rather than one they are invited to consider. Hers is deductive; Emerson's is assertion

Lesson 2.7 · Unit 2 · RL.11-12.4, RL.11-12.2

The symbol that will not resolve

Hawthorne grew up in Salem, where his ancestor had judged witches, and he wrote about the Puritans from a distance of two centuries. His symbols are famous for refusing to settle, and the refusal is the technique rather than an evasion.

The key ideas
  1. Nathaniel Hawthorne lived from 1804 to 1864 and was descended from a judge at the Salem witch trials.
  2. "Young Goodman Brown" was published in 1835 and is in the public domain.
  3. He called his fiction "romance" rather than novel, claiming latitude to depart from ordinary probability.
  4. An ambiguous symbol has more than one supportable reading, and the text declines to settle it.
  5. The ambiguity is the subject, since the stories are about people forced to interpret without enough evidence.
  6. Hawthorne is the Puritans' most serious critic and takes their view of human nature more seriously than the Transcendentalists did.
  7. "Whether it was a dream or not" is his characteristic move, offering a natural explanation and declining to confirm it.
  8. The cost of suspicion is his real subject, and it is what the ending of "Young Goodman Brown" measures.

Where students lose marks: deciding what the pink ribbon or the forest "really means". An ambiguous symbol has several supported readings, and the analysis is to show how the text sustains more than one.

Worked example

The text. Nathaniel Hawthorne, "Young Goodman Brown", 1835. Public domain.

Had Goodman Brown fallen asleep in the forest, and only dreamed a wild dream of a witch-meeting? Be it so, if you will; but, alas! it was a dream of evil omen for young Goodman Brown.

A stern, a sad, a darkly meditative, a distrustful, if not a desperate man did he become from the night of that fearful dream. On the Sabbath day, when the congregation were singing a holy psalm, he could not listen... and when he had lived long, and was borne to his grave a hoary corpse... they carved no hopeful verse upon his tombstone, for his dying hour was gloom.

Step one: read the first passage as a refusal. Hawthorne raises the obvious natural explanation, that Brown fell asleep, and then says "be it so, if you will", which grants it without endorsing it.

Step two: state what that accomplishes. Both readings stay open. If the witch-meeting happened, Brown's neighbors are secretly damned. If he dreamed it, Brown's own mind produced the accusation. The story works either way.

Step three: notice that the question does not matter to the outcome. Whichever is true, Brown spends fifty years unable to trust anyone and dies without a hopeful verse. The consequence is identical, which is the point of leaving the cause unsettled.

Step four: state the argument this makes. Suspicion does its damage regardless of whether it is warranted. A man who believes his wife and minister are damned is destroyed by the belief, and the truth of the belief changes nothing about the destruction.

Step five: work the list of adjectives. "Stern, sad, darkly meditative, distrustful, if not desperate." Five terms, escalating, with the last hedged by "if not". Hawthorne reports the deterioration with the same care he refuses to apply to the cause.

Step six: examine the tombstone. They carved no hopeful verse, which is a judgment delivered by the community rather than by the narrator. The story's last fact is what other people concluded about him, which returns the theme of judgment to the people Brown spent his life judging.

Step seven: connect Hawthorne to unit 1. The Puritans read events for meaning and found God's judgment in them. Brown does the same and it ruins him. Hawthorne is examining a habit of mind he inherited and does not simply reject it.

Step eight: state the contrast with Emerson. Emerson says to trust yourself. Brown trusts what he saw, or thought he saw, and it destroys him and everyone around him. Hawthorne's objection to Transcendentalism is not that the self is unreliable in theory but that it has no way of checking itself, and he wrote the story six years before "Self-Reliance".

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. What was Hawthorne's family connection to Salem?
    Show the full solution

    He was descended from a judge at the witch trials

  2. What term did he use for his fiction, and why?
    Show the full solution

    Romance, claiming latitude to depart from ordinary probability

  3. What natural explanation does the story offer?
    Show the full solution

    That Brown fell asleep and dreamed the witch-meeting

  4. Does the story confirm it?
    Show the full solution

    No; it says "be it so, if you will" and leaves it open

  5. What is carved on Brown's tombstone?
    Show the full solution

    No hopeful verse

  6. Show that the story works on either reading.
    Show the full solution

    If the witch-meeting happened, Brown's neighbors are secretly damned and his suspicion is correct. If he dreamed it, his own mind produced the accusation against everyone he loved. Both are fully supported by the text, and Hawthorne grants the natural explanation without endorsing it, which keeps both live to the last line. Either his neighbors are damned or his own mind invented it

  7. Why does it not matter which reading is true?
    Show the full solution

    Because the consequence is identical. Whichever happened, Brown spends fifty years unable to listen to a psalm, dies in gloom, and receives no hopeful verse. Leaving the cause unsettled while fixing the outcome is what allows the story to argue that suspicion does its damage regardless of whether it is warranted. The outcome is the same either way

  8. Analyze the list of adjectives.
    Show the full solution

    "Stern, sad, darkly meditative, distrustful, if not desperate" escalates across five terms, with the last hedged by "if not" as though the narrator is unwilling to commit to the worst. Hawthorne describes the deterioration with exactly the precision he refuses to apply to its cause, which reverses where a reader expects the certainty to be. Precise about the damage and deliberately vague about the cause

  9. What does the tombstone detail accomplish?
    Show the full solution

    The judgment is delivered by the community rather than by the narrator: they carved no hopeful verse. The story's last fact is what other people concluded about Brown, which returns the theme of judgment to the very neighbors he spent fifty years silently condemning. The reversal is quiet and complete. The community judges the man who spent his life judging them

  10. State Hawthorne's objection to Transcendentalism.
    Show the full solution

    Not that the self is unreliable in theory but that it has no way of checking itself. Emerson says trust yourself; Brown trusts what he saw, or thought he saw, and it destroys him and everyone around him. The story was published six years before "Self-Reliance", so it is the objection arriving before the claim rather than in reply to it. Self-trust supplies no way of checking the self

Lesson 2.8 · Unit 2 · RL.11-12.5, RL.11-12.4

The unified effect, and the theory behind it

Poe is the only writer in this unit who published a theory of how his own work operates, and the theory is testable against the stories. That makes him unusually useful for studying construction rather than only meaning.

The key ideas
  1. Edgar Allan Poe lived from 1809 to 1849 and worked chiefly as a magazine editor and reviewer.
  2. He set out the theory of the unified effect in 1842, reviewing Hawthorne's Twice-Told Tales.
  3. The claim is that a tale should be readable at one sitting and that every word should serve a single preconceived effect.
  4. "The Philosophy of Composition", 1846, applies the same theory to "The Raven" and describes writing it backwards from the effect.
  5. Whether that account is honest is disputed, and it may be a joke at the expense of Romantic inspiration.
  6. He invented the detective story in 1841 with "The Murders in the Rue Morgue".
  7. His narrators are the technique, since most of his best-known tales are first-person accounts by people the reader must doubt.
  8. He is a Dark Romantic in accepting the primacy of the interior and denying that it contains anything reliable.

Where students lose marks: treating Poe as a producer of atmosphere. He is a technician with a published method, and the analysis is to test the method against the story.

Worked example

The texts. Edgar Allan Poe, review of Hawthorne, 1842, and "The Fall of the House of Usher", 1839. Both public domain.

A skilful literary artist has not fashioned his thoughts to accommodate his incidents; but having conceived, with deliberate care, a certain unique or single effect to be wrought out, he then invents such incidents, he then combines such events as may best aid him in establishing this preconceived effect.

Review of Hawthorne, 1842

I looked upon the scene before me, upon the mere house, and the simple landscape features of the domain, upon the bleak walls, upon the vacant eye-like windows, upon a few rank sedges, and upon a few white trunks of decayed trees, with an utter depression of soul.

"The Fall of the House of Usher", 1839

Step one: state the theory. Decide the effect first, then invent the incidents that produce it. This inverts the ordinary account, in which a writer has a story and discovers its effect while writing.

Step two: test it on the opening sentence. Bleak walls, vacant eye-like windows, rank sedges, decayed trees. Four details, all of decay, none doing any plot work. The sentence exists to produce a state, not to convey information.

Step three: count the repetitions. "Upon" appears five times in one sentence. The eye moves from item to item without release, and the syntax enacts the depression it names at the end.

Step four: notice where the emotion is placed. "With an utter depression of soul" arrives last, after the catalog. The reader has already been through the details and receives the name of the feeling after producing it, which is more efficient than being told first.

Step five: identify the eye-like windows. The house is given a face in the second clause of the story. Everything that follows about the house and Roderick collapsing together is prepared by that one adjective.

Step six: state what the theory explains. Poe's stories have very little plot. "Usher" is a visit and a collapse; "The Tell-Tale Heart" is a murder and a confession. If the effect is primary, incident is only a means, and the thinness of his plots stops being a weakness and becomes a consequence.

Step seven: assess "The Philosophy of Composition". He claims to have written "The Raven" backwards from a decision about length, tone and refrain, with no inspiration involved. It may be true, and it may be a deliberate provocation aimed at a Romantic culture that believed in inspiration. Both readings are defensible.

Step eight: place him against Emerson. Emerson's interior contains the Universal Being. Poe's contains a man who murders an old man over an eye and hears a heart under the floor. Both make the inside of a person the decisive place, and they disagree entirely about what is found there.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. Where and when did Poe set out the unified effect?
    Show the full solution

    In an 1842 review of Hawthorne's Twice-Told Tales

  2. State the theory.
    Show the full solution

    Conceive a single effect first, then invent the incidents that establish it

  3. What genre did Poe invent, and when?
    Show the full solution

    The detective story, in 1841

  4. What does "The Philosophy of Composition" claim?
    Show the full solution

    That "The Raven" was written backwards from decisions about length, tone and refrain

  5. How many times does "upon" appear in the quoted sentence?
    Show the full solution

    Five

  6. Test the theory on the opening of "Usher".
    Show the full solution

    Bleak walls, vacant eye-like windows, rank sedges and decayed trees are four details of decay, none of which does any plot work. Nothing in the sentence is needed to understand what happens later. It exists to produce a state in the reader, which is exactly what the theory predicts a first sentence would do. Four decay details doing no plot work at all

  7. What does the repetition of "upon" accomplish?
    Show the full solution

    The eye moves from item to item with no release, and each repetition restarts the same movement without concluding it. The syntax enacts the depression the sentence names at its end, so the reader experiences the accumulation before being told what it amounts to. It is the same technique unit 1 found in Bradstreet's demonstratives. It enacts the accumulation the sentence names at the end

  8. Why is the emotion named last?
    Show the full solution

    Because the reader has already produced it by going through the catalog. Naming "an utter depression of soul" first would tell the reader what to feel; naming it last confirms what they have felt. A feeling a reader has generated is more durable than one they have been assigned, which is the same principle the pathos lesson in English 10 established. The reader produces the feeling first and receives its name after

  9. What does the theory explain about Poe's plots?
    Show the full solution

    That they are thin because incident is only a means. "Usher" is a visit and a collapse; "The Tell-Tale Heart" is a murder and a confession. If the effect is primary and events are invented to produce it, then a story needs only as much plot as the effect requires, and the thinness stops being a weakness and becomes a consequence. Thin plots follow from making effect primary

  10. Place Poe against Emerson.
    Show the full solution

    Both make the interior of a person the decisive place. Emerson finds the currents of the Universal Being circulating through him. Poe finds a man who murders over an eye and hears a heart beneath the floorboards. They agree entirely on where to look and disagree entirely about what is there, which is the Dark Romantic position in one comparison. Both locate truth inside; they disagree about what is inside

Lesson 2.9 · Unit 2 · RL.11-12.3, RL.11-12.5

Bartleby, and a refusal that explains nothing

"Bartleby, the Scrivener" is the most modern story in this unit and the hardest to interpret, because its central character declines to supply a reason for anything he does. That withholding is the story's entire method.

The key ideas
  1. Herman Melville published "Bartleby" in 1853 in Putnam's Magazine, and it is in the public domain.
  2. It appeared two years after Moby-Dick failed commercially, which readers have always found relevant.
  3. The narrator is an elderly Wall Street lawyer, comfortable, prudent and entirely unequipped for the situation.
  4. Bartleby is hired as a copyist and gradually refuses every task, beginning with proofreading.
  5. "I would prefer not to" is his formula, and the choice of "prefer" is the story's most important word.
  6. He never explains, and the story offers only one late and unverified detail about his past.
  7. The narrator's decency is the subject, since the story is about what a kind and conventional man does when kindness has no procedure.
  8. The last line resists paraphrase and has been read as a summation, a cry and a failure of nerve.

Where students lose marks: supplying Bartleby's motive. The story withholds it deliberately, and an interpretation that fills the gap has replaced the story's technique with a more comfortable one.

Worked example

The text. Herman Melville, "Bartleby, the Scrivener", 1853. Public domain.

"I would prefer not to," said he.

I looked at him steadfastly. His face was leanly composed; his gray eye dimly calm. Not a wrinkle of agitation rippled him. Had there been the least uneasiness, anger, impatience or impertinence in his manner; in other words, had there been any thing ordinarily human about him, doubtless I should have violently dismissed him from the premises.

Ah Bartleby! Ah humanity!

Step one: examine the formula. "I would prefer not to" is conditional, polite and grammatically about preference rather than refusal. He does not say he will not; he reports what he would prefer.

Step two: state why that is unanswerable. A refusal can be argued with, overruled or punished. A stated preference offers nothing to engage. The lawyer cannot dispute what Bartleby prefers, and the formula gives him no purchase at all.

Step three: read the narrator's reasoning. Had there been uneasiness, anger, impatience or impertinence, he would have dismissed him. The absence of ordinary human reaction is precisely what prevents action.

Step four: state what that reveals about the narrator. His entire repertoire depends on the other person behaving recognizably. Anger he could meet; calm he cannot. The story is measuring the limits of a decent man's equipment.

Step five: notice what the narrator does instead. He accommodates, then moves offices to escape, then refuses responsibility, then visits the prison and pays for better food. Every response is kind and none of them addresses anything.

Step six: state why the story withholds the explanation. A reason would convert Bartleby into a case with a cause, and the narrator could then respond appropriately. The withholding is what keeps the story about the limits of ordinary decency rather than about one man's misfortune.

Step seven: assess the dead-letter office detail. The narrator reports a rumor that Bartleby had worked in the dead letter office, and immediately builds an explanation from it. It is unverified, it arrives after Bartleby's death, and it is supplied by a man desperate to understand. The story offers it and undermines it in the same paragraph.

Step eight: read the last line three ways. "Ah Bartleby! Ah humanity!" may equate the two, making Bartleby an emblem of the human condition. It may contrast them, lamenting one man and the species that failed him. Or it may be the narrator reaching for significance because he cannot bear the alternative, which is that nothing here can be summed up. The story supports all three.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. When and where was "Bartleby" published?
    Show the full solution

    Putnam's Magazine, 1853

  2. Who narrates, and what is his profession?
    Show the full solution

    An elderly Wall Street lawyer

  3. What is Bartleby's formula?
    Show the full solution

    "I would prefer not to"

  4. What rumor does the narrator report at the end?
    Show the full solution

    That Bartleby had worked in the dead letter office

  5. What is the story's last line?
    Show the full solution

    "Ah Bartleby! Ah humanity!"

  6. Why is "prefer" the story's most important word?
    Show the full solution

    It makes the statement grammatically about preference rather than refusal, and conditional rather than flat. A refusal can be argued with, overruled or punished; a stated preference offers nothing to engage. The lawyer cannot dispute what Bartleby prefers, so the formula leaves him with no purchase whatever, which is exactly its function. A preference offers nothing to argue with, unlike a refusal

  7. What does the narrator's reasoning reveal about him?
    Show the full solution

    That his entire repertoire depends on the other person behaving recognizably. He states plainly that uneasiness, anger, impatience or impertinence would have led to immediate dismissal, so it is the absence of ordinary human reaction that paralyzes him. The story is measuring the limits of a decent man's equipment rather than his goodwill. He can handle anger but not calm, so decency has no procedure

  8. Describe the pattern of the narrator's responses.
    Show the full solution

    He accommodates, then moves his offices to escape the problem, then disclaims responsibility to the new tenants, then visits the prison and pays for better food. Every response is kind and none of them addresses anything, which is the story's argument about what ordinary decency can and cannot do when it meets something outside its categories. Consistently kind and consistently ineffective

  9. Why does the story withhold Bartleby's reason?
    Show the full solution

    A reason would convert him into a case with a cause, and the narrator could then respond appropriately, which would make the story about one man's misfortune. The withholding keeps it about the limits of ordinary decency when confronted with something it has no procedure for. Supplying a motive replaces Melville's technique with a more comfortable one. A reason would make it a case with a remedy rather than a limit

  10. Give three readings of the final line.
    Show the full solution

    It may equate them, making Bartleby an emblem of the human condition. It may contrast them, lamenting one man and the species that failed him. Or it may be the narrator reaching for significance because he cannot bear the alternative, which is that nothing here can be summed up at all. The story supports all three. Equation, contrast, or a narrator reaching for a meaning that is not there

Unit 2 review · Romanticism and Transcendentalism

Ten questions across the whole unit

Questions 1 to 5 check that you hold the terms. Questions 6 to 10 require you to reason across the nine lessons.

  1. What did the Romantics take as authority instead of reason?
    Show the full solution

    Intuition, feeling, and direct experience of nature

  2. What is Emerson's most quoted line about consistency?
    Show the full solution

    "A foolish consistency is the hobgoblin of little minds"

  3. How long did Thoreau live at Walden Pond?
    Show the full solution

    Two years, two months and two days

  4. What is Margaret Fuller's 1845 book?
    Show the full solution

    Woman in the Nineteenth Century

  5. What phrase does Bartleby repeat?
    Show the full solution

    "I would prefer not to"

  6. Why is the word "foolish" the whole argument in Emerson's sentence?
    Show the full solution

    Without it the sentence attacks consistency itself, which would make the essay self-refuting. With it, Emerson condemns only consistency maintained for its own sake against present conviction. The adjective does all the work, and readers who drop it quote him defending something he never defended. It limits the attack to consistency held against present conviction

  7. How does Civil Disobedience apply Self-Reliance?
    Show the full solution

    Emerson argued that the individual conscience outranks received opinion. Thoreau asks what follows when the received opinion is law, and answers that a person who thinks a war unjust must decline to fund it. The essay is the doctrine taken to its practical conclusion, which is why it reached Gandhi and later movements. It asks what the doctrine requires when the opinion is law

  8. How does Fuller extend the Transcendentalist argument?
    Show the full solution

    By noting that a philosophy of self-development applied only to men is incomplete on its own terms. If every soul has a direct relation to truth, then the restriction of half of them to domestic roles is an inconsistency inside the movement, and Fuller argues from its own premises rather than against them. She applies its own premises to women

  9. What do Hawthorne and Poe supply that Emerson does not?
    Show the full solution

    The interior that self-reliance does not reach. Emerson's self is a source of truth; Hawthorne's contains concealed guilt and Poe's contains something actively hostile to its owner. Both writers accept the Romantic turn inward and report that what is found there is not reliably good. A self that is not reliably a source of good

  10. Why is Bartleby's phrase "prefer not to" rather than "will not"?
    Show the full solution

    Because refusal can be answered and preference cannot. "I will not" invites an argument about authority; "I would prefer not to" offers nothing to argue with, which is why the lawyer is helpless. The story takes Emersonian self-reliance and removes the self-development, leaving only the refusal. Preference offers nothing to argue against

Lesson 3.1 · Unit 3 · RL.11-12.5, RL.11-12.4

Free verse, and what it replaced

Emerson published an essay in 1844 asking for an American poet who had not yet appeared. Whitman read it, wrote Leaves of Grass, and sent Emerson a copy. The reply is one of the few documented moments where a literary demand is answered directly.

The key ideas
  1. Walt Whitman published Leaves of Grass himself in 1855, setting some of the type, and revised it for the rest of his life.
  2. The first edition had no author's name on the title page and carried an engraving of Whitman in work clothes.
  3. Emerson's essay "The Poet", 1844, had called for exactly this and Whitman had read it.
  4. Emerson wrote back greeting Whitman at the beginning of a great career, and Whitman printed the line on the next edition's spine without permission.
  5. Free verse has no regular meter and no rhyme, and the line rather than the foot is its unit.
  6. Whitman's long line derives from the King James Bible, with parallelism replacing meter.
  7. The line is usually a complete grammatical unit, which makes the poetry readable aloud at speed.
  8. The form is an argument about democracy, since an unmetered line claims that poetry does not require inherited rules.

Where students lose marks: calling free verse "unstructured". Whitman's line has a governing principle, parallelism, and a reader who cannot name it has not described the form.

Worked example

The text. Walt Whitman, "Song of Myself", from Leaves of Grass, 1855. Public domain.

I celebrate myself, and sing myself,
And what I assume you shall assume,
For every atom belonging to me as good belongs to you.

A child said What is the grass? fetching it to me with full hands;
How could I answer the child? I do not know what it is any more than he.

I guess it must be the flag of my disposition, out of hopeful green stuff woven.

Or I guess it is the handkerchief of the Lord,
A scented gift and remembrancer designedly dropt...

Step one: identify the governing principle. "I celebrate myself, and sing myself." Two verbs, one object, identical construction. The line holds together by repeated grammar rather than by repeated stress.

Step two: watch the lines lengthen. Six syllables, then eight, then thirteen. Nothing forces the expansion, since there is no meter to obey, so the growth is the meaning: one self widening to include a reader.

Step three: state what the opening claims. That what the poet assumes, the reader shall assume, because every atom of one belongs equally to the other. The poem's first move is to deny that the speaker is a separate person.

Step four: work the grass question. A child asks what the grass is and the poet says he does not know. A poem answering Emerson's call for a national bard opens its most famous passage by admitting ignorance.

Step five: count the answers he gives anyway. The flag of his disposition, the handkerchief of the Lord, the produced babe of the vegetation, a uniform hieroglyphic, the beautiful uncut hair of graves. Five answers and more, each introduced by "or I guess".

Step six: state what the accumulation does. No single answer is asserted and the list does not narrow. The poem treats a question as an occasion for proliferation rather than for resolution, which is a claim about how meaning works rather than a failure to answer.

Step seven: connect the form to the politics. Metered verse inherits its rules from English poetry and from the classes that taught it. A poem in unmetered lines, printed by its author in a plain edition with his picture in work clothes, argues that poetry does not require inherited authority. The form makes the same case as the content.

Step eight: place him against Emerson. Emerson asked for a poet who would write about America in a form America produced, and said he looked in vain for one. Whitman supplied it within a decade, having read the request. It is the clearest instance in this course of the conversation the first lesson described.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. When was Leaves of Grass published, and by whom?
    Show the full solution

    1855, published by Whitman himself

  2. What essay had Whitman read, and what did it ask for?
    Show the full solution

    Emerson's "The Poet", 1844, which called for an American poet

  3. Define free verse.
    Show the full solution

    Poetry with no regular meter and no rhyme, organized by the line

  4. Where does Whitman's long line derive from?
    Show the full solution

    The King James Bible, with parallelism replacing meter

  5. What does the poet say when the child asks what the grass is?
    Show the full solution

    That he does not know what it is any more than the child does

  6. What holds a Whitman line together, if not meter?
    Show the full solution

    Parallelism: repeated grammatical structure. "I celebrate myself, and sing myself" gives two verbs and one object in identical construction, and the technique runs through the whole poem. The ear registers regularity of syntax where it would otherwise register regularity of stress, which is why calling the verse unstructured is simply inaccurate. Repeated grammatical structure rather than repeated stress

  7. What does the lengthening of the opening lines accomplish?
    Show the full solution

    Nothing forces it, since free verse imposes no line length, so the choice is entirely the poet's. The three lines grow from six syllables to thirteen while the claim grows from one self celebrating itself to every atom of one person belonging equally to another. The form widens as the assertion widens, and a reader feels the enlargement before analyzing it. The line widens exactly as the claim widens

  8. Why is the admission of ignorance significant?
    Show the full solution

    A poem written to answer Emerson's call for a national bard opens its most famous passage by saying the poet does not know what grass is. That declines the authority the role would normally carry, and it makes the answers that follow proposals rather than pronouncements, which is consistent with a poem that refuses to be separate from its reader. A national bard declining the authority of the role

  9. What does the accumulation of answers argue?
    Show the full solution

    Five or more answers arrive, each introduced by "or I guess", and the list does not narrow toward a conclusion. The poem treats a question as an occasion for proliferation rather than resolution, which is a claim about how meaning works: that a thing can support many true descriptions and that choosing one would be a loss. That meaning proliferates rather than resolves

  10. Explain how the form makes a political argument.
    Show the full solution

    Metered verse inherits its rules from English poetry and from the classes with the education to teach them. A poem in unmetered lines, self-published in a plain edition with an engraving of the author in work clothes and no name on the title page, asserts that poetry requires no inherited authority. The form states the same claim as the content. Unmetered lines deny that poetry needs inherited rules

Lesson 3.2 · Unit 3 · RL.11-12.2, RL.11-12.4

The catalog, and a self that contains multitudes

Whitman's lists are the feature readers most often skip and the one doing the most work. A catalog that runs for two pages is making an argument that a shorter version could not make, and the argument is about who counts.

The key ideas
  1. A catalog is an extended list of people, places or occupations, often running for dozens of lines.
  2. The items are deliberately unranked, and a president may appear between a carpenter and a prostitute.
  3. That flatness is the argument, since an unranked list asserts that the items are of equal standing.
  4. Length is not padding, because a short list implies selection and a long one implies inclusiveness.
  5. Anaphora carries the lists, with the same opening word repeated across many lines.
  6. The speaker claims to contain everyone listed, which is the poem's central and most contested assertion.
  7. "Do I contradict myself? Very well then I contradict myself" answers the obvious objection by refusing it.
  8. The catalogs include the poor, the enslaved and the sick, which in 1855 was itself a political act.

Where students lose marks: skipping the lists and analyzing only the famous lines. The catalogs are where the poem's claim about equality is actually made, and a reading that omits them has omitted the argument.

Worked example

The text. Walt Whitman, "Song of Myself", 1855. Public domain.

The pure contralto sings in the organ loft,
The carpenter dresses his plank, the tongue of his foreplane whistles its wild ascending lisp,
The married and unmarried children ride home to their Thanksgiving dinner,
The pilot seizes the king-pin, he heaves down with a strong arm,
The mate stands braced in the whale-boat, lance and harpoon are ready,
The duck-shooter walks by silent and cautious stretches,
The deacons are ordain'd with cross'd hands at the altar,
The spinning-girl retreats and advances to the hum of the big wheel...

Do I contradict myself?
Very well then I contradict myself,
(I am large, I contain multitudes.)

Step one: notice what each line contains. One person, doing one thing, in the present tense. The contralto sings, the carpenter dresses, the pilot seizes, the mate stands. Every line is a complete independent clause.

Step two: state why the line is a complete clause. It makes each person self-sufficient. Nobody in the catalog depends grammatically on anyone else, and the lines could be reordered without damage, which is the form of the claim the list is making.

Step three: examine the ordering. A singer, a carpenter, a family, a pilot, a whaler, a hunter, deacons, a spinning-girl. Sacred and secular, skilled and unskilled, alternating with no hierarchy applied and no transitions offered.

Step four: state what the absence of transitions accomplishes. Transitions imply relationship and subordination. Placing lines side by side with nothing between them asserts that no relationship needs explaining and that no item is subordinate.

Step five: notice the specificity. "The tongue of his foreplane whistles its wild ascending lisp." This is a technical observation about a woodworking tool, and it is more precise than anything the poem says about the contralto. Whitman is refusing to give the fine art better attention than the trade.

Step six: state why length matters. A list of five implies that five were chosen. A list of fifty implies that the poem would have gone on. The actual catalogs run far longer than this excerpt, and the exhaustion of the reader is part of the point, since the claim is that nobody is left out.

Step seven: work the contradiction passage. A poem claiming to contain everyone will contain incompatible things, which is a genuine logical problem. Whitman does not solve it. He concedes it and asserts scale, which converts the objection into a description of the speaker.

Step eight: assess that move. It is either the poem's boldest stroke or an evasion dressed as confidence, and a good essay can argue either. What it certainly does is refuse the terms of the objection, and any reader who wants to press the point has to explain why a self should be consistent, which the poem never granted.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. Define a Whitman catalog.
    Show the full solution

    An extended unranked list of people, places or occupations

  2. Name four figures from the quoted catalog.
    Show the full solution

    A contralto, a carpenter, a pilot, a whaling mate, a duck-shooter, deacons, a spinning-girl

  3. What device carries the lists?
    Show the full solution

    Anaphora, with the same opening word repeated

  4. How does Whitman answer the charge of contradiction?
    Show the full solution

    "Very well then I contradict myself, I am large, I contain multitudes"

  5. What tense are the catalog lines in?
    Show the full solution

    Present

  6. Why is each line a complete independent clause?
    Show the full solution

    It makes each person grammatically self-sufficient. Nobody in the catalog depends on anyone else for their sentence to work, and the lines could be reordered without damage. The form of the sentences is the form of the claim: these people are of equal standing and none is subordinate to another. Grammatical self-sufficiency enacts equal standing

  7. What does the absence of transitions accomplish?
    Show the full solution

    Transitions imply relationship and often subordination: one thing follows from, or contrasts with, or matters more than another. Placing lines side by side with nothing between them asserts that no relationship requires explaining and that no item ranks above another. Omission is doing the argumentative work. It refuses to rank or subordinate any item

  8. What is significant about the foreplane line?
    Show the full solution

    It is a technical observation about a woodworking tool, more precise and more attentive than anything the poem says about the contralto singing in the organ loft. Whitman is refusing to give the fine art better observation than the trade, and the refusal appears as a fact about the writing rather than as a statement. The trade gets more precise attention than the fine art

  9. Why does the length of the catalogs matter?
    Show the full solution

    A list of five implies that five were chosen, which reintroduces selection and therefore ranking. A list that runs for dozens of lines implies that the poem would have continued and that the stopping point is arbitrary. The reader's exhaustion is part of the argument, because the claim being made is that nobody is left out. Length implies inclusiveness where brevity implies selection

  10. Assess Whitman's answer to the charge of contradiction.
    Show the full solution

    A poem claiming to contain everyone will contain incompatible things, which is a real logical problem. Whitman concedes it and asserts scale instead of solving it, which converts the objection into a description of the speaker. It is either the poem's boldest stroke or an evasion dressed as confidence, and pressing the point requires explaining why a self should be consistent, which the poem never granted. He concedes and asserts scale, refusing the objection's terms

Lesson 3.3 · Unit 3 · RL.11-12.4, RL.11-12.5

Compression, and the dash

Dickinson wrote about eighteen hundred poems and published fewer than a dozen. Editors regularized her punctuation for seventy years, and the poems were not printed as she wrote them until 1955, which matters to every reading.

The key ideas
  1. Emily Dickinson lived from 1830 to 1886 in Amherst, Massachusetts, about ninety miles from Concord.
  2. She wrote roughly 1,800 poems and published fewer than a dozen in her lifetime, several without her consent.
  3. Her sister found the manuscripts after her death, sewn into small hand-bound booklets now called fascicles.
  4. Early editors regularized her punctuation, replacing dashes with commas and adding titles she never wrote.
  5. Thomas Johnson's 1955 edition restored the dashes and capitals, and it is the basis of every serious reading since.
  6. The dashes are not commas, and they create suspension, ambiguity and silence rather than separation.
  7. Her capitalization of nouns gives ordinary words the weight of names.
  8. Compression is the method: a subject Whitman would take four pages for takes her twelve lines.

Where students lose marks: quoting Dickinson with modern punctuation. The dashes are the evidence, and reproducing them exactly is the minimum requirement for writing about her.

Worked example

The text. Emily Dickinson, "Tell all the truth but tell it slant", written about 1868, published 1945. Dickinson's punctuation and capitalization are reproduced exactly. Public domain.

Tell all the truth but tell it slant -
Success in Circuit lies
Too bright for our infirm Delight
The Truth's superb surprise
As Lightning to the Children eased
With explanation kind
The Truth must dazzle gradually
Or every man be blind -

Step one: count the poem. Eight lines, about forty words, one complete argument with a premise, an analogy and a conclusion. The compression is the first thing to notice.

Step two: read the argument. Truth told directly is too bright for our weak capacity for delight. Lightning is explained to children so it does not terrify. Truth must therefore arrive gradually or it blinds. That is a syllogism in eight lines.

Step three: examine the first dash. It falls after "slant", at the end of the instruction and before the reason. A comma would join the two clauses; the dash holds them apart and makes the reader wait, which enacts the gradualness the poem recommends.

Step four: examine the last dash. The poem ends on one. There is no full stop, so the argument is not closed off, and the final dash leaves the sentence open in a poem about truths that cannot be delivered all at once.

Step five: work the capitals. Circuit, Delight, Truth, Lightning, Children. Ordinary nouns are given the status of proper names, so Truth becomes an entity with behavior rather than an abstraction with a definition.

Step six: notice the pun. "Success in Circuit lies" means both that success consists in indirectness and that a circuit involves lying. A poem about telling the truth slant contains, in its second line, a word meaning falsehood.

Step seven: state what "slant" covers. Metaphor, indirection, fiction, tact and evasion are all slant, and the poem does not distinguish them. It offers a principle and declines to say where the line between kindness and deception falls.

Step eight: compare the method with Whitman's. Whitman answers a question about grass with five images and keeps going. Dickinson states a theory of communication in forty words and stops. Both refuse to settle, and one refuses by proliferating while the other refuses by compressing.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. How many poems did Dickinson write, and how many did she publish?
    Show the full solution

    About 1,800 written; fewer than a dozen published in her lifetime

  2. What are fascicles?
    Show the full solution

    Small hand-bound booklets into which she sewed her manuscripts

  3. What did early editors do to the poems?
    Show the full solution

    Replaced the dashes with commas and added titles she never wrote

  4. Which edition restored her punctuation, and when?
    Show the full solution

    Thomas Johnson's edition, 1955

  5. State the poem's argument in one sentence.
    Show the full solution

    Truth is too bright to be told directly and must arrive gradually or it blinds

  6. What does the first dash do that a comma would not?
    Show the full solution

    A comma joins the instruction and the reason into one continuous statement. The dash holds them apart and makes the reader wait between the advice and its justification, which enacts the gradualness the poem is recommending. The punctuation performs the content, and substituting a comma removes the performance entirely. It makes the reader wait, enacting the gradualness the poem recommends

  7. Why does the poem end on a dash?
    Show the full solution

    There is no full stop, so the argument is not closed. A poem about truths that cannot be delivered all at once ends with its own sentence left open, which is consistent rather than incomplete. Editors who replaced that dash with a period were correcting the poem into saying the opposite of what it argues. It leaves the sentence open, as the poem's own argument requires

  8. What do the capitals accomplish?
    Show the full solution

    Circuit, Delight, Truth, Lightning and Children are given the status of proper names, so Truth becomes an entity with behavior rather than an abstraction with a definition. It can dazzle and blind, which are things agents do. Capitalization converts concepts into characters, which is why the poem can describe what Truth does. Ordinary nouns become entities with behavior

  9. Identify the pun in the second line and say what it does.
    Show the full solution

    "Success in Circuit lies" means both that success consists in indirectness and that a circuit involves lying. A poem instructing the reader to tell the truth slant contains a word for falsehood in its second line, which acknowledges the risk in its own advice without abandoning it. The pun is the poem's honesty about its own recommendation. "Lies" means both consists and deceives, admitting the risk

  10. Compare her method with Whitman's.
    Show the full solution

    Whitman answers a question about grass with five images and keeps going; Dickinson states a whole theory of communication in forty words and stops. Both refuse to settle, and the refusals take opposite forms: one proliferates until no single answer can dominate, the other compresses until the reader must supply what has been left out. Both refuse to settle, one by proliferating and one by compressing

Lesson 3.4 · Unit 3 · RL.11-12.4, RL.11-12.2

Slant rhyme, and the poem that will not close

Dickinson's meter is the meter of hymns and her rhymes are frequently wrong on purpose. The combination lets a poem carry the sound of settled belief while withholding every settlement the form seems to promise.

The key ideas
  1. Common meter alternates eight and six syllable lines, rhyming the second and fourth, and is the meter of Protestant hymnody.
  2. Dickinson uses it constantly, which means her poems carry an association with worship before a word is read.
  3. Slant rhyme matches partially, usually sharing consonants and missing on the vowel.
  4. A true rhyme closes a stanza and a slant rhyme leaves it ajar.
  5. Her subjects are death, faith, doubt, the mind and nature, approached from angles the tradition did not use.
  6. The hymn form against the doubting content is the central irony of her work.
  7. Her poems are untitled and numbered, and are referred to by their first lines.
  8. She corresponded with Thomas Wentworth Higginson for twenty-four years and declined his advice to regularize her verse.

Where students lose marks: treating a slant rhyme as an imperfection. She could rhyme when she wanted to, and every near miss is a decision with an effect that can be described.

Worked example

The text. Emily Dickinson, "I heard a Fly buzz - when I died -", written about 1862, published 1896. Punctuation and capitalization as she wrote them. Public domain.

I heard a Fly buzz - when I died -
The Stillness in the Room
Was like the Stillness in the Air -
Between the Heaves of Storm -

The Eyes around - had wrung them dry -
And Breaths were gathering firm
For that last Onset - when the King
Be witnessed - in the Room -

With Blue - uncertain - stumbling Buzz -
Between the light - and me -
And then the Windows failed - and then
I could not see to see -

Step one: establish the meter. Eight syllables then six, alternating. Common meter, the rhythm of hymns, which brings an expectation of consolation into a poem about a deathbed.

Step two: check the rhymes. Room and Storm share r and m and miss the vowel. Firm and Room do the same. Me and see rhyme truly. Two failures and one success.

Step three: locate where the true rhyme falls. On "me" and "see", in the last stanza, around the fly's interposition. The poem withholds resolution through the stanzas of religious expectation and grants it exactly where the interruption occurs.

Step four: state what the second stanza sets up. Breaths gathering firm for the last Onset, when the King be witnessed in the Room. A visitation is explicitly expected, by everyone present, and the form has promised it as well as the content.

Step five: state what arrives. An insect, described as "Blue - uncertain - stumbling". Three adjectives, each in its own silence, arriving separately because the dashes separate them.

Step six: state what the punctuation does there. A dying perception receives the world in pieces rather than in phrases. The fragmentation is imitative, and a line printed as "With blue, uncertain, stumbling buzz" reports the same words and none of the effect.

Step seven: work the last line. "I could not see to see." The verb repeats where a reader expects a different one, and the sentence cannot be paraphrased without loss. Seeing in order to see is either a tautology or a description of a faculty failing at its own operation.

Step eight: state the poem's method. Hymn meter promises consolation. Slant rhyme declines to close the stanzas. Dashes stop the sentences short of arrival. The last line refuses to complete its own meaning. Every formal element withholds, and the poem's subject is a withholding, so the form and the claim are one refusal.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. Define common meter.
    Show the full solution

    Alternating eight and six syllable lines, rhyming second and fourth; the meter of hymns

  2. Define slant rhyme.
    Show the full solution

    A partial match, usually sharing consonants and missing on the vowel

  3. Who is expected in the second stanza?
    Show the full solution

    The King

  4. What arrives instead?
    Show the full solution

    A fly

  5. Give the poem's last line exactly.
    Show the full solution

    "I could not see to see -"

  6. What does hymn meter contribute to a poem about dying?
    Show the full solution

    It carries an association with worship and consolation before a word is read, since the rhythm is the rhythm of Protestant hymns. A nineteenth-century reader would have heard the promise of a good death in the form itself. Applying it to a deathbed where an insect arrives instead of the King sets the form against the content and makes the disappointment structural. The rhythm promises consolation the content withholds

  7. Where does the only true rhyme fall, and why does that matter?
    Show the full solution

    On "me" and "see", in the last stanza, around the fly's interposition. Room and Storm, and Firm and Room, are slant. The poem withholds resolution through the stanzas of religious expectation and grants it exactly where the interruption occurs, so the one moment that sounds resolved is the least consoling. On the fly's arrival, so the only resolution is the least consoling moment

  8. Analyze "With Blue - uncertain - stumbling Buzz -".
    Show the full solution

    Three adjectives, each isolated by dashes, so they arrive separately rather than as a phrase. A dying perception receives the world in pieces, and the punctuation makes the reader receive it the same way. Printed as "With blue, uncertain, stumbling buzz" the line reports the same words and none of the effect, which is why the dashes are evidence. The dashes deliver the fly in pieces, as a failing perception would

  9. What is happening in the last line?
    Show the full solution

    The verb repeats where a reader expects a different one, producing a sentence that cannot be paraphrased without loss. Seeing in order to see is either a tautology or a description of a faculty failing at its own operation. The poem's final gesture is to break grammar at exactly the point where perception breaks. The sentence fails at the moment perception does

  10. State how the poem's formal elements work together.
    Show the full solution

    Hymn meter promises consolation, slant rhyme declines to close the stanzas, dashes stop the sentences short of arrival, and the last line refuses to complete its own meaning. Every formal element withholds something, and the poem's subject is a withholding, so the form and the claim turn out to be a single refusal rather than two. Every formal element withholds, and the subject is a withholding

Lesson 3.5 · Unit 3 · RL.11-12.9, RL.11-12.5

Two answers to one problem

Whitman and Dickinson were born eleven years apart, wrote at the same time, and almost certainly never read each other. They are usually taught as opposites, and it is more useful to notice the problem they were both solving.

The key ideas
  1. They were contemporaries: Whitman born 1819, Dickinson born 1830, both writing through the 1850s and 1860s.
  2. Neither read the other, so far as the record shows, and Dickinson reportedly said she had been told he was disgraceful.
  3. The shared problem is that inherited English forms did not fit what they had to say.
  4. Whitman solves it by abandoning meter and expanding the line.
  5. Dickinson solves it by keeping the meter and breaking everything else.
  6. Whitman publishes constantly; Dickinson does not publish.
  7. Both put the first person at the center, and the two "I"s are completely different constructions.
  8. Together they are the beginning of modern American poetry, and nearly every later poet descends from one or the other.

Where students lose marks: writing two summaries with a transition between them. A comparison needs a basis, and here the basis is what each does with an inherited form that did not fit.

Worked example

The texts. Whitman, "Song of Myself", 1855; Dickinson, "I'm Nobody! Who are you?", written about 1861. Punctuation as written. Both public domain.

I celebrate myself, and sing myself,
And what I assume you shall assume,
For every atom belonging to me as good belongs to you.

I'm Nobody! Who are you?
Are you - Nobody - too?
Then there's a pair of us!
Dont tell! they'd advertise - you know!

Step one: choose the basis. Both poems open by defining the speaker's relation to the reader. That is one feature both possess and treat oppositely, which is what a basis has to be.

Step two: state Whitman's relation. Identity. What he assumes the reader shall assume, and every atom of him belongs equally to them. The reader is absorbed into the speaker.

Step three: state Dickinson's. Conspiracy. She is Nobody, asks whether the reader is too, and proposes secrecy. The reader is recruited into a small alliance against everyone else.

Step four: notice that both refuse the same thing. Neither poem addresses a general public from a position of authority, which is what a nineteenth-century poem normally did. One refuses by dissolving the boundary and the other by making the audience two people.

Step five: compare the treatment of form. Whitman abandons meter entirely and lets the line run to whatever length the thought requires. Dickinson keeps the hymn stanza and breaks the rhyme, the punctuation and the grammar inside it. Same problem, opposite solutions.

Step six: compare publication. Whitman printed his own book, sent it to Emerson, and used the reply as advertising. Dickinson sewed hers into booklets and put them in a drawer. Each choice is consistent with the poems: one is addressed to a nation and the other to one person at a time.

Step seven: assess the two first persons. Whitman's "I" is expansive and claims to contain multitudes. Dickinson's is a Nobody who fears being advertised. Both are constructions rather than autobiographies, and reading either as a diary misses the design.

Step eight: write the comparative claim. "Both poets faced an inherited English prosody that could not carry what they needed to say, and both began by redefining the reader's relation to the speaker, but Whitman dissolved the boundary between them while Dickinson made the reader a co-conspirator, which is why his line expands to include everything and hers contracts until only two people can hear it."

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. When were Whitman and Dickinson born?
    Show the full solution

    Whitman 1819, Dickinson 1830

  2. Did they read each other?
    Show the full solution

    So far as the record shows, no

  3. State the problem they shared.
    Show the full solution

    Inherited English forms did not fit what they had to say

  4. How does each solve it?
    Show the full solution

    Whitman abandons meter; Dickinson keeps the meter and breaks everything else

  5. What does Dickinson's speaker call herself?
    Show the full solution

    Nobody

  6. Contrast the two openings' relation to the reader.
    Show the full solution

    Whitman asserts identity: what he assumes the reader shall assume, and every atom of him belongs equally to them, so the reader is absorbed into the speaker. Dickinson proposes conspiracy: she is Nobody, asks whether the reader is too, and swears them to secrecy. One dissolves the boundary and the other recruits an ally against everyone. Absorption against conspiracy

  7. What do both openings refuse?
    Show the full solution

    Addressing a general public from a position of authority, which is what a nineteenth-century poem normally did. Whitman refuses by dissolving the boundary between poet and reader so that no one is being addressed from above. Dickinson refuses by shrinking the audience to two people. Opposite methods aimed at the same convention. The authoritative address to a general public

  8. How does each poet's publishing choice fit their poems?
    Show the full solution

    Whitman printed his own book, sent it to Emerson and used the reply as advertising, which suits poems addressed to a nation. Dickinson sewed hers into booklets and put them in a drawer, which suits poems addressed to one person at a time under conditions of secrecy. The publishing history is consistent with the work rather than incidental to it. One addressed a nation and one addressed one reader at a time

  9. Compare the two first persons.
    Show the full solution

    Whitman's "I" is expansive, claims to contain multitudes, and grows as the poem proceeds. Dickinson's is a Nobody who fears being advertised and hides. Both are constructions rather than autobiographies, and reading either as a diary misses the design: each speaker was built to make a particular relation to the reader possible. Both are constructions, one expansive and one concealed

  10. Write the comparative claim.
    Show the full solution

    "Both poets faced an inherited English prosody that could not carry what they needed to say, and both began by redefining the reader's relation to the speaker, but Whitman dissolved the boundary between them while Dickinson made the reader a co-conspirator, which is why his line expands to include everything and hers contracts until only two people can hear it." Shared problem, opposite redefinitions of the reader, and the formal consequence

Lesson 3.6 · Unit 3 · RI.11-12.6, RI.11-12.9

The slave narrative written by a woman

Jacobs's Incidents in the Life of a Slave Girl was published in 1861 under a pseudonym and was long assumed to be fiction written by a white abolitionist. It was authenticated in the 1980s, and it does something Douglass's Narrative could not.

The key ideas
  1. Harriet Jacobs published Incidents in 1861, under the name Linda Brent, and it is in the public domain.
  2. Its authorship was doubted for over a century and was established by Jean Fagan Yellin's research in the 1980s.
  3. She spent nearly seven years hidden in a crawlspace above a storeroom, about nine feet by seven, too low to stand in.
  4. The book addresses women readers of the North directly and repeatedly, which shapes everything in it.
  5. Its subject is what Douglass could not write about, namely the sexual exploitation of enslaved women.
  6. She uses the conventions of the sentimental novel because those were the conventions her audience read.
  7. She anticipates being judged and addresses the judgment before it can be made.
  8. The ending refuses the sentimental resolution, since she is free and the book says she has no home.

Where students lose marks: treating the direct addresses to the reader as a stylistic tic. Each one is an anticipated objection being answered, and the pattern is the book's rhetorical structure.

Worked example

The text. Harriet Jacobs, Incidents in the Life of a Slave Girl, 1861. Public domain.

O, ye happy women, whose purity has been sheltered from childhood, who have been free to choose the objects of your affection, whose homes are protected by law, do not judge the poor desolate slave girl too severely!

The dwelling... was only nine feet long and seven wide. The highest part was three feet high, and sloped down abruptly to the loose board floor. There was no admission for either light or air.

Reader, my story ends with freedom; not in the usual way, with marriage.

Step one: identify the addressee. "O, ye happy women." She is speaking directly to a specific class of reader: Northern, free, and protected by laws that applied to them.

Step two: state what the list of qualifications does. Purity sheltered from childhood, freedom to choose, homes protected by law. Each item names a condition Jacobs did not have, so the sentence establishes the difference between reader and writer before it asks for anything.

Step three: name the request. Do not judge too severely. She anticipates the judgment, states that it is coming, and asks for mitigation rather than denying that there is anything to judge.

Step four: state why she does it this way. Her audience read sentimental novels in which a woman's virtue is the plot. Jacobs cannot pretend that framework does not exist, so she uses it and shows that its conditions did not apply to her, which is a far stronger move than rejecting it.

Step five: examine the crawlspace passage. Nine feet by seven, three feet at the highest point, no light and no air. The measurements are exact and the prose contains no adjective of complaint.

Step six: state why the restraint works. The reader computes the volume and the duration, which was nearly seven years, and supplies the horror themselves. It is the same technique Equiano used with the Middle Passage seventy years earlier, and it answers the same anticipated charge of exaggeration.

Step seven: read the last sentence. "My story ends with freedom; not in the usual way, with marriage." She names the convention her readers expect and announces that she is not supplying it.

Step eight: state what that refusal accomplishes. A sentimental novel ends with a marriage that resolves everything. Jacobs ends free, without a home of her own, and says so. The refusal insists that freedom was not a happy ending but an outcome, which is a more honest claim and a harder one for a reader to put down.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. When was Incidents published, and under what name?
    Show the full solution

    1861, under the name Linda Brent

  2. How long was the authorship doubted, and who established it?
    Show the full solution

    Over a century; Jean Fagan Yellin established it in the 1980s

  3. Give the dimensions of the crawlspace.
    Show the full solution

    Nine feet by seven, three feet at the highest point

  4. Whom does the book address?
    Show the full solution

    Free Northern women readers

  5. How does the book say her story ends?
    Show the full solution

    With freedom, not in the usual way with marriage

  6. What does the list of the reader's qualifications accomplish?
    Show the full solution

    Purity sheltered from childhood, freedom to choose one's affections, and homes protected by law are three conditions Jacobs did not have. Listing them establishes the difference between reader and writer before any request is made, so the appeal that follows arrives as a statement of circumstance rather than as a plea for indulgence. It names three conditions the reader had and Jacobs did not

  7. Why does she use the sentimental framework rather than reject it?
    Show the full solution

    Her audience read sentimental novels in which a woman's virtue is the plot, and that framework would have been applied to her whether she invoked it or not. Using it and demonstrating that its conditions did not apply to her is far stronger than rejecting it, because it argues inside the moral system her readers actually held. It argues inside the moral system her readers already held

  8. Why is the crawlspace passage written without complaint?
    Show the full solution

    Because the reader computes the horror themselves. Nine feet by seven, three feet high, no light or air, held for nearly seven years: the measurements do the work and an adjective would only invite the charge of exaggeration that Jacobs, whose authorship was doubted for a century, had every reason to anticipate. Equiano used the same restraint for the same reason. Measurements cannot be dismissed as exaggeration

  9. What does Jacobs write about that Douglass does not?
    Show the full solution

    The sexual exploitation of enslaved women. Douglass's Narrative could not address it directly, and Jacobs makes it the center of her book while managing an audience whose moral conventions made it nearly unspeakable. That subject is the reason the direct addresses and the sentimental framework are necessary rather than decorative. The sexual exploitation of enslaved women

  10. What does the ending's refusal accomplish?
    Show the full solution

    A sentimental novel ends in a marriage that resolves everything, and Jacobs names that convention in order to decline it. She ends free and without a home of her own, and says so plainly. The refusal insists that freedom was an outcome rather than a happy ending, which is more honest and much harder for a reader to set down. It makes freedom an outcome rather than a resolution

Lesson 3.7 · Unit 3 · RI.11-12.6, RI.11-12.5

The Second Inaugural, and what a president could say

The Second Inaugural is about seven hundred words, delivered five weeks before the surrender, by a man who had directed the war. What it declines to do is more remarkable than what it does.

The key ideas
  1. Lincoln delivered the Second Inaugural on 4 March 1865, and it is a work of the United States government and in the public domain.
  2. It runs about seven hundred words, which is short for an inaugural and shorter than the speech that preceded it.
  3. The war was nearly won, with Lee's surrender five weeks away, and the audience expected a victory speech.
  4. He claims no credit, lists no victories and names no generals, and does not condemn the enemy.
  5. He names slavery as the cause of the war in the third paragraph, plainly and without qualification.
  6. Both sides are treated grammatically as one subject, through repeated "neither", "each" and "both".
  7. The register is biblical, which lets him attribute the verdict to God rather than to himself.
  8. Frederick Douglass called it a sacred effort, and Lincoln asked him for his opinion of it at the reception that evening.

Where students lose marks: quoting the last paragraph alone. "With malice toward none" only means what it means because of the paragraph before it, which says the war may justly continue until every drop of blood drawn by the lash is repaid.

Worked example

The text. Abraham Lincoln, Second Inaugural Address, 4 March 1865. A work of the United States government and in the public domain.

One eighth of the whole population were colored slaves, not distributed generally over the Union, but localized in the Southern part of it. These slaves constituted a peculiar and powerful interest. All knew that this interest was, somehow, the cause of the war.

Both read the same Bible, and pray to the same God; and each invokes His aid against the other... The prayers of both could not be answered; that of neither has been answered fully.

Yet, if God wills that it continue, until all the wealth piled by the bondsman's two hundred and fifty years of unrequited toil shall be sunk, and until every drop of blood drawn with the lash, shall be paid by another drawn with the sword, as was said three thousand years ago, so still it must be said "the judgments of the Lord, are true and righteous altogether."

Step one: note what the first passage does. It states the cause of the war as slavery, in the third paragraph, without hedging. "All knew that this interest was, somehow, the cause of the war."

Step two: examine "somehow". It is the only soft word in the sentence. It concedes that people disagreed about the mechanism while insisting that everybody knew the cause, which is a precise and generous distinction.

Step three: work the grammar of the second passage. Both read, both pray, each invokes, the prayers of both, that of neither. Five constructions treating the two sides as a single subject, in a speech given by the side that was winning.

Step four: state what conceding the shared Bible costs and buys. It grants the enemy sincerity without granting that they were right. Lincoln does not say the Confederate cause was just; he refuses to say its people were insincere, which is the minimum concession that makes charity coherent rather than condescending.

Step five: read the third passage plainly. The war may justly continue until the wealth built by two hundred and fifty years of unpaid labor is destroyed and every drop of blood drawn by the lash is repaid by one drawn with the sword.

Step six: identify the audience for that sentence. The North. He is telling a victorious side, after six hundred thousand deaths, that their own casualties may be payment owed for slavery. That is not a comforting thing to say to people who have buried their sons.

Step seven: state how the register makes it sayable. An inaugural is a ceremony rather than a debate, which licenses scripture, and the verdict is attributed to God and quoted from a psalm. Lincoln reports the judgment rather than pronouncing it, which is the only position from which it could be delivered.

Step eight: state why the last paragraph depends on this one. "With malice toward none, with charity for all" is often quoted alone, where it reads as gentleness. It follows a paragraph saying the bloodshed may be deserved, which makes the charity a decision taken in full knowledge rather than an absence of anger.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. When was the Second Inaugural delivered, and how long is it?
    Show the full solution

    4 March 1865; about seven hundred words

  2. Name four things a victory speech would contain that this one omits.
    Show the full solution

    Claims of credit, lists of victories, names of generals, condemnation of the enemy

  3. What does Lincoln name as the cause of the war?
    Show the full solution

    Slavery

  4. What does he say about both sides' prayers?
    Show the full solution

    That both could not be answered and neither has been answered fully

  5. Who called the speech a sacred effort?
    Show the full solution

    Frederick Douglass

  6. What is "somehow" doing in the third paragraph?
    Show the full solution

    It is the only soft word in a sentence that otherwise states the cause of the war without hedging. It concedes that people disagreed about the mechanism, about extension, economics and states' rights, while insisting that everybody knew what the interest at issue was. The distinction is precise and generous and it costs the claim nothing. It concedes disagreement about mechanism while insisting on the cause

  7. What does the grammar of the second passage accomplish?
    Show the full solution

    Both read, both pray, each invokes, the prayers of both, that of neither: five constructions treating the two sides as one subject. A speech given by the winning side five weeks before surrender refuses to use a grammar of victor and defeated, and the reconciliation is performed in syntax before it is proposed as policy. It makes the two sides a single grammatical subject

  8. What does conceding the shared Bible cost and buy?
    Show the full solution

    It grants the enemy sincerity without granting that they were right. Lincoln does not say the Confederate cause was just; he refuses to say its people were insincere in their faith. That is the minimum concession that makes charity coherent, since charity toward people one has described as cynical would be condescension rather than charity. Sincerity granted, justice withheld, which makes charity coherent

  9. Who is the hardest sentence addressed to, and why does that matter?
    Show the full solution

    The North. He tells a victorious side, after six hundred thousand deaths, that their own casualties may be payment owed for two hundred and fifty years of unpaid labor. Saying that to people who have buried their sons is the opposite of a victory speech, and it is the reason the address is remembered rather than the reason it was expected. The victorious North, told their dead may be a debt being paid

  10. Why does "with malice toward none" depend on the preceding paragraph?
    Show the full solution

    Quoted alone it reads as gentleness, and it is usually quoted alone. It follows a paragraph saying the war may justly continue until every drop of blood drawn by the lash is repaid with the sword. The charity is therefore a decision taken in full knowledge of what might be deserved, not an absence of anger, and the two paragraphs only mean what they mean together. Charity chosen in full knowledge is not the same as charity from mildness

Lesson 3.8 · Unit 3 · RL.11-12.5, RL.11-12.6

An Occurrence at Owl Creek Bridge

Bierce fought through the war, was wounded at Kennesaw Mountain, and wrote fiction about it afterward. His most famous story is a technical experiment in narrative time, and the technique carries the argument.

The key ideas
  1. Ambrose Bierce published the story in 1890 and it is in the public domain.
  2. He served in the Union army from 1861, was seriously wounded in 1864, and disappeared in Mexico in 1913 or 1914.
  3. The story is in three parts: the hanging, a flashback to how Farquhar got there, and the apparent escape.
  4. The escape is happening in the instant before death, and the reader is not told until the last sentence.
  5. Narrative time is the subject, since seconds are told at the length of hours.
  6. Clues are planted throughout part three, including impossible sensory acuity and a light that is never explained.
  7. Farquhar is not a soldier but a planter who wanted the glory of war, which the second part establishes carefully.
  8. The ending is not a trick if the clues are read, which is what makes rereading the story a different experience.

Where students lose marks: calling the ending a twist. A twist withholds information; this story supplies it and relies on the reader wanting the escape enough to ignore it.

Worked example

The text. Ambrose Bierce, "An Occurrence at Owl Creek Bridge", 1890. Public domain.

He was now in full possession of his physical senses. They were, indeed, preternaturally keen and alert. Something in the awful disturbance of his organic system had so exalted and refined them that they made record of things never before perceived. He felt the ripples upon his face and heard their separate sounds as they struck.

He saw the individual trees, the leaves and the veining of each leaf, he saw the very insects upon them: the locusts, the brilliant bodied flies, the gray spiders stretching their webs from twig to twig.

Peyton Farquhar was dead; his body, with a broken neck, swung gently from side to side beneath the timbers of the Owl Creek bridge.

Step one: notice what the first passage claims. That his senses have become preternaturally keen, recording things never before perceived. The word "preternaturally" means beyond nature, and Bierce uses it in the third paragraph of part three.

Step two: state what a reader should do with that. Senses do not improve during a hanging. The story has announced that what follows is not happening, in plain language, and most readers proceed anyway because they want the escape.

Step three: examine the second passage. He sees the veining of individual leaves and the gray spiders on them, from a river, at a distance, while being shot at. It is impossible and it is described with great beauty.

Step four: state why the beauty matters. The clues are not hidden in obscure phrasing; they are the most attractive writing in the story. Bierce makes the evidence of unreality the most pleasurable part to read, which is how he secures the reader's collaboration in ignoring it.

Step five: state what the story is about. Not death but the mind's capacity to construct a complete world in an instant. The three-part structure exists to let one second occupy more pages than the entire preceding narrative.

Step six: read the last sentence's tone. Flat, factual, and containing the gentlest verb in the story: the body "swung gently". After pages of extraordinary perception the prose returns to reporting, and the contrast does the work.

Step seven: place part two. Farquhar is a planter, "ardently devoted to the Southern cause", prevented from enlisting, who is drawn into sabotage by a scout in disguise. He wanted the war as an opportunity for distinction and he is hanged for it.

Step eight: state the war argument. Bierce had fought. The story gives a civilian who desired glory a death with no glory in it, and spends its most beautiful writing on a fantasy that is explicitly not real. That is a veteran's judgment on the romance of war, delivered by construction rather than by statement.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. When was the story published, and what was Bierce's war service?
    Show the full solution

    1890; he served in the Union army from 1861 and was seriously wounded in 1864

  2. Name the three parts of the story.
    Show the full solution

    The hanging, the flashback, and the apparent escape

  3. When is the escape actually happening?
    Show the full solution

    In the instant before death

  4. What is Farquhar's occupation?
    Show the full solution

    A planter, not a soldier

  5. Quote the story's final sentence.
    Show the full solution

    "Peyton Farquhar was dead; his body, with a broken neck, swung gently from side to side beneath the timbers of the Owl Creek bridge."

  6. Why is the ending not a twist?
    Show the full solution

    A twist withholds information, and this story supplies it. Bierce uses the word "preternaturally" in the third paragraph of part three and then describes impossible perceptions at length. The information a reader needs is present and prominent, and the ending works because readers want the escape enough to ignore what they have been told. The information is supplied; the reader ignores it because they want the escape

  7. Why are the clues written beautifully?
    Show the full solution

    Because Bierce needs the reader's collaboration. The evidence of unreality, the veining of each leaf, the gray spiders stretching webs from twig to twig, is the most attractive writing in the story. Making the clues pleasurable ensures they are read as description rather than as warning, which is a far more interesting device than concealment. Pleasure makes the reader take evidence as description

  8. What is the story actually about?
    Show the full solution

    The mind's capacity to construct a complete and detailed world in an instant, not death as such. The three-part structure exists so that one second can occupy more pages than the entire preceding narrative, which makes narrative time the subject rather than the technique. The hanging is the occasion and the experiment is the point. Narrative time, and a mind building a world in one second

  9. What does the tone of the last sentence accomplish?
    Show the full solution

    It is flat, factual, and contains the gentlest verb in the story: the body "swung gently". After pages of preternatural perception the prose returns to plain reporting, and the contrast delivers the correction without comment. The mildness of "gently" is what makes the sentence unbearable rather than any emphasis would. Flat reporting after extraordinary prose delivers the correction without comment

  10. State the argument the construction makes about war.
    Show the full solution

    Bierce had fought and been badly wounded. The story gives a civilian who wanted war as an opportunity for distinction a death with no distinction in it, and spends its most beautiful writing on a fantasy it then declares unreal. That is a veteran's judgment on the romance of war delivered entirely through structure rather than statement. A veteran's judgment on the romance of war, made by construction

Lesson 3.9 · Unit 3 · RL.11-12.9, RL.11-12.7

Drum-Taps and Battle-Pieces

Whitman nursed wounded soldiers in Washington hospitals for three years. Melville visited the front once and wrote from newspapers. Both published war poetry in the 1860s, and the difference in method is instructive.

The key ideas
  1. Whitman published Drum-Taps in 1865, and it is in the public domain.
  2. He worked as a volunteer nurse in Washington hospitals from 1862, visiting wounded men almost daily.
  3. Melville published Battle-Pieces in 1866, his first book of poems, and it is in the public domain.
  4. Melville wrote mostly from newspaper accounts, and says so in his preface.
  5. Whitman's war poems are close and particular, usually one man, one face, one night.
  6. Melville's are distant and analytical, often concerned with what the war means for the future of war.
  7. Both abandon their earlier manner: Whitman's expansiveness narrows and Melville's prose ambition becomes compression.
  8. Neither writes a victory poem, which is worth noticing given that both supported the Union.

Where students lose marks: assuming the nurse must write better war poetry than the reader of newspapers. Proximity and insight are different things, and Melville's distance produces observations Whitman's closeness could not.

Worked example

The texts. Walt Whitman, "A Sight in Camp in the Daybreak Gray and Dim", from Drum-Taps, 1865; Herman Melville, "A Utilitarian View of the Monitor's Fight", from Battle-Pieces, 1866. Both public domain.

Curious I halt and silent stand,
Then with light fingers I from the face of the nearest the first just lift the blanket;
Who are you elderly man so gaunt and grim, with well-gray'd hair, and flesh all sunken about the eyes?
Who are you my dear comrade?

Whitman, Drum-Taps

Plain be the phrase, yet apt the verse,
More ponderous than nimble;
For since grimed War here laid aside
His Orient pomp, 'twould ill befit
Overmuch to ply
The rhyme's barbaric cymbal.

Melville, Battle-Pieces

Step one: state Whitman's method. He lifts a blanket from one face and asks who the man is. The poem is a single gesture performed three times, on three bodies, in one gray dawn.

Step two: notice what has happened to his line. The catalogs are gone. A poet who listed a nation now describes three covered figures, and the reduction from multitudes to three is the war's effect on the form.

Step three: work the question. "Who are you my dear comrade?" He asks rather than tells, and the man is dead and cannot answer. The poem's central device is a question addressed to someone who will not reply.

Step four: state what that accomplishes. It refuses to summarize the dead man. Whitman had spent a decade claiming to contain multitudes, and here he stands beside a body and admits he does not know who it is. The retraction is not stated; it is performed.

Step five: turn to Melville's method. The poem is about the first battle between ironclad ships, and it opens by announcing what kind of verse it will be: plain, ponderous, and not nimble.

Step six: state his argument. War has laid aside its Orient pomp, so poetry about it should lay aside ornament. The claim is that mechanized war requires a different prosody, and the poem demonstrates the prosody while making the claim.

Step seven: state what the distance buys. Melville is not at the battle and is not trying to be. Reading about ironclads in a newspaper produces a thought about the future of war that no bedside could produce, and it turned out to be correct.

Step eight: write the comparative claim. "Both poets abandoned their earlier manner under the pressure of the war, but Whitman narrowed from national catalogs to one face he could not name while Melville turned from prose expansiveness to a deliberately clumsy verse that argues mechanized war has made ornament obscene, so proximity produced a refusal to generalize and distance produced a generalization worth having."

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. Name the two books and their years.
    Show the full solution

    Whitman's Drum-Taps, 1865; Melville's Battle-Pieces, 1866

  2. What did Whitman do during the war?
    Show the full solution

    Worked as a volunteer nurse in Washington hospitals from 1862

  3. What were Melville's sources?
    Show the full solution

    Mostly newspaper accounts, as he says in his preface

  4. What kind of verse does Melville announce he will write?
    Show the full solution

    Plain and ponderous rather than nimble

  5. What does Whitman ask the dead man?
    Show the full solution

    "Who are you my dear comrade?"

  6. What has the war done to Whitman's line?
    Show the full solution

    The catalogs are gone. A poet who had listed an entire nation of occupations now describes three covered figures in one gray dawn, lifting a blanket from each. The reduction from multitudes to three is the war's effect registered in the form itself, and no statement about the war's effect could show it as clearly. It narrows from national catalogs to three covered figures

  7. What does the unanswerable question accomplish?
    Show the full solution

    It refuses to summarize the dead man. Whitman had spent a decade claiming to contain multitudes and to know what every American was; here he stands beside a body and admits he does not know who it is. The retraction is never stated, it is performed, which is why the poem is more convincing than an apology would be. It performs a retraction of his earlier claim to contain everyone

  8. State Melville's argument about prosody.
    Show the full solution

    War has laid aside its Orient pomp, so poetry about it should lay aside ornament and the rhyme's barbaric cymbal. Mechanized combat between iron ships requires a different verse from cavalry and banners. The poem makes the claim and demonstrates it simultaneously by being deliberately plain and ponderous, which is the strongest way to advance it. Mechanized war requires plain verse, and the poem demonstrates it

  9. What does Melville's distance buy him?
    Show the full solution

    A thought about the future of war that no bedside could produce. Reading about ironclads in a newspaper lets him notice that the nature of combat has changed permanently, which is a generalization and turned out to be correct. Proximity and insight are different things, and assuming the nurse must write the better war poetry is a mistake. A correct generalization about the future of war

  10. Write the comparative claim.
    Show the full solution

    "Both poets abandoned their earlier manner under the pressure of the war, but Whitman narrowed from national catalogs to one face he could not name while Melville turned to a deliberately clumsy verse arguing that mechanized war has made ornament obscene, so proximity produced a refusal to generalize and distance produced a generalization worth having." Shared abandonment of earlier manner, opposite directions, opposite gains

Unit 3 review · The Civil War and the American Voice

Ten questions across the whole unit

Questions 1 to 5 check that you hold the terms. Questions 6 to 10 require you to reason across the nine lessons.

  1. When did Leaves of Grass first appear?
    Show the full solution

    1855

  2. How many of Dickinson's poems were published in her lifetime?
    Show the full solution

    About a dozen, out of nearly 1,800

  3. What is a catalog in Whitman?
    Show the full solution

    A long list of particulars, given equal grammatical weight

  4. Under what name did Harriet Jacobs publish?
    Show the full solution

    Linda Brent

  5. What does Lincoln's Second Inaugural decline to do?
    Show the full solution

    Claim that God was simply on the Union's side

  6. Why does the catalog do political work rather than only rhetorical work?
    Show the full solution

    Because grammatical equality asserts human equality. Whitman places the prostitute, the president, the carpenter and the slave in the same list with the same syntactic weight, and the form makes a claim the poem never has to state as a proposition. Equal clauses are the argument. Equal grammatical weight asserts equal human standing

  7. Compare Whitman's and Dickinson's answers to the same problem.
    Show the full solution

    Both refuse inherited English forms. Whitman expands, using a long line, no rhyme and accumulation, to include everything. Dickinson contracts, using hymn meter, dashes and slant rhyme, to make a small poem behave unpredictably. Expansion and compression are two solutions to the question of what an American poem should be. Expansion against compression, from the same refusal

  8. What does slant rhyme accomplish that full rhyme cannot?
    Show the full solution

    It withholds resolution. A full rhyme closes a stanza and tells the ear the thought is finished; a near miss keeps the expectation open. In a hymn stanza, whose whole architecture promises settlement, the unsettled rhyme is a formal argument against the consolation the form was built to deliver. It denies the closure the hymn form promises

  9. Why does Jacobs address white Northern women directly?
    Show the full solution

    Because they were the audience with both sympathy available and political influence to apply, and because her subject, the sexual exploitation of enslaved women, was one respectable readers preferred not to discuss. Naming the audience makes evasion harder, which is why the direct address appears at the most difficult passages. They could act, and the direct address blocks evasion

  10. What makes Lincoln's Second Inaugural unusual as a victory speech?
    Show the full solution

    It distributes responsibility rather than assigning it. Both sides read the same Bible and prayed to the same God, and the address treats the war as a judgment on the whole country rather than on the defeated half. Delivered weeks before the end of a war the speaker was winning, that is a refusal of the available position. It treats the war as a judgment on the whole country

Lesson 4.1 · Unit 4 · RL.11-12.9, RL.11-12.5

What realism was reacting against

Realism arrives after the war and is best understood as a refusal of the two things that came before it: the Romantic self and the sentimental plot. Both had become difficult to sustain after six hundred thousand deaths.

The key ideas
  1. American realism runs roughly from 1865 to 1900, beginning with the war's end.
  2. It rejects the Romantic self as expansive and self-sufficient, replacing it with people shaped by circumstance.
  3. It rejects the sentimental plot, in which virtue is rewarded and the ending resolves.
  4. Its subjects are ordinary people doing ordinary work in specified places.
  5. Dialogue becomes important, since people are distinguished by how they actually speak.
  6. William Dean Howells was its chief advocate, as editor of the Atlantic Monthly and a novelist himself.
  7. Regionalism is realism specialized to place, recording a locality before it disappears.
  8. Naturalism is realism plus a thesis, namely that heredity and environment determine what people do.

Where students lose marks: defining realism as "writing about real life". Every literary movement claims to do that. Realism is a set of specific refusals, and naming what is refused is the definition.

Worked example

The texts. Emerson, "Self-Reliance", 1841; Mark Twain, Adventures of Huckleberry Finn, 1884. Both public domain.

Trust thyself: every heart vibrates to that iron string.

Emerson

It was a close place. I took it up, and held it in my hand. I was a-trembling, because I'd got to decide, forever, betwixt two things, and I knowed it. I studied a minute, sort of holding my breath, and then says to myself: "All right, then, I'll go to hell", and tore it up.

Twain

Step one: state what Emerson's sentence assumes. That a person consulting themselves will find something reliable, and that the same string sounds in every heart. Self-trust is presented as sufficient.

Step two: examine Huck's situation. He is deciding whether to return Jim to slavery. His conscience, which is the thing Emerson says to trust, is telling him that helping Jim escape is theft and that he will be damned for it.

Step three: state the problem this creates. Huck trusts himself and his self has been formed by a society that taught him slavery is right. Self-reliance delivers the wrong answer, because the self was built by the place it came from.

Step four: read what he actually does. He acts correctly and believes he is damning himself for it. The novel gives its moral climax to a boy who thinks he is choosing evil, which no Romantic account of the self can explain.

Step five: notice the language. "A close place", "a-trembling", "I knowed it", "betwixt". Twain writes the sentence in Huck's grammar, which a Romantic narrator would have corrected into eloquence.

Step six: state the refusal of the sentimental plot. A sentimental novel would reward Huck with recognition, or show him realizing he was right. He gets neither. He tears up the letter and remains convinced he has done a wicked thing.

Step seven: name what replaces the Romantic self. A person made by their circumstances, whose conscience is a local product rather than a universal instrument. That is realism's central claim about character.

Step eight: state the method for this unit. For each text, ask what Emerson would have expected and what actually happens. The gap is the movement, and it is clearest where a character does the right thing for reasons the culture supplied wrongly.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. What period does American realism cover?
    Show the full solution

    Roughly 1865 to 1900

  2. Name the two things realism refuses.
    Show the full solution

    The Romantic self and the sentimental plot

  3. Who was realism's chief advocate?
    Show the full solution

    William Dean Howells, editor of the Atlantic Monthly

  4. Define regionalism and naturalism.
    Show the full solution

    Realism specialized to place; realism plus the thesis that heredity and environment determine conduct

  5. What does Huck decide?
    Show the full solution

    To tear up the letter and go to hell rather than return Jim

  6. Why is "writing about real life" a useless definition of realism?
    Show the full solution

    Every literary movement claims to do that, including Romanticism, which held that intuition reached truths reason could not and therefore described reality more accurately than measurement. Realism is defined by specific refusals: the expansive self, the rewarded virtue, the resolving ending. Naming what is refused is what makes the definition do any work. Every movement claims it; the definition must name the refusals

  7. How does Huck's decision defeat self-reliance?
    Show the full solution

    His conscience is the thing Emerson tells him to trust, and it has been formed by a society that taught him slavery is right. Consulting himself produces the wrong answer, because the self was built by the place it came from. Self-trust is only reliable if the self is not a local product, and the novel shows that it is. His conscience is a local product and delivers the wrong answer

  8. What is remarkable about the moral climax?
    Show the full solution

    Huck acts correctly and believes he is damning himself for it. The novel gives its decisive moral moment to a boy who thinks he is choosing evil and does it anyway. No Romantic account of the self can explain that, because it requires a person to be right against their own conscience rather than because of it. He does right while believing he is choosing damnation

  9. What does the sentimental plot refuse to supply here?
    Show the full solution

    Recognition and resolution. A sentimental novel would have Huck realize he was right, or have someone tell him so, or reward him for the choice. He gets none of it: he tears up the letter and remains convinced he has done a wicked thing, and the novel never corrects him. The refusal is what makes the moment land. Recognition, reward, and the correction of his belief

  10. State realism's central claim about character.
    Show the full solution

    That a person is made by their circumstances, and that conscience is a local product rather than a universal instrument. Where Emerson has every heart vibrating to one iron string, realism has hearts tuned by the places they grew up in. That claim is what the whole unit tests, and the next lessons supply the evidence. People are made by circumstance, and conscience is local

Lesson 4.2 · Unit 4 · RL.11-12.4, RL.11-12.6

The vernacular narrator

Huckleberry Finn is narrated entirely in the speech of an uneducated boy, sustained for two hundred pages. That had not been done before in a serious American novel, and every consequence of the choice is worth tracing.

The key ideas
  1. Mark Twain published Adventures of Huckleberry Finn in 1884, in Britain, and in 1885 in the United States. It is public domain.
  2. Vernacular means the ordinary spoken language of a place, as opposed to formal literary English.
  3. Twain's explanatory note claims seven dialects in the book and says the shadings were not done haphazardly.
  4. Huck narrates throughout, so every judgment in the novel reaches the reader through a boy of about fourteen.
  5. The vernacular is not comic relief, and the novel's most serious passages are in it.
  6. Hemingway's claim that all American literature comes from this book refers chiefly to the voice.
  7. The novel uses a racial slur over two hundred times, reproducing the speech of its setting, and this course marks it rather than reprinting it.
  8. Dialect had been used for minor characters before, but not for the consciousness through which a whole novel is seen.

Where students lose marks: treating the dialect as local color. It determines what the novel can show, because everything must pass through what Huck is able to notice and say.

Worked example

The text. Mark Twain, Adventures of Huckleberry Finn, 1884. Public domain.

You don't know about me without you have read a book by the name of The Adventures of Tom Sawyer; but that ain't no matter. That book was made by Mr. Mark Twain, and he told the truth, mainly. There was things which he stretched, but mainly he told the truth.

It was a monstrous big river down there, sometimes a mile and a half wide; we run nights, and laid up and hid daytimes... Not a sound anywheres, perfectly still, just like the whole world was asleep, only sometimes the bullfrogs a-cluttering, maybe.

Step one: examine the first sentence's grammar. "Without you have read" for "unless you have read". "That ain't no matter" is a double negative. The novel's opening line establishes the register before it says anything.

Step two: notice what Huck does with Twain. He assesses the author's truthfulness and finds it mainly reliable with some stretching. A character is grading the writer of the previous book, which places Huck outside the fiction.

Step three: state what "mainly" establishes. That this narrator distinguishes degrees of truth and cares about them. A boy who says an author told the truth mainly is a boy who notices when people do not, and the whole novel depends on his being that kind of observer.

Step four: read the second passage for its beauty. "Just like the whole world was asleep, only sometimes the bullfrogs a-cluttering, maybe." That is a fine sentence and it contains a nonstandard participle, a hedge, and a word Twain seems to have invented for the sound.

Step five: state what that proves. The vernacular can do lyric work. Previous novelists used dialect for comedy and switched to literary English for description, and Twain does not switch, which is the technical achievement Hemingway was pointing at.

Step six: identify the constraint. Everything in the book must be something Huck could notice and say. There is no narrator to supply analysis, context or moral judgment, so the reader gets only what a fourteen-year-old with no education observed.

Step seven: state what the constraint buys. Irony. Huck reports things accurately without understanding them, and the reader understands more than the narrator does. That gap is the novel's central device and lesson 4.3 examines it.

Step eight: address the language honestly. The novel reproduces the speech of Missouri in the 1840s, including a racial slur used more than two hundred times. This course does not reprint it. A student writing about the book should note that the usage is the setting's and should quote around it, which is standard scholarly practice and costs nothing.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. When was Huckleberry Finn published?
    Show the full solution

    1884 in Britain, 1885 in the United States

  2. Define vernacular.
    Show the full solution

    The ordinary spoken language of a place, as opposed to formal literary English

  3. How many dialects does Twain's note claim?
    Show the full solution

    Seven

  4. What does Huck say about Mr. Mark Twain?
    Show the full solution

    That he told the truth, mainly, with some things stretched

  5. How old is Huck, roughly?
    Show the full solution

    About fourteen

  6. What does the opening line establish before it says anything?
    Show the full solution

    The register. "Without you have read" for "unless", and "that ain't no matter" as a double negative, tell a reader in twenty words that this book will be narrated in nonstandard speech throughout. A reader who expects the dialect to be a frame around literary English has been corrected before the first paragraph ends. That the whole novel will be in nonstandard speech

  7. What does "he told the truth, mainly" tell you about the narrator?
    Show the full solution

    That he distinguishes degrees of truth and cares about the distinction. A boy who grades an author's reliability and notes the stretching is a boy who notices when people are not telling the truth, and the whole novel depends on his being that kind of observer. The characterization is complete in one adverb. He notices and cares about degrees of truthfulness

  8. What is the technical achievement of the river passage?
    Show the full solution

    It is a genuinely beautiful sentence written entirely in Huck's grammar, with a nonstandard participle, a hedge and an invented word for the bullfrog sound. Previous novelists used dialect for comedy and switched to literary English for description. Twain does not switch, which proves the vernacular can do lyric work and is what Hemingway meant. Lyric writing sustained entirely in the vernacular

  9. What does the choice of narrator prevent, and what does it buy?
    Show the full solution

    It prevents analysis, context and moral judgment from any source but Huck, so everything must be something a fourteen-year-old with no education could notice and say. What it buys is irony: Huck reports accurately without understanding, and the reader understands more than the narrator. The constraint creates the novel's central device. No narratorial judgment, which creates the irony the novel runs on

  10. How should a student handle the novel's racial slur?
    Show the full solution

    By noting that the usage reproduces the speech of Missouri in the 1840s, by not reprinting it, and by quoting around it. That is standard scholarly practice, it costs nothing analytically, and it lets the discussion be about what the book does rather than about the quotation. The fact of the usage should be stated plainly rather than avoided. State the fact, quote around it, and do not reprint it

Lesson 4.3 · Unit 4 · RL.11-12.6, RL.11-12.3

The irony the narrator cannot see

The novel's method is to let a boy report accurately what he does not understand. The reader supplies the judgment, and because the reader supplies it, the judgment is theirs and cannot be argued with.

The key ideas
  1. Dramatic irony occurs when the reader knows more than the narrator, and here it runs for the whole novel.
  2. Huck's conscience is the novel's target, since it was trained by a slave society and therefore misfires consistently.
  3. He judges himself wicked for every good thing he does, which is the pattern the book repeats.
  4. The Grangerford chapters show a feud conducted by courteous, churchgoing people, reported by a boy who admires them.
  5. The duke and the dauphin supply the same technique applied to fraud, which Huck reports without fully judging.
  6. Jim is characterized through Huck's incomprehension, and the reader sees more of him than the narrator does.
  7. The ending has been disputed for a century, because Tom Sawyer returns and the novel changes register.
  8. The method's power is that the reader does the convicting, which no direct denunciation could achieve.

Where students lose marks: saying that Twain criticizes slavery. He never says so anywhere in the novel. The criticism is produced by a structure, and describing the structure is the analysis.

Worked example

The text. Mark Twain, Adventures of Huckleberry Finn, 1884. Public domain.

It was fifteen minutes before I could work myself up to go and humble myself to a [racial slur in the original]; but I done it, and I warn't ever sorry for it afterwards, neither.

Square brackets mark the one substitution made here. Every other word is as Twain printed it, including the grammar.

I do believe he cared just as much for his people as white folks does for their'n. It don't seem natural, but I reckon it's so.

All right, then, I'll go to hell.

Step one: state what the first passage reports. That Huck apologized to Jim after playing a trick that frightened him, that it took fifteen minutes to bring himself to it, and that he never regretted it.

Step two: identify the two judgments in the sentence. Huck's judgment is that apologizing was a humbling. The reader's judgment is that apologizing was ordinary decency. Both are present and the novel states only the first.

Step three: notice what the delay reveals. Fifteen minutes is specified. The number measures the force of what he was taught, and it is the most damning fact in the passage because it is reported as a small detail about himself.

Step four: work the second passage. He concludes that Jim loved his family as much as white people love theirs, finds that unnatural, and accepts it anyway. The sentence contains a discovery and the prejudice it is defeating, in that order.

Step five: state what "it don't seem natural" does. It shows the conclusion being reached against resistance. A boy who found the fact obvious would prove nothing; a boy who finds it unnatural and believes it anyway is demonstrating that the evidence overcame the training.

Step six: state why Twain never comments. A narrator saying that Huck's conscience is corrupt would give the reader a position to agree or disagree with. Letting Huck condemn himself makes the reader supply the correction, and a correction a reader has made is one they have committed to.

Step seven: set out the argument the structure makes. A boy's conscience tells him that helping a friend escape slavery is theft. He does it and calls himself damned. Therefore conscience is not a reliable guide, because it is trained by the society that produced it. That is a claim about moral education and the novel never states it.

Step eight: address the ending. Tom Sawyer reappears and turns Jim's escape into an elaborate game, and the novel's register drops back into farce. Hemingway advised readers to stop before it. The defense is that a country which had freed people and then tormented them with pointless ritual is being described accurately, and both readings are arguable.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. Define dramatic irony as it operates here.
    Show the full solution

    The reader knows more than the narrator, for the whole novel

  2. What is the novel's target?
    Show the full solution

    Huck's conscience, trained by a slave society

  3. How long did it take Huck to apologize to Jim?
    Show the full solution

    Fifteen minutes

  4. What does Huck conclude about Jim's feeling for his family?
    Show the full solution

    That he cared as much as white folks do, though it does not seem natural

  5. What happens at the end of the novel?
    Show the full solution

    Tom Sawyer returns and turns Jim's escape into an elaborate game

  6. Identify the two judgments in the apology passage.
    Show the full solution

    Huck's judgment is that apologizing was a humbling that took effort to perform. The reader's judgment is that it was ordinary decency requiring no effort at all. Both are present in the sentence and the novel states only the first, which is the mechanism of the whole book: the narrator supplies the fact and the reader supplies the verdict. He calls it humbling; the reader calls it ordinary decency

  7. Why is the fifteen minutes the most damning detail?
    Show the full solution

    Because it measures the force of what he was taught. Huck mentions the number as a small fact about himself, without seeing what it shows, and a reader computes that an ordinary apology required a quarter of an hour of struggle against training. The most serious evidence in the passage arrives as an incidental detail. It measures the force of his training, reported as a small detail

  8. What does "it don't seem natural" accomplish?
    Show the full solution

    It shows a conclusion being reached against resistance. A boy who found it obvious that Jim loved his family would prove nothing about anything; a boy who finds it unnatural and believes it anyway demonstrates that evidence has overcome training. The prejudice is left visible in the sentence that defeats it, which is why the moment is convincing. It shows evidence overcoming training, with the prejudice still visible

  9. Why does Twain never comment?
    Show the full solution

    A narrator stating that Huck's conscience is corrupt would give the reader a position to agree or disagree with, and the reader could then simply decline. Letting Huck condemn himself makes the reader supply the correction, and a correction a reader has made themselves is one they have committed to and cannot easily abandon. The reader supplies the verdict and therefore owns it

  10. Set out the argument the structure makes, and state the dispute about the ending.
    Show the full solution

    A boy's conscience tells him that helping a friend escape slavery is theft; he does it and calls himself damned; therefore conscience is not reliable, being trained by the society that produced it. On the ending: Tom returns, the register drops into farce, and Hemingway advised stopping before it. The defense is that a country which freed people and then tormented them with ritual is being described accurately. Conscience is a local product; the ending is either a failure or an accurate description

Lesson 4.4 · Unit 4 · RL.11-12.3, RL.11-12.5

What place does to a story

Regionalism is realism with a locality as its subject, written at a moment when railroads and national markets were dissolving the localities it recorded. That urgency explains most of its characteristic features.

The key ideas
  1. Regionalism flourished from about 1870 to 1900, in magazines that paid for short fiction about particular places.
  2. Its subject is a locality with its own speech, work, customs and constraints.
  3. The railroads and national markets were erasing difference, which gave the writing a documentary urgency.
  4. Setting becomes causal rather than decorative, and characters do what the place makes possible.
  5. Dialect is recorded carefully because speech is the clearest evidence of a distinct culture.
  6. Many of the best regionalists were women, including Freeman, Jewett, Chopin and Mary Austin, partly because magazines would buy the form.
  7. The mode is often accused of nostalgia, and the best examples are unsentimental about what a place costs its inhabitants.
  8. Local color is the weaker version, where the place is scenery rather than cause.

Where students lose marks: describing setting as atmosphere. In regionalism the test is whether the story could happen elsewhere, and if it could, the place is decoration rather than subject.

Worked example

The text. Sarah Orne Jewett, "A White Heron", 1886. Public domain.

The woods were already filled with shadows one June evening, just before eight o'clock, though a bright sunset still glimmered faintly among the trunks of the trees. A little girl was driving home her cow, a plodding, dilatory, provoking creature in her behavior, but a valued companion for all that.

He can make them stuffed birds look just like live ones... "I would give ten dollars to anybody who could show it to me," he added desperately, "and I mean to spend my whole vacation hunting for it if I can only find out where it is."

Step one: establish what the place supplies. A farm, a cow to be driven home, woods, a June evening, and a girl who does this work daily. Everything the story needs is produced by the situation rather than arranged for it.

Step two: apply the test. Could this story happen elsewhere? Sylvia's knowledge of where the heron nests exists because she walks these woods every evening after a cow. Move her to a city and the knowledge does not exist, so the plot is impossible. The place is causal.

Step three: notice the cow's characterization. Plodding, dilatory, provoking, and a valued companion. Jewett spends four adjectives on an animal, which tells you what the girl's days consist of and how few companions there are.

Step four: state what the hunter brings. Ten dollars, a gun, and a scientific interest in a bird he wants to kill and stuff. He arrives from outside with money and a taxonomy, which is the railroad and the national market in one person.

Step five: state the conflict precisely. Not good against evil. The hunter is pleasant, Sylvia likes him, and ten dollars is a great deal of money to this household. The story sets a real offer against a knowledge that only she has.

Step six: state what she does. She climbs the pine, sees the heron and the sea beyond it, comes down, and says nothing. The story gives its climax to a silence, and the money is not taken.

Step seven: assess the nostalgia charge. Jewett is accused of romanticizing rural New England. The story is careful to note the poverty, the isolation and the fact that Sylvia was sent to the farm because the town was too much for her. What it declines to do is treat the loss of the place as progress.

Step eight: write the analysis sentence. "Jewett makes the plot depend on knowledge only a girl who walks these woods after a cow could possess, so the story cannot be relocated, and the choice she faces is between ten dollars from a friendly stranger and a bird nobody else knows how to find, which makes the silence at the end a decision about who the place belongs to."

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. When did regionalism flourish, and where was it published?
    Show the full solution

    About 1870 to 1900, in magazines that paid for short fiction

  2. What gave the writing documentary urgency?
    Show the full solution

    Railroads and national markets were erasing local difference

  3. Name four regionalist writers.
    Show the full solution

    Freeman, Jewett, Chopin, Mary Austin

  4. Distinguish regionalism from local color.
    Show the full solution

    In regionalism the place is causal; in local color it is scenery

  5. What does the hunter offer, and what does he want?
    Show the full solution

    Ten dollars, for anyone who can show him where the white heron nests

  6. Apply the relocation test to "A White Heron".
    Show the full solution

    Sylvia knows where the heron nests because she walks these woods every evening driving a cow home. Move her to a city and the knowledge does not exist, so the plot becomes impossible rather than merely different. The place is causal, which is the test that separates regionalism from local color, and this story passes it. Relocated, the knowledge the plot depends on would not exist

  7. What do the four adjectives about the cow accomplish?
    Show the full solution

    Plodding, dilatory, provoking, and a valued companion for all that. Jewett spends four adjectives on a farm animal, which tells a reader what Sylvia's days consist of and how few other companions are available. Characterizing the cow characterizes the life, economically and without any statement about loneliness. They establish what her days contain and how few companions she has

  8. Why is the conflict not good against evil?
    Show the full solution

    The hunter is pleasant, Sylvia likes him, and ten dollars is a great deal of money to a household this poor. Jewett sets a genuine benefit against a knowledge only Sylvia has, so the choice costs something real whichever way it goes. A villain would make the decision easy and would destroy the story. The offer is genuine and the money matters to the household

  9. Assess the charge of nostalgia.
    Show the full solution

    The story notes the poverty, the isolation, and that Sylvia was sent to the farm because town life had been too much for her, so it is not pretending the place is idyllic. What it declines to do is treat the arrival of money and taxonomy as progress, which is a judgment rather than nostalgia. The distinction is worth holding carefully. It records the hardship and refuses to call the change progress

  10. What does the ending's silence decide?
    Show the full solution

    Who the place belongs to. Sylvia climbs the pine, sees the heron and the sea beyond it, comes down and says nothing, and the ten dollars is not taken. The story gives its climax to a refusal to speak, which means the decision is about whether local knowledge is for sale rather than about a bird. Whether local knowledge is for sale

Lesson 4.5 · Unit 4 · RL.11-12.3, RL.11-12.5

A regional novel that is not one

Read the whole novel before this lesson. It is short. Chopin writes Creole Louisiana with a regionalist's precision and then uses the region to do something regionalism was not supposed to do.

The key ideas
  1. Kate Chopin published The Awakening in 1899 and it is in the public domain.
  2. The reception was hostile, and Chopin published little afterward and died in 1904.
  3. The setting is Creole Louisiana, Grand Isle in summer and New Orleans in the season that follows.
  4. Edna Pontellier is not Creole, having come from Kentucky Presbyterians, and the difference is the novel's engine.
  5. The Creole community is frank about the body and rigid about marriage, a combination Edna misreads completely.
  6. Learning to swim is the novel's central event, and it happens a third of the way through.
  7. Music, the sea and the pigeon house are the recurring images, and each returns changed.
  8. The ending has been argued about since 1899, and lesson 4.6 takes it separately.

Where students lose marks: reading the Creoles as hypocrites. Their frankness and their rigidity are both real and consistent, and the misunderstanding is Edna's rather than theirs.

Worked example

The text. Kate Chopin, The Awakening, 1899. Public domain.

A certain light was beginning to dawn dimly within her, the light which, showing the way, forbids it.

But that night she was like the little tottering, stumbling, clutching child, who of a sudden realizes its powers, and walks for the first time alone, boldly and with over-confidence. She could have shouted for joy. She did shout for joy.

I would give up the unessential; I would give my money, I would give my life for my children; but I wouldn't give myself.

Step one: read the first sentence's paradox. A light that shows the way and forbids it. Understanding arrives and, in the same clause, closes the route it has just revealed.

Step two: state what that predicts. The novel will not end with Edna acting on her awakening, because the awakening itself is described, in the first chapters, as the thing that makes action impossible. Chopin states the shape of the book early.

Step three: work the swimming passage. The simile is a child walking for the first time. A woman of twenty-eight, married with two sons, is compared to a toddler, which places her development a quarter century behind her life.

Step four: notice the repeated sentence. "She could have shouted for joy. She did shout for joy." The first reports capacity and the second reports action, and Chopin writes them separately because the difference between what Edna could do and what she does is the novel's whole subject.

Step five: examine the distinction in the third passage. She will give money and life for her children but not herself. She is separating the unessential, which includes her life, from the essential, which is the self.

Step six: state why that inversion matters. Ordinary usage makes life essential and possessions unessential. Edna puts her life on the unessential side, which means that by her own account the ending is consistent with what she said in chapter sixteen.

Step seven: identify the Creole misreading. The community is physically frank, discusses childbirth openly, and flirts as an established social form. Edna reads the frankness as permission. It is not: the frankness is possible precisely because the marriage rules are absolute and nobody is at risk.

Step eight: state what the region contributes. A regionalist story records a place. Chopin uses the place to create a woman who cannot read the rules she is living under, and the novel is therefore about the gap between two cultures rather than about one of them. That is regionalism turned into something else.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. When was The Awakening published, and how was it received?
    Show the full solution

    1899; the reception was hostile

  2. Where is it set?
    Show the full solution

    Grand Isle and New Orleans, in Creole Louisiana

  3. What is Edna's background?
    Show the full solution

    Kentucky Presbyterian, not Creole

  4. What is the novel's central event?
    Show the full solution

    Edna learning to swim

  5. What does she say she would not give for her children?
    Show the full solution

    Herself

  6. What does the paradox of the light predict?
    Show the full solution

    That the novel will not end with Edna acting successfully on her awakening. A light which shows the way and forbids it means that understanding arrives already carrying its own obstruction. Chopin states the shape of the book in the early chapters, so the ending is prepared rather than imposed, whatever a reader concludes about it. Understanding arrives already carrying its own obstruction

  7. What does the toddler simile establish?
    Show the full solution

    A married woman of twenty-eight with two sons is compared to a child walking for the first time. The comparison places her development roughly a quarter century behind her life, which is a statement about what her upbringing and marriage permitted rather than about her capacity. It is also affectionate and slightly alarming. Her development is a quarter century behind her life

  8. Why are the two sentences about shouting written separately?
    Show the full solution

    "She could have shouted for joy" reports capacity; "She did shout for joy" reports action. Chopin separates them because the gap between what Edna is capable of and what she actually does is the novel's whole subject, and this is the one moment where the two coincide. The repetition marks the coincidence. Capacity and action coincide here, which is rare in the novel

  9. Explain the inversion of essential and unessential.
    Show the full solution

    Ordinary usage treats life as essential and possessions as unessential. Edna puts her money and her life together on the unessential side and reserves only the self. By her own account, therefore, the ending is consistent with a statement she makes in the middle of the book, which is the strongest internal evidence in the argument about it. She places her life among the unessential, reserving only the self

  10. What does Edna misread about the Creoles?
    Show the full solution

    She reads their physical frankness and established flirtation as permission. It is not: the frankness is possible precisely because the marriage rules are absolute, so nobody is at risk and nothing is at stake. Their openness and their rigidity are consistent rather than hypocritical, and the misunderstanding is entirely hers. She takes frankness for permission; it is possible because the rules are absolute

Lesson 4.6 · Unit 4 · RL.11-12.2, RL.11-12.5

The ending, and the arguments about it

The last page of The Awakening has been read as suicide, as liberation, as defeat and as accident. All four have textual support, which makes the novel an unusually good place to practice holding an interpretation open.

The key ideas
  1. Edna swims out from the beach at Grand Isle in the final chapter and the novel ends without stating that she drowns.
  2. The word suicide never appears, and the last paragraph is a memory of childhood rather than a death.
  3. The tragic reading holds that a woman who cannot live on her own terms in 1899 has no other exit.
  4. The liberation reading holds that she chooses on her own terms for the first and only time.
  5. The defeat reading holds that she is destroyed by an awakening she lacked the resources to act on.
  6. The accident reading notes that she is a new swimmer who goes out too far and that the text never states intent.
  7. The images return in the last chapter: the sea, the birds, her childhood meadow, and each has appeared before.
  8. Contemporary reviewers assumed a moral judgment and objected that the novel did not deliver one.

Where students lose marks: asserting one reading and ignoring the others. An ending with four supported interpretations is a text about which the honest claim is that it is underdetermined, and saying so precisely is worth more than choosing.

Worked example

The text. Kate Chopin, The Awakening, 1899, final chapter. Public domain.

A bird with a broken wing was beating the air above, reeling, fluttering, circling disabled down, down to the water.

She looked into the distance, and the old terror flamed up for an instant, then sank again. Edna heard her father's voice and her sister Margaret's. She heard the barking of an old dog that was chained to the sycamore tree. The spurs of the cavalry officer clanked as he walked across the porch. There was the hum of bees, and the musky odor of pinks filled the air.

Step one: trace the bird image. The novel opens with a caged parrot repeating phrases in several languages that nobody attends to. Mademoiselle Reisz later tells Edna that a bird soaring above tradition must have strong wings. Here a bird with a broken wing falls to the water.

Step two: state the three readings of the bird. Edna's wings were not strong enough, which supports defeat. Or the image is Chopin's judgment rather than Edna's thought, which complicates it. Or the bird is simply a bird, observed on a beach where seabirds are common, and the reader supplies the symbolism.

Step three: examine what Edna actually perceives. Her father's voice, her sister, a chained dog, cavalry spurs, bees, pinks. Every item is from childhood in Kentucky, and none is from the present.

Step four: state what that supports. Not decision. The passage is a dissolution of the present into memory, which reads as consciousness ending rather than as a choice being executed. It is the strongest evidence against the pure liberation reading.

Step five: state the counterevidence. Earlier in the chapter she thinks clearly about her children, about Robert, and about what she will and will not give. The deliberation is present in the pages immediately before the swim, which is the strongest evidence for a decision.

Step six: assess the accident reading. She learned to swim months earlier and the text notes her inexperience. Swimming out too far is exactly what a new swimmer does. Nothing in the text states intent, and the reading is available, though it sits oddly with the deliberation in the preceding pages.

Step seven: state the honest conclusion. The text supports several readings and excludes none. Chopin removes the one thing that would settle it, which is any statement of Edna's intention, and a novel whose subject is a woman nobody can read ends by becoming unreadable in the same way.

Step eight: write the claim. "Chopin withholds the single sentence that would decide how the last page should be read, and the withholding is consistent with a novel in which every character has spent three hundred pages misreading Edna, so the strongest available claim is not that she chooses or fails but that the novel refuses the reader the position of knowing her that it has denied everyone else."

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. What happens in the final chapter?
    Show the full solution

    Edna swims out from the beach at Grand Isle

  2. Does the novel state that she drowns?
    Show the full solution

    No; the word suicide never appears and no death is stated

  3. Name the four readings.
    Show the full solution

    Tragic, liberation, defeat, accident

  4. What does the novel open with, in bird imagery?
    Show the full solution

    A caged parrot repeating phrases nobody attends to

  5. What does Edna perceive in the final paragraph?
    Show the full solution

    Her father's voice, her sister, a chained dog, cavalry spurs, bees and pinks

  6. Trace the bird imagery and give three readings of the last one.
    Show the full solution

    A caged parrot opens the novel; Mademoiselle Reisz says a bird soaring above tradition needs strong wings; a bird with a broken wing falls to the water at the end. It may mean Edna's wings were not strong enough, supporting defeat. It may be Chopin's judgment rather than Edna's thought. Or it may be a seabird on a beach, with the reader supplying the symbol. Defeat, authorial judgment, or a bird the reader symbolizes

  7. What does the content of the final paragraph support?
    Show the full solution

    Not decision. Every item she perceives, her father's voice, her sister, the chained dog, the cavalry spurs, the bees and the pinks, is from childhood in Kentucky and none is from the present. The passage reads as the present dissolving into memory, which is consciousness ending rather than a choice being carried out. Dissolution into memory rather than a decision being executed

  8. State the strongest evidence for a decision.
    Show the full solution

    In the pages immediately before the swim Edna thinks clearly about her children, about Robert, and about what she will and will not give. The deliberation is present, recent and specific, and it is the strongest counterweight to the dissolution in the final paragraph. Both are in the same chapter. Clear deliberation in the pages immediately before the swim

  9. Assess the accident reading.
    Show the full solution

    She learned to swim only months earlier and the text notes her inexperience, so swimming out too far is exactly what a new swimmer does. Nothing in the text states intent. The reading is genuinely available, though it sits awkwardly beside the deliberation in the preceding pages, and a good essay would say so rather than dismissing it. Available, given her inexperience and the absence of stated intent

  10. State the honest conclusion about the ending.
    Show the full solution

    The text supports several readings and excludes none, because Chopin removes the one sentence that would settle it: any statement of Edna's intention. A novel in which every character spends three hundred pages misreading Edna ends by denying the reader the position of knowing her too, which is consistent rather than evasive. Underdetermined by design, consistent with the novel's subject

Lesson 4.7 · Unit 4 · RL.11-12.3, RL.11-12.9

Constrained lives in New England

Freeman and Jewett wrote about villages emptied by war and westward migration, where the people left were disproportionately women and the available choices were very few. Their best stories are about what a small decision costs when it is the only one available.

The key ideas
  1. Mary E. Wilkins Freeman published A New England Nun in 1891, and it is in the public domain.
  2. Sarah Orne Jewett published The Country of the Pointed Firs in 1896, and it is in the public domain.
  3. The setting is post-war rural New England, depopulated by the war and by migration west.
  4. Their characters are frequently unmarried women living alone, with small resources and no prospects.
  5. The stakes are deliberately small, which is the point: nothing larger was on offer.
  6. A refusal is often the climax, and the refusal is usually quiet.
  7. They avoid both pity and celebration, reporting the constraint without resolving it.
  8. Jewett was a direct influence on Willa Cather, who dedicated a book to her.

Where students lose marks: calling these stories about nothing much. The smallness is the subject, and a reader who needs a large event to take a story seriously has adopted exactly the standard the stories question.

Worked example

The text. Mary E. Wilkins Freeman, "A New England Nun", 1891. Public domain.

Louisa Ellis had never known that she had any diplomacy in her, but when she came to look for it that night she found it, although meek of its kind, among her little feminine weapons.

She had a damask napkin on her work-table, which she had spread over her lap when sewing. Louisa had for her supper a glass dish full of sugared currants, a plate of little cakes, and one of light white biscuits.

If Louisa Ellis had sold her birthright she did not know it, the taste of the pottage was so delicious, and had been her sole satisfaction for so long. Serenity and placid narrowness had become to her as the birthright itself.

Step one: establish the situation. Louisa has been engaged for fifteen years to a man who went to Australia to make money. He returns. She has built a life alone and discovers she does not want the marriage.

Step two: examine the domestic detail. A damask napkin over her lap while sewing, sugared currants in a glass dish, little cakes, light white biscuits. The precision is extreme and the items are tiny.

Step three: state what the detail establishes. That her satisfactions are real and that they are the whole of what she has. Freeman refuses to condescend to the currants, so the reader cannot dismiss what the marriage would cost her.

Step four: work the word "diplomacy". She finds it among her "little feminine weapons", which is the narrator's phrase and is double-edged. Little and weapons do not usually go together, and the pairing names both her constraint and her competence.

Step five: state what happens. She overhears her fiancé with another woman and releases him without mentioning it, allowing him to believe the decision was mutual and his own dignity intact. That is the diplomacy.

Step six: read the birthright sentence. Freeman alludes to Esau selling his birthright for pottage, which is a clear judgment: Louisa has traded something large for something small.

Step seven: notice the qualifications. "If" she had sold it, and "she did not know it", and the pottage "was so delicious", and the narrowness "had become to her as the birthright itself". Four hedges in two sentences. Freeman raises the judgment and declines to deliver it.

Step eight: state what the story argues. That a woman offered exactly two futures, a marriage she no longer wants and a solitude that has become her whole world, is not choosing between a large life and a small one. She is choosing among the small, and Freeman's refusal to condescend is what makes that visible.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. Name the two books and their dates.
    Show the full solution

    Freeman's A New England Nun, 1891; Jewett's The Country of the Pointed Firs, 1896

  2. What had depopulated rural New England?
    Show the full solution

    The Civil War and migration west

  3. How long has Louisa been engaged?
    Show the full solution

    Fifteen years

  4. What does Louisa do at the climax?
    Show the full solution

    Releases her fiancé without mentioning what she overheard

  5. What biblical story does the last passage allude to?
    Show the full solution

    Esau selling his birthright for pottage

  6. Why is the domestic detail so precise?
    Show the full solution

    Because it establishes that Louisa's satisfactions are real and that they constitute the whole of what she has. A damask napkin, sugared currants in a glass dish and light white biscuits are tiny things described with complete seriousness. Freeman refuses to condescend to them, so a reader cannot dismiss what the marriage would cost her. It makes her small satisfactions real so the cost is visible

  7. Analyze "little feminine weapons".
    Show the full solution

    It is the narrator's phrase and it is double-edged. Little and weapons do not usually belong together, and the pairing names her constraint and her competence at once. She has almost nothing to work with and she works with it effectively, which is precisely what the story is about. Constraint and competence named in one phrase

  8. What does the diplomacy actually consist of?
    Show the full solution

    She overhears her fiancé with another woman and releases him without ever mentioning it, so that he believes the decision was mutual and keeps his dignity. She gets what she wants and costs him nothing, using the only instrument available to someone with no power in the situation. The climax is an act of tact. Releasing him without revealing what she knows, so he keeps his dignity

  9. Count the hedges in the birthright passage and say what they do.
    Show the full solution

    "If" she had sold it, "she did not know it", the pottage "was so delicious", and the narrowness "had become to her as the birthright itself". Four qualifications in two sentences. Freeman raises a severe judgment through the biblical allusion and then declines to deliver it, leaving the reader holding both the charge and the reasons against it. Four hedges raise a judgment and refuse to deliver it

  10. State what the story argues about choice.
    Show the full solution

    That a woman offered exactly two futures, a marriage she no longer wants and a solitude that has become her entire world, is not choosing between a large life and a small one. She is choosing among the small, because nothing larger was on offer. Freeman's refusal to condescend to the currants is what makes that visible rather than pitiable. She chooses among small options because nothing larger exists

Lesson 4.8 · Unit 4 · RL.11-12.2, RL.11-12.5

The universe that does not care

Naturalism takes realism's observational method and adds a thesis borrowed from science: that heredity and environment determine what people do. The thesis makes it a philosophical position rather than only a technique.

The key ideas
  1. American naturalism runs roughly from 1890 to 1915, overlapping the end of realism.
  2. Its thesis is determinism: that heredity and environment decide conduct, leaving little room for will.
  3. Darwin, Spencer and Zola are the intellectual sources, and Zola's name for the method was the experimental novel.
  4. Nature is indifferent rather than hostile, which is a sharper claim than malevolence would be.
  5. Characters are often of low social position, because the thesis is easiest to demonstrate where choices are fewest.
  6. The narrator is detached, reporting like an observer of an experiment rather than a sympathizer.
  7. Crane, London, Dreiser and Norris are the American figures, and the works used here are public domain.
  8. Naturalism denies the Romantic self entirely, completing the movement realism began.

Where students lose marks: calling naturalism "pessimistic". Pessimism is a mood; determinism is a claim about causation, and the texts are usually interested in demonstrating the claim rather than in feeling gloomy.

Worked example

The text. Stephen Crane, "The Open Boat", 1897. Public domain.

None of them knew the color of the sky. Their eyes glanced level, and were fastened upon the waves that swept toward them.

When it occurs to a man that nature does not regard him as important, and that she feels she would not maim the universe by disposing of him, he at first wishes to throw bricks at the temple, and he hates deeply the fact that there are no bricks and no temples.

A high cold star on a winter's night is the word he feels that she says to him.

Step one: read the first sentence as a thesis statement. Four men in a boat do not know the color of the sky. Their attention is entirely on the next wave, which means the largest thing available has become irrelevant.

Step two: state what that establishes. Scale. The story will be about people to whom the universe is not addressing itself, and the first sentence makes the point before any event occurs.

Step three: work the second passage's central move. Nature does not regard him as important and would not maim the universe by disposing of him. That is indifference, not hostility, and the distinction is the whole of naturalism.

Step four: state why indifference is worse than hostility. A hostile universe is addressed to you and can be defied. An indifferent one offers nothing to contend with, which is exactly what the next clause says: he wants to throw bricks and there are no bricks and no temples.

Step five: examine the star. "A high cold star on a winter's night is the word he feels that she says to him." Nature's only communication is a light that is distant, cold and silent, and Crane calls it a word.

Step six: notice what Crane does not do. He does not make the sea malicious, the waves vengeful or the storm a judgment. Every temptation toward pathetic fallacy is refused, and the refusal is the technique that carries the thesis.

Step seven: state the complication. The men in the boat behave well. They take turns rowing, they look after the injured captain, and Crane calls the crew's fellowship the best experience of his life. Determinism does not prevent solidarity, and the story is careful to include it.

Step eight: state the argument the story actually makes. Not that life is meaningless but that meaning is made among the people in the boat and not supplied by anything outside it. That is a considerably more interesting position than pessimism, and it is what separates Crane from a writer merely being bleak.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. What period does American naturalism cover?
    Show the full solution

    Roughly 1890 to 1915

  2. State naturalism's thesis.
    Show the full solution

    That heredity and environment determine conduct

  3. Name its intellectual sources.
    Show the full solution

    Darwin, Spencer and Zola

  4. What is the first sentence of "The Open Boat"?
    Show the full solution

    "None of them knew the color of the sky."

  5. What is nature's only word, in the story?
    Show the full solution

    A high cold star on a winter's night

  6. Why is the opening sentence a thesis statement?
    Show the full solution

    Four men in a boat do not know the color of the sky because their attention is entirely on the next wave. The largest thing available has become irrelevant to them, which establishes the story's scale before any event occurs. Crane states his subject in nine words and then spends the story demonstrating it. It establishes scale: the largest thing available is irrelevant

  7. Why is indifference a sharper claim than hostility?
    Show the full solution

    A hostile universe is addressed to you and can be defied, which preserves your significance in the act of opposing it. An indifferent one offers nothing to contend with. Crane says it exactly: the man wants to throw bricks at the temple and hates deeply that there are no bricks and no temples. There is no target. A hostile universe can be defied; an indifferent one offers no target

  8. What does Crane refuse to do, and why does it matter?
    Show the full solution

    He refuses the pathetic fallacy entirely: the sea is never malicious, the waves are never vengeful, the storm is never a judgment. Every temptation to make nature expressive is declined. The refusal is the technique that carries the thesis, because a sea that felt anything would contradict the claim the story is making. He refuses the pathetic fallacy, which is what carries the thesis

  9. What complicates the determinism in the story?
    Show the full solution

    The men behave well. They take turns rowing, they look after the injured captain, and Crane calls the fellowship of the crew the best experience of his life. Determinism about the universe does not prevent solidarity among people, and the story is careful to include it rather than treating bleakness as the whole answer. The men behave well and Crane records the fellowship as valuable

  10. State the story's actual argument.
    Show the full solution

    Not that life is meaningless but that meaning is made among the people in the boat and is not supplied by anything outside it. That is a considerably more interesting position than pessimism, and it is what separates Crane from a writer merely being bleak. Calling naturalism pessimistic misses the claim about where meaning comes from. Meaning is made in the boat, not supplied from outside

Lesson 4.9 · Unit 4 · RL.11-12.9, RL.11-12.3

Determinism as a method

Three naturalists applied one thesis to three settings: a boat, a frozen trail and a city. Comparing them shows what the thesis can do and where it runs into trouble, which is more useful than accepting or rejecting it whole.

The key ideas
  1. Jack London published "To Build a Fire" in 1908, and it is in the public domain.
  2. Theodore Dreiser published Sister Carrie in 1900, and it is in the public domain.
  3. Crane's setting is nature at its most neutral, an open sea with no intention toward anyone.
  4. London's is nature at seventy-five below, where a single error is fatal and the margin is arithmetic.
  5. Dreiser's is the city, where the determining environment is economic rather than physical.
  6. London's man has no name, which is a deliberate reduction of him to a specimen.
  7. Dreiser refuses to punish Carrie, which scandalized reviewers and is the logical consequence of the thesis.
  8. The thesis is hardest to sustain in the city, because economic environments permit more variation than the weather does.

Where students lose marks: treating all three as the same book. The thesis is constant and the settings determine how convincingly it can be applied, which is the comparison worth making.

Worked example

The texts. Jack London, "To Build a Fire", 1908; Theodore Dreiser, Sister Carrie, 1900. Both public domain.

The trouble with him was that he was without imagination. He was quick and alert in the things of life, but only in the things, and not in the significances.

London

Fifty degrees below zero stood for a bite of frost that hurt and that must be guarded against by the use of mittens, ear-flaps, warm moccasins, and thick socks. Fifty degrees below zero was to him just precisely fifty degrees below zero. That there should be anything more to it than that was a thought that never entered his head.

London

Oh, the tangle of human life! How dimly as yet we see. Here was Carrie, in the beginning poor, unsophisticated, emotional; responding with desire to everything most lovely in life, yet finding herself turned as by a wall.

Dreiser

Step one: identify London's determining factor. Not the cold, which is survivable with the right procedure, but the man's lack of imagination. He can register a fact and cannot extrapolate from it.

Step two: notice the precision of the second passage. Fifty below is a bite of frost to be guarded against with mittens, ear-flaps, moccasins and thick socks. The man's knowledge is accurate and complete and insufficient, which is a very exact diagnosis.

Step three: state why he is unnamed. He is "the man" throughout, which reduces him to a specimen in an experiment. A name would make the story about a person; the absence makes it about a type under test conditions, which is what Zola meant by the experimental novel.

Step four: state what the dog contributes. The dog has instinct where the man has knowledge, and the dog survives. London's thesis is therefore not that nature kills but that a particular kind of mind is unfitted, and the comparison makes the claim testable.

Step five: turn to Dreiser's environment. Carrie is poor, unsophisticated and responsive, and she finds herself turned as by a wall. The wall is economic and social rather than meteorological, and it can be gone around rather than only endured.

Step six: state what Dreiser refuses. Carrie rises through two relationships outside marriage and is never punished for it. Reviewers in 1900 expected the sentimental machinery to operate, and Dreiser declines, because a determinist novel cannot consistently punish conduct it says was caused.

Step seven: state where the thesis strains. At seventy-five below, one error is fatal and the determinism is arithmetic. In Chicago, other people in the same circumstances do otherwise, so the environment shapes rather than dictates. The city is a harder case, and Dreiser's hedging, "how dimly as yet we see", registers it.

Step eight: write the comparative claim. "All three writers hold that environment determines conduct, but the claim is arithmetic in London, where a single error at seventy-five below cannot be recovered from, and merely statistical in Dreiser, where other people in Carrie's position do otherwise, so the thesis is most convincing exactly where the environment is least like the one most readers live in."

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. Name the three settings and their dates.
    Show the full solution

    Crane's open sea, 1897; London's frozen trail, 1908; Dreiser's city, 1900

  2. What is London's man's defect?
    Show the full solution

    He is without imagination

  3. What does London call him throughout?
    Show the full solution

    The man; he is never named

  4. What happens to the dog?
    Show the full solution

    It survives

  5. What scandalized reviewers about Sister Carrie?
    Show the full solution

    That Carrie is never punished

  6. What exactly kills London's man?
    Show the full solution

    Not the cold, which is survivable with the right procedure and which he knows how to guard against with mittens, ear-flaps, moccasins and thick socks. What kills him is the inability to extrapolate: fifty below is precisely fifty below to him and nothing more. His knowledge is accurate, complete and insufficient, which is an exact diagnosis rather than a moral. Accurate knowledge with no capacity to extrapolate from it

  7. Why is the man unnamed?
    Show the full solution

    It reduces him to a specimen. A name would make the story about a person with a history; "the man" makes it about a type under test conditions, which is exactly what Zola meant by the experimental novel. The naming decision announces the method before the story begins. It makes him a specimen in an experiment rather than a person

  8. What does the dog's survival establish?
    Show the full solution

    That the thesis is not that nature kills. The dog has instinct where the man has knowledge, and it lives. London is claiming that a particular kind of mind is unfitted for particular conditions, and including a control that survives the same cold is what makes the claim testable rather than merely atmospheric. The thesis is about a kind of mind, not about nature killing

  9. Why does Dreiser refuse to punish Carrie?
    Show the full solution

    Because a determinist novel cannot consistently punish conduct it says was caused by circumstance. Reviewers in 1900 expected the sentimental machinery to operate and Dreiser declines, which was read as immorality and is actually logical rigor. Applying the thesis and then moralizing about the outcome would contradict the thesis. Punishment would contradict the determinism the novel asserts

  10. Where does the thesis strain, and what registers the strain?
    Show the full solution

    In the city. At seventy-five below one error is fatal and determinism is arithmetic; in Chicago other people in Carrie's circumstances do otherwise, so the environment shapes rather than dictates. Dreiser's own hedge, "how dimly as yet we see", registers the difficulty, which is why the comparison is worth making rather than choosing one book. In the city, and Dreiser's own hedging registers it

Unit 4 review · Realism, Regionalism and Naturalism

Ten questions across the whole unit

Questions 1 to 5 check that you hold the terms. Questions 6 to 10 require you to reason across the nine lessons.

  1. What was realism reacting against?
    Show the full solution

    Romantic idealization and sentimental plotting

  2. Define naturalism in one sentence.
    Show the full solution

    Realism plus the claim that environment and heredity determine what happens

  3. What is regionalism?
    Show the full solution

    Writing in which a specific place, its speech and customs, is essential to the story

  4. When did Kate Chopin publish The Awakening?
    Show the full solution

    1899

  5. Name three naturalist writers from this unit.
    Show the full solution

    Stephen Crane, Jack London, Theodore Dreiser

  6. How does Twain's vernacular narrator produce irony he cannot see?
    Show the full solution

    Huck reports what he does and what he believes, and the two disagree. He decides he will go to hell rather than return Jim, believing that he is choosing wickedness. The reader sees a moral achievement and Huck sees a failure, and the gap exists because the narrator is honest rather than because he is clever. He reports his actions and his beliefs, which contradict

  7. Why does the ending of The Awakening resist a single reading?
    Show the full solution

    Because Chopin supplies the swim without supplying Edna's reasoning. The scene can be read as defeat, as a final assertion of will, or as an escape from options that were all unacceptable. The novel withholds the interior statement that would settle it, which is a realist refusal rather than an omission. Chopin withholds the reasoning that would settle it

  8. What does regionalism claim that a merely local story does not?
    Show the full solution

    That the place is causal. In Jewett and Freeman the isolation, the economy and the speech of a New England village produce the choices the characters make, so moving the story elsewhere would change what happens. Local color decorates; regionalism makes the setting part of the argument. That the place causes the story rather than decorating it

  9. How does Crane's open boat differ from a Romantic treatment of nature?
    Show the full solution

    Emerson's nature instructs and consoles. Crane's is indifferent, and the story's point is that the men's belief that the universe has noticed them is an error they cannot stop making. The sea is neither hostile nor kind, which is worse than hostility because hostility at least implies attention. It is indifferent rather than instructive or hostile

  10. Why is naturalism a philosophical position rather than a style?
    Show the full solution

    Because it makes a claim about causation: that heredity and environment determine outcomes, so a character's will is one force among several rather than the deciding one. That commitment shapes plot, since naturalist stories end where the conditions said they would, and it is a thesis about the world before it is a way of writing. It asserts that conditions determine outcomes

Lesson 5.1 · Unit 5 · RL.11-12.9, RL.11-12.5

What the war did to form

Modernism is the last movement in this course and the one whose refusals are hardest to state, because it refuses the idea that a story should be straightforward at all. The First World War is the usual explanation and it is only part of the answer.

The key ideas
  1. American modernism runs roughly from 1910 to 1945, with its central decade the 1920s.
  2. The war is the usual explanation, since a generation had seen industrial slaughter justified in language that no longer convinced.
  3. Modernism distrusts inherited forms, including chronological plot, reliable narration and settled meaning.
  4. Fragmentation is the characteristic method, in which a reader assembles what a narrator does not supply.
  5. The unreliable narrator becomes central, and is presented without any correcting voice.
  6. The lost generation is Gertrude Stein's phrase for the writers who came of age during the war.
  7. Prohibition, the automobile and new money reshaped American social life in the decade the novels describe.
  8. The Harlem Renaissance is modernist too, and this unit treats it as part of the movement rather than as an appendix.

Where students lose marks: explaining modernism entirely by the war. American modernism also answers Whitman, Emerson and Franklin, and this unit's central novel is explicitly about the last of those.

Worked example

The texts. Walt Whitman, "Song of Myself", 1855; F. Scott Fitzgerald, The Great Gatsby, 1925. Both public domain.

I celebrate myself, and sing myself,
And what I assume you shall assume.

Whitman

In my younger and more vulnerable years my father gave me some advice that I've been turning over in my mind ever since. "Whenever you feel like criticizing any one," he told me, "just remember that all the people in this world haven't had the advantages that you've had."

Fitzgerald

Step one: compare the two opening sentences. Whitman begins with an assertion about himself. Fitzgerald begins with advice from someone else, remembered, reconsidered, and quoted rather than endorsed.

Step two: count the distancing devices. The advice is his father's, it was given long ago, he has been turning it over ever since, and it arrives inside quotation marks. Four layers between the reader and any claim the narrator holds.

Step three: state what has happened to the Romantic self. Whitman's speaker contains multitudes and assumes the reader shares him. Nick Carraway opens by reporting something his father said, and by the end of the paragraph he has partly withdrawn it. The confident first person has become a hedged one.

Step four: notice the class content of the advice. Not to criticize because others have not had your advantages. It is generous and it assumes Nick's advantages are real and shared with the reader, which the rest of the novel is about.

Step five: state what the modernist narrator supplies. Not judgment but material for judgment. Nick reports and evaluates inconsistently, and the reader assembles a verdict he never quite delivers, which is fragmentation applied to moral reasoning rather than to chronology.

Step six: connect to the other refusals. The novel is told out of order, with Gatsby's past supplied in pieces at intervals chosen by Nick. Chronology, like judgment, is withheld and reassembled.

Step seven: state what modernism keeps. The first person is still central, as it was in Whitman and Twain. What changes is that the "I" is now presented as a problem, and the novel's most interesting question is whether to believe him.

Step eight: state the method for the unit. For each text, ask what the reader has to assemble. In Gatsby it is a chronology and a verdict; in Cane it is a structure; in Hughes it is the relation between a form and the tradition it borrows. The work transferred to the reader is what makes it modernist.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. What period does American modernism cover?
    Show the full solution

    Roughly 1910 to 1945, centered on the 1920s

  2. Name three things modernism distrusts.
    Show the full solution

    Chronological plot, reliable narration, settled meaning

  3. Whose phrase is "the lost generation"?
    Show the full solution

    Gertrude Stein's

  4. What advice does Nick's father give?
    Show the full solution

    Not to criticize anyone, since not everyone has had the advantages he has

  5. Name three social changes reshaping the decade.
    Show the full solution

    Prohibition, the automobile, and new money

  6. Count the distancing devices in Gatsby's opening.
    Show the full solution

    The advice is his father's rather than his own, it was given in his younger years, he has been turning it over ever since, and it arrives inside quotation marks. Four layers stand between the reader and any claim the narrator actually holds, which is the opposite of Whitman beginning by celebrating himself and assuming the reader shares him. Someone else's words, long ago, still unresolved, and quoted

  7. What has happened to the Romantic first person?
    Show the full solution

    Whitman's speaker contains multitudes and assumes the reader shares him without hesitation. Nick Carraway opens by reporting something his father said and partly withdraws it before the paragraph ends. The confident first person has become a hedged one, and the "I" is now presented as a problem rather than as an instrument. Confidence has become hedging, and the "I" is now a problem

  8. What does a modernist narrator supply instead of judgment?
    Show the full solution

    Material for judgment. Nick reports and evaluates inconsistently, and the reader assembles a verdict he never quite delivers. That is fragmentation applied to moral reasoning rather than only to chronology, and it is why the novel has supported contradictory readings of Gatsby for a century. Material the reader must assemble into a verdict

  9. What does modernism keep from the earlier movements?
    Show the full solution

    The first person at the center, as in Whitman and in Twain. The continuity is real: American literature keeps putting an "I" in charge of the telling. What changes is that the "I" is now offered as a question rather than as a source, and the novel's most interesting problem becomes whether to believe him. The centrality of the first person

  10. State the method for reading this unit.
    Show the full solution

    For each text, ask what the reader has to assemble. In Gatsby it is a chronology and a verdict on the title character. In Cane it is a structure the book refuses to declare. In Hughes it is the relation between a borrowed form and the tradition it comes from. The work transferred to the reader is what makes the writing modernist. Ask what work the text transfers to the reader

Lesson 5.2 · Unit 5 · RL.11-12.6, RL.11-12.3

Nick as unreliable admirer

Read the whole novel before this unit. Nick tells the reader in the first pages that he is inclined to reserve judgment and that he is one of the few honest people he has ever known. Both claims are worth testing against what he does.

The key ideas
  1. F. Scott Fitzgerald published The Great Gatsby in 1925 and it entered the public domain in 2021.
  2. Nick Carraway narrates, from a point about two years after the events.
  3. He claims to reserve judgment and then judges almost everyone in the novel.
  4. He claims to be honest and conceals several things, including from himself.
  5. He is Daisy's cousin and Tom's former classmate, so he is inside the circle he describes as an observer.
  6. He arranges the meeting between Gatsby and Daisy, which makes him a participant rather than a witness.
  7. Unreliable does not mean lying, and Nick's unreliability is mostly a matter of what he admires and does not examine.
  8. The novel supplies no correcting voice, so the reader must assemble the correction from Nick's own account.

Where students lose marks: using Nick's judgments as the novel's. Everything the reader knows comes from a man who is in love with the story he is telling, and noticing that is the beginning of the analysis.

Worked example

The text. F. Scott Fitzgerald, The Great Gatsby, 1925. Public domain.

I am one of the few honest people that I have ever known.

Gatsby turned out all right at the end; it is what preyed on Gatsby, what foul dust floated in the wake of his dreams that temporarily closed out my interest in the abortive sorrows and short-winded elations of men.

They were careless people, Tom and Daisy, they smashed up things and creatures and then retreated back into their money or their vast carelessness, or whatever it was that kept them together, and let other people clean up the mess they had made.

Step one: test the honesty claim. Nick is conducting a relationship with Jordan Baker, whom he describes as incurably dishonest, and he mentions an entanglement at home he never explains. He also says nothing at the inquest about who was driving.

Step two: state what that establishes. Not that he lies to the reader but that his self-assessment is inaccurate. A narrator who is wrong about himself in his second chapter is a narrator whose other assessments require checking.

Step three: examine the second passage's grammar. "Gatsby turned out all right at the end." That is a verdict delivered in the third page, before the reader knows anything, and it is never argued for.

Step four: notice what is blamed instead. "What preyed on Gatsby", "what foul dust floated in the wake of his dreams". Nick exempts Gatsby and blames an atmosphere, which is a way of not naming a person or an action.

Step five: state what Gatsby actually did. He built a fortune in illegal liquor and stolen bonds, invented a past, and pursued a married woman for five years. Nick knows all of this and still writes that he turned out all right.

Step six: read the Tom and Daisy passage. It is accurate. They are careless, they do retreat into money, and other people do clean up after them. The judgment is correct and it arrives from a man who has just exempted his friend from the same standard.

Step seven: state the double standard precisely. Tom and Daisy are condemned for letting other people clean up the mess. Gatsby let Daisy kill a woman with his car and permitted her husband to believe he had done it, and Nick calls that turning out all right.

Step eight: state what the reader must do. Assemble the verdict Nick will not deliver. The facts are all supplied, accurately, by a narrator who has arranged them so that one person is excused. Reading the novel means reading against the man telling it.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. When was Gatsby published, and when did it enter the public domain?
    Show the full solution

    Published 1925; public domain in 2021

  2. What two claims does Nick make about himself early on?
    Show the full solution

    That he reserves judgment and that he is one of the few honest people he has known

  3. What are Nick's relationships to Daisy and Tom?
    Show the full solution

    Daisy's cousin and Tom's former classmate

  4. What does Nick arrange?
    Show the full solution

    The meeting between Gatsby and Daisy

  5. What does Nick say about Tom and Daisy at the end?
    Show the full solution

    That they were careless people who let others clean up their mess

  6. Test the honesty claim against the novel.
    Show the full solution

    He conducts a relationship with Jordan Baker, whom he describes as incurably dishonest, mentions an entanglement at home that he never explains, and says nothing at the inquest about who was driving. He is not lying to the reader, but his self-assessment is inaccurate, and a narrator wrong about himself in chapter three requires checking elsewhere. He is not lying, but his self-assessment is inaccurate

  7. What is unusual about "Gatsby turned out all right at the end"?
    Show the full solution

    It is a verdict delivered on the third page, before the reader knows anything about Gatsby, and it is never argued for anywhere in the novel. A narrator who claims to reserve judgment opens by delivering one, and the reader is asked to accept a conclusion that the remaining two hundred pages will complicate considerably. A verdict delivered before any evidence and never defended

  8. What does Nick blame instead of Gatsby, and what does that achieve?
    Show the full solution

    He blames "what preyed on Gatsby" and "what foul dust floated in the wake of his dreams", which are atmospheres rather than people or actions. The construction lets him assign responsibility without naming anyone, and it exempts his friend from the specific conduct the rest of the novel describes. An atmosphere, which exempts Gatsby without naming anything

  9. State the double standard precisely.
    Show the full solution

    Tom and Daisy are condemned for smashing things and letting other people clean up after them, which is accurate. Gatsby allowed Daisy to kill a woman with his car and let her husband believe he had done it himself. Nick applies the standard to one couple and exempts his friend from the same standard within the same novel. The same conduct condemns Tom and Daisy and excuses Gatsby

  10. What does the novel require of the reader?
    Show the full solution

    To assemble the verdict Nick will not deliver. Every fact is supplied accurately by a narrator who has arranged them so that one person comes out excused, and the novel contains no correcting voice. Reading Gatsby means reading against the man telling it, which is what makes it modernist rather than simply well written. To read against the narrator and assemble the verdict yourself

Lesson 5.3 · Unit 5 · RL.11-12.4, RL.11-12.2

The green light, and a symbol that will not resolve

The green light is the most taught symbol in American literature and it is usually taught badly, as a fixed equivalence. Fitzgerald changes what it means three times, and tracking the changes is the analysis.

The key ideas
  1. The green light is on the end of Daisy's dock, visible across the bay from Gatsby's lawn.
  2. It appears three times, at the end of chapter one, in chapter five, and in the novel's last page.
  3. Its meaning changes at each appearance, which is what makes it a symbol rather than a code.
  4. First it is unreachable, a light Gatsby stretches toward across dark water.
  5. Then it is diminished, because once Daisy is beside him it becomes again a green light on a dock.
  6. Finally it is generalized, made the emblem of a wanting that belongs to everyone.
  7. The other major images are the eyes of Doctor T. J. Eckleburg and the valley of ashes.
  8. A symbol that resolves has stopped working, which is why "the green light means hope" is an unusable reading.

Where students lose marks: writing that the green light symbolizes hope and stopping. State where it appears, what it means there, and what has changed by the next appearance.

Worked example

The text. F. Scott Fitzgerald, The Great Gatsby, 1925. Public domain.

He stretched out his arms toward the dark water in a curious way, and, far as I was from him, I could have sworn he was trembling. Involuntarily I glanced seaward, and distinguished nothing except a single green light, minute and far away, that might have been the end of a dock.

Possibly it had occurred to him that the colossal significance of that light had now vanished forever... Now it was again a green light on a dock. His count of enchanted objects had diminished by one.

Gatsby believed in the green light, the orgastic future that year by year recedes before us. It eluded us then, but that's no matter, tomorrow we will run faster, stretch out our arms farther... And one fine morning...

Step one: read the first appearance. Nick sees a man stretching toward water and then notices a light that "might have been the end of a dock". He does not know what it is, and neither does the reader.

Step two: state what the uncertainty does. "Might have been" refuses to identify it. The symbol is introduced before it can be decoded, so the reader receives the gesture and not its object, which is exactly Gatsby's situation for five years.

Step three: read the second appearance. Daisy is standing next to him and the light has become "again a green light on a dock". Nick reports that Gatsby's count of enchanted objects had diminished by one.

Step four: state what that sentence argues. That the light's value came from distance. Getting the thing destroys the thing, and Fitzgerald puts the collapse at the moment of success rather than at the moment of failure, which is the novel's most important structural decision.

Step five: work "enchanted objects". It implies a count, an inventory, a set of things whose value depends on enchantment rather than on their properties. Gatsby maintains a portfolio of them, and the reader is told it is depleting.

Step six: read the last appearance. The light becomes "the orgastic future that year by year recedes before us", and the pronoun changes from he to us. Nick generalizes Gatsby's condition to everyone, including himself and the reader.

Step seven: assess the generalization. It is beautiful and it is also Nick's final act of exculpation. Making Gatsby's wanting universal excuses the specific things he did to pursue it, and the last page is doing the same work as the third.

Step eight: state why this is a symbol rather than a code. A code has one referent; the green light has three meanings in three places, and the third is a judgment on the first. "The green light means hope" describes none of them, and an essay that says it has not read the second appearance.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. Where is the green light, and where is it seen from?
    Show the full solution

    On Daisy's dock, seen from Gatsby's lawn across the bay

  2. How many times does it appear, and where?
    Show the full solution

    Three: end of chapter one, chapter five, and the last page

  3. What does Nick say has diminished by one?
    Show the full solution

    Gatsby's count of enchanted objects

  4. Name the novel's other two major images.
    Show the full solution

    The eyes of Doctor T. J. Eckleburg and the valley of ashes

  5. What pronoun does the last page use?
    Show the full solution

    Us

  6. What does "might have been the end of a dock" accomplish?
    Show the full solution

    It refuses to identify the light. The symbol is introduced before it can be decoded, so the reader receives a man's gesture toward something without knowing what the something is. That is precisely Gatsby's situation for five years, and the syntax puts the reader in it before the plot explains anything. The reader gets the gesture without its object, as Gatsby did

  7. What does the second appearance argue?
    Show the full solution

    That the light's value came from distance. With Daisy standing beside him it becomes again a green light on a dock, and Gatsby's count of enchanted objects diminishes by one. Getting the thing destroys the thing, and Fitzgerald places the collapse at the moment of success rather than of failure, which is the novel's key structural decision. Value came from distance, so success destroys it

  8. Analyze the phrase "enchanted objects".
    Show the full solution

    It implies a count, an inventory, a set of things whose value depends on enchantment rather than on any property they have. Gatsby maintains a portfolio of such objects and the reader is told it is depleting. The phrase turns a private emotional economy into something with a balance, which is a quietly devastating way to describe him. An inventory whose value depends on enchantment, and it is depleting

  9. Assess the generalization on the last page.
    Show the full solution

    It is beautiful and it is Nick's final act of exculpation. Making Gatsby's wanting universal, with the pronoun shifting from he to us, excuses the specific things he did to pursue it. The last page performs the same operation as the third, which means the novel's most famous passage is also its most partial one. Beautiful, and a final exculpation performed by shifting to "us"

  10. Why is the green light a symbol rather than a code?
    Show the full solution

    A code has one fixed referent. The green light has three meanings in three places: unreachable, then diminished, then generalized, and the third is a judgment on the first. "The green light means hope" describes none of them, and an essay that says it has not read the second appearance at all. It has three meanings in three places, and the third judges the first

Lesson 5.4 · Unit 5 · RL.11-12.3, RL.11-12.2

Class, and the difference money cannot buy

Gatsby has more money than Tom Buchanan by the end of the novel and it makes no difference at all. The book's sharpest argument is about a distinction that money is specifically unable to close, and it is the place where Franklin comes back.

The key ideas
  1. The novel distinguishes old money from new, geographically as East Egg and West Egg.
  2. Tom and Daisy are East Egg; Gatsby and Nick are West Egg.
  3. The distinction is not wealth but time, and the marker is manner rather than money.
  4. Gatsby's mistakes are all social, including the pink suit, the word "old sport", and the library of uncut books.
  5. His fortune is criminal, from bootlegging and stolen bonds, which the novel supplies without emphasis.
  6. Gatsby's boyhood schedule is produced by his father at the funeral and is a direct quotation of Franklin's method.
  7. That schedule is the novel's judgment on the self-made man, and it connects unit 5 back to unit 1.
  8. The valley of ashes is where the people who are neither East nor West Egg live, and the novel kills two of them.

Where students lose marks: treating the novel as a critique of wealth. It is a critique of a specific distinction within wealth, and Gatsby is destroyed by not having the right kind rather than by not having enough.

Worked example

The text. F. Scott Fitzgerald, The Great Gatsby, 1925. Public domain.

"Her voice is full of money," he said suddenly.
That was it. I'd never understood before. It was full of money, that was the inexhaustible charm that rose and fell in it, the jingle of it, the cymbals' song of it... High in a white palace the king's daughter, the golden girl.

SCHEDULE
Rise from bed ......... 6.00 A.M.
Dumbbell exercise and wall-scaling ... 6.15-6.30
Study electricity, etc. ... 7.15-8.15
Work ......... 8.30-4.30 P.M.
Practise elocution, poise and how to attain it ... 5.00-6.00

Step one: examine the voice observation. Gatsby says Daisy's voice is full of money and Nick immediately accepts it as an explanation he had been missing. Both men treat a quality of sound as a class marker.

Step two: state why a voice is the right marker. Money can be acquired and a voice cannot. Gatsby has bought the house, the shirts, the car and the parties, and the one thing he cannot purchase is the sound of having always had them.

Step three: state the distinction precisely. Not wealth but time. Tom Buchanan is not richer than Gatsby by the end; he has been rich longer, and the novel treats duration as the whole of the difference.

Step four: list Gatsby's social errors. The pink suit, the repeated "old sport", a library of uncut books, parties nobody was invited to. Each is an attempt at a manner that cannot be learned from outside, and each is noticed by exactly the people he wants to impress.

Step five: turn to the schedule. Rise, dumbbell exercise, study electricity, work, practice elocution and poise. Fitzgerald has reproduced the structure of Franklin's self-improvement chart in a dead man's boyhood notebook.

Step six: state what the allusion does. Unit 1 established Franklin as the inventor of the self-made man and of the idea that character is a project. Gatsby followed the method exactly and it killed him. The novel's verdict on the American program is delivered by quoting its founding document.

Step seven: notice who produces it. Gatsby's father, at the funeral almost nobody attends, proudly. He believes the schedule proves his son would have been a great man, and he is holding the evidence that the belief is false.

Step eight: state the novel's class argument. Money is obtainable and manner is not, so a society that tells people to make themselves is offering a route that arrives at a wall. Gatsby does everything Franklin prescribed and dies in a pool with his father showing strangers the timetable.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. What distinction do East Egg and West Egg represent?
    Show the full solution

    Old money and new money

  2. What does Gatsby say about Daisy's voice?
    Show the full solution

    That it is full of money

  3. Name three of Gatsby's social errors.
    Show the full solution

    The pink suit, "old sport", a library of uncut books, uninvited parties

  4. Where does Gatsby's fortune come from?
    Show the full solution

    Bootlegging and stolen bonds

  5. Who produces the boyhood schedule, and when?
    Show the full solution

    Gatsby's father, at the funeral

  6. Why is a voice the right marker for this distinction?
    Show the full solution

    Money can be acquired and a voice cannot. Gatsby has bought the house, the shirts, the car and the parties, and the one thing that remains unpurchasable is the sound of having always had them. Fitzgerald picks the single attribute that cannot be obtained with the fortune Gatsby spent five years assembling. It is the one attribute money cannot buy

  7. State the distinction precisely.
    Show the full solution

    Not wealth but time. Tom Buchanan is not richer than Gatsby by the end of the novel; he has been rich longer. The novel treats duration as the entire difference, which is why Gatsby's enormous success changes nothing and why reading the book as a critique of wealth misses what it is about. Duration, not amount

  8. What does the schedule allude to, and what does the allusion argue?
    Show the full solution

    Franklin's chart of virtues, established in unit 1 as the invention of the self-made man and of character as a project. Gatsby followed the method exactly, with dumbbell exercise, study and elocution practice, and it killed him. Fitzgerald delivers his verdict on the American program by quoting its founding document into a dead boy's notebook. Franklin's chart; it condemns the program by quoting it

  9. Why does it matter who produces the schedule?
    Show the full solution

    Gatsby's father produces it, proudly, at a funeral almost nobody attends. He believes it proves his son would have been a great man, and he is holding the evidence that the belief is false. Fitzgerald puts the document in the hands of the one person least able to read it, which is why the scene is unbearable rather than merely sad. His father offers it as proof, holding the evidence against his own claim

  10. State the novel's class argument.
    Show the full solution

    Money is obtainable and manner is not, so a society that tells people to make themselves is offering a route that arrives at a wall. Gatsby does everything Franklin prescribed, acquires more money than the man he is competing with, and dies in a swimming pool while his father shows strangers the timetable. The program worked and it was not enough. Self-making obtains the money and cannot obtain the manner

Lesson 5.5 · Unit 5 · RL.11-12.5, RL.11-12.2

The last page, and what the novel finally says

The final page of Gatsby is the most quoted passage in American fiction. It is also the novel's last piece of unreliable narration, and reading it as the book's verdict rather than as Nick's is the commonest error in writing about it.

The key ideas
  1. The last page is spoken by Nick, alone on the beach, two years after the events.
  2. It moves outward in three steps: from Gatsby, to the Dutch sailors who first saw the continent, to everyone.
  3. The Dutch sailors passage makes Gatsby's wanting the country's founding experience.
  4. "Boats against the current" is the final image and it names a struggle that cannot be won.
  5. "Borne back ceaselessly into the past" is the last clause, and it reverses the direction of the American story the novel has been telling.
  6. The prose is more elevated here than anywhere else in the book, which is itself a piece of evidence.
  7. Nick is still exculpating, and universalizing Gatsby's desire remains a way of not judging it.
  8. The page connects the novel to the whole course, since it answers Winthrop, Franklin, Emerson and Whitman in turn.

Where students lose marks: quoting the last sentence as Fitzgerald's conclusion. It is Nick's, delivered by a narrator the novel has spent two hundred pages teaching the reader to doubt.

Worked example

The text. F. Scott Fitzgerald, The Great Gatsby, 1925, final page. Public domain.

And as the moon rose higher the inessential houses began to melt away until gradually I became aware of the old island here that flowered once for Dutch sailors' eyes, a fresh, green breast of the new world... for a transitory enchanted moment man must have held his breath in the presence of this continent, compelled into an aesthetic contemplation he neither understood nor desired, face to face for the last time in history with something commensurate to his capacity for wonder.

So we beat on, boats against the current, borne back ceaselessly into the past.

Step one: trace the three widenings. Gatsby's green light becomes the continent as the Dutch sailors saw it, which becomes "we". Nick expands his subject twice in one paragraph.

Step two: state what the Dutch sailors do to the argument. They make Gatsby's condition the country's founding condition. If the first Europeans to see the continent experienced the same enchantment, then Gatsby is not a criminal with a fantasy but an American having the original American experience.

Step three: notice the phrase "transitory enchanted moment". Enchanted returns from chapter five, where Gatsby's count of enchanted objects diminished by one. Nick is using the same word for the continent that he used for the light.

Step four: state the connection that word makes. Enchantment depends on distance and does not survive arrival. The Dutch sailors held their breath before landing; the light stopped meaning anything when Daisy stood beside it. The novel's thesis about Gatsby is being applied to the country.

Step five: work the last sentence's contradiction. Boats beat forward against a current and are carried backward. Effort and direction are opposed in one image, and the sentence's grammar moves forward while its meaning moves back.

Step six: state what "into the past" reverses. Winthrop's colony faced a future to be justified. Franklin's tradesman built one. Emerson demanded an original relation. Whitman sang a nation becoming. Nick ends the tradition by saying the current runs the other way.

Step seven: notice the prose. This page is more elevated than anything else Nick writes: flowered, breast, commensurate, ceaselessly. A narrator who has been hedging for two hundred pages becomes eloquent exactly where he most needs the reader to agree with him.

Step eight: state the honest reading. The page is Nick's final and most beautiful act of exculpation, and it is also true. Both can be the case. A student can argue that universalizing Gatsby's desire excuses him, or that it correctly identifies something national, and the strongest essays say that the page does both at once.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. Who speaks the last page, and from where?
    Show the full solution

    Nick, alone on the beach, two years after the events

  2. Name the three steps the passage moves through.
    Show the full solution

    Gatsby, the Dutch sailors, and "we"

  3. Quote the novel's last sentence.
    Show the full solution

    "So we beat on, boats against the current, borne back ceaselessly into the past."

  4. Which word returns from chapter five?
    Show the full solution

    Enchanted

  5. What did the Dutch sailors see?
    Show the full solution

    A fresh, green breast of the new world

  6. What do the Dutch sailors do to the argument?
    Show the full solution

    They make Gatsby's condition the country's founding condition. If the first Europeans to see the continent experienced the same enchantment before an object commensurate to their capacity for wonder, then Gatsby is not a criminal with a fantasy but an American having the original American experience. The historical move converts a private failing into a national inheritance. They convert a private failing into a national inheritance

  7. What does the return of "enchanted" connect?
    Show the full solution

    The continent and the green light. Enchantment depends on distance and does not survive arrival: the Dutch sailors held their breath before landing, and the light stopped meaning anything when Daisy stood beside it. Nick applies the novel's thesis about Gatsby to the country by reusing one adjective. Both enchantments depend on distance and die on arrival

  8. Analyze the contradiction in the last sentence.
    Show the full solution

    Boats beat forward against a current and are carried backward. Effort and direction are opposed within one image, and the sentence's grammar moves forward, "so we beat on", while its meaning moves back, "borne back ceaselessly". The prose performs the condition it describes, which is why the line is quoted more than any other in American fiction. Effort moves forward while the sentence's meaning moves backward

  9. What tradition does "into the past" reverse?
    Show the full solution

    Winthrop's colony faced a future to be justified before a watching world. Franklin's tradesman built one deliberately. Emerson demanded an original relation to the universe. Whitman sang a nation becoming itself. Nick ends the sequence by reporting that the current runs the other way, which is the course's whole first five units answered in four words. Winthrop, Franklin, Emerson and Whitman all faced forward

  10. State the honest reading of the page.
    Show the full solution

    It is Nick's final and most beautiful act of exculpation, and it is also true. Both can hold. A student can argue that universalizing Gatsby's desire excuses him, or that it correctly identifies something national, and the strongest essays argue that the page does both at once and that its beauty is part of what makes it suspect. It exculpates and it is accurate, and the best reading holds both

Lesson 5.6 · Unit 5 · RI.11-12.6, RL.11-12.9

The movement and its argument

The Harlem Renaissance was a literary movement with a stated program and an internal disagreement about that program. Reading the disagreement is more useful than reading the movement as a single voice.

The key ideas
  1. The Harlem Renaissance ran roughly from 1918 into the 1930s, centered in Harlem, New York.
  2. It followed the Great Migration, in which millions of Black Americans moved from the rural South to northern cities.
  3. Alain Locke's anthology The New Negro, 1925, was its manifesto and is in the public domain.
  4. One position held that art should demonstrate respectability and thereby earn political standing.
  5. The other held that art should show ordinary life without adjusting it for white approval.
  6. Hughes's 1926 essay "The Negro Artist and the Racial Mountain" states the second position directly.
  7. The disagreement is about audience, and every formal choice in the movement follows from it.
  8. The writers here are all public domain: Hughes and Cullen from 1925 to 1926, McKay from 1922, Toomer from 1923.

Where students lose marks: treating the movement as unanimous. Its central writers disagreed publicly about what the writing was for, and the disagreement produced the formal choices worth analyzing.

Worked example

The text. Langston Hughes, "The Negro Artist and the Racial Mountain", published in The Nation, 1926. Public domain.

One of the most promising of the young Negro poets said to me once, "I want to be a poet, not a Negro poet," meaning, I believe, "I want to write like a white poet"; meaning subconsciously, "I would like to be a white poet"; meaning behind that, "I would like to be white."

We younger Negro artists who create now intend to express our individual dark-skinned selves without fear or shame. If white people are pleased we are glad. If they are not, it doesn't matter. We know we are beautiful. And ugly too... If colored people are pleased we are glad. If they are not, their displeasure doesn't matter either.

Step one: examine the first passage's method. Hughes quotes a sentence and then translates it three times, each version more explicit than the last. The technique is a chain of inferences displayed rather than asserted.

Step two: state whether the inference is fair. "I want to be a poet, not a Negro poet" is a claim about categories that does not obviously mean what Hughes says it means. He marks the steps with "I believe" and "subconsciously", which shows he knows he is interpreting rather than reporting.

Step three: state the position he is attacking. That there is a universal poetry, and that writing about Black life is a departure from it into the particular. Hughes holds that the universal poetry on offer was white and that calling it universal was the problem.

Step four: read the second passage's structure. If white people are pleased we are glad; if not, it does not matter. If colored people are pleased we are glad; if not, their displeasure does not matter either. The same construction is applied twice.

Step five: state what the second application costs. He is rejecting two audiences, not one. The respectability position was held by Black critics and editors, and Hughes declines their approval in the same paragraph as everyone else's, which is the harder half of the sentence.

Step six: work "beautiful. And ugly too." Four words, two sentences. He claims beauty and immediately adds ugliness, which refuses the respectability program in its own terms: a literature that shows only the presentable is not showing anything.

Step seven: state the formal consequence. If the audience is not white approval, then blues and jazz forms, dialect and ordinary speech are available, because they do not have to be justified to anyone. Lesson 5.7 examines what Hughes does with that.

Step eight: state the movement's real question. Not what Black writing should be about but who it is answerable to. Every formal choice in the next three lessons, Hughes's blues line, McKay's sonnet, Toomer's refusal of genre, is a different answer to that one question.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. When and where did the Harlem Renaissance take place?
    Show the full solution

    Roughly 1918 into the 1930s, centered in Harlem, New York

  2. What migration preceded it?
    Show the full solution

    The Great Migration from the rural South to northern cities

  3. What was the movement's manifesto?
    Show the full solution

    Alain Locke's anthology The New Negro, 1925

  4. State the two positions in the internal disagreement.
    Show the full solution

    That art should demonstrate respectability, or that it should show ordinary life without adjustment

  5. Where and when did Hughes publish his essay?
    Show the full solution

    The Nation, 1926

  6. Describe the method of the first passage.
    Show the full solution

    Hughes quotes one sentence and translates it three times, each version more explicit than the last, ending at "I would like to be white". The chain of inferences is displayed rather than asserted, and he marks the steps with "I believe" and "subconsciously", which shows he knows he is interpreting rather than reporting. A chain of translations, each marked as interpretation

  7. What position is he attacking?
    Show the full solution

    That there is a universal poetry and that writing about Black life is a departure from it into the merely particular. Hughes holds that the poetry being offered as universal was in fact white, and that calling it universal was the problem rather than a neutral description. The argument is about who gets to be the default. That a poetry which was white was being called universal

  8. What is the harder half of the second passage?
    Show the full solution

    Rejecting the second audience. The respectability position was held by Black critics, editors and institutions, and Hughes declines their approval in the same paragraph as everyone else's. Refusing white approval was expected of him; refusing the approval of his own movement's leadership was the costly half of the sentence. He rejects Black approval as well as white

  9. Analyze "We know we are beautiful. And ugly too."
    Show the full solution

    Four words in two sentences. He claims beauty and immediately adds ugliness, which refuses the respectability program in its own terms: a literature permitted to show only the presentable is not showing anything. The second sentence is the whole argument, and its brevity is what makes it impossible to soften. Claiming ugliness refuses respectability in its own terms

  10. State the movement's real question and how the next lessons answer it.
    Show the full solution

    Not what Black writing should be about but who it is answerable to. Hughes's blues line, McKay's sonnet and Toomer's refusal of genre are three different answers: build the form from the tradition itself, take the most prestigious European form and turn it, or refuse the categories entirely. Each formal choice is a position on audience. Who the writing answers to; the three poets answer it differently

Lesson 5.7 · Unit 5 · RL.11-12.5, RL.11-12.4

Form as a claim about identity

Hughes built poems out of the blues, and the choice is the argument his essay made, carried out in prosody. A poem whose form comes from a Black musical tradition does not have to justify itself to anyone outside it.

The key ideas
  1. Langston Hughes published The Weary Blues in 1926, and his work from before 1931 is in the public domain.
  2. The blues stanza is three lines: a statement, the statement repeated with variation, and a response.
  3. The repetition is functional, giving a singer time to compose the third line, exactly as Homeric epithets did.
  4. Hughes adapts the form to the page rather than transcribing songs, keeping the shape and losing the music.
  5. Using it is a claim about where poetry comes from, and the claim is the one his 1926 essay made.
  6. His diction is plain and his vocabulary is ordinary, which was itself controversial at the time.
  7. "The Negro Speaks of Rivers", 1921, takes a different route, using Whitman's long line and anaphora.
  8. The two modes answer the same question differently, one from inside a Black tradition and one by claiming an American one.

Where students lose marks: calling the language simple. The plainness is a position, argued for in print in 1926, and a reader who does not connect the form to the essay has missed the point of both.

Worked example

The texts. Langston Hughes, "The Weary Blues", 1926, and "The Negro Speaks of Rivers", 1921. Both public domain.

I got the Weary Blues
And I can't be satisfied.
Got the Weary Blues
And can't be satisfied,
I ain't happy no mo'
And I wish that I had died.

I've known rivers:
I've known rivers ancient as the world and older than the flow of human blood in human veins.

My soul has grown deep like the rivers.

Step one: identify the blues structure. A statement, the statement repeated with small variation, and a response. Here the repetition drops "I" and "the", which is what a singer does when the second line is coming from memory.

Step two: state why the repetition exists. It gives a performer time to compose the response. That is the same reason Homeric epithets exist, and it means the blues line is an oral technology rather than an ornament.

Step three: state what Hughes does with it. He adapts rather than transcribes. On the page there is no music, so what survives is the shape: a claim, its insistence, and an answer that goes further than either.

Step four: read the third line of the stanza. "I wish that I had died" arrives after two lines of dissatisfaction, and it escalates enormously. The form's response slot is designed to deliver something the statement did not prepare.

Step five: state the argument the form makes. A poem built from the blues does not derive its authority from English prosody. That is the essay's position, executed: the tradition supplies the form and no external approval is required.

Step six: turn to the rivers poem. "I've known rivers" repeated, then four lines beginning with "I" and a simple past verb. That is Whitman's parallelism and Whitman's long line, used by a poet born fifty-six years after Leaves of Grass.

Step seven: state what the second route claims. Not that a Black poet can write like Whitman but that Whitman's form belongs to him too. Hughes takes the national voice and uses it to speak for a history Whitman did not include.

Step eight: state how the two modes relate. One builds from inside a Black tradition and needs nothing from outside. The other takes the most American form available and puts it to a use its inventor did not anticipate. Both answer the question of who the writing is answerable to, and they answer it differently.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. When was The Weary Blues published?
    Show the full solution

    1926

  2. Describe the blues stanza.
    Show the full solution

    A statement, the statement repeated with variation, and a response

  3. Why does the repetition exist in performance?
    Show the full solution

    It gives the singer time to compose the third line

  4. What form does "The Negro Speaks of Rivers" use?
    Show the full solution

    Whitman's long line and parallelism

  5. When was it published?
    Show the full solution

    1921

  6. What does the blues repetition have in common with Homeric epithets?
    Show the full solution

    Both are oral technologies rather than ornaments. A blues singer repeats the first line with small variation to buy time while composing the response, exactly as a performer composing hexameters aloud deploys a ready-made phrase to fill a metrical slot. What reads as repetition on the page is the machinery that made live composition possible. Both buy the performer time during live composition

  7. What survives when the blues moves to the page?
    Show the full solution

    The shape: a claim, its insistence, and a response that goes further than either. The music does not survive and Hughes does not pretend it does, which is why he adapts rather than transcribes. "I wish that I had died" arrives after two lines of mere dissatisfaction, and the response slot delivers what the statement did not prepare. The shape, and a response slot that escalates

  8. What argument does using the blues form make?
    Show the full solution

    That a poem need not derive its authority from English prosody. It is the position of the 1926 essay executed in verse: the tradition supplies the form, and no external approval is required because no external standard is being met. The formal choice states the argument more economically than the essay could. That the tradition supplies the form and needs no outside approval

  9. What does the rivers poem claim by using Whitman's form?
    Show the full solution

    Not that a Black poet can write like Whitman, which would concede that Whitman is the standard, but that Whitman's form belongs to him too. Hughes takes the national voice and uses it to speak for a history Whitman's catalogs did not include, which is a claim on the tradition rather than an application to join it. That the national form is his, and can carry a history Whitman omitted

  10. How do the two modes relate?
    Show the full solution

    One builds from inside a Black tradition and needs nothing from outside it. The other takes the most American form available and puts it to a use its inventor did not anticipate. Both answer the question of who the writing is answerable to, and they answer differently, which is why Hughes wrote in both rather than choosing. Two different answers to the question of who the writing answers to

Lesson 5.8 · Unit 5 · RL.11-12.5, RL.11-12.9

The sonnet turned into a weapon

McKay and Cullen took the opposite route from Hughes. Both wrote in the most prestigious inherited English forms, and both used them to say things those forms had never been used to say, which is a strategy rather than a concession.

The key ideas
  1. Claude McKay published Harlem Shadows in 1922, and it is in the public domain.
  2. Countee Cullen published Color in 1925, and it is in the public domain.
  3. Both wrote sonnets, the most established form in English poetry.
  4. "If We Must Die", 1919, was written after the racial violence of that summer and is a Shakespearean sonnet.
  5. The form's prestige is the point, since a perfectly executed sonnet cannot be dismissed as unlettered.
  6. Cullen argued for exactly this, holding that Black poets should work in the established tradition.
  7. He disagreed with Hughes publicly, and the disagreement is the one lesson 5.6 described.
  8. "Yet Do I Marvel", 1925, is a sonnet whose final couplet states the contradiction the whole poem has been building.

Where students lose marks: treating the use of European forms as assimilation. Taking the form a culture most values and using it against that culture is a more aggressive move than refusing the form would be.

Worked example

The texts. Claude McKay, "If We Must Die", 1919; Countee Cullen, "Yet Do I Marvel", 1925. Both public domain.

If we must die, let it not be like hogs
Hunted and penned in an inglorious spot,
While round us bark the mad and hungry dogs,
Making their mock at our accursed lot.

Like men we'll face the murderous, cowardly pack,
Pressed to the wall, dying, but fighting back!

McKay

Yet do I marvel at this curious thing:
To make a poet black, and bid him sing!

Cullen

Step one: identify McKay's form. Fourteen lines, ABAB CDCD EFEF GG, iambic pentameter. A Shakespearean sonnet, executed exactly, written about a lynching mob.

Step two: state what the form accomplishes. A poem that meets every formal requirement of the English tradition cannot be dismissed as the work of someone who does not know the tradition. The technical perfection removes the easiest available objection before any reader reaches the content.

Step three: notice the absence of a specified subject. The poem never says who "we" are or who the dogs represent. It was written after the violence of 1919 and it contains no racial term, which is why Winston Churchill is said to have quoted it during the Second World War.

Step four: state what that generality costs and buys. It buys universality and portability. It costs specificity, and a reader who does not know the occasion can receive the poem without confronting what it was written about.

Step five: read the couplet. "Pressed to the wall, dying, but fighting back!" The sonnet's closing couplet is the form's most emphatic position, and McKay puts a refusal there rather than a resolution.

Step six: turn to Cullen. The poem spends twelve lines on things God does that are hard to explain: the mole's blindness, flesh that must die, Tantalus, Sisyphus. It is a theological argument conducted in a love poem's form.

Step seven: work the couplet. "To make a poet black, and bid him sing!" After twelve lines of cosmic paradoxes, the final and most curious thing is his own situation. The couplet compares his condition to Sisyphus's, and does it in the space of two lines.

Step eight: state what both poets are doing. Taking the form English literature most values and using it to say what that literature had not said. That is a more aggressive move than abandoning the form, because it cannot be answered by a charge of incompetence and it leaves the tradition looking narrower than the poets working in it.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. Name the two books and their dates.
    Show the full solution

    McKay's Harlem Shadows, 1922; Cullen's Color, 1925

  2. What form is "If We Must Die"?
    Show the full solution

    A Shakespearean sonnet, ABAB CDCD EFEF GG

  3. What was its occasion?
    Show the full solution

    The racial violence of the summer of 1919

  4. What position did Cullen take in the movement's disagreement?
    Show the full solution

    That Black poets should work in the established tradition

  5. Quote Cullen's final couplet.
    Show the full solution

    "Yet do I marvel at this curious thing: / To make a poet black, and bid him sing!"

  6. Why does perfect execution of the sonnet matter here?
    Show the full solution

    A poem meeting every formal requirement of the English tradition cannot be dismissed as the work of someone who does not know the tradition. McKay removes the easiest available objection before a reader reaches the content, which means the poem has to be engaged on its argument rather than on its qualifications. It removes the charge of not knowing the tradition

  7. What does the absence of a racial term cost and buy?
    Show the full solution

    It buys universality and portability, which is why the poem was quoted during the Second World War in a completely different context. It costs specificity: a reader who does not know the occasion can receive the poem without confronting the violence of 1919 that it was written about. The trade is real in both directions. Universality gained, and the specific occasion obscured

  8. What does McKay put in the couplet's emphatic position?
    Show the full solution

    A refusal rather than a resolution. The closing couplet is the sonnet's most emphatic slot, conventionally used to settle or reverse what the quatrains built. McKay uses it for "pressed to the wall, dying, but fighting back", which resolves nothing and commits to a posture, and the form's own architecture delivers it. A refusal, in the slot the form reserves for resolution

  9. How does Cullen's poem build to its couplet?
    Show the full solution

    Twelve lines of things God does that are hard to explain: the mole's blindness, flesh that must die, Tantalus, Sisyphus. It is a theological argument conducted in the form of a love poem. Then the final and most curious item is his own situation, which places being a Black poet alongside the cosmic paradoxes in two lines. Twelve lines of cosmic paradoxes, then his own situation as the strangest

  10. Why is using European forms not assimilation?
    Show the full solution

    Because taking the form a culture most values and using it to say what that culture has not said is more aggressive than refusing the form. It cannot be answered by a charge of incompetence, and it leaves the tradition looking narrower than the poets working inside it. The prestige of the form is being borrowed and turned. It turns the culture's most valued form against it

Lesson 5.9 · Unit 5 · RL.11-12.5, RL.11-12.7

The book that is not a novel

Cane is the most formally radical book in this course. It contains stories, poems, sketches and a play, arranged in three sections, and it declines to declare what it is, which is the last modernist refusal this unit examines.

The key ideas
  1. Jean Toomer published Cane in 1923 and it is in the public domain.
  2. It mixes forms: short prose, lyric poems, sketches, and a closing piece written as drama.
  3. It has three parts: rural Georgia, Washington and Chicago, and then Georgia again.
  4. The structure is a circle, and Toomer described the design as an arc returning to its beginning.
  5. He had spent a few months in rural Georgia as a temporary school principal, which produced the first section.
  6. The book sold poorly and Toomer largely stopped publishing literature afterward.
  7. Its subject is a disappearance, since Toomer believed the rural Black folk culture he was recording was ending.
  8. The refusal of genre is the argument, since a culture being lost cannot be contained by a form designed for something else.

Where students lose marks: asking what kind of book Cane is and treating the answer as a problem to solve. The mixture is deliberate, and the analysis is to say what the mixture accomplishes.

Worked example

The text. Jean Toomer, Cane, 1923. Public domain.

Karintha is a woman. She who carries beauty, perfect as dusk when the sun goes down. She ain't no gal for a man to marry. She is a growing thing ripened too soon.

Her skin is like dusk on the eastern horizon,
O cant you see it,
O cant you see it,
Her skin is like dusk on the eastern horizon
... When the sun goes down.

Pour O pour that parting soul in song,
O pour it in the sawdust glow of night.

Step one: notice what the first section does to prose. "Karintha is a woman" is a declarative sentence. The next has no main verb. The third shifts into dialect. The paragraph changes register three times in four lines.

Step two: identify the interruption. A song breaks into the prose, set as verse, repeated at intervals through the sketch. The story is being periodically stopped by something that is not story.

Step three: state what that does. A reader cannot settle into narrative. Every time the prose begins to proceed, the song returns and the piece becomes lyric again, so the form refuses to let the reader forget it is constructed.

Step four: state what the song is doing. It is what a community sings about a person. Toomer places the communal voice inside a sketch about one woman, so the individual and the culture that produced her occupy the same page without either being subordinated.

Step five: read the third passage's claim. "Pour O pour that parting soul in song." Parting is doing the work: the soul is leaving, and the instruction is to get it into song before it goes.

Step six: state what the book thinks it is doing. Recording something as it disappears. Toomer believed the rural Black folk culture of the South was ending, and Cane is constructed as an act of preservation performed urgently.

Step seven: connect the form to the subject. A novel would impose a plot on a culture, and a poetry collection would omit the people. Mixing them lets the book hold a place, its songs, its stories and its ending without deciding which of those is the main one.

Step eight: state the modernist position. Gatsby fragments chronology and judgment. Cane fragments genre itself. Both require the reader to assemble what the text declines to supply, and Toomer goes further, because what he refuses is the category the book would be shelved under.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. When was Cane published?
    Show the full solution

    1923

  2. What forms does it contain?
    Show the full solution

    Short prose, lyric poems, sketches, and a closing piece written as drama

  3. Name the three parts and their settings.
    Show the full solution

    Rural Georgia, then Washington and Chicago, then Georgia again

  4. What was Toomer doing in Georgia?
    Show the full solution

    Working for a few months as a temporary school principal

  5. What does he ask to be poured into song?
    Show the full solution

    That parting soul

  6. What happens to register in the Karintha passage?
    Show the full solution

    It changes three times in four lines. "Karintha is a woman" is a plain declarative; the next sentence has no main verb and is closer to a lyric fragment; the third shifts into dialect with "She ain't no gal for a man to marry". The prose refuses to settle into one voice, which prepares the reader for the book's larger refusals. Declarative, then verbless lyric, then dialect, in four lines

  7. What does the interrupting song accomplish?
    Show the full solution

    It prevents the reader from settling into narrative. Every time the prose begins to proceed, the song returns and the piece becomes lyric again, so the form never lets the reader forget that it is constructed. A story that keeps being stopped by something that is not story cannot be consumed as a story. It stops the reader settling into narrative

  8. What is the song doing at the level of content?
    Show the full solution

    It is what a community sings about a person. Toomer places the communal voice inside a sketch about one woman, so the individual and the culture that produced her occupy the same page without either being subordinated to the other. That is a structural solution to a problem about representation. It puts the communal voice on the page beside the individual

  9. What does the word "parting" establish?
    Show the full solution

    That the soul is leaving, and that the instruction to pour it into song is urgent rather than leisurely. Toomer believed the rural Black folk culture of the South was ending, and the book is constructed as an act of preservation performed against a deadline. One participle carries the whole motive. Urgency: the thing being recorded is disappearing

  10. Why does the subject require the mixed form?
    Show the full solution

    A novel would impose a plot on a culture, and a poetry collection would omit the people. Mixing them lets the book hold a place, its songs, its stories and its ending without deciding which is the main one. Gatsby fragments chronology and judgment; Toomer fragments genre itself, which is the further refusal. Neither a novel nor a poetry collection could hold the whole thing

Unit 5 review · Modernism and the Harlem Renaissance

Ten questions across the whole unit

Questions 1 to 5 check that you hold the terms. Questions 6 to 10 require you to reason across the nine lessons.

  1. What period does American modernism cover?
    Show the full solution

    Roughly 1910 to 1945, centered on the 1920s

  2. How many times does the green light appear, and where?
    Show the full solution

    Three: end of chapter one, chapter five, and the last page

  3. What was the Harlem Renaissance's manifesto?
    Show the full solution

    Alain Locke's anthology The New Negro, 1925

  4. Describe the blues stanza.
    Show the full solution

    A statement, the statement repeated with variation, and a response

  5. What forms does Toomer's Cane contain?
    Show the full solution

    Short prose, lyric poems, sketches, and a closing piece written as drama

  6. State the double standard in Nick's narration.
    Show the full solution

    Tom and Daisy are condemned for smashing things and letting others clean up after them, which is accurate. Gatsby allowed Daisy to kill a woman with his car and let her husband believe he had done it. Nick applies the standard to one couple and exempts his friend from it inside the same novel. The same conduct condemns Tom and Daisy and excuses Gatsby

  7. Why does the second appearance of the green light matter most?
    Show the full solution

    Because it shows that the light's value came from distance. With Daisy beside him it becomes again a green light on a dock and Gatsby's count of enchanted objects diminishes by one. Fitzgerald places the collapse at the moment of success rather than of failure, which is the novel's decisive structural choice. Value came from distance, so success destroys it

  8. What is the Harlem Renaissance's internal disagreement about?
    Show the full solution

    Audience. One position held that art should demonstrate respectability and thereby earn political standing; the other, stated by Hughes in 1926, held that art should show ordinary life without adjusting it for anyone's approval. Every formal choice in the movement follows from which answer a writer gave. Who the writing is answerable to

  9. Why is McKay's use of the sonnet not assimilation?
    Show the full solution

    Because taking the form a culture most values and using it to say what that culture has not said is more aggressive than refusing the form. Perfect execution removes the charge of not knowing the tradition, so the poem must be engaged on its argument, and the tradition ends up looking narrower than the poet working inside it. It borrows the form's prestige and turns it

  10. How does Toomer's fragmentation go further than Fitzgerald's?
    Show the full solution

    Gatsby fragments chronology and judgment inside a novel that remains a novel. Cane fragments genre itself, mixing sketch, lyric and drama so the book refuses the category it would be shelved under. Both transfer assembly work to the reader, and Toomer refuses the form as well as the sequence. He refuses the category, not only the order

Lesson 6.1 · Unit 6 · W.11-12.7, RL.11-12.1

From topic to research question in literary study

A documented paper on literature is not a report about a book. It answers a question that the book raises and does not settle, and most weak papers fail at this first step rather than at any later one.

The key ideas
  1. A topic is a subject; a question is something that can be answered correctly or incorrectly.
  2. A good literary research question is genuinely open, meaning competent readers have disagreed about it.
  3. It must be answerable from the text, so questions about what an author privately felt are out of bounds.
  4. It must be narrow enough to answer in the space you have, which for a paper of eight to twelve pages is very narrow.
  5. Test a question by drafting two opposed answers, since a question with only one possible answer is not a question.
  6. The question changes during research, and refusing to change it is a common cause of failure.
  7. A thesis is the answer, written as a sentence that someone could reasonably dispute.
  8. Interpretive questions ask what a text does; historical questions ask what conditions produced it, and both are legitimate.

Where students lose marks: choosing a question whose answer is obvious. If nobody could argue the other side, there is nothing for evidence to do and the paper becomes a summary with citations attached.

Worked example

The task. Move from a topic to a defensible research question about a text from this course.

Step one: start with the topic. "Nick Carraway in The Great Gatsby." That is a subject. It cannot be right or wrong, so it cannot be argued and cannot be researched.

Step two: turn it into a question. "Is Nick Carraway a reliable narrator?" Better, since it can be answered yes or no, but it is the single most written-about question in American literary study and a student paper will not add to it.

Step three: narrow to something the student can own. "How does Nick's account of the funeral change the reader's verdict on Gatsby?" Now the evidence is a specific set of pages and the answer is not predetermined.

Step four: apply the opposed-answers test. Answer A: the funeral chapter confirms Nick's admiration, because the absence of guests proves the parties were hollow and Gatsby was not. Answer B: it undermines him, because Gatsby's father's schedule shows a man who had been performing since boyhood. Both are arguable, so the question is live.

Step five: check answerability. Everything needed is in chapter nine and in earlier chapters the paper can cross-reference. No biographical speculation about Fitzgerald is required, so the question stays inside the text.

Step six: check scope. One chapter, one narrator, one interpretive claim. That is the right size for ten pages. "How does modernism represent the American dream" would need a book and would produce generalities.

Step seven: write the provisional thesis. "The funeral chapter is Fitzgerald's last piece of evidence against Nick, because it supplies a document, Gatsby's boyhood schedule, that Nick reports without seeing what it proves." Provisional, and disputable, which is what a thesis has to be.

Step eight: expect it to move. After reading criticism the student may find the schedule argument well worn and shift to how the funeral's guest list works. That is research functioning correctly rather than a setback, and the question is allowed to change until the final draft begins.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. What is the difference between a topic and a question?
    Show the full solution

    A topic is a subject; a question can be answered correctly or incorrectly

  2. What does it mean for a question to be open?
    Show the full solution

    Competent readers have disagreed about it

  3. What test confirms a question is live?
    Show the full solution

    Drafting two opposed answers that are both arguable

  4. What is a thesis?
    Show the full solution

    The answer to the question, written as a disputable sentence

  5. Name the two legitimate kinds of literary research question.
    Show the full solution

    Interpretive, asking what a text does, and historical, asking what conditions produced it

  6. Why is "Is Nick a reliable narrator?" a weak choice despite being arguable?
    Show the full solution

    It is arguable, which is why it passes the first test, but it is the most written about question in American literary study and a student paper cannot add to it. The research would consist of summarizing a century of criticism. Narrowing to a specific chapter or scene gives the student something to own. Arguable but exhausted, so the paper becomes a summary of criticism

  7. Apply the opposed-answers test to the funeral question.
    Show the full solution

    One answer: the chapter confirms Nick's admiration, since the absence of guests proves the parties were hollow while Gatsby was not. The other: it undermines him, since Gatsby's father's schedule shows a man performing since boyhood. Both are defensible from the same pages, so evidence has real work to do and the question is live. Both answers are defensible from the same chapter

  8. Why is a question about an author's private feelings out of bounds?
    Show the full solution

    Because it cannot be answered from the text, and literary evidence is textual. A paper asking what Fitzgerald felt about wealth can only speculate or import biography that the novel does not confirm. Questions have to be answerable with the material a reader and a critic can both examine. It cannot be answered from the evidence available

  9. Why is "How does modernism represent the American dream" the wrong size?
    Show the full solution

    It would require a book and in ten pages produces only generalities. Scope has to match the space: one chapter, one narrator and one interpretive claim fit a ten-page paper, and a question spanning a movement guarantees that no claim in the paper is supported in enough detail to convince anyone. Too large, so every claim is underdeveloped

  10. What should a student do when research undermines the question?
    Show the full solution

    Change it. If the schedule argument turns out to be well worn, shift to the funeral's guest list or to something else the reading opened up. That is research working correctly rather than a setback, and the question stays adjustable until the final draft begins. Defending a question the evidence has already answered is the commonest way to waste a term. Change the question; that is what research is for

Lesson 6.2 · Unit 6 · W.11-12.8, RI.11-12.7

Primary and secondary sources in literary research

In a literary paper the primary source is the text itself, and everything else supports a reading of it. Getting the hierarchy wrong produces a paper about critics rather than about literature.

The key ideas
  1. The primary source is the literary text, and in a paper on Gatsby it is the novel.
  2. Secondary sources are writing about the text, including criticism, reviews and scholarly articles.
  3. Historical documents can be either, depending on the question the paper is asking.
  4. The edition matters, and page numbers are only meaningful when the edition is named.
  5. Peer-reviewed articles have been evaluated by other scholars before publication.
  6. A literary paper argues from the primary text, with secondary sources supporting, complicating or being answered rather than replacing it.
  7. Reference works are a starting point, and encyclopedias including Wikipedia are not cited in a finished paper.
  8. Library databases such as JSTOR and Project MUSE hold the criticism that free web searching usually will not reach.

Where students lose marks: writing a paper in which every paragraph reports what a critic said. The reader wants to know what the student thinks the novel does, with critics brought in as support or opposition.

Worked example

The task. Sort a proposed source list for the funeral-chapter question, and decide what each source can do.

Step one: identify the primary source. The Great Gatsby itself, in a named edition. Every quotation in the paper is from it, and the edition must be the same throughout so that page numbers mean something.

Step two: classify a 1925 review. A review from the year of publication is secondary as criticism, since it evaluates the novel. It is also primary evidence for a different question about how the book was first received.

Step three: state the rule that follows. Primary and secondary are positions relative to a question, not fixed properties of documents. The same review is secondary for an interpretive question and primary for a reception question.

Step four: classify a scholarly article from a journal. Secondary, and if the journal is peer reviewed then other scholars evaluated it before publication. That is not a guarantee of correctness, only that it has cleared a threshold.

Step five: classify a study guide website. Not usable. It is unattributed, unreviewed, written for a general audience, and citing it in a documented paper signals that the student did not reach the actual criticism.

Step six: classify an encyclopedia entry. A starting point. Use it to learn names, dates and the shape of a debate, then follow its bibliography to the sources it drew on and cite those.

Step seven: classify a 1920s advertisement. Primary, for a historical question about how new money was marketed and displayed. Useless for an interpretive question about Nick's narration, which means the source is not bad but irrelevant.

Step eight: state the proportion. In a ten-page literary paper, most quotation should be from the primary text. Four to eight secondary sources is a normal range, and a paper citing twenty critics has usually stopped arguing for itself.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. What is the primary source in a literary paper?
    Show the full solution

    The literary text itself

  2. What are secondary sources?
    Show the full solution

    Writing about the text: criticism, reviews, scholarly articles

  3. Why must the edition be named?
    Show the full solution

    Page numbers are meaningless without it

  4. What does peer review mean?
    Show the full solution

    Other scholars evaluated the article before publication

  5. Name two databases that hold literary criticism.
    Show the full solution

    JSTOR and Project MUSE

  6. How can a 1925 review be both primary and secondary?
    Show the full solution

    It is secondary for an interpretive question, because it evaluates the novel, and primary for a question about how the book was first received, because it is then the evidence itself. Primary and secondary are positions relative to a question rather than fixed properties of a document, which is the rule the example establishes. The category depends on the question being asked

  7. Why is a study guide website unusable?
    Show the full solution

    It is unattributed, unreviewed and written for a general audience, so it carries no authority a reader can check. Citing one in a documented paper signals that the student did not reach the actual criticism, which damages the paper beyond the single citation because it calls the whole research into question. Unattributed, unreviewed, and it signals the research was not done

  8. What is the right use of an encyclopedia?
    Show the full solution

    As a starting point. Use it to learn names, dates and the shape of a scholarly debate, then follow its bibliography to the sources it drew on and cite those instead. The entry does real work in orienting the student and none at all as a citation in the finished paper. Orientation and a bibliography, never a citation

  9. Why is a 1920s advertisement not a bad source for the funeral question?
    Show the full solution

    Because it is not bad, only irrelevant. It is genuine primary evidence for a historical question about how new money was marketed and displayed, and it simply cannot speak to an interpretive question about Nick's narration. Distinguishing weak sources from misapplied ones matters when building a source list. It is irrelevant to this question, not unreliable

  10. State the proportion a literary paper should keep.
    Show the full solution

    Most quotation should come from the primary text, with roughly four to eight secondary sources supporting, complicating or being answered. A paper citing twenty critics has usually stopped arguing for itself and become a survey, which is the failure mode the whole lesson is built to prevent. Mostly primary text, with four to eight secondary sources

Lesson 6.3 · Unit 6 · W.11-12.8, RI.11-12.8

Finding criticism, and judging it

Literary criticism is mostly not on the open web. Finding it requires the right tools, and using it requires judging an argument you are not yet qualified to referee, which is a skill worth naming.

The key ideas
  1. Most criticism sits behind library databases, not in ordinary search results.
  2. A public library card usually provides free access to several of them.
  3. Search by keyword and by text, combining the work's title with the concept you are investigating.
  4. Follow the bibliography of any useful article, because its sources are the field's map.
  5. Check the date, since criticism has periods and a 1955 reading rests on assumptions later scholars rejected.
  6. Judge an argument by its evidence, asking whether the claims about the text match what the text says.
  7. Note the critical approach, since formalist, historicist, feminist and other schools ask different questions.
  8. Disagreeing with a critic is permitted, provided the disagreement is argued from the primary text.

Where students lose marks: treating anything published as settled. Criticism is an argument, and a student who can quote the novel accurately is entitled to say where a critic has read it wrongly.

Worked example

The task. Search for criticism on the funeral question, then evaluate one result.

Step one: build search terms. Start with "Great Gatsby funeral", then broaden to "Gatsby Carraway narrator reliability", then narrow to "Gatsby chapter nine". Three searches with different widths, not one.

Step two: search where criticism lives. A library database rather than a general web search. The public library card gives access, and a general search will return study guides ahead of scholarship almost every time.

Step three: read abstracts before articles. An abstract states the claim in a paragraph. Ten abstracts can be read in the time one article takes, and most will be irrelevant, which is the normal ratio.

Step four: mine one good article's bibliography. A useful article cites the work its author had to answer. Those citations are the field's map and will reach sources that no keyword search would have surfaced.

Step five: check the date and the approach. A 1955 article may be formalist, treating the novel as a self-contained object and declining to discuss class at all. It is not worthless, but it answers a question the student may not be asking.

Step six: evaluate the argument against the text. Suppose a critic claims Gatsby's father arrives having always believed in his son's greatness. Check chapter nine. The father says he knew his son had a big future, and the schedule he produces is dated 1906, which supports the claim.

Step seven: find the disagreement worth having. Suppose another critic says the funeral proves Nick's honesty because he alone attends. The novel also has Owl Eyes there. A verifiable factual error is legitimate grounds to disagree.

Step eight: write the disagreement properly. Name the critic, state the claim fairly, quote the passage that contradicts it, and state what follows. Disagreement is argued and cited, never announced.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. Where does most literary criticism sit?
    Show the full solution

    Behind library databases, not on the open web

  2. How can a student reach those databases free?
    Show the full solution

    Through a public library card

  3. What should a student read before a full article?
    Show the full solution

    The abstract

  4. Name three critical approaches.
    Show the full solution

    Formalist, historicist, feminist

  5. What is required before disagreeing with a critic?
    Show the full solution

    An argument from the primary text

  6. Why build three searches of different widths?
    Show the full solution

    Because a single phrasing finds only what happens to be phrased that way. "Great Gatsby funeral" is narrow, "Gatsby Carraway narrator reliability" is conceptual, and "Gatsby chapter nine" is structural, and each surfaces different scholarship. Research is several searches at different widths rather than one lucky one. One phrasing finds only what matches that phrasing

  7. Why is a bibliography more useful than another keyword search?
    Show the full solution

    Because a good article cites the work its author had to answer, which means the bibliography is the field's own map of what matters. Those citations reach sources no keyword search would surface, since scholars cite by argument rather than by the words a student happened to type. It maps what the field itself considers essential

  8. What does the date of an article tell a reader?
    Show the full solution

    What critical assumptions were in force. A 1955 formalist article may treat the novel as a self-contained object and decline to discuss class at all. It is not worthless, but it answers a question the student may not be asking, and knowing the period keeps the student from mistaking a school's silence for the text's. Which assumptions were current when it was written

  9. What makes a disagreement with a critic legitimate?
    Show the full solution

    A verifiable point about the text. If a critic writes that Nick alone attends the funeral and the novel also places Owl Eyes there, the claim is factually wrong and the student may say so. Disagreement grounded in what the page actually contains is always permitted, whatever the critic's standing. A checkable claim about the text that the text contradicts

  10. How is a disagreement written?
    Show the full solution

    Name the critic, state the claim fairly in its strongest form, quote the passage that contradicts it, and state what follows for your own argument. Disagreement is argued and cited rather than announced, and a version that misstates the critic's position first is worthless even when the conclusion is right. Name, state fairly, quote, then draw the consequence

Lesson 6.4 · Unit 6 · W.11-12.8

Notes, paraphrase, and the line where plagiarism begins

Most plagiarism in student papers is accidental and happens at the note-taking stage, weeks before the draft. A note system that marks its own sources prevents almost all of it.

The key ideas
  1. Mark every note as quotation, paraphrase or your own thought, at the moment you write it.
  2. Quotation means the exact words inside quotation marks, with the page number.
  3. Paraphrase means the idea in your own sentence structure, and it still requires a citation.
  4. Changing a few words is not paraphrase, and it is the most common form of accidental plagiarism.
  5. A real paraphrase is written without looking at the source, from your understanding rather than from the sentence.
  6. Common knowledge needs no citation, meaning facts any reference work would state, such as the novel's publication year.
  7. An idea needs a citation even when the words are yours, because the debt is to the thinking rather than the phrasing.
  8. Record the full source details once, when you first take a note, so the Works Cited page is not reconstructed at two in the morning.

Where students lose marks: paraphrasing with the source sentence visible. Read, look away, write the idea in your own words, then check the original for accuracy rather than for vocabulary.

Worked example

The source sentence. A critic writes: "Fitzgerald withholds Gatsby's history until the reader has already been persuaded to admire him, so that the facts arrive too late to do their ordinary work."

Step one: the unacceptable version. "Fitzgerald holds back Gatsby's past until the reader has already been convinced to admire him, so the facts come too late to do their usual work." Six words changed, structure identical. This is plagiarism even with a citation attached.

Step two: state why the citation does not rescue it. A citation credits the idea. Presenting someone else's sentence architecture as your prose is a separate offense, and the reader has no way to know which words are yours.

Step three: the acceptable paraphrase. "One critic argues that the novel's sequencing matters as much as its content: because the reader's admiration is secured before Gatsby's criminal history appears, the revelation cannot reverse a judgment already formed (Smith 214)."

Step four: state what makes it acceptable. The sentence is built differently, with a colon and a causal clause the original does not have, and it attributes the argument. The debt is acknowledged and the prose is the student's own.

Step five: the quoted version. "Smith argues that Fitzgerald 'withholds Gatsby's history until the reader has already been persuaded to admire him' (214)." Use this when the critic's own phrasing is what you want to examine.

Step six: decide which to use. Quote when the wording is the point; paraphrase when the idea is. A paper that quotes every source at length has surrendered its voice, and a paper that never quotes cannot show the reader what it is answering.

Step seven: sort common knowledge from cited fact. That Gatsby was published in 1925 is common knowledge. That its first-year sales were disappointing is a fact somebody researched, and it needs a source.

Step eight: build the note. Author, title, journal, volume, year, page, the marked note itself, and a line in square brackets for your own reaction. The brackets keep your thinking separate from the critic's, which is the whole system.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. What three categories should a note be marked as?
    Show the full solution

    Quotation, paraphrase, or your own thought

  2. Does paraphrase require a citation?
    Show the full solution

    Yes

  3. How is a real paraphrase written?
    Show the full solution

    Without looking at the source, from your understanding

  4. Give an example of common knowledge about Gatsby.
    Show the full solution

    That it was published in 1925

  5. When should full source details be recorded?
    Show the full solution

    At the moment the first note from that source is taken

  6. Why does a citation not rescue a near-copy?
    Show the full solution

    A citation credits the idea, and the offense in a near-copy is presenting someone else's sentence architecture as your own prose. Changing six words while keeping the structure leaves the reader unable to tell which words are the student's, and that is a separate problem from attribution. The citation credits the idea, not the borrowed sentence structure

  7. What makes the acceptable paraphrase acceptable?
    Show the full solution

    The sentence is built differently, using a colon and a causal clause the original does not have, and it names the critic as the source of the argument. The debt is acknowledged and the prose belongs to the student, which are the two separate requirements that a near-copy satisfies only one of. Different architecture plus explicit attribution

  8. When should a writer quote rather than paraphrase?
    Show the full solution

    When the critic's own phrasing is what the paper wants to examine. Quote when the wording is the point and paraphrase when the idea is. A paper quoting every source at length has surrendered its voice, and one that never quotes cannot show the reader what it is answering. When the wording itself is what you are discussing

  9. Why do first-year sales figures need a citation when the publication year does not?
    Show the full solution

    Because the publication year is in any reference work and belongs to no one, while the sales figures are the result of research somebody performed. The test is not how well known a fact is but whether it came from a particular investigation that a reader might want to check. One is in every reference work; the other is somebody's research

  10. What does the square-bracket line in a note do?
    Show the full solution

    It keeps the student's own reaction separate from the critic's argument, in the same note, marked as belonging to the student. Weeks later, when the draft is written, the brackets are what prevent an original thought from being cited to a critic or a critic's thought from being presented as original. It separates the student's thinking from the source's

Lesson 6.5 · Unit 6 · W.11-12.8, RI.11-12.9

Making critics answer your question

Synthesis is the skill that separates a research paper from a book report with footnotes. The sources have to be put into relation with each other and with the argument, rather than reported one after another.

The key ideas
  1. Summary reports one source at a time; synthesis puts sources in relation.
  2. The give-away symptom is a paragraph that begins with a critic's name rather than with a claim.
  3. Organize by idea, not by source, so each paragraph makes a point and the sources serve it.
  4. A synthesis matrix is a grid with your sub-questions down one side and your sources across the top.
  5. Agreement between sources is worth stating, since a settled point can be asserted briefly.
  6. Disagreement is the most useful finding, because it marks where your own argument has room to operate.
  7. Sources can be used against each other, and a paper may resolve a dispute the critics left.
  8. Your voice controls the paragraph, which means you open it, you close it, and sources appear in the middle.

Where students lose marks: the structure "Critic A says... Critic B says... Critic C says..." Each paragraph must make a claim of yours, with the sources brought in to support, complicate or be answered.

Worked example

The task. Turn three sources on the funeral chapter into one synthesized paragraph.

Step one: state what each source holds. Smith: the empty funeral proves the parties were hollow. Jones: the schedule shows Gatsby performing since boyhood. Nakamura: Nick's arrangement of the funeral makes him a participant rather than a witness.

Step two: build the matrix. Down the side, the sub-questions: what the empty funeral shows, what the schedule shows, what Nick's role is. Across the top, the three critics. Fill each cell, and the empty cells are as informative as the full ones.

Step three: find the agreement. All three treat chapter nine as evaluative rather than merely concluding. That is a settled point and can be asserted in a single sentence with three citations.

Step four: find the disagreement. Smith reads the chapter as vindicating Gatsby; Jones reads it as exposing him. They are examining the same chapter and reaching opposite verdicts, which is where a student argument can operate.

Step five: write the unsynthesized version. "Smith argues that the empty funeral proves the parties were hollow. Jones argues that the schedule shows Gatsby performing since boyhood. Nakamura argues that Nick's arrangement of the funeral makes him a participant." Three summaries in a row, and no argument.

Step six: write the synthesized version. "Chapter nine has been read as both vindication and exposure, and the disagreement turns on which document the reader weighs: the empty church, which Smith takes as proof that the parties were never Gatsby (78), or the boyhood schedule, which Jones reads as evidence of a lifelong performance (152)."

Step seven: state what changed. The paragraph now opens with a claim of the student's, and the critics arrive as the two sides of a dispute the student has identified. The same three sources, put into relation.

Step eight: add the move only a student can make. "Nakamura's observation that Nick arranged the funeral (203) suggests both readings are incomplete, since the empty church is evidence about Nick's invitations before it is evidence about Gatsby." The third source resolves the dispute the other two left.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. What is the difference between summary and synthesis?
    Show the full solution

    Summary reports one source at a time; synthesis puts sources in relation

  2. What is the symptom of an unsynthesized paragraph?
    Show the full solution

    It begins with a critic's name rather than with a claim

  3. What is a synthesis matrix?
    Show the full solution

    A grid with sub-questions down one side and sources across the top

  4. Should paragraphs be organized by idea or by source?
    Show the full solution

    By idea

  5. Who controls the opening and closing of a paragraph?
    Show the full solution

    The writer; sources appear in the middle

  6. Why are the empty cells in a matrix informative?
    Show the full solution

    Because they show which sub-questions a given critic did not address. A source silent on Nick's role in arranging the funeral cannot be cited for a claim about it, and a sub-question no source addresses is either a gap the student can fill or a sign the question is not the one the field thinks matters. They show what each source does not address

  7. Why is agreement between sources worth only a sentence?
    Show the full solution

    Because a settled point needs asserting, not arguing. If all three critics treat chapter nine as evaluative rather than merely concluding, one sentence with three citations establishes it, and the paper's space belongs to the places where the sources part company and the student's argument has room to work. Settled points need asserting, and space belongs to disputes

  8. Why is disagreement the most useful finding?
    Show the full solution

    Because it marks where the student's own argument can operate. Smith reading chapter nine as vindication and Jones reading it as exposure means two competent readers face the same evidence and reach opposite verdicts, which is an opening. Where the field agrees, there is nothing for a new paper to do. It locates the opening where a new argument can work

  9. What exactly changed between the two versions of the paragraph?
    Show the full solution

    The paragraph now opens with a claim of the student's, that the disagreement turns on which document the reader weighs, and the critics arrive as the two sides of a dispute the student has identified. The same three sources and the same information, put into relation instead of into a list. The student's claim now opens it and the sources serve it

  10. What move does the third source make possible?
    Show the full solution

    It resolves the dispute the other two left. Nakamura's observation that Nick arranged the funeral means the empty church is evidence about Nick's invitations before it is evidence about Gatsby, which makes both prior readings incomplete. Using one source to settle a disagreement between two others is a move only the student's own argument can perform. It settles the dispute by reframing what the empty church proves

Lesson 6.6 · Unit 6 · W.11-12.1, RL.11-12.1

Claim, evidence, warrant

A literary argument has three parts and students reliably supply two of them. The missing one is the warrant, the sentence explaining why the quotation proves the claim, and its absence is the commonest structural fault in these papers.

The key ideas
  1. The claim is the arguable sentence the paragraph defends.
  2. The evidence is the quotation or detail from the text.
  3. The warrant is the reasoning that connects one to the other.
  4. The warrant is the part most often omitted, because the writer can see the connection and assumes the reader can.
  5. Quotations should be short and embedded in your own sentences.
  6. A block quotation is over four lines and is indented without quotation marks.
  7. Close reading is the warrant's usual content, meaning attention to a specific word, image or piece of syntax.
  8. Counterargument strengthens a literary paper, and the strongest form concedes what the other reading gets right.

Where students lose marks: the dropped quotation, a sentence of text followed immediately by the next claim. The reader must be told what to notice in the quotation and why it proves what you say it proves.

Worked example

The task. Build one fully warranted paragraph on the funeral question.

Step one: write the claim. "Gatsby's father produces the one document that contradicts the reading he intends it to support." Arguable, specific, and the paragraph now has something to prove.

Step two: select the evidence. The schedule: rise from bed, dumbbell exercise, study electricity, work, practice elocution and poise. Short, quotable, and directly on the claim.

Step three: write the unwarranted version. "Gatsby's father produces the one document that contradicts the reading he intends it to support. The schedule lists 'practise elocution, poise and how to attain it' (173). This shows Gatsby was always ambitious." The last sentence restates rather than reasons.

Step four: diagnose what is missing. Nothing connects the quoted line to the claim about contradiction. The reader is told the evidence exists and is not told what in it does the work.

Step five: write the warrant. "The item is not a subject but a manner. A boy who schedules the study of electricity is acquiring knowledge; a boy who schedules the practice of poise is acquiring a surface, and the distinction is the one the novel spends nine chapters making."

Step six: extend the warrant to the claim. "His father offers the page as evidence of a great man in the making. It is instead a record of the moment the performance began, which is why the scene is unbearable: the one mourner who loved him is holding the proof against his own case."

Step seven: add the counterargument. "It could be objected that self-improvement schedules were ordinary for boys in 1906 and that reading this one as theatrical imports a suspicion the document does not carry." Stated in its strongest form.

Step eight: answer it with a concession. "That is correct about the genre and it is what makes the detail work. Fitzgerald chose a wholly conventional document, and the novel's argument is that the convention itself, Franklin's convention, produced the man." The concession strengthens the paragraph rather than weakening it.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. Name the three parts of a literary argument.
    Show the full solution

    Claim, evidence, warrant

  2. Which part is most often omitted?
    Show the full solution

    The warrant

  3. What is a dropped quotation?
    Show the full solution

    A sentence of text followed immediately by the next claim, with no reasoning

  4. When is a quotation set as a block?
    Show the full solution

    When it runs over four lines; indented, without quotation marks

  5. What is the usual content of a literary warrant?
    Show the full solution

    Close reading: attention to a specific word, image or piece of syntax

  6. Why do writers omit the warrant?
    Show the full solution

    Because they can see the connection and assume the reader can. The writer has spent weeks with the text and the link between the schedule and the claim about performance feels self-evident, which is exactly the condition under which it goes unwritten. The reader has spent thirty seconds with the quotation. The connection is obvious to the writer, who assumes it is obvious to everyone

  7. Diagnose the unwarranted version.
    Show the full solution

    "This shows Gatsby was always ambitious" restates rather than reasons. Nothing connects the quoted line about practicing poise to the claim that the document contradicts its owner's intention. The reader is told evidence exists and is not told what in it does the work, which is the definition of a dropped quotation. The final sentence restates the evidence instead of reasoning from it

  8. What does the warrant actually notice?
    Show the full solution

    That the schedule's item is a manner rather than a subject. A boy who schedules the study of electricity is acquiring knowledge; a boy who schedules the practice of poise is acquiring a surface. The distinction between those two lines of the same document is the whole warrant, and it is close reading of a single word. Poise is a manner, not a subject, unlike electricity

  9. How does the counterargument get stated?
    Show the full solution

    In its strongest form: that self-improvement schedules were ordinary for boys in 1906 and reading this one as theatrical imports a suspicion the document does not carry. Stating an objection weakly is worse than not raising it, because a reader who can think of the strong version will supply it and stop trusting the paper. In its strongest form, not a version easy to knock down

  10. How does the concession strengthen the paragraph?
    Show the full solution

    By granting that the document is wholly conventional and making that the point. Fitzgerald chose an ordinary Franklin-style schedule precisely because the novel's argument is that the convention produced the man. Conceding the objection's factual content while denying its conclusion is stronger than disputing a fact the reader can check. It grants the fact and turns it into the argument

Lesson 6.7 · Unit 6 · W.11-12.8

MLA citation and the Works Cited page

MLA is the standard in literary study, and the ninth edition replaced dozens of format templates with a single list of elements that works for any source, including ones that did not exist when the edition was written.

The key ideas
  1. MLA is the citation style used in literature and the humanities; the current edition is the ninth.
  2. In-text citations give author and page in parentheses, with no comma and no abbreviation for page.
  3. The author's name may sit in the sentence instead, leaving only the page number in parentheses.
  4. The parenthesis goes before the period, and after the closing quotation mark.
  5. The core elements are a numbered list of nine, assembled in order and skipped when they do not apply.
  6. Every in-text citation must match an entry on the Works Cited page, and the reverse also holds.
  7. Works Cited is alphabetical by the first element, usually the author's last name.
  8. Entries use a hanging indent, with the first line flush left and the rest indented half an inch.

Where students lose marks: the punctuation of the in-text citation. It is (Fitzgerald 173) with no comma, no "p.", the parenthesis outside the quotation mark and the period after the parenthesis.

Worked example

The task. Cite the sources used in this unit's example paper.

Step one: learn the nine core elements in order. Author. Title of source. Title of container. Other contributors. Version. Number. Publisher. Publication date. Location. Every entry is these nine, in that order, skipping what does not apply.

Step two: build a book entry. Fitzgerald, F. Scott. The Great Gatsby. Scribner, 1925. Author, title of source, publisher, date. The other five elements do not apply and are simply absent.

Step three: build a journal article entry. Smith, Alice. "The Empty Church: Reading Gatsby's Funeral." American Literary History, vol. 22, no. 1, 2010, pp. 74-91. Here the container is the journal and the location is the page range.

Step four: identify what a container is. The larger work holding the source. An article's container is its journal; a story's container is its anthology; a page's container is its website. That one concept replaced the old list of templates.

Step five: handle a second container. An article read through JSTOR has the journal as its first container and the database as its second, added at the end with its own location, usually a DOI or stable URL.

Step six: write the in-text citations. (Fitzgerald 173) when the name is not in the sentence. "Smith argues that the church is empty by design (78)" when it is. No comma, no "p.", and the period after the parenthesis.

Step seven: place one against a quotation. Nick reports that Gatsby's father "took out a ragged old copy of a book called Hopalong Cassidy" (173). Closing quotation mark, space, parenthesis, period. That order is fixed and is the most frequently botched detail in student papers.

Step eight: check the two-way match. Every in-text citation has an entry, and every entry has at least one in-text citation. A Works Cited listing a source the paper never cites is a claim to have used something that went unused.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. Which MLA edition is current, and where is it used?
    Show the full solution

    The ninth, used in literature and the humanities

  2. What goes in an in-text citation?
    Show the full solution

    Author and page, with no comma and no "p."

  3. How many core elements are there?
    Show the full solution

    Nine

  4. How is the Works Cited page ordered?
    Show the full solution

    Alphabetically by the first element, usually the author's last name

  5. What indent do entries use?
    Show the full solution

    A hanging indent: first line flush left, the rest indented half an inch

  6. What problem did the nine core elements solve?
    Show the full solution

    Earlier editions supplied a separate template for every kind of source, which failed as soon as a new kind appeared. The nine elements are assembled in order and skipped when they do not apply, so the same procedure handles a book, an article, a podcast and a format nobody has invented yet. Dozens of templates that could not cover new source types

  7. Define a container and give three examples.
    Show the full solution

    The larger work holding the source. An article's container is its journal, a story's container is its anthology, and a web page's container is its website. That single concept replaced the old list of per-format templates, and recognizing the container is most of the work in building any entry. The larger work holding the source: journal, anthology, website

  8. How is an article read through a database cited?
    Show the full solution

    With two containers. The journal is the first container, with its volume, number, date and page range, and the database is the second, added at the end with its own location, usually a DOI or stable URL. The nesting records both where the article was published and where the student actually read it. Journal as first container, database as second with a DOI or URL

  9. Give the exact order of punctuation around a quotation.
    Show the full solution

    Closing quotation mark, space, open parenthesis, page number, close parenthesis, period. The citation sits outside the quotation and inside the sentence, so the sentence ends after the parenthesis. It is the most frequently botched detail in student papers and it is entirely mechanical. Quotation mark, space, parenthesis, then the period

  10. Why must the match run both ways?
    Show the full solution

    Every in-text citation needs an entry so the reader can find the source, and every entry needs at least one citation because a Works Cited listing something the paper never cites claims to have used a source that went unused. The list documents the paper's argument, not the student's reading history. An uncited entry claims work the paper did not use

Lesson 6.8 · Unit 6 · W.11-12.5, L.11-12.3

Revising a documented paper

Revision is not proofreading. It is structural work on the argument, and a documented paper needs one kind of pass for the argument, another for the sources, and a final one for the sentences, in that order.

The key ideas
  1. Revision changes the argument; editing changes the sentences; proofreading catches errors.
  2. Do them in that order, because polishing a paragraph you will cut is wasted work.
  3. The reverse outline means writing one sentence per paragraph after the draft exists, then reading the list.
  4. Check that the thesis matches the paper you actually wrote, and change the thesis when the paper is better.
  5. Every paragraph needs a warrant, so search the draft for dropped quotations.
  6. Check the citation of every quotation against the source, since transcription errors are common.
  7. Read the paper aloud to find sentences that do not work, which the eye skips and the ear catches.
  8. Leave time between drafting and revising, because a writer cannot see a draft written an hour ago.

Where students lose marks: revising a paper whose thesis no longer matches its body. The argument usually improves during drafting, and the introduction is often the last thing that should be rewritten.

Worked example

The task. Run a three-pass revision on a draft of the funeral paper.

Step one: build the reverse outline. One sentence per paragraph, stating what that paragraph claims rather than what it discusses. Eight paragraphs, eight sentences, on one page.

Step two: read the outline for sequence. Suppose paragraphs three and six both argue that the schedule is theatrical. That is a duplication invisible in a full draft and obvious in an eight-line list.

Step three: read the outline against the thesis. The introduction promised an argument about the funeral's guest list, and six of the eight paragraphs are about the schedule. The paper is better than its thesis, so the thesis changes.

Step four: check the evidence balance. Two paragraphs contain no quotation at all. Either they are making claims without support, or they are summary and should be cut, and both diagnoses require going back into the draft.

Step five: run the warrant pass. Find every quotation and confirm the sentence after it explains what in the quotation proves the claim. Where it only restates the quotation, write the reasoning.

Step six: run the source pass. Open every source and check each quotation word by word and each page number. Confirm every in-text citation has a Works Cited entry and every entry is cited.

Step seven: run the sentence pass. Read aloud. Find the passive constructions hiding who acts, the sentences over forty words, and the paragraph that begins with a critic's name instead of a claim.

Step eight: rewrite the introduction last. The paper now argues something the first draft did not know it would argue. Writing the introduction after the body means it can promise what the paper delivers, which is the single most effective revision move available.

Practice · 10 questions

Questions 1 to 5 are recall. Questions 6 to 10 ask for reasoning.

  1. Distinguish revision, editing and proofreading.
    Show the full solution

    Revision changes the argument, editing changes the sentences, proofreading catches errors

  2. What is a reverse outline?
    Show the full solution

    One sentence per paragraph, written after the draft, then read as a list

  3. What should each reverse-outline sentence state?
    Show the full solution

    What the paragraph claims, not what it discusses

  4. Why read the paper aloud?
    Show the full solution

    The ear catches sentences the eye skips

  5. When should the introduction be rewritten?
    Show the full solution

    Last, after the body is settled

  6. Why must the three passes run in that order?
    Show the full solution

    Because polishing a paragraph you will cut is wasted work. Structural decisions determine which sentences survive, so the argument pass comes first, the source pass second, and the sentence pass last. A student who proofreads before revising spends the most careful hours on material that leaves the paper. Structure decides which sentences survive to be polished

  7. What does a reverse outline reveal that a full draft hides?
    Show the full solution

    Duplication and sequence. If paragraphs three and six both argue that the schedule is theatrical, that is invisible across twelve pages of prose and obvious in an eight-line list. Compressing each paragraph to its claim strips away the writing and leaves only the structure to be judged. Repeated claims and bad order

  8. What should a student do when the body outgrows the thesis?
    Show the full solution

    Change the thesis. If the introduction promised an argument about the guest list and six of eight paragraphs are about the schedule, the paper discovered something better while being written. Forcing the body back toward a thesis drafted before the thinking happened is the wrong repair. Change the thesis to match the better argument the paper found

  9. What are the two diagnoses for a paragraph with no quotation?
    Show the full solution

    Either it makes claims without support, in which case evidence has to be found and added, or it is summary rather than argument, in which case it should be cut. Both require going back into the draft to decide which, and a paragraph that survives the check unchanged is rare. Unsupported claim, or summary that should be cut

  10. What does the source pass check?
    Show the full solution

    Every quotation word by word against the original, every page number, and the two-way match between in-text citations and Works Cited entries. Transcription errors are common and invisible to the writer, who remembers what the source meant rather than what it said, which is why the pass is mechanical and done with the sources open. Quotation accuracy, page numbers, and the two-way citation match

Unit 6 review · Research and the Documented Paper

Ten questions across the whole unit

Questions 1 to 5 check that you hold the terms. Questions 6 to 10 require you to reason across the eight lessons.

  1. What is the primary source in a literary paper?
    Show the full solution

    The literary text itself

  2. Name the three parts of a literary argument.
    Show the full solution

    Claim, evidence, warrant

  3. How many MLA core elements are there?
    Show the full solution

    Nine

  4. What is a reverse outline?
    Show the full solution

    One sentence per paragraph, written after the draft, then read as a list

  5. What must every in-text citation have?
    Show the full solution

    A matching entry on the Works Cited page

  6. How do you test whether a research question is live?
    Show the full solution

    Draft two opposed answers and check that both are defensible from the text. If only one answer is available the question is not a question, and the paper becomes a summary with citations attached. A question competent readers have disagreed about is one where evidence has real work to do. Draft two opposed answers and see whether both hold

  7. Why does changing a few words of a source count as plagiarism?
    Show the full solution

    Because the offense is presenting someone else's sentence architecture as your prose, which a citation does not address. A citation credits the idea; it cannot tell a reader which words are the student's. A real paraphrase is written from understanding, without the source sentence in view. The citation credits the idea, not the borrowed structure

  8. How do you tell a synthesized paragraph from a summarizing one?
    Show the full solution

    By what opens it. A summarizing paragraph begins with a critic's name; a synthesized one begins with a claim of the writer's, and the sources arrive in the middle to support, complicate or be answered. Organization by idea rather than by source is the whole difference. A synthesized paragraph opens with the writer's own claim

  9. What is a dropped quotation, and how is it repaired?
    Show the full solution

    A quotation followed immediately by the next claim, with no reasoning between. It is repaired by writing the warrant: a sentence identifying what in the quotation, usually a specific word, image or piece of syntax, proves the claim. The writer omits it because the connection is obvious to someone who has spent weeks with the text. Quotation with no warrant; repair it by writing the reasoning

  10. Why is the introduction rewritten last?
    Show the full solution

    Because the argument usually improves during drafting, so the paper ends up arguing something the first draft did not know it would argue. Writing the introduction after the body means it can promise what the paper actually delivers, which is the single most effective revision move available. So it can promise what the finished paper delivers

Literary analysis 1 · 60 minutes

Read the poem below. Then write an essay analyzing how Dickinson uses form, diction and punctuation to present death.

Directions

You have sixty minutes. Begin with an arguable thesis. Quote exactly, including Dickinson's dashes and capitalization, and say in your essay that you are preserving them.

Analyze at least one formal feature, one word choice and one piece of punctuation.

The poem

Source: Emily Dickinson, "Because I could not stop for Death", written about 1863, published 1890. Public domain. Punctuation and capitalization are reproduced exactly as Dickinson wrote them.

Because I could not stop for Death —
He kindly stopped for me —
The Carriage held but just Ourselves —
And Immortality.

We slowly drove — He knew no haste
And I had put away
My labor and my leisure too,
For His Civility —

We passed the School, where Children strove
At Recess — in the Ring —
We passed the Fields of Gazing Grain —
We passed the Setting Sun —

Since then — 'tis Centuries — and yet
Feels shorter than the Day
I first surmised the Horses' Heads
Were toward Eternity —

Show a top-score response

Dickinson writes about death in the meter of a hymn and the vocabulary of a courtship, and the poem's power comes from how completely those two frames fail to deliver what they promise. The form prepares a reader for assurance and the diction prepares them for romance, and what arrives is a journey with no confirmed destination. Dickinson's dashes are reproduced here as she wrote them, because the punctuation is part of the argument.

The meter is the first thing to notice. Eight syllables, then six, alternating: this is common meter, the form of most Protestant hymns, and Dickinson's readers would have recognized it before they had processed a word. A hymn is a public form for shared certainty about death. Dickinson borrows the container and puts something unsettled inside it, which means the poem can express doubt without ever stating a doubt. The friction between the confident form and the unresolved content does the work.

The opening reverses the ordinary relation between a life and its end. "Because I could not stop for Death" makes the speaker the busy party and death the accommodating one, so an intrusion becomes an appointment. The implication is that she was occupied with things that seemed more urgent than her own mortality, which describes most lives and is therefore quietly accusatory. "He kindly stopped for me" completes the reversal by making death the more considerate of the two.

The courtship vocabulary is sustained and is never broken. "Kindly", "Civility", the private carriage, the unhurried pace: these belong to a nineteenth-century calling scene, not to a death. The horror is generated by the manners rather than in spite of them, and the most frightening line in the poem is the mildest one. She gave up "my labor and my leisure too", which is the entirety of a life in four words, work and rest with nothing outside them, and the reason given is politeness.

The third stanza's anaphora organizes the journey into a life. "We passed the School", "We passed the Fields", "We passed the Setting Sun": childhood, maturity, and the end of a day. The repetition of the verb makes the passage relentless, and the sequence tells the reader they have been watching a lifetime rather than an afternoon. The children "strove" at recess, which is an unexpectedly effortful verb for play and quietly assigns struggle to the earliest stage.

The punctuation carries the poem's uncertainty most precisely. Dickinson's dash joins without specifying a relation, where a semicolon would balance and "because" would assert cause. In "We slowly drove — He knew no haste" the reader cannot tell whether his lack of haste produces the slowness or merely accompanies it, and the poem never says. The effect across four stanzas is of a speaker presenting rather than explaining, which is appropriate to a narrator who does not fully understand her own situation.

The strangest moment is grammatical. "The Carriage held but just Ourselves — / And Immortality." "But just" claims exactly two passengers, and then a third is added. Something is counted and not counted in the same sentence. Since the poem's real question is what accompanies a person through death, this grammatical uncertainty about whether immortality is in the carriage is the most exact statement of that question available.

The final stanza confirms that nothing was settled. Centuries have passed and feel shorter than the single day on which she "first surmised" the direction of travel. "Surmised" is a guess, not a knowledge, and it is the last substantive verb in the poem. Dickinson leaves her speaker still traveling, still inferring, and the last dash opens rather than closes.

Literary analysis 2 · 60 minutes

Read the passage below. Then write an essay analyzing how Twain uses a naive narrator to deliver a judgment the narrator cannot make.

Directions

You have sixty minutes. Keep Huck and Twain distinct throughout. An essay that attributes Huck's beliefs to Twain has misread the method.

Analyze diction, sentence rhythm and the position of the reader.

The passage

Source: Mark Twain, Adventures of Huckleberry Finn, 1884, chapter 31. Public domain. Twain's spelling and grammar are the narrator's and are reproduced as printed.

I was a-trembling, because I'd got to decide, forever, betwixt two things, and I knowed it. I studied a minute, sort of holding my breath, and then says to myself:

"All right, then, I'll go to hell" and tore it up.

It was awful thoughts and awful words, but they was said. And I let them stay said; and never thought no more about reforming. I shoved the whole thing out of my head, and said I would take up wickedness again, which was in my line, being brung up to it, and the other warn't.

Show a top-score response

Twain's method in this passage is to give the reader accurate evidence and faulty conclusions from the same narrator, and then to leave the reconciliation entirely to the reader. Huck reports what he does with complete honesty and misunderstands it completely, and the distance between the two is where the novel's indictment lives. Nothing in the passage tells a reader what to think, which is precisely why the thinking sticks.

Begin with what Huck believes. He is certain that helping Jim escape is theft and a sin, and that the penalty is damnation. This is not a man weighing two moral systems. Within the only system he has, he is choosing the wrong, and the sentence "I'll go to hell" is a literal statement of what he expects to happen rather than a defiant flourish. The reader knows the decision is right. That gap belongs to neither character and exists only in the reader's head, which is why Twain never writes a line of moral commentary.

The diction is doing more work than it appears to. "A-trembling", "betwixt", "knowed", "brung up to it": the grammar is nonstandard and the vocabulary is small. This is essential rather than decorative. If Huck could formulate his situation in the language of moral philosophy, he would be able to analyze it, and a narrator who understands his own dilemma cannot generate dramatic irony. The limited language is what makes the limited understanding credible instead of convenient.

The sentence rhythm stages the decision. Three short clipped sentences stretch the hesitation, the spoken line gives it a voice, and then the act is compressed into four words attached to the dialogue rather than given a sentence of its own: "and tore it up." Deliberation receives length and the action receives none. The arrangement conveys that the decision had been made in the body before the mind found words for it, which is a more accurate account of moral choice than an argued conclusion would be.

The third paragraph is the passage's hardest moment and the one weak essays skip. Huck does not experience relief or vindication. He decides to "take up wickedness again, which was in my line, being brung up to it", meaning he has concluded that he is simply a bad person and may as well continue. He has done the most morally serious thing in the novel and filed it under evidence of his own depravity.

This is where Twain's target becomes visible. The villain of the scene is not a slave catcher or a hypocrite preacher but Huck's conscience, the instrument that is supposed to identify wrongdoing and that here identifies exactly the reverse. A conscience is constructed by a community, and Twain has shown one working perfectly according to its training and producing an inverted result. The indictment is of a moral education, and it is made without a single authorial sentence.

It matters that Huck never concludes slavery is wrong. A conversion would replace one belief system with another and would let the reader relax, since the problem would be solved inside the book. Instead Huck keeps the belief and acts against it out of attachment to one particular person he has traveled with. That is how moral change usually happens, and it leaves the general indictment standing, because the reader has to do the generalizing that Huck cannot.

The reader's position is therefore the novel's real subject. Twain places his audience above the narrator in understanding and below him in courage, and offers no character inside the book who sees the situation correctly. Having supplied the judgment themselves, readers cannot set it down the way they could set down a lecture.

Synthesis 1 · 60 minutes

Using all three sources, develop a position on whether individual conscience should be able to override democratic law.

Directions

You have sixty minutes. Take a position of your own and use the sources to support and complicate it. Cite each source at least once by author.

A paper that walks through the sources in order will not score. Organize by claim.

Source A: Thoreau

Source: Henry David Thoreau, "Resistance to Civil Government", 1849. Public domain.

Unjust laws exist: shall we be content to obey them, or shall we endeavor to amend them, and obey them until we have succeeded, or shall we transgress them at once? Men generally, under such a government as this, think that they ought to wait until they have persuaded the majority to alter them. They think that, if they should resist, the remedy would be worse than the evil.

If the injustice is part of the necessary friction of the machine of government, let it go: perchance it will wear smooth. But if it is of such a nature that it requires you to be the agent of injustice to another, then, I say, break the law.

Source B: Lincoln

Source: Abraham Lincoln, address to the Young Men's Lyceum of Springfield, Illinois, 27 January 1838. Public domain.

Let every American, every lover of liberty, every well wisher to his posterity, swear by the blood of the Revolution, never to violate in the least particular, the laws of the country; and never to tolerate their violation by others.

When I so pressingly urge a strict observance of all the laws, let me not be understood as saying there are no bad laws, or that grievances may not arise, for the redress of which, no legal provisions have been made. I mean to say no such thing. But I do mean to say, that, although bad laws, if they exist, should be repealed as soon as possible, still while they continue in force, for the sake of example, they should be religiously observed.

Source C: Emerson

Source: Ralph Waldo Emerson, "Self-Reliance", 1841. Public domain.

No law can be sacred to me but that of my nature. Good and bad are but names very readily transferable to that or this; the only right is what is after my constitution; the only wrong what is against it.

What I must do, is all that concerns me, not what the people think. This rule, equally arduous in actual and in intellectual life, may serve for the whole distinction between greatness and meanness. It is the harder, because you will always find those who think they know what is your duty better than you know it.

Show a top-score response

Individual conscience should be able to override democratic law, but only under a condition that Thoreau states and Emerson does not: that the law requires the person to act as an agent of injustice toward someone else. That condition is what separates a defensible doctrine of civil disobedience from Emerson's position, which cannot sustain a society, and it is also what answers Lincoln's objection, which is the strongest of the three.

Thoreau's distinction is more careful than his reputation suggests. He does not say that any law offending conscience may be broken. He divides injustice into two kinds: the friction of the machine, which should be tolerated because government is imperfect and friction wears smooth, and the case where the law "requires you to be the agent of injustice to another". Only the second licenses refusal. This is a narrow test, and it turns on complicity rather than on disapproval. A citizen who dislikes a policy has no standing under it; a citizen who must administer a wrong does.

Emerson offers no such limit, and comparing the two exposes what Thoreau's test is protecting. "No law can be sacred to me but that of my nature" grounds obligation in the self alone, and "the only right is what is after my constitution" makes each person the final authority on what is right. This is coherent and it is unusable as a public principle. Under it, a person who conscientiously believes something monstrous has exactly the standing of a person who conscientiously believes something true, since the criterion is internal consistency rather than the effect on anyone else. Thoreau's appeal to a second party, the one to whom injustice would be done, supplies the external check that Emerson's formulation lacks.

Lincoln's objection is the one that must be answered rather than dismissed. His argument is not that laws are always just; he explicitly says they are not, and he wants bad laws repealed as soon as possible. His argument is about example. A society in which individuals decide case by case which laws bind them loses the habit of lawfulness itself, and that habit, once lost, is not selectively recoverable. The same reasoning that justifies a principled refusal is available to a mob, and Lincoln, speaking in 1838 about lynchings, was addressing mobs rather than philosophers.

This objection succeeds against Emerson completely. It does not succeed against Thoreau, for two reasons that the sources themselves supply. The first is the narrowness of the test: refusal is licensed only when the citizen would otherwise be the instrument of a wrong done to a specific person, which excludes nearly every case Lincoln is worried about. A mob is not refusing to be the agent of injustice; it is volunteering to be one.

The second is the penalty. Thoreau accepts jail, and the acceptance is not incidental to his argument but constitutive of it. Refusal without consequence is evasion and does exactly the damage Lincoln fears, since it teaches that law can be escaped. Refusal that submits to punishment teaches the opposite: it affirms that law has force while denying that this particular law has authority. It is a public argument conducted at the objector's own expense, which is why it strengthens rather than erodes the general habit of lawfulness.

Lincoln retains one point that neither Emerson nor Thoreau can answer. He observes that grievances arise "for the redress of which, no legal provisions have been made", and his remedy is to build the provisions. Thoreau is uninterested in institutional design; his essay tells an individual what to do and never asks what a system should look like. A society that relied on conscientious refusal instead of building lawful remedies would be asking individuals to bear a cost that ought to be structural.

The position that survives all three sources is therefore narrow and demanding. Conscience may override law when the law conscripts you into harming another person, when you accept the penalty, and when you continue to work for lawful repeal. Emerson supplies the conviction that the individual's judgment is worth something, Thoreau supplies the test that makes it usable, and Lincoln supplies the reason the test must stay narrow.

Synthesis 2 · 60 minutes

Using all three sources, develop a position on whether a poet writing for a new nation or community should use inherited forms or invent new ones.

Directions

You have sixty minutes. Take a position and use the sources as evidence and as opposition. Cite each source at least once by author.

Do not summarize the sources in turn. Organize by claim.

Source A: Whitman

Source: Walt Whitman, preface to the 1855 edition of Leaves of Grass. Public domain.

The United States themselves are essentially the greatest poem. The Americans of all nations at any time upon the earth have probably the fullest poetical nature. Here is not merely a nation but a teeming nation of nations.

The proof of a poet is that his country absorbs him as affectionately as he has absorbed it. Of all nations the United States with veins full of poetical stuff most need poets and will doubtless have the greatest and use them the greatest.

Source B: McKay

Source: Claude McKay, "If We Must Die", 1919, complete. Public domain.

If we must die, let it not be like hogs
Hunted and penned in an inglorious spot,
While round us bark the mad and hungry dogs,
Making their mock at our accursed lot.
If we must die, O let us nobly die,
So that our precious blood may not be shed
In vain; then even the monsters we defy
Shall be constrained to honor us though dead!

Source C: Hughes

Source: Langston Hughes, "The Weary Blues", 1926, opening lines. Public domain. Hughes's indentation is preserved.

Droning a drowsy syncopated tune,
Rocking back and forth to a mellow croon,
    I heard a Negro play.
Down on Lenox Avenue the other night
By the pale dull pallor of an old gas light
    He did a lazy sway.

Show a top-score response

The question is usually posed as a choice between inheritance and invention, and the three sources show that this is the wrong framing. What determines a poet's formal decision is not loyalty to a tradition but the relationship they want with a particular audience, and inherited and invented forms turn out to be two ways of managing the same problem. McKay and Hughes make opposite choices for reasons that are more similar than their poems look.

Whitman states the invention case at its most confident. His preface argues that a new kind of nation requires a new kind of poetry, that the United States are "essentially the greatest poem", and that a poet's success is measured by absorption: "the proof of a poet is that his country absorbs him as affectionately as he has absorbed it." The criterion is reciprocal rather than technical. On Whitman's own test, a form imported from a hierarchical society cannot absorb a democratic one, which is why his line abandons meter for breath and his catalogs give every occupation identical grammatical weight.

Hughes carries out the same program seventy years later for a smaller and more specific community. The stanza in "The Weary Blues" is built from a musical tradition rather than a literary one: two long rhymed lines carrying the music, then a short indented line carrying the observer, repeating. The long vowels of "droning a drowsy syncopated tune" slow the line below anything iambic pentameter would permit, so the poem performs the tempo it describes. Hughes did not adapt an English form to blues content; he let the music determine the line.

McKay makes the opposite choice, and the strength of his poem is the reason the invention argument cannot be accepted whole. "If We Must Die" is a Shakespearean sonnet: iambic pentameter, ABAB rhyme, fourteen lines, a closing couplet. It is the most thoroughly English form available, written in response to American racial violence in 1919, and it is more forceful than a free-verse version of the same content would have been.

Three things explain that force. The first is demonstration. Writing a technically flawless sonnet in 1919 was itself a political act, since the capacity was publicly denied. The second is control: the metrical regularity of "While round us bark the mad and hungry dogs" restrains extremely violent material, and the restraint concentrates it rather than dilutes it. The third is address. A reader who considers the sonnet their own inheritance cannot receive this poem as foreign, which makes it much harder to set aside.

That third point is what dissolves the original question. Both poets are choosing a relationship with an audience. McKay wants to speak to a readership in the form that readership regards as authoritative, so that agreement costs them their ability to dismiss him. Hughes wants to speak in a form that comes from the community he is writing about, so that the poem does not have to translate itself. Each choice is a claim about where poetic authority resides, and Whitman's absorption test cannot adjudicate between them, because the two poets are being absorbed by different publics.

Inherited form does carry a real cost, and McKay's poem shows it. The sonnet's compression means no race, city or incident is named, which is why the poem was later quoted in contexts he never imagined. That portability extended its life and also allows a reader to admire it without confronting the violence that produced it. Invention has the symmetrical cost: a form built from a specific tradition asks a reader outside that tradition to learn it before the poem can work.

The defensible position is therefore that neither choice is superior in itself, and that the useful question is what each purchases. A poet addressing a hostile or indifferent majority gains from inherited form, because the form does part of the persuading. A poet writing for a community that already has its own artistic tradition gains from building on that tradition, because the form carries meaning the content would otherwise have to explain. Whitman was right that a new nation needs new forms; McKay demonstrates that an old form can be taken rather than received, which is also a kind of invention.

Argument 1 · 60 minutes

Should a high school American literature course be organized chronologically, or around themes? Take a position and defend it.

Directions

You have sixty minutes. State your claim in the first paragraph and name the warrant that connects your evidence to it.

Present the counterargument at full strength, concede what is true, and refute by distinguishing rather than by contradicting.

Show a top-score response

An American literature course should be organized chronologically, and the reason rests on a warrant worth stating plainly: that the primary thing a literature course teaches is how writers respond to each other, not how they illustrate ideas. If the goal is instead to help students think about identity, freedom or justice using literature as material, the thematic organization is clearly better, and someone who holds that goal is not persuaded by anything below.

The case for chronology is that American literature is unusually argumentative. Emerson is answering the Puritans, and "no law can be sacred to me but that of my nature" is only fully audible if a student has recently read a sermon in which the individual has no standing at all. Whitman is enacting Emerson's program in verse. The realists are answering Whitman's confidence with Huck's grammar and Crane's indifferent sea. Fitzgerald is answering the whole sequence. Read in order, a student watches a national literature conduct a three-hundred-year argument. Read out of order, they meet seven writers who happen to share a country.

A second reason is that form only becomes visible against what preceded it. Whitman's long breath-measured line is a decision, and a student who has not first heard regular meter does not perceive it as one. McKay's choice of the sonnet in 1919 is legible as a political act only to someone who knows what the sonnet had meant for four centuries. Chronology supplies that context automatically, whereas a thematic unit must stop and import it.

The strongest objection is not that chronology is boring, which is a matter of teaching rather than of structure. It is that chronology smuggles in a claim about what counts. A course that runs Puritans, Franklin, Emerson, Whitman, Twain, Fitzgerald is reproducing a canon that was assembled by particular people with particular assumptions, and the shape of the syllabus will read to students as the shape of the literature. Thematic organization can place Douglass beside Jefferson on freedom, or Chopin beside Franklin on self-making, and those pairings are not available when the syllabus is a timeline.

This objection is largely correct and should be conceded without qualification. Any chronological syllabus is a selection presented as a sequence, which disguises editorial judgment as historical fact. That is a genuine cost and it is not eliminated by good intentions.

But the objection identifies a defect in a particular reading list rather than in chronological organization as such. A timeline can include Bradstreet, Douglass, Chopin, Freeman, McKay, Hughes and Toomer without ceasing to be a timeline, and doing so actually strengthens the chronological argument, since the formal disagreement between McKay and Hughes is only legible when both are placed at the moment they were writing. The corrective to a narrow canon is a wider one, not the abandonment of sequence.

There is also a hybrid the objection points toward, and it is worth naming rather than pretending the choice is binary. A chronological spine with recurring thematic threads traced across it, the self-made individual from Franklin to Gatsby, the question of who may speak from the Puritans to Harlem, preserves the argumentative sequence while producing the comparative pairings thematic courses do well. This concedes most of what the objection wants and gives up nothing structural.

What the objection cannot supply is the experience of watching a writer answer another writer and knowing who spoke first. A theme is a container the teacher brings to the texts. A chronology is a relationship the texts already have with each other, and uncovering an existing relationship is a better use of a school year than demonstrating an imposed one.

Argument 2 · 60 minutes

Is an unreliable narrator a more honest way to tell a story than a reliable one? Take a position and defend it.

Directions

You have sixty minutes. Take a clear position rather than surveying both sides. Use evidence from at least two texts studied this year.

Address the strongest version of the opposing view. Name your warrant.

Show a top-score response

An unreliable narrator is more honest than a reliable one, and the warrant behind that claim is that honesty in fiction means accuracy about how information actually reaches a person, not accuracy about events. A reliable narrator tells the truth about what happened. An unreliable one tells the truth about what it is like to receive an account from someone with a stake in it, which is the only way anyone ever learns anything.

Twain's Huck is the clearest case. He reports events accurately and interprets them wrongly, calling his own best action wickedness and resolving to continue in sin. The reader receives reliable evidence with unreliable conclusions and must reconcile them, which means the moral judgment of the novel is produced in the reader rather than delivered to them. A reliable narrator could have stated that Huck's conscience had been corrupted by his upbringing. The statement would be true and inert. What Twain achieves instead is that the reader performs the diagnosis, and a conclusion you reached yourself is not one you can put down at the end of the chapter.

Fitzgerald's Nick Carraway demonstrates a second capacity. Nick announces on the first page that he reserves all judgments and closes the book by calling Tom and Daisy careless people who smashed up things and creatures. Both sentences cannot be true of the same narrator, and the contradiction is the novel's most useful piece of information: it tells the reader that moral judgment in this book is being delivered by a man who arranged the affair, kept the secret and was employed by the class he condemns. A reliable narrator could have described Tom and Daisy's carelessness. Only an unreliable one can show that every condemnation comes from somewhere and costs the speaker something.

Bierce makes the strongest version of the case because his unreliability is total. "An Occurrence at Owl Creek Bridge" reports a hallucination as fact for several pages, and the reader lives inside an escape that never occurred. The story's claim is that a death takes an instant from outside and contains a whole narrative from inside, and that claim cannot be reported by a reliable narrator, because a reliable narrator occupies the outside. Deception was the only available route to the truth in question.

The strongest objection is not that unreliable narration is confusing. It is that the technique depends entirely on the reader detecting it, and readers frequently do not. Students routinely finish Huckleberry Finn believing Twain endorses Huck's moral conclusions, and Nick Carraway has been taken at his word by a century of readers who found him admirable. When the detection fails, the reader does not merely miss the point; they receive its opposite, which is a worse outcome than a reliable narration could ever produce.

That is true and should be conceded fully. The technique has a floor below which it does active harm, and a writer choosing it accepts responsibility for that risk.

But the objection measures unreliable narration against an idealized reliable one. Reliable narration also fails, and it fails more quietly. A trustworthy narrator who tells a reader what to think produces agreement that lasts as long as the book is open, because nothing was asked of the reader and nothing was built. The failure leaves no trace, which is why it is mistaken for success. Unreliable narration fails visibly and succeeds durably; reliable narration succeeds invisibly and shallowly.

There is also a limit worth naming, because the position should not be pushed past what it can hold. Unreliable narration requires that the reader have some independent access to the truth, whether through the narrator's own contradictions, through planted evidence, or through moral knowledge the reader brings. Where no such access exists, the technique is not honest but merely obscure. Twain can rely on his readers knowing slavery is wrong, and Bierce plants impossible perceptions for a second reading to catch. Given that access, an unreliable narrator tells the reader something a reliable one structurally cannot: that accounts come from people, and people are in the account.

Unit recap

Unit recap

0:00 / 0:00

Animated recap with on-screen narration. Turn on Voice to have it read aloud (uses your device's built-in voice). Pressing play counts as your one free video.

Free preview complete

That's the end of the free preview.

You've opened five lessons, which is as much as we can show without a subscription. Everything you've already opened stays available; use the outline on the left to go back to it.

Book a tutor instead