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the Short Storythe Short Storythe Short Story by Dori Anne Abbottby Dori Anne Abbottby Dori Anne Abbott

An Introduction to the Short Story / 1

Introduction to the Short Story

I N this unit, you will be studying the genre (a type or class of literature) of the short story. So what is a short story anyway? The short story is generally defined as a fictional narrative that is brief enough to be read in one sitting, or told in a single hearing. A similar

form of the short story is ancient and universal. Generally the stories were part of a larger work, such as in the examples like The Arabian Nights and Chaucer’s Canterbury Tales.

However, as a type of literature, the short story is an American creation just like apple pie, baseball, and ice cream. Beginning in the nineteenth century, writers like Edgar Allan Poe, Washington Irving, and Nathaniel Hawthorn gave the world gothic and romantic tales. Later Southern writers like Augustus Baldwin Longstreet and William Gilmore Simms offered the reading public tales that were realistic, yet uplifting. O. Henry and Ambrose Bierce specialized in the surprise ending, while Bret Harte and Mark Twain gave readers tales of local color. Also, Edith Wharton and F. Scott Fitzgerald wrote about city life in the emerging non-culture of the so-called “American Dream.” In recent times, many writers like Ronald Dahl (“James and the Giant Peach”) have achieved popularity when their stories have been adapted for movies and television.

Like the novel, the short story has a plot, but the plot must be simple, and not at all complicated with multiple subplots. Although the writer may cause the reader to enter the plot at any point, the plot usually takes the general form of introduction, complication (rise in action), climax (high point of the action, or the point of no return), and resolution (where the details are cleaned up). The short story has characters like the novel does, but the reader understands these characters from their dialogue and actions, not through detailed descriptions. In addition to this, the short story has a narrative point of view, usually from the third person, but once in a while in the first person, like “The Fight” by A. B. Longstreet. Finally, the short story has action, and lots of it! Many times the reader is brought into the action as it is already happening.

In the several booklets prepared for this study guide, you will read from a variety of authors, some well-known and others less familiar, but all excel at telling a story. All of the authors are American, except for Leo Tolstoy, who is the well-known novelist and storyteller from 19th-century Russia. All of these authors will tell you about a variety of places, people, and ideas. The stories that you are about to read will take you to foreign lands, to rough wilderness, and sometimes inside the very minds of people, where you will invade their deepest thoughts. Here is a world ready to be discovered. Welcome to the short story. DORI ANNE ABBOTT

2 / An Introduction to the Short Story

Lesson One “The Lady or The Tiger?”—Frank R. Stockton

1.1 Vocabulary

exuberant adj. genial adj. imperious adj. aesthetic adj. 1.2 Vocabulary Exercise:

1. The ___________________ value of my grandmother’s vase is little since the piece is quite common; but the beautiful keepsake has immense sentimental value to me.

2. Old Mr. McAfee is a most _________________ fellow who always has a kind and friendly word for me whenever I see him on the street.

3. The ___________________ winner of the door prize seemed to have an excessive amount of excitement for winning two dollars.

4. After we elected Susan as president, the club members were astonished at the switch from the easy-going, care-free girl we knew to an _________________, bossy tyrant.

1.3 Reading Assignment: An Introduction to the Short Story, “The Lady or The Tiger?” 1.4 Recall Questions 1. What was the king’s arena used for?

2. What did the prisoners have to do when they were on trial?

3. What was behind the two doors in the arena?

4. Of what was the man accused in the story?

5. Was he guilty of this “crime?”

6. Which door did he choose?

7. Why did he choose this particular door?

1.5 Critical Thinking Does there exist, as the author states, such an entity as “impartial and incorruptible chance”?

Explain your answer.


Was the king truly barbaric? Why or why not?

Which do you think came out of the door, the lady or the tiger? Explain why you think this.

1.6 Bonus Thought

Barbarous: Originally barbarous meant one who did not speak your own language. It came to mean one who was foreign or ignorant. The word brave in English comes from the same root word.


Lesson Two “Rip Van Winkle”—Washington Irving

2.1 Vocabulary

obsequious adj. aversion n. torrent n. rubicund adj. 2.2 Vocabulary Exercise

1. I remembered my grandfather—a man with a ________________ face who enjoyed good health as a result of his hard work as a farmer.

2. I don’t know why, but I have always had an ________________ to snakes; I just don’t like to be around them.

3. Her __________________________ behavior of bringing an apple every day to the teacher appears as if Lucy is trying to become the teacher’s pet.

4. While we were on vacation, the days were raining; we had a daily ____________________ of unrelenting water.

2.3 Reading assignment: An Introduction to the Short Story, “Rip Van Winkle” 2.4 Recall Questions

1. The tale of “Rip Van Winkle” is credited to whom?

2. The setting of this tale is in which mountains?

3. What does the author suggest is the reason for Rip’s having a “meekness of spirit”?

4. What was the one major weakness with Rip’s character?

5. What was Rip’s excuse for not tending to his own farm?

6. According to the author, which “side” belongs to a henpecked husband?

7. Who was Rip’s companion in tribulation? What was his name?

8. According to the author, what is the only instrument that gets sharper with constant use?

9. After hunting for squirrel and while admiring the view from the top of a mountain, what


does Rip hear?

10. Who does Rip meet and what was the person carrying?

11. Rip meets several other people. What are these people playing?

12. Since he was thirsty, Rip drinks from the keg and falls asleep. When he awakes, what two things does Rip notice to be missing and what did he dread?

13. To what length did Rip’s beard grow?

14. At the inn, the sign with a face of King George was replaced by whose face?

15. When he declares that he is a loyal subject to the king, what is Rip accused of?

16. How does Dame Van Winkle die?

17. Who finally identifies Rip?

18. How long was Rip asleep?

19. With whom does Rip now live?

20. According to the old Dutch inhabitants of the village, what causes the thunder in the mountains?

2.5 Critical Thinking

“Rip Van Winkle” is a humorous story. How does Irving create this humor through description and situations?

Find reasons to show that Dame Van Winkle fits the profile of a “contentious woman” (Proverbs 21:19 ).

Explain how “Rip Van Winkle” suggests that change in society can be dramatically swift and not slow.


Lesson Three “Hop-Frog”—Edgar Allan Poe

3.1 Vocabulary

corpulent adj. inimitable adj. fete n. expiate v. 3.2 Vocabulary Exercise

1. I wasn’t sure whether I appreciated Jeff introducing me as his _________ friend; however, I must admit that is better than being called his “fat friend.”

2. No matter what my brother tried to do, he could not _____________ to the satisfaction of my mother his breaking the antique vase given to her by her grandmother.

3. John Williams’s technique with the concert guitar is _______________, because he has a unique style all his own.

4. After the Billings moved to their new home, they invited their friends to a ____________, a party that took place in the spacious backyard.

3.3 Reading Assignment: An Introduction to the Short Story, “Hop-Frog” 3.4 Recall Questions

1. According to the narrator, what did the king seem to live for?

2. Why did the king seem himself to be “three times fortunate” to have Hop-Frog in his court?

3. Even though Hop-Frog was lame, what physical compensation did “nature” give to him?

4. When the king insists that Hop-Frog drink more wine, Trippetta tries to intervene for her friend. What does the king do to Trippetta?

5. What costume does Hop-Frog suggest for the king and the members of the cabinet to wear at the masquerade?

6. With what did Hop-Frog attach the fur to the king and his ministers?

7. In addition to their costumes, what was attached to the men in order that it looked like the beasts escaped en masse?

8. What caused the men to be lifted from off the floor?

9. Why does Hop-Frog kill the king and his ministers?


10. Who is believed to have helped Hop-Frog with his revenge?

3.5 Critical Thinking Is revenge ever justified? Was Hop-Frog in the right? If not, and if you were Hop-Frog, how

would you have responded to the king’s anger?

Why do people make fun of handicapped people? If one’s disability is correctable, would making fun of someone then be acceptable, or is such jesting always in bad taste?

Find reasons from the story that support the Biblical truth, “Be not deceived; God is not mocked: for whatsoever a man soweth, that shall he also reap.”—Galatians 6:7.

Is it proper as a Christian to play “practical jokes”? Why or why not? 3.6 Bonus Thought

Tar and Feathering: It is interesting that the ministers in the story suggested that feathers be added to their tar. Of course, Poe understood the significance of “tar and feathers.” This form of punishment is uniquely American and became a very popular form of intimidation in the North American colonies against tax collectors, who tried to enforce the oppressive Townshend Acts. The tar-and-feather campaign was so successful by discouraging tax collectors from doing their duty that the Townshend Acts were repealed by the British parliament. One wonders whether a revival of this practice may not prove to be beneficial against the oppressive taxes in the American empire.


Lesson Four “The Fight”—Augustus Baldwin Longstreet

4.1 Vocabulary

foment v. volubility n. imprecation n. coinage n. 4.2 Vocabulary Exercise

1. Henry seems to have a knack with _____________, having an uncanny ability to creates new phrases such as socialists being “mentally disconnected.”

2. The communists are masters when they ______________ unrest among the poor workers, who are easily swayed by envy.

3. Our Aunt Meg is a fine lady and very sociable, but she has a ________ that wearies even the best of listeners.

4. As the preacher left the small town, he pronounced an ____________ against the town folks for their rejection of the gospel.

4.3 Reading Assignment: An Introduction to the Short Story, “The Fight” 4.4 Recall Questions

1. Why did Bob and Billy seldom meet each other?

2. Regarding Bob and Billy, what was the one question that everyone believed would never be determined?

3. Who were the two women that caused the fight?

4. Who was the old man, who is reputed to have predicted the outcome of every fight?

5. What did Billy bite down on, which Bob “made a present of” to Billy?

6. Why did the narrator believe that Bob would lose the contest with Billy well after they had started the fight?

7. What was Billy’s explanation for losing the fight to Bob?

8. What was Bob’s reason for not giving in to Billy during the fight?

9. According to the narrator, why are “such scenes of barbarism and cruelty” seldom seen any longer?


4.5 Critical Thinking

Is being able to fight a mark of manliness? Why or why not?

Since the two wives “presumed” upon their husbands’ ability to fight, were these women “helps” to their husbands, or a determent? Could the men have resolved their disagreement without fighting? Discuss.

Consider the character of Ransy Sniffle. Is he believable; that is, does he represent human nature? Why or why not?

4.6 Bonus Thought

A priori: This term was used in today’s reading. The word, a priori, is a philosophical term which means any knowledge that is derived from a hypothesis or assumption, rather than by experimentation. Everyone has certain assumptions about life, and these assumptions determine how he will conduct himself. For an example, no one can prove or disprove that there is a God. The Bible teaches us that there is a God, but the word of God does not set out scientifically to establish the existence of God. Therefore, if you believe there is a God, it is because of your a priori assumption that the Bible is truthful and reliable.

Argumentum ad hominem: This phrase refers to one of many logical fallacies. The argumentum ad hominem is also called “appeal to the person.” The fallacy is committed whenever one shifts an argument from the issue to the personality of a person. You will witness this fallacy especially during election campaigns. It is easier to attack the personality of a person, rather than defending or opposing important issues. However, incumbents must be attacked soundly in order to be defeated. If the incumbent is perceived as a “nice guy,” he will be reelected—guaranteed. This is why “negative” campaigns are necessary in American politics.


Lesson Five “To Build a Fire”—Jack London

5.1 Vocabulary

intangible adj. conjectural adj. undulation n. gingerly adv. 5.2 Vocabulary Exercise: Circle the word that does not belong with the other words on each line.

1. intangible dreamlike vague substantial

2. conjectural supposed united alleged

3. undulation sinking sway oscillation

4. gingerly circumspectly guardedly carelessly 5.3 Reading Assignment: An Introduction to the Short Story, “To Build a Fire” 5.4 Comprehension and Recall Questions 1. Where does this story take place?

2. Was the man a veteran of the area?

3. How cold was it on the day this story takes place?

4. What caused the man’s “amber beard?”

5. What mishap did the dog encounter on the trail?

6. What advice did the “old-timer” give about traveling alone?

7. What happened to the traveler for his having to build a fire?

8. After the fire began to blaze well, what happened to the fire?

9. The traveler becomes so desperate to warm his hands, what does he try to do to his dog?

10. Towards the end of the story, the traveler tries to run to the camp. What happens? Does he make it?


5.5 Critical Thinking Why was the sun not shining? There were no clouds in the sky, but though it was day, it was

not very light. If you don’t know the answer to this question right away, look up some facts on Alaska on your CD ROM Encyclopedia or other reference encyclopedia. Pay special attention to the climate and weather portions.

London says of the protagonist, “He was quick and alert in the things of life, but only in the things, and not in the significances.” Explain how this fact hurt the protagonist as the events of the story unfolds.

What can we surmise about London’s world view from this quotation: “Its [the dog’s] instinct told it a truer tale than was told to the man by the man’s judgment.”

Explain how the traveler’s arrogance hurt him in the long run. What does the Bible have to say about a haughty spirit?

Explain how nature actively works against the traveler.


Lesson Six “The Gift of the Magi”—O. Henry

6.1 Vocabulary

parsimony n. mendicancy n. depreciate v. chaste adj. 6.2 Vocabulary Exercise

1. Having a _____________ mind is difficult in modern America, because television promotes the lust for things, often using sex appeal.

2. The hobo was arrested for ___________________, since he was begging for money on a public sidewalk.

3. While the attendees praised her speech for sewer reform, Karen felt defeated because her program was ____________________ by the unfavorable remarks that appeared in the morning’s newspaper.

4. My rich uncle’s _____________________ has been a great frustration to my family which has fallen on bad times; my uncle does not lend any money at all to his brothers.

6.3 Reading Assignment: An Introduction to the Short Story, “The Gift of the Magi” 6.4 Recall Questions 1. How much money did Della originally have to buy Jim a present for Christmas?

2. How did she get enough money to buy him what she really wanted for him?

3. What did Jim buy for Della?

4. How did Jim get the money for his gift?

5. How does O. Henry surprise the reader at the end?

6.5 Critical Thinking Why does the title so perfectly fit the story?

Why does O. Henry say that the two characters in this story were the wisest of all who give gifts? What does he mean by this statement?

What Biblical principle do these two characters demonstrate?

How can Jim and Della’s example guide us today when giving gifts at Christmas or any other time?

Compare the type of pride Jim and Della had in their meager possessions to the pride that the traveler had in “To Build A Fire.” How was it different? How was it the same?


Lesson Seven “The Carriage-Lamps”—Stephen Crane

7.1 Vocabulary

arduous adj. appall v. perfidy n. intrepid adj. 7.2 Vocabulary Exercise: Circle the word that does not belong with the other words on each line.

1. arduous strenuous difficult relaxing

2. appall count horrify shock

3. perfidy disloyalty propensity treason

4. intrepid courageous brave appoint 7.3 Reading Assignment: An Introduction to the Short Story, “The Carriage-Lamps” 7.4 Recall and Recognition Questions 1. Where did Jimmie get the revolver?

2. Who told Jimmie’s dad about the gun?

3. Why was Jimmie in trouble?

4. Mrs. Trescott blames her son’s misbehavior on whom?

5. Who came to “rescue” Jimmie?

6. Why did Willie become angry with “Hold-up Harry, the Terrar of the Sarahs”?

7. What was Jimmie’s punishment for breaking the carriage lamps?

7.5 Critical Thinking How does Crane’s use of dialect add authenticity to this story (make it seem more real)?

Do you think Mrs. Trescott’s attitude of blame for everyone other than Jimmie affected his attitude of bitterness toward the world? Why or why not?


Is there a point or moral to this story? [Hint: who was Jimmie’s hero and did this “hero” suffer a humiliation?]

7.6 Bonus thoughts:

Dialect is a tool used in American and English literature to lend an air of reality to the story. When using dialect, the author spells words the way they sound instead of the correct spelling. Sometimes dialect is easier to read aloud than silently. So, why not try reading Peter’s conversation aloud?

Local Color is an element of American literature especially popular during the time when Stephen Crane was writing his stories. Oftentimes, the stories did not have a particular point or moral, but they gave a colorful thumbnail sketch of life as it existed.


Lesson Eight “God Sees The Truth, But Waits”—Leo Tolstoy

8.1 Vocabulary

troyka n. knout n. fortnight n. wretch n. 8.2 Vocabulary Exercise

1. That ____________________ that you see walking down the street with the shopping cart used to be a very successful business manager; but drinking booze led to his now miserable life.

2. Our neighbor owns a ____________________ which he brought back from Russia; whenever we have snow, Mr. Jackson hooks the sleigh to his three horses and rides across the countryside for hours.

3. My best friend, Sally, will be gone a ____________________ starting tomorrow; this is going to be one of the longest two weeks of my life.

4. My good friend from Russia told me that criminals were punished with a ____________________; I said the United States Navy used to discipline sailors using a cat-of-nine-tails for flogging.

8.3 Reading Assignment: An Introduction to the Short Story, “God Sees the Truth, But Waits” 8.4 Recall and Recognition Questions

1. To what profession did the protagonist belong?

2. What dream did Aksyonof’s wife have?

3. Of what was Aksyonof accused?

4. Did he commit the crime?

5. How many years was Aksyonof in jail?

6. Did Aksyonof take vengeance on his enemy?

8.5 Critical Thinking What Biblical principle is demonstrated in this story?

Why is the title of the story so fitting?


Do you think Aksyonof was bitter when he died, or at peace with God and man?

Why do you think bad things happen at times to good persons? 8.6 Bonus Thought The word “Tsar” means emperor, and comes from the same word as the Roman Caesar

and the German Kaiser. These words are related just as the parent languages were related, and even the rulers themselves who were often distant relatives!


Lesson Nine “The Legend of Sleepy Hollow”—Washington Irving

9.1 Vocabulary

propensity n. vouch v. sequester v. incessant adj. onerous adj. pedagogue n. erudition n. capacious adj. 9.2 Vocabulary Exercise: Circle the word that does not belong with the other words on each line.

1. propensity tendency affinity propriety

2. vouch incline guarantee assure

3. sequester isolate order segregate

4. incessant relentless insistent illogical

5. onerous burdensome evil arduous

6. pedagogue babysitter teacher instructor

7. erudition culture learning explosion

8. capacious commodious lucky roomy 9.3 Reading Assignment: An Introduction to the Short Story, “The Legend of Sleepy Hollow”. This assignment may take two days to read. 9.4 Recall and Recognition Questions 1. By what other names was Sleepy Hollow called?

2. What was the most famous ghost story of the village?

3. Why were Ichabod Crane’s scholars not spoiled?

4. What book was Ichabod a “perfect master” of?

5. Of what talent was Ichabod proud?

6. For whom did Ichabod have amorous feelings?


7. Who was Ichabod’s rival in love?

8. In what ways was Ichabod “persecuted” by his rival along with his gang of rough riders?

9. What is the name of Ichabod’s horse?

10. What is the name of Brom Bones’ horse?

11. Late at night at the Van Tassel’s party, what sort of tales did the guests begin to tell?

12. What happened to Ichabod on his way home from the social gathering at the Van Tassel’s Farm?

13. What was Ichabod’s horse doing when the village folks found him?

1.4 Critical Thinking Why does Irving say that a woman causes “more perplexity to mortal man than ghosts,

goblins, and the whole race of witches put together?”

Most of the humor in this story is found in Irving’s detailed descriptions. Using his description of Ichabod Crane on the borrowed horse on the way to Katrina’s house, draw a picture of this hilarious sight. Stay true to Irving’s physical description. This exercise will discipline you to pay attention to the actual words and not rush through them.

Part of the appeal of this story is its mysterious ending. What do you think really happened that night? Give reasons for your answer. What hints does the author give to let us know what happened?

What does Ichabod mean? See 1 Samuel 4:21-22. How does Ichabod’s actions and character suggest that his name is well suited for the school master?

9.6 Bonus Thoughts The simile “As dexterous on horseback as a Tartar” means a lot more when you know that

the Tartars were fierce fighting men from Asia, the most famous of whom was Genghis Khan. Khan trained the best-disciplined and most effective army of his time (late 1100’s). After unifying the scattered tribes of Mongolia, Genghis Khan led the Tartars on to conquer China and Russia. The Tartars were famously trained horsemen who rode into battle with each soldier having a spare horse along for the trip. Since Brom Bones was as good as a Tartar, what does this suggest about the skill of the Headless Horseman that frightened Ichabod?

Love in any language: Irving repeatedly uses the French word Amour which means love. From this word we also get the words amorous and amiable.


Glossary for Introduction to the Short Story aesthetic (μs-thμt“¹k) adj. Concerning the appreciation of beauty or good taste appall (…-pôl“) v. To fill with consternation or dismay arduous (är“j›-…s) adj. Demanding great effort or labor; difficult: testing severely the powers of

endurance; strenuous aversion (…-vûr“zh…n) n. A fixed, intense dislike; repugnance: one that is intensely disliked and avoided capacious (k…-p³“sh…s) adj. Capable of containing a large quantity; spacious or roomy chaste (ch³st) adj. Morally pure in thought or conduct; decent and modest; pure or simple in design or

style; austere coinage (koi“n¹j) n. A new word or phrase; the invention of new words; ancestry or social background conjectural (k…n-jμk“ch…r-…l) adj. Based on or involving conjecture; supposed corpulent (kôr“py…-l…nt) adj. Excessively fat depreciate (d¹-pr¶“sh¶-³t”) v. To lessen the price or value of; to think or speak of as being of little worth;

belittle erudition (μr”y…-d¹sh“…n) n. Deep, extensive learning expiate (μk“sp¶-³t”) v. To make amends or reparation for; atone exuberant (¹g-z›“b…r-…nt) adj. Full of unrestrained enthusiasm or joy; lavish; extravagant; extreme in

degree, size, or extent fete (f³t) n. A festival or feast; an elaborate, often outdoor entertainment; an elaborate party foment (f½-mμnt“) v. To promote the growth of; incite fortnight (fôrt“nºt”) n. A period of 14 days; two weeks genial (j¶n“y…l) adj. Having a pleasant or friendly disposition or manner; cordial and kindly; gracious;

conducive to life, growth, or comfort; mild gingerly (j¹n“j…r-l¶) adv. With great care or delicacy; cautiously imperious (¹m-pîr“¶-…s) adj. Arrogantly domineering or overbearing; urgent; pressing imprecation (¹m”pr¹-k³“sh…n) n. A curse incessant (¹n-sμs“…nt) adj. Continuing without interruption; continual inimitable (¹-n¹m“¹-t…-b…l) adj. Defying imitation; matchless intangible (¹n-t²n“j…-b…l) adj. Incapable of being perceived by the senses; incapable of being realized or

defined intrepid (¹n-trμp“¹d) adj. Resolutely courageous; fearless; brave knout (nout) n. A Russian leather whip used for flogging mendicancy (mμn“d¹-k…n-c¶) n. Depending on alms for a living; practicing begging obsequious (¼b-s¶“kw¶-…s) adj. Full of or exhibiting servile compliance; fawning onerous (¼n“…r-…s) adj. Troublesome or oppressive; burdensome parsimony (pär“s…-m½”n¶) n. Unusual or excessive frugality; extreme economy or stinginess pedagogue (pμd“…-g¼g”) n. A schoolteacher; an educator perfidy (pûr“f¹-d¶) n. Deliberate breach of faith; treachery propensity (pr…-pμn“s¹-t¶) n. An innate inclination; a tendency rubicund (r›“b¹-k…nd) adj. Inclined to a healthy rosiness; ruddy sequester (s¹-kwμs“t…r) v. To cause to withdraw into seclusion; to remove or set apart; segregate torrent (tôr“…nt) n. A turbulent, swift-flowing stream; a heavy downpour; a deluge troyka or troika (troi“k…) n. A Russian carriage drawn by a team of three horses abreast undulation (¾n”j…-l³“sh…n) n. A regular rising and falling or movement to alternating sides; movement in

waves; a wavelike form, outline, or appearance volubility (v¼l“y…-b¹l“¹-t¶) n. Marked by a ready flow of speech; fluent vouch (vouch) v. To give personal assurances; give a guarantee; to constitute supporting evidence wretch (rμch) n. A miserable, unfortunate, or unhappy person; a person regarded as base, mean, or

despicable

Introduction to the Short Story (Lessons 1–5) Vocabulary Quiz #1

Instructions: Match the word with its definition. A. aesthetic B. aversion C. coinage D. conjectural E. corpulent F. expiate G. exuberant H. fete I. foment J. genial K. gingerly L. imperious M. imprecation N. inimitable O. intangible P. obsequious Q. rubicund R. torrent S. undulation T. volubility 1. _____ excessively fat

2. _____ delicately; cautiously

3. _____ compliant; yielding to the will of others

4. _____ cordial, pleasantly warm

5. _____ having a sense of beauty

6. _____ defying imitation; matchless

7. _____ an elaborate, often outdoor entertainment

8. _____ violent, rapid stream; strong current

9. _____ incapable of being touched or perceived

10. _____ to make amends; atone

11. _____ lavish, luxurious; super abundant

12. _____ dictatorial; overbearing

13. _____ to promote the growth of; incite

14. _____ opposition, dislike; hatred

15. _____ given to make own opinions or interpretations

16. _____ marked by a ready flow of speech; fluent

17. _____ a curse

18. _____ waving motion; pulse or ripple

19. _____ inclined to redness

20. _____ a new word or phrase; the invention of new words

Introduction to the Short Story (Lessons 6–9) Vocabulary Quiz #2

Instructions: Match the word with its definition. A. appall B. arduous C. capacious D. chaste E. depreciate F. erudition G. fortnight H. incessant I. intrepid J. knout K. mendicancy L. onerous M. parsimony N. pedagogue O. perfidy P. propensity Q. sequestered R. troika S. vouch T. wretch 1. _____ stinginess; selfishness

2. _____ unceasing; constant

3. _____ worthless, miserable person

4. _____ spacious; roomy

5. _____ 14 nights or two weeks

6. _____ knowledge; learning through study

7. _____ natural tendency or inclination

8. _____ pure, virtuous; undefiled

9. _____ reduce or decline in value

10. _____ fearless; courageous

11. _____ fill with fear or horror

12. _____ separated, secluded, private

13. _____ laborious, strenuous

14. _____ burdensome; oppressive

15. _____ a punishment used in Russia using a whip

16. _____ breech of trust; disloyalty

17. _____ a state of begging

18. _____ a Russian horse-drawn sleigh

19. _____ declare; attest; confirm

20. _____ a teacher

1

Answer Keys to An Introduction to the Short Story Vocabulary Exercise, Lesson 1 1. aesthetic 2. genial 3. exuberant 4. imperious

Lesson One (“The Lady or The Tiger”) 1. As an agent for poetic justice 2. They had to choose between one of two doors. 3. Behind the one, a lady; behind the other, a hungry tiger 4. He fell in love with the daughter of the king. 5. Whether he was guilty or not depended upon whether he opened the door with the tiger 6. To the door on the right 7. The princess pointed to the door

Vocabulary Exercise, Lesson 2 1. rubicund 2. aversion 3. obsequious 4. torrent

Lesson Two (“Rip Van Winkle”) 1. Diedrech Knickerbocker 2. Kaatskill 3. He was hen-pecked by his wife 4. He was lazy 5. His land was the most “pestilent little piece of ground in the whole country.” 6. Outside 7. His dog, Wolf 8. A tongue 9. His name being called 10. An odd little man, dressed in the old-Dutch way;a keg 11. Nine-pins (a form of bowling using only nine pins) 12. His gun and Wolf; he dreaded to meet his wife 13. A foot long 14. George Washington 15. A Tory and a spy 16. She broke a blood vessel while contending with a peddler. 17. An old woman in the crowd 18. Twenty years 19. With his daughter, Judith 20. Hendrick Hudson and his crew are playing nine pins.

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Vocabulary Exercise, Lesson 3 1. corpulent 2. expiate 3. inimitable 4. fete

Lesson Three (“Hop-Frog”) 1. The king lives for only for joking. 2. Since he was all three, Hop-Frog could fill the office of jester, dwarf, and cripple. 3. Hop-Frog had strong arms and dexterity. 4. The king pushes Trippetta away from him and throws wine in her face. 5. Hop-Frog suggests that the king and his men dress up like orangutans. 6. Hop-Frog used tar. 7. Hop-Frog attached a chain about each of the men, which caused them to be joined one to

another. 8. The chain that was used for the chandelier was lowered in order to connect the hook to the

chain that bound the king and his ministers. 9. The king had insulted Trippetta, and the ministers abetted in the outrage. 10. Trippetta is believed to have helped Hop-Frog.

Vocabulary Exercise, Lesson 4 1. coinage 2. foment 3. volubility 4. imprecation

Lesson Four (“The Fight”) 1. The two men lived on opposite sides of the courthouse. 2. It was believed that Bob and Billy would never fight in order to determine who was the

better man. 3. The two women were Mrs. Durham and Mrs. Stallings, wives of Bob and Billy respectively. 4. The old man was Squire Thomas Loggins. 5. Billy bit off Bob’s finger. 6. Bob was losing a lot of blood from his ear, cheek, nose, and finger, and the narrator could

not believe that a man with such a lose of blood could continue the fight. 7. Billy said that Bob would not have won the fight, had Billy not believed that he was in the

wrong when he insulted Bob’s wife. 8. Bob thought that it would be hard to live with his wife if he lost a fight that was on account

of her. 9. Due to the Christian religion, schools, colleges, and benevolent associations, fights are

seldom seen any longer.

Vocabulary Exercise, Lesson 5 1. substantial 2. united 3. sinking 4. carelessly

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Lesson Five (“To Build a Fire”) 1. The Yukon (in Alaska) 2. No, he was a “cheechako” 3. 75 degrees below zero 4. From trying to spit out the tobacco juice 5. The dog broke through some ice, and its paws got wet. 6. Below -50 degrees, one should not travel alone 7. The traveler broke through some ice and got wet. 8. He built a fire under a tree; as the fire grow, it melted the snow on the tree, and the snow fell

on the fire, which was put out. 9. He tries to kill the dog in order to put his hands in it. 10. He lacked the endurance to continue and dies.

Vocabulary Exercise, Lesson 6 1. chaste 2. mendicancy 3. depreciated 4. parsimony

Lesson Six (“The Gift of the Magi”) 1. One dollar and 87 cents 2. She had her long hair cut and sold. 3. A set of combs for her hair 4. He sold his watch 5. The reader does not know that Jim sold his watch until the very end.

Vocabulary Exercise, Lesson 7 1. relaxing 2. count 3. propensity 4. appoint

Lesson Seven (“The Carriage-Lamps”) 1. From a small boy after bargaining 2. Peter Washington, the caretaker 3. While throwing stones at Peter, Jimmie broke a carriage lamp. 4. The Dalzel boy (Willie) 5. Willie and his “pirate” band 6. Henry did not want to be a pirate but an outlaw. 7. He was not punished at all.

Vocabulary Exercise, Lesson 8 1. wretch 2. troyka 3. fortnight 4. knout

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Lesson Eight (“God Sees the Truth, But Waits”) 1. A merchant 2. When Aksyónof returned to the town, this hair was gray. 3. Of murder 4. No, he was innocent 5. Twenty-six years 6. No, though he easily could have

Vocabulary Exercise, Lesson 9 1. propriety 2. incline 3. order 4. illogical 5. evil 6. babysitter 7. explosion 8. lucky

Lesson Nine (“The Legend of Sleepy Hollow”) 1. Greensburgh, or Tarry Town 2. The Headless Horseman 3. He did not spare the “rod” 4. Cotton Mather’s “History of New England Witchcraft” 5. His singing 6. Katrina Van Tassel 7. Brom Van Brunt (Brom Bones) 8. Stopped up the chimney to the school house; wrecked the school house; ridiculed him in

front of Katrina 9. Gunpowder 10. Daredevil 11. Ghost stories 12. He meets the Headless Horseman 13. Eating grass at his master’s gate

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Short Stories Quiz #1

1. E 2. K 3. P 4. J 5. A 6. N 7. H 8. R 9. O 10. F 11. G 12. L 13. I 14. B 15. D 16. T 17. M 18. S 19. Q 20. C

Short Stories Quiz #2

1. M 2. H 3. T 4. C 5. G 6. F 7. P 8. D 9. E 10. I 11. A 12. Q 13. B 14. L 15. J 16. O 17. K 18. R 19. S 20. N

a student’s companion to an introduction to the short story · an introduction to the short story...

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