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English IV 2nd Semester

1 Louisiana High School Correspondence Courses, LLC

English 342

English IV 2nd

Semester

Textbooks

Prentice Hall Literature: Timeless Voices, Timeless Themes, the British Tradition. Upper

Saddle River, New Jersey: Prentice-Hall 2000.

Glencoe Language Arts: Grammar and Composition Handbook, Grade 12. New York:

Glencoe McGraw Hill, 2002.

Other Supplies

Dictionary

An Unabridged copy of one of the novels listed in Appendix A of this course guide

Nature and Purpose of the Course

English 342 is the second semester of English IV. The course includes language, literature, and

composition. You will study British literature chronologically, beginning with the nineteenth

century and concluding with the twentieth. In order to understand and interpret the literature,

you will also learn the historical and social backgrounds of the literary periods. You will study

various literary forms and learn how they evolved.

It is intended not only that you will find the study of English literature and language fascinating,

but that you will also see its connection to American literature and that you will appreciate the

significant role it has played in world culture.

You will practice Standard English, paragraph writing, and essay development. You will learn

the steps in the writing process as well as organizing and editing for clarity, grammar, and

mechanics.

Much of the grammar and writing in English IV is a review and is intended to refresh your

memory and to improve your skill.

Success in independent study depends on reading carefully, following directions, and giving

complete answers. It is essential that you work all parts of each lesson and carefully complete all

reading assignments because the examinations are based on the contents of the lessons. Self-

motivation is important because you will be working alone, budgeting your time, and learning

independently. If you keep this in mind, you will be rewarded with success, and you can be

proud of your accomplishment.

If there is something in a lesson about which you need more explanation or clarification, include

a note to your instructor with your lesson assignment. Be specific about what you are asking.

Do not say, for example, “I don’t understand infinitives.” Rather, state what it is that you wish



to know: “How do I identify infinitives?” or “How are infinitives used?” This allows the

instructor to provide feedback that will help you learn the concept.

Preparation of the Lesson Assignments:

Read through the lesson carefully before you begin working on the lesson assignment. Complete

all of the reading assignments. Study the grammar skills in the grammar text. Work the self-

check exercises and check your answers with the key found in appendix B of this course guide.

Do not submit the self-check assignments for grading. If you miss too many answers in the self

checks, study the grammar text again before working the exercises specified in the lesson

assignment.

You may want to read the history and literature assignments more than once. Use the glossary

found in The British Tradition or dictionary to help with terms you do not understand.

As you work through the lesson assignments, do not copy the questions, but phrase your answer

so that the question is restated.

Example: What is an epic?

Response: An epic is a long narrative poem about the adventures of a hero.

Answer the literature questions in complete sentences using Standard English. Use Standard

English in paragraphs and essays. Send all required prewriting to receive full credit.

Note: There is no need to send rough drafts for summaries.

Number your answers to match the questions in the lesson.

Place the numbers in the left margin of the page, not in the right margin.

Follow these rules when preparing lessons:

1. Write clearly in blue or black ink or type your work. Do not use pencil or colored ink.

2. Use standard white, 8½” x 11”. Do not use torn paper from a notebook.

3. Leave a margin of at least one inch on all sides of the paper.

4. Double-space all essays and paragraphs (no need to double-space summaries).

5. Skip a line between exercises.

6. Do not write on the back of the paper.

7. Arrange all pages in order, numbered with the lesson assignment and page in the upper

right corner. Do not fold the pages individually, but all in one stack.



Please read the Student Response Form found in the attached files. This form assures your

instructor that you understand what is expected of you to complete and receive credit for this

course. After you have read the form, sign it and submit it when you mail your first

completed lesson assignment.

A Writer’s Checklist file is included on your Course Study Guide disc. You will need to print

several copies to submit with each writing assignment. Complete the checklist and submit it

with your lesson assignment.

Plagiarism:

To plagiarize is to use the words, ideas, writing, data, or other work of someone else and not to

acknowledge the source, but to pass them off as your own work. Plagiarism can occur

intentionally or unintentionally, but both will result in serious effects to your grade. You can be

dropped from the course, not receive a grade and forfeit the course fees.

A less criminal form of plagiarism is excessive copying from the text or other sources. You are

expected to draw material from the texts, and it is permissible to do outside reading to broaden

your understanding. However, any material you use in your answers should be clearly credited

to the sources you use, even if the source is your text. Direct quotes must be marked with

quotation marks and its source must be identified; in addition, summaries of material from other

sources must also be credited. An exception is the assigned summary; if you are assigned to

summarize pages 6 – 9, you need not identify those pages as the source of your answer. On the

other hand, if you are answering a question about the history of the language and you summarize

ideas form pages 69, it is expected that you will note from where your material came from. If

you document material excessively, there is no penalty. Plagiarism on the other hand, whether it

involves deliberate dishonesty or simple carelessness, is a serious offense.

Exams:

After you have finished the first six lessons, you will take a midcourse exam.

Exams are not automatically sent to your school. You must request your exams by logging in to

your LHSCC account and using the request exam feature located towards the bottom left. Your

midcourse and final exams will be prepared and mailed to your school or designated testing

facility. It is your responsibility to check with your school official to see if your exams have

arrived, and to schedule a date and time to take them.

Examinations and Grading Policy

YOU MUST PASS THE FINAL EXAMINATION

IN ORDER TO PASS THE COURSE

For those students who pass the final exam, the final course grade will be determined as

described below:

Lesson Assignments 40%

Mid-Course Exam 20%

Final Exam 40%



You will take a supervised mid-course examination after you have completed lessons 1–6 and a

supervised final examination after you have completed all 12 lessons.

Guidelines for studying for the examinations appear at the end of lesson 6 and lesson 12.

Examinations may contain any of the following: short answers, multiple choice, correcting

grammar and usage errors, paragraph writing, and essay writing that will interpret literature.

In order to pass the course, you must complete all twelve lessons. Your lesson assignment

grades must average at least a “D” and you must pass the final exam.

Letter grades are based on a ten-point scale:

A = 90 – 100

B = 80 – 89

C = 70 – 79

D = 60 – 69

F = below 60

Important Lesson and Exam Information

Plan your course completion with care. Remember, you may turn in a maximum of three

lesson assignments in any seven-day period.

All required lesson assignments must be received in our office and posted to your record

before you will be allowed to take the mid-course or final exam. In order for you to be

eligible to take the final exam, we must have accepted and posted all lesson assignments.

We strongly recommended that you wait until we return lesson assignments 1-6 to you

before you take the mid-course exam; however, if your completion deadline does not

allow that, you may take and exam before we return your lesson assignments.

If you will be delayed in taking your mid-course exam and have a completion deadline,

you should continue to submit lesson assignments.

Your completed final exam must be in our office no later than three weeks prior to the

date you would like to have your final course grade.

Mail all lessons to:

L. H. S. C. C.

P. O. Box 2751

Baton Rouge, LA 70821-2751



English 342

Lesson 1: Sentences Errors, the Essay

Lesson Objectives

After completing this lesson, you should be able to:

1. Identify an correct sentence fragments

2. Identify and correct run-on sentences

3. Develop a thesis for an essay

4. Write an essay with an introduction, a body, and a conclusion

Lesson Introduction

The first lesson of this course is intended as a review of major sentence errors, capitalization, and

the essay writing process. You will also begin planning your literary analysis of an English

novel. You will submit this analysis in lesson 12.

Reading Assignment

Read the following textbook assignment, and then proceed to the next part of this lesson.

Grammar and Composition Handbook

Chapter 4.9, pp. 176-177

Chapter 4.10, pp. 177-178

Chapter 15.1, pp. 455-460

Writing Tip, p. 451

Developing a Thesis Statement, p. 488

Lesson Assignment

Complete the following exercises according to the instructions provided in the textbook.

1. Grammar and Composition Handbook, Posttest: Identifying Fragments, Run-on

Sentences, and Sentences, page 181. (10 points)

2. Rewrite the following sentences correctly. (2 points each)

A. Our team won the district title. And played in the championship game.

B. Finally winning the trophy.

C. We owe it to our coach; he has been a great leader.

D. We used the skills we learned and our hard work was rewarded with a victory.

E. It is a day I will never forget. A thrilling game.



Complete the following composition assignment according to the instructions given.

3. Choose one of the following topics:

A. The ideal family

B. What makes a good school

C. My dream house

You will write a descriptive essay of approximately 350 words on this topic. Before you begin

writing, compose a list of the following: topic, purpose, thesis or topic sentence, and a list of

points to be covered. Submit this list with your lesson assignment. (20 points)

4. Write an essay on the topic you chose in question 3. Make sure that your essay has a

thesis statement. A thesis statement provides the boundaries for your subject. Every

point you make in your essay should support your thesis. Make a list of points that

support your thesis and write a paragraph discussing each point. Each paragraph should

have a topic sentence that explains or supports the thesis and provides a transition

between paragraphs. The thesis may be stated in the topic sentence of the introductory

paragraph. Your essay must include a thesis, an introduction, a body, and a conclusion.

The final draft should be double-spaced, neat, free of scratching out, and approximately

350 words in length. Give your essay a title. (rough draft, 10 points; completed Writer’s

Checklist, 5 points; final draft, 35 points)

5. In lesson 12, you will write a literary essay about an English novel. Look at the list of

titles in Appendix A of this course guide and select a book. In lesson 3, you will be

asked to supply specific information about your book. This is to insure that you have

enough time to acquire a copy of the novel and read it before the final assignment is due.

You may change your selection by lesson 3, but not after.

The book I have selected is _____________________. (5 points)

Author ______________________

6. You must submit your Student Response Form with this lesson assignment. (5 points)



English 342

Lesson 2: Underlining (Italics), Quotation Marks, Capitalization; the

Romantic Age

Lesson Objectives


1. Use capital letters correctly

2. Use quotation marks and underlining (italics) correctly

3. Discuss the political and historical background of the Romantic Age

4. Recognize themes in Romantic literature

Lesson Introduction

In this lesson, you will learn about Romanticism as a certain literary period as well as a literary

concept. The Romantic Age in English literature began in 1798 with the publication of Lyrical

Ballads by William Wordsworth and Samuel Taylor Coleridge and ended in 1832, the year of the

death of the novelist Sir Walter Scott. The word romance originally referred to adventurous tales

of medieval knights written in French, a language derived from the Roman language, giving us

the modern meaning of the word. You must remember that the Romantic Age refers to

imaginative literature with supernatural subjects, love of nature, and heroism. This is in strong

contrast to the literature of the Age of Reason and the eighteenth century, the period just before

the Romantic Age.

William Wordsworth summarized a description of Romantic literature when he wrote that

incidents and situations from common life should be the subject matter, the words used should be

the real language of common folk, and the content should reflect an intense love of nature.

The grammar exercises in this lesson will help you to review basic skills of punctuation.

Reading Assignment, part A



Chapter 10, pp. 297-316

Chapter 11.10, pp. 345-350

Chapter 11.11, pp. 350-353


1. Pretest: Correcting Errors in Capitalization, p. 297, sentences 16-25. (5 points)

2. Practice: Italics (Underlining), p. 353 (5 points)

3. Practice: Capitalizing Proper Nouns and Proper Adjectives, p. 310, sentences 1-10.

(10 points)



4. Punctuate the following titles correctly, underlining those which should be in italics.

(5 points)

Rolling Stone Seventeen

Star Wars Gone With the Wind

Romeo and Juliet Fifth Symphony

The Raven Love Me Tender

New York Times Little Women

Reading Assignment, Part B


The British Tradition

“The Romantic Period,” pp. A17-A24

“Rebels and dreamers,” pp. 565-574

Lesson Assignment, Part B

3. In a few sentences, explain the two political revolutions and how they affected the

English sense of security. (5 points)

4. In a few sentences, explain the economic and social changes brought by the Agricultural

Revolution and the Industrial Revolution. (5 points)

5. In a few sentences, describe Romanticism and the Romantic Age. (7 points)

6. In a few sentences, describe the characteristics of Romantic literature. Refer to the text

and to the description by Wordsworth. (10 points)

7. Romanticism influenced artists as well as writers. Study the paintings on pages 570, 572,

573, and 600. Explain how some of these artists expressed their reactions to nature and to

the social conditions of the times by describing and interpreting the content of the

paintings. Write your answer in a good paragraph. (10 points)

Reading Assignment, Part C


The British Tradition, pp. 586-589



Lesson Assignment, Part C

Answer the following questions about Robert Burns’ “To a Mouse.” (2 points each)

8. What has the speaker done to the mouse?

9. What is the speaker’s attitude toward the mouse?

10. What do the speaker and the mouse have in common?

11. What line in the poem is a famous saying and is the theme of the poem?

12. Give at least two characteristics of Romantic poetry found in this poem.

Lesson Assignment, Part D

Questions 18-22 refer to William Blake’s “The Lamb” and “The Tiger.” (2 points each)

13. According to the speaker, who is the creator of the lamb?

14. What does the lamb symbolize?

15. How does the description of the tiger compare to that of the lamb?

16. Who created the tiger?

17. How do the two animals show extremes in the human spirit?

Questions 18-22 refer to William Blake’s “The Chimney Sweeper.” (2 points)

18. What is the attitude of the speaker toward the situation of the chimney sweeper?

19. What does the shaving of Tom’s hair and its comparison to the hair of the lamb

symbolize?

20. What is the double meaning of “weep weep weep weep” in line 3?

21. How is the poem an expression of the state of innocence?

22. One of Blake’s purposes in writing about chimney sweepers was to show some of the

negative consequences of the Industrial Revolution. What are some of these

consequences that you see in the poem?



Lesson Assignment, Part E

Questions 23-26 refer to William Wordsworth’s “Lines Composed a Few Miles Above Tintern

Abbey.” (2 points each)

23. What three phases of life are represented in the chronological structure of the poem?

24. What is the poet’s reaction to the area near the abbey on his first trip? How does it differ

in the second trip?

25. What does Wordsworth hope his sister Dorothy’s reaction will be?

26. What does the poem say about the attitude of Romantics toward cities?

Questions 27-31 refer to William Wordsworth poem “The World is Too Much with Us” and

“London, 1802.” (2 points each)

27. What does Wordsworth mean by saying, “The world is too much with us”? How does he

see man’s relationship with nature?

28. To whom is the sonnet “London, 1802” addressed? What does Wordsworth want this

person to do?

29. In “London, 1802,” what are the conditions in England that have made the poet distressed

and disillusioned? Do not copy the lines. Interpret their meaning.

30. In “London, 1802,” what is being personified? Why?

31. Find at least one characteristic of Romanticism in two of the Wordsworth poems.



English 342

Lesson 3: Romantic Poets; Poet Devices

Lesson Objectives


1. Define and recognize certain poetic devices

2. Identify the sonnet form

3. Recognize the elements of fantasy in Romantic poetry

4. Recognize elements of nature in Romantic poetry

Lesson Introduction

The poets in this lesson were concerned with the need for the social reform, along with their

appreciation for nature and expression of intense emotion. They were seen as rebels because

such themes and ideas were not considered acceptable topics by poets of previous eras. The

background information in The British Tradition explains how these poets feared the corruption

of urban life and embraced rural life because they saw it as more natural and innocent. You

might want to reread the historical background information in The British Tradition that was

assigned in Lesson 2.

Poetic devices are reviewed so that you can apply then to the poems studied.

Reading Assignment, Part A



Lesson Assignment, Part A

1. Using the Literary Terms Handbook section of the British Tradition, write a good

definition of each of the following terms. Learn the definitions of these terms and be able

to recognize them in poetry. (1 point each)

sonnet, Italian Sonnet alliteration

simile personification

metaphor imagery







Questions 2-5 refer to Samuel Taylor Coleridge’s “The Rime of the Ancient Mariner.”

2. Identify two or three events or passages that represent Romantic use of fantasy. (2 points)

3. What is the mariner’s error? What is his life-long penance? (2 points)

4. Write a one-paragraph summary of the poem. (7 points)

5. What is the central theme of the poem? (2 points)

Question 6 refers to Samuel Taylor Coleridge’s “Kubla Khan.”

6. Cite at least one passage and its line number in “Kubla Khan” to illustrate each of the

following. (2 points each)

A. Coleridge’s interest in nature

B. Remote times and places

C. Fantasy



The British Tradition, pp. 656-662, 666


The following questions refer to Lord Byron’s “She Walks in Beauty” and “Apostrophe to the

Ocean.”

7. What imagery does the poet use to represent the lady’s “black mourning gown with

spangles”? (2 points)

8. Does the poet admire the lady’s physical beauty? Explain. (2 points)

9. Does the poet admire the lady’s inner beauty? Explain. (2 points)

10. Study the painting on p. 659 and answer the questions under Critical Thinking. (10

points)

11. In “Apostrophe to the Ocean” what is Byron’s attitude toward nature in the first stanza?

Explain. (2 points)



12. How does man mark the earth with ruin? Can he control the ocean in this way? (2

points)

13. In the fifth stanza, what qualities of the ocean does the speaker admire? (2 points)

14. Whom does the speaker admire more – human beings or the ocean? How do you know?

(2 points)

15. In what way does Byron consider himself a child of the ocean? (2 points)

Reading Assignment, Part D




Questions 14-17 refer to Percy Shelly’s “Ozymandias.” (1 point each)

16. Use the Literary Terms Handbook in The British Tradition to define the term irony.

17. What is ironic about the description on the pedestal of the statue?

18. Why is the photograph on page 671 a good choice to illustrate the poem?

19. What do you see as the theme of the poem?

Questions 18-20 refer to Percy Shelly’s “Ode to the West Wind” and questions 21-22 refer

to his poem “To a Skylark.” (2 points each)

20. What is an ode? How does this poem fit the definition?

21. What is driven by the wind in each of the following: stanza 1, stanza 2, and stanza 3?

22. What does the speaker ask the wind to do in the final stanza?

23. Read “To a Skylark” aloud. Notice how the four short lines of the stanza give a sense of

the bird rising into the sky, whereas the longer fifth line brings to mind the pause in flight

as the bird sings. Which lines describe the skylark? (Hint: The description begins with

line 1.) Which lines express the spirit of the bird in comparison with other things? Which

lines compare the bird’s joy to the man’s sorrow? Which lines express the poet’s delight

in the bird’s song?

24. Shelly compares the skylark to several different things. List four of these.

Reading Assignment, Part E





Lesson Assignment, Part E

Questions 23-28 refer to John Keats’s “When I Have Fears That I May Cease to Be” and

“Ode to a Nightingale.” (2 points each)

25. What three things does Keats fear he will have to give up should he die an early death?

26. What is ironic about his fears?

27. In his “Nightingale” poem, Keats uses several elements of fantasy. Identify at least three.

(Hint: Two are found in lines 68-70 and in stanza 8.)

28. What is the poet’s mood or mental state at the beginning of the poem?

29. What does the poet wish to do in lines 19-20?

30. In a few sentences summarize the final stanza. Does the poet wake or sleep?

Questions 29 and 30 refer to John Keats’s “Ode on a Grecian Urn.” Keats was inspired to

write this ode after seeing specimens of Greek art and sculpture in the British Museum. He

saw in them a symbol of ideal perfection and permanent beauty in contrast to human life

which he believed to be tragically short. (3 points each)

31. What characteristics of the urn does the poet admire?

32. What does the poet believe the urn lacks?

Look at the Romantic poems in this lesson and in Lesson 2. Find examples of the following

poetic devices, quoting lines and giving line numbers.

33. Find the following in “The Rime of the Ancient Mariner” (6 points)

A. two similes

B. two metaphors

C. two examples of alliteration

34. Give the title of one Italian sonnet. (1 point)

35. Quote examples of imagery from any two poems. (2 points)

36. Give an example of personification in “London, 1802.” (1 point)



37. For each of these writers, state in one sentence or more his main contribution to

Romanticism as a literary age. (1 point each)

William Wordsworth Samuel Taylor Coleridge

Lord Byron Robert Burns

Percy Bysshe Shelly John Keats

(Example: Burns used lowly animals as a subject.)

Complete the following composition assignment according to the instructions given, using

complete sentences and full paragraphs.

38. Refer to the reading assignments in the textbook for Lessons 2 and 3 and to the

commentary in this course guide. Write an essay of 100-150 words in which you explain

the elements of Romantic literature and cite examples from the poems to support your

explanations. Be sure to mention specific poets and quote short lines or phrases from the

works, (rough draft and completed Writer’s Checklist, 4 points; final draft, 15 points)

39. Please provide the following information about the book you have selected to review in

Lesson 12: title, author, publisher and copyright date, and source (where you got the

book-library, bookstore, etc.). (4 points)



English 342

Lesson 4: Coordination, Subordination, Parallel Structure, The Victorian

Age, Tennyson, the Brownings

Lesson Objectives


1. Discuss some of the progress and problems of the Victorian Age

2. Identify major trends and themes in Victorian literature

3. Define and recognize a dramatic monologue

4. Write sentences correctly using conjunctions

5. Write sentences correctly using parallelism

Lesson Introduction

This lesson will introduce the Victorian Age, which saw the rise of England as an industrial

power. Along with the rise of a comfortable middle class came serious changes in social and

political life. The literature of the ninetieth century reflects the changes and problems

experienced by the English during that time.

This lesson will also discuss the importance of using the correct sentences structure when

showing the relationship between ideas. To express two equally important ideas, use two main

clauses joined by a coordinating conjunction. To express two ideas when one is subordinate to

the other, use a subordinate clause joined to the independent clause by a subordinate conjunction.

Practicing correct sentence structure will help polish your writing.

Read and study the sections on parallelism on page 380 of the Grammar and Composition

Handbook. Notice the example. In the first sentence, tall and hero are not parallel; the word tall

is an adjective and the word hero is a noun. In the second sentence, tall and heroic are parallel

because they have the same parallel structure; they are both adjectives.




Chapter 12, pp. 370-389

Chapter 1.7, pp. 122-126

“Parallelism,” page 380



Grammar

1. Connect the following sentences using coordinating conjunctions. (5 points)

A. We heard the announcement. We didn’t understand it.

B. I play the drums in the school band. My friend plays the clarinet.

C. We saved all year for our trip to the beach. When we got there, we ran out of money.

D. The old car had a gas leak. We ran out of fuel on our way to the game.

E. History is my favorite subject. I didn’t do well on the test.

2. Connect the following sentences using subordinate conjunctions. (5 points)

A. We went to the dance. We did not have a good time.

B. The rest of the team practiced dribbling the ball. Kenny sat the bench.

C. We asked Alicia to decorate the gym. She is the most creative person in out class.

D. Daniel studied several hours for the exam. He got a good night’s sleep.

E. The ice melted. We skated on the lake several times.


3. Correct the following errors in parallelism. (5 points)

A. Sandra is more interested in reading the book than the movie.

B. My math assignments are easier to work than chemistry.

C. It is not always true that boys are more interested in sports than girls.

D. The movie was scary and mystery.

E. The price of gold has increased faster than silver.



The British Tradition, pp. A25-A32, 737-779, and 790-793




3. Identify the following in a few sentences each. (2 points each)

Queen Victoria Crimean War

Charles Darwin John Ruskin

Florence Nightingale Education Act of 1870

4. Discuss each of the following in a few sentences. (2 points each)

working conditions, especially for children

political reform

imperialism

realism

naturalism

5. Read “The Changing English Language,” page 746 of The British Tradition. Write a

one-paragraph summary of the article. Include the definition of euphemism and conclude

with your opinion of this Victorian attitude about language. (6 points)



The British Tradition, pp. 748-761, 764.


Questions 6-8 refer to “In Memoriam.”

6. What is Tennyson’s inspiration for writing this group of poems? (2 points)

7. What are Tennyson’s beliefs about death, religious faith, and immortality as expressed in

his poem? (2 points)

8. In poem #130 how does Tennyson overcome his grief at the loss of his friend? In what

way will his friend always be with him? (3 points)

Questions 9 and 10 refer to “The Lady of Shalott.” (5 points each)

9. This is a very musical poem and can best be understood and appreciated when read aloud.

After reading it aloud to yourself or to someone else, write a short one-paragraph

summary of the story.

10. How does the poem reflect the themes of artistic isolation and illusion versus reality?



Questions 11-15 refer to “Ulysses.” (2 points each)

11. This poem is an example of a dramatic monologue. Define dramatic monologue. Refer

to page 1216 in The British Tradition.

12. Who is speaking in this poem?

13. To whom is he speaking?

14. What does the speaker wish to do before he dies?

15. What is the speaker’s attitude toward life and death?

Reading Assignment, Part D


The British Tradition, pp. 766-770, 776-778


Questions 16 and 17 refer to Robert Browning’s “My Last Duchess.” When reading this

poem, recognize that it is a dramatic monologue. Put yourself in the place of the silent listener

who reacts to the Duke’s revelation. (5 points)

16. What do you learn from the Duke’s speech about his character and personality? Give

details from the poem to show why you see him that way.

17. Is the Duke planning to remarry? What happened to the Duchess? Why? Give details

from the poem to support your answer.

Questions 18-20 refer to Elizabeth Barrett Browning’s “Sonnet 43.” This poem is from a

sonnet sequence titled Sonnets from the Portuguese, which Elizabeth Barrett Browning wrote

to express her love for her husband, Robert browning. Recognize that it is written in the

sonnet form, a popular form of poetry from the earlier Shakespearean Age.

18. Give at least three descriptions from the poem of the poet’s love for her husband. (5

points)

19. What imagery does the poet use to show that she loves with all of her being? Give at

least two examples (5 points)

20. Studying the painting The Stages of Life on page 751 of The British Tradition. How is

this an appropriate title for the painting? How are the stages of life represented? Study

not only the human figures, but the setting, the ships, and the horizon. Answer in a good

paragraph, referring to subjects in the painting. (10 points)



English 342

Lesson 5: The British Empire, Arnold, Kipling, Newspapers

Lesson Objectives


1. Identify themes in the poetry of Matthew Arnold

2. Discuss the literary achievements of Rudyard Kipling

3. Identify social and political problems in the British Empire

Lesson Introduction

In Lesson 5, you will continue your study of the Victorian Age. The growth of the British

Empire brought with it two opposite results - progress and decline. Writers of the late Victorian

Age expressed their concern for these in their writing.



The British Tradition, pp. A25-A35, 789-790


1. Write a one-paragraph summary showing that you understand the problems that

concerned the Victorian writers. (10 points)





Answer the following questions about Matthew Arnold’s “Dover Beach.” (2 points each)

2. According to Arnold, what is the purpose of literature?

3. How does the poet compare the sea to human misery?

4. What does the poet say has happened to religious faith?

5. In the last stanza, why does the speaker in the poem say that his love should be true to

one another?





The British Tradition, pp. 790, 794-797.

Lesson Assignment, part C

Questions 6-8 refer to Rudyard Kipling’s “Recessional.” (2 points each)

6. What was the occasion of the “Diamond Jubilee”? What was Kipling’s response to the

celebration?

7. Quote three examples of alliteration in the poem.

8. To whom is the poet speaking? What does he want to happen to England?

Questions 9-13 refer to Rudyard Kipling’s “The Widow at Windsor.” (2 points each)

9. Who is the widow?

10. Who are the “sons o’ the Widow”?

11. Interpret line 17: “For ‘alf o’ Creation she owns.”

12. How is this poem a comment on the price of an empire?

13. Read the poem aloud in order to hear the cockney accent and to feel the rhythm of the

words. Why does Kipling use the cockney accent here?

Reading Assignment, part D


Lesson Assignment, part D

14. In a good paragraph, summarize “Newspapers and Progress” on page 800. (12 points)

15. In a good paragraph, summarize “Background for Understanding” on page 800. (12

points)

Questions 16-20 refer to “Conditions of Ireland: Illustrations of the New Poor-Law.”

(2 points each)

16. How was the Poor-Law an instrument of destruction?

17. What were some of the rich resources found in Ireland?

18. What solutions to the Irish problem are provided in the editorial?



19. After reading the article, what is your opinion of the situation in Ireland? Has the

editorial writer been effective in voicing his opinion?

20. What was the effect of the potato famine on the populations of Ireland and the United

States?

Questions 21-24 refer to the letter to the editor “Progress in Personal Comfort.”

21. List five inventions or innovations Mr. Smith enjoyed. (2 points)

22. Was Mr. Smith content before all of these innovations? Would he be content if these

innovations were suddenly removed? (2 points)

23. What are several inventions or innovations that have come into existence in your

lifetime? Could you be content without them? (2 points)

24. In your opinion, can progress be both good and bad? Explain in a good, thoughtful

paragraph. (4 points)



25. Compare and contrast the two conditions of the time as presented in the two newspaper

articles “Condition of Ireland: Illustrations of the New Poor-Law” and “Progress in

Personal Comfort.” Before you begin to write, make a list of point that you plan to

include in your essay. Turn this list in with your assignment. Refer to passages in the

article to reinforce your comparison. Your essay should be 100-150 words in length and

have a good title. (list of points to include, 1 point, completed Writer’s Checklist, 1 point;

rough draft, 5 points; final draft, 15 points)



English 342

Lesson 6: Pronoun References, The Novel, Charles Dickens, Charlotte Brontë

Lesson Objectives


1. Define and identify a novel

2. Discuss elements of social criticism in novels

3. Recognize a writer’s purpose

4. Use correct pronoun references

Lesson Introduction

Victorian novelists were concerned with the issues and social problems of their society. Reading

their work gives us a real sense of nineteenth-century life. Most Victorian novels were long

because they were published in serial form (chapters or installments that appeared in magazines).

Charles Dickens was the leading novelists of his time and is still read today. He gave us a

realistic, sometimes humorous and sometimes dark, portrait of English life.

Charlotte Brontë is another prominent Victorian novelist. She came from a family of popular

writers. The focus of her novels was domestic life.

This lesson will also focus on using pronouns correctly, a practice that makes writing clear and

unambiguous. Several assignments in this lesson will give you practice in avoiding vague and

indefinite pronoun reference in your writing.

Reading Assignment A


The British Tradition, pp. A29-A32, 836

Grammar and Composition Handbook, chapter 7.7, pp. 250-253

Grammar


1. Practice: Clear Pronoun Reference, pp. 251-252 (5 points)

2. Practice: Correcting Unclear and Indefinite Pronoun Reference, p. 253 (5 points)



Lesson Assignment A

3. Find the ambiguous pronoun in the following sentences. Make the meaning clear by

replacing the pronoun with a noun or by revising the sentence. (2 points each)

A. The mother was comforting the crying baby, and she looked content.

B. The boys were told to remove the tire from the cars to wash them.

C. In the final chapter it implies that Jane did not like the school.

D. They say that education improved as a result of these stories.

E. Ms. Russell saw Katie when she was in the classroom.

F. One of the players told the coach that he didn’t really know how to play the game.

G. When Sandy showed her mother her report card, he looked worried.

H. In biology class you learn how to dissect a worm.

I. Daniel saw the new principal when he was in the cafeteria eating his lunch.

J. In Louisiana they are worried about hurricane season.

4. Define the following in terms in complete sentences. (2 points each)

novel

social criticism

writer’s purpose

serial form

caricature

Reading Assignment B



5. Explain in your own words Jeremy Bentham’s philosophy of Utilitarianism, including

Dickens’ opinion of the philosophy. (5 points)

Lesson Assignment B

Answer the following questions about the excerpts from Hard Times. (4 points each)

6. What is Dickens’ purpose in writing this story?

7. How does Dickens give names to his characters to indicate something about their

personalities? Give at least two examples.

8. What descriptions or behaviors of Gradgrind make him a caricature?

9. How does Dickens satirize nineteenth-century education? Give examples.



10. Of all the characters in the story, of whom does Dickens approve? How do you know?

11. How is the story a criticism of Utilitarianism?

Reading Assignment C


The British Tradition, pp. 820, 828-833

Lesson Assignment C

Answer the following questions about the excerpts from Jane Eyre.

12. What is Brontë’s purpose in writing this story? (2 points)

13. What view of education do you get from this story? Give examples to support your

answer. (2 points)

14. What conditions at the school are surprising to you? List at least four. (4 points)

15. Of the teachers in the story, which do you think is the best? Which is the most caring?

Explain. (4 points)

16. How does the teacher’s treatment of Helen show that following certain rules is more

important than learning? Be specific. (4 points)

17. Helen and Jane react differently to the environment and the teaching methods at Lowood.

With which girl’s attitude do you agree? Explain in a paragraph. (5 points)

18. If you were a magazine subscriber in Victorian England, you may have read one of the

excerpts in this lesson. Do these excerpts have enough of a story in themselves to make

them worth reading? Would you purchase future magazines in order to read the entire

novel? Explain in a short paragraph. (5 points)

19. Your novel assignment is due in Lesson 12. In a few sentences, describe your current

progress toward this assignment (i.e., number of pages read, ideas for topics, difficulties,

notes written). (5 points)



About the Mid-Course Exam

Your score on the mid-course exam counts as 20 percent of your course grade. You will have a

maximum of two hours to complete the exam. The exam will cover the material in lessons 1-6.

Review the material in the first six lessons. Be able to identify historical backgrounds, literary

periods, and important people and events. Be Familiar with forms of literature, authors, themes,

subjects, and literary terms. You will be asked to write one or more paragraphs or essays

discussing a major literary work. You will be given grammar errors to identify and correct.

You are now ready for your midcourse exam.

Requesting an exam:

Exams are not automatically sent to your school. You must

request your exams by logging in to your LHSCC account and

using the request exam feature located towards the bottom left.

Your exams will be sent to your school by way of U.S. Mail. Please

allow one week for preparation and mail time.

Exams cannot be emailed or faxed.



English 342

Lesson 7: Emily Brontë, Hardy, Hopkins, and Houseman

Lesson Objectives


1. Understand the use of irony in poetry

2. Define meter in poetry

3. Mark the meter of a poem

4. Explain sprung rhythm

Introduction

This lesson concludes your study of Victorian writers. Its focus on poets will demonstrate the

many styles, themes, and voices of writers of the era. You will also study some of the structural

elements of poetry. You have already seen how writers are identified with the times in which

they live and work. These Victorians lived during a time of great growth and change in the

world. They also were on the edge of even more change with the approaching twentieth century.

Housman, in particular, was able to span these two eras, and Hopkins’ experiments with rhythm

anticipated modern free verse. He used sprung rhythm in an attempt to create the sound of

natural speech.

Literature Define the following terms. (2 points each)

irony free verse

sprung rhythm stanza

meter


The British tradition, pages 846-854

Questions 1-5 refer to Emily Brontë’s “Remembrance.”

1. In “Remembrance,” what is the speaker remembering? (2 points)

2. How long has her lover been dead? (2 points)

3. What does the speaker mean in lines 17-20? (2 points)

4. What is the speaker’s inner conflict? (2 points)

5. Why is this poem classified as Romantic? In your explanation give examples of subjects,

description, tone, references to nature. Answer should be given in paragraph form. (5

points)

Questions 6-10 deal with Thomas Hardy and his poem “The Darkling Thrush.” (2 points)

6. What is a general theme in most of Hardy’s novels?

7. In what way is Hardy’s poetry Victorian?

8. Answer “Check your Comprehension” on page 851.

9. How does “The Darkling Thrush” begin with gloom and end with hope?



10. Why can “The Darkling Thrush” be classified as Naturalism?

Questions 11-15 refer to Thomas Hardy’s “Ah, Are You Digging on My Grave?” (2 points each)

11. Who is the first speaker in the poem?

12. What three people does the speaker say are digging on her grave?

13. Who is actually doing the digging? Why?

14. What is the poet’s attitude toward love and death in this poem?

15. What happens in the poem to create irony?


The British Tradition, pages 856-862

Questions 16-19 refer to Gerard Manley Hopkins’s poems “God’s Grandeur” and “Spring and

Fall: To a Young Child.” (2 points each)

16. In “God’s Grandeur,” what does Hopkins say that man has done to the world?

17. In “Spring and Fall: To a Young Child,” why do the lines vary greatly in length? How is

this variance and example of sprung rhythm? Read the poem aloud to hear the effect.

18. How is the poem an example of sprung rhythm? Quote a line or two as an example.

19. What does Margaret appear to be grieving for at the beginning of the poem? What is she

actually grieving for?

Questions 20-24 refer to A.E. Houseman’s “To An Athlete Dying Young.” (2 points each)

20. What has happened to the young athlete? What is the “stiller town” in line 8?

21. What is the meaning of line 20?

22. Why does the poet say the young man was lucky to have died?

23. Copy lines 1 and 2 of the poem. Mark the meter of these lines. Refer to page 857 to

review meter.

24. What is this meter called?

Questions 25-28 refer to A.E. Houseman’s “When I Was One and Twenty.”

25. What is the advice given to the speaker in stanza 1? (2 points)

26. Did the speaker take the advice? (2 points)

27. What is the theme of the poem? (2 points)

28. Houseman said, “…a good poem should affect readers like a shiver down the spine or a

punch in the stomach.” Refer to all the poems in this lesson and write a paragraph using

examples from several of them illustrating Houseman’s contention. (10 points)





29. Love and death are subjects of much Victorian literature. Refer to the poems of Bronte

and Hardy in this lesson and compare and contrast their views of the deaths of loved

ones. Before you begin writing, make a list of poems and points the you plan to cover in

your essay. Your essay should be 100-150 words in length.

Include the following:

List of poems and points to cover 2 points

Completed Writer’s Checklist 1 point

Rough draft 5 points

Final draft 15 points



English 342

Lesson 8: Persuasive Writing, Logical Thinking, Finding Information

Lesson Objectives


1. Write a persuasive essay

2. Recognize faulty logic

3. Distinguish between fact and opinion

4. Find information for research

5. Prepare a list of works cited

Introduction

When you state an opinion and give reasons for your belief, you are engaging in an argument.

An argument in this sense is not a disagreement, but a discussion or logical debate. Persuasive

writing is an important skill for everyone–students, consumers, advertisers, and professionals.

The purpose of persuasive writing is to induce the reader to accept your views on a topic.

Persuasive writing is usually aimed at a certain audience (age groups, single people, families,

etc.) Its purpose is to get someone to make a choice or to take action, often for commercial or

political reasons. Persuasive writing often requires factual evidence to prove your argument.

This evidence gives your writing more credibility and makes the writing more persuasive. In this

lesson, you will learn to develop a persuasive composition, avoid faulty logic, and find and cite

library resources. A school or public library will have many of the sources discussed in the

reading assignment, and the Internet is a readily available source.


Grammar and Composition Handbook, chapter 15.4, pages 470-477

1. Write a one-sentence definition of each of the following terms, and then write an original

example of each. (Do not use the examples in the textbook.) (3 points each)

red herring

circular reasoning

bandwagon reasoning

fact

opinion

2. Find an advertisement (newspaper, magazine, television or radio) and describe it in

detail. What is being sold or promoted? What audience is it trying to reach? What

persuasive arguments is it using? Are there any fallacies in logic? Is the argument

effective? Answer in a paragraph. (20 points)




3. Select a topic for a persuasive essay. Using the guidelines in your Grammar and

Composition Handbook for writing a persuasive essay (pp. 470-477), answer the

following questions about your essay: What is your topic? Who is your audience? What

is your position statement? (Take a stand for or against a situation or problem, for

example, “Goldfish make good pets,” “We should all purchase domestic cars,” “The city

needs a teen curfew.”) Submit your answers to these questions and a list of points to

support your position. (10 points)

4. Outline and then write an essay persuading the reader to accept your viewpoint about the

topic you selected in question 3. The final draft of your essay should be about 100-150

words long.

Include the following:

Outline 4 points

Rough draft 10 points

Writer’s Checklist 1 point

Final draft 20 points



Compile a List of Works Cited, pp. 493-497, and the example on pp. 506-507

Readers’ Guide to a Periodical Literature, pp. 548-549

Chapter 19.4, pp. 550-553

5. After studying the reading assignment, choose a sample topic and find sources for it.

You may use the topic you selected for the essay on part A of this lesson assignment, or

you may choose a more general topic: a sport, a career, a topic in education, for example.

Using the sources listed in Grammar and Composition Handbook and found in a library

or on the Internet, compile a list of works cited. You do not need to retrieve the articles

or write a paper. This exercise is to reinforce the search skills you have probably already

used. Find at least one source from each of the following: an encyclopedia article, a

magazine article, a newspaper article, a book, and an Internet Web site. Compose a

works cited list, using the format illustrated in the Grammar and Composition Handbook.

(20 points)

*If you have not yet taken your mid-course exam, please prepare for and take it as soon as

possible.



English 342

Lesson 9: Dictionaries, Résumés, Business Letters

Lesson Objectives


1. Use a general dictionary

2. Write a résumé

3. Recognize the parts of a business letter

4. Write a business letter

Introduction

This lesson focuses on dictionary use and writing business letters and résumés.

Being able to use a dictionary properly will strengthen your writing and communication skills

and will increase your vocabulary and reading comprehension. Some words have different

meanings in British and American English. Using a dictionary can help you identify some of

these differences. The following table highlights some of these differences.

British American pudding dessert

bonnet car hood

boot car trunk

crisps potato chips

chips French fries

biscuit cookie

torch flashlight

tube subway

subway underground tunnel

nappy diaper

As you leave high school and prepare for a career or further education, being able to write a

business letter and a résumé will be valuable. A well-written résumé will help you look prepared

and organized. It will also make you think about your skills and experience, which will help

your responses to questions in an interview.



The six parts of a business letter must follow a standard form. Look at the sample letter on page

512 of the Grammar and Composition Handbook and locate these six parts:

1. Heading—your address and the date in the upper right corner.

2. Inside Address—the person or agency to whom you are writing.

3. Salutation or Greeting—two spaces below the inside address and followed by a

colon.

4. Body—the content of the letter. It begins two spaces below the salutation and

may be one or more paragraphs, depending on the needs of the writer.

5. Closing—standard usages include the following: Yours truly, Very truly yours,

Sincerely, Sincerely Yours. These are followed by a comma.

6. Signature—your full name written in ink below the closing. Type your name

below the signature if your letter is typewritten.


Grammar and Composition Handbook, pp. 553-561

The British Tradition, p. 884

1. Use a good dictionary to look up the words below, and then answer the following

questions. (2 points)

piazza alumna

Medusa synonym

comme il faut analysis

A. What is a piazza? From what country does it come from?

B. Who was Medusa? (Does your dictionary include proper names?)

C. What is the meaning of “comme il faut”? What language is it? (Does your dictionary

include foreign phrases?)

D. What is the plural of alumna?

E. How many syllables are in synonym?

F. What is the plural of analysis?

G. Give the full title, publisher, and latest copyright date of your dictionary.

2. Read the article on p. 884 of the literature text.

What is the American English meaning for the following words? (5 points)

zed

petrol

coach

circus

ironmonger

What is happening in the world to cause British usage and American usage to be more

alike? (2 pts)



3. Read the quotation by George Bernard Shaw on page 884 of The British Tradition. Do

you find his observation to be humorous? In two or three sentences, explain the meaning

of Shaw’s quotation. (10 points)

4. Look up the following words in a dictionary. For each word, indicate whether it is found

in an American English dictionary and whether it is labeled as being British usage. (2

points each)

A. queue

B. serviette

C. flat

D. fortnight

E. prawn


Grammar and Composition Handbook, pp. 508-518

5. What is a résumé? (2 points)

6. Why is it important to have an effective résumé? (2 points)

7. List four mistakes that may cause your résumé to be eliminated by a perspective

employer. (2 points)

8. Is it helpful to exaggerate your experience or abilities? (2 points)

9. Why should you ask permission before listing references? (2 points)

10. Write a résumé. Begin by making a list of the categories you wish to include and writing

data under them. In addition to the categories used in the example on page 515 of

Grammar and Composition Handbook, you may also use these categories: special skills,

extracurricular activities, references. Turn in this rough collection of material. (4 points)

11. Write a final copy of your résumé based on your rough collection and modeled on the

example in your Grammar and Composition Handbook. It is best to confine your résumé

to one page. (15 points)

12. Search your local newspaper for a job that sounds interesting to you. Write a cover letter

for that job. You may make up some of the data for purposes of this assignment, but

remember, it is never appropriate to falsify or exaggerate information in a real cover

letter.

Turn in a rough draft of your letter with each of the six components of a business letter

labeled. (10 points)

13. Turn in a neat copy of the letter for your final draft. (20 points)



English 342

Lesson 10: Modern Writers

Lesson Objectives


1. Discuss the effects of World War I

2. Explain the decline of the British Empire

3. Recognize literary themes concerning war

4. Identify some modern English writers

Introduction

You have seen throughout the course how historical events and social changes are reflected in

literature. The twentieth century brought many problems and changes for both England and the

world. Two world wars caused the mass destruction of property and the loss of many lives. The

British Empire built up in the nineteenth century was dissolved in order, partially, to pay for this

loss. Many of England’s colonies pressed for liberation. With the loss of finances and colonies,

England lost its domination of world politics and trade. Modern writers used the effects of war,

Britain’s decline as a world power, and the changes brought about by modern life as themes.

Read the following textbook assignments, and then proceed to the next part of this lesson.

The British Tradition, pp. A33-A41 and 875-883

1. List three scientific or technological achievements of this era. (1 point)

2. List three athletic or popular events of this era. (1 point)

3. Who was prime minister during World War II? Who was the first woman prime

minister? (1 point)

4. When and why did the United States enter World War II? (1 point)

5. Who broke the four-minute mile? When? (1 point)

6. Write a one-paragraph summary of the “Historical Background”, including at least one

sentence from each subtopic. (5 points)

Read the following textbook assignments, and then proceed to the next part of this lesson.

The British Tradition

T.S. Eliot, pp. 908, 914-917

William Butler Yeats, pp. 896, 898

W.H. Auden, pp. 922, 928-929

Rupert Brooke, pp. 958, 960

Wilfred Owen, pp. 958, A35, 963

7. Which poems have themes of World War I? (1 point)

8. Which poem concerns the loss of personal love? (1 point)

9. Which poem shows the spiritual despair of modern life? (1point)

10. Which poem shows indifference to suffering? (1 point)

11. Which poem shoes a love of England? (1 point)



Question 12-14 refer to William Butler Yeats’s poem “When You Are Old.” (2 points each)

12. In “When You Are Old,” how does Yeats compare his love for the woman with the love

of others for her?

13. Why is the word Love capitalized in line 9? What is this figure of speech called?

14. Who is the woman addressed in the poem? (Hint: See information about Yeats’ life.)

Questions 15-20 refer to T.S. Eliot’s poem “The Hollow Men.” (2 points each)

15. T.S. Eliot’s “The Hollow Men” concerns men in modern civilization whose lives are

empty and stagnant. He contrasts these modern men with Kurtz and Guy Fawkes who

met death “with direct eyes,” meaning they were strong men who took action, even if

they were misguided. Quote two or three lines from the poem and describe the condition

of the hollow men.

16. In Part I find images Eliot uses to show modern life is sterile and lacks purpose.

17. In Part III and Part IV what images suggest a spiritual wasteland?

18. In Part V of “Hollow Men,” what is the “shadow” that prevents the hollow men from

acting?

19. According to Eliot, how will the world of the hollow men end? Interpret the lines.

20. Does Eliot offer any hope for the hollow men? Explain.

Questions 21-25 refer to W.H. Auden’s “Musée des Beaux Arts.” (2 points each)

21. In W.H. Auden’s “Musée des Beaux Arts,” the Old Masters are the famous artists who

painted the scenes described in the poem. According to Auden, how to people often

respond to human suffering?

22. What medium is the poet literally describing in the poem?

23. How is the description of this medium a metaphor for suffering?

24. Who was Icarus?

25. Why would a modern poet write about the distant past—the Old Masters and mythology?

Questions 26-28 refer to Rupert Brooke’s “The Soldier.” (2 points each)

26. “The Soldier” by Rupert Brooke was written during World War I. Given the subject

matter of the poem, what is ironic about the poet?

27. How do you know the soldier loves England? How do you know this is a patriotic poem?

28. Interpret lines 2 and 3 of “The Soldier.” What is the “richer dust” in line 4?

Questions 29-31 refer to Wilfred Owen’s poem “Anthem for Doomed Youth.” (2 points

each)

29. Wilfred Owen’s “Anthem for Doomed Youth” exposes the horrors of dying in war, not

the patriotism and valor. What are the choirs that play for the dead in the funerals of

these soldiers?

30. Why does Owen say prayers and bells, tradition parts of mourning and funerals, are a

mockery?

31. Was Owen one of the “doomed youth”? Explain.

Questions 32-34 refer to Wilfred Owen’s poem “Futility.” (2 points each)

32. Wilfred Owen’s poem “Futility” (p. A35) takes place on the battlefield. Why does the

speaker wish to move the soldier into the sun? Why would this be futile?



33. What else could be meant by the title of the poem, “Futility”?

34. Interpret lines 12-14 of the poem “Futility.” What is the poet asking?


The British Tradition, pp. 1094 and 1096-1097

Answer the following questions about Dylan Thomas’s poem “Do Not Go Gentle into That

Good Night.” (2 points)

35. Whom does the speaker address in the poem?

36. What is the “good night”?

37. What does the speaker ask the subject of the poem to do?

38. What four kinds of men does the speaker describe?


The British Tradition, pp.970, 972-979

Questions 39-43 refer to the information about Winston Churchill and his “Wartime Speech.”

(2 points each)

39. Under what circumstances did Churchill make his speech? To whom was he speaking?

40. What was Churchill’s title at the time of the speech?

41. In paragraph 5 of his speech (page 973), what two things did Churchill ask the British

people to do?

42. What was “the foulest and most soul-destroying tyranny” the British and French were

fighting? What happened to the French shortly after this speech?

43. What is the main theme of the speech?

Questions 44-48 refer to the information about Mohandas Gandhi and his speech “Defending

Nonviolent Resistance.” (2 points each)

44. List several times when Gandhi showed his loyalty and support of the British Empire.

45. Explain Gandhi’s role in India’s independence.

46. Why did Gandhi discourage violent non-cooperation?

47. Explain Gandhi’s philosophy of nonviolent resistance.

48. Name two civil rights leaders who were influenced by Gandhi.

49. Write a paragraph explain the problems faced by the British Empire at the beginning of

the twentieth century. Use the information found in the literature text and in the study

guide. Refer to literary works in this lesson that reflect these problems. (11 points)



English 342

Lesson 11: The Short Story, Active and Passive Voice

Lesson Objectives


1. Recognize the characteristics of the short story

2. Identify some British short story writers

3. Discuss themes in short stories

4. Identify active and passive voice in action verbs

Introduction

The short story is a literary form that differs from the novel in several ways. Unlike most novels,

short stories do not always have a conclusion but can be open-ended. This structure allows the

reader to focus more on the mood, theme, and characters than on the plot and to form one’s own

conclusion or speculation as to how the story ends. A short story can be read at one sitting and

usually has one or fewer characters and a single theme. The other elements of a short story are

setting and plot.

The short story writers featured in The British Tradition are highly regarded, and it is hoped that

you will recognize their names and their work in the future

Knowing when to use active and passive voice of verbs will make your writing stronger and

clear. A sentence written in passive voice can be grammatically correct but weak and awkward.

Use the passive voice sparingly and only when the actor of the action is unknown.

Example: All the flowers had been watered before the rainstorm.


Grammar and Composition Handbook, chapter 5.7, pp. 206-207

1. Grammar and Composition Handbook, Practice: Voice of Verbs, p. 207. (10 points)

2. Grammar and Composition Handbook, Posttest: Correcting Verb Tense and Changing

Voice, p.212, sentences 41, 42, 44, 46, and 50. (5 points)

3. Rewrite the following sentences, changing the passive verbs to active. (6 points)

A. After a study guide had been prepared by the students, a review session was held

by their teacher.

B. The championship game was played by the two teams who won their divisions.

C. The club’s rules were not agreed to or followed by all the new members.

D. An interesting film about World War I was shown to us by the new history

teacher.

E. The baseball was knocked out of the park by the leading home run hitter.

F. The outline for the project will be made by Jack, while the poster will be drawn

by Ken.




The British Tradition, pp. 886 and 888-893 (Make sure to read “Reading for Success.” Keep

these strategies in mind as you read the short stories in this lesson.)

4. What is a short story? (See the Literary Terms Handbook in The British Tradition.) (1

point)

5. What are the four elements of a short story? (4 points)

6. What does it mean to say that a short story is open ended? (1 point)

Answer the following questions about “The Demon Lover.”

7. Who is the author? (2 points)

8. What is the setting? (2 points)

9. State the theme in a sentence or two. (2 points)

10. Is the story open-ended? Are you satisfied with the story’s conclusion? (2 points)

11. In “The Demon Lover,” what two wars are mentioned? (2 points)

12. Who is the taxi driver? (2 points)

13. At what point in the story do you sense fear? (2 points)

14. Is the ghost real or imagined? Explain your answers. (2 points)


The British Tradition, 1044-1049

Answer the following questions about “Araby”





19. From what point of view is “Araby” written? How does this affect the tone? (2 points)

20. What did the narrator expect at the bazaar? (2 points)

21. What was the bazaar actually like? (2 points)

22. Why does the story begin and end in darkness? (2 points)



Answer the following questions about “The Rocking-Horse Winner.”





27. In “The Rocking-Horse Winner,” what is the mother’s definition of luck? (2 points)

28. Why is there never enough money? (2 points)

29. What does Paul do with the money he wins? (2 points)

30. Is Paul’s uncle right? Is Paul better off dead? (2 points)





Answer the following question about “A Shocking Accident.”





35. In “A Shocking Accident,” how did Jerome’s father die? (2 points)

36. How does his father’s death humiliate Jerome? (2 points)

37. How is his father’s death both humorous and absurd? (2 points)

38. How does Sally react when told about the accident? (2 points)

39. How does her reaction make Jerome feel about Sally? (2 points)



English 342

Lesson 12: Literary Analysis: The Novel

Lesson Objectives


1. Use a formal tone in writing an essay

2. Support your opinion by using specific examples from a text

3. Develop a thesis

4. Evaluate a literary work

Introduction

Early English writers contributed to the development of the novel, eighteenth- and nineteenth-

century writers perfected it, and modern novelists continue to write great novels in the tradition

of the great English writers. In this lesson, you will define the literary genre of the novel and its

main parts. You will write an analysis of the novel that you selected at the beginning of the

course.


The British Tradition, pp. 821 and 1168-1170

Throughout this assignment refer to the glossary in The British Tradition for terms with which

you are unfamiliar. Refer to you Grammar and Composition Handbook for information

concerning correct sentence structure and for direction on writing a thesis, outline, and parts of a

research paper.

1. List all the essential characters in your novel and describe in one or two sentences their

roles and importance in the story. (10 points)

2. In a few sentences, describe each of the following. (10 points)

A. Setting(s) (where the story takes place, e.g., location, time period)

B. Conflict(s)

C. Plot (Do not retell the story—summarize the basic plot.)

D. Outcome

3. Using The British Tradition, write a definition of the term novel. (2 points)

4. In a sentence or two, state the theme(s) of your novel. (2 points)


5. Write an original essay of 300-400 words using standard, formal language in which you

interpret the novel you read. Do not retell the story. If you need to summarize the plot,

do so in one short paragraph at the beginning of the essay. Use a thesis that focuses on

some aspect of the novel, such as symbolism, theme, irony, importance of setting. Use

examples to illustrate your points. Do not use first person or include your personal

critique of the story. Give your essay a good title, and do not forget to identify the

author.



Submit the following:

1. Thesis 3 points

2. List of points and example to be covered 5 points

3. Outline 5 points

4. Rough draft 15 points

5. Completed Writer’s Checklist 2 points

6. Final draft 45 points

*You may relate your experience reading the book—you loved it, you hated it, you want to read

more books like this, et cetera—in a note separate from your essay. This is not required, and

there will be no credit given. Likewise, whatever you say will not be reflected in the grade given

to the essay. It could be helpful to your instructor in revising the book list and in writing future

assignments.

About the Final Exam

If you pass the final exam, your score will be worth 40 percent of your course grade. You will

have a maximum of two hours to complete the exam. Your final exam will include material

from lessons 1 through 12. Be familiar with literary forms, themes, authors, and literary terms.

Be able to discuss literature in a historical context. You will write one or more paragraphs or

essays on a literary topic. Be able to identify and correct grammatical errors.

Study well for the final exam; you must pass it in order to pass the course.

You are now ready for your final exam.

Your final was sent with your midcourse exam to your school or

testing facility. It is your responsibility to schedule a date and

time to take your final exam.



English 342

Appendix A: Book List

You are required to read one of the following novels and to write a critical essay on it in lesson

12. Choose your novel from this list and provide information on it when lesson assignments ask

you to do so.

Author Title

Austen, Jane Emma

Brontë, Emily Wuthering Heights

Conrad, Joseph Lord Jim

Dickens, Charles David Copperfield

Eliot, George The Mill on the Floss

Silas Marner

Forester, C.S. The African Queen

Forster, E.M. A Passage to India

Greene, Graham The End of the Affair

The Power and the Glory

Hardy, Thomas Far from the Madding Crowd

The Return of the Native

Tess of the D’Urbervilles

Joyce, James Dubliners

Portrait of the Artist as a Young Man

Kipling, Rudyard Kim

Maugham, Somerset Of Human Bondage

The Razor’s Edge

Shelley, Mary Frankenstein

Stevenson, R.L. Kidnapped

Thackeray, William Vanity Fair

Trollope, Anthony Barchester Towers

White, T.H. The Once and Future King

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