exploring american literature · 2015. 1. 26. · realism 1855–1900 regionalism/ naturalism...

Exploring American Literature

introducing the essentials• Text Analysis Workshop

• Academic Vocabulary Workshop

• Writing Process Workshop

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Explore BIG IDEAS Why do we explore new horizons? What is the American dream? Today’s generations aren’t the first to grapple with questions about freedom, progress, exploration, and injustice. Some ideas and issues are timeless, as you’ll discover when you read the dramatic accounts of earlyexplorers and F. Scott Fitzgerald’s fiction.

Build CULTURALLITERACYThere are some questions that all Americans should be able to answer. In the area of American literature, such questions include: Who was Mark Twain? Why was The Crucible a work of great courage? By reading American literature, you become aware of the pioneering authors and literary milestones that are a part of the American heritage.

Insights and PerspectivesAmerica’s literature comes from all of us and belongs to everyone. It began with the lore of the Native Americans, then appeared in the journals of settlers, the letters of Civil War soldiers, and the tales of Mark Twain. Fast forward another century, and it lives in the books of John Steinbeck and shines from the poems of Gwendolyn Brooks.

Why does American literature matter? Not only does it keep us connected to the past, but it also gives us insights into the events and issues that challenge the nation today. The literature in this book can help you . . .

Exploring American

Literature

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Connect HISTORY and Literature Whether it’s the Gettysburg Address or the poetry of the Harlem Renaissance, all works of American literature are products of the events and ideas that inspired their authors. By examining history and literature together, you can gain a deeper understanding of how the country changed over the centuries and what makes its people unique.

Appreciate a LEGACYTrailblazers in their times, Margaret Fuller and Martin Luther King Jr. fought for equal rights—a fight that still continues. Learning about the great writers, thinkers, and ideas of the past helps you better appreciate how we all continue to build on what we learned from them.

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puritan age/colonial period1600–1700

revolutionaryperiod/age ofreason 1750–1800

romanticism/american gothic1800–1855

transcendentalism

1840–1860

• Sioux• Okanogan• Iroquois• Kiowa

• William Bradford• Anne Bradstreet• Edward Taylor

• Ben Franklin• Thomas Jefferson• Thomas Paine

• Henry Wadsworth Longfellow

• Edgar Allan Poe

• Ralph Waldo Emerson• Henry David Thoreau• Margaret Fuller

1200 b.c.–1600 Native American cultures flourish.

1492 Christopher Columbus lands in the Bahamas.

1607 British settlers establish colony in Jamestown, Virginia.

1692 Witch trials take place in Salem, Massachussetts.

1776 American colonies declare independence.

1788 U.S. Constitution is ratified.

1803 Louisiana Purchase doubles the country’s size.

1808 United States bans slave trade.

1812 War of 1812 spurs Industrial Revolution.

1846 Mexican-American War begins.

1848 Gold discoveries in California lead to first gold rush.

1857 Supreme Court’s Dred Scott decision denies slaves basic rights.

Literature and Nonfiction in ContextThe growth of the Internet, the discovery of a new medical treatment, a declaration of war, a decision of the Supreme Court—consider how events like these affect your attitudes, your outlook, your politics. They shape the attitudes of writers as well, who then express their ideas in stories, poems, speeches, blogs, and public documents. In the same way, the writing of every time period reflects its unique historical context. By reading it, you can transport yourself back through time and gain perspective on people and events you could never otherwise experience.

Text Analysis

Workshop

literary movements in context

native americanexperience1200 b.c.–1600

4 exploring american literature

Included in this workshop:RL 1, RL 3, RL 9, RI 9, L 3, L 4a, L 4c


realism

1855–1900

regionalism/naturalism1870–1910

modernism

1910–1945

harlemrenaissance1920–1930

contemporaryliterature1940–present

• Stephen Crane• Ambrose Bierce

• Mark Twain• Willa Cather• Jack London

• T. S. Eliot• Ernest Hemingway• Ezra Pound

• Langston Hughes• Zora Neale Hurston• Countee Cullen

• Kurt Vonnegut Jr.• John Steinbeck• Rita Dove• Amy Tan

1861–1865 North and South fight in Civil War.

1865 13th Amendment abolishes slavery.

1879 Thomas Edison invents the light bulb.

1889 Oklahoma is opened for settlement, triggering a land rush.

1903 Wright brothers achieve first airplane flight.

1917 United States enters World War I.

1920 19th Amendment is passed, giving women the right to vote.

1919 Race riots erupt in 25 American cities.

1929 The Wall Street stock market crashes and the Great Depression begins.

1941 Attack on Pearl Harbor brings U.S. into World War II.

1965 U.S. enters Vietnam War.

2001 Terrorists attack U.S. cities.

2009 Barack Obama becomes first African American U.S. president.

Literary MovementsThink about how certain types of music reflect the times in which they were written. Some folk songs, for example, can remind listeners of an earlier time of protest. Similarly, the literature of each historical period has a unique flavor. Subject matter, style, form, and attitude all combine to create a literary movement, such as realism or regionalism. While not all writers fit neatly into specific categories, it is still helpful to know the major movements that have defined the nation’s literature. By studying these movements in context, you can see not only the overlap between them, but also better appreciate the writers and works from particular time periods.

introducing the essentials 5


the lenses questions to ask

Using Critical LensesHave you ever looked through a prism or camera lens and seen the world in an entirely new way? Critical lenses, or viewpoints from which to consider something, can affect your perception—and your reading—in a similar manner. They allow you to notice details you might otherwise have missed, and can lead you to unexpected insights about a writer and his or her work. Use the following lenses, as well as others you might develop, to see beyond your own personal perspective.

literary lensThe literary lens is the one you’re used to using with literature. It focuses your attention on the author’s style and on such elements as plot, setting, character, and theme.

historical and cultural lensesHistorical and cultural lenses help you consider how elements of history and culture may have infl uenced the author and the writing.

biographical lensThe biographical lens draws you into the arena of an author’s personal life. By considering a writer’s heritage, experiences, and economic circumstances, you are able to “read into” a piece of literature with far more insight.

other lenses• psychological• social• political• philosophical/moral

• What is unique about this author’s style?

• How do the plot, characters, and setting help to communicate the author’s message?

• How are language and imagery used to support the themes?

• What was going on in the country at the time this work was written?

• What attitudes, trends, and priorities characterized the times?

• How are those events and attitudes, and the author’s reactions to them, refl ected in the writing?

• What were some key events and people in the author’s life?

• What were his or her social and economic circumstances?

• Did culture and heritage play a strong role in shaping the author’s attitudes?

• What motivations might be infl uencing a character’s behavior? (psychological)

• Are the characters’ choices, behavior, and actions ethical and honest? (philosophical/moral)



Literary Essentials Workshop

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At nine o’clock, one morning late in July, Gatsby’s gorgeous car lurched up the rocky drive to my door and gave out a burst of melody from its three-noted horn. It was the first time he had called on me, though I had gone to two of his parties, mounted in his hydroplane, and, at his urgent invitation, made frequent use of his beach.

“Good morning, old sport. You’re having lunch with me today and I thought we’d ride up together.”

He was balancing himself on the running board of his car with that resourcefulness of movement that is so peculiarly American—that comes, I suppose, with the absence of lifting work or rigid sitting in youth and, even more, with the formless grace of our nervous, sporadic games. This quality was continually breaking through his punctilious manner in the shape of restlessness. He was never quite still; there was always a tapping foot somewhere or the impatient opening and closing of a hand.

He saw me looking with admiration at his car.“It’s pretty, isn’t it, old sport!” He jumped off to give me a better view.

“Haven’t you ever seen it before?”I’d seen it. Everybody had seen it. It was a rich cream color, bright with

nickel, swollen here and there in its monstrous length with triumphant hat-boxes and supper-boxes and tool-boxes, and terraced with a labyrinth of wind-shields that mirrored a dozen suns. Sitting down behind many layers of glass in a sort of green leather conservatory, we started to town.

I had talked with him perhaps half a dozen times in the past month and found, to my disappointment, that he had little to say. So my first impression, that he was a person of some undefined consequence, had gradually faded and he had become simply the proprietor of an elaborate road-house next door.

And then came that disconcerting ride. We hadn’t reached West Egg Village before Gatsby began leaving his elegant sentences unfinished and slapping himself indecisively on the knee of his caramel-colored suit.

“Look here, old sport,” he broke out surprisingly, “what’s your opinion of me, anyhow?”

Novel by F. Scott Fitzgerald


The Great Gatsbyfrom

Close Read1. Literary Lens What do

the details in lines 1–5 tell you about Gatsby and his relationship with the narrator?

2. Cultural Lens Reread the boxed text. What is the narrator’s attitude toward Americans of this time period? What reality might this attitude be refl ecting?

3. Psychological Lens Private cars were not common in the 1920s. Why might Gatsby not only want to own a car, but also insist on such a luxurious one?

model: critical lensesThe Great Gatsby is a novel set in the 1920s. World War I had just ended, and the country was embarking on a time of great self-indulgence, eager to forget what it had just experienced. In this scene, the narrator describes an outing with his friendly but mysterious neighbor, Jay Gatsby. Read the passage twice—with and without lenses.

Text Analysis Workshop



F. Scott Fitzgerald

Close Read4. Cultural Lens What “facts”

about himself and his background does Gatsby provide? What does this tell you about the cultural values of the time?

5. Literary Lens What techniques has Fitzgerald used in this excerpt to create the intriguing character of Jay Gatsby?

Close Read1. Biographical Lens How

might Fitzgerald’s own experiences have infl uenced his characterization of Gatsby?

2. Biographical Lens What similarities do you see between Fitzgerald’s and Gatsby’s values? What was Fitzgerald’s attitude toward these values? Why do you think so?

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A little overwhelmed, I began the generalized evasions which that question deserves.

“Well, I’m going to tell you something about my life,” he interrupted. “I don’t want you to get a wrong idea of me from all these stories you hear.”

So he was aware of the bizarre accusations that flavored conversation in his halls.

“I’ll tell you God’s truth.” His right hand suddenly ordered divine retribution to stand by. “I am the son of some wealthy people in the Middle West—all dead now. I was brought up in America but educated at Oxford, because all my ancestors have been educated there for many years. It is a family tradition.”

He looked at me sideways—and I knew why Jordan Baker had believed he was lying. He hurried the phrase “educated at Oxford,” or swallowed it, or choked on it, as though it had bothered him before. And with this doubt, his whole statement fell to pieces, and I wondered if there wasn’t something a little sinister about him, after all.

“What part of the Middle West?” I inquired casually.“San Francisco.”“I see.”

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Born in 1896 of southern and Irish heritage, Francis Scott Key Fitzgerald began writing in his early teens. Encouraged by a mentor at school, Fitzgerald pursued his dream of becoming a writer, quickly neglecting his studies in the process. He served in the army during World War I, and convinced he was going to die, dashed off an autobiographical novel. A few years—and several revisions—later, he sold his novel, titled Tender Is the Night, and became an overnight success. One week after the novel’s publication, Fitzgerald married a southern belle, Zelda Sayre. He and his wife embarked on a flamboyant, high-spending life, although their extravagance and Zelda’s illnesses kept Fitzgerald constantly in debt. Fitzgerald died in 1940, impoverished, after spending his lifetime in pursuit of wealth and privilege.

Now read the biographical information about F. Scott Fitzgerald and answer the questions. Refer back to the excerpt from The Great Gatsby as needed.


Literary Essentials Workshop

Clarify MeaningWhen you read American literature and nonfiction, you will encounter unfamiliar language and difficult sentence structures. Use these strategies and tips to help unlock the meaning of challenging texts.

• Break Down Sentences Break down complicated sentences by first locating the sentence’s main subject and verb. Then, identify objects, modifiers, and phrases. Try restating the sentences more simply, rearranging word order if necessary.

• Use Context Clues A word’s context—the words and sentences that surround it—often gives clues to the word’s meaning. Dialects, for example, have their own rules of grammar and pronunciation, which you can figure out from context clues.

• Consult References When you encounter an unfamiliar word or allusion, check the vocabulary definitions and footnotes provided in this book or look the word up in a print or digital reference source.

Understand Context Texts of all types are shaped by different cultural and historical contexts. In addition to essays and memoirs, American nonfiction includes primary sources, such as historical accounts, letters, and journals. To understand context as you read these texts, ask yourself the following questions:

Ask Your Own QuestionsAn important part of analyzing texts is knowing what questions to ask as you read. What should you look for when you read a story, a drama, or a news article? To make your reading more meaningful, it’s also important to ask the questions you wonder about so that you connect what you read to yourself and the world around you. The following features of your textbook will help you ask the right questions and read with your own questions in mind.

Literature and Nonfiction Strategies

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What is the author’s

purpose? In what ways might the purpose affect

the writer’s tone and choice of details?

“Of Plymouth Plantation”

by William Bradford

What is the author’s perspective?

How does the work reflect the author’s biases or

viewpoints?

Who is the audience? How might this

perceived audience influence the writing?

Where to Look

Text AnalysisWorkshops (throughout every unit)

Side notes and discussion questions

What You’ll Find

Models and Close Read questions

Questions (throughout and following each selection) that focus on text analysis

Guided questions for analyzing different types of textsGo to thinkcentral.com.

KEYWORD: HML11-9

Analysis Frames

Record your observations in your Reader/Writer Notebook.

Text Analysis Workshop



Academic Vocabulary Workshop

What Is Academic Vocabulary?If you are lucky enough, or have studied hard enough, to speak two languages—English and Spanish, for example—you are bilingual. Being bilingual may mean that you use one language at home and another at school or with friends. In a sense, though, we are all bilingual: With family and friends, we use informal and conversational language, but in school, we rely on academic vocabulary, the language used to talk and write about school subject matter. Just as we can learn the vocabulary of everyday English, Spanish, or Cantonese, we can learn academic vocabulary.

Criteria, interpret, perspective—you may encounter academic vocabulary words such as these in all subject areas, including science, math, social studies, and language arts. Understanding and using these words correctly will help you to be successful in school and on assessments. This web shows examples of academic vocabulary words in different subject areas.

u.s. historyFrom Hoover’s perspective, the nation was on the verge of prosperity.

biologyMale crickets use their chirps to establish a pecking order.

academic vocabulary

The language that you use to think, talk, and write about different subject areas you are studying

social studiesDescribe the effects of a global conflict.

language artsFind an example from Chapter 12 that illustrates the novel’s theme.

geometryConstruct and justify a statement about the triangle in figure A.

physical scienceNewtonian physics are adequate to describe most of the visible world.

AcademicVocabularyWorkshop


Included in this workshop:L 4a–c, L 6


Use the following chart to become familiar with some of the academic vocabulary terms in this book. As you read, look for the activities labeled “Academic Vocabulary in Writing” and “Academic Vocabulary in Speaking.” These activities provide opportunities to use academic language in your writing and discussions.

Word Definition Example

adequate enough to meet a need; sufficient

Make sure to take detailed notes during the research phase so that you have adequate evidence to support your assertions.

apparent obvious; seeming, especially without deeper examination

The dictator’s apparent irrationality later proved a shrewd strategy of self-preservation.

confine to keep within bounds; limit Walt Whitman refused to confine his verse to strict conventions of rhyme and meter.

conflict to be in opposition; differ; a disagreement or battle

How did the language of the U. S. Constitution conflict with reality for women and African Americans?

construct to create by systematically arranging ideas or terms

Construct a response to your audience’s potential objections.

economic relating to the production and exchange of goods and services; efficient

As the recession eases, economic activity will increase.

establish to set up or cause to happen Only after her death was Emily Dickinson’s reputation as one of the premier American poets established.

justify to show or claim to be just or right; vindicate

In the body of your argument, justify your claim with evidence and logical reasoning.

illustrate to clarify, or make clear, with examples

Which diagram correctly illustrates the geometric theorem above?

interpret to explain the meaning or significance of something

Many critics interpret Arthur Miller’s The Crucible as an attack on McCarthyism.

maintain to preserve or keep up; to declare to be true

To maintain air pressure as temperature drops, decrease the volume of the balloon.

perspective particular way of looking at something; point of view

The park ranger studied the hunter’s observations about wolf behavior from a biological perspective.

qualitative measuring the quality, or essential nature, or something

A qualitative analysis of the after-school program’s success should include interviews with participants.

reinforce to strengthen something by adding extra support

The images of women in fashion magazines tend to reinforce society’s unrealistic standards of beauty.




Academic Vocabulary in ActionThe terms below are examples of commonly used academic vocabulary. Knowing the meaning of these terms is essential for completing the activities and lessons in this book as well as mastering test items.

Subject Area & Item or Event

Perspective 1 Perspective 2

U.S. History:

Civil War

a letter by

Robert E. Lee

to his son:

Southerners

are victims

of northern

aggression.

a speech by

Abraham Lincoln

(Gettysburg

Address): The

Union will

continue to fight

for freedom and

democracy.

perspective (noun)Defining the WordPerspective is a particular way of looking at something; it is your (or someone else’s) point of view. In history class, you may read primary sources that reflect the perspectives of different parties in the same historical period. In literature class, you may read a novel narrated from the perspective of several different characters.

Using the WordPractice using the word perspective.• Using a chart like the one shown, identify items or

events in two different subject areas that reflect different perspectives.

• Identify two perspectives on the same item or event. You may describe or sketch the two perspectives.

economic (adjective)Defining the WordEconomic is the adjective form of economy—the system of production, distribution, and consumption and exchange of goods and services in a country, area, or period of time. It can also be used as an adjectival form of economics—the social science devoted to analyzing economies. Finally, economic can refer to the wise, sparing use of resources or language.

Using the WordUnderstanding a word’s root can help you understand other words with the same root. The root of economic and other words beginning with eco- is the Greek oikos, meaning “house.” Economy originally referred to household management.• In a chart like the one shown, jot down all the words

you can think of that begin with or contain eco.• Write down your understanding of the word’s meaning, and check your

definition in a dictionary.• Use the word in a sentence.

Word Definition Sentence

ecology the connection

between

organisms

and their

environment

The ecology of the

creek was damaged

by fertilizer from

bordering lawns.


Strategies That Work: Vocabulary

For a complete list of terms in this book, see the Glossary of Academic Vocabulary in English & Spanish on pages R129–R130.

1 Analyze Roots in Technical VocabularySome academic language is specific to particular content areas. Many of these technical words contain Greek or Latin roots. Understanding the root of a technical word can help you figure out the word’s meaning. Keep a list of the roots that occur in technical words. You can remember the meaning of the root by including non-technical words in the list.

You probably know that arthritis causes joint pain. This knowledge can help you remember that arthro comes from the Greek word for “joint,” which in turn can help you understand other words containing that root.

2 Use Context CluesA way to recognize unfamiliar words as you read is to use context clues. When you see an unfamiliar word, look not only at its root but at the context—the words, phrases, or sentences that surround that word. Context can give you clues to the word’s meaning, as in the following example:

You can tell that consensus means “majority opinion.” The clue word although links consensus to majority opinion by clarifying that the president did not always follow it.

3 Use Language ReferencesIf neither roots nor context clues help you figure out an unfamiliar word, consult a print or digital language reference. A dictionary will provide most words’ meanings, pronunciations, parts of speech, and origins.

Some technical or foreign expressions may be found only in specialized dictionaries, such as medical dictionaries or dictionaries of foreign terms. These may be available in your library, either in print, online, or both. Glossaries may be found at the back of technical manuals and textbooks, including this one.

Go to thinkcentral.com.KEYWORD: HML11-13

InteractiveVocabulary

xenophobe (zDn E-fIb, zC nE-) n.: a person unduly fearful or contemptuous of that which is foreign, especially of people from foreign countries.

Academic Vocabulary Workshop

The President sought consensus among his advisors before taking action, although his decision sometimes ran counter to the majority opinion.

arthro (joint) cens (opinion) petr (rock)arthritis censorship petrifyarthropod censure petroglypharthroscopy consensus petrochemical


Record new vocabulary words in your Reader/Writer Notebook.



Expressing Ideas in WritingWriting is a powerful tool. It can help you clarify concepts, explore opinions, and add something new to the world of ideas. That is what every writer represented in this book knew, and it’s what you will discover as well. Through effective writing, you can formulate your own interpretations, challenge assumptions, and even shape others’ perceptions in the process.

Consider Your OptionsAre you crafting an impassioned editorial for your school newspaper, writing a personal statement for a college application, or responding to a posting on your friend’s blog? Start any writing exploration by clarifying three critical considerations—your purpose, audience, and format of your writing.

purpose audience format

Why am I writing?• to entertain• to inform or explain• to argue or persuade• to describe• to reflect• to inspire or motivate

Which format will best suit my purpose and audience?

Who are my readers?• classmates• teacher• friends• community members• potential employer• customer service

department• college admissions office• Web community

• analytical essay

• letter• poem• research

paper• news

article• blog entry

• summary• wiki• short story• proposal• speech• critique• podcast

WritingProcess

Workshop

Included in this workshop:W 4, W 5, SL 1b–d, L 1, L 2, L 3


Continue with the ProcessAs you complete the Writing Workshops in this book, you’ll discover the process that works best for you. Use this model as a guide.

the writing process

planning/prewritingWhat will you write? To begin, use one of the prewriting strategies listed on page 17. Be sure to keep your purpose and audience in mind as you refine your topic. Depending on your format and your purpose, you also might formulate your controlling idea or claim and develop ideas to support your main points.

what does it look like?

what does it look like? draftingIn a first draft, you’ll move beyond your early plan to develop your ideas. An informal piece, such as a blog, allows you to start writing with no set plan—that is, to draft to discover. For a more formal assignment, such as an analytical essay or a research paper, you’ll want to draft from an outline. In both cases, remember that you may need to do several drafts before you’re satisfied with how you’ve expressed your ideas.

I. Sojourner Truth and Sandra Cisneros

A. Different cultural heritages and time periods

B. Similar struggles over women’s social inequality

II. Sojourner Truth

A. Suffered unequal treatment of enslaved people

B. Summarized in her 1867 speech

III. Sandra Cisneros

A. Experienced biased attitudes

revisingTo strengthen your draft, evaluate its development, organization, and style. Check your draft using a rubric, or ask a peer for suggestions. If your draft doesn’t fit your purpose or audience, you may need to rewrite some sections or try a new approach.

what does it look like? editing and publishingEdit your draft to correct any errors in the conventions of grammar, usage, and mechanics. Then publish your work in a way that suits your purpose, audience, and format.

ask a peer reader• Have I communicated my main idea effectively?• Where should I add more details or evidence?• Where could I strengthen my word choice?• Do my ideas flow smoothly? If not, where can

I make improvements?

Born centuries apart, Sojourner Truth and Sandra

Cisneros both suffered socail discrimination. Their

writings, years apart, reflect society’s attitude

toward women and the authors strength in defying

those attitudes.

tr

’


• 20th-century

Latina

• left home as

an unmarried

woman

• treated

differently

from brothers

•• •• 18th-century

black slave

• abused by

white owners

• not given same

freedoms as

black men

Sojourner Truth Both Sandra Cisneros• social

minorities

• defy society’s expectations

• describe their own

lives

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Score COMMON CORE TRAITS

6 • Development Includes a meaningful, engaging introduction; thoroughly develops the topic with well-chosen, relevant, and sufficient evidence; ends powerfully

• Organization Logically organizes complex ideas, concepts, and information; uses appropriate and varied transitions to create cohesion and clarify relationships among ideas

• Language Uses precise language in imaginative ways; maintains an appropriate style and tone for the audience and purpose; shows a strong command of conventions

5 • Development Has an engaging introduction; develops the topic with relevant, well-chosen evidence; has an effective concluding section

• Organization Logically organizes ideas, concepts, and information; uses appropriate transitions to create cohesion and clarify relationships

• Language Effectively uses precise language; maintains an appropriate style and tone for the audience and purpose; has a few errors in conventions

4 • Development Has an introduction, but it could be more engaging; lacks sufficient support for one or two ideas; has an adequate, though routine, concluding section

• Organization Is logically organized, with one or two exceptions; could use a few more transitions to clarify the relationships among ideas

• Language Includes some vague word choices; has one or two lapses in style and tone; includes a few distracting errors in conventions

3 • Development Has both an introduction and conclusion, but they are superficial or uninteresting; includes some unsupported ideas or irrelevant evidence

• Organization Has some flaws in organization; needs more transitions • Language Uses words correctly, though language is unimaginative; has frequent

lapses in style and tone; has some critical errors in conventions

2 • Development Has an unfocused, uninteresting introduction; does not develop most ideas; ends abruptly

• Organization Has an illogical organization; lacks transitions throughout• Language Uses vague language and misuses some words; lapses into an

inappropriate style and tone in many places; contains many distracting errors in conventions

1 • Development Lacks an introduction, development, and a concluding section• Organization Has no discernible organization; lacks transitions or uses

inappropriate ones• Language Uses many words incorrectly; employs an inappropriate style and

tone for the audience and purpose; has major problems with conventions

Scoring Rubric



When You’re the Writer

• Make sure your peer reader knows your purpose and audience.

• Clarify the kind of feedback you want to receive. Should your reader evaluate your ideas, organization, word choice, or all of the above?

• Be open to the possibility of rewriting passages that aren’t working or rethinking your approach based on your reader’s feedback.

When You’re the Reader

• Be respectful and positive in your feedback, noting both strong and weak parts of the writing.

• Ask questions to clarify what the writer intends, and answer questions honestly and specifically.

• Respond thoughtfully to the writer’s ideas. If you are uncertain about a change you are suggesting, help the writer determine whether to consult a reference source or gather more information.

Use Prewriting StrategiesUnleash your ideas using one or more of these strategies:

• Brainstorm with others. Generate topic ideas with a group of classmates.

• Freewrite. Write continuously for ten minutes, recording any ideas that pop into your head.

• Use the news. Stay current on scientific discoveries, controversial issues, and newsworthy events. Your next topic could be “ripped from the headlines.”

• Get visual. Use a graphic organizer, such as a cluster diagram or a story map, to get your ideas flowing.

• Write from a prompt. Consult the prompts in the Writing Workshops.

Enlist a Peer ReaderOften, peer readers can identify problems that you have overlooked or can’t see. Consider the following guidelines:

Strategies That Work: Writing

3

21

Record your writing ideas, plans, and notes in your Reader/Writer Notebook.

Go to thinkcentral.com.KEYWORD: HML11N-17

WritingOnline

• What is my purpose? What do I want my audience

to know, do, or believe after reading my work?• What information should I include to help my

audience understand my topic? How can I make that

information clear and coherent for my readers?• What level of language should I use to

communicate my meaning to this audience in this

context? Formal? Conversational? Technical? • What bias, or point of view, might my audience

have about my topic?

Questions To Ask

Think About Purpose and AudienceKeep your purpose and audience in mind throughout every stage of the writing process. These two considerations should guide every decision you make, from the organization of your ideas to your choice of words. Ask yourself questions like the ones on the notebook.

Writing Process Workshop

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exploring american literature · 2015. 1. 26. · realism 1855–1900 regionalism/ naturalism...

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